TOEFL test, December 2009

Reading Set 1

Eastern cottontails

The Eastern cottontail rabbit (Sylvilagus floridans) is a resilient and adaptable mammal in the order Lagomorph—an order which also includes hares and picas. The species floridans includes eighteen recognized subspecies. It is one of the most populous of North American wildlife species. Very high mortality counters a similarly high birth rate, and as such the species is not considered to be under any kind of threat.

The Eastern cottontail is plump, with a grey-brown coat, white underbelly, and short white tail. It has large eyes, long ears, and weighs two to four pounds. Cottontails avoid predators by initially freezing to avoid detection. If chased, the cottontail can leap ten to fifteen feet in one bound, and rapidly changes direction to throw off predators in pursuit. They are capable of reaching speeds of up to fifteen miles per hour. The cottontail has an average life expectancy of one year. Only one of one hundred cottontails will live to three years.

The Eastern cottontail is found in southern Canada, eastern Mexico and Central America; and through the South, the Midwest, and the majority of the eastern half of the United States save for the northern extremes of New England. The Eastern cottontail was introduced to parts of New England outside its original range in the 1930s, and populations there are expanding rapidly. There has been a corresponding decline in the native New England cottontail in areas where the Eastern cottontail has been introduced; however, studies have yet to irrefutably prove that the New England species’ decline is directly related to competition with the Eastern cottontail. This rabbit, like most species, prefers early succession forests and meadows, with the availability of grasses, forbs, and dense bushy areas. Nearby cover is required for escape from predators. Eastern Cottontail rabbits are extremely adaptable, and are thus also common to suburban areas characterized by open parks and lawns interspersed with stands of shrub and woods.

Cottontails breed from late winter to early fall. The female digs a small, shallow nest and lines it with soft plant materials and fur pulled from her own coat. Gestation is just under one month, after which a litter of up to nine kits is born. Average litter size is closer to four or five. Female cottontails are able to mate again the same day they give birth. The mother will tend to her young for three weeks, after which the kits remain nearby the nest for another four weeks before starting out on their own. Cottontails are sexually mature at about three months, and can have three or four litters a year.

This high reproductive rate and early maturity foils a similarly high mortality rate. Cottontails are a common prey species for domestic cats and dogs, as well as their more natural antagonists: owls, raptors, foxes, coyotes, bobcats, snakes, skunks, and some members of the weasel family. They are also common casualties of mowers and farm implements, and are the most common road-killed animal in the Midwestern United States. In addition, they are a popular game animal throughout the U.S., and in many cases can be hunted on private property without a permit. Around one quarter of the young rabbits born in a year are killed by predators, including humans

The species’ adaptability to urban environments and rapid reproduction rate keeps the population stable and high. Much attention is paid to managing the cottontail as a garden pest, as they are yard-raiders and often abscond with backyard gardeners’ lettuces and tulips. During the cold northern months, when the preferred diet of green shoots and grasses is unavailable, cottontails gnaw the young, smooth bark from new branches on orchard and landscape trees. In these circumstances techniques of exclusion—such as fencing—are most effective, as lethal methods only solve the problem until the next generation of cottontails matures and invades. Government protection of cottontails extends only to bag limits and required permits for hunting. Many states don’t have a marked hunting season, and, similarly, many states allow for the hunting of pest rabbits without permit and without regards to bag limit once attempts have otherwise been made to restrict cottontail access.

1. The word order in paragraph 1 is closest in meaning to (A) command (B) category * (C) arrangement (D) nationality

2. The word mortality in paragraph 1 is closest in meaning to (A) quality (B) mobility (C) disease (D) death *

3. According to paragraph 2, which of the following is NOT true of Eastern cottontails? (A) They have short white tails. (B) They can bound up to 15 feet. (C) They can run up to 25 miles per hour. * (D) They do not live long.

4. Which of the following best expresses the essential information in the highlighted sentence? Incorrect choices change the meaning in important ways or leave out essential information. (A) The introduction of Eastern cottontails into New England has hastened the decline of the native New England cottontail, which must compete with the Eastern for food. (B) Studies have not yet proven that the reduction in Eastern cottontails can be directly attributed to the New England species' decline. (C) New England cottontails are rapidly dying, but evidence links their mortality to the rise of the Eastern cottontail after its introduction to New England. (D) Though the number of native cottontails has fallen in areas where natives compete with the Eastern cottontail, it remains unproven that the intruders caused the decline. *

5. Look at the four squares [] that indicate where the following sentence can be added to the passage.

During this time, males fight with each other, and males and females perform a kind of mating "dance," which ends with both partners leaping straight up in the air.

Where would this sentence best fit?

Answer:

6. The word mate in the passage is closest in meaning to (A) match (B) copulate * (C) befriend (D) entrap

7. The word their in paragraph 5 refers to (A) dogs (B) cats (C) species (D) cottontails *

8. The word game in the passage is closest in meaning to (A) fun (B) sport (C) legitimate (D) huntable *

9. What can be inferred from paragraph 5 about Eastern cottontail rabbits? (A) They taste good to eat. * (B) They are nocturnal. (C) They are difficult to hunt. (D) They would make good pets.

10. The word pest in paragraph six is closest in meaning to (A) demon (B) annoyance * (C) inconvenience (D) robber

11. Why do cottontails eat the bark from orchard trees during the winter? (A) They love the bark's taste. (B) They need special nutrients. (C) They can't get the food they like. * (D) They usually live in orchards.

12. Complete the table below to summarize information about Eastern cottontail rabbits found in the passage. Put the statement in the appropriate column. Some answer choices will not be used. This question is worth three points.

Appearance Behavior HabitatD A C

E G

(A) digs a small, shallow nest and lines it with soft plant materials (B) are a common prey species for domestic cats and dogs (C) prefers early succession forests and meadows (D) plump, with a grey-brown coat (E) can leap ten to fifteen feet in one bound (F) Government offers limited protection from hunters (G) are common to woody suburban areas

Reading set 2

Aesthetic Movement

In 1852 American Commodore Matthew C. Perry set sail to Nagasaki, Japan, in the hopes of securing a trade treaty with the isolationist country. Two years later he succeeded, and nearly instantly a flood of exports hitherto unseen by westerners streamed into Europe and America. Citizens in both countries were soon astonished to learn of the use of shape, color, and devotion to understatement and unadorned space that dominated the Japanese artisans’ work. Admiration soon turned to inspiration, and later, revolution, as western artists began incorporating eastern art in the creation of a variety of artistic endeavors, including interior design, furniture, ceramics, textiles, architecture, and even literature. By early 1870, British artisans largely influenced by this influx of Japanese art—but also influenced by the Pre-Raphaelites and Italy’s Decadentismo—formed a philosophy known as the Aesthetic Movement. Importantly, its devotees embraced the premise that art should exist independently of utilitarian use, a rallying cry made famous by French philosopher Vincent Cousin when he coined the phrase “art for art’s sake.”

That art should hold no moral purpose, and be revered on its own accord simply for the beauty it affords, was indeed a radical notion for Victorian-era England, whose population was accustomed to sacrificing sensuality and pleasure for the sake of didacticism.* Such a rigid belief system was manifest in many aspects of society—architecture of the period took the form of Gothic Revival and medievalism, and the visual arts were marked by an ornate, overly decorated style. In contrast, visual artists working in the Aesthetic Movement often used a single brushstroke to connote form or content, and bold, bright colors and nature-themed motifs such as sunflowers, butterflies and peacocks were enthusiastically embraced. The Aesthetes’ goal was to forefront

beauty above all else by creating a sensuous, pleasurable experience. Early supporters of the movement included artist and author William Morris, poet Algernon Swinburne and writer Oscar Wilde, who, while on trial for libel at the close of the 19th Century, declared his belief that there is no such thing as an immoral book.

Years before that, however, it was Wilde who set off for America in 1882 to promote the Aesthetic Movement. His lectures were heavily attended, and as the movement swept across America, its tenets rapidly gained prominence in both urban and rural households, witnessed in the ubiquity of black-lacquered tables and dining chairs to blue-on-white painted china and Oriental rugs. It was believed that beautiful surroundings could enhance one’s life, and inasmuch as a person’s home was decorated with an artful flourish, so, too, was the furniture, which had its own set of aesthetic tendencies, including use of contrasting materials, flat surface decoration, and ebonized wood with gilt highlights. In no time the movement’s success had undercut the country’s notions of class, promoting the idea that a home could be beautiful independent of its owner’s socio-economic status, though one of the most arguably famously decorated interiors to emerge from the movement belonged to Frederick R. Leyland, a British shipping magnate.

In 1876, Leyland asked American artist James McNeill Whistler his opinion on what color to paint his dining room, and was soon shocked to discover that Whistler had, without consent, painted every square inch of wall and ceiling in true Aesthete style, replete with golden peacocks on the room’s shutters and peacock feathers on every inch of wall and ceiling. Today, visitors to the Freer Gallery in Washington, DC, can view the famous “Peacock Room,” which, after undergoing a painstaking transplant and restoration, has become an enduring hallmark of the grandiosity and lush decadence associated with the Aesthetic Movement. Though it lasted just thirty years, the movement remains an important period in art history, serving as a distinguished bridge between the Victorian era and what was to become the popular arts-and-craft style of the early 20th century, itself a precursor to art deco.

* designed or intended to teach

13. The word understatement in paragraph 1 is closest in meaning to(A) gaudiness(B) excess(C) restraint *(D) solitude

14. Look at the four squares [] that indicate where the following sentence could be added to the passage.

Broadly speaking, it represents the same tendencies that Symbolism or Decadence stood for in France, and may be considered the English branch of the same movement.

Where would the sentence best fit?

Answer:

15. Which of the following best expresses the essential information in the highlighted sentence? Incorrect choices change the meaning in important ways or leave out essential information.

(A) Devotees of the Aesthetic Movement agreed with Vincent Cousin that art was something to be admired rather than used. * (B) French philosopher Vincent Cousin coined the motto of the Aesthetic Movement, which emphasized art's usefulness. (C) Aesthetic Movement devotees believed average people could not understand art, and agreed with Vincent Cousin that they shouldn't try.(D) Vincent Cousin emphasized art for the people's sake, a rallying cry quickly

adopted by Aesthetic Movement devotees.

16. The word radical in paragraph 2 is closest in meaning to (A) surprisingly conservative (B) warmly received (C) unexpectedly sudden (D) extremely unusual *

17. What can be inferred from paragraph 2 about the people of Victorian-era England? (A) They valued science more highly than art. (B) Their art reflected their moral beliefs. * (C) They loved to dance, party, and have fun. (D) Their pleasure was no sacrifice for didacticism.

18. Why does the author mention butterflies and peacocks in paragraph 2? (A) To exemplify a form of Gothic Revival art (B) To help illustrate a contrast between visual artists * (C) To demonstrate the influence of Oscar Wilde (D) To argue against Aesthetic Movement tastes

19. The word tenents in paragraph 3 is closest in meaning to (A) renters (B) believers (C) principles * (D) goals

20. According to paragraph 3, what is true of the Aesthetic Movement?(A) It was equally popular in the cites and countryside. *(B) Its primary feature was black-lacquered furniture.(C) It was an indicator of a household's economic status. (D) It became popular in America before spreading to England.

21. All of the following are mentioned in paragraph 4 EXCEPT(A) James Whistler(B) peacocks

(C) Freer Gallery (D) Washington state *

22. The word which in paragraph 4 refers to(A) Freer Gallery(B) Washington, DC(C) Peacock Room *(D) transplant

23. The word painstaking in paragraph 4 is closest in meaning to(A) hurtful(B) careful *(C) hurried(D) lavish

24. What is the author's opinion of the Aesthetic Movement?(A) It was a short-lived fad that had little lasting impact. (B) It was an important bridge between two distinct eras. *(C) Its appeal was limited primarily to the upper classes. (D) It was one of the greatest periods in artistic history.

25. An introductory sentence for a brief summary of the passage is provided below. Complete the summary by selecting the THREE answer choices that express 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 2 points.

The Aesthetic Movement began with the opening of British and American trade with Japan in the mid-1850s, and lasted until nearly the turn of the century.

(A) American Commodore Matthew C. Perry negotiated the first trade treaty with previously isolationist Japan, in 1854.

(B) By 1870, the popularity of Japanese artwork had sparked the Aesthetic philosophy that art should be enjoyed solely for its own sake. *(C) This radical idea swept through America in the 1880s, fueled by the popular lectures of British author Oscar Wilde. * (D) In 1876, American artist James McNeill Whistler created the famous "Peacock

Room" for his British friend, Frederick R. Leyland. (E) The movement revolutionized British ideas of art and American notions of class,

promoting the idea that anybody could have a beautiful home. *(F) Aesthetic Movement artists often used a single brushstroke; bold, bright colors;

and nature-themed motifs.

Reading set 3

Desertification

The earth’s climate is constantly shifting, and many regions that are deserts today were once lush, vibrant landscapes. The process by means of which verdant land becomes arid desert is called “desertification,” and it sometimes occurs naturally, but just as frequently it is the result of human activity. As a natural process, desertification occurs because of variations in climactic patterns, as rainfall levels transition over the course of geological epochs and precipitation levels fluctuate with shorter term meteorological patterns. Human activity that perpetuates desertification includes overgrazing, deforestation, and emissions of greenhouse gases, which cause global warming. Affected communities are often unaware that desertification is taking place until the process is well underway, because the effect of human activities on the environment can take years to become apparent. This delayed manifestation can make it particularly difficult for the perpetrators of desertification to comprehend the consequences of their behavior and correct destructive practices.

Humans have been causing desertification since the Neolithic era, when the earliest farmers depleted the nutrients in the soil of the Middle East’s Fertile Crescent, turning productive land into barren landscape. Because the technology of cultivating crops was so new to them, they could not have known the ramifications of working the same piece of land continuously without taking steps to replenish its fertility. Successive successful agrarian civilizations learned to maintain the nutrients in the soil in order to keep it productive. But with the advent of the Industrial Revolution, farming became streamlined as well, and ambitious entrepreneurs intensified agricultural production, accelerating the impact of their industry on the soil, and turning tracts of formerly productive land into desert. Desertification became a serious issue in the United States during the 1930s, creating the “Dust Bowl” in the rural Midwest and causing millions of agricultural families to migrate westward in search of a livelihood. Today desertification is especially severe in China, where millions of acres each year cease to be productive, and severe windstorms blow soil that has been loosened by desiccation and erosion onto the streets of major cities. In Africa, as well, precious acreage is being lost to due to the harmful effects of haphazardly managed deforestation campaigns, as well as low-input agriculture, which depletes the nutrients in the soil without adequately replacing them.

Desertification is costly and dangerous, both in the immediate localities where it transpires, and also for the planet at large. Loss of agricultural land threatens the food security and self sufficiency of affected communities, compromising everything from longstanding social structures and cultural conventions based on traditional subsistence agriculture to economic infrastructures. Public health suffers as individuals experience malnutrition as well as respiratory ailments stemming from an increase in levels of airborne particles. In addition, desertification can be a dangerously self perpetuating process, as diminished rainfall causes communities to increasingly rely on underground water tables, depleting this vital resource and further contributing to the infertility of the topography. Desertification is a planetary issue because the loss of vegetation inhibits the landscape’s capacity to absorb greenhouse gases, contributing to global warming and generating a feedback loop that leads to an even more dramatic rate of desertification.

Even when desertification is not being caused specifically by the impact of humans, careful land management can slow the spread of deserts and avert environmental degradation. ■ Preventative measures need to be taken at both a policy level, and at the level of individual action. Governments can offer their citizens incentives for careful land stewardship, and they can implement laws and regulations geared towards careful land and water management. ■ They can subsidize programs for planting ground cover, and enclose parcels in the process of rejuvenation. ■ In addition, national governments have the resources to fund research that can provide invaluable information about effective land management, as well as the carrying capacity of particular ecosystems and microclimates. Individuals and communities can avert the process of desertification by coming together and pooling their collective knowledge and experience regarding the best ways to protect the integrity of their land. ■ They can alter their grazing and agricultural practices to focus on crops and rotational grazing systems that incorporate long range considerations and cognizance of the fragility and vulnerability of the landscape.

25. The word verdant in paragraph 1 is closest in meaning to (A) green * (B) fertile (C) abundant (D) healthy

26. The word perpetuates in paragraph 1 is closest in meaning to (A) initiates (B) mimics (C) prevents (D) prolongs *

27. According to paragraph 1, why is the manifestation of desertification often delayed? (A) Rainfall fluctuates with meteorological patterns. (B) Human effects are not readily apparent. * (C) Global warming is a recent phenomenon. (D) The process occurs naturally over time.

28. The word nutrients in paragraph 2 is closest in meaning to (A) superfluous semen (B) lush vegetation (C) vital ingredients * (D) chemical balance

29. According to paragraph 2, how did the Industrial Revolution affect desertification in the United States? (A) It streamlined it. (B) It accelerated it. * (C) It desensitized it. (D) It impacted it.

30. Why does the author mention the "Dust Bowl" in paragraph 2? (A) To exemplify a result of desertification * (B) To illustrate the success of the Industrial Revolution (C) To explain the cause of westward migration (D) To refute a disagreement about the Fertile Crescent.

31. Which of the following best expresses the essential information in the highlighted sentence? Incorrect choices change the meaning in important ways or leave out essential information. (A) Losing agricultural land threatens the security of cultural conventions. (B) Longstanding social structures threaten the loss of agricultural land. (C) The loss of farm land has far-reaching ramifications. * (D) Affected communities compromise food security with agriculture.

32. The word diminished in paragraph 3 is closest in meaning to (A) induced (B) prolific (C) enhanced (D) decreased *

33. Look at the four squares ■ that indicate where the following sentence could be added to the passage.

In areas of sand dunes, for instance, covering the dunes with large boulders or petroleum will block the wind near the face of the dunes and prevent the sand from moving.

Where would the sentence best fit? Click on the square ■ to add the sentence to the passage.

Answer: ■

34. The word subsidize in paragraph 4 is closest in meaning to (A) manage (B) finance * (C) promote (D) invent

35. The word they in paragraph 4 refers to (A) national governments (B) ecosystems and microclimates (C) individuals and communities * (D) knowledge and experience

36. All of the following are mentioned in the passage EXCEPT

(A) Canada * (B) the United States (C) China (D) Africa

37. An introductory sentence for a brief summary of the passage is provided below. Complete the summary by selecting the THREE answer choices that express 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 2 points.

Desertification -- the process of turning arable land into desert -- poses a serious threat to human civilizations.

(A) Some desertification occurs naturally, but humans have been accelerating the process through overgrazing, deforestation, and the emission of greenhouse gases. * (B) Humans first caused desertification during the Neolithic Era, by depleting nutrients in the Middle East's Fertile Crescent. (C) In the 1930, desertification created the "Dust Bowl" in the Midwestern United States, causing people to flee the area and flee westward. (D) Desertification threatens nearly every aspect of human life, including food, health, social structures, and economic infrastructures. * (E) Today desertification is especially severe in China and Africa, which lose millions of productive acres each year due to human activities. (F) Careful land management, led by governments and caring citizens, can slow the spread of deserts and avert environmental degradation. *

LISTENING SECTION

Lecture

Narrator: Listen to part of a lecture from a science class.

Prof: Ever since Vice, er, former Vice President Al Gore narrated the movie, “An Inconvenient Truth,” the topic of global warming has taken over the world in many ways. People are now thinking beyond simply recycling cans and bottles, and are discovering alternative energy sources -- like vegetable oil, the sun, the wind and uh, the tides of the ocean. And so now, with all the, all that we have come to attribute to global warming -- um, things like the shrinking of the polar ice caps, the increase of catastrophic weather, and new infectious diseases like West Nile virus and Swine Flu, we are being told one more thing. We need to reduce our “carbon footprint.”

Just out of curiosity, how many of you have heard this term: carbon footprint? OK, most of you. How many of you know, or think you know, what it means?

Hmmm….think so, huh? All right. After the lecture, we’ll discuss all that you have hopefully learned and see if what you think now is still what you think.

OK. Now, when you think of a footprint, a pretty clear image forms in your mind, right? Most likely all of us have seen our own bare prints when walking on the beach or something like that. So, when you hear the term carbon footprint in relation to global warming, it is meant to convey the image of how much land your foot covers on the ground. In other words, how much are you, and what you do in your daily life, directly affecting the global climate?

So, what exactly is a carbon footprint anyway? Good question. A scientific definition states that your carbon footprint is a measurement of the amount of what are called greenhouse gases that you produce throughout the course of your life. All right, so we have to learn another term here, if you don’t know already what greenhouse gases are, right? Greenhouse gases are, er, mainly consist of carbon dioxide, water vapor, methane, nitrous oxide and ozone. They get their name from a process that occurs in the Earth’s atmosphere called the greenhouse effect. Without going into too much detail, what you should know is that this effect is what regulates the temperatures here on Earth. Without greenhouse gases and the greenhouse effect, the temperature on our home planet would be about 59 degrees Farenheit (or 33 degrees Celsius) colder than it is now.

When you hear people talking about your carbon footprint, most often what they are talking about is the amount of carbon dioxide a person, country or organization emits or, uh, expels into the atmosphere. An easy way to think of greenhouse gases is to envision the tailpipe of your car or of the city bus. The exhaust produced by these engines is one of the most common examples of how greenhouse gases are expelled up into the atmosphere. Yes?

S: So, uh, if these gases, greenhouse gases, already exist in the atmosphere, why is it so bad that we are pumping it up there? I mean, they're natural, right?

P: Again, we must look at the greenhouse effect for the answer to this question. In order to regulate the Earth’s overall temperature, the gases in the atmosphere must be allowed to absorb and emit the radiation beaming down to us from the sun. The greenhouse gases let the sun’s light pass through them, but do not let heat rising from the surface of the Earth pass through. So, all of this heat builds up in the atmosphere over time, and causes our global temperature to gradually rise.

Let’s go back to the example of your actual footprint. It’s obvious to us that our footprint’s size can be measured, right? Well, so can our carbon footprint. By determining how much volume of greenhouse gases you emit during a set period of time, say a year, you will determine the size of your carbon footprint. Once you know the size, you can then formulate some plans on how to reduce it.

1. What aspect of carbon footprint does the professor mainly discuss? (A) Its genesis (B) Its impact (C) Its location (D) Its definition *

2. Narrator: Listen again to part of the lecture. Then answer the question.

Prof: Just out of curiosity, how many of you have heard this term: carbon footprint? OK, most of you. How many of you know, or think you know, what it means? Hmmm….think so, huh?

What does the professor mean when he says this:

Hmmm….think so, huh?

(A) He thinks the students know what "carbon footprint" means. (B) He believes the students don't know the real meaning. * (C) He is angry that the students did not look up the definition. (D) He finds it interesting that so few students have raised their hands.

3. According to the professor, what is true of greenhouse gases? (A) They keep the Earth's temperature at 59 degrees F. (B) They consist partially of carbon monoxide. (C) They block the heat radiating from the Earth.* (D) They shield the radiation beaming from the sun.

4. Why does the professor mention a beach? (A) To illustrate an analogy * (B) To contradict an argument (C) To explain a principle (D) To exemplify pollution 5. Narrator: Listen again to part of the lecture. Then answer the question.

Prof: Greenhouse gases are, er, mainly consist of carbon dioxide, water vapor, methane, nitrous oxide and ozone. They get their name from a process that occurs in the Earth’s atmosphere called the greenhouse effect. Without going into too much detail, what you should know is that this effect is what regulates the temperatures here on Earth.

What does the professor imply about detail when he says this:

Without going into too much detail,

(A) It is too complex for the students. (B) It is unnecessary right now. * (C) He will provide it later. (D) He does not understand it.

6. What will the professor most likely talk about next? (A) Federal laws related to greenhouse gases (B) How to make cars that are less polluting (C) Future effects of greenhouse gases worldwide. (D) How to measure personal carbon footprints *

Conversation

Narrator: Listen to a conversation between a student and a campus police officer.

Officer (male): Yes, can I help you?S (female): Yeah, I need to report a stolen bike.O: OK. First, it was stolen when?S: Between 10 and 11 this morning. I had a class in Tully Hall, and I locked my bike up to rack out front. When I came out of class, it was completely gone. Like, there wasn't even part of the lock lying around.O: Yeah, thieves are getting smarter, and better. They can pick or cut a lock and haul a bike away in a matter of seconds. Now, what type of bike was it?S: It's a Wheeler X-20 mountain bike. It's dark blue.O: OK. Was it registered with the campus police?S: Uh, no it wasn't. I mean, not yet. I know I should have. And I've been meaning to, but I just got it only about a month ago, and I…O: It's OK. You don't have to register. It just makes it easier for us to catch the bad guys.S: Sorry. I will next time.O: Next, I need you to fill out this form. Frankly, the chances that we'll find your bike aren't good. There's a ring of thieves who are taking bikes from around here and selling them in Mexico.S: Really?! How do they get them across the border?O: That's what we'd like to know….So, have a seat over there. When you're finished, we'll give you a claim form with a case number. But I wouldn't hold my breath if I were you.S: I won't. But thanks anyway for your time.O: No problem. Next time, register your bike with us. It'll only take a couple of minutes, and the sticker we give you to put on the bike helps us keep track of it.S: I will officer. Thanks!

7. Why does the student visit the campus police?(A) To register a bike(B) To report a crime *(C) To fill out a form(D) To ask a question

8. What does the officer say about bike thieves? (A) They will be caught shortly.(B) They are not intelligent.(C) They are quick and efficient. *(D) They usually leave behind the lock.

9. Why didn't the student register her bike with the police?(A) She had procrastinated. *

(B) She did know it was required.(C) She forgot an appointment.(D) She did not trust the police.

10. Listen again to part of the conversation and answer the question.

O: Frankly, the chances that we'll find your bike aren't good. There's a ring of thieves who are taking bikes from around here and selling them in Mexico.S: Really?! How do they get them across the border?O: That's what we'd like to know….So, have a seat over there. When you're finished, we'll give you a claim form with a case number. But I wouldn't hold my breath if I were you.

What does the officer mean when he says this:

But I wouldn't hold my breath if I were you.

(A) Holding your breath can be dangerous.(B) The student should help look for the thieves.(C) The officer does not want to help the student.

(D) The student should not anticipate getting her bike back. *

11. What is the officer's attitude toward the student?(A) Cynical(B) Impatient(C) Compassionate *

(D) Condescending

Lecture

Narrator: Listen to part of a lecture from a literature class.

Prof: You’ve been reading about influential American authors. Writers are often told that they should write what, uh, what they know. Today I want to talk to you about a man who did this, and in the process had tremendous influence on the 20th century novel. That man is William Faulkner -- F-A-U-L-K-N-E-R.

Faulkner, who won both the Nobel Prize and two Pulitzer Prizes, never graduated from high school, let alone earned a college degree. Now, ahem, please don’t let that influence you and your presence here today…But how does such a man become a renowned author? Maybe the answer is in this quote from Faulkner himself. "Read, read, read," the author advised a young writer. "Read everything -- trash, classics, good and bad, and see how they do it. Just like a carpenter who works as an apprentice and studies the master. Read! You'll absorb it. Then write. If it is good, you'll find out. If it's not, throw it out the window."

During a stint when Faulkner was living in New Orleans, another author, Sherwood Anderson, advised him to write about the region he came from, and Faulkner

took Mr. Anderson at his word. Faulkner was born in Mississippi, which is among the poorest states in the country, and this had a profound influence on his body of work. Many of his stories were set in a fictional county, called, um, Yoknapatawpha County -- that's Yo-knap-a-ta-wpha, traditional spelling (laughter) -- which was based heavily on his own Lafayette County, where he lived on and off for most of his life. Out of the nineteen novels Faulkner wrote, all but five were set in Yoknapatawhpha. This county was a microcosm of the South, and as such was filled with colorful characters who served as models of the unraveling of traditional values and uh, the uh, decay of the South following the Civil War. While Faulkner was growing up, this area of the south was experiencing an extreme shift from a traditionally aristocratic and agrarian society to a more modern industrial “New South.” It was an era filled with racial prejudice, which became a primary theme in Faulkner's work. Prevalent motifs throughout his stories also included violence and sex -- while, which common today, were daring Faulkner's time.

So, one thing Faulkner was known for was sense of place. The other is his writing technique. Um, Faulkner wrote several works using a style called "stream of consciousness." Another [false start], he wasn't the first writer to use this technique, but he used it to great natural effect in his masterpiece novel, The Sound and the Fury. The story is told through the eyes of Benjy, who is re-, uh, mentally retarded. Another technique characteristic of Faulkner was the use of multiple narrators, in novels such as As I Lay Dying and Go Down Moses. He believed that history is often inaccurate and misunderstood, and is best described by the, um, the quote eyewitness accounts of people who have lived it. The elements of stream of consciousness, multiple narrators, and stories told out of chronological order is the reason why reading Faulkner's works takes intense concentration. However challenging they might be, authors as diverse as Albert Camus, Gabriel Garcia Marquez and Toni Morrison have cited Faulkner as greatly influential to their careers.

12. What aspect of William Faulkner's career does the speaker mainly discuss? (A) His education (B) His early influences (C) His numerous awards (D) His literary style *

13. According to the professor, what is true of William Faulkner? (A) He was born in New Orleans. (B) He earned a college degree. (C) He wrote about the South. * (D) He lived in Missouri.

14. Why does the professor read a quotation from William Faulkner? (A) To increase the students' understanding * (B) To answer a question about Faulkner's writing style (C) To exemplify one of Faulkner's writing techniques (D) To illustrate a point about literature

15. Narrator: Listen again to part of the lecture. Then answer the question.

Prof: Faulkner was born in Mississippi, which is among the poorest states in the country, and this had a profound influence on his body of work. Many of his stories were set in a fictional county, called, um, Yoknapatawpha County -- that's Yo-knap-a-ta-wpha, traditional spelling (laughter) -- which was based heavily on his own Lafayette County, where he lived on and off for most of his life.

What does the professor mean when he says this:

that's Yo-knap-a-ta-wpha, traditional spelling

(A) Students know the common way to spell this word. (B) He does not expect students to know how to spell this word. * (C) Students should be able to sound out the word to get the spelling. (D) The students should take note of this word for a future test.

16. Narrator: Listen again to part of the lecture. Then answer the question.

Prof: Another technique characteristic of Faulkner was the use of multiple narrators, in novels such as As I Lay Dying and Go Down Moses. He believed that history is often inaccurate and misunderstood, and is best described by the, um, the quote eyewitness accounts of people who have lived it.

What does the professor imply when he says this:

quote eyewitness accounts

(A) The term "eyewitness accounts" is very powerful. (B) He does not like the use of multiple narrators. (C) He is doubtful that students are listening. (D) He is skeptical of the accuracy of the term. *

17. All of the following are mentioned as characteristics of Faulkner's writing EXCEPT (A) Stream of consciousness (B) Sense of place (C) Long sentences * (D) Multiple narrators

Conversation

Narrator: Listen to a conversation between a student and a university professor.

S (female): Good morning Professor Dowling. You um, uh, you wanted to see me?P (male): Yes, Ms. Marx, I did. Please have a seat. It's OK, you're not in trouble. (chuckles) Thank you for coming in.

S: Um, You're welcome.P: Ms. Marx, you're a senior now, right? And you've been here four years?S: Yeah, I'm a senior, but, um, I've only been here three years. I transferred from State U.P: Oh, I see. And I was wondering what your plans are after June?S: Well, I really don't know for sure. I'm, I've been looking for a job and um, you know, thinking about where to go. I'll probably live with parents here in town until I can find a job.P: Have you considered grad school?S: Yes, but…you know, it's expensive and all. Maybe in a few years…P: You know you're doing very well in my class, don't you Ms. Marx? You seem to me to be a very bright, inquisitive young person. I could use someone like you next fall as a graduate assistant.S: Really? You'd like me to be your GA?!P: Yes, I would. Now, the job pays only a small stipend, but it would help defray your expenses a little bit, anyway. Plus, if you'll be living with your parents, you won't have many housing costs.S: Wow, I'm really flattered. I, I…Of course I'd love to, but, well…wow! Thank you!!P: Think it over. It's great experience for you, and I think down the road you'll make a terrific botanist one day! 18. Why did the professor ask to see the student?

(A) To offer a reprimand(B) To make a proposal *(C) To review an assignment(D) To discuss a thesis

19. What is true of Ms. Marx? (A) She is a junior.(B) She used to go to State U. * (C) She was planning for grad school.(D) She doesn't like Professor Dowling.

20. Narrator: Listen again to part of the conversation and answer the question.

P: Ms. Marx, you're a senior now, right? And you've been here four years?S: Yeah, I'm a senior, but, um, I've only been here three years. I transferred from State U.P: Oh, I see. And I was wondering what your plans are after June?

Why does the professor mean when he says this:

And I was wondering what your plans are after June?

(A) He wants to know her postgraduate plans. *(B) He wants to know what she is doing for the summer.(C) He wants to know which state she will be living in.(D) He wants to know if she has lost her plants.

21. How did Ms. Marx feel about Professor Dowling's offer?(A) Flattened(B) Ambiguous(C) Burdened(D) Overwhelmed *

22. Listen again to part of the conversation and answer the question.

S: Wow, I'm really flattered. I, I…Of course I'd love to, but, well…wow! Thank you!!P: Think it over. It's great experience for you, and I think down the road you'll make a terrific botanist one day!

What can be inferred about the professor when he says this:

I think down the road you'll make a terrific botanist one day!

(A) He is an English instructor.(B) He is a music instructor.(C) He is a science instructor. * (D) He is a mathematics instructor.

Lecture

Narrator: Listen to part of a lecture in a life science class.

Prof: I’m going to start my lecture today by telling you a story about a woman I know. She works a part time job with a food company and also does some house cleaning on the side for a couple of clients. She’s been to college, and she has a young son who she is raising mostly on her own. Her coworkers enjoy her company, though they sometimes find her a bit, oh, difficult to work with because she has trouble catching on to the rhythm of how things are flowing in the kitchen. She gets along well with the people she works with, but she functions best when she operates by her, er, independently, completing tasks on her own.

Um, a year or two ago, when she was in her mid-forties, she was diagnosed with autism. That’s right, after living as an independent adult for more than twenty years she discovered this intriguing, difficult, potentially liberating fact about herself. I call it “potentially liberating” because this knowledge can go a long way towards explaining many of the, uh, problems she’s encountered in her work and home life while trying to communicate and understand the ways people interact, as well as her trouble with the basic mechanics of day to day living.

How can someone go through such a significant part of their lives not even knowing that they are autistic? First of all, in 2008--when she was diagnosed—psychiatric and physiological research on autism was considerably more advanced than when she was a child. Secondly, autism has a broad range of symp…manifestations, from

something as common as idiosyncratic social skills, like, um, avoiding eye contact and having difficulty maintaining the thread of a conversation, to severe cases characterized by an almost complete inability to communicate. This has caused doctors and researchers to coin the term “autistic spectrum” for the many symptoms and degrees of severity.

Now, Mary probably had, uh, Mary is the woman I was telling you about. She had a type of autism called Asperger’s Syndrome. Asperger's Syndrome is characterized by communication difficulties in individuals who can, um, otherwise function quite competently. People with Asperger’s Syndrome display a range of symptoms, ranging from unusual facial expressions to lack of empathy to an almost obsessive interest in one particular area. At the other end of the spectrum, Rett Syndrome -- that's R-E-double T -- is characterized by severe learning difficulties, serious language development problems, and, uh, insufficient motor coordination to perform basic tasks such as grasping objects.

Even within the many types of autism, no two cases are alike. This can make it tricky to diagnose and treat autism, although there is widespread consensus within the medical community about the fact that autism is a treatable disease, especially if it is recognized and diagnosed early. Unlike the case with my acquaintance, Mary, who reached her mid forties without being diagnosed as autistic, doctors today can recognize autism in children between two and three years of age. This early diagnosis facilitates active, timely intervention, which can be critical for treatment. Once a diagnosis is confirmed, active involvement on the part of a parent can be critical to a child’s chances of becoming an effectively functioning member of society.

In order to address this need for early intervention, Congress included a special provision in the Individuals with Disabilities Education Act that allocates funds specifically targeted towards time sensitive strategies for treating children with autism. Um, for instance, the federal government provides funds to individual states to implement Early Intervention, or “EI” programs; although it does not provide much in the way of specifics regarding how these funds should be used. As a result, there is a considerable lack of consistency in programs sponsored by different states. Regardless of this difficulty, however, we are fortunate to have a range of programs that are available free of charge to families who desperately need support in dealing with this lifelong challenge.

23. What is the lecture mainly about? (A) EI programs (B) Different types of autism * (C) Asperger's Syndrome (D) The history of autism

24. What is NOT true of autism? (A) It has a broad range of manifestations. (B) It can be difficult to diagnose. (C) It is untreatable. * (D) It can affect motor coordination.

25. Why does the professor mention an acquaintance named Mary? (A) To demonstrate the difficulty in autism diagnosis *

(B) To illustrate the perils of Rett Syndrome (C) To explain a scientific breakthrough (D) To clarify a point about early intervention

26. Narrator: Listen again to part of the lecture. Then answer the question.

Prof: I’m going to start my lecture today by telling you a story about a woman I know. She works a part time job with a food company and also does some house cleaning on the side for a couple of clients. She’s been to college, and she has a young son who she is raising mostly on her own.

Narrator: What does the professor imply when he says this:

she has a young son who she is raising mostly on her own.

(A) Most autistic people do not have children. (B) The boy's father is no longer alive. (C) The woman has lots of help with her son. (D) The woman is likely a single mother. *

27. Narrator: What is true of Asperger's Syndrome and Rett Syndrome? Place a checkmark in the correct box.

Asperger's Syndrome Rett SyndromeSevere learning difficulties XLack of empathy XWeird facial expressions XMotor coordination problems

X

28. According to the professor, what is the main problem with Early Intervention funding? (A) A range of programs (B) Lack of specificity * (C) Shortage of money (D) Time sensitive strategies

Conversation

Listen to a conversation between a student and a professor.

P (male): All right now, what can I do for you?S (female): I'd like to start by asking you about your background. You've been here at Northeastern University for, uh, 12 years. Where were you before this?

P: Well, I began my career at Union University, and I was there for, uh, let's see…five years. Then I was offered a better position at the University of Topeka, and I was there for about 15 years.S: Why did you come to Northeastern?P: Two reasons. First, they offered me more freedom to do research. At Topeka, I had to teach a heavy class load, so research took a back seat. Second, my wife is from this state, and she welcomed the chance to move closer to her family.S: I see. So, um, how long have you been married? Do you have children?P: I've been married nearly 30 years now. I met my wife while she was a graduate assistant at Union. We were researching red blood cells together. We have three children: Kayla, who's 26, Dustin, who's 23, and our baby, Devon, who's 19.S: Is your wife a professor also?P: No. She's a middle school science teacher.S: Oh, Good for her! Now, um, my story is supposed to focus more on your personal life -- you know, so the readers can get to know what you're like outside of class. So, uh, could you um, maybe tell me a little about yourself? You know, like what you're like, how you spend your free time, stuff like that?P: What am I like? [chuckles]. That's a good question. Uh, well, I love all kinds of sports. I've coached my son's soccer and basketball teams. I like hiking and skiing. And in the summer, my wife and I have a tandem bicycle that we ride together.S: Hey, that would be a great picture! Maybe our photographer could take that on Saturday?P: Uh, sure I don't see why not. When did you say this would run?S: In next week's Friday issue. That's the uh, 14th I think. My deadline is the end of this week.P: OK. I see.S: So, uh, besides sports, what are some other hobbies. How about music and books?

29. Why is the student talking to the professor?(A) She is visiting a long-time family friend. (B) She is discussing one of his summer classes.(C) She is asking advice about her future career.(D) She is researching a newspaper article. *

30. What did the professor say attracted him to Northeastern University?(A) The chance to do more research *(B) A higher salary(C) Being closer to his parents(D) He got to teach more classes

31. Which of the following is NOT true about the professor?(A) He started his career at Union University. (B) He likes to go skiing and hiking.(C) He has four children. *(D) His wife is a middle-school teacher.

32. Narrator: Listen again to part of the conversation and answer the question.

S: So, uh, could you um, maybe tell me a little about yourself? You know, like what you're like, how you spend your free time, stuff like that?P: What am I like? [chuckles]. That's a good question.

What does the professor mean when he says this:

That's a good question.

(A) He does not like the question. (B) He thinks it's difficult to answer. *(C) He has been thinking a lot about it.(D) He resents it being asked.

33. What can be inferred about the professor?(A) He is in his 60s.(B) He is very strict.(C) He is overweight.(D) He teaches science. *

Lecture

Narrator: Listen to part of a lecture in a biology class.

Female Professor: [clears throat] Good morning. Please get settled, everyone, so we can begin. Today we’re going to start our study of viruses. You may not know much about them, but if you’ve ever had a nasty cold, the flu, or chicken pox, you’ve experienced the effects that viruses can have on the body firsthand. But what do viruses look like? Are they alive? And how exactly do viruses take over cells? [pauses] These are the questions we are going to answer today. OK…if you looked at a virus cell, the first thing you would notice is that it is incredibly small…much smaller than plant or animal cells, and much smaller than bacteria. Viruses are so miniscule that they are measured using millionths of a millimeter. Hard to imagine, no? The other characteristic that distinguishes viruses from other cells is that they are much less complex. A virus is composed of genetic information in the form of RNA or DNA and a protective layer of protein that covers that genetic information. Some viruses also have an outer layer that is covered in spikes. Viruses with this membrane are known as enveloped viruses. Naked viruses are those that don’t contain an outer layer. And that’s it! There are no mitochondria, no flagella to help the virus move, and no cell walls. To summarize, viruses are extremely small and very simple. Now…let’s move on to the question of whether viruses are alive. [chuckles] The answer to this question will differ depending on which scientist you talk to, so please bear with me. In our previous units on plant and animal cells, we learned that they are capable of producing energy, obtaining nutrients, reproducing, and growing, and these are…are all characteristics of living cells. If you were to observe a virus on a rock or a water

fountain, you would almost certainly conclude that the virus is not alive. To put it in very unscientific terms, the virus would just be sitting there…not doing anything. Once a virus enters a living host, though – a plant, an animal, a bacterium, or a human – deciding whether or not a virus is alive gets a little trickier. You see, once a virus enters another cell, it takes control of that host cell. The virus uses the cell to make copies of itself. But do these capabilities mean a virus is alive? Since there is no consensus in the scientific community, it’s up to you to draw your own conclusions. That would make an excellent exam question, by the way. I’ve touched on how viruses take over cells, but I think we should go into a little more detail. Please turn to page 143. There’s a diagram at the top of the page that illustrates each of the steps I’m about to describe. For this example, let’s assume the host is a human being. Umm…the first step is for the virus to enter the host. This can happen in a number of ways, since there are countless viruses in the air and on surfaces. We might breathe viruses in through our noses, we might get them on our hands by touching a door knob and then forget to wash our hands before we eat, or we might have a small cut on the skin that provides an easy entry point for viruses. Once the virus is inside the body, it attaches to a cell. This step is known as adsorption. The next step is entry, during which the virus injects its RNA or DNA inside the cell. This genetic material takes over the host cell to replicate, or, in other words, produce new copies of the virus. Virus components are produced during replication, and these parts join together to make new viruses during assembly. Finally, during release, the copied viruses exit the host cell, which is destroyed. This entire process is known as the lytic cycle. Once again…the steps in the lytic cycle are adsorption, entry, replication, assembly, and release. You should be able to describe this process in detail. Before we move on to how viral infections can be controlled, let’s take a little break. I’ll move on to the next topic in exactly five minutes.

34. What is the main topic of the lecture? (A) The characteristics of viruses * (B) How viruses control cells (C) Why viruses are alive (D) The composition of viruses

35. According to the professor, all of the following are true of virus cells EXCEPT (A) They are smaller than plant and animal cells. (B) They are less complex than other cells. (C) They have flagella to help the virus move. * (D) They contain genetic information.

36. Narrator: Listen again to part of the lecture. Then answer the question.

Prof: Now…let’s move on to the question of whether viruses are alive. [chuckles] The answer to this question will differ depending on which scientist you talk to, so please bear with me.

What does the professor mean when she says this:

please bear with me.

(A) She wants the students to listen carefully. (B) She is asking the students to be patient. * (C) She wants the students to stop taking notes and just listen. (D) She is requesting that the students quiet down.

37. Why does the professor ask students to open their books? (A) To re-read the homework assignment on cell control. (B) To check the spelling of a term she has mentioned. (C) To answer the questions on page 143. (D) To look at a visual aid while she lectures. *

38. Narrator: Listen again to part of the lecture. Then answer the question.

Prof: The virus uses the cell to make copies of itself. But do these capabilities mean a virus is alive? Since there is no consensus in the scientific community, it’s up to you to draw your own conclusions. That would make an excellent exam question, by the way.

What does the professor imply when she says this:

That would make an excellent exam question, by the way.

(A) The question is too difficult to be included on an exam. (B) She believes that viruses are in fact alive. (C) Students should pay particular attention to this topic. * (D) The class will have an examination soon.

39. The professor explained the steps of the lytic cycle. Put these steps in order by typing in a number in the box opposite each step.

Steps NumberAssembly 3Release 4Adsorption 1Replication 2

SPEAKING SECTION

Question 1

Independent: personal preference

Narrator: Talk about a hobby that you enjoy. Explain why the hobby is enjoyable to you. Give specific reasons and details to support your explanation.

Sample answer: I really like to collect stamps, because they're interesting to look at, they're fun to get, and they help me learn a lot about the world. I buy some stamps at the store, trade others with my friends, and get some others off of envelopes. Many of my stamps are very beautiful, especially the newer ones that use 3-D images in them. But my favorites are the ones of historical figures, like Charles Lindbergh, who was the first person to fly across the ocean, and Winston Churchill, who was the leader of Britain during World War II. These get me interested in the people, so I study about them.

Question 2Independent: paired choice

Narrator: Some people think breakfast should be the biggest meal of the day. Others prefer to eat a small breakfast and a large lunch or dinner. Which do you prefer? Use specific reasons and examples to support your answer.

Sample response 1: I feel that breakfast is the most important meal, because it's the time to refuel your body after many hours without food. So I like to eat a large breakfast and get a lot of vitamins into me so I have energy to face the day ahead. If I eat too small a breakfast, I feel tired in the morning, and I can't think as clearly or run as well during PE. But if I eat a big one, like cereal and toast and eggs and orange juice, I'm alert and have plenty of energy. I don't need as much energy at lunch, and at dinner I need even less.

Sample response 2: Breakfast is important, but I don't think you need to eat a large breakfast. I prefer to eat a smaller meal in the morning, because it wakes my system up more gradually. It's better to eat more, smaller meals during the day, like eating five or six times, but with none of those meals bigger than the others. This way keeps you steady and balanced all day, so you have consistent energy levels.

Question 3Integrated: reading + conversationNarrator: In this question you will read a short passage about a campus situation and then listen to a talk on the same topic. You will then answer a question using information from both the reading passage and the talk. After you hear the question, you will have 30 seconds to prepare your response and 60 seconds to speak.

Narrator: Central University is going to raise tuition next year. Read the newspaper article about the price increase. You will have 45 seconds to read the notice. You may begin reading now.

Central tuition going up

Tuition at Central University will increase by 15% for all students next year, university President Peter Petrovitz announced yesterday.

“Raising prices is not something we do lightly,” Petrovitz said. “After careful analysis, we have decided that this increase is necessary to help us maintain the high quality of our programs and our staff.”

This will be the university’s first tuition increase in six years. Salaries for Central professors have lagged behind those of other universities, and six professors have left the university in the past two years for better-paying positions.

The new prices will take effect next fall term.

Narrator: Now listen to a conversation between two students about the newspaper article.

W: Did you see the paper today? They’re raising tuition by 15 percent next year.

M: What?! Fifteen percent! Does that apply to us, too?

W: Yep.

M: They can’t do that! We’ve been here two years. They should raise it only for new students!

W: I agree. It doesn’t seem fair. But they need money. I don’t like it, but my chemistry prof, Mr. Greenberg, left last year, and he was awesome. I’d hate to see other professors leave too.

M: Yeah, so would I. It’s just that, uh, you know, college is already massively expensive. Can’t they get money from someone else?

W: Like who?

M: How about the football program? There’s 80,000 fans at every game. Why can’t they funnel some of that money into professors’ salaries?

W: You know, I think they do.

M: Then they can raise ticket prices! Or they could have a massive fund-raising drive.

W: I’m sure they’ve thought of those kinds of things. The article said they didn’t want to do it. It’s like, the first tuition hike in six years.

M: Great. Wish they could have waited another two years. Then we’d be outta here.

Narrator: The man expresses his opinion of the tuition increase. State his opinion and explain the reasons he gives for holding that opinion.

Model answerThe man doesn’t think the tuition increase is fair. He gives two reasons for this. First, he says that since he’s already been at the university for two years, the increase shouldn’t apply to him. He should be grandfathered in. Second, he says that tuition is already very expensive, so the university should try hard to get money from other places besides the students. He mentions raising the price of football tickets, or having a large fund-raising campaign. He agrees with the woman that he doesn’t want to see good professors leaving for higher salaries at other schools, but he wishes the school could wait two more years to raise the fees until after he’s graduated.

Question 4Integrated: reading + lectureNarrator: In this question you will read a short passage on an academic subject and then listen to a talk on the same topic. You will then answer a question using information from both the reading passage and the talk. After you hear the question, you will have 30 seconds to prepare your response and 60 seconds to speak.

Narrator: Read the passage about dyslexia. You have 45 seconds to read the passage. Begin reading now.

DyslexiaAbout one of every five Americans experiences unusual difficulty learning to read. Some have only small problems, such as confusing were for where, while others struggle greatly -- for example, reading words backwards, such as no for on, or being unable to read big words. For decades, educators did not know how to help such students. Teachers often thought they were stupid, and could not understand why reading was so hard for them. Today, such reading difficulty is called dyslexia, and scientists know it results from a physical problem in learners’ brains. New research has discovered methods to help readers who have dyslexia.

Narrator: Now listen to part of a lecture on this topic in a health class.

Prof: Researchers define dyslexia as a brain-based learning problem. People with dyslexia have trouble reading because of a problem in their brains. Until recently, we haven’t been able….it’s been difficult to analyze how the brain works during the reading process. Today, new technology allows scientists to “watch” the brain as children read. What they’ve found is that when children have dyslexia, their brains process information in a different way than other children. They have a difficult time hearing the sounds in spoken English words, and in written words they have trouble putting the letters in the correct order. These, uh, these problems make reading and spelling much more difficult for dyslexic students, because they read slowly, and they make lots of mistakes.Because of this brain research, teachers have found better ways to help students with dyslexia, to make their brains stronger. Teachers now show them specific techniques, like having students say the names of the letters as they write them down to spell a word. Teachers also know that they have to give dyslexic students extra time to read and write.

This isn’t because people with dyslexia are stupid, like teachers used to think, it’s just that their brains work differently. There are many famous people who have had dyslexia, including Albert Einstein. With the right kind of help, they can develop stronger brains and lead successful lives.

Narrator: Explain how research has helped readers with dyslexia..

Sample response: Research has shown that the brains of people with dyslexia work differently than other people’s brains, so students who have dyslexia have a hard time reading and spelling. This research has taught teachers new ways to help these students, like giving them extra time to read, and teaching them to say the letters as they write words. Teachers used to think that students with dyslexia weren’t very intelligent, but now they know that these students can be very smart, like Einstein, but still have trouble reading and spelling because of a problem with their brain. The research has shown good ways to teach children with dyslexia, so their brains can get stronger and they can have good lives.

Question 5Integrated: conversation/best solutionNarrator: 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 your opinion about the ideas presented. After you hear the question, you will have 20 seconds to prepare your response and 60 seconds to speak.

M: Professor Reynolds, can I talk with you for a minute?W: Yes, Mr. Mauf. What can I do for you?M: Well, I know we have our midterm next Friday, but I'm a Muslim, and that's a religious holiday for me so I won't be attending classes. I know the following week is spring break, and we'll be off, so I don't know what to do.W: I see. Well, you have two options. I could arrange for you to take the exam on Thursday, before the rest of the class, or else the Monday or Tuesday during the week when you return from vacation.M: Hmm. OK, that's fair.W: Do you think you could be ready to take the test by next Thursday?M: Yeah, I guess so. I'll have to study pretty hard the next few days. But if I wait 'til afterward, I'll have the test hanging over my head all spring break. I'd have more time to study for it, but I'm not sure how much studying I'd really get done.W: I understand. How soon can you let me know? Either way, I'll need to make a special test for you. If you're going to take the exam on Thursday, I have to start preparing it.M: Yeah, I see. Um, I have to check with my sociology professor, 'cause I'm in the same boat with his class. Could I drop by your office this afternoon and tell you then?W: That works for me. If I'm not there, please leave a note in my in-box.M: I will Professor Reynolds. Thanks for your flexibility.

Narrator: The students discuss two possible solutions to the woman's problem. Describe the problem. Then state which of the two solutions you prefer and explain why.

Sample response 1: The man will be absent the day of a mid-term test. He must decide whether to take the test in advance, or wait about 10 days, until after spring vacation, to take it. In my opinion it's best if he takes the test early. That way, even though he has to study hard in the short term, he will have it over with and can enjoy his vacation without worrying about school. I like to get my work done before I play or do something enjoyable. I can enjoy myself more if I know my responsibilities have been fulfilled.

Sample response 2: The man cannot come to class on the day of an examination. He can either take the test one day early, or else wait until after vacation the following week to take the test. I think he should wait until after vacation. While it's true that he would have to worry about the test during the vacation, he will also have more time and can study for it better. With an extra week to prepare, if he studies just a little bit every day -- only 10 to 20 minutes -- he will be ready for the exam. Also, after vacation he will be more relaxed, so he can think more clearly and will probably do better on the exam. Taking it early creates too much stress, especially since he might have to take a test in another class early also.

Question 6 Lecture summaryNarrator: In this question, you will listen to part of a lecture. You will then be asked to summarize important information from the lecture. After you hear the question, you will have 20 seconds to prepare your response and 60 seconds to speak.

Now listen to part of a talk in a science class.

Prof: We usually think of deserts as hot, dry, sandy places. And many deserts are. But actually, deserts come in several forms. Let’s learn about some of them.

In defining a desert, we have to consider two factors. The first is the annual amount of rainfall. Deserts get less than 250 millimeters of rain or snow each year. The second factor is how much of that rain or snow evaporates -- that is, goes back into the atmosphere or is used up by plants. We call this loss of water evaporation.

Simply stated, a desert is a place where evaporation is greater than rainfall or snowfall. Because so much water evaporates, most deserts are hot. But not all. The North and South poles, for instance, are cold deserts. They get less than 250 millimeters of snow each year, and the ground is permanently frozen.

We also classify deserts by their location and main weather pattern. One example is trade wind deserts. Trade wind deserts are located between 30 degrees and 35 degrees north and south of the equator. The winds that blow over these areas are very strong. They blow away clouds, so more sun reaches the ground. Most of the major deserts in the world lie in the areas crossed by the trade winds. The Sahara Desert, in North Africa, is a trade wind desert. Temperatures there can reach 57 degrees Celsius.

Another type of desert is the rain shadow desert. Rain shadow deserts lie next to tall mountains. As clouds rise over the mountains, they spill all of their rain or snow before they get to the other side. So these deserts are formed in the “shadow” of the mountains. The Judean Desert in Israel

is a rain shadow desert. So is a large part of the western United States called the Great Basin.Still another kind of desert is coastal deserts. These are on the western edges, or coasts, of

continents. One coastal desert, the Atacama Desert of South America, is Earth's driest desert. In the Atacama, there can be measurable rainfall only once every 50 years.

Narrator: Using points and examples from the talk, explain how deserts are classified.

Sample response: We classify deserts by the amount of rain or snow they get each year, and how of that rain or snow is lost to water evaporation. Deserts are places where the evaporation is greater than the rain or snow fall. Deserts get less than 250 millimeters of rain or snow each year. Deserts are also classified by where they're located, and their main weather patterns. Trade-wind deserts are near the equator, and rain shadow deserts are next to mountains.

WRITING SECTION

Question 1Narrator: A reading passage will appear on your computer screen. You will have 3 minutes to read the passage.

What's the best way to learn a foreign language? There's no one correct answer. People find their own preferred way of learning, and there is no shortage of patent methods. Slogging through the grammar and showing that you have understood it by translating it is out of date now by thirty years. Language laboratories and audio-lingual methods now teach people by listening and repeating as a means of understanding structure. Many students still find it easiest to learn new vocabulary by recording it and playing it back time after time. You can use the computer, tapes or DVD; there are courses specially designed for use in a car, which works on the basis that you have learned the language by the time you get to your destination.

At the lower levels, it is even possible to learn enough of the language to get by without going into any formal study of the structure of the language. Most people find that this is needed if the structures are to gel over the long term – and most people’s experience is that you forget the language at about the same speed at which you learned it. But language learners shouldn't worry. Diagnostic tests demonstrate that even if they cannot actually generate the language themselves at this very moment, they do still have a passive understanding, and when things get tough it is surprising how much of the language will suddenly re-surface.

Narrator: Now listen to part of a lecture on the topic you just read about.

Prof: As a linguist, I find looking at how the language works quite fascinating. And I always get a thrill when I try out my first few foreign words and I actually get a correct response. Of course, it is not easy remembering everything, and all too often I remember that I have learned it – and come out with the phrase about ten minutes after I needed it. So I try various tricks and games to keep phrases at the top of my mind.

Sometimes I try to get things to rhyme, or I come up with something totally nonsensical, which somehow seems easier to remember than something worthwhile and usable. Thus in Kenya once, I worked out that Kuna kiboko katika jina bafu means “There is a hippo in my bathroom.” It is in fact a simple way of remembering key structures such as "there is" and grammatical forms such as the personal pronoun. It does not, of course, appear to have any practical application, but then I was brought up on substitution drills. But when I went on safari in the Masai Mara, I stayed at a rather fine lodge which was made up of bungalows. They had stable-style doors, designed apparently to keep the monkeys out. However, we got back to the bungalow late one night to discover that a zebra had got in and shut the lower part of the door, evidently while trying to turn round. It was my proudest moment as a linguist: I squeezed past the animal, reached for the phone and said, Kuna punda milia katika jina chumba -- "There is a zebra in my bedroom!"

Narrator: Summarize the points made in the lecture you just heard, explaining how they relate to the points made in the reading. Use specific examples and details to support your answer.

Sample responseThe lecturer told how he learns a foreign language, then gave an example of an

instance when it came in handy for him. His method was similar to the method for lower levels mentioned in the reading -- he learned just enough to get by. Also, like the reading said, this method helped him learn the structure of the language. The structure resurfaced when he found a zebra in his room, so that he was able to use a structure he recalled, only substituting zebra for hippo, and bedroom for bathroom. The lecturer alluded to substitution drills, which he seemed to find boring. This correlates with the findings mentioned in the reading, that grammar and translation drills are 30 years out of date. Instead, the lecturer made up some of his own methods. Like the reading said, not everyone learns the same way.

Question 2Narrator: 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.

Sample responseI disagree that all students should be required to study art and music in secondary

school, because these classes are not essential. First of all, I don’t trust statements that include words like “all” and “required.” I believe there are very few subjects that all students must take. Reading and math should be required, because they are necessary life skills, but art and music aren’t. Besides the essential classes, students should be able to choose from a variety of extra classes, like art, music, drama, cooking, dancing, and photography. This way they can find a class that fits their interest, without being forced to study something that doesn’t.

It's all right to encourage students to take art and music classes, because I believe that those help you become a more-rounded person. Personally, I would like a class much

better if a teacher persuaded me to take it, instead of forcing me. But first, I think students must concentrate on the basics -- reading, math, science, history, and so on. If someone shows great talent in art or music, to the point that they could make it their career, then it would be OK to substitute that pursuit for a basic class, and study it harder. For most people, however, music and art will be nothing but hobbies, and the primary role of education is not to teach hobbies but essential life skills.

Therefore, I would encourage students in secondary schools -- and primary schools -- to study art and music in school. But I would stop short of making it a requirement.