Official TOEFL iBT Tests Volume 1, Third Edition (Educational Testing Service) (books-here com)

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The test questions on this DVD-ROM are from actual TOEFLiBfo tests. However, the screens and delivery
formats are not identical to the actual test. When you take the actual TOEFLiBf@test, you may notice
some variations in how the questions are presented to you on screen.
lnstallation
lnsert the DVD-ROM into your computer. Go to the DVD drive and select the file labeled Audio to copy
and save the audio tracks to your device for use in working through the book tests. On a PC computer, select
the file labeled Setup to be guided through a short series of screens. At the end of the process, the pro-
gram of electronic practice tests will be installed on your computer. On a Mac@ computer, the DVD-HOM
will automatically display its contents. To install the computer practice tests, drag the program icon to
the Applications folder.
Main Menu
When you launch the program, this screen appears:
鸞 Oficial丁 OEFLiBTO Tests Volurne l,3rd Edition
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Taking百10FFL′BTO Tests on Yiour Corrlputer
Fronlthe Main Menu′ choose‐ rest l′ 2′ 3′ 4′ or5.Then selectthe test section you wish to takel:Reading′
Listening′ Speaking′ or Writing.Note that you can take each section i■ lore than once.
0,t)on, 国磯国
When you open a test section, you will first see the instructions for that section. A timer on the screen
shows how many minutes and seconds you have left for that section. You can hide the timer if you find
it distracting.
lf you must take a break during the test, select Main Menu at the top of the screen. This will take
you back to the main menu. When you are ready to resume, open the test section again, and select the
Continue button. Your work will not be lost, and when you resume, you will begin exactly where you left
off. The timer clock will stop while you are on your break and will restart immediately when you resume
the test. Try not to take breaks too often, because on the actual test, the clock keeps running even if you
leave the room on a break.
To answerthe questions in the Reading and Listening sections, click on the corresponding answer
oval or follow the instructions given. For some questions, you will need to select more than one
answer choice. Once you select your answer(s), the Next button is enabled. Click on it to move forward
to the next question. For the Reading section, you can move back to review your answer choice by
clicking on the Previous button.
For the Speaking section, you should record your response to each question into a recording device
after you hear the instruction telling you to begin speaking. Stop recording once the response time
expires.
For the Writing section, write your response to each question in the space provided in the time
allowed.
When all the questions in a section have been answered, select the Next button to complete the
section.
ln the Listening, Speaking, and Writing sections, you will listen to audio tracks. Audio controls are
available at the bottom of the screen. At the end of a track, select Next button to start answering questions.
Your Ferforrmance
On the Main Menu, select a section of any test you have taken. You will get information on when
you completed the section and your score for the Reading and Listening sections only. Select Review
Section. For each question in the Reading and Listening sections, you will see the correct answer and
the rationale explaining why the answer is correct. For the Speaking section, you will see the important
points for each question, sample responses, and rater comments on the responses. Follow the instruc-
tions for listening to sample responses. Use the important points, sample writing responses and rater
comments to evaluate your performance on the Speaking Section. For the Writing section, you will see
the topic notes, sample essays, and rater comments on the essays. Use the topic notes, sample essays,
and rater comments to evaluate your performance on the Writing section.
You may choose to work with the tests printed in the book rather than with the tests on the DVD-ROM.
lf so, you will still need to listen to the audio tracks. From your copied and saved Audio folder, you can
select the audio tracks by number as they are numbered in the book. As you work through the tests in
the book, you will be told when to play each audio track. Each time you need to play a track, you will see
the following symbol: Q. Cf i.t on the number of the track as instructed in the book.
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introduction . ..‐ . . 1
Aboutthe rOEFL jBro Test 2
How to Use This Booυ DVD Set 5
石θEEL IB「①¬est l
石DEFL′BrO¬est 2
石DEFl′BrO¬est 3
石θEF二 ′B丁①¬est 5
石DEFl′Bア①¬est 4.‐ .
9
71
135
195
259
Appendix A: Speaking and Writing Scoring Rubrics, 323
Appendix B: Audio Track Transcripts 333
Contents
Aboutthe■01E「L′BTO百est
The TOEFL iBT@ test measures your ability to use and understand the English
language as it is read, heard, spoken, and writtenin the university classroom.
More than 10,000 universities, agencies, and other institutions in more than 130
countries accept TOEFL@ scores as part of their admissions criteria, making the
TOEFL lB7@ test the most widely respected English-language test in the world.
Each TOEFL iBT@ test contains four sections: Reading, Listening, Speaking,
and Writing. The questions in these sections measure how well you read, listen,
speak, and write in English. They also measure how well you use these skills
together, so in some cases you will be asked to integrate your skills. For example,
you may read a passage or listen to a lecture, and then write or speak about what
you learned. Here are brief descriptions of each section, including what the section
measures and the types of questions it contains.
Reading Section
This section measures your ability to understand academic passages in English.
The passages are excerpts from university-level textbooks and similar academic
materials.
You do not need any background knowledge about the topics contained in the
passages in order to successfully answer the questions. All the information you
need to answer the questions can be found in the passages. The questions cover
your ability to find and understand basic information, make inferences, and read
to learn.
Here are the types of Reading questions, with an explanation of each type:
Factual lnformation
Ouestions
These questions ask you to identify factual information
that was explicitly stated in the passage.
Negative Factual
lnformation Ouestions
These questions ask you to distinguish information
that is true from information that is not true or not
included in the passage.
lnference Ouestions These questions ask about information that is implied
but not explicitly stated in the passage.
Rhetorical Purpose
Ouestions
These questions ask about the rhetorical function of
specific information presented in a passage. These
questions ask whythe author mentioned or included a
specific piece of information in the passage.
Vocabulary Ouestions These questions ask you to identify the meanings of
individual words or phrases as they are used in the
passage.
2
Reference Ouestions These questions measure your ability to identify rela-
tionships between ideas mentioned in the passage and
expressions that refer to the ideas. For example, an
idea could be presented and another sentence could
refer to "This idea." A question might ask what the
phrase "This idea" refers to.
Sentence Simplification
Ouestions
These questions ask you to choose a sentence that has
the same essential meaning as a particular sentence
from the passage.
lnsert Text Ouestions These questions provide a new sentence and ask you
to place that sentence into the passage where it would
best fit.
Prose Summary
Ouestions
These questions ask you to identify major ideas from
the passage and distinguish them from minor ideas
or from ideas that were not presented in the pas-
sage. To select the correct answers, you need to both
understand the relative importance of various pieces
of information from the passage and identify the com-
bination of answer choices that covers the major ideas
presented in the passage.
Fill in a Table
Ouestions
These questions ask you to select which answer
choices belong in a table containing two or three cat-
egories. You will need to organize or categorize major
ideas or points from the passage into the correct
categories.
Listening Section
This section measures your ability to understand conversations and academic
Iectures in English.
You will listen to two conversations. One conversation takes place in a pro-
fessor's office and may include discussion of academic material or course
requirements. The other conversation takes place on a university campus and
includes discussion of nonacademic content that is related to university life. Each
conversation is followed by five questions.
You will also listen to four lectures on a variety of topics. In two lectures, only
the professor speaks. In the other two lectures, students contribute to the discus-
sion; the professor may ask students questions about the topic being discussed or
may answer students'questions. Each lecture is followed by six questions.
Each conversation and lecture is heard only once. Each contains a context pho-
tograph depicting the speaker(s). Some conversations and lectures contain other
visuals, such as blackboards that present technical vocabulary or uncommon
names.
3
Here are the types of Listening questions, with an explanation of each type:
Most questions are multiple choice with one correct answer. Some questions
require more than one answer. You may also encounter questions that ask you to
place the steps of a process in order, place checkmarks in a grid, or listen again to
a portion of a conversation or lecture.
Speaking Section
This section measures your ability to speak in English about a variety of topics.
For each question, you will be given a short time to prepare your response.
When the preparation time is up, answer the question as completely as possible in
the time indicated for that question. For the tests in this book, you should record
your responses on a recording device. That way, you can review them later and
compare them with the answer key and rubrics.
For Speaking question 1, you will speak about a familiar topic, such as a per-
son you know, a favorite place, an important object, or an enjoyable event. You
should base your response on personal experience or what you know about the
familiar topic.
For Speaking question 2, you will give your opinion about a familiar topic.
You will need to explain what your opinion is and explain the reasons you have for
holding that opinion.
For Speaking question 3, you will first read a short passage and then listen to
or read a transcript of a conversation on the same topic. You will then be asked a
question about both. You will need to combine appropriate information from the
passage and the conversation to provide a complete answer to the question. Your
response is scored on your ability to speak clearly and coherently and on your abil-
ity to accurately convey information about the passage and the conversation.
For Speaking question 4, you will first read a short passage on an academic
subject and then listen to or read a transcript of a talk on the same subject. You
will then be asked a question about both. Your response is scored on your ability to
speak clearly and coherently and on your ability to integrate and convey key infor-
mation from the passage and the talk.
Basic Comprehension
Ouestions
These questions ask about the main idea or main pur-
pose of a conversation or lecture, or they ask about
important details that were discussed.
Connecting lnformation
Ouestions
These questions ask you to identify the organization of
information in a conversation or lecture, to make con-
nections between important points that were discussed,
or to make inferences based on important points that
were discussed.
Pragmatic
Understanding
Ouestions
These questions ask you to identify a speaker's purpose
in making a statement or asking a question or to iden-
tify a speaker's attitude, opinion, or degree of certainty.
4
For Speaking question 5, you will listen to or read a transcript of a conversa-
tion about a campus-related problem. Your response is scored on your ability to
briefly summarize the problem, state which solution from the conversation you
prefer, and explain the reasons for your preference.
For Speaking question 6, you will listen to or read a transcript of part of a lec-
ture. You will then be asked a question about it. Your response is scored on your
ability to speak clearly and coherently and on your ability to accurately convey
information from the lecture.
Speaking responses are scored in terms of three important dimensions: deliv-
ery, language use, and topic development. When raters evaluate responses, they
consider all three dimensions equally.No one dimension is weighted more heavily
than another.
Writing Section
This section measures your ability to write in English to communicate in an
academic environment.
For Writing question 1, you will read a passage and listen to or read a transcript
of a lecture. Then you will respond to a question that asks you about the relation-
ship between the reading passage and the lecture. Try to answer as completely
as possible using information from both the reading passage and the lecture.
The question does not askyou to express your personal opinion. You may consult
the reading passage again when it is time for you to write. Typically, an effective
response will be 150 to 225 words. Your response is judged on the quality of your
writing and on the completeness and accuracy of the content.
For Writing question 2, you will write an essay in response to a question that
asks you to state, explain, and support your opinion on an issue. Typically, an
effective essay will contain a minimum of 300 words. Your essay is judged on the
quality of your writing. This includes the development of your ideas, the organiza-
tion of your essay, and the quality and accuracy of the language you use to express
your ideas.
How to Use This Bookノ DVD Set
fficial TOEFL iBT@ Tests Volume 1, Third Edition can help you prepare for the
test. It includes five complete actual past TOEFL IBZ@ tests. AII the test questions
are real TOEFL iBT questions given to test takers at test administrations around the
world, but some questions are presented differently than on the real test.
You can take each test in two ways:
"i'.r In the book, using a pen or pencil to mark your answers or to write your
responses. Whenever you need to listen to an audio track, you will see the
headphones icon Q nrintea on the page. The audio tracks for all listen-
ing sections are provided on the DVD-ROM. On the Main Menu, select
Audio Tracks, and you will see the tracks listed by number. Click on each
one when you are instructed to do so in the book.
5
輛 (〕in your coコnputer,using the interactive versions ofthe tests prOvided On
the l〕VI)―:R.()LI.Follo、 v the instructions provided on the first page of this
book′ titled“ Using the DVD― RORI.''Click on your answers and enter your
written responses as instructed.The audio tracks will play autoimatically
as the test questions are presented tO yOu On screen.
Writen transcripts ofthe audio tracks are located in Appendix B.Ifyou do not
have access to the audio tracks,but do have access to people with good El■ glish
pronunciation,ask thenl to read thc transcripts aloud to you.Listening to the
transcripts is better practice than reading thenl tO yOurself.If sOrneOne reads the
transcripts to you,n■ ake sure you see the pictures.
If you are using the print versiOns Of the tests,listen tO each audiO track Only
one tilne.As iI■ the real test,you lnay take notes while you listen and use yOur
notes to help you ansurer the questions.
Answers
Rubrics
An Answers section for each test in this book is provided immediately follow-
ing the end of the test.
For the Reading and Listening sections, Answer Keys are provided.
For the Speaking and Writing sections, there is no single correct answer for
each question. The Answers section has descriptions of what you need to do to get
a high score. You can also evaluate your responses using the scoring rubrics pro-
vided in Appendix A.
In the Speaking section, if you have recorded your responses on a recording
device, you can compare them with the descriptions in the Answers section and
with the rubrics.
If you are using the computerized tests on the DVD-ROM, follow the on-screen
instructions to see the Reading and Listening answers and the answer descriptions
for Speaking and Writing.
Rubrics are used to guide raters in evaluating Speaking and Writing section
responses. AIITOEFL lB7'rubrics can be found in Appendix A.
Speaking scores represent an overall judgment of how well a response
communicates its intended message. Delivery and language use are two key char-
acteristics that raters consider when scoring responses to Independent Speaking
questions (questions 1-2) and Integrated Speaking questions (questions 3-6). Topic
development is a third key characteristic. For Independent Speaking questions,
topic development is characterized by the fullness of the content provided in the
response as well as its overall coherence. For Integrated Speaking questions, topic
development is characterized by the accuracy and completeness of the content pro-
vided in the response as well as its overall coherence.
Writing scores also represent an overall judgment of how well a response com-
municates its intended message. The quality of the writing is a key characteristic
that raters consider when scoring responses to the Integrated Writing question
6
(question 1) and the Independent Writing question (question 2). High-quality writ-
ing is characterizedby good organization, as well as appropriate and precise use
of grammar and vocabulary. For an Independent Writing question, high-quality
writing also effectively addresses the topic and task and is well developed. The com-
pleteness and accuracy of the content is another key characteristic of responses
that raters consider when scoring responses to an Integrated Writing question. A
complete and accurate response presents the relevant main points from both the
Iecture and the reading, demonstrates the relationship between each of these main
points, includes supporting details, and does not include information from sources
other than the lecture and the reading.
More Official Resources
ETS has many official resources to help you prepare for the TOEFL IBI@ test,
including:
Nr The fficial Guide to the TOEFL@ kst
\N, TOEFL@ Practice Online
qN "Inside the TOEFL@ Test" Video Series
$$\ TOEFL@ Test Preparation: The Insider's Guide (MOOC)
ffi TOEFL Gol@ Official App
For information about these resources and more, and to register for the test,
visit www.toefl goanywhere.org.
7
9
This section measures your ability to understand academic passages in English.
There are three passages in the section. Give yourself 20 minutes to read each pas-
sage and answer the questions about it. The entire section will take 60 minutes to
complete.
You may look back at a passage when answering the questions. You can skip ques-
tions and go back to them later as long as there is time remaining.
L__
11
Directions: Read the passage. Then answer the questions. Give yourself 20 minutes
to complete this practice set.
DEER POPULATIONS OF THE PUGET SOUND
Two species of deer have been prevalent in the Puget Sound area of Washington
state in the Pacific Northwest of the United States. The black-tailed deer, a lowland,
west-side cousin of the mule deer of eastern Washington, is now the most common.
The other species, the Columbian white-tailed deer, in earlier times was common in
the open prairie country; it is now restricted to the low, marshy islands and flood
plains along the lower Columbia River.
Nearly any kind of plant of the forest understory can be part of a deer's diet. Where
the forest inhibits the growth of grass and other meadow plants, the black-tailed deer
browses on huckleberry, salal, dogwood, and almost any other shrub or herb. But this
is fair-weather feeding. What keeps the black-tailed deer alive in the harsher seasons
of plant decay and dormancy? One compensation for not hibernating is the built-in
urge to migrate. Deer may move from high-elevation browse areas in summer down
to the lowland areas in late fall. Even with snow on the ground, the high bushy under-
story is exposed; also snow and wind bring down leafy branches of cedar, hemlock,
red alder, and other arboreal fodder.
The numbers of deer have fluctuated markedly since the entry of Europeans
into Puget Sound country. The early explorers and settlers told of abundant deer in
the early 1800s and yet almost in the same breath bemoaned the lack of thissuc-
culent game animal. Famous explorers of the North American frontier, Lewis and
Clark arrived at the mouth of the Columbia River on November 14, 1805, in nearly
starved circumstances. They had experienced great difficulty finding game west of
the Rockies and not until the second of December did they kill their first elk. To keep
40 people alive that winter, they consumed approximately 150 elk and 20 deer. And
when game moved out of the lowlands in early spring, the expedition decided to
return east rather than face possible starvation. Later on in the early years of the nine-
teenth century, when Fort Vancouver became the headquarters for the Hudson's Bay
Company, deer populations continued to fluctuate. David Douglas, Scottish botanical
explorer of the 1830s, found a disturbing change in the animal life around the fort
during the period between his first visit in 1825 and his final contact with the fort in
1832. A recent Douglas biographer states: "The deer which once picturesquely dotted
the meadows around the fort were gone [in 1832], hunted to extermination in order to
protect the crops."
Reduction in numbers of game should have boded ill for their survival in later
times. A worsening of the plight of deer was to be expected as settlers encroached on
the land, logging, burning, and clearing, eventually replacing a wilderness landscape
with roads, cities, towns, and factories. No doubt the numbers of deer declined still
further. Recall the fate of the Columbian white-tailed deer, now in a protected sta-
tus. But for the black-tailed deer, human pressure has had just the opposite effect.
Wildlife zoologist Helmut Buechner (1953), in reviewing the nature of biotic changes
in Washington through recorded time, says that "since the early 1940s, the state has
12
had more deer than at any other time in its history, the winter population fluctuat-
ing around approximately 320,000 deer (mule and black-tailed deer), which will yield
about 65,000 of either sex and any age annually for an indefinite period."
The causes of this population rebound are consequences of other human actions.
First, the major predators of deer-wolves, cougar, and lynx-have been greatly
reduced in numbers. Second, conservation has been insured by limiting times for
and types of hunting. But the most profound reason for the restoration of high pop-
ulation numbers has been the fate of the forests. Great tracts of lowland country
deforested by logging, fire, or both have become ideal feeding grounds for deer. ln
addition to finding an increase of suitable browse, like huckleberry and vine maple,
Arthur Einarsen, longtime game biologist in the Pacific Northwest, found quality of
browse in the open areas to be substantially more nutritive. The protein content of
shade-grown vegetation, for example, was much lower than that for plants grown in
clearings.
Directions: Now answer the questions
Two species of deer have been prevalent in the Puget Sound area of Washington
state in the Pacific Northwest of the United States. The black-tailed deer, a lowland,
west-side cousin of the mule deer of eastern Washington, is now the most common.
The other species, the Columbian white-tailed deer, in earlier times was common in
the open prairie country; it is now restricted to the low, marshy islands and flood
plains along the lower Columbia River.
According tol paragraph l′ vvhich lof the follovving:s true ofthe vvhite― tailed deer
of Puget Sound?
① ltiS natiVe to low!andS and marshes.
① ltiS mOre C10Sely rehted tO the mule deer Of eaStern WaShingtOn than to
othertypes of deer.
① lt haS replaCed the biaCk― tailed deerin the Open prairie.
① lt nO 10ngerliVeS in a partiCulartype of habitatthatit onCe oCcupled.
Ｐ
Ａ
Ｒ
Ａ
Ｇ
Ｒ
Ａ
Ｐ
Ｈ
　
ｌ
13
2
Nearly any kind of plant of the forest understory can be part of a deer's diet. Where
the forest inhibits the growth of grass and other meadow plants, the black-tailed deer
browses on huckleberry, salal, dogwood, and almost any other shrub or herb. But this
is fair-weather feeding. What keeps the black-tailed deer alive in the harsher seasons
of plant decay and dormancy? One compensation for not hibernating is the built-in
urge to migrate. Deer may move from high-elevation browse areas in summer down
to the lowland areas in late fall. Even with snow on the ground, the high bushy under-
story is exposed; also snow and wind bring down leafy branches of cedar, hemlock,
red alder, and other arboreal fodder.
2. :t can be inferred frorn the discussion in paragraph 2 thatuvinter conditions
① CauSe SOme deertO hibernate
① makef00d unaVa‖able in the high!andS fOr deer
O rnake it eaSierfOr deert0 10Cate underStOry plantS
① preVent deerfrOm migrating during the Winter
3. 
・
The word`′ ilhibitl″ in the passage is closestin rrleaning to
(i:]:〕)C()nSiStS 101f
① COmbineS
O reStriCtS
① eStabliSheS
The numbers of deer have fluctuated markedly since the entry of Europeans
into Puget Sound country. The early explorers and settlers told of abundant deer in
the early 1800s and yet almost in the same'ibieath bemoaned the lack of this suc-
culent game animal, Famous explorers of the North American frontier, Lewis and
Clark arrived at the mouth of the Columbia River on November 14, 1805, in nearly
starved circumstances. They had experienced great difficulty finding game west of
the Rockies and not until the second of December did they kill their first elk. To keep
40 people alive that winter, they consumed approximately 150 elk and 20 deer. And
when game moved out of the lowlands in early spring, the expedition decided to
return east rather than face possible starvation. Later on in the early years of the nine-
teenth century, when Fort Vancouver became the headquarters for the Hudson's Bay
Company, deer populations continued to fluctuate. David Douglas, Scottish botanical
explorer of the 1830s, found a disturbing change in the animal life around the fort
during the period between his first visit in 1825 and his final contact with the fort in
1832. A recent Douglas biographer states: "The deer which once picturesquely dotted
the meadows around the fort were gone [in 1832], hunted to extermination in order to
protect the crops."
4.丁 he phrase″ in the■m●わrOこth″ in the passage is closestin meaning to
① impatiently
① humOrOuSly
O COntinuOuSly
① immediately
Ｐ
Ａ
Ｒ
Ａ
Ｇ
Ｒ
Ａ
Ｐ
Ｈ
　
３
14
・
■
■
5. 
‐
「he authortelis the story ofthe explorers Lewis and iClark in paragraph 3 in order
to i‖ ustrate which ofthe following points?
① The number Of deer Within the PUget SOund regiOn haS Var:ed OVertime.
① Most ofthe explorers who came to the Puget Sound area were primar‖ y
interested in hunting garne.
O There was more game for hunting in the East ofthe United States than in the
VVest.
① :ndiVidual eXp10rerS Were nOt aS SuCCeSSful at10Cating game aS Were the
trading cornpanies.
6. According to paragraph 3′ hovv had Fort Vancouver changed by the tirne lDavid
ID)ouglas returned in 1832?
① The fOrt had beCOmethe headquarterS fOrthe HudSOn'S Bay COmpany,
① Deer had begun populating the meadows around the fort.
③ Deer populations nearthe fort had been destroyed.
① CrOp yieidS in the area arOund the fOrt had deCreaSed.
‐
.―_ Reduction in nurllbers of oarne should have boded ill for their survivalin later
‐
||‐
. tirnes.Av′ (orsening(ofthe plight of deer vvas to be expected as settlers encroached1lon
the land′ logging′ burning′ and clearing′ eventua‖ y replacing a wilderness landscape
PII‐ with roads,cities,tovvns,and factories.No doubt the nurnbers of deer declined still
A further.Reca‖ thoおteloitho COll“ bil●
"hitё
‐ta‖ ed d,Or′ now in a protected sta―
i tuS・
But fOr the blaCk― talle(l deer′ hurγlan preSSure haS haClluSt the()lppOSite effeCt・
: Wild‖ fe zoologist Helmut Buechner(1953)′ in reviewing the nature of biotic changes
4 in WashingtOn thrOugh recOrded tinle′ says that″since the early 1940s′ the state has
had rnore deerthan at any other tinle in its history′the winter p(opu!ation fluctuat―
ing around approxirnately 320′ 000 deer(nlule and b!ack― tailed deer)′ vvhich will yield
about 65′ 000 ofeithersex and any age annua‖ y for an i‐ ndefllれitё l'pll`:Od.″
7.Why doesthe author ask readers to reca‖ ″
the fate10fthOCOlu続 い綺nⅢ鮒11■ ||:!131
4‐010ア
″
in the discussion of changes in the wilderness landscape?
①
‐
T10 prOVide SuppOrt fOrthe idea that habitat deStruCtiOnヽ ⅣOuld lead tO
population decline
① TO COmpare hOW tWO SpeCieS Of deerCauSed biOtiC ChangeS in the WilderneSS
environrnent
③
・
TO prOVide an eXarnple Of a SpeCieS Of deerthat haS SuCCeSSfully adapted tO
hurnan settlernent
① TO argue that SOme deerSpeCieS muSt be giVen a prOteCted StatuS
8.丁 he phrase″ iⅢIII■litOII●Fbd″ in the paSSage iS C10SeStin meaning tO a periOd
① WhOSe end haS nOt been determined
③ that doeS nOt begin When eXpected
O that!aStS Only briefly
①
,WhOSe impOrtanCe remainS unknOWn
15
9. VVhich ofthe fol:ovving staternents about deer populations is supported by the
inforrnation in paragraph 4?
④ Deer populations reached their highest point during the 1940s and then
began to decline.
① The aCtiVitieS Of SettlerS COntributed in uneXpeCted WayS tO the grOWth Of
sorne deer populations in latertirnes,
O The Clearing Of W‖ derneSS land fOr COnStruCtiOn CauSed biOtiC ChangeS frOm
which the b!ack―tailed deer population has never recovered.
① Sincethe 1940sthe winter popu!at:ons of deer have fluctuated more than the
surnrner populations have.
The causes ofthis population reboand are consequences of other hurnan actions.
First′ the r71alor predators of deer― vvoives′ cougar′ and lynx― have been greatly
reduced in nurnbers.Second′ conservation has been insured by lirniting tirnes for
員 and typeS Of hunting・ But the rl10St prOfOund reaSOn fOrthe reStOratiOn Of high pOp~
民 ulation numbers has been the fate of the forests.Great tracts of lowland country
員
・
defOreSted by 10gging′ fire′ Or bOth haVe beCOme idealfeeding grOundS fOr deer・ in
F additi6n to.findingloh indlolse 1011111it‐ abl● browSer like hucklebё rrv ald lilnlё llll:|lpll′
● Artい lr‐ Einarsen′ :Ongtimelgame bib16oistl1lhlltll Pacil● N‐‐Orthwest′ folnd qua‖ty●f
browse in1lhё ‐oploゎ alrell 110‐ be‐substantially,nlore nutritive.The protein content of
shade― grovvn vegetation′ for exanlple′ vvas much lovverthan that for plants grovvn in
clearings.
10.The WOrd″ ||lound″ in the passage is closestin meaning to
① deC‖ ne
③ reCOVery
O eXChange
① mOVement
11, VVhich lofthe sentences belovv best expresses the essentialinforrnation in the
high:ighted sentence in paragraph 5?incorrect chc)ices change the rneaning in
inlportant vvays orleave out essentialinforrnation.
① Arthur Einarsen′s longtime familiarity with the Pacific Northwest heiped him
discover areas where deer had an increase in suitable brovvse.
③ `Arthur Einarsen found that deforested feeding grounds provided deer vvith
rnore and betterfood.
O Biologists like Einarsen believe it is irnportant to find additional open areas
Ⅵrith suitable brovvse for deer to inhabit.
① According to Einarsen′ huckleberry and vine maple are examples of
vegetation that rnay sornedaV irnprove the nutrition of deerin the open areas
of the Pacific Northvvest.
16
12.VVhich ofthe following is N(D・T rnentioned in paragraph 5 as a factorthat has
increased deer populations?
① A reduction in the number of predators
① Restrictions on hunting
③ 丁he effects oflogging and fire
① Laws that protectfeeding grounds of deer
What keeps the black-tailed deer alive in the harsher seasons of plant decay and
dormancy? One compensation for not hibernating is the built-in urge to migrate. I
Deer may move from high-elevation browse areas in summer down to the lowland
areas in late fall. I Even with snow on the ground, the high bushy understory is
exposed; also snow and wind bring down leafy branches of cedar, hemlock, red alder,
and other arboreal fodder. I
The numbers of deer have fluctuated markedly since the entry of Europeans into
Puget Sound country. I The early explorers and settlers told of abundant deer in the
early 1800s and yet almost in the same breath bemoaned the lack of this succulent
game animal.
13. Look at the four squares [I] that indicate where the following sentence can be
added to the passage.
There food is available and accessible throughout the winter
Where would the sentence best fit?
@ What keeps the black-tailed deer alive in the harsher seasons of plant decay
and dormancy? One compensation for not hibernating is the built-in urge
to migrate. There food is available and accessible throughout the winter.
Deer may move from high-elevation browse areas in summer down to the
lowland areas in late fall. f Even with snow on the ground, the high bushy
understory is exposed; also snow and wind bring down leafy branches of
cedar, hemlock, red alder, and other arboreal fodder. I
The numbers of deer have fluctuated markedly since the entry of Europeans
into Puget Sound country. f The early explorers and settlers told of abundant
deer in the early 1800s and yet almost in the same breath bemoaned the lack of
this succulent game animal.
① What keepSthe blaCk― tailedl deer a!市 e in the harSher seas()ns of plant deCay
and dorrrlancy?(1)ne cornpensation for not hibernating is the built― in urge
to migrate.|I IDeer may rvlove frorγ l high― elevation brovvse areas in surnrner
dovvn to the lovvland areas in late fa‖ .・There food is ava::ab:e and accessible
throughout the winter.Even with snow on the ground′ the high bushy
understory is exposed′ also snow and wind bring dovvn leafy branches of
cedaL hernlock′ red aldeL and other arborealfodder.||
17
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The numbers of deer have fluctuated markedly since the entry of
Europeans into Puget Sound country. t The early explorers and settlers
told of abundant deer in the early 1800s and yet almost in the same breath
bemoaned the lack of this succulent game animal.
@ What keeps the black-tailed deer alive in the harsher seasons of plant decay
and dormancy? One compensation for not hibernating is the built-in urge
to migrate. I Deer may move from high-elevation browse areas in summer
down to the lowland areas in late fall. I Even with snow on the ground, the
high bushy understory is exposed; also snow and wind bring down leafy
branches of cedar, hemlock, red alder, and other arboreal fodder. There food
is available and accessible throughout the winter.
The numbers of deer have fluctuated markedly since the entry of
Europeans into Puget Sound country. f The early explorers and settlers
told of abundant deer in the early 1800s and yet almost in the same breath
bemoaned the lack of this succulent game animal.
@ What keeps the black-tailed deer alive in the harsher seasons of plant decay
and dormancy? One compensation for not hibernating is the built-in urge
to migrate. I Deer may move from high-elevation browse areas in summer
down to the lowland areas in late fall. I Even with snow on the ground, the
high bushy understory is exposed; also snow and wind bring down leafy
branches of cedar, hemlock, red alder, and other arboreal fodder. I
The numbers of deer have fluctuated markedly since the entry of
Europeans into Puget Sound country. There food is available and accessible
throughout the winter. The early explorers and settlers told of abundant deer
in the early 1800s and yet almost in the same breath bemoaned the lack of this
succulent game animal.
14. 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.
Write your answer choices in the spaces where they belong. You can either write
the letter of your answer choice or you can copy the sentence.
Deer in thePuget Sound area eat a wide variety of foods and migrate
seasonally to find food.
18
Answer Cholces
日 
‐
「he balance lolf deer species in the lPuget(3()unci region has changec,()ver
tirne′ with the Columbian white―tailed deer nOvv Outnurnbering othertypes of
deer.
□ Because Puget Sound deer migrate′ it was and sti‖ remains difficult to
deterrnine accurately hovv rnany deer are living at any■ one tirγ le in the
western tJnited States.
区II Deer populations natura‖ y fluctuate′ but early sett:ersin the Puget Sound
environrnent caused an(overall decline in the ldeer pOpu!atiOns Ofthe area at
that tirne,
匝]AlthOugh it Was be‖ eved that human settlement ofthe American West would
cause the totai nurnber of deerto decrease lperrnanently′ the lopposite has
actua‖ y occurred for certain types Of deer.
□ h the long term′ black―ta‖ ed deerin the Puget Sound area have benefitted
frorn hurnan activities through the elilγ linatiOn Of their natural predators′ and
more and betterfood in defOrested areas.
□ Wild‖fe biologists have long been concerned thatthe loss offorests may
create nutritional deficiencies for deer.
19
Directions: Read the passage. Then answer the questions. Give yourself 20 minutes
to complete this practice set.
CAVE ART IN EUROPE
The earliest discovered traces of art are beads and carvings, and then paintings,
from sites dating back to the Upper Paleolithic period. We might expect that early
artistic efforts would be crude, but the cave paintings of Spain and southern France
show a marked degree of skill. So do the naturalistic paintings on slabs of stone exca-
vated in southern Africa. Some of those slabs appear to have been painted as much
as 28,000 years ago, which suggests that painting in Africa is as old as painting in
Europe. But painting may be even older than that. The early Australians may have
painted on the walls of rock shelters and cliff faces at least 30,000 years ago, and
maybe as much as 60,000 years ago.
The researchers Peter Ucko and Andr6e Rosenfeld identified three principal loca-
tions of paintings in the caves of western Europe: (1) in obviously inhabited rock
shelters and cave entrances; (2) in galleries immediately off the inhabited areas of
caves; and (3) in the inner reaches of caves, whose difficulty of access has been inter-
preted by some as a sign that magical-religious activities were performed there.
The subjects of the paintings are mostly animals. The paintings rest on bare walls,
with no backdrops or environmental trappings. Perhaps, like many contemporary
peoples, Upper Paleolithic men and women believed that the drawing of a human
image could cause death or injury, and if that were indeed their belief, it might explain
why human figures are rarely depicted in cave art. Another explanation for the focus
on animals might be that these people sought to improve their luck at hunting. This
theory is suggested by evidence of chips in the painted figures, perhaps made by
spears thrown at the drawings. But if improving their hunting luck was the chief moti-
vation for the paintings, it is difficult to explain why only a few show signs of having
been speared. Perhaps the paintings were inspired by the need to increase the sup-
ply of animals. Cave art seems to have reached a peak toward the end of the Upper
Paleolithic period, when the herds of game were decreasing.
The particular symbolic significance of the cave paintings in southwestern France
is more explicitly revealed, perhaps, by the results of a study conducted by research-
ers Patricia Rice and Ann Paterson. The data they present suggest that the animals
portrayed in the cave paintings were mostly the ones that the painters preferred for
meat and for materials such as hides. For example, wild cattle (bovines) and horses
are portrayed more often than we would expect by chance, probably because they
were larger and heavier (meatier) than other animals in the environment. ln addi-
tion, the paintings mostly portray animals that the painters may have feared the most
because oftheir size, speed, natural weapons such as tusks and horns, and the unpre-
dictability of their behavior. That is, mammoths, bovines, and horses are portrayed
more often than deer and reindeer. Thus, the paintings are consistent with the idea
that the art is related to the importance of hunting in the economy of Upper Paleolithic
people. Consistent with this idea, according to the investigators, is the fact that the
art of the cultural period that followed the Upper Paleolithic also seems to reflect how
20
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people got their food. But in that period, when getting food no longer depended on
hunting large game animals (because they were becoming extinct), the art ceased to
focus on portrayals of animals. !
Upper Paleolithic art was not confined to cave paintings. Many shafts of spears
and similar objects were decorated with figures of animals. The anthropologist
Alexander Marshack has an interesting interpretation of some of the engravings
made during the Upper Paleolithic. He believes that as far back as 30,000 e.c., hunters
may have used a system of notation, engraved on bone and stone, to mark phases
of the Moon. lf this is true, it would mean that Upper Paleolithic people were capable
of complex thought and were consciously aware of their environment. ln addition to
other artworks, figurines representing the human female in exaggerated form have
also been found at Upper Paleolithic sites. lt has been suggested that these figurines
were an ideal type or an expression of a desire for fertility.
Directions: Now answer the questions
The earliest discovered traces of art are beads and carvings, and then paintings,
from sites dating back to the Upper Paleolithic period. We might expect that early
artistic efforts would be crude, but the cave paintings of Spain and southern France
show a marked degree of skill. So do the naturalistic paintings on slabs of stone exca-
vated in southern Africa. Some of those slabs appear to have been painted as much
as 28,000 years ago, which suggests that painting in Africa is as old as painting in
Europe. But painting may be even older than that. The early Australians may have
painted on the walls of rock shelters and cliff faces at least 30,000 years ago, and
maybe as much as 60,000 years ago.
15.The word″ m嵌:華||″ in the passage is closestin meaning to
① COnSiderable
③ SurpriSing
③ limited
〈〔〔]:)adequate
16.Paragraph l supports which ofthe fo‖ ovving staterllents about painting in
Europe?
① ltis much olderthan painting in Austra‖ a.
③ itis as much as 28′ 000 years old.
③ ltis not as old as painting in southern Africa.
① ltis much morethan 30′ 000 years old.
21・
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The researchers Peter Ucko and Andr6e Rosenfeld identified three principal loca-
tions of paintings in the caves of western Europe: (1) in obviously inhabited rock
shelters and cave entrances; (2) in galleries immediately off the inhabited areas of
caves; and (3) in the inner reaches of caves, whose difficulty of access has been inter-
preted by some as a sign that magical-religious activities were performed there.
17.The word″ pr韓11,al″ in the passage is closestin meaning to
① maiOr
③ ‖ke:y
O We‖ prOteCted
① diStinCt
18.According tol paragiraph 2′ vvhat rγlakes sonle researchers think that certain cave
paintings vvere cOnnected with rnagical― religious activities7
① 丁he paintings were located where many people could eas‖ y see them′
a!lovving groups of people to participate in the rnagical― religious activities.
① UpperPa:eO‖ thiC peOple Shared Similar be‖ efS With COntempOrary peOpleS
whol use lpaintings of anirnals in their rnagical― rel:gious rituals.
③ Evidence of rnagical― religious activities has been found in galleries
irnnlediately offthe inhabited areas of caves.
① The paintingS Were fOund in hard― tO― reaCh plaCeS aWay frOm the inhabited
parts ofthe cave.
The SubieCtS Ofthe paintingS are rnOStly anirllalS・The paintingS reSt On bare WallS′
with no backdrops or environmental trappi● gs.Perh‐ap●′‐li“l mlnvlloito難 ||■ry
peoples,luppll Pal。 。lithilc mlo.ね |●d‐ w‐olhё n‐ bbliOlё dlthat thl drlwinOI101● まuttinl
i‐ma。
・
,c。 1ld.cllse dも ath oriniury′ and iftha,were iⅢ do● d‐ th・■.bё「 lr,it‐ mlolhto来 |:|:‐h
why lurrlan f191‐res arelrarolv eolictё d illcavO● rt.Another explanation forthe focus
on anirFlals I■light be thatthese people soughtto i:η prove theirluck at hunting.‐ T・ his
theory is suggested by evidence of chips in the painted figures′ perhaps rnade by
spears thrown atthe dravvings.But if ilγ pヽroving their hunting luck vvas the chief rnoti―
vatiOn fOr the paintings′ itis difficult to explain vvhy only a fevv show signs of having
been speared.Perhaps the paintings vvere inspired by the need to increase the sup―
ply Of anirnals.cave art seerns tO have reacheld l plellktowal:dllモ
"o llll`‐
6fthel Ulp10ё r
PaleOlithiC periOI´ VVh●n the heFdSII10f garnel、 ″eredeCreaSinO.
19.丁 he word″ tね01い01″ in the passage is closestin meaning to
④ COnditiOnS
① prOblemS
(IE:)influenCeS
① deCOratiOnS
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22
20.Which ofthe sentences belovv best expresses the essentialinforrnation in the
highlighted sentence in lparagraph 37 1ncorrect chc)ices change the meaning in
inlportant ways Orleave out essentialinforrnation.
① Upper Paleolithic people′ like rnany conterrlporary peoples′ believed that if
they dreW a human imagein theirCaVe art′ it WOuld CauSe death Oriniury.
① Many contemporary peoples be‖ eve thatthe drawing of a humanimage can
CauSe death Oriniury′ SO they′ like tJpper PaleOlithiC peOple′ rarely depiCt
hurnan figures in their cave art.
③ lf Upper Paleonthic peOple′ like rnany conternporary peop:es′ believed that
the draWing Of a hurnan image COuld CauSe death Oriniury′ thiS belief rnight
explain vvhy hunlan figures are rarely depicted in cave art.
① Aithough many cOntempOrary peOples be‖ eve thatthe drawing ofa human
irnage Can CauSe death Oriniury′ reSearCherS CannOt eXplainヽVhy tJpper
Paleolithic people rarely depicted hurnan figures in their cave art,
21. ACcording tollparagraph 3′ scholars explaineci chips in the painted figures Of
anirnals by proposing that
① Upper PaleOnthic artists used marks to record the animals they had seen
① the paintings were inspired by the need to increase the supply of animals for
hunting
O the artiStS had removed rough spots on the cave wa‖ s
① UpperPa:eo‖ thic people used the paintings to increase theirluck at hunting
22.ヽAノ hy does the author rγ lention that tJpper Palec)lithic cave art seerned to have
″
lea,れ
―
ld a_pelk toward‐ the ёlハd oft,|・ u,periPa‐ 1111lithic p,riod′
～
|ィ
ー
len the‐ lerds
Of101が|"0●苺cFeasillng″ ?
① TO argue that Upper Paleonthic art ceased to include animals when herds of
garne lbecarne scarce
① TOprOVideSuppOrtfortheideathattheaimofthepaintingswastoincrease
the supply of anirnals for hunting
O TO emphaSiZe the continued improvementin the qua‖ ty of cave art
throughout the lJpper Paleolithic period
(〔:]:))‐「C)ShOVV the ldireCt c〔)nnection betvveen the ldecrease in herds of ganle and
the end ofthe lJpper Paleolithic period
23
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The particular symbolic significance of the cave paintings in southwestern France
is more explicitly revealed, perhaps, by the results of a study conducted by research-
ers Patricia Rice and Ann Paterson. The data they present suggest that the animals
portrayed in the cave paintings were mostly the ones that the painters preferred for
meat and for materials such as hides. For example, wild cattle (bovines) and horses
are portrayed more often than we would expect by chance, probably because they
were larger and heavier (meatier) than other animals in the environment. ln addi-
tion, the paintings mostly portray animals that the painters may have feared the most
because oftheir size, speed, natural weapons such as tusks and horns, and the unpre-
dictability of their behavior. That is, mammoths, bovines, and horses are portrayed
more often than deer and reindeer. Thus, the paintings are consistent with the idea
that the art is related to the importance of hunting in the economy of Upper Paleolithic
people. Consistent with this idea, according to the investigators, is the fact that the
art of the cultural period that followed the Upper Paleolithic also seems to reflect how
people got their food. But in that period, when getting food no longer depended on
hunting large game animals (because they were becoming extinct), the art ceased to
focus on portrayals of animals.
23.According to paragraph 4′ scholars believe that vvild cattle′ horses′ and
rn arn「 noths are the anirnals rnlost frequently portrayed in cave lpaintings for all of
the fo:lowing reasons E)(CEP・ TI:
① TheSe animalS Were diffiCulttO hunt beCauSe Of their unprediCtable behaViOr・
① PeOple preferred theSe animalS fOrtheir meat and fOrtheir SkinS・
○ 丁he painters admired the beauty ofthese large animals.
① PeOple feared theSe anirllalS beCauSe Oftheir SiZe and Speed・
24.According lo paragraph 4′ vvhich ofthe fo‖ owing rrlay best representthe attitude
of hunters tovvard_deer and reindeerin the t」 pper Paleolithic period?
① HunterS did nOtfear deer and reindeer aS muCh aSthey did large game
anirllals such as holrses anci rnarnrnoths.
③ HunterS Were nOtintereSted in hunting deer and reindeer beCauSe Oftheir
size and speecl.
③ HunterS preferred the rneat and hideS Of deer and reindeertO thOSe Of Other
aninlals.
① HunterS aVOided deer and reindeer beCauSe Oftheir natura:WeapOnS′ SuCh aS
horns.
25.According to paragraph 4′ vvhat change is evidentin the art of the period
follovving the tJpper Paleolithic?
① ThiS neW art StartStO dep:Ct Small animalS rather than large OneS・
① ThiS neW art CeaSeS tO refleCtthe WayS in WhiCh peOple Obtained theirf00d
O ThiS neW art nO 10nger COnSiStS mOStly OfrepreSentatiOnS Of animalS・
① ThiS neW art beg:nS tO ShOW the impOrtanCe Of hunting tO the eCOnOmy・
24
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Upper Paleolithic art was not confined to cave paintings. Many shafts of spears
and similar objects were decorated with figures of animals. The anthropologist
Alexander Marshack has an interesting interpretation of some of the engravings
made during the Upper Paleolithic. He believes that as far back as 30,000 8.c., hunters
may have used a system of notation, engraved on bone and stone, to mark phases
of the Moon. lf this is true, it would mean that Upper Paleolithic people were capable
of complex thought and were consciously aware of their environment. ln addition to
other artworks, figurines representing the human female in exaggerated form have
also been found at Upper Paleolithic sites. lt has been suggested thatthese figurines
were an ideal type or an expression of a desire for fertility.
26.メ C`COrding to paragraph 5′ vvhich ofthe fo‖ ovving has been used as evidence
to suggestthat Upper Paleolithic peOple vvere capable of cornplex thOught and
conscious avvareness oftheir envirOnrnent?
① They engraved animalfigures on the shafts of spears and other obleCtS.
① TheymayhaVeuSedengraVedSignStOrecordthephasesoftheMoon.
③ Theirfigurines represented the human female in exaggerated form.
① 丁hey「lay have used figurines to portray an idea:type orto express a desire
for fertility.
The subjects of the paintings are mostly animals. The paintings rest on bare walls,
with no backdrops or environmental trappings. Perhaps, like many contemporary
peoples, Upper Paleolithic men and women believed that the drawing of a human
image could cause death or injury, and if that were indeed their beliel it might explain
why human figures are rarely depicted in cave art. Another explanation for the focus
on animals might be that these people sought to improve their luck at hunting. I
This theory is suggested by evidence of chips in the painted figures, perhaps made
by spears thrown at the drawings. I But if improving their hunting luckwas the chief
motivation for the paintings, it is difficult to explain why only a few show signs of
having been speared. I Perhaps the paintings were inspired by the need to increase
the supply of animals. Cave art seems to have reached a peak toward the end of the
Upper Paleolithic period, when the herds of game were decreasing. I
27. Look at the four squares [r] that indicate where the following sentence can be
added to the passage.
Therefore, if the paintings were connected with hunting, some other explanation
is needed.
Where would the sentence best fit?
@ The subjects of the paintings are mostly animals. The paintings rest on bare
walls, with no backdrops or environmentaltrappings. Perhaps, like many
contemporary peoples, Upper Paleolithic men and women believed that
the drawing of a human image could cause death or injury, and if that were
indeed their belief, it might explain why human figures are rarely depicted in
cave art. Another explanation for the focus on animals might be that these
25
people sought to improve their luck at hunting. Therefore, if the paintings
were connected with hunting, some other explanation is needed. This
theory is suggested by evidence of chips in the painted figures, perhaps
made by spears thrown at the drawings. I But if improving their hunting
luck was the chief motivation for the paintings, it is difficult to explain why
only a few show signs of having been speared. I Perhaps the paintings were
inspired by the need to increase the supply of animals. Cave art seems to
have reached a peak toward the end of the Upper Paleolithic period, when
the herds of game were decreasing. I
① 丁he subiects ofthe paintings are mostly animals.The paintings rest on bare
walls′ vvith no backdrops or environrnentaltrappings.Perhaps′ like rrlany
conternporary peoples′ Lり pper Paleolithic n]en and wornen believed that
the drawing of a human image COuld CauSe death Oriniuryf and ifthat Were
indeed their belief′ it rγlight explain vrhy hurnan figures are rarely depicted in
cave art.Another explanation forthe fOCuS On animals rnight be thattheSe
people sought to irnprove theirluck at hunting.■
「
This theOry is suggested
by evidence of chips in the lpainted figures′ perhaps rnade by spears thrown
atthe draⅥ ′ings.・Therefore′ ifthe palntings were conneCted With hunting′
sOrne other explanation is needed.Butifirraproving their hunting luck was
the chief rnot:vation forthe paintings′ itis difficult to explain why only a fevv
shovv signs of having been speared.■ l Perhaps the paintings were inSpired
by the need to increase the supply of anirvlals.Cave art seerns to have
reached a peak tovvard the end ofthe tJpper PaleolithiC period′ vvhen the
herds of garvle vvere decreasing.口 |
@ The subjects of the paintings are mostly animals. The paintings rest on bare
walls, with no backdrops or environmental trappings. Perhaps, like many
contemporary peoples, Upper Paleolithic men and women believed that
the drawing of a human image could cause death or injury, and if that were
indeed their belief, it might explain why human figures are rarely depicted in
cave art. Another explanation for the focus on animals might be that these
people sought to improve their luck at hunting. I This theory is suggested by
evidence of chips in the painted figures, perhaps made by spears thrown at
the drawings. I But if improving their hunting luck was the chief motivation
for the paintings, it is difficult to explain why only a few show signs of having
been speared. Therefore, if the paintings were connected with hunting,
some other explanation is needed. Perhaps the paintings were inspired by
the need to increase the supply of animals. Cave art seems to have reached a
peak toward the end of the Upper Paleolithic period, when the herds of game
were decreasing. I
@ The subjects of the paintings are mostly animals. The paintings rest on bare
walls, with no backdrops or environmental trappings. Perhaps, like many
contemporary peoples, Upper Paleolithic men and women believed that
the drawing of a human image could cause death or injury, and if that were
indeed their belief, it might explain why human figures are rarely depicted in
26
cave art. Another explanation for the focus on animals might be that these
people sought to improve their luck at hunting. f This theory is suggested by
evidence of chips in the painted figures, perhaps made by spears thrown at
the drawings. I But if improving their hunting luck was the chief motivation
for the paintings, it is difficult to explain why only a few show signs of having
been speared. I Perhaps the paintings were inspired by the need to increase
the supply of animals. Cave art seems to have reached a peak toward the end
of the Upper Paleolithic period, when the herds of game were decreasing.
Therefore, if the paintings were connected with hunting, some other
explanation is needed.
28. 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.
Write your answer choices in the spaces where they belong. You can either write
the letter of your answer choice or you can copy the sentence.
Upper Paleolithic cave paintings in western Europe are among humanity's
earliest artistic efforts.
Answer ChOlces
[玉]Researchers ha、 ′e prOp(DSeCi SeVeral Clifferent eXp:anatiOnS fOrthe faCt that
animalS Were the mOSt COmmOn SubieCtS in the CaVe paintingS.
□ 丁he cave paintings focus On pOrtraVing animals without also depicting the
natural environrnents in which these anirnals are typically found.
□ 丁he art ofthe cultural period that fo‖ owed the Upper Pa!edithic ceased tO
portray large garne anirnals and fOcused instead lon the kinds of aninlals that
people ofthat period preferred tO hunt.
[巨]Some researchers ha、′e arguecithat the cave paintings rnOstly:〕 Ortrayed
large anirnals that prOvided lJpper Paleolithic people with nleat and
nlaterials.
□ SOme reSearCherS be‖ eve thatthe paintings found in France provide more
explicit evidence of their syrnbOlic sign:ficance than those found in lSpain′
southern Africar and Australia.
□ Besides cave paintings′ Upper Paleolithic people produced severa1 0ther
kinds of artwork′ one ofvvhich has been thoughtto provide evidence of
complex thought.
警
　
　
多
27
Directions: Read the passage. Then answer the questions. Give yourself 20 minutes
to complete this practice set.
PETROLEUM RESOURCES
Petroleum, consisting of crude oil and natural gas, seems to originate from
organic matter in marine sediment. Microscopic organisms settle to the seafloor and
accumulate in marine mud. The organic matter may partially decompose, using up
the dissolved oxygen in the sediment. As soon as the oxygen is gone, decay stops
and the remaining organic matter is preserved.
Continued sedimentation-the process of deposits' settling on the sea bottom-
buries the organic matter and subjects it to higher temperatures and pressures, which
convert the organic matter to oil and gas. As muddy sediments are pressed together,
the gas and small droplets of oil may be squeezed out of the mud and may move into
sandy layers nearby. Over long periods of time (millions of years), accumulations of
gas and oil can collect in the sandy layers. Both oil and gas are less dense than water,
so they generally tend to rise upward through water-saturated rock and sediment.
Oil pools are valuable underground accumulations of oil, and oil fields are regions
underlain by one or more oil pools. When an oil pool or field has been discovered,
wells are drilled into the ground. Permanent towers, called derricks, used to be built
to handle the long sections of drilling pipe. Now portable drilling machines are set up
and are then dismantled and removed.When the well reaches a pool, oil usually rises
up the well because of its density difference with water beneath it or because of the
pressure of expanding gas trapped above it. Although this rise of oil is almost always
carefully controlled today, spouts of oil, or gushers, were common in the past. Gas
pressure gradually dies out, and oil is pumped from the well. Water or steam may
be pumped down adjacent wells to help push the oil out. At a refinery, the crude oil
from underground is separated into natural gas, gasoline, kerosene, and various oils.
Petrochemicals such as dyes, fertilizer, and plastic are also manufactured from the
petroleum.
As oil becomes increasingly difficult to find, the search for it is extended into
more-hostile environments. The development of the oil field on the North Slope of
Alaska and the construction of the Alaska pipeline are examples of the great expense
and difficulty involved in new oil discoveries. Offshore drilling platforms extend the
search for oil to the ocean's continental shelves-those gently sloping submarine
regions at the edges of the continents. More than one-quarter of the world's oil and
almost one-fifth of the world's natural gas come from offshore, even though offshore
drilling is six to seven times more expensive than drilling on land. A significant part of
this oil and gas comes from under the North Sea between Great Britain and Norway.
Of course, there is far more oil underground than can be recovered. lt may be
in a pool too small or too far from a potential market to justify the expense of drill-
ing. Some oil lies under regions where drilling is forbidden, such as national parks
or other public lands. Even given the best extraction techniques, only about 30 to 40
percent of the oil in a given poolcan be broughtto the surface. The rest is fartoo dif-
ficult to extract and has to remain underground.
2A
.. ‐
... |,,1'「
Moreover, getting petroleum out of the ground and from under the sea and to
the consumer can create environmental problems anywhere along the line. Pipelines
carrying oil can be broken by faults or landslides, causing serious oil spills. Spillage
from huge oil-carrying cargo ships, called tankers, involved in collisions or accidental
groundings can create oil slicks at sea. Offshore platforms may also lose oil, creating
oil slicks that drift ashore and foul the beaches, harming the environment. Sometimes,
the ground at an oil field may subside as oil is removed. The Wilmington field near
Long Beach, California, has subsided nine meters in 50 years; protective barriers have
had to be built to prevent seawater from flooding the area. Finally, the refining and
burning of petroleum and its products can cause air pollution. Advancing technology
and strict laws, however, are helping control some of these adverse environmental
effects.
Directions: Now answer the questions
Petroleum, consisting of crude oil and natural gas, seems to originate from
organic matter in marine sediment. Microscopic organisms settle to the seafloor and
accumulate in marine mud. The organic matter may partially decompose, using up
i ttre dissolved oxygen in the sediment. As soon as the oxygen is gone, decay stops
I and the remaining organic matter is preserved.
I aontinued sedimentation-the process of deposits' settling on the sea bottom-
! buries the organic matter and subjects it to higher temperatures and pressures, which
r convert the organic matter to oil arid gas. As muddy sediments are pressed together,
l tf,e gas and small droplets of oil may be squeezed out of the mud and may move into
sandy layers nearby. Over long periods of time (millions of years), accumulations of
gas and oil can collect in the sandy layers. Both oil and gas are less dense than water,
so they generally tend to rise upward through water-saturated rock and sediment.
29.The word″凄|●麟Ⅲねte″ in the passage is closestin meaning to
① grOW up
① bu‖ d up
O Spread Out
① lbreak apart
30.According to paragraph l′ which ofthe fol:ow:ng is true about petroleurn
forrnation?
① Microscopic organisms that‖ vein mud produce crude o‖ and natural gas.
① Large amounts of oxygen are needed for petroleum formation to begin.
③ PetrOleum iS prOduCed When OrganiC materialin SedimentS COmbineS With
decaying rnarine organisrns.
① PetrOleum fOrmatiOn appearS tO begin in marine SedimentS Where OrganiC
rnatter is present.
29
Ｐ
Ａ
Ｒ
Ａ
Ｇ
Ｒ
Ａ
Ｐ
Ｈ
　
３
31. ln paragraphs l and 2′ the author′ s prinlary purpose is to
① deSCribe hOW petrOleum iSfOrmed
③ eXplain Why petrO:eum fOrmatiOn iS a S10W prOCeSS
O prOVide eVidenCe that a marine enVirOnmentiS neCeSSary fOr petrOieum
forrnation
◎ ShOW that O‖ COmmOnly OCCurS in aSSOCiatiOn With gaS
32,VVhich ofthe sentences below best expresses the essential:nforrnation in the
highlighteci sentence in paragraph 27 1ncorrect chc)ices change the rneaning in
irnportant ways orleave out essentialinforrnation.
① HighertemperatureS and preSSureS prOmOte SedimentatiOn′ WhiCh iS
responsible for petroleurn forrnation.
① Deposits of sediments on top of organic matterincrease the temperature of
and pressure on the rnatter,
③ lnCreaSed preSSure and heatfrOm the Weight Ofthe Sedimentturn the
organic rernains into petroleurn.
① The remainS Of miCrOSCOpiC OrganiSmS tranSfOrm intO petrOleum OnCe they
are lburied under rnud.
Oil pools are valuable underground accumulations of oil, and oil fields are regions
underlain by one or more oil pools. When an oil pool or field has been discovered,
wells are drilled into the ground. Permanent towers, called derricks, used to be built
to handle the long sections of drilling pipe. Now portable drilling machines are set up
and are then dismantled and removed. When the well reaches a pool, oil usually rises
up the well because of its density difference with water beneath it or because of the
pressure of expanding gas trapped above it. Although this rise of oil is almost always
carefully controlled today, spouts of oil, or gushers, were common in the past. Gas
pressure gradually dies out, and oil is pumped from the well. Water or steam may
be pumped down adjacent wells to help push the oil out. At a refinery, the crude oil
from underground is separated into natural gas, gasoline, kerosene, and various oils.
Petrochemicals such as dyes, fertilizer, and plastic are also manufactured from the
petroleum.
33.The word″ adilllnt″ in the passage is c!osestin meaning to
① nearby
① eXiSting
O SpeCial
① deep
34.VVhich ofthe fo‖ owing can be inferred frorn paragraph 3 about gushers?
① They make bringing the O‖ tO the SurfaCe eaSier.
① 丁hey signa!the presence of huge oilreserves.
③ They WaSte mOre O‖ than they CO‖ eCt.
① They are un‖ kely t0 0CCur nOWadayS.
30
As oil becomes increasingly difficult to find, the search for it is extended into
more-hostile environments. The development of the oil field on the North Slope of
Alaska and the construction of the Alaska pipeline are examples of the great expense
and difficulty involved in new oil discoveries. Offshore drilling platforms extend the
search for oil to the ocean's continental shelves-those gently sloping submarine
regions at the edges of the continents. More than one-quarter of the world's oil and
almost one-fifth of the world's natural gas come from offshore, even though offshore
drilling is six to seven times more expensive than drilling on land. A significant part of
this oiland gas comes from underthe North Sea between Great Britain and Norway.
35.VVhich ofthe following strategies for oil exploration is described in paragraph 4?
① Dri‖ ing underthe ocean′ s surface
① Limiting dri‖ ing to accessibie locations
O USing highly SOphiStiCated dri‖ ing equipment
① COnStruCting teChnO10giCa‖y adVanCed dri‖ ing platfOrrnS
36.VVhat does the developrnent ofthe Alaskan oilfield rnentioned in paragraph 4
dernonstrate?
① More oilis extracted from the sea than from land.
① Dri‖ ing for o‖ requires maior financialinvestments.O The giObal demand fOr Oil haSinCreaSed OVerthe yearS.
① The North S!ope of Alaska has substantial amounts of o‖ .
37.丁he word″ヨoplⅢo″ in the passage is closestin meaning to
① Sh而 ng
① inC‖ ning
O fOrming
① rO‖ ing
Of course, there is far more oil underground than can be recovered. lt may be
in a pool too small or too far from a potential market to justify the expense of drill-
ing. Some oil lies under regions where drilling is forbidden, such as national parks
or other public lands. Even given the best extraction techniques, only about 30 to 40
percent of the oil in a given poolcan be broughtto the surface. The rest is fartoo dif-
ficult to extract and has to remain underground.
38.Accord:ng to paragraph 5′ the decision to drillfor oil depends on all ofthe
fo‖ o、ハ′ing factors EXCEPT
① permiSSiOn tO aCCeSS the area Where Oil haS been fOund
③ the aVa‖ abi‖ ty Of SuffiCient quantitieS Of Oilin a p001
③ the 10CatiOn Ofthe marketin relatiOn tO the dri‖ ing Site
① the pOntical situatiOn in the regiOn where dr‖ ling v′ Ould Occur
Ｐ
Ａ
Ｒ
Ａ
Ｃ
Ｒ
Ａ
Ｐ
Ｈ
　
５
31
Ｐ
Ａ
Ｒ
Ａ
Ｇ
Ｒ
Ａ
Ｐ
Ｈ
　
４
Ｐ
Ａ
Ｒ
Ａ
Ｇ
Ｒ
Ａ
Ｐ
Ｈ
Ｐ
Ａ
Ｒ
Ａ
Ｇ
Ｒ
Ａ
Ｐ
Ｈ
　
２
Moreover, getting petroleum out of the ground and from under the sea and to
the consumer can create environmental problems anywhere along the line. Pipelines
carrying oil can be broken by faults or landslides, causing serious oil spills. Spillage
from huge oil-carrying cargo ships, called tankers, involved in collisions or accidental
groundings can create oil slicks at sea. Offshore platforms may also lose oil, creating
oil slicks that drift ashore and foul the beaches, harming the environment. Sometimes,
the ground at an oil field may subside as oil is removed. The Wilmington field near
Long Beach, California, has subsided nine meters in 50 years; protective barriers have
had to be built to prevent seawater from flooding the area. Finally, the refining and
burning of petroleum and its products can cause air pollution. Advancing technology
and strict laws, however, are helping control some of these adverse environmental
effects.
39.The word″ f轟麟
″
in the passage is ciosestin meaning to
① reaCh
③ f100d
O pO‖ ute
① a:ter
40.ln paragraph 6′ the author′ s prirγ lary lpurpose is to
① prOVide eXampleS Of hOW Oil eXp10ratiOn Can endangerthe enVirOnment
③ deSCribe aCCidentS that haVe OCCurred When O‖ aCtiV面 eS Were in prOgreSS
O giVe an analySiS Ofthe effeCtS Of O‖ Spi‖S On the enVirOnment
① eXplain hOW teChn010gy and legiSlatiOn heip reduce o‖ Spi‖ S
Continued sedimentation-the process of deposits' settling on the sea bottom-
buries the organic matter and subjects it to higher temperatures and pressures,
which convert the organic matter to oil and gas. I As muddy sediments are pressed
together, the gas and small droplets of oil may be squeezed out of the mud and may
move into sandy layers nearby.l Over long periods of time (millions of years), accu-
mulations of gas and oil can collect in the sandy layers. I Both oil and gas are less
dense than water, so they generally tend to rise upward through water-saturated rock
and sediment. I
41. Look at the four squares [I]that indicate where the following sentence can be
added to the passage.
Unless something acts to halt this migration, these natural resources will
eventually reach the surface.
Where would the sentence best fit?
32
@ Continued sedimentation-the process of deposits'settling on the sea
bottom-buries the organic matter and subjects it to higher temperatures
and pressures, which convert the organic matter to oil and gas. Unless
something acts to halt this migration, these natural resources will
eventually reach the surface. As muddy sediments are pressed together, the
gas and small droplets of oil may be squeezed out of the mud and may move
into sandy layers nearby. I Over long periods of time (millions of years),
accumulations of gas and oil can collect in the sandy layers. I Both oil and
gas are less dense than water, so they generally tend to rise upward through
water-saturated rock and sediment. I
(B:)COntinued SedirnentatiOn一 the prOCeSS Of depOSitS′ Settling On the Sea
bottom一 buries the OrganiC matter and SubieCtS ittO highertemperatureS
and pressures,which cOnvertthe Organic rnatterto oil and gas.1日 IAs
rnud(ly seclirnents are lpressed togethe吟 the gaS and Sr:lall drOplets of oil
rnay be squeezed out ofthe rnud and rYlay rnove into sandy layers nearby.
lJn:ess solnlething acts to halt this 111:grat:on′ these natura:resources wil:
eventualiv reach the surface.(Dverlong periods of tirrle(rniliionS Of years)′
accurnulations of gas and oil can collectin the sandy layers.■ I Both oil and
gas are less dense than vvatet so they● generallヽ /ten(lto rise upvvard through
water― saturated rock and sedirnent,日 ll
@ Continued sedimentation-the process of deposits'settling on the sea
bottom-buries the organic matter and subjects it to higher temperatures
and pressures, which convert the organic matter to oil and gas. I As muddy
sediments are pressed together, the gas and small droplets of oil may be
squeezed out of the mud and may move into sandy layers nearby. I Over
long periods of time (millions of years), accumulations of gas and oil can
collect in the sandy layers. Unless something acts to halt this migration,
these natural resources will eventually reach the surface. Both oil and gas
are less dense than water, so they generally tend to rise upward through
water-saturated rock and sediment. I
@ Continued sedimentation-the process of deposits' settling on the sea
bottom-buries the organic matter and subjects it to higher temperatures
and pressures, which convert the organic matter to oil and gas. I As muddy
sediments are pressed together, the gas and small droplets of oil may be
squeezed out of the mud and may move into sandy layers nearby. I Over
long periods of time (millions of years), accumulations of gas and oil can
collect in the sandy layers. I Both oil and gas are less dense than water,
so they generally tend to rise upward through water-saturated rock and
sediment. Unless something acts to halt this migration, these natural
resources witl eventually reach the surface.
33
42. 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.
Write your answer choices in the spaces where they belong. You can either write
the letter of your answer choice or you can copy the sentence.
"Petroleum" is a broad term that includes both crude oil and natural gas.
Answer Choices
日 Petroleum formation is the result of biological as we‖ as chemical activity.
□ Petroleum tends to rise to the surface′ since it is lowerin density than water`
匡]The diff:culty of finding adequate sources of o‖ On iand has resulted in a
greater nurnber of offshore drilling sites.
[コ](〕urrent rneth〔 》CiS(Of petrOleunl(〕 XtraCtiOn ena:D:e10il prOCluCerS tO reCC)Ver
abOut half Ofthe WOrld′ S petrO:eurYl reSerVeS.
□巨]Petroleurn extraction can have a rlelgative inllpact on the environrTlent.
E Accidentsinvo:ving¬ oiltankers 10ccur when tankers run into shore reefs(Or
collide with other vessels.
34
Directions: This section measures your ability to understand conversations and lec-
tures in English.
Listen to each conversation and lecture only one time. After each conversation and
lecture, you will answer some questions about it. Answer each question based on
what is stated or implied by the speakers.
You may take notes while you listen and use your notes to help you answer the ques-
tions. Your notes will not be scored.
ln some questions you will see this icon
see, the question.
n This means that you will hear, but not
Answer each question before moving on. Do not return to previous questions.It will take about 60 minutes to listen to the conversations and lectures and answer
the questions about them.
35
LISTENING
Directions: Listen to Track 1
Directions: Now answer the questions.
VVhy doesthe rnan need the wornan′ s assistance7 εわοοsθ 12 ansyソθrs.
[玉]He cloes not knovv the r)ublicat:on ciate lof sorγ lel revievvs he needs.
□ He does not know the location ofthe‖ brary′s video co‖ ection of plays.
□ He does not know how to find out where the play is currently being
perforrned.
回 He does not know how to determine which newspapers he should look at
3. What does the wornan say about her experience seeing a perforrnance of′ イ∂ρρ/
srrangers vvhen she、 Ⅳas yOunger?(3ゎοοsθ 2 ansyИθrs.
日 lt was the first p:ay she had seen performed professiona‖ y.
匝]She saw it againstthe wishes of her parents.
□ She was surprised at how traditionalthe performance was.
回 She had a variety of emotional reactions to the play.
4. ハヽ′hatis the rnan′s attitude tovvard his current assignnlent?
① He iS nOt COnfidentthat he Wi‖ find the materia:S he needS.
① He feelS that perfOrming in a play iS leSS bOring than reading One.
③ HethinkShiSreVieWOftheplayWi‖ be more obiectiVe than the contemporary
revlevvs vvere.
① He iS OptimiStiC that he Wi‖ learn tO appreCiate the play he iS reSearChing.
ヽ
１
″
（／
ｒ
彎
36
壼整ヨ
~電
』
膠暉
'
__■:1‐
=―
一 ・ヽ ― ´́
一
　
・銀
藤
「
T躊¬■
:1・ _・ ■
|■ |■・″_._ ■ .|::¬
2. VVhat does the wornan irnply about critical reaction to the play″ aρρ/S'rrangers?
① Negative critical reaction led to its content being revised afterit prenliered.
① 丁he play has always been quite popular among university students.
③ Reactionsto the play are more positive nowadays than they were in the past.
①
‐
The plav iS rarely perfOrrned noVVadays because critics have neverliked it.
5. Listen to Track 2
′
~ヽ
′ ヽ
ゝ ノ
① TO aSk the man tO Clarify hiS requeSt
① TO Statethe man′ S requeSt mOre preCiSely
O TO make Sure that She heard the man COrreCtly
O TO COrreCt a miStakethe man haS made
37
Directions: Listen to Track 3. (J
Biology
38
響
‐
1螢11彙峰1藝
=森
|1継ill:霧
饉 篭
，
一■
・　
　
　
・
〓
Directions: Now answer the questions.
6. ハヽ√hat is the lecture rnainly about?
① Methods of observing unusual animai behav:Or
③ A theory abOut ways birds attract mates
O WayS animals behave when they have conf‖cting drives
① Criteria for ciassifying animal behaviors
7. lndicate whether each of the activities below describes a displacement activity
Put a check (/) in the correct boxes.
An animal attacks the ground instead of its enemy.
An animal falls asleep in the middle of a mating ritual
An animal eats some food when confronted by its enemy.
An animal takes a drink of water after grooming itself.
Yes No
39
遭
・ _■ |
議ぶ綺hlib青iるお
下習鰈
.摯鴨|
8. VVhat doeS the professor say about disinhibitiOn?
① lt Can preVent diSplaCement aCtiVitieS frOm OCCurring・
① lt Can CauSe animalStO aCt On mOrethan One driVe at a time・
③ ltiS nOt uSefulfOr eXplaining many typeS Of diSplaCement aCtiVitieS・
① ltiS reSpOnSible fOrthe appearanCe Of Seemingly irreleVant behaViOr・
9. According to the lecture′ vVhat is one possible reaSOn that displacernent aCtivities
are often groorning behaviors?
① Grooming may cause an enemy or predatorto be confused.
① Grooming is a convenient and accessible behaVior.
O Grooming often occurs before eating and drinking.
① Groomingis a common socia!activity.
10.VVhy does the professorrnention the wood thruSh?
① TO COntraStitS diSplaCement aCtiVitieS With thOSe Of Other animal SpeCieS
③ TO eXplain that SOme animalS diSplay diSplaCement aCtiVitieS Otherthan
groornlng
O TO pOint Out hOW diSplaCement aCtiVitieS are influenCed by the enVirOnment
① TO giVe an eXample Of an animalthat dOeS nOt diSplay diSplaCement aCtiVitieS
ll.Listen to■ ack 4.0
① SheiSimpreSSed by hOW muCh the Student knOWS abOut redireCting・
③ Sheth:nkS itiS time tO mOVe On tO the neXt part OfthiS leCture・
③ The Student′ S anSWeriS nOt an eXample Of a diSplaCement aCtiVity・
① 丁he student shou:d suggest a different anima:behaviOrto discuss next.
40
/~ヽ
Directl(DnS:Listen to‐ Track 5. 亀| `l
Literature
Directions: Now answer the questions
12. ハヽ′hat is the nlain lpurpose ofthe lecture?
① 市o point out similarities in Emerson′ s essays and poems
① To prepare the students to read an essay by Ernerson
O To compare Emerson′s concept of universaltruth to that of other authors
① TO ShOW the influence of early United States society on Emerson′ s writing
13.(Dn vvhat basis did Ernerson criticize the peOple Of his tinle?
① They refused to recognize universaltruths.
①
・
They did nOt reCOgnize the genius of certain authors.
③ Their convictions were not we‖ ‐defined.
① 丁hey were too interested in conformity.
41
驚
‐
．、■
14.VVhat does Ernerson say aboutthe past?
① lt ShOuld guide a perSOn′ S preSent aCtiOnS・
③ lt muSt be eXamined C10Sely.
① ltiS:eSS impOrtantthan the future・
① ltlaCkS bOth C:arity and uniVerSal truth・
15,ヽA/hat pc)int dc)es the lprofessor rTlake when he nlentions a ship′ s path?
① itiSeaSyfOrpeOpletO10SeSightOftheirtruepath・
① Most people are not capable of dec:ding which path is bestforthem.
O The path a perSOn takeS Can Only be Seen Clearly afterthe deStinatiOn haS
been reached.
① A person should estab‖ sh a goal before deciding which path to take.
16.VVhat does the professorinlply about hirnself when he recounts sorne life
experiences he had before becorning a literature professor?εわοοse 2 ansソ yers.
□玉I He clid not co:lsiderthe c()nSe(luenCeS Of hiS ClelCiSiOnS.
[三]He cildl not lp!an to lbeCOme a literature,lprOfeSSOr.
□ He has a:ways tried to act COnSiStently.
回 He has trusted in himSeif and hiS deCiSiOnS.
17.Listen to■ ack 6.0
① TO SuggeStthat United StateS CitiZenS haVe nOt Changed muCh OVertime
① TO enCOurage the ClaSS tO find mOre infOrmatiOn abOutthiS time periOd
③ To explain why Emerson′ s essay has lost some relevance
① TO prOVide baCkgrOund fOrthe COnCept he iS eXplaining
42
Directions: Listen to Track 7
Directions: Now answer the questions.
18.VVhatis the conversation rnainly about?
① Methods forfinding appropriate sources for a proiect
③ Reasons the vrornan is having difficu:ties、 vith a prolect
O Criteria the prOfeSSOr uSeS tO eVa!uate grOup prOleCtS
① WayStO deVe10pthe Ski‖ S needed tO WOrkin grOupS
19.VVhy does the professor rnention the″ free― rider′
′prob!ern?
① TO reVieW a COnCept he eXplained in CiaSS
③ TO giVe the Student a p!an tO SOIVe her prOblem
③ TO Clarify the prOblem the StudentiS faCing
① TO eXplain a benefit Of WOrking in grOupS
20.VVhatis the professor′ s opinion ofthe other students in the wornan′ s group?
① 丁hey try to take credit forヽ A′Orkthey did nOt dO.
① They did nOt perfOrm We‖ in preV:OuS COurSeS With him.
③ They are mOre mOtiVated When they are WOrking in a grOup.
① 丁hey do good work when they are interested in the subiect.
21. VVhy did the wornan choose property rights as a topic?
① 丁he professor recommended the topic.
① She already had a 10t Of referenCe materialS On the SubieCt.
③ She Wanted tOlearn SOmething neW.
① lt WaS eaSy tO reSearCh atthe SCh00Hibrary.
ヽ
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43
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■ ,●
=■
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:犠量:11血ヽ
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22,VVhat rnistakes does the professorinlply the wornan has rnade while working on
a prOleCt?(3わ οοSθ 2 anSИ′erS.
[医]Findingl sc)urces for her group partners
□ Writing the weekly progress reports for her group
匡]Forgetting to pay attention to the proiect′ s dead‖ nes
回 Fa市ng to involve the group members in the selection of a topic
44
Directions: Listen to Track 8
/~ヽ
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Geology
45
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DirectionsI Novv ansvverthe questions
23.VVhat(1(oes the professor rnainly d:scuss?
① HiS planS fOr reSearCh inVOIVing mOVing rOCkS
① A difference between two geologicalforces thatcause rOcks tO mOve
O TheOrieS abOut Why deSertrOCks mOVe
① Reasons why geologists should study moving rocks
24.According to the professoL what have the researchers agreed on?
① The rOCkS CannOt move afterice storms.
① 丁he rocks do not move at n:ght.
③ 丁he rocks never move in circles.
① The rOCkS are nOt mOVed by peOple.
25.・The professorrnentions an experirnent done five to ten years ago on the wind
speed necessary to rnove rocks.VVhat opinion does the professor express about
the experirnent?
(i3i)‐「 hC)reSearCherS reaChed the COrreCt COnCluSiO11(」 eSpite SOrne
nniscalcu!ations.
① The reSearCherS ShOuld have chosen a differentlocation fortheir experirnent.
○ 丁he experiment should have been conducted on wetter ground.
① The eXperiment WaS nOt COntinued 10ng enOugh tO aChieVe Clear results.
26.VVhat in■ portant point does the professor rnake aboutthe area vvhere the rocks
are found?
① lt has been the site of Earth′ s highest wind speeds.
① lt iS SubieCt tO laWs that restrict experimentation.
O ltiS aCCeSSib!e tO heaVy maChinery.
① ltiS nOt SubieCt tO SignifiCant changes in temperature.
27. VVhatis the professor′s purpose in telling the students about rnoving rocks?
① T10 teaCh a leSson aboutthe structure of solid rnatter
③ 丁o share a recent advancein geo!ogy
O TO giVe an eXample OfhOW iCe Can mOVe rOCks
① TO ShOW hOW geOlogiSts need to combine information from severalfields
28. Listen to Track 9.
/~ヽ
r 、
建 び
① 丁he movement pattern ofthe rocks was m:sreported by researchers.
① The rOCkS are prObably being rnoved by people.
③ 丁he movement pattern ofthe rocks does not supportthe wind theory.
① There muSt be differencesin the rocks′ composition.
46
/~ヽ
Directions:Listen to Track 10,ky
United States
Government
47
丁
摯110
・・〓
一一一
一ヽ
一ｔ
一̈　′
一
一‐
・
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Directions: Now answer the questions.
29.Whatis the discussi(〕 n rnainly abOut?
① Reasons the United States governrnent should nOt suppOrtthe arts
③ The hiStOry Of gOVernrnent support forthe arts in the United States
O Strengths and weaknesses of different government― sponsored arts
prograrns
① Different ways in which 90Vernments can help support artists
30.According to the discussion′ in whattwO ways was the Federal Art Prolect
successful?θ わοοsθ 2 ansyγθrs.
日 h estab‖ shed standards for art schoois.
□ k provided iobs for many artists.
□ L produced many exce‖ ent artists.
回 it gave many people greater access to the arts.
31. The class discusses some important events related to government support for
the arts in the United States. Put the events in order from earliest to latest.
Write your answer choices in the spaces where they belong. You can either write
the letter of your answer choice or you can copy the sentence. The first one is
done for you.
Answer Choices
日 Arts counc‖ s were estab‖ shed in a‖ 50 states of the country
□ The federal budget supporting the arts was reduced by half.
□ The Federal Art Prolect helped reduce unemployment.
回 The National Endowmentforthe Arts was estab‖ shed.
32,VVhy dOeS the professor nlention the lく ennedy Center and Lincoln Center?
① T10 give exarYlp:es of institut:ons that benefit frorn corporate support
① TOi‖ uStrate why some artists oppose the bu‖ ding of cultural centers
O TO ShOW hOW tWO Centers were named after presidents who supported the
a rts
① TO nametwo artcenters bu‖ t by the government during the Depression
1. The government provided no official support for the arts.
2.
3.
48
4.
5.
33.VVhat does the professor say about artists′ opinions of governrnent support for
the arts?
① Most artists be‖ eve thatthe government should provide more funding for
the arts.
① MostartistsapproveofthewaysinwhichthegovernmentsupportstheartS.
③ Even artists do not agree on whetherthe government shou:d supportthe
arts.
① Even artists have a!ow opinion of government supportforthe artsi
34.Listen to Track ll.亀 ♪
① OtherStudentS ShOuid COmment On the man′ S remark・
① Most people would agree with the man′ s opinion.
o Artworkfunded by the governmentis usua‖ y of exce‖ ent qua‖ ty.
① The 90Vernment prOieCt WaS nOt a WaSte Of mOney・
49
This section measures your ability to speak in English about a variety of topics.
There are six questions in this section. For each question, you will be given a short
time to prepare your response. when the preparation time is up, answer the question
as completely as possible in the time indicated for that question. You should record
your responses so that you can review them later and compare them with the answer
key and scoring rubrics.
51
1. You will now be asked to speak about a familiar topic. Give yourself 15 seconds
to prepare your response. Then record yourself speaking for 45 seconds.
Listen to Track',r. Q
What do you miss most about your home when you are away? Use specific
details in your explanation.
2. You will now be asked to give your opinion about a familiar topic. Give yourself
15 secortds to prepare your response. Then record yourself speaking for 45
seconds.
Listen to Track ,3. O
Many universities now offer academic courses over the lnternet. However,
some people still prefer learning in traditional classrooms. Which do you think
is better? Explain why.
■■団□回■国■轟憂目■
■E棗コロ西日憂□口■■
3. You will now read a short passage and listen to a conversation on the same
topic. You will then be asked a question about them. After you hear the question,
give yourself 30 seconds to prepare your response. Then record yourself
speaking for 60 seconds.
Listen to Track'tO. O
52
Preparation Time: 15 seconds
Response Time: 45 seconds
Evening Computer Classes May Be Added
The computer department is considering offering evening classes in the fall.
The proposal to add the classes is a response to student complaints that day-
time computer classes have become increasingly overcrowded and there are no
longer enough computers available. The department has decided that despite
some added expense, the most cost-effective way of addressing this problem
is by adding computer classes in the evening. lt is hoped that this change will
decrease the number of students enrolled in day classes and thus guarantee
individual access to computers for all students in computer classes'
Listen to Track 15
/~ヽ
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ヽ
鶴 ″
The man expresses his opinion about the proposal described in the article.
Briefly summarize the proposal. Then state his opinion about the proposal and
explain the reasons he gives for holding that opinion.
Preparation Time: 30 seconds
Response Time: 60 seconds
4. You will now read a short passage and listen to a lecture on the same topic.
You will then be asked a question about them. After you hear the question, give
yourself 30 seconds to prepare your response. Then record yourself speaking for
60 seconds.
Reading Time: 45 seconds
Listen to Track 16
⌒
彎 群
‡1■ヱ難
・燿メ メ ｀
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t
=_||11驚
_ ・・
● .‐ .
53
Verbal and Nonverbal Communication
When we speak with other people face-to-face, the nonverbal signals we
give-our facial expressions, hand gestures, body movements, and tone of
voice-often communicate as much as, or more than, the words we utter. When
our nonverbal signals, which we often produce unconsciously, agree with our
verbal message, the verbal message is enhanced and supported, made more
convincing. But when they conflict with the verbal message, we may be com-
municating an entirely different and more accurate message than what we
intend.
Listen to Track 17
′
~ヽ
P ヽ
鶴 ♂
Explain how the examples from the professor's lecture illustrate the relation-
ship between verbal and nonverbal communication.
■口ロロコロ■回轟□目■
■■憂口目団日園ヨロ■■
5. You will now listen to part of a conversation. You will then be asked a question
about it. After you hear the question, give yourself 20 seconds to prepare your
response. Then record yourself speaking for 60 seconds.
⌒
彎 y
Reading Time: 45 seconds
54
Listen to Track 18
| ' .・ .・ ｀‐
・
・ ‐‐| ._|
姿
一■
Briefly summarize the problem the speakers are discussing. Then state which
of the two solutions from the conversation you would recommend. Explain the
reasons for your recommendation.
■口国回ロコヨロ団■■
■■闘憂目園回国国目■
6. You will now listen to part of a lecture. You will then be asked a question about it
After you hear the question, give yourself 20 seconds to prepare your response.
Then record yourself speaking for 60 seconds.
Listen to Track 19.
/~ヽ
′ ヽ
L♂
Using points and examples from the lecture, explain the importance of visual
elements in painting.
■■団ロロロロ四憂国日■
■■棗コロ西日憂憂回ヨ■
ヽ
慶
　
書
　
」
ぎ
国
ヅ
ト
Ｌ
Ｌ
勝
』
目
■
■
55
This section measures your ability to write in English to communicate in an academic
environment.
There are two writing questions in this section.
For question 1, you will read a passage and listen to a lecture about the same topic'
You may take notes while you read and listen. Then you will write a response to a
question based on what you have read and heard. You may look back at the passage
when answering the question. You may use your notes to help you answer the ques-
tion. You have 20 minutes to plan and write your response.
For question 2, you will write an essay based on your own knowledge and experience.
You have 30 minutes to plan and complete your essay.
57
1. Directions: Give yourself 3 minutes to read the passage
Reading Time:3 minutes
Endotherms are animals such as modern birds and mammals that keep their
body temperatures constant. For instance, humans are endotherms and maintain
an internal temperature of 37"C, no matter whether the environment is warm or
cold. Because dinosaurs were reptiles, and modern reptiles are not endotherms, it
was long assumed that dinosaurs were not endotherms. However, dinosaurs differ
in many ways from modern reptiles, and there is now considerable evidence that
dinosaurs were, in fact, endotherms.
Polar dinosaurs
One reason for believing that dinosaurs were endotherms is that dinosaur
fossils have been discovered in polar regions. Only animals that can maintain a
temperature well above that of the surrounding environment could be active in
such cold climates.
Leg position and movement
There is a connection between endothermy and the position and movement of
the legs. The physiology of endothermy allows sustained physical activity, such as
running. But running is efficient only if an animal's legs are positioned underneath
its body, not at the body's side, as they are for crocodiles and many lizards. The
legs of all modern endotherms are underneath the body, and so were the legs of
dinosaurs. This strongly suggests that dinosaurs were endotherms.
Haversian canals
There is also a connection between endothermy and bone structure. The
bones of endotherms usually include structures called Haversian canals. These
canals house nerves and blood vessels that allow the living animal to grow quickly,
and rapid body growth is in fact a characteristic of endothermy. The presence of
Haversian canals in bone is a strong indicatorthatthe animal is an endotherm, and
fossilized bones of dinosaurs are usually dense with Haversian canals.
58
Listen to Track rO. n
Directions: You have 20 minutes to plan and write your response. Your response will
be judged on the basis of the quality of your writing and on how well your response
presents the points in the lecture and their relationship to the reading passage.
Typically, an effective response will be 150 to 225 words.
Listen to Track 21 n
Summarize the points made in the lecture, being sure to explain how they challenge
the specific points made in the reading passage.
Response Time: 20 minutes
59
60
2. Directions: Read the question below. You have 30 minutes to plan, write, and
revise your essay. Typically, an effective response will contain a minimum of 300
words.
Do you agree or disagree with the following statement?
ln twenty years there will be fewer cars in use than there are today'
Use specific reasons and examples to support your answer.
Response Time: 30 minutes
62
Reading Section
1.D
2.B
3.C
4.D
5。 A
6.C
7.A
8.A
9.B
10.B
ll.B
12.D
13.B
14.C,
15.A
16.B
17.A
18.D
19.D
20.C
21.D
D,E
22.13
23.C
24.A
25.C
26.B
27.C
28。 A,D,F
29.13
30.I)
31.A
32.C
33.A
34.I)
35。 A
36.13
37.]3
38.I)
39.C
40.A
41.D
42.A,C,E
63
Listening ISection
1.A,D
2.C
3.A,D
4.D
5.B
6.C
7.
8.D
9.B
10.C
ll.C
12.B
13.D
Speaking Section
1. There are many ways you could answer
this particular question. You will need to
talk about one or more things about your
home that you miss when you are away
and provide explanations for why you miss
them.
You should begin by providing a spe-
cific example of something that you miss
about your home. For example, this could
be your family, your favorite room, or
your mother's cooking. You should then
provide more details about why you miss
this. For example, you could describe
your favorite room and talk about the
comfortable chair that is in it and how
you have had wonderful talks with your
family and friends there. Or you could
say that you miss your mother's cooking
because she prepares special, spicy food
that you cannot get when you are away
from home. It is important to develop
your ideas with specific explanations.
You should not merely give a list of things
you miss without providing details that
help the listener understand why you
miss them.
14.C
15。 C
16.B,D
17.D
18.B
19.C
20.I)
21.C
22.A,D
23.C
24.1)
25.A
26.B
27.I)
28.C
29.13
30.B,D
31.C,D,A,B
32.A
33.C
34.I)
An animal attacks the grou
instead of its enemy.
An animalfalls asleep in
ofrniddle a mating
An animal eats
when
enerny.
re food
I its
′
′
drink of
ing itself,
ノ
r
Ves No
64
/
げ
ノ
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―
一
・
Your response should be intelligible,
should demonstrate effective use of gram-
mar and vocabulary, and should be well
developed and coherent. Your response is
scored using the Independent Speaking
Rubric (see Appendix A).
2. To respond to this particular question,
you should clearly state what your opin-
ion is: Do you think it is better to learn in
traditional classrooms or take classes over
the Internet? Then you should give reasons
to support your opinion. If you take the
position that you believe Internet or online
courses are more effective, you might give
the reason that they are more effective
because a student can study at anytime
from anywhere. You might further support
that reason by using an example from your
own experience. You might say that you
learn best in the evenings and so online
courses allow you to learn when you are
best able to concentrate, whereas in a
traditional classroom, you have to concen-
trate at a particular time.
If you believe that online courses are
not better than learning in a traditional
classroom, you might give an example of
something that happens in the classroom
that makes learning effective. You might
say that direct contact with a teacher is
important. You could continue to develop
your response by giving examples of how
direct contact is beneficial to learning.
Keep in mind that there is no "cor-
rect" answer to this question. Whether
you prefer courses over the Internet or
in traditional classrooms, your answer
can be supported with examples and
details. It is important to make sure that
you state your opinion and develop your
response with good examples and rel-
evant details.
Your response should be intelligible,
should demonstrate effective use of gram-
mar and vocabulary, and should be well
developed and coherent. Your response is
scored using the Independent Speaking
Rubric (see Appendix A).
3. First, as the question states, you should
provide a brief summary of the proposal,
which is for the computer department to
add evening classes in the fall. You can
also provide a brief summary of the reason
that they are doing this (overcrowded con-
ditions in the daytime computer classes).
You should not spend too much time onthis summary; if you attempt to provide
many details from the reading, you may
not have enough time to discuss both of
the man's reasons for disagreeing with the
proposal. For this item type, a brief sum-
mary is all that is necessary. You should
make sure that your summary is clear
enough for the listener to understand the
proposal without having access to addi-
tional information.
After the summary, you should state
the man's opinion of the university's pro-
posal to add computer courses in the
evening. In this case, the man disagrees
with the university's proposal.
You should then convey the two main
reasons he gives for holding that opinion.
You will need to connect information from
the conversation to the reading in order
for your response to be complete. First,
the man says that the idea to add evening
classes will not solve the problem of over-
crowding because most students are too
busy to take classes at night. You could
also provide one of the examples why stu-
dents are busy, such as jobs or family.
Your response should also convey the
man's second reason for not agreeing with
the university's proposal. You should say
that the man thinks that offering evening
classes won't save money because it will
be expensive to add the new classes, and
it will be more expensive than buying new
computers. You could add that hiring new
teachers and keeping the building open
late is expensive, or that the rooms are big
65
enough for more computers and that com-
puters are now less expensive than they
used to be. You do not, however, have to
describe every detail from the conversation
as long as you make it clear why the man
disagrees with the proposal.
Your response should be intelligible,
should demonstrate effective use of gram-
mar and vocabulary, and should be well
developed and coherent. Your response
is scored using the Integrated Speaking
Rubric (see Appendix A).
4. To respond to this particular question,
you should discuss how verbal and nonver-
bal communication are related and explain
how the examples that the professor gives
support the reading text. You should
include relevant points and examples
from the lecture (and not from any other
source).
To begin your response, you could give
a brief summary of the reading, such as
a definition of what verbal and nonverbal
communication is; that is, that gestures
and body movements often provide as
much information to a person as spoken
Ianguage does. You could also say that
nonverbal signals can agree or conflict
with a verbal message.
Then you should explain how the pro-
fessor's examples illustrate these general
ideas. In the first example, the professort
happy nonverbal behaviors on seeing his
uncle, such as his big smile, and his jump-
ing up and down, agreed with his verbal
message, so the verbal message was sup-
ported. You could also say that his uncle
knew he was very happy.
You should then discuss the second
example. In this example, when the profes-
sor hit himself with the hammer, he did
not want to upset his daughter and told her
not to worry. These words, however, con-
flicted with his nonverbal behavior, such as
his shaking his hand in pain and his trem-
bling voice, so his daughter did not believe
the verbal message. In this case, the non-
verbal message was more accurate.
You will not have time to repeat all
of the details from the lecture and read-
ing, and you should not try to do that.
You should integrate points from both to
answer the question completely. You need
to give only sufficient details to explain
how the two examples relate to the over-
all idea of how nonverbal communication
contributes to verbal messages.
Your response should be intelligible,
should demonstrate effective use of gram-
mar and vocabulary, and should be well
developed and coherent. Your response
is scored using the Integrated Speaking
Rubric (see Appendix A).
To respond to this particular question
you should briefly describe the problem.
It is enough to say that the man has left
his class schedule back at the dorm and
doesn't know what room his class is in.
You do not need to give many details at
this point.
Next, you need to choose one of the two
solutions.and explain why you think that
solution is best. The two solutions in this
conversation are: 1) go to the student cen-
ter and use a computer to find out where
the class is, or 2) check each lecture hall
until he finds his class. It does not matter
which of the two proposed solutions you
chose, since there is no "right" solution or
"wrong" solution. You should choose the
solution that you think is best and support
your choice with reasons why you think it
is best. The reasons you give can include
information provided by the speakers as
well as your own experiences.
For example, if you believe the first
solution is preferable, you would probably
begin by saying that you think it would be
best for the man to go use the computer
in the student center in order to find the
room number, then you would proceed
to explain why. There are any number of
5
66
reasons you can give: you might say that
it's best to check the computer because he
can also find out where his other classes
are, since he doesnt have the schedule.
You could also speak about the disadvan-
tages of the second solution; you might
say that he would be embarrassed to look
in the other rooms, and he wouldn't know
what the professor looks like anyway.
Remember, this type of question can be
answered in many different ways.
Your response should be intelligible,
should demonstrate effective use of gram-
mar and vocabulary, and should be well
developed and coherent. Your response
is scored using the Integrated Speaking
Rubric (see Appendix A).
6. To respond to this particular question,
you should talk about some of the visual
elements of painting and explain why they
are important. You should include relevant
points and examples from the lecture (and
not from any other source).
To begin your response, you should
briefly state the main idea, that visual
elements convey meaning and express
emotion in paintings. You would then
Writing Section
1 What is important to understand from
the lecture is that the professor disagrees
with the arguments presented in the read-
ing to support the idea that dinosaurs were
endotherms, namely that dinosaurs inhab-
ited polar regions; that their legs were
positioned underneath their bodies; and
that their bones included structures called
Haversian canals.
talk about the different points the profes-
sor gives to support this. You would say,
for example, that colors can evoke strong
emotions, and give the example that red
can evoke anger or blue can make some-
body feel calm. Then you could talk about
texture. You could say that texture can be
physical or visual or that texture can also
evoke emotions; for example, a smooth tex-
ture can be calming. You could then talk
about how artists combine these elements
to create meaning; for example, strong
colors, such as reds, plus wide sweeping
brushstrokes suggest chaos and stronger
emotions.
As the goal of this item is to provide a
summary of the professor's lecture, you do
not need to repeat all of the details from
the lecture. You need to only give sufficient
details to explain why visual details are
important in a painting.
Your response should be intelligible,
should demonstrate effective use of gram-
mar and vocabulary, and should be well
developed and coherent. Your response
is scored using the Integrated Speaking
Rubric (see Appendix A).
In your response, you should convey
the reasons presented by the professor for
why the information presented in the read-
ing does not prove that dinosaurs were
endotherms. A high-scoring response will
include the following points made by the
professor that cast doubt on the points
made in the reading:
67
The presence of dinosaur fossils in the polar
regions indicates that dinosaurs were able to
survive in very cold climates and therefore
must have been endotherms.
When dinosaurs lived, thepolar regions were
much warmer than they are today, so even
animals that were not endotherms could have
survived there for at least part of the year.
Furthermore, polar dinosaurs could have
migrated or hibernated during the months
when the temperatures were the coldest.
Dinosaurs' legs were positioned underneath
their bodies. Such leg positioning allows for
running and similar physical activities typical
of endotherms.
The positioning of dinosaurs' legs underneath
their bodies may have served a function unre-
lated to running and similar activities. The
positioning of legs underneath the body may
have evolved to support the great body weight
of many dinosaurs.
Dinosaurs' bones contained Haversian canals,
structures that allow for fast bone growth and,
again, are typical of endotherms.
Despite contai ni ng Haversian canals, d i nosau r
bones also had features one would expect
to see in animals that are not endotherms. ln
particular, dinosaur bones contained growth
rings, which indicate periods of slow growth
alternating with periods of fast growth. Such
an uneven pattern of growth is typical of ani-
mals that are not endotherms.
Counterpoint made in the lecturePoint made in the readi
Your response is scored using the
Integrated Writing Rubric (see Appendix
A). A response that receives a score of 5
clearly conveys all three of the main points
in the table using accurate sentence struc-
ture and vocabulary.
2. To earn a top score, you should develop
a multi-paragraph essay that responds to
the issue of whether you believe there will
be fewer cars in use twenty years from
now. Typically an effective response will
contain a minimum of 300 words.
One successful way to express agree-
ment with the statement is to develop
your response around the central concept
that the costs of driving cars in the future
may become prohibitive for many work-
ers; because the cost of nonrenewable
fuels keeps going up, people twenty years
from now would realize how much they
could save by taking public transportation.
Another aspect is that people are becom-
ing more and more unhappy with time
spent waiting in traffic or finding park-
ing places, so they might be willing to
give up their cars and rely on public
transportation.
A successful way to disagree with the
statement is to focus on the problems that
not having a car create as a reason why
the number of cars will not be reduced;
you could point to the lack of public
transportation in some areas, or the incon-
venience of having to structure life and
work around public transportation sched-
ules. You could also argue that expected
advances in technology and clean energy
will probably mean that in twenty years,
cars will be different, but not fewer.
Keep in mind that there is no 'torrect"
answer to this question. Either side of the
issue can be supported with examples
6B
and reasons. It is important to make sure
that you state your opinion and develop a
response that explains your opinion. The
development of your essay is judged by
how effectively you support your opinion;
a well-developed essay will contain clearly
appropriate reasons, examples, and details
that illustrate your opinion. Development
is not evaluated simply in terms of how
many words you write.
Your response should be well orga-
nized. A well-organized essay allows an
evaluator to read from the beginning to
the end of the essay without becoming
confused. You should be sure not to just
repeat the same information in different
ways.
The quality and accuracy of the sen-
tence structure and vocabulary you use to
express your ideas is also very important.
Your response is scored using the
Independent Writing Rubric (see
Appendix A).
69
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一
71
This section measures your ability to understand academic passages in English.
There are three passages in the section. Give yourself 20 minutes to read each pas-
sage and answer the questions about it. The entire section will take 60 minutes to
complete.
You may look back at a passage when answering the questions. You can skip ques-
tions and go back to them later as long as there is time remaining.
73
Directions: Read the passage. Then answer the questions. Give yourself 20 minutes
to complete this practice set.
MINERALS AND PLANTS
Research has shown that certain minerals are required by plants for normal growth
and development. The soil is the source of these minerals, which are absorbed by the
plant with the water from the soil. Even nitrogen, which is a gas in its elemental state,
is normally absorbed from the soil as nitrate ions. Some soils are notoriously defi-
cient in micro nutrients and are therefore unable to support most plant life. So-called
serpentine soils, for example, are deficient in calcium, and only plants able to toler-
ate low levels of this mineral can survive. ln modern agriculture, mineral depletion of
soils is a major concern, since harvesting crops interrupts the recycling of nutrients
back to the soil.
Mineral deficiencies can often be detected by specific symptoms such as chloro-
sis (loss of chlorophyll resulting in yellow or white leaf tissue), necrosis (isolated dead
patches), anthocyanin formation (development of deep red pigmentation of leaves
or stem), stunted growth, and development of woody tissue in an herbaceous plant.
Soils are most commonly deficient in nitrogen and phosphorus. Nitrogen-deficient
plants exhibit many of the symptoms just described. Leaves develop chlorosis; stems
are short and slender; and anthocyanin discoloration occurs on stems, petioles, and
lower leaf surfaces. Phosphorus-deficient plants are often stunted, with leaves turn-
ing a characteristic dark green, often with the accumulation of anthocyanin. Typically,
older leaves are affected first as the phosphorus is mobilized to young growing tissue.
lron deficiency is characterized by chlorosis between veins in young leaves'
Much of the research on nutrient deficiencies is based on growing plants hydro-
ponically, that is, in soilless liquid nutrient solutions. This technique allows researchers
to create solutions that selectively omit certain nutrients and then observe the result-
ing effects on the plants. Hydroponics has applications beyond basic research, since
it facilitates the growing of greenhouse vegetables during winter. Aeroponics, a tech-
nique in which plants are suspended and the roots misted with a nutrient solution, is
another method for growing plants without soil.
While mineral deficiencies can limit the growth of plants, an overabundance of
certain minerals can be toxic and can also limit growth. Saline soils, which have high
concentrations of sodium chloride and other salts, limit plant growth, and research
continues to focus on developing salt-tolerant varieties of agricultural crops. Research
has focused on the toxic effects of heavy metals such as lead, cadmium, mercury, and
aluminum; however, even copper and zinc, which are essential elements, can become
toxic in high concentrations. Although most plants cannot survive in these soils, cer-
tain plants have the ability to tolerate high levels of these minerals.
Scientists have known for some time that certain plants, called hyperaccumu-
lators, can concentrate minerals at levels a hundredfold or greater than normal. A
survey of known hyperaccumulators identified that 75 percent of them amassed
nickel; cobalt, copper, zinc, manganese, lead, and cadmium are other minerals of
choice. Hyperaccumulators run the entire range of the plant world. They may be
74
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herbs, shrubs, or trees. Many members of the mustard family, spurge family, legume
family, and grass family are top hyperaccumulators. Many are found in tropical and
subtropical areas of the world, where accumulation of high concentrations of metals
may afford some protection against plant-eating insects and microbial pathogens.
Only recently have investigators considered using these plants to clean up soil
and waste sitesthat have been contaminated by toxic levels of heavy metals-an
environmentally friendly approach known as phytoremediation. This scenario begins
with the planting of hyperaccumulating species in the target area, such as an aban-
doned mine or an irrigation pond contaminated by runoff. Toxic minerals would first
be absorbed by roots but later relocated to the stem and leaves. A harvest of the
shoots would remove the toxic compounds off site to be burned or composted to
recover the metal for industrial uses. After several years of cultivation and harvest,
the site would be restored at a cost much lower than the price of excavation and
reburial, the standard practice for remediation of contaminated soils. For example, in
field trials, the plant alpine pennycress removed zinc and cadmium from soils near a
zinc smelter, and lndian mustard, native to Pakistan and lndia, has been effective in
reducing levels of selenium salts by 50 percent in contaminated soils.
Directions: Now answer the questions.
Research has shown that certain minerals are required by plants for normal growth
and development. The soil is the source of these minerals, which are absorbed by the
plant with the water from the soil. Even nitrogen, which is a gas in its elemental state,
is normally absorbed from the soil as nitrate ions. Some soils are notoriously defi-
cient in micro nutrients and are therefore unable to support most plant life. So-called
serpentine soils, for example, are deficient in calcium, and only plants able to toler-
ate low levels of this mineral can survive. ln modern agriculture, mineral depletion of
soils is a major concern, since harvesting crops interrupts the recycling of nutrients
back to the soil.
According to paragraph l′ vvhatis true of plants that can grOw in serpentine
soils?
① 丁hey absorb micronutrients unusua‖ y we‖ .
③ 丁hey require farless calcium than most plants do.
O They are able tO abSOrb nitrOgen in itS elemental State・
① 丁hey are typica‖ y crops raised forfood.
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lV{ineral deficiencies can often be detected by specific symptoms such as chloro-
sis (loss of chlorophyll resulting in yellow or white leaf tissue), necrosis (isolated dead
patches), anthocyanin formation (development of deep red pigmentation of leaves
or stem), stunted growth, and development of woody tissue in an herbaceous plant.
Soils are most commonly deficient in nitrogen and phosphorus. Nitrogen-deficient
plants exhibit many of the symptoms just described. Leaves develop chlorosis; stems
are short and slender; and anthocyanin discoloration occurs on stems, petioles, and
lower leaf surfaces. Phosphorus-deficient plants are often stunted, with leaves turn-
ing a characteristic dark green, often with the accumulation of anthocyanin. Typically,
older leaves are affected first as the phosphorus is mobilized to young growing tissue.
lron deficiency is characterized by chlorosis between veins in young leaves.
2. 
・
The word′′
exhi.お lit″ in the passage is ciosestin rneaning to
①
l fight Off
① ShOW
O CauSe
① Spread
3. According to paragraph 2′ vvhich ofthe fo‖ ovving syrnptorns occurs in
phOsphOrus― deficient plants but notin plants deficientin nitrogen OrirOn?
① Ch10rOSiS On leaVes
① (〕 hange in leaf pigrnentatiOn to a dark shacie lof green
O ShOrt′ Stunted appearance of stems
① Reddish pigmentation on the leaves or stem
4. According to paragraph 2′ a syrnptorn ofiron deficiency is the presence in yOung
leaves of
(こ))deep red diSCO10ratiOn between the veins
① White Orye‖ Owt:ssue between the veins
O dead SpOtS betヽ〃een the VeinS
① CharaCteriStiC dark green veins
Much of the research on nutrient deficiencies is based on growing plants hydro-
ponically, that is, in soilless liquid nutrient solutions. This technique allows researchers
to create solutions that selectively omit certain nutrients and then observe the result-
ing effects on the plants. Hydroponics has applications beyond basic research, since
it facilitates the growing of greenhouse vegetables during winter. Aeroponics, a tech-
nique in which plants are suspended and the roots misted with a nutrient solution, is
another method for growing plants without soil.
5.丁 he word″ fa蒻‖tates″ in the passage is closestin meaning to
① S10WS dOWn
① iaffeCtS
O makeS eaSier
O fOCuSeS On
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76
6. According to paragraph 3′ whatis the advantage of hydroponics for research on
nutrient deficiencies in plants?
④ lta‖ OWS reSearCherS tO COntrOI What nutrientS a plant reCeiVeS・
① lta‖ OWS reSearCherS t0 0bSerVe the grOWth Of a large number Of plantS
simultaneously.
③ itiS pOSSible tO direCtly ObSerVe the r00tS Of plantS・
① ltiS unneCeSSary tO keep miSting plantS With nutrient SOlutiOnS・
7. 丁he vvord`′ s●||lndel′
′
in the passage is closestin rneaning to
① grOWn
① prOteCted
③ Spread Out
① hung
Scientists have known for some time that certain plants, called hyperaccumu-
lators, can concentrate minerals at levels a hundredfold or greater than normal. A
survey of known hyperaccumulators identified that 75 percent of them amassed
nickel; cobalt, copper, zinc, manganese, lead, and cadmium are other minerals of
choice. Hyperaccumulators run the entire range of the plant world. They may be
h.erbs, shrubs, or trees. Many members of the mustard family, spurge family, legume
family, and grass family are top hyperaccumulators. Many are found in tropical and
subtropical areas of the world, where accumulation of high concentrations of metals
may afford some protection against plant-eating insects and microbial pathogens.
8.Why does the author mention″ herOS′
″″
■●bl′
″
and″ tFIII″ ?
④ T10 prOVide eXanlpleS Of planttypeS that CannOt tOlerate high leVelS Of
harrnful rninerals
③ TO ShOW Why SO many plantS are hyperaCCumuiatOrS
③ TO help eXplain Why hyperaCCumulatOrS Can be fOund in SO many different
places
① TO emphaSiZe that hyperaCCumulatOrS OCCurin a Wide range Of planttypeS
9. Theヽ VOrd`′ 11lfOrd″ in the paSSage iS C10SeStin rneaning tO
④ (Offer
③ preVent
③ inCreaSe
① remOVe
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Only recently have investigators considered using these plants to clean up soil
and waste sites that have been contaminated by toxic levels of heavy metals-an
environmentally friendly approach known as phytoremediation. This scenario begjins
with the planting of hyperaccumulating s,pecies in the target area, such as an aban-
doned mine or an [lrigation pond contaminated by runoff. Toxic minerals would first
be absorbed by roots but later relocated to the stem and leaves. A harvest of the
shoots would remove the toxic compounds off site to be burned or composted to
recover the metal for industrial uses. After several years of cultivation and harvest,
the site would be restored at a cost much lower than the price of excavation and
reburial, the standard practice for remediation of contaminated soils. For example, in
field trials, the plant alpine pennycress removed zinc and cadmium from soils near a
zinc smelter, and lndian mustard, native to Pakistan and lndia, has been effective in
reducing levels of selenium salts by 50 percent in contaminated soils.
10.VVhich ofthe sentences below best expresses the essentialinforrnation in the
highlighteCi sentence in lparagraph 16?lncorrect chc)ices change the rneaning in
irnportant ways orleave out essentia:infOrrnatiOn.
① BefOre considering phytoremediation′ hyperaccumulating species of plants
localto the target area nlust be identified.
① The inVeStigation begins vvith an evaluation oftoxic sites in the target area to
deterrnine the extent of contarninatiOn.
③ 丁he first step in phytoremediatiOn is the planting of hyperaccumulating
plants in the area to be cleaned up.
① Mines and irrigation ponds can be keptfrOm becoming contaminated by
plantingl hyperaccurnulating species in targetedl areas.
11. lt Can be inferred frorn paragraph 6 that cornpare(l vvith standard practices fOr
rernediation of contaminatedsOilsr phytOrernediation
① dOes nota‖ ow forthe use ofthe removed minerals forindustrial purposes
① Can be faStertoimplement
O iS equa‖ y friendly to the environment
① iS leSS Suitable for so‖ s that need to be used within a short period oftime
12.Why does the authOr mention″ !ndi●■,い|ltlrd″ ?
① TO Warn about possible risksinvo:ved in phytoremediation
① TO helpi‖ uStrate the potential of phytoremediation
O TO ShOW that hyperaccumulating plants grow in many regions ofthe world
① TO explain how zinc contamination can be reduced
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Scientists have known for some time that certain plants, called hyperaccumu-
lators, can concentrate minerals at levels a hundredfold or greater than normal. I
A survey of known hyperaccumulators identified that 75 percent of them amassed
nickel; cobalt, copper, zinc, manganese, lead, and cadmium are other minerals of
choice. I Hyperaccumulators run the entire range of the plant world. I They may
be herbs, shrubs, or trees. I Many members of the mustard family, spurge family,
legume family, and grass family are top hyperaccumulators. Many are found in tropi-
cal and subtropical areas of the world, where accumulation of high concentrations
of metals may afford some protection against plant-eating insects and microbial
pathogens.
13. Look at the four squares [f] that indicate where the following sentence can be
added to the passage.
Certain minerals are more likely to be accumulated in large quantities than
others.
Where would the sentence best fit?
@ Scientists have known for some time that certain plants, called
hyperaccumulators, can concentrate minerals at levels a hundredfold or
greater than normal. Certain minerals are more likely to be accumulated
in large quantities than others. A survey of known hyperaccumulators
identified that 75 percent of them amassed nickel; cobalt, copper,
zinc, manganese, lead, and cadmium are other minerals of choice. I
Hyperaccumulators run the entire range of the plant world. I They may be
herbs, shrubs, or trees. I Many members of the mustard family, spurge
family, legume family, and grass family are top hyperaccumulators. Many
are found in tropical and subtropical areas of the world, where accumulation
of high concentrations of metals may afford some protection against
plant-eating insects and microbial pathogens.
③ SCientiStS haVe knOWn fOr SOme time that Certain plantS′ Ca‖ ed
hyperaccurnulators′ can concentrate rninerals atleveis a hundredfold lor
greaterthan norrnal.1目 A survey of knolwn hyperaccurYlulators identified that
75 percent ofthern amassedl nickel,CObalt′ coppeL zinc′ rγlanganese′ lead′
and cadrniurn are other rninerals of choice.Certain inllnerais are n10re::ke:V
to be accunlulated in iarge quantit:es than others.Hyperaccurnulators run
the entire range ofthe plant vvorld.1日 1‐They rnay be herbs′ shrubs′ or trees.
■I Many nlernbers ofthe rTlustard fanlily′ spurge farnily′ legurlle farnily′ and
grass farnily are tOp hyperaccurnulators.Many are found in tropical and
subtropical areas ofthe vvorld′ vvhere accurnulation lof high concentrations
of rnetals rnay afford sonle protection against plant― eating insects and
rnicrobial pathogens.
79
@ Scientists have known for some time that certain plants, called
hyperaccumulators, can concentrate minerals at levels a hundredfold or
greater than normal. I A survey of known hyperaccumulators identified
that 75 percent of them amassed nickel; cobalt, copper, zinc, manganese,
lead, and cadmium are other minerals of choice. I Hyperaccumulators run
the entire range of the plant world. Certain minerals are more Iikely to be
accumulated in large quantities than others. They may be herbs, shrubs, or
trees. I Many members of the mustard family, spurge family, legume family,
and grass family are top hyperaccumulators. Many are found in tropical and
subtropical areas of the world, where accumulation of high concentrations
of metals may afford some protection against plant-eating insects and
microbial pathogens.
@ Scientists have known for some time that certain plants, called
hyperaccumulators, can concentrate minerals at levels a hundredfold or
greater than normal. I A survey of known hyperaccumulators identified
that 75 percent of them amassed nickel; cobalt, copper, zinc, manganese,
lead, and cadmium are other minerals of choice. I Hyperaccumulators run
the entire range of the plant world. I They may be herbs, shrubs, or trees.
Certain minerals are more likely to be accumulated in large quantities than
others. Many members of the mustard family, spurge family, legume family,
and grass family are top hyperaccumulators. Many are found in tropical and
subtropical areas of the world, where accumulation of high concentrations
of metals may afford some protection against plant-eating insects and
microbial pathogens.
14. 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.
Write your answer choices in the spaces where they belong. You can either write
the letter of your answer choice or you can copy the sentence.
Plants soil in
ao
Answer Cholces
日 Some plants can tolerate COmparatiVely 10W leVelS Of Certa:n mineralS′ but
such plants are lof little use for recycling nutrients back into depletecl soils.
□ When plants dO nOt abSOrb SuffiCient amOuntS Of eSSential mineralS′
characteristic abnorrnalities result.
回 Mineral deficiencies in many plants can be cured by misting their roots with
a nutrient solution lor by transferring the plants to a soilless nutrient SOlutiOn.
回 Though benefiCialin:OWerleVelS′ high leVelS Of SaltS′ Other mineraiSr and
heavy r:leta:s can be hariΥ :fulto plants.
□ Because high concentratiOnS Of SOdium Ch10ride and Other SaltS‖ mit
growth in nlost plants′ rnuch research has been done in an effortto develop
salt―tolerant agricultural crops.
□ Some plants are able tO aCCumulate eXtremely high leVelS Of Certain mineralS
and thus can be used to clean up soils contarninated with toxic levels of
these rninerals.
8
Directions: Read the passage. Then answer the questions. Give yourself 20 minutes
to complete this practice set.
THE ORIGIN OF THE PACIFIC ISLAND PEOPLE
The greater Pacific region, traditionally called Oceania, consists of three cultural
areas: Melanesia, Micronesia, and Polynesia. Melanesia, in the southwest Pacific, con-
tains the large islands of New Guinea, the Solomons, Vanuatu, and New Caledonia.
Micronesia, the area north of Melanesia, consists primarily of small scattered islands.
Polynesia is the central Pacific area in the great triangle defined by Hawaii, Easter
lsland, and New Zealand. Before the arrival of Europeans, the islands in the two
largest cultural areas, Polynesia and Micronesia, together contained a population esti-
mated at 700,000.
Speculation on the origin of these Pacific islanders began as soon as outsiders
encountered them; in the absence of solid linguistic, archaeological, and biological
data, many fanciful and mutually exclusive theories were devised. Pacific islanders
were variously thought to have come from North America, South America, Egypt,
lsrael, and lndia, as well as Southeast Asia. Many older theories implicitly deprecated
the navigational abilities and overall cultural creativity of the Pacific islanders. For
example, British anthropologists G. Elliot Smith and W. J. Perry assumed that only
Egyptians would have been skilled enough to navigate and colonize the Pacific. They
inferred that the Egyptians even crossed the Pacific to found the great civilizations
of the New World (North and South America). ln 1947 Norwegian adventurer Thor
Heyerdahl drifted on a balsa-log raft westward with the winds and currents across
the Pacific from South Americato prove his theory that Pacific islanders were Native
Americans (also called American lndians). Later Heyerdahl suggested that the Pacific
was peopled by three migrations: by Native Americans from the Pacific Northwest
of North America drifting to Hawaii, by Peruvians drifting to Easter lsland, and by
Melanesians. ln 1969 he crossed the Atlantic in an Egyptian-style reed boat to prove
Egyptian influences in the Americas. Contrary to these theorists, the overwhelming
evidence of physical anthropology, linguistics, and archaeology shows that the Pacific
islanders came from Southeast Asia and were skilled enough as navigators to sail
against the prevailing winds and currents.
The basic cultural requirements for the successful colonization of the Pacific
islands include the appropriate boat-building, sailing, and navigation skills to get to
the islands in the first place; domesticated plants and gardening skills suited to often
marginal conditions; and a varied inventory of fishing implements and techniques. lt
is now generally believed that these prerequisites originated with peoples speaking
Austronesian languages (a group of several hundred related languages) and began
to emerge in Southeast Asia by about 5000 e.c.e. The culture of that time, based on
archaeology and linguistic reconstruction, is assumed to have had a broad inven-
tory of cultivated plants including taro, yams, banana, sugarcane, breadfruit, coconut,
sago, and rice. Just as important, the culture also possessed the basic foundation for
an effective maritime adaptation, including outrigger canoes and a variety of fishing
techniques that could be effective for overseas voyaging.
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Contrary to the arguments of some that much of the Pacific was settled by
Polynesians accidentally marooned after being lost and adrift, it seems reasonable
that this feat was accomplished by deliberate colonization expeditions that set out
fully stocked with food and domesticated plants and animals. Detailed studies of the
winds and currents using computer simulations suggest that drifting canoes would
have been a most unlikely means of colonizing the Pacific. These expeditions were
likely driven by population growth and political dynamics on the home islands, as
well as the challenge and excitement of exploring unknown waters. Because all
Polynesians, Micronesians, and many Melanesians speak Austronesian languages
and grow crops derived from Southeast Asia, all these peoples most certainly derived
from that region and not the New World or elsewhere. The undisputed pre-Columbian
presence in Oceania of the sweet potato, which is a New World domesticate, has
sometimes been used to support Heyerdahl's "American lndians in the Pacific" theo-
ries. However, this is one plant out of a long list of Southeast Asian domesticates. As
Patrick Kirch, an American anthropologist, points out, rather than being brought by
rafting South Americans, sweet potatoes might just have easily been brought back
by returning Polynesian navigators who could have reached the west coast of South
America.
Directions: Now answer the questions.
The greater Pacific region, traditionally called Oceania, consists of three cultural
areas: Melanesia, Micronesia, and Polynesia. Melanesia, in the southwest Pacific, con-
tains the large islands of New Guinea, the Solomons, Vanuatu, and New Caledonia.
Micronesia, the area north of Melanesia, consists primarily of small scattered islands.
Polynesia is the central Pacific area in the great triangle defined by Hawaii, Easter
lsland, and New Zealand. Before the arrival of Europeans, the islands in the two
largest cultural areas, Polynesia and Micronesia, together contained a population esti-
mated at 700,000.
15.According to paragraph l′ all of the following are true staterγ lents about
Melanesia′ MicrOnesia′ and Polynesia E)(CEP丁 :
④ CO‖ eCtiVely′ theSe regiOnS are traditiOna‖ y knOWn aS OCeania・
① 丁he islands of Micronesia are sma‖ and Spread out.
③ Hawali′ Easterlslandf and New Zealand markthe boundaries of Polynesia
① Melanesia is situated tO the north of Micronesia.
口瞑
lli
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Speculation on the Origin Ofthese Pacific isianders began as soon as Outsiders
‐
 encountered thern′ in the absence of solid linguistic′ archaeological′ and biological
data′ many fanCiful and● ltu131‖,||lxcIし SiVO theories were devised.Pacific is:anders
Were VariOuSly thought to have conle frorn North Arvlerica′ SOuth Americar Egypt′
_ ISrael′ and lndia′ as well as Southeast Asia.Many older theOries irnplicitly deprecated
‐ the naVigatiOnal abilitieS and OVerall Cu:tural Creat市 ity Of the Pacific islanders.For
eXarnple′ BritiSh anthropolog:sts G.Elliot Srnith and VV.J.Perry assurTled that Only
=‐
 Egyptians would have been skilled enough to navigate and colonize the Pacific.・
T・hev
骨 inierred that the Egyptians even crossed the Pacific to found the great civilizations
含 ofthe New World(North and South America).ln 1947 Norwegian adventurer ThOr
合 Heyerdahl drifted On a ba:Sa― 10g raft westward with the winds and currents across
l the lPacificfrorn lSouthArnericatolprove histheOrythatiDacificislan(lers were Native
Arnericans(also called Arnerican lndians).Later Heyerdahi suggested that the Pacific
VVaS peOpled by three rTligrations:by Iヽ lative`Arnericans from the Pacific Northvvest
of North Arγ leriCa drifting tO HaVVali′ by Peruvians drifting to Easter lsland′ and by
Melanesians.ln 1969 he crossed the Atlanticin an Egヽ ′ptian― style reed boat to prove
Egyptian influences in the Americas.Contrary tO these theorists′ the olサ崚ⅢⅢIImiおlo
evidence of physical anthrOpOlogy′ linguistics′ and archaeology shovvs thatthe Pacific
iSlanderS Carne frorn S(outheast Asia an(l were ski:le〔 l enOugh as navigators to sail
againstthe prevailing winds and currents.
16.By stating thatthe theOries are″ mutua‖Vex111sive″ the author means that
① if One ofthe theories is true′ then a‖ the others must be fa!se
① the differences between the theories are unimportant
O taken together′ the theories cover a‖ possib‖ ities
① the theories support each other
17.The word″ovl鷲
"卜
|1耐輔
″
in the passage is closestin meaning to
① pOwerful
① faVOrable
③ Current
① reaSOnable
18.According to paragraph 2′ vvhich of the fOI10wing:ed sorne early researchers to
belieVe that the PaCifiC iSlanderS originally carne frorn Egypt?
① Egyptians were knOwn to have founded Other great civ‖ zations.
① Sa‖ Ors from other parts ofthe world were be‖ eved to lack the ski‖ s needed
to travel across the ocean.
③ Linguistic′ archaeO!Ogical′ and biological data cOnnected the islands to
Egypt,
① Egyptian accOunts c:aimed respOnsib蘭 ty fOr cO:onizing the Pacific as we‖ as
the Arnericas.
84
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19,vvhich Ofthe fO‖ Ovving can be inferred frorn paragraph 2 about early theorieS Of
vvhere the first inhabitants ofthe lPacific islands carne frorn?
① They VVere genera‖ y baSed On SOlid eVidenCe・
(13)丁hey tried to account fOrthe origin ofthe characteristiC features ofthe
!anguages spoken by Pacific islanders.
o They assumed thatthe peOples‖ ving in Southeast Asia did not have the
skills needed to sailto the Pacific islands.
① 丁hey questioned the ideas Of G.[!liot Smith and V眈 J.Perry.
‐
T・ he basic cultural requirerllents for the successful col()nization olf the Pacific
islands include the appropriate boat― building′ sailing′ and navigation skills to get to
the islands in the first place,dOnleSticated plantS and lgardening skills suited to.often
marginal conditions,and a varied inventory Of fishing im● ёぬ014tl and techniques,!t
is novv generally believed that these prerequisites originated with peoples speaking
Austronesian languages(a group of several hundrecl related languageS)and began
tO enlerge in lSoutheast Asia by about 5000 B.C.E.・ The Culture Of that tirne′ baSed On
archaeology and linguistic reconstruction′ is assurned tO have had a broad inven―
tory of cultivatedplants including taro′ yarns′ bananar sugarcane′ breadfruit,coconut′
sago′ anci rice.Just as inlportantrthe culture alSO lpossessed the lbasic foundatiOn for
an effective rnaritirne adaptation′ including outrigger canoeS andl a variety of fishing
techn:ques that could be effective for overseaS VOyaging.
20.丁 he word″行|llllmenお
″in the passage is closestin meaning to
① Ski‖ S
① t001S
O OppOrtunitieS
① 'praCtiCeS
21. AI1 0fthe fO‖ Ovving are rnentioned in paragraph 3 as required for successful
cO10nizatiOn Ofthe Pacific islands圧 )(CEP・ T
① knOwledge of various Austronesian languages
① a Variety OffiShing teChniqueS
O naVigat:Onal Ski‖ S
① knOWledge Of plant CultiVatiOn
22.ln paragraph 3′ vvhy does the authOr provide inforrnation abOut the types of crops
grO,vvn and boats used in 13outheast Asia during the period arOund15000 B.C.E.?
① TO eValuate the re!atiVe irnpOrtanCe Of agriCulture and fiShing tO early
Austronesian peoples
① TOi‖ uStrate the effeCtiVeneSS Of arChaeO10giCal and linguiStiC methOdS in
discovering detai:s about!ife in ancient tir:les
o TO cOntrastliving cOnditiOns On the continent of Asia with living conditions
on the lPacific islands
① TO demOnStrate that peOple frOm thiS regiOn had the Ski‖ S and reSOurCeS
necessary to travelto and survive on the Pacific islands
‐85
cpntrarylto the lllo● いonts of so商 e that mu‐ |り of theFaolfic・woも ,もё戯●dll b,
Polサ nesians acc●ent● :lylmar10nd"iafter b.61‐hol!lstllハ dl adrift′ it.selⅢ ,1lFeasOn‐able
thatlthil■ もat WaS aCCOrn1liShed Ov d‐ elibe‐ |ltO●010hi2atiOlnlё XpёditiOns that Sё t oり t
「 1lly、 IStOCkldlWith‐ fOOdlandl‐ dOm.eStiむ atёd piantslanllaninilalsl Detalled studies Of the
VVinds and currents usingl coln]puter sirnulatiOns sug19est that drifting canOes,vv10uld
haVe been a rnOSt unlikely rneanS Of colonizing the lPacific.丁 hese expeditiOns vvere
likely driven by pOpulation growth and political dynarnics On the horne islands′ as
Well aS the Challenge and eXCiternent Of eXp10ring unknovvn vvaters.[3ecause all
PC)lyneSianS′ 「VliCrOneSianSf and manyヽ 4elanesians speak Austronesian ianguages
and grOVV CrOps derived frorn Southeast Asia′ allthese peOples rnOst certainly derived
frOrn thatregion and notthe Neヽ A′ VVOr!d Or elSeヽ Aノhere.The u,diSputed pre― COlurnbian
preSenCe in OCeania Of the SVVeet potato′ vvhich is a Nevv VVorld dOrnesticate′ has
SOnletirlleS been uSed to support Heyerdahl′ s′
′
Anlerican lndians in the Pacific′ ′
theo‐
rieS.HOVVeVet thiS iS One plant Out Of a long list of Southeast Asian dornesticates.As
PatF.Ick lく irch,an Arnerican anthropO10gist′ pOints out′ ratherthan being brought by
rafting South,Anlericans′ svveet pOtatOes rnightiust have easily been brought back
by returning Polynesian navigators、vho could have reached the vvest coast Of sOuth
Arllerica.
23.ヽAノ h:ch ofthe sentences be10w best expresses the essentialinforrYlation in the
highlighteCi SentenCe in lparagraph 4?lncorrect chc)ices change the rneaning in
irFlpOrtant VVayS OrleaVe Out eSSentialinfOrrnatiOn.
① SOlrlle pe10ple have argue(lthat the lPacific was settled by traciers whO
becarne lost while transpOrtingi(dOrnesticated plants and anirrlals.
① The original Polynesian settlers were probab:y rnarooned On the islands′
butthey nlay haVe been iOined later by Carefully prepared colonization
expeditions.
O Although it seems reasOnable to beneve that cO10nizatiOn expeditions would
Set out fully stocked′ this is cOntradicted by rTluch Ofthe evidence.
① The settlement ofthe Pacific islands was probably intentional and we‖
planned ratherthan accidenta:as sOnle people have prOpOsed.
24.The word″ |lndil111格16″ in the passage is c:osestin meaning tO
① mySteriOus
① 'unexpected
③ aCknoWledged
① SignifiCant
25.According tO paragraph 4′ vvhich ofthe fo‖ owing is N()・T an explanation fOr why
a group of peOple might have wanted to cO10nize the Pacificislands?
① Astheir numbersincreased′ they needed additiOnalterritory.
① 丁he winds and currents made the islands easy tO reach.
O ThepO‖ tical situation at home made emigration desirable.
① They found exploration cha‖enging and exciting.
86
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26.Why doesthe authOr mentiOn the VieWS Of″ Ⅲ l111k Kith″ ?
① TO present evidence in favOr Of Heyerdahrsidea about American:ndians
reaching(E)ceania
① TO emphaSiZe the fami‖ arity Of PaCifiC iSlanderS With CrOpS frOm many
different regions ofthe world
O TO indiCate that a SuppOSed pr00ffOr Heyerdahi′ S theOry haS an alternatiVe
explanation
① TO demOnStrate that SOme Ofthe Same CrOpS Were CultiVated in bOth SOuth
Anlerica and(])ceania
Speculation on the origin of these Pacific islanders began as soon as outsiders
encountered them; in the absence of solid linguistic, archaeological, and biological
data, many fanciful and mutually exclusive theories were devised. Pacific islanders
were variously thought to have come from North America, South America, Egypt,
lsrael, and lndia, as welt as Southeast Asia. I Many older theories implicitly depre-
cated the navigational abilities and overall cultural creativity of the Pacific islanders. I
For example, British anthropologists G. Elliot Smith and W. J. Perry assumed that only
Egyptians would have been skilled enough to navigate and colonize the Pacific. I They
inferred that the Egyptians even crossed the Pacific to found the great civilizations of
the New World (North and South America). I ln 1947 Norwegian adventurer Thor
Heyerdahl drifted on a balsa-log raft westward with the winds and currents across
the Pacific from South America to prove his theory that Pacific islanders were Native
Americans (also called American lndians). Later Heyerdahl suggested that the Pacific
was peopled by three migrations: by Native Americans from the Pacific Northwest
of North America drifting to Hawaii, by Peruvians drifting to Easter lsland, and by
Melanesians. ln 1969 he crossed the Atlantic in an Egyptian-style reed boat to prove
Egyptian influences in the Americas. Contrary to these theorists, the overwhelming
evidence of physical anthropology, linguistics, and archaeology shows that the Pacific
islanders came from Southeast Asia and were skilled enough as navigators to sail
against the prevailing winds and currents.
27. Look at the four squares [f l that indicate where the following sentence can be
added to the passage.
Later theories concentrated on iourneys in the other direction
Where would the sentence best fit?
@ Speculation on the origin of these Pacific islanders began as soon
as outsiders encountered them; in the absence of solid linguistic,
archaeological, and biological data, many fanciful and mutually exclusive
theories were devised. Pacific islanders were variously thought to have
come from North America, South America, Egypt, lsrael, and lndia, as well
as Southeast Asia. Later theories concentrated on iourneys in the other
direction. Many older theories implicitly deprecated the navigational abilities
and overallcultural creativity of the Pacific islanders.I For example, British
87
anthropologists G. Elliot smith and w. J. Perry assumed that only Egyptians
would have been skilled enough to navigate and colonize the Pacific. r
They inferred that the Egyptians even crossed the Pacific to found the
great civilizations of the New World (North and South America). I ln 1947
Norwegian adventurerThor Heyerdahl drifted on a balsa-log raft westward
with the winds and currents across the Pacific from south America to prove
his theory that Pacific islanders were Native Americans (also called American
lndians). Later Heyerdahl suggested that the Pacific was peopled by three
migrations: by Native Americans from the Pacific Northwest of North
America drifting to Hawaii, by Peruvians drifting to Easter lsland, and by
Melanesians. In 1969 he crossed the Atlantic in an Egyptian-style reed boat
to prove Egyptian influences in the Americas. contrary to these theorists,
theoverwhelming evidence of physical anthropology, linguistics, and
archaeology shows that the Pacific islanders came from Southeast Asia and
were skilled enough as navigators to sail against the prevailing winds and
currents.
③ Speculation on the origin ofthese Pacific islanders began as s00n
as outsiders encOuntered thern,in the absence of sc):id linguistic′
archaeological′ and biological data′ rYlany fanciful and rnutua‖ y exclusive
theories、vere devised.Pacific islanders vvere variOusly thoughtto have
corne frorn lNorth.Anlerica′ South Arnerica′ Egypt′ !srae!′ and lndia′ as
Well as Southeast Asia。 ■I Many oldertheories inlplicitly deprecated the
navigational abilities and Overall cultural creativity Of the Pacific islanders.
Later theOr:eS COnCentrated On iOurneyS in the Other direction.For exarnple′
BritiSh anthropologists G.E:1lot Srnith and VV.J.Perry assurned that Only
Egyptians would have been skilled enOugh tO navigate and colonize the
Pacific.■l丁 hey:nferred that the Egyptians even crOssed the Pacific tO fOund
the great civilizations ofthe New VVorld(North and South,Arnerica),日 IIin 1947
1ヽlorwegian adventurer‐ T・hOr Heyerdahl drifted on a balsa― 10g raft vvestvvard
Ⅵノith theヽⅣindS and CurrentS aCrOSS the Pacific frorn ISouth.America tO prOve
hiS theOry that PaCifiC isianders were Native Arnericans(alsO ca‖ ed Arnerican
lndians).Later Heyerdahl suggested that the lPacific vvas peopled lby three
rTligrations:by Native ArneriCans frorn the Pacific Northvvest of North
Arγlerica drifting tO Havvali′ by Peruvians drifting tO Easterlsland′ and by
Melanesians.ln 1969 he crossed the Atlantic in an Egyptian― style ree(lb(oat
to prove Egyptian influences in the Arnericas,Contrary to these theOrists′
the overwhelrTling evidence Of physical anthropo10gy′ linguistics′ and
arChaeO10gy ShOVVS that the PaCifiC iSianderS Carne frorn ISoutheast Asia and
vvere skilled enOugh as navigators to sail against the prevalling winds and
currents.
@ Speculation on the origin of these Pacific islanders began as soon
as outsiders encountered them; in the absence of solid linguistic,
archaeological, and biological data, many fanciful and mutually exclusive
theories were devised. Pacific islanders were variously thought to have
come from North America, South America, Egypt, lsrael, and lndia, as
88
well as Southeast Asia. I Many older theories implicitly deprecated the
navigational abilities and overall cultural creativity of the Pacific islanders.
I For example, British anthropologists G' Elliot Smith and W. J. Perry
assumed that only Egyptians would have been skilled enough to navigate
and colonize the Pacific. Later theories concentrated on iourneys in the
other direction. They inferred that the Egyptians even crossed the Pacific to
found the great civilizations of the New World (North and South America).
I ln 1947 Norwegian adventurer Thor Heyerdahl drifted on a balsa-log raft
westward with the winds and currents across the Pacific from South America
to prove his theory that Pacific islanders were Native Americans (also called
American lndians). Later Heyerdahl suggested that the Pacific was peopled
by three migrations: by Native Americans from the Pacific Northwest of
North America drifting to Hawaii, by Peruvians drifting to Easter lsland,
and by Melanesians. ln 1969 he crossed the Atlantic in an Egyptian-style
reed boat to prove Egyptian influences in the Americas. Contrary to these
theorists, the overwhelming evidence of physical anthropology, linguistics,
and archaeology shows that the Pacific islanders came from Southeast Asia
and were skilled enough as navigators to sail against the prevailing winds
and currents.
@ Speculation on the origin of these Pacific islanders began as soon
as outsiders encountered them; in the absence of solid linguistic,
archaeological, and biological data, many fanciful and mutually exclusive
theories were devised. Pacific islanders were variously thought to have come
from North America, South America, Egypt, lsrael, and lndia, as well as
Southeast Asia. I Many older theories implicitly deprecated the navigational
abilities and overall cultural creativity of the Pacific islanders. I For example,
British anthropologists G. Elliot Smith and W. J. Perry assumed that only
Egyptians would have been skilled enough to navigate and colonize the
Pacific. I They inferred that the Egyptians even crossed the Pacific to found
the great civilizations of the New World (North and South America). Later
theories concentrated on journeys in the other direction. ln 1947 Norwegian
adventurer Thor Heyerdahl drifted on a balsa-log raft westward with the
winds and currents across the Pacific from South America to prove his
theory that Pacific islanders were Native Americans (also called American
lndians). Later Heyerdahl suggested that the Pacific was peopled by three
migrations: by Native Americans from the Pacific Northwest of North
America drifting to Hawaii, by Peruvians drifting to Easter lsland, and by
Melanesians. ln 1969 he crossed the Atlantic in an Egyptian-style reed boat
to prove Egyptian influences in the Americas. Contrary to these theorists,
the overwhelming evidence of physical anthropology, linguistics, and
archaeology shows that the Pacific islanders came from Southeast Asia and
wer,e skilled enough as navigators to sail against the prevailing winds and
cu rrents.
89
28. 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.
Write your answer choices in the spaces where they belong. You can either write
the letter of your answer choice or you can copy the sentence.
Together, Melanesia, Micronesia, and Polynesia make up the region
described as the Pacific islands, or Oceania.
rrt ir
Answer ChOices
日 4ヽany theories abOut hOvv inhabitants first carne tO the is:ancis have lDeen
prOpOSed′ inCluding the idea that NOrth and ISouth Arnericans sinlply drifted
across the Ocean.
□ A!though early co10nizers Ofthe isiands prObably came from
agriculture― based sOcieties′ they were Obliged to adopt an ecOnOrny based
on fishing.
□ New evidence suggests that′ ratherthan being isolated′ Pacific:sianders
engaged in trade and SOCialinteraCtiOn With peOpieS liVing in lSoutheast Asia
匝]Computer simulations Ofthe winds and currents in the Pacific have shown
that reaching the Pacific lsiands was probably rnuch easierthan previousiy
thought.
□ :tis now be‖eved thatthe prOcess Of cO10nizatiOn required a great deal of
ski‖ ′deterrn:nation′ and planningl and couldl nOt have happened by chance.
□ Using‖ nguistic and archaeO10gical evidence′ anthropologists have
deterrnine(l that the firSt Pacific is:anders were Austronesian people frorn
Southeast Asia.
90
Directions: Read the passage. Then answer the questions. Give yourself 20 minutes
to complete this practice set.
THE CAMBRIAN EXPLOSION
The geologic timescale is marked by significant geologic and biological events,
including the origin of Earth about 4.6 billion years ago, the origin of life about 3.5
billion years ago, the origin of eukaryotic life-forms (living things that have cells with
true nuclei) about 1.5 billion years ago, and the origin of animals about 0.6 billion
years ago. The last event marks the beginning of the Cambrian period. Animals orig-
inated relatively late in the history of Earth-in only the last 10 percent of Earth's
history. During a geologically brief 100-million-year period, all modern animal groups
(along with other animals that are now extinct) evolved. This rapid origin and diversi-
fication of animals is often referred to as "the Cambrian explosion."
Scientists have asked important questions about this explosion for more than a
century. Why didit occur so late in the history of Earth? The origin of multicellular
forms of life seems a relatively simple step compared to the origin of life itself. Why
does the fossil record not document the series of evolutionary changes during the
evolution of animals? Why did animal life evolve so quickly? Paleontologists continue
to search the fossil record for answers to these questions.
One interpretation regarding the absence of fossils during this important
10O-million-year period is that early animals were soft bodied and simply did not
fossilize. Fossilization of soft-bodied animals is less likely than fossilization of hard-
bodied animals, but it does occur. Conditions that promote fossilization of soft-bodied
animals include very rapid covering by sediments that create an environment that
discourages decomposition. ln fact, fossil beds containing soft-bodied animals have
been known for many years.
The Ediacara fossil formation, which contains the oldest known animal fossils,
consists exclusively of soft-bodied forms. Although named after a site in Australia,
the Ediacara formation is worldwide in distribution and dates to Precambrian times.
This 700-million-year-old formation gives few clues to the origins of modern animals,
however, because paleontologists believe it represents an evolutionary experiment
that failed. lt contains no ancestors of modern animal groups.
A slightly younger fossil formation containing animal remains is the Tommotian
formation, named after a locale in Russia. lt dates to the very early Cambrian period,
and it also contains only soft-bodied forms. At one time, the animals present in these
fossil beds were assigned to various modern animal groups, but most paleontolo-
gists now agree that all Tommotian fossils represent unique body forms that arose in
the early Cambrian period and disappeared before the end of the period, leaving no
descendants in modern animal groups.
A third fossil formation containing both soft-bodied and hard-bodied animals pro-
vides evidence of the result of the Cambrian explosion. This fossil formation, called
the Burgess Shale, is in Yoho National Park in the Canadian Rocky Mountains of British
Columbia. Shortly after the Cambrian explosion, mud slides rapidly buried thousands
of marine animals under conditions that favored fossilization. These fossil beds pro-
vide evidence of about 32 modern animal groups, plus about 20 other animal body
91
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forms that are so different from any modern animals that they cannot be assigned
to any one of the modern groups. These unassignable animals include a large swim-
ming predator called Anomalocaris and a soft-bodied animal called Wiwaxia, which
ate detritus or algae. The Burgess Shale formation also has fossils of many extinct
representatives of modern animal groups. For example, a well-known Burgess Shale
animal called Sidneyia is a representative of a previously unknown group of arthro-
pods (a category of animals that includes insects, spiders, mites, and crabs).
Fossil formations like the Burgess Shale show that evolution cannot always be
thought of as a slow progression. The Cambrian explosion involved rapid evolution-
ary diversification, followed by the extinction of many unique animals. Why was
this evolution so rapid? No one really knows. Many zoologists believe that it was
because so many ecological niches were available with virtually no competition
from existing species. Will zoologists ever know the evolutionary sequences in the
Cambrian explosion? Perhaps another ancient fossil bed of soft-bodied animals from
600-mil lion-year-old seas is awaiting d iscovery.
Directions: Now answer the questions
The geologic timescale is marked by significant geologic and biological events,
including the origin of Earth about 4.6 billion years ago, the origin of life about 3.5
billion years ago, the origin of eukaryotic life-forms (living things that have cells with
true nuclei) about 1.5 billion years ago, and the origin of animals about 0.6 billion
years ago. The last event marks the beginning of the Cambrian period. Animals orig-
inated ielhtiVely late in the history of Earth-in only the last 10 percent of Earth's
history. During a geologically brief 100-million-year period, all modern animal groups
(along with other animals that are now extinct) evolved. This rapid origin and diversi-
flcatlon of animals is often referred to as "the Cambrian explosion."
29.The word″ 0場olifiOa韓
″
in the passage is closestin meaning to
① numerOuS 
‐`
① impOrtant
O uneXplained
① Sudden
30.The word″
"は“
y′ in the passage is closestin meaning to
① SurpriSingly
① COIleCtiVely
O COmparatively
(D))CharaCteriStiCally
31.The word″ dli101港:f;01tiOn″ in the passageis ciosestin meaning to
① emergenCe Of many varieties
① Steady deC‖ nein number
O gradualinCrease in body size
① Sudden diSappearance
92
32.丁 he period discussed in the passage is referred to as an′
′
eXp10SiOn′
′
because it
① occurred O.6 billion years ago′ late in Earth′ s history
① WaS CharaCteriZed by the unuSua‖ y faSt eVOlutiOn Of many neW‖ fe―fOrmS
O WaS CharaCteriZed by WideSpread animal eXtinCtiOn
① WaS CharaCteriZed by ViOlent VOICaniC eruptiOnS
Scientists have asked important questions about this explosion for more than a
century. Why did it occur so late in the history of Earth? The origin of multicellular
forms of life seems a relatively simple step compared to the origin of life itself. Why
" 
does the fossil record not document the series of evolutionary changes during the
t evolution of animals? Why did animal life evolve so quickly? Paleontologists continue
A:
$ to search the fossil record for answers to these questions.
f; One interpretation regarding the absence of fossils during this important
s 100-million-year period is that early animals were soft bodied and simply did not
i fossilize. Fossilization of soft-bodied animals is less likely than fossilization of hard-
" bodied animals, but it does occur. Conditions that promote fossilization of soft-bodied
animals include very rapid covering by sediments that create an environment that
discourages decomposition. ln fact, fossil beds containing soft-bodied animals have
been known for many years.
33.According to paragraph 2′ vvhich ofthe follovving is NC)丁 a question that
paleontologists asked aboutthe Carnbrian explosion?
① Ⅵ′hy wasthe origin of‖fe a simple step in Earth′ s history?
① 鴇′hy did ittake SO 10ng fOr multiCe‖ ular OrganiSmS tO deVe10p?
O Why did anima‖ ife eVOiVe SO rapidly?
① Why dOeSthefOSS‖ reCOrd laCk eVidenCe Of animal eVOlutiOn during that
tirne?
34.VVhich ofthe follovving best describes the relationship betvveen paragraph 2 and
paragraph 3?
① Paragraph 2 puts forward severa:scientific claims′ one of which is reiected in
paragraph 3.
① Paragraph 2 1poses several questions,and paragraph 3 1offers a lpossible
ansvverto one ofthern.
③ Paragraph 2 presents outdated traditional views′ wh‖ e paragraph 3 presents
the current scientific conclusi()ns.
① Paragraph 2 introduces a generalization that is illustrated by specific
exanlples in paragraph 3.
35.The word″静瘍議よё″in the passage is closestin meaning to
① COmp‖ Cate
③ preVent
③
.enCOurage
① affeCt
93
P
A
R
A
G
R
A
P
H
The Ediacara fossil formation, which contains the oldest known animal fossils,
consists exclusively of soft-bodied forms. Although named after a site in Australia,
the Ediacara formation is worldwide in distribution and dates to Precambrian times.
This 7O0-million-year-old formation gives few clues to the origins of modern animals,
however, because paleontologists believe it represents an evolutionary experiment
that failed. lt contains no ancestors of modern animal groups.
36.VVhich ofthe following is N()・ T rnentioned in paragraph 4 as being true ofthe
Ediacara forrnation?
① lt COntainS fOSSilS that date back to the Precanlbrian period.
③ lt COntainS only soft― bOdied anirnal fossils.
③ ltis iocatedon a single site in Austra‖ a.
① lt dOeS nOt COntain any fOSs‖ S Ofthe ancestors of modern animals.
A slightly younger fossil formation containing animal remains is the Tommotian
formation, named after a locale in Russia. lt dates to the very early Cambrian period,
and it also contains only soft-bodied forms. At one time, the animals present in these
fossil beds,were assigned to various modern animal groups, but most paleontolo-
gists now agree that all Tommotian fossils represent unique body forms that arose in
the early Cambrian period and disappeared before the end of the period, leaving no
descendants in modern animal groups.
37. ハヽ′hich lofthe sentences belovv best expresses the essentia!infOrrnatiOn in the
highlighted sentence in lparagraph 5?lncorrect chc)ices change the l■ leaning in
irnportant ways orleave out essentialinforrnatiOn.
① The animalS fOund in the Tommotian foss‖ bed were once thoughtto belong
to a variety of rnodern anirnal groups′ but novv they are thoughtto have
descended frorn a single group.
① Animalsin the Tommotian foss‖ beds were initia‖ y assigned tO mOdern
anirnal groups but are novvthoughtto belong to groups that ernerged and
died out during the Carγ lbrian period.
③ ThOugh at firStthey thOught OtherwiSe′ pa:eontOlogists now agree that the
anirnals in the・ Tlornrllotian forrnation have body forrns frorn which n]odern
anirnals have descended.
① ltiS unClear Whetherthe Tommotian foss‖ s from the early Cambrian period
represent unique body forrns or vvhetherthey should be assigned to various
nlodern aninlal groups.
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A third fossil formation containing both soft-bodied and hard-bodied animals pro-
vides evidence of the result of the Cambrian explosion. This fossil formation, called
the Burgess Shale, is in Yoho National Park in the Canadian Rocky Mountains of British
Columbia. Shortly after the Cambrian explosion, mud slides rapidly buried thousands
of marine animals under conditions that favored fossilization. These fossil beds pro:
vide evidence of about 32 modern animal groups, plus about 20 other animal body
forms that are so different from any modern animals that they cannot be assigned
to any one of the modern groups. These unassignable animals include a large swim-
ming predator called Anomalocars and a soft-bodied animal called Wiwaxia, which
ate detrituls or algae. The Burgess Shale formation also has fossils of many extinct
representatives of modern animal groups. For example, a well-known Burgess Shale
animal called 'S'idneyia is a representative of a previously unknown group of arthro-
pods (a category of animals that includes insects, spiders, mites, and crabs).
38,VVhy does the authOr rnentiOn″ Anornalocaris′
′
and″ VViwaXia′
′
?
① TO COntraSt predatOrS With anima!S that eat plantS SuCh aS algae
① TO queStiOn the effeCtS Ofrapid mud S‖ deS On fOSS市 ZatiOn
O TO SuggeStthat muCh iS Sti‖ unknOWn abOut anima:S fOund in the BurgeSS
Shale
① TO prOVide eXampleS OffOSS‖ S that CannOt be aSSigned tO a mOdern animal
group
39.″鎌|い0,ね
″
is an eXample of
① a relative of Anomalocaris and Wiwaxia
③ a preViOuSly unknOWn BurgeSS Shale animal
③ an eXtinCt member Of a Currently eXiSting CategOry Of animalS
① an animalthat CannOt be aSSigned tO any mOdern animalgrOup
Fossil formations like the Burgess Shale show that evolution cannot always be
thought of as a slow progression. The Cambrian explosion involved rapid evolution-
ary diversification, followed by the extinction of many unique animals. Why was
this evolution so rapid? No one really knows. Many zoologists believe that it was
because so many ecological niches were available with virtually no competition
from existing species. Will zoologists ever know the evolutionary sequences in the
Cambrian explosion? Perhaps another ancient fossil bed of soft-bodied animals from
600-million-year-old seas is awaiting d iscovery.
4o,VVhat can be inferred frorn paragraph 7 about vvhy the Carnbrian explosion is so
unusual?
① lt generated neW eCO10giCal niCheS thrOugh the eXtinCtiOn Of rnany unique
anirnals.
① it WaS a periOd Of rapid eVOlutiOn′ and eVO:utiOn iS Often thOught Of aS a S:OW
process.
① ltiS a periOd WhOSe eVOlutiOnary SequenCeS are Clearly marked・
① lt generated a Very large number Of anCientfOSS‖ bedS COntaining
soft― bodied anirnals.
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One interpretation regarding the absence of fossils during this important
100-million-year period is that early animals were soft bodied and simply did not
fossilize. r Fossilization of soft-bodied animals is less likely than fossilization of
hard-bodied animals, but it does occur. I Conditions that promote fossilization of
soft-bodied animals include very rapid covering by sediments that create an environ-
ment that discourages decomposition. I ln fact, fossil beds containing soft-bodied
animals have been known for many years. I
41. Look at the four squares [I]that indicate where the following sentence can be
added to the passage.
It is relatively rare because the fossilization of soft-bodied animals requires a
special environment.
Where would the sentence best fit?
@ One interpretation regarding the absence of fossils during this important
100-million-year period is that early animals were soft bodied and simply
did not fossilize. lt is relatively rare because the fossilization of soft-bodied
animals requires a special environment. Fossilization of soft-bodied animals
is less likely than fossilization of hard-bodied animals, but it does occur. I
Conditions that promote fossilization of soft-bodied animals include very
rapid covering by sediments that create an environment that discourages
decomposition. I ln fact, fossil beds containing soft-bodied animals have
been known for many years. f
① One interpretation regarding the absence offoss‖ s during this important
100-rylil1lon― year period is that early anirnals were sOft bodied and sirllply
did not fossilize.||]Fossilization of sOft― bOdied aninlals is less like:y than
fossilization of hard― bOdied anirnals′ butit does occur.:t is relative:V
rare because the fossilizatiOn Of sOft‐ bodied an:nlals requires a special
environ『 1lent.Conditions that prorrlote fossilizatiOn Of sOft_bodied aninlals
include very rapid cOvering by seclirnents that create an environrYlent that
diSCOurages decornpos:tion.1日 lln fact′ fossil beds containing soft― bodied
anirYlals have been knOvvn fOr rnany years.111
@ One interpretation regarding the absence of fossils during this important
100-million-year period is that early animals were soft bodied and simply
did not fossilize. I Fossilization of soft-bodied animals is less likely than
fossilization of hard-bodied animals, but it does occur. I Conditions that
promote fossilization of soft-bodied animals include very rapid covering by
sediments that create an environment that discourages decomposition. lt is
relatively rare because the fossilization of soft-bodied animals requires a
special environment. ln fact, fossil beds containing soft-bodied animals have
been known for many years. f
96
@ One interpretation regarding the absence of fossils during this important
100-million-year period is that early animals were soft bodied and simply
did not fossilize. I Fossilization of soft-bodied animals is less likely than
fossilization of hard-bodied animals, but it does occur. I Conditions that
promote fossilization of soft-bodied animals include very rapid covering by
sediments that create an environment that discourages decomposition. I ln
fact, fossil beds containing soft-bodied animals have been known for many
years. lt is relatively rare because the fossilization of soft-bodied animals
requires a special environment.
42. 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.
Write your answer choices in the spaces where they belong. You can either write
the letter of your answer choice or you can copy the sentence.
The term "Cambrian explosion" refers to the geologically brief period during
which all modern animal groups evolved.
Answer Cholces
日 The Cambrian period is significant because it marks the emergenCe Of
eukaryotic life― forrns― organisrns that have ce‖ s with true nuclei.
□ Little is known aboutthe stages of evolution during the Cambrian period′ in
part because early anirnals were soft bodied and could fossilize only under
particular conditions.
□ 丁he Ediacara fossilformation provides the mostinformation aboutthe
Carnbrian explosion′ vvhile the elarlier・ Tbrnrnotian and lBurgess Shale
forrnations give clues about Precarnbrian evolution.
匝l Wh‖ e animalfoss‖s from before the Cambrian explosion have no mOdern
descendants′ many anirnals that evolved during the(3arnbrian explosion can
be assigned to modern groups.
□ Zoologists are awaiting the discovery of a 600-mi‖ ion―year― old fossil
forrnation in orderto be able to forrn a theory of how anirnal evolution
progressed.
□ Although the reasons forthe rapid evolution of animals during the Cambrian
period are not knovvn′ one proposed explanation is an abundance of niches
with a lack of corllpetitors.
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This section measures your ability to understand conversations and lectures in
English.
Listen to each conversation and lecture only one time. After each conversation and
lecture, you will answer some questions about it. Answer each question based on
what is stated or implied by the speakers.
You may take notes while you listen and use your notes to help you answer the ques-
tions. Your notes will not be scored.
ln some questions you will see this icon:
see, the question.
Q. ff',ir means that you will hear, but not
Answer each question before moving on. Do not return to previous questions.
It will take about 60 minutes to listen to the conversations and lectures and answer
the questions about them.
99
Directions: Listen to Track 22
/~ヽ
鷺 J
Directions: Now answer the questions.
VVhat(lo the speakers rnainly discuss?
① Whythe WOman haS‖ ttlein COmmOn With her r00mmateS
① HOW the WOman Can keep upin heraCademiC StudieS
O The WOman′ S adiuStmenttO‖ fe at the uniVerSity
① 丁he woman's decision to transfer to another university
2, VVhy does the wornan nlention her hornetovvn?
① TO draW a COntraSttO her Current SituatiOn
③ 丁o acknow:edge that she is accustomed to living in big cities
O TO indiCate that She haS knOWn SOme peOple On CampuS fOr a10ng time
① TO emphaSiZe her preViOuS SuCCeSS in aCademiC StudieS
3. VVhat does the wornan irnply aboutthe incident that occurred in her sociology
class?
① lShC)VVaS ernbarraSSed beCauSe)She gaVe an inC(〕 rreCt anSVVer・
① She WaS upSet beCauSe the prOfeSSOrSeemed tO ignOre her・
OSheWaSCOnfuSedbytheOrganiZatiOnOftheprOfeSSOr′ S leCture・
① SheWaSSurpriSedbytheCOmmentSOftheOtherStudentS・
4. According to the counse:o■ why should the wornan visit her professor′ s office?
εわ00sθ 2 ansИ′θrs.
日 b offera comp‖ ment
□ To offerto help other students
□ b introduce herself
匝]丁o suggest ways of making the class more personal
100
5.VVhat does the woman imply aboutioining the string quartet?
① lt WOuld enable herto continue a hobby she gave up when she wasten.
① lt WOuld a‖ ow herto spend moretimein her ma10r area OfStudy.
① lt WOuld help her stop worrying about her academic studies.
① lt WOu!d be a way to meet students with sim‖ ar interests.
101
Directions: Listen to Track 23.
⌒
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Sociology
102
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Directions: Now answer the questions.
6. 'VVhatis the rnain purpose(of the lecture?
① TO intrOduCe a methOd that Can help StudentS remember neW infOrmatiOn
① TO intrOduCe a Way tO Study hOW infOrmatiOn paSSeSfrOm One perSOn tO
another
O TO eXplain the differenCeS betWeen biO10giCalinfOrmatiOn and Cultural
inforrγ lation
①
rT10 eXplain the differenCeS betWeen StOrieS′ SOngS′ and Other pieCeS Of
inforrnation
7. VVhy does the professortellthe story about alligators7
① TO eXplain the differenCe betWeen true and fa:Se StOrieS
③ TO draW an ana10gy betWeen a‖ igatOr reprOduCtiOn and CulturaltranSmiSS:On
③ TO giVe an eXample Of a pieCe OfinfOrmat:On thatfunCtiOnS aS a meme
① 丁o show how a story can gradua‖ y changeinto a song
104
||101Vi,
recunotry
8. According to the prOfessor′ which ofthe fo‖ owing are exanlples of rnerne
tranSfer?(3わ 00Se 2 a′7SyソerS,
日 L‖ ing fami‖ ar stories
□ Sharing fee‖ ngs
□ Composing original music
匝]Learning a scientific theory
9.Ⅵ′hat example doesthe professOr give Of a meme′ s:ongevity?
① A StOry haS been Changing SinCe it first appeared in the 1930s.
① A person remembers a story for many years.
O A geneis passed on thrOugh many generations withoutchanging.
① A song quickly becOmes popu:ar a‖ overthe wOrid.
10.VVhat does the professor cOrnpare tO a hOusefly:aying rnany eggs?
① Ach‖ d learning many differentideas from his Or her parents
① A‖ igators reproducing in New York sewers
O Different people remembering different versions of a story
① A person singing the″ Twinkle′ twinkle″ song many times
ll.Listen to Track 24.∪
① TO eXplain why some memes do notchange much
① TO aSkthe Students fortheir opinion about songs as memes
O TO aCknowledge a problem with the meme theory
① TO aSkthe students to test an idea about memes
105‐
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Note: The actual lecture contains color images. The colors from one image are dis-
cussed by the professor. You do not need to see the colors to understand the lecture
or to answer the questions.
Directions: Listen to Track 25 n
Astronomy
South Pole一 /ヽitken Basin
106
Directions: Now answer the questions
12.VVhatis the rnain purpose ofthe lecture?
① ToexplainwhyscientistsdisagreeabouttheageoftheMoon
① To present arguments in favor of another Moon landing
O To explain how scientists discovered a crater on the far side ofthe Moon
① To review some find:ngs of a recent mission to the Moon
13,VVhat does the professorirrlply about the spacecraft(〕 lernentine?
① ltsentbackthefirstcolorphotographsoftheMoon.
① lt WaS pOWered by SOlar energy.
③ ltlanded on the far side ofthe Moon.
① !tflew overthe Moon′ s polar regions.
14.VVhy does the professor rγ lention the lヽloon's rnantle?
① TO eXplain hOW SCientiStS are able tO eStimate the age Of meteOrimpaCtS
① Toind:cate what part ofthe Moon could provide key evidence aboutthe
Moon′s composition
O To explain how scientists know that meteors penetrate the Moon′ s crust
① TO pOint Out an obvious difference between the Mloon and Earth
15.VVhy is the South Pole一 Aitken Basin thoughtto be exceptiona‖ yo:d?
① The Wa‖ S Ofthe BaSin are mOre refleCtiVe than thOSe Of mOSt Other CraterS.
① Testing ofrocks from the Basin′ s floor proved them to be as o:d asthe Moon
itself.
③ Manysma‖ craters have been detected atthe bottom ofthe Basin.
① A iarge amount of dust has been detected in and around the Basin.
107
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■
16.VVhy does the professor consideritirnportant to find outif vvaterice exists on the
rv100n?ε′〕οοsθ 2 anslw′ θrs.日 Waterice could be processed to provide breathable airfor astronauts.
□ One component of waterice could be used as a fuelforrockets.
□ Waterice could contain evidence of prim面 ve‖fe onthe Moon.
匝l lWaterice could be tested to find out whattype of meteors crashed into the
Moon.
17. Listen to Track 16. O
① :tis likely thatthe current age estimates forthe South Pole― Aitken Basin are
based on incorrect assurnptions.
① it iS diSappOinting hOVV little the teChnO10gy tO analyZe!ヽ 100n rOCkS haS
advanced since the days ofthe lヽ loon landings.
O Toofew ofthe or:ginal Moon―rock samples were dated accurately.
① ltis importantto obtain a more precise determination ofthe Moon′ s age.
Directions: Listen to Track 27.
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彎 J
Directions: Now answer the questions
18.ヽA/hatis the conversation rnainly about'
① An assignment about which the student would:ike advice
① COnCernS aS tO Whetherthe Student ShOuld be in the prOfeSSOr′ S COurSe
O The SeleCtiOn Off‖ mStO be VieWed by StudentSin a f‖ m theOry COurSe
① The structure and sequence of coursesin the Film Department
19.ヽハノhatis the professor′ s attitude tovvard the student′ s high schoc)l filrrl course?
① He C10eS r10t COnSiderit SatiSfaCtOry preparatiOnlfOrthe'ClaSS lhC)teaCheS・
① He dOeS nOtthinkthat‖ terary WOrkS ShOuld be diSCuSSed in f‖ m ClaSSeS・
③ He beneves thatthis type Of cOurse Often cOnfuses inexperienced students.
① He feelS thatthe apprOaCh taken in thiS COurSe iS the beSt Way tO:earn abOut
f‖ m.
20 VVhy vvas the student perrYlitted to sign up forthe professor′ s filrn theory course?
① Her high SCh001 COurSe fulfi‖ ed the requ:rementfOr preViOuS COurSe WOrk・
① 丁he computersystem that usua‖ y blocks students was not working properly.
o An employeein the department did notfo‖ ow instructions.
① The prOfeSSOr made an eXCeptiOn in herCaSe.
21. VVhy does the professor decide to allovv the student to rernain in his class?
εわ00se.2 ansνyers.
[:][I She nee(ls to take the course in lorderto gra(luate.
□ He isimpressed w:th her eagerness to continue.
□ She convinces him that she does have adequate preparat:On fOrthe COurSe.
回 He learns that she is not studying f‖ m as her main COurSe OfStudy.
109
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22.VVhat does the professor advise the studentto do in orderto keep up with the
class she is in?
① Take the intrOduCtOry COurSe
③ WatCh SOme VideO reCOrdings
O Do extra reading
① Drop out of her marketing class
雷 □
11()
Directions: Listen to Track rt n
Chemistry
111
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鑽‐
、轟継
‐ ・・ .
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Directions: Now answer the questions
23.ヽA/hatis the rnain purpose ofthe lecture?
① TO diSCuSs recentinnovations in laboratory equiprnent
③ T10 give an exarnple of a practical use for a particular scientific technique
③ TOfam‖ iarize students with the chemical composition of pa:nt pigments
① TO Show how researchers were able to restore a particular work of art
24.VVhat does the professorirTlply vvhen he rnentions an art historian?
① Art historians have been iearning how to use spectrOscOpes.
① Scientists need to learn how art h:storians analyze paintings.
O COnfirming the authen・ ticity of artworks requires co‖ aboration.
① Spectroscopic analysis can help identify a painter′ s techniques,
25.VVhy does the professOr discuss the presence Of zinc in paint pigrllents7
① TO eXplain why some paints may deteriorate overthe course oftime
① TO Stress the need for caution when attempting to restore oid artworks
O TO ShOW how pigments differfrom varnishes and binding agents
① T10 show how spectroscopy can help establish the age of a painting
26.According to the professOL VVhatis the prirnary advantage of spectroscopy over
otherlaboratory rnethOds fOr analyzing artworks?
① lt dOeS nOt damagethe artworks.
① lt prOVides a more accurate analysis than other methods do.
③ lt uSes equipmentthat can be transferred to otherlocations,
① it Can be used by individuals vvith little scientific training.
112
「
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凛■_肇 ‐
27. ハヽ′hatis one way the professor rnentions that CherniStS Can help with art
restoration7
① Byre― Creating the pigmentS and binding agentS uSed by artiStS Of ear‖ er eraS
③ By remOVing pigmentS and binding agentS that diSSOIVe paintingS OVertime
③ By Creating prOteCtiVe COatingS Of paintthat dO nOt darnage Original paintingS
① By deVe10ping WayStO Safely remOVe paint added by preViOuS reStOrerS
28.Listen to Track 29.L」
① HeiS SearChing fOra SynOnym fOrthe term・
① HeiS nOt Sure hOW muCh infOrmatiOn the StudentS need・
③ He iS gOing tO briefly addreSS a related tOpiC・
① He iS giVing the StudentS a Writing aSSignment・
鱚珈厖写隕冒膨
113
Directions: Listen to Track 30
ヽ
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蠅
Literature
11∠l
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Directions: Now answer the questions
29.VVhat is the lecture rnainly about?
① Oral traditiOnS in fOlktaleS and fairy taleS
① COmmOn CharaCterS and p10tS in fOlktaleS and fairy taleS
O Differences between folktales and fairy tales
① Hidden meaningS in fOlktaleS and fairy ta!eS
30.VVhat dloes the professor nlean when he says that folktales are cornnlunal?
① They Vary‖ ttle frOm One COmmunity tO anOther・
① They SerVe tO Strengthen tieS amOng indiVidualS Within a COmmunity・
O They relate impOrtant eVentS in the hiStOry Of a COmmunity・
① They Can be adaptedtO meetthe needS Ofa COmmunity・
115
100,議議磁|1鯵:嚢11
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31.VVhy does the professor ciarify the cOncept of a″ fairy″ ?
① TO explain the origins ofthe term″ fairy tale″
③ TO eliminate a pOssible definition ofthe term″ fairy tale″
O TO SuppOrt a claim aboutthe function offairy tales
① TO indicate that fairies are a maior elementin fairy tales
32.VVhat does the professor say abOutthe setting of fairy tales?
① ThetaleS are usua‖y set in a nonspecific location.
① 丁he location is deterrnined by the country Of Origin Of a tale.
③ The taleS are setin a location fami‖ arto the author.
① A storyte‖ er varies the:OcatiOn Of a tale depending on the audience.
33. ln the lecture, the professor discusses characteristics of folktales and fairy tales.
lndicate the characteristics of each type of lale. Put a check in the correct boxes.
34.Listen to Track 31.亀 ∂
① TO SuppOrtthe student′s statement
① TO aSk the StudenttO Clarify her statement
O TO find Outifthe students know what story the‖ ne comes from
① TO Clarify the re:ationship between time and space in fairy tales
nl is now mainly to chil丁h el
The plot is the only rble element.
raltalese are tra
Folktales Fairy Tales
116‐
There is one accepted version.
Characters are well developed.
The language is relatively formal.
This section measures your ability to speak in English about a variety of topics.
There are six questions in this section. For each question, you will be given a short
time to prepare your response. When the preparation time is up, answer the question
as completely as possible in the time indicated for that question. You should record
your responses so that you can review them later and compare them with the answer
key and scoring rubrics.
SPEA ING
117
1. You will now be asked to speak about a familiar topic. Give yourself 15 seconds
to prepare your response. Then record yourself speaking for 45 seconds.
Listen to Track 32. o
Talk about a place you enjoyed going to or visiting when you were a child.
Describe the place. Explain why you enjoyed it.
Preparation Time: 15 seconds
Response Time: 45 seconds
2. You will now be asked to give your opinion about a familiar topic. Give yourself
15 seconds to prepare your response. Then record yourself speaking for 45
seconds.
Listen to Track 33. o
Do you agree or disagree with the following statement? Why or why not? Use
details and examples to explain your answer.
It is more important to study math or science thanit is to study art or literature.
Preparation Time: 15 seconds
Response Time: 45 seconds
3. You will now read a short passage and listen to a conversation on the same
topic. You will then be asked a question about them. After you hear the question,
give yourself 30 seconds to prepare your response. Then record yourself
speaking for 60 seconds.
Listen to Track 34. O"ll/
118
Campus Dining Club Announced
Starting this year, the university dining hall will be transformed into The
Campus Dining Club for one week at the end of each semester. During the last
week of each semester, the dining hall will feature special meals prepared by
the university's culinary arts students. The school feels that this will give stu-
dents who are studying cooking and food preparation valuable experience that
will help them later, when they pursue careers. The university has announced
that it will charge a small additional fee for these dinners in order to pay for the
special gourmet food ingredients that will be required'
Listen to Track 35
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彎 餅
The man expresses his opinion about the plan described in the article. Briefly
summarize the plan. Then state his opinion about the plan and explain the rea-
sons he gives for holding that opinion.
Preparation Time: 30 seconds
Response Time: 60 seconds
4. You will now read a short passage and listen to a lecture on the same topic.
You will then be asked a question about them. After you hear the question, give
yourself 30 seconds to prepare your response. Then record yourself speaking for
60 seconds.
Listen to Track 36. (J
Reading Time: 50 seconds
119
Reading Time: 45 seconds
Target Marketing
Advertisers in the past have used radio and television in an attempt to pro-
vide information about their products to large, general audiences; it was once
thought that the best way to sell a product was to advertise it to as many people
as possible. However, more recent trends in advertising have turned toward
target marketing. Target marketing is the strategy of advertising to smaller, very
specific audiences-audiences that have been determined to have the greatest
need or desire for the product being marketed. Target marketing has proved to
be very effective in reaching potential customers.
Listen to Track 37
⌒
彎 y
Using the professor's examples, explain the advertising technique of target
marketing.
Preparation Time: 30 seconds
Response Time: 60 seconds
5. You will now listen to part of a conversation. You willthen be asked a question
about it. After you hear the question, give yourself 20 seconds to prepare your
response. Then record yourself speaking for 60 seconds.
/~ヽ
穐 麟
120
Listen to Track 38.
Briefly summarize the problem the speakers are discussing. Then state which
of the two solutions from the conversation you would recommend. Explain the
reasons for your recommendation.
Preparation Time: 20 seconds
Response Time: 60 seconds
6. You will now listen to part of a lecture. You will then be asked a question about it.
After you hear the question, give yourself 20 seconds to prepare your response.
Then record yourself speaking for 60 seconds.
Listen to Track 39. (J
Using points and examples from the talk, explain the two types of motivation
Preparation Time: 20 seconds
Response Time: 60 seconds
121
This section measures your ability to write in English to communicate in an academic
environment.
There are two writing questions in this section'
For question 1, you will read a passage and listen to a lecture aboutthe same topic'
You may take notes while you read and listen. Then you will write a response to a
question based on what you have read and heard. You may look back at the passage
when answering the question. You may use your notes to help you answer the ques-
tion. You have 20 minutes to plan and write your response.
For questio n 2, you will write an essay based on your own knowledge and experience.
You have 30 minutes to plan and complete your essay'
123
‐WRIT NG
1. Directions: Give yourself 3 minutes to read the passage.
As early as the twelfth century n.o., the settlements of Chaco Canyon in New
Mexico in the American southwest were notable for their "great houses," mas-
sive stone buildings that contain hundreds of rooms and often stand three or four
stories high. Archaeologists have been trying to determine how the buildings were
used. While there is still no universally agreed upon explanation, there are three
competing theories.
One theory holds that the Chaco structures were purely residential, with each
housing hundreds of people. Supporters of this theory have interpreted Chaco
great houses as earlierversions of the architecture seen in more recent Southwest
societies. ln particular, the Chaco houses appear strikingly similar to the large, well-
known "apartment buildings" at Taos, New Mexico, in which many people have
been living for centuries.
A second theory contends that the Chaco structures were used to store food
supplies. One of the main crops of the Chaco people was grain maize, which could
be stored for long periods of time without spoiling and could serve as a long-lasting
supply of food. The supplies of maize had to be stored somewhere, and the size of
the great houses would make them very suitable for the purpose.
A third theory proposes that houses were used as ceremonial centers. Close
to one house, called Pueblo Alto, archaeologists identified an enormous mound
formed by a pile of old material. Excavations of the mound revealed deposits
containing a surprisingly large number of broken pots. This finding has been inter-
preted as evidence that people gathered at Pueblo Alto for special ceremonies. At
the ceremonies. they ate festive meals and then discarded the pots in which the
meals had been prepared or served. Such ceremonies have been documented for
other Native American cultures.
LiSten to T・ rack 40 o
Reading Time:3 minutes
124
Directions: You have 20 minutes to plan and write your response. Your response will
be judged on the basis of the quality of your writing and on how well your response
presents the points in the lecture and their relationship to the reading passage.
Typically, an effective response will be 150 to 225 words.
Listen to Track 41 o
Summarize the points made in the lecture, being sure to explain how they cast doubt
on the specific theories discussed in the reading passage.
Response Time: 20 minutes
125
126
2. Directions: Read the question below. You have 30 minutes to plan, write, and
revise your essay. Typically, an effective response will contain a minimum of 300
words.
Do you agree or disagree with the following statement?
People today spend too much time on personal enioyment-doing things they
like to do-rather than doing things they should do.
Use specific reasons and examples to support your answer.
Response Time: 30 minutes
127
128
Reading Section
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1.B
2.B
3.B
4.B
5.C
6.A
10.C
ll.D
12.B
13.A
14.B,
15.D
16.A
17.A
18.B
19.C
20.13
21.A
22.I)
23.I)
24.C
25.13
26.C
27.]〕
28.A,E,F
29.]3
30.C
31.A
32.B
33.A
34.B
35.C
36.C
37.13
38.I)
39.C
40.]3
41.B
42.B,D′ F
8.A,D
9.B
10.D
ll.A
12.B
13.D
14.B
D,F
Listening ISection
1.C
2.A
3.B
4.A,C
5.D
6.B
7.C
□
129
15. C
16. A, B
17. D
18. B
19. A
20. c
2I. B, D
22. B
23.8
24. C
25.D
26. A
27. D
28. C
29. C
30. D
31. B
Speaking Section
1. As with many of the independent items,
there are many ways you could answer
this question. It is important, however,
to address both parts of the prompt. You
should both describe a place you enjoyed
and explain why you enjoyed this place.
You might begin by specifically nam-
ing the place you enjoyed and begin to
describe it. This could be a place that
you visited many times, such as an auntt
house or a nearby park, or it could be a
place that you visited only once, such as a
particular amusement park. Try to provide
specific details inthe description, such
as the garden at your auntt house. You
might talk about what was growing there.
Then you would need to provide reasons
that explain why you enjoyed the place. In
this case, you could say that you enjoyed
working in your aunt's garden, or that you
learned a lot about growing vegetables.
32.
33.
A
34. A
The explanation is important because it
helps listeners understand your general
statements. It is better to provide one or
two reasons and give full explanations
than to provide a long list of reasons with-
out explanation.
Your response should be intelligible,
should demonstrate effective use of gram-
mar and vocabulary, and should be well
developed and coherent. Your response is
scored using the Independent Speaking
Rubric (see Appendix A).
2. To respond to this particular ques-
tion, you should clearly state what your
opinion is regarding the statement. Be
sure to read the statement carefully to
make sure you understand it. In this case,
you would either agree or disagree that
studying math or science is more impor-
tant than studying art or literature. You
should then give reasons to support your
Their appeal is
now mainly to
children.
′
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The plot is the only
stable element.
,/
The tales are
transmitted orally
,/
There is one
accepted version.
Characters are
welldeveloped
The language is
relatively formal.
,/
Folktales
Fairy
Tales
130
,/
/
opinion. If you agree that math or science
is more important, you might say that it
is used in many important areas, such
as engineering, and is necessary to make
calculations when building structures,
for example. You could also provide a
personal example and say that you pre-
fer math because it has helped you in
certain situations, such as planning your
personal finances. You may also want to
make a statement about how art has not
helped you as much.
If you disagree with the statement,
you would also need to support this with
specific information. One possibility is to
say that math and science are not actually
important because not many people need
to know math very well. Most people need
to know only a little math or science to
do their jobs. Then you should provide an
example of why art or literature is more
important. There are many possibilities,
and the specific example you choose is not
important as long as it contributes to your
argument. Your goal is for your listener
to understand why you agree or disagree
with the statement.
Your response should be intelligible,
should demonstrate effective use of gram-
mar and vocabulary, and should be well
developed and coherent. Your response is
scored using the Independent Speaking
Rubric (see Appendix A).
3. First, as the question states, you should
provide a brief summary of the university's
plan from the reading, which is to offer
meals prepared by culinary arts students
at the dining hall. You can also provide a
brief summary of the reason that they are
doing this, which is to provide cooking
students with some experience. You should
not, however, spend too much time on this
summary. Your summary should be clear
enough for the listener to understand the
plan without having access to additional
information.
After the summary, you should state
the man's opinion of the university's plan.
In this case, the man agrees with the uni-
versity's proposal.
You should then convey the two main
reasons he gives for holding that opinion.
You will need to connect information from
the conversation to the reading in order
for the response to be complete. The man
says that he agrees that a dining club will
be good experience for cooking students
because cooking for many people under
pressure is different from cooking for
classmates. You should go beyond simply
saying that the man agrees that it will
be good experience. You need to give the
explanation for why he believes that.
Your response should also convey the
man's second reason for agreeing with
the university's plan. The man agrees
that the extra cost students will pay for
these dinners will be worth it. He believes
this because the culinary arts students
will cook meals that are as good as those
served in nice restaurants in the area.
You should manage your time so that
you are able to discuss the summary and
give a full description of both reasons that
the man provides.
Your response should be intelligible,
should demonstrate effective use of gram-
mar and vocabulary, and should be well
developed and coherent. Your response
is scored using the Integrated Speaking
Rubric (see Appendix A).
To respond to this particular question
you should first explain the technique of
target marketing as it was presented in the
reading. Target marketing is designing or
creating advertising so that it appeals to a
specific group of people.
You should then use the example given
by the professor to explain the technique.
The professor discusses how a telephone
company may produce two very differ-
ent advertisements to be shown during
4
131
different television programs, even though
the phone is basically the same. A com-
mercial shown during young people's
programming, such as a music show,
would appeal to their interests, and would
show how the phone is fun. On the other
hand, a commercial shown during a busi-
ness program would emphasize factors
important to businesspeople, such as
efficiency. This example by the professor
illustrates the concept of target marketing.
You do not need to repeat all of the
details from the reading and the lecture,
but instead integrate points from both to
answer the question completely.
Your response should be intelligible,
should demonstrate effective use of gram-
mar and vocabulary, and should be well
developed and coherent. Your response
is scored using the Integrated Speaking
Rubric (see Appendix A).
5. To respond to this particular question
you should briefly describe the problem. It
is enough to say that the woman has hurt
her wrist and shet supposed to play the
violin in a concert next week.
Next, you need to choose one of the
two solutions and explain why you think
that solution is best. The two solutions
in this conversation are: 1) perform with
the group anyway, or 2) have Jim take her
place. It does not matter which of the two
proposed solutions you choose, since there
is no "right" solution or "wrong" solu-
tion. You should choose the solution that
you think is best and support your choice
with reasons why you think it is best. The
reasons you give can include information
provided by the speakers as well as your
own experiences.
For example, if you believe the first
solution is preferable, you could begin
by saying that you think she should have
the experience of playing in the big con-
cert and that she would be disappointed
if she didnt. You could also say that she
will probably play fine. You could also
speak about the disadvantages of the sec-
ond solution; you might say that it is too
much of a risk to ask Jim to replace her
at such an important concert. Likewise, if
you believe the second solution is prefer-
able, you would state your preference for
that and support it in a similar way, using
specific reasons. Remember, this type of
question can be answered in many differ-
ent ways.
Your response should be intelligible,
should demonstrate effective use of gram-
mar and vocabulary, and should be well
developed and coherent. Your response
is scored using the Integrated Speaking
Rubric (see Appendix A).
6. This particular question requires
you to summarize the contents of a lec-
ture you hear. In your response, you
should talk about the two different kinds
of motivation (which are extrinsic-or
external-motivation, and intrinsic-or
internal-motivation). You should include
relevant points and examples from the lec-
ture (and not from any other source).
To begin your response, you should
briefly state the main idea, that there are
two types of motivation, and name the
two types. You would then talk about
the first type of motivation, extrinsic (or
external) motivation.You would explain
that when we are externally motivated,
we do something for an external reward.
You would then talk about the professort
example of a child doing household chores
for an allowance. The money that the child
receives is motivation.
You would next talk about the second
type of motivation, intrinsic (or internal)
motivation. You would explain that when
we are internally motivated, we do some-
thing because it makes us feel good. You
should then discuss the professor's exam-
ple. The professor goes to the gym several
times a week because itt good for her
132
health and she enjoys it. You could then
say that she has gone for several years,
which shows that intrinsic motivation is
long lasting. You do not, however, need to
repeat all of the details from the lecture.
You need to give only sufficient details
to explain the types of motivation. You
should plan your time so that you have
Writing Section
What is important to understand from
the lecture is that the professor disagrees
with each of the theories presented in the
reading about the function of the mas-
sive stone buildings, or "great houses,"
of Chaco Canyon, namely that the great
houses served a residential purpose; that
they were used to store food supplies; and
that they were used to hold ceremonies.
enough time to cover both types of motiva-
tion and their examples.
Your response should be intelligible,
should demonstrate effective use of gram-
mar and vocabulary, and should be well
developed and coherent. Your response
is scored using the Integrated Speaking
Rubric (see Appendix A).
In your response, you should convey
the reasons presented by the professor for
why the theories about the function of the
Chaco great houses are not convincing.
A high-scoring response will include the
following points made by the professor
that cast doubt on the points made in the
reading:
The Chaco houses may have been used for
residential purposes, because they are similar
to residential buildings built by other societies
in the American Southwest.
It is unlikely that the Chaco houses were
residential, because they contain very few fire-
places, many fewer than the families living in
the houses would need for cooking.
The Chaco houses may have been used to
store food. The Chaco people needed a place
to store their grain maize, and the Chaco
houses, thanks to their large capacity, could
serve that purpose.
The theory that the function of the Chaco
houses was to store grain maize is undermined
by the fact that very few traces of maize or
maize containers have been found during exca-
vations of the Chaco houses.
The Chaco houses may have served as
ceremonial centers. The large quantity of
broken pottery in a mound located near the
"Pueblo Alto" house suggests that the houses
hosted ceremonial feasts after which people
discarded the pots in which the food was pre-
pared and served.
The mound nearthe "Pueblo Alto" house also
contains construction materials and tools,
which suggests that such mounds were just
construction trash heaps and had nothing to
do with ceremonies. The pots found in the
mounds were probably used by construction
workers building the houses.
Point made in the readin Counterpoint made in the lecture
133
I
2
Your response is scored using the
Integrated Writing Rubric (see Appendix
A). A response that receives a score of 5
clearly conveys all three of the main points
in the table using accurate sentence struc-
ture and vocabulary.
To earn a top score, you should develop
a multi-paragraph essay that responds to
the issue of whether people today spend
too much time on personal enjoyment-
doing things they like to do-rather than
doing things they should do. Typically an
effective response will contain a minimum
of 300 words.
One successful way to express agree-
ment with the prompt is to argue that
people these days are not spending their
time on tasks that are meaningful, but
instead are wasting their time on plea-
surable but less meaningful activities.
Defining what meaningful versus less
meaningful activities are for you person-
ally is important for this strategy; keep in
mind that social networking, for example,
might be a complete waste of time to you,
but may be quite meaningful for others.
A successful way to disagree with the
prompt is to explain that people nowadays
work very hard at doing the things they
should do-for example, in many places,
people are spending more hours than
ever at theiriobs, because that is what the
companies they work for say they should
do-so whatever time they devote to per-
sonal enjoyment is not "too much," but
rather is exactly whatt needed to maintain
their health and happiness in light of all
those hours spent on the job.
Keep in mind that there is no'torrect"
answer to this question. Either side of the
issue can be supported with examples
and reasons. It is important to make sure
that you state your opinion and develop a
response that explains your opinion well.
The development of your essay is judged by
how effectively you support your opinion;
a well-developed essay will contain clearly
appropriate reasons, examples, and details
that illustrate your opinion. Development
is not evaluated simply in terms of how
many words you write.
Your response should be well orga-
nized. A well-organized essay allows an
evaluator to read from the beginning to
the end of the essay without becoming
confused. You should be sure not to just
repeat the same information in different
ways.
The quality and accuracy of the sen-
tence structure and vocabulary you use to
express your ideas is also very important.
Your response is scored using the
Independent Writing Rubric (see
Appendix A).
134
一
―
一
‐
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135
This section measures your abilityto understand academic passages in English.
There are three passages in the section. Give yourself 20 minutes to read each pas-
sage and answer the questions about it. The entire section will take 60 minutes to
complete.
You may look back at a passage when answering the questions. You can skip ques-
tions and go back to them later as long as there is time remaining.
137
Directions: Read the passage. Then answer the questions. Give yourself 20 minutes
to complete this practice set.
POWER:NG THEINDuSTR:AL REVOLUT:ON
ln Britain one of the most dramatic changes of the lndustrial Revolution was the
harnessing of power. Until the reign of George lll (1760-1820), available sources of
power for work and travel had not increased since the Middle Ages. There were three
sources of power: animal or human muscles; the wind, operating on sail or windmill;
and running water. Only the last of these was suited at all to the continuous operating
of machines, and although waterpower abounded in Lancashire and Scotland and
ran grain mills as well as textile mills, it had one great disadvantage: streams flowed
where nature intended them to, and water-driven factories had to be located on their
banks, whether or not the location was desirable for other reasons. Furthermore, even
the most reliable waterpower varied with the seasons and disappeared in a drought.
The new age of machinery, in short, could not have been born without a new source
of both movable and constant power.
The source had long been known but not exploited. Early in the century, a pump
had come into use in which expanding steam raised a piston in a cylinder, and atmo-
spheric pressure brought it down again when the steam condensed inside the cylinder
to form a vacuum. This "atmospheric engine," invented by Thomas Savery and vastly
improved by his partner, Thomas Newcomen, embodied revolutionary principles, but
it was so slow and wasteful of fuel that it could not be employed outside the coal
mines for which it had been designed. ln the 1760s, James Watt perfected a separate
condenser for the steam, so that the cylinder did not have to be cooled at every stroke;
then he devised a way to make the piston turn a wheel and thus convert reciprocat-
ing (back and forth) motioninto rotary motion. He thereby transformed an inefficient
pump of limited use into a steam engine of a thousand uses. The final step came
when steam was introduced into the cylinder to drive the piston backward as well as
forward, thereby increasing the speed of the engine and cutting its fuel consumption.
Watt's steam engine soon showed what it could do. lt liberated industry from
dependence on running water. The engine eliminated water in the mines by driving
efficient pumps, which made possible deeper and deeper mining. The ready availabil-
ity of coal inspired William Murdoch during the 1790s to develop the first new form
of nighttime illumination to be discovered in a millennium and a half. Coal gas rivaled
smoky oil lamps and flickering candles, and early in the new century, well-to-do
Londoners grew accustomed to gaslit houses and even streets. lron manufacturers,
which had starved for fuel while depending on charcoal, also benefited from ever-
increasing supplies of coal; blast furnaces with steam-powered bellows turned out
more iron and steel for the new machinery. Steam became the motive force of the
lndustrial Revolution, as coal and iron ore were the raw materials.
By 1800 more than a thousand steam engines were in use in the British lsles,
and Britain retained a virtual monopoly on steam engine production until the 1830s.
Steam power did not merely spin cotton and roll iron; early in the new century, it also
multiplied ten times over the amount of paper that a single worker could produce in a
138
Directions:NOⅥノanSVVerthe queStiOnS
day. At the same time, operators of the first printing presses run by steam rather than
by hand found it possible to produce a thousand pages in an hour rather than thirty.
Steam also promised to eliminate a transportation problem not fully solved by either
canal boats or turnpikes. Boats could carry heavy weights, but canals could not cross
hilly terrain; turnpikes could cross the hills, but the roadbeds could not stand up under
great weights. These problems needed still another solution, and the ingredients for
it lay close at hand. ln some industrial regions, heavily laden wagons, with flanged
wheels, were being hauled by horses along metal rails; and the stationary steam
engine was puffing in the factory and mine. Another generation passed before inven-
tors succeeded in combining these ingredients, by putting the engine on wheels and
the wheels on the rails, so as to provide a machine to take the place of the horse. Thus
the railroad age sprang from what had already happened in the eighteenth century.
ln Britain one lof the most dranlatic changes ofthe lndustrial Revolution vvas the
harnessing of povver.Until the reign of George lll(1760-1820)′ available sources of
povverforvvork and travel had notincreased since the Middle Ages.There、 Ⅳere three
SOurCeS Of pOVVeri aninla:Or hurVlan rnuSCleS,the Ⅵノind′ Operating On Sai1 0r Vttndrnill′
and running Water.OnivthO116St OfthOSё WaS Suited at a‖ lt●lhe COntil●luS101eFatin0
of mlllinles,aln■ althOugh waterpoWer abou‐ nllllin t●●1111hir611alハ●IS10●tla10 1nd
Fan g17bin mi‖ sas We‖ as text‖ e mi‖ s■itlld10● 01010at‐ diSadlヤantage:IStFeams f10Wld
where nature inte‐ nded‐them t。11and‐ watlr_driψ oれ
―
factories‐‐had to be‐ 1●●ated‐。‐nl11ね ol‐ r
banks,wllthO「 011●tthё 1001tiOn wasldlsirableヽ F‐ otherお OSIII1l Furthermore′ even
the rnost reliable vvaterpovver varied with the seasons and ldisappeared in a drought.
‐
「 he new age lof r1lachinery′ in short′ could not have been born without a nevv source
of both nlovable and constant povver.
‐
T・he source had long been knovvn but not exploitold.Early in the century′ a purnp
hadl colrne into use in which expancling stearn raise〔 l a piston in a cylindeL and atrnO―
spheric pressure broughtit dovvn again when the stearn condensed inside the cylinder
to forrTl a vacuurn.丁 his″ atrnospheric engine′
′′
invented by‐「 honlas Savery andヤ astiソ
i「nproved by his partneL・ Thornas Newcornen′ erYlbodied revolut:onary principles′ but
it vvas so slovv and vvasteful of fuel thatit could not be enlployed outside the coal
rnines for vvhich it had been designed.ln the 1760s′ Jar71es VVatt I)erfected a separate
condenserforthe stearn′ so thatthe cylinder did not have to be cooled at every stroke,
then he devised a vvay to nlake the piston turn a vvheel and thus convert reciprocat―
ing(back and forth)rnotion into rOtary nlotion.He thereby transforrned an inefficient
purnp of lilTlited use into a stearYl engine of a thousand uses.1‐ he final step carne
vrhen stearn vvas introduced into the cylinder to¬drive the lpiston backvvard as vvell as
forvvardfthereby increasing the speed ofthe engine and cutting its fuel consurnption.
Ｐ
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139
ロ ロ
VVhich lofthe sentences belovv best expresses the(essential inforrnation in the
highlighted sentence in lparagraph l?lncOrrect chc)ices change the rvleaning in
irTlportant vvays Or leave out essentialinforrnation.
④ Runn:ng water was the best power source for factories since it could
keep rnachines operating continuously′ but since it vvas abundant only
in Lancashire and Scotland′ 「nost rγ li::s and factories that were located
elsevvhere could not be water driven.
① The diSadVantage Of uSing Ⅵ′aterpOl″eriS that StreamS dO nOt necessar‖ y
flovv in places that are the rγ lost suitable for factories,which explains why
sc)rnany water― lpovvered grain anci text‖ e mills were 10cated in undesirable
places,
O SinCe maChineS COuld be Operated COntinuOuSly Only where running water
vvas abundant′ grain and textile rnills′ as well as otherfactories′ tended to be
located only in Lancashire and Scotland.
① Runningwaterwastheonlysourceofpowerthatwassuitableforthe
continuous operation of rnachines′ butto rnake use ofit′ factories had to be
l《)Cated Where the VVaterVVaS′ regardleSS Of Whether SuCh:(DCatiOnS rnade
sense otherwise.
2. !t can be inferred frorn paragraph l that before the reign of Goorge!l!there were
no sources of povverthat
① Were mOvable
① Were Wide:y aVa‖ ab:e
O did nOt diSappear during Certain SeaSOnS Ofthe year
① COuld prOVide COntinuOuS pOWer
3. VVhich ofthe fo‖ ovving best describes the relation lof paragraph 2 to paragraph 17
① Paragraph 2 shows how the prob:em discussed in paragraph l arose.
① Paragraph 2 explains how the problem presented in paragraph l came to be
solved.
③ Paragraph 2 provides a rnore technical discussion ofthe probiern introduced
in paragraph l.
① Paragraph 2 shows why the problem discussed in paragraph l was
especiallV irnportant to solve.
4.The word″ o,,ploited″ in the passage is closestin meaning to
① ut‖Zed
③ reCC)gniZed
O eXamined
① fu‖ y underSt00d
5. 
‐
「 he word′
′
vaStly′
′
in the passage is closestin rneaning to
① quiCk:y
③ u:timately
O greatly
① initia‖ y
140
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6. According tol paragraph 2′ the′
′
atr、1lospheric engine′
′
vvas slolw because
① it had been deSigned tO be uSed in COalrrlineS
③ the Cylinder had tO C001 betVVeen eaCh StrOke
O it made uSe Of eXpanding Steam tO raiSe the piStOn in:tS Cy‖ nder
① it COuld be Operated Only When a large Supply Offuel WaS aVallable
7. According to paragraph 2′ VVatt′s stearn engine differed frorn earlier stearn
engines in each ofthe follovving ways E)(CEP丁 :
① lt uSed Steam tO mOVe a piStOn in a Cy‖ nder.
① lt WOrked With greaterSpeed.
③ it was more efficientin its use offueL
① lt COuld be uSed in many different WayS.
Watt's steam engine soon showed what it could do. lt liberated industry from
dependence on running water. The engine eliminated water in the mines by driving
efficient pumps, which made possible deeper and deeper mining. The ready availabil-
ity of coal inspired William lVlurdoch during the 1790s to develop the first new form
of nighttime illumination to be discovered in a millennium and a half. Coal gas rivaled
smoky oil lamps and flickering candles, and early in the new century, well-to-do
Londoners grewaccustomed to gaslit houses and even streets. lron manufacturers,
which had starved for fuel while depending on charcoal, also benefited from ever-
increasing supplies of coal; blast furnaces with steam-powered bellows turned out
more iron and steel for the new machinery. Steam became the motive force of the
lndustrial Revolution, as coal and iron ore were the raw materials.
8. ln paragraph 3′ the author rnentions VVil:iarn Murdoch′ s:nvention of a new forrn
of nighttirne i‖ urnination in order to
① indiCate One Ofthe impOrtant deVe10pmentS made pOSSible by the
introduction of VVatt′ s stearn engine
① makethe pOintthat'Watt′ S Steam engine WaS nOtthe Only inVentiOn Of
irnportance to the lndustrial Revolution
③ i‖ uStrate hOW impOrtant COal WaS aS a raW materialfOrthe lnduStrial
Revolution
① prOVide an eXample Of anOther eighteenth― Century inVentiOn that uSed Steam
as a povver source
9.The phraSe″ 01rew accustO“ldto″ in the passage is closestin meaning to
① began tO prefer
① WantedtO haVe
O beCame uSedtO
① inSiSted On
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By 1800 more than a thousand steam engines were in use in the British lsles,
and Britain retH,ined a virtual monopoly on steam engine production until the 1830s.
Steam power did not merely spin cotton and roll iron; early in the new century, it also
multiplied ten times over the amount of paper that a single worker could produce in a
day. At the same time, operators of the first printing presses run by steam rather than
by hand found it possible to produce a thousand pages in an hour rather than thirty.
Steam also promised to eliminate a transportation problem not fully solved by either
canal boats or turnpikes. Boats could carry heavy weights, but canals could not cross
hilly terrain; turnpikes could cross the hills, but the roadbeds could not stand up under
great weights. These problems needed still another solution, and the ingredients for
it lay close at hand. ln some industrial regions, heavily laden wagons, with flanged
wheels, were being hauled by horses along metal rails; and the stationary steam
engine was puffing in the factory and mine. Another generation passed before inven-
tors succeeded in combining these ingredients, by putting the engine on wheels and
the wheels on the rails, so as to provide a machine to take the place of the horse. Thus
the railroad age sprang from what had already happened in the eighteenth century.
10,丁he word″:ltained″ in the passage is closestin meaning tO
④ gained
(〔E〕)eStab‖Shed
O prOfited frOm
① maintained
11. According to paragraph 4′ vvhich of the follovving statenlents about stearn
engines is true?
① They VVere used forthe production of paper but notfor printing.
③ By1800′ significant numbers ofthem were produced Outside Of Britain
O They Were uSed in factories before they were used to powertrains.
① They Were uSed in the COnStruction ofcana:s and turnpikes.
12.Accolrding tol paragraph 4′ providing a rnachine to take the place ofthe hOrse
involved cornbining which two previously separate ingredients?
① Turnpikes and canals
③ StatiOnary Steam engines and wagons with flanged wheels
O Metalra‖ s in roadbeds and wagOns capable Of carrying heavy loads
① Canal bOatS and heaV‖ yladen wagons
142
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I Watt's steam engine soon showed what it could do. I lt liberated industry from
dependence on running water. I The engine eliminated water in the mines by driv-
ing efficient pumps, which made possible deeper and deeper mining. I The ready
availability of coal inspired William Murdoch during the 1790s to develop the first
new form of nighttime illumination to be discovered in a millennium and a half. Coal
gas rivaled smoky oil lamps and flickering candles, and early in the new century,
well-to-do Londoners grew accustomed to gaslit houses and even streets. lron man-
ufacturers, which had starved for fuel while depending on charcoal, also benefited
from ever-increasing supplies of coal; blast furnaces with steam-powered bellows
turned out more iron and steel for the new machinery. Steam became the motive
force of the lndustrial Revolution, as coal and iron ore were the raw materials.
13. Look at the four squares [I] that indicate where the following sentence can be
added to the passage.
The factories did not have to go to the streams when power could come to the
factories.
Where would the sentence best fit?
@ The factories did not have to go to the streams when power could come
to the factories. Watt's steam engine soon showed what it could do. I
It liberated industry from dependence on running water. I The engine
eliminated water in the mines by driving efficient pumps, which made
possible deeper and deeper mining. I The ready availability of coal
inspired William Murdoch during the 1790s to develop the first new form
of nighttime illumination to be discovered in a millennium and a half. Coal
gas rivaled smoky oil lamps and flickering candles, and early in the new
century, well-to-do Londoners grew accustomed to gaslit houses and even
streets. lron manufacturers, which had starved for fuel while depending on
charcoal, also benefited from ever-increasing supplies of coal; blast furnaces
with steam-powered bellows turned out more iron and steel for the new
machinery. Steam became the motive force of the lndustrial Revolution, as
coal and iron ore were the raw materials.
① ■ Ⅵ′att′ S Steam engine S00n ShOWed Whatit COuld dO・ The faCtOrieS did
not have to go to the streanls When power could conle tO the factories.
ltliberated industry frorn dependence lon running vVater.||‐ T・ he engine
elirninated waterin the rnines by driving efficient purnps′ vvhich rnade
possible deeper and deeper rnining.■ l The ready availability of coal
inspired VVi‖ ianl Murdoch during the 1790s to develop the first nevr forrn
of nighttinle i‖ urnination to be discovered in a rvlillenniurn and a half.Coal
gas rivaleci snloky¬oil larnps and flickering candleS′ and early in the nevv
century′ vve‖ ‐to― do Lond(〕 ners grevv accustOr:led tol gaslit houses and eVen
streets.lron manufacturersf vvhich had starved fOrfuel vvhile depending on
charcOal′ also benefite(l frorn ever― increaSing SupplieS lDf COal′ blaSt furnaCeS
vvith stearn― povvered be‖ ovvs turned out rnore iron and steelforthe new
143
machinery. steam became the motive force of the Industrial Revolution, as
coal and iron ore were the raw materials.
@ I Watt's steam engine soon showed what it could do. I lt liberated industry
from dependence on running water. The factories did not have to go to the
streams when power could come to the factories. The engine eliminated
water in the mines by driving efficient pumps, which made possible deeper
and deeper mining. I The ready availability of coal inspired William [Vlurdoch
during the 1790s to develop the first new form of nighttime illumination to
be discovered in a millennium and a half. coal gas rivaled smoky oil lamps
and flickering candles, and early in the new century, well-to-do Londoners
grew accustomed to gaslit houses and even streets. lron manufacturers,
which had starved for fuel while depending on charcoal, also benefited from
ever-increasing supplies of coal; blast furnaces with steam-powered bellows
turned out more iron and steel for the new machinery. steam became the
motive force of the lndustrial Revolution, as coal and iron ore were the raw
materials.
@ I Watt's steam engine soon showed what it could do. I lt liberated
industry from dependence on running water. I The engine eliminated
water in the mines by driving efficient pumps, which made possible
deeper and deeper mining. The factories did not have to go to the streams
when power could come to the factories. The ready availability of coal
inspired william Murdoch during the 1790s to develop the first new form
of nighttime illumination to be discovered in a millennium and a half. Coal
gas rivaled smoky oil lamps andflickering candles, and early in the new
century, well-to-do Londoners grew accustomed to gaslit houses and even
streets. lron manufacturers, which had starved for fuel while depending on
charcoal, also benefited from ever-increasing supplies of coal; blast furnaces
with steam-powered bellows turned out more iron and steel for the new
machinery. Steam became the motive force of the lndustrial Revolution, as
coal and iron ore were the raw materials.
14. Directions: An introductory sentence for a brief summary of the passage is
provided on the next page. 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.
Write your answer choices in the spaces where they belong. You can either write
the letter of your answer choice or you can copy the sentence.
144
暴
Answer Cholces
[玉]in the early¬ eighteenth century′ Savery and Nevvcornen cliscovereCithat
expanding stearn could be used to raise a piston in a cylinder.
□ in the mid-1700s′ James Watttransformed an inefficient steam pump into a
fast′ flexible′ fue卜 efficient engine.
□ Watt′s steam engine played a leading rOle in greatlv inCreaSing induStrial
production of al:kinds.
回 In the 1790s′ Wi‖ iam Murdoch deve:oped a new way of‖ ghting houses_and
streets using.coal gas.
□ Unt‖ the 1830s′ Britain was the world′ S maiOr producer of steam engines.
□ The ava‖ ab‖ ity OfSteam engineS WaS a ma10rfaCtOrin the deVe10pment Of
ra‖ roadS′ WhiCh SOIVed a maiOrtranSpOrtatiOn prOblem・
●
　
　
　
　
，
・
145
Directions: Read the passage. Then answer the questions. Give yourself 20 minutes
to complete this practice set.
WILLIAM SMITH
ln 1769 in a little town in Oxfordshire, England, a child with the very ordinary name
of William Smith was born into the poor family of a village blacksmith. He received
rudimentary village schooling, but mostly he roamed his uncle's farm collecting the
fossils that were so abundant in the rocks of the Cotswold hills. When he grew older,
William Smith taught himself surveying from books he bought with his small savings,
and at the age of eighteen he was apprenticed to a surveyor of the local parish. He
then proceeded to teach himself geology, and when he was twenty-four, he went to
work for the company that was excavating the Somerset Coal Canal in the south of
England.
This was before the steam locomotive, and canal building was at its height. The
companies building the canals to transport coal needed surveyors to help them find
the coal deposits worth mining as well as to determine the best courses for the canals.
This job gave Smith an opportunity to study the fresh rock outcrops created by the
newly dug canal. He later worked on similar jobs across the length and breadth of
England, all the while studying the newly revealed strata and collecting all the fossils
he could find. Smith used mail coaches to travel as much as 10,000 miles per year. ln
1815 he published the first modern geological map, 'A Map of the Strata of England
and Wales with a Part of Scotland," a map so meticulously researched that it can still
be used today.
ln 1831 when Smith was finally recognized by the Geological Society of London
as the "father of English geology," it was not only for his maps but also for something
even more important. Ever since people had begun to catalog the strata in particular
outcrops, there had been the hope that these could somehow be used to calculate
geological time. But as more and more accumulations of strata were cataloged in
more and more places, it became clear that the sequences of rocks sometimes dif-
fered from region to region and that no rock type was ever going to become a reliable
time marker throughout the world. Even without the problem of regional differences,
rocks present a difficulty as unique time markers. Ouartz is quartz-a silicon ion
surrounded by four oxygen ions-there's no difference at all between two-million-
year-old Pleistocene quartz and Cambrian quartz created over 500 million years ago.
As he collected fossils from strata throughout England, Smith began to see that
the fossils told a different story from the rocks. Particularly in the younger strata, the
rocks were often so similar that he had trouble distinguishing the strata, but he never
had trouble telling the fossils apart. While rock between two consistent strata might
in one place be shale and in another sandstone, the fossils in that shale or sandstone
were always the same. Some fossils endured through so many millions of years that
they appear in many strata, but others occur only in a few strata, and a few species
had their births and extinctions within one particular stratum. Fossils are thus identi-
fying markers for particular periods in Earth's history.
146
Not only could Smith identify rock strata by the fossils they contained, he could
also see a pattern emerging: certain fossils always appear in more ancient sediments,
while others begin to be seen as the strata become more recent. By following the
fossils, Smith was able to put all the strata of England's earth into relative tempo-
ral sequence. About the same time, Georges Cuvier made the same discovery while
studying the rocks around Paris. Soon it was realized that this principal of faunal (ani-
mal) succession was valid not only in England or France but virtually everywhere. lt
was actually a principle of floral succession as well, because plants showed the same
transformation through time as did fauna. Limestone may be found in the Cambrian
or-300 million years later-in the Jurassic strata, but a trilobite-the ubiquitous
marine arthropod that had its birth in the Cambrian-will never be found in Jurassic
strata, nor a dinosaur in the Cambrian.
Directions: Now answer the questions
ln 1769 in a little town in Oxfordshire, England, a child with the very ordinary name
of William Smith was born into the poor family of a village blacksmith. He received
1 rudimentary village schooling, but mostly he roamed his uncle's farm collecting the
I fossils that were so abundant in the rocks of the Cotswold hills. When he grew older,
fi William Smith taught himself surveying from books he bought with his small savings,
fi and at the age of eighteen he was apprenticed to a surveyor of the local parish. He
1, then proceeded to teach himself geology, and when he was twenty-four, he went to
work for the company that was excavating the Somerset Coal Canal in the south of
England.
15.The word″ rlldi"ёlhlぬ ry″ in the passage is closestin meaning to
① thOrOugh
① StriCt
O baSiC
① OCCaSiOnal
16.According to paragraph l′ vvhich Ofthe fOI10Ⅵ ノing StaternentS abOut VVilliarn
Smith is NOT true?
① Srnith learned SurVeving by reading and by apprentiCing fOr a 10Ca:SurVeyOrl
③ smith′s family‖ ved in a sma‖ Eng‖ sh town and possessed little wealth.
O Smith learned abOutfOSS‖ S frOm b00kS he bOrrOWed frOm hiS unCle・
① smith eventua‖ y!eft his vi‖ age tO wOrk On the excavation of an Eng‖ sh
canal.
147
_― _‐ ‐― ‐‐
‐
_ |
This was before the steam locomotive, and canal building was at its height. The
companies building the canals to transport coal needed surveyors to help them find
the coal deposits worth mining as well as to determine the best courses for the canals.
This job gave Smith an opportunity to study the fresh rock outcrops created by the
newly dug canal. He later worked on similar jobs across the length and breadth of
England, all the while studying the newly revealed strata and collecting all the fossils
he could find. Smith used mail coaches to travel as much as 10,000 miles per year. ln
1815 he published the first modern geological map, "A Map of the Strata of England
and Wales with a Part of Scotland," a map so lnCtieu.louSllr researched that it can still
be used today.
17. VVhiCh Ofthe fO110VVing Can be inferred frorn paragraph 2 about canalbuilding?
① Cana:S Were bu‖ t primar‖ v in the south of England ratherthan in Other
regions.
① Canalbu‖ding decreased afterthe steam:ocomotive was invented.
③ Canalbu‖ ding made it difficu:tto study rock strata which often became
darnaged:n the process.
① Canalbu‖ derS hired surveyors:ike Smith to examine exposed rock strata.
18.According to paragraph 2′ which ofthe fo!lovving is true Ofthe rnap published by
VVi‖ iarn Srnith?
① ltindicates the locations of England′ s maior canals.
① lt became most valuable when the steam looomotive made ra‖ travel
pOssible.
O The data forthe map were co‖ ected during Smith′ s work on canals.
① :tiS nO 10nger regarded as a geologica!nnasterpiece.
19・ The WOrd″華帯011:110鶴 lv″ in the passage is closestin meaning to
① Carefu:ly
① quiCkly
O frequently
① Obviously
148
ln 1831 vvhen Snlith WaS finally reCOgniZed by the Geological SOciety of London
asthe″ father of English geology′
′′
it vvas not only for his rnaps but also for sornething
even rnOre i:Υ lportant.Ever since people had begun to catal()g the strata in particular
員 ()lutCrOpS,there had been the h()pe that theSe C()uld S°
rneh° VV be uSeCi tl° 'CalCulate
員 geO10gical time.B`t as more‐0●d mOFO alCCu"●111:OnlS Of strata W● 10 cata:ogё d i轟
員 |い0子 ell●dlⅢⅢOIIわ l“ es′ it beOam● 01ear that thOIIIIIIIIII● |10ftlllい SOmetimeS‐ di■
呂 fdrod‐ frornl‐ rooll,1。 region andl‐that no rocktypeWa‐S eV。「 o。110101111。me‐ a‐ re‖abil
3 time markё rl:綺
'0●
OhOltlthO WOFidi Even withoutthe problem of regional differenCeS′
rocks present a difficulty as unique tir1le rnarkers.(〕 uartz is lq‐ubriz一 a silicon ion
surrounded by four oxygen ions一 there′ S nO difference at all betVVeen twlo― rnillion―
year_。 ld PleistOcene quartz and(cambrian quartz created over 500 rnil1lon years ago.
20.Which ofthe Sentences lbelovv best eXpresses the essentialinfOrnlation in the
highlighteci sentence:n lparagraph 3?lncorrect Chc)ices change the rvleaning in
ir1lportant ways orieave out essential infOrrnation.
①
・
The diSCOVery Of regiOnal differenCeS in the SequenCeS Of rOCkS led
geO10gists to believe that rock typeS COuld SOr71e day beCOrne reliable tirne
nlarkers.
① Careful analySiS Of Strata reVealed that rOCkS CannOt eStabliSh geO10giCaltinle
because the pattern of rocklayers VarieS frorn place to p!ace.
O Smith′ S Cata10gS Of rOCk Strata indiCated thatthe SequenCeS Of rOCkS are
different frorn place to place and frorn region to region.
① BeCauSe peOple did nOt Cata10g regiOnal differenCeS in SequenCeS Of rOCkS′
it
WaS IDelieVed that rOCkS COuld neVer be reliable tinle nlarkerS.
21. VVhy does the authOr uSe the phraSe′
′
Ql'art21iS quartz″ ?
① TO deSCribe hOW the differenCeS betWeen PleiStOCene and Cambrian quartZ
revealinforrnation about dating rocks
③ TO pOint Outthatthe ChemiCal COmpOSitiOn Of quartZ makeS it mOre diffiCult
to date than other rocks
O TO prOVide an eXample Of hOW regiOnal differenCeSin rOCk SequenCeS Can
rnake a particular rock difficult to date
① TO eXplain that rOCkS are diffiCult tO uSe fOr dating beCauSe their ChemiCal
cOrγlpositions al、vays rernain the sanle overtirYle
149
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As he collected fossils from strata throughout England, Smith began to see that
the fossils told a different story from the rocks. Particularly in the younger strata, the
rocks were often so similar that he had trouble distinguishing the strata, but he never
had trouble telling the fossils apart. While rock between two consistent strata might
in one place be shale and in another sandstone, the fossils in that shale or sandstone
were always the same. Some fossils endured through so many millions of years that
they appear in many strata, but others occur only in a few strata, and a few species
had their births and extinctions within one particular stratum. Fossils are thus identi-
fying markers for particular periods in Earth's history.
22.According tO paragraph 4′ it was difficult for Srnith to distinguish rock strata
because
① the rocks from different strata closely resembled each Other
① he was often unable to find foss‖ s in the yOunger rOck strata
③ their similarity to each other made it difficult fOr him tO distinguish One rock
type frOrn another
① the type ofrock between two consistent strata was always the same
23.The word″ 0,dlred″ in the passage is ciosestin meaning to
① Vanished
(B:)deVeloped
③ varled
① SurVived
Not only could Smith identify rock strata by the fossils they contained, he could
also see a pattern emerging: certain fossils always appear in more ancient sediments,
while others begin to be seen as the strata become more recent. By following the
fossils, Smith was able to put all the strata of England's earth into relative tempo-
ral sequence. About the same time, Georges Cuvier made the same discovery while
studying the rocks around Paris. Soon it was realized that this principal of faunal (ani-
mal) succession was valid not only in England or France but virtual[v everywhere. lt
was actually a principle of floral succession as well, because plants showed the same
transformation through time as did fauna. Limestone may be found in the Cambrian
or-300 million years later-in the Jurassic strata, but a trilobite-the ubiquitous
marine arthropod that had its birth in the Cambrian-will never be found in Jurassic
strata, nor a dinosaur in the Cambrian.
24.‐「he word″ サirtually′
′
in the passage is closestin rneaning to
① pOSsibly
③ absolute:y
③ Surprisingly
① nearly
150
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25.Select the‐TVVC)ansvver chc)ices that are true StaternentS baSed upon the
discussiOn Ofthe principle Of fauna:succession in paragraph 5.・ Tb receive credit′
y()u nlust select l¨ VVC)a nsvvers.
日 lt was a prinCiple that app‖ ed tO fauna but nOttO f10ra・
□ lt was discoVered independently by tWO different geO10giStS・
□ k describes how fOSSIS are diStributed in rOCk Strata・
回 h explains why plantS and animalS undergO tranSfOrmatiOnS thrOugh time・
26.ln mentioning″ tlilllill/′ the authoris making which ofthe fo‖ owing points?
① Foss‖ s cannot be found in mOre than one rock stratum.
① Faunal succession can help put rocklaVers in relative temporal sequence
③ Faunalsuccession cannot be app‖ ed to different strata composed ofthe
sarne kind of rock.
① The preSenCe Oftr‖ Obite fOSSilS makeS it diffiCult tO date a rOCk・
Not only could Smith identify rock strata by the fossils they contained, he could
also see a pattern emerging: certain fossils always appear in more ancient sediments,
while others begin to be seen as the strata become more recent. I By following the
fossils, Smith was able to put all the strata of England's earth into relative temporal
sequence. I About the same time, Georges Cuvier made the same discovery while
studying the rocks around Paris, f Soon it was realized that this principal of faunal
(animal) succession was valid not only in England or France but virtually everywhere.
I lt was actually a principle of floral succession as well, because plants showed the
same transformation through time as did fauna. Limestone may be found in the
Cambrian or-300 million years later-in the Jurassic strata, but a trilobite-the ubiq-
uitous marine arthropod that had its birth in the Cambrian-will never be found in
Jurassic strata, nor a dinosaur in the Cambrian.
27. Look at the four squares [I] that indicate where the following sentence can be
added to the passage.
The findings of these geologists inspired others to examine the rock and fossil
records in different parts of the world.
Where would the sentence best fit?
@ Not only could Smith identify rock strata by the fossils they contained, he
could also see a pattern emerging: certain fossils always appear in more
ancient sediments, while others begin to be seen as the strata become
more recent. The findings of these geologists inspired others to examine
the rock and fossil records in different parts of the world. Byfollowing the
fossils, Smith was able to put all the strata of England's earth into relative
temporal sequence. I About the same time, Georges Cuvier made the same
discovery while studying the rocks around Paris. I Soon it was realized that
this principal of faunal (animal) succession was valid not only in England
or France but virtually everywhere. I lt was actually a principle of floral
151
succession as well, because plants showed the same transformation through
time as did fauna. Limestone may be found in the cambrian or-300 million
years later-in the Jurassic strata, but a trilobite-the ubiquitous marine
arthropod that had its birth in the Cambrian-will never be found in Jurassic
strata, nor a dinosaur in the Cambrian.
① Not only could Srnith identify rock strata by the fossils they contained′ he
could alsc)see a pattern enlerging:certain fossi:s always appearin rnOre
ancient sedirnents′ while 10thers begin tol be seen as the strata becorne
rnore recent.■ I By following the fOssils′ Srnith vvas able tO put allthe
strata of England′s earth intO re!ative ternporal sequence.・ The finclings of
these geologists insplred Others to exarnine the rOck and fOssilrecords in
different parts of the wolrld.Aboutthe sarne tirne′ Georges(3uvier rnade the
sarlle discovery while studying the rocks around Paris.■ I Soon it was realized
that thiS prinCipa1 0f faunal(anirnal)SuCCeSSiOn Vvas valid not only in England
or France but virtually everyvvhere.|lllt was actua‖ y a principle of floral
Succession as we‖′because plants shovved the sarne transfOrrγ lation through
tirγle as did fauna.LirneStOne rnay be fOund in the Carnbrian or-300 rnillion
years later一 in the Jurassic strata′ but a trilolbite― the ubiquitous rnarine
arthropod that had its lbirth in the Carnbrian―will never be found in Jurassic
strata′ nor a dinosaurin the car:lbrian.
@ Not only could Smith identify rock strata by the fossils they contained, he
could also see a pattern emerging: certain fossils always appear in more
ancient sediments, while others begin to be seen as the strata become
more recent. I By following the fossils, Smith was able to put all the strata
of England's earth into relative temporal sequence. I About the same time,
Georges cuvier made the same discovery while studying the rocks around
Paris. The findings of these geologists inspired others to examine the rock
and fossil records in different parts of the world. Soon it was realized that
this principal of faunal (animal) succession was valid not only in England
or France but virtually everywhere. r lt was actually a principle of floral
succession as well, because plants showed the same transformation through
time as did fauna. Limestone may be found in the Cambrian or-300 million
years later-in the Jurassic strata, but a trilobite-the ubiquitous marine
arthropod that had its birth in the Cambrian-will never be found in Jurassic
strata, nor a dinosaur in the Cambrian.
@ Not only could smith identify rock strata by the fossils they contained, he
could blso see a pattern emerging: certain fossils always appear in more
ancient sediments, while others begin to be seen as the strata become
more recent. I By following the fossils, Smith was able to put all the strata
of England's earth into relative temporal sequence. I About the same time,
Georges cuvier made the same discovery while studying the rocks around
Paris. I Soon it was realized that this principal of faunal (animal) succession
was valid not only in England or France but virtually everywhere. The
findings of these geologists inspired others to examine the rock and fossil
152
records in different parts of the world. lt was actually a principle of floral
succession as well, because plants showed the same transformation through
time as did fauna. Limestone may be found in the Cambrian or-300 million
years later-in the Jurassic strata, but a trilobite-the ubiquitous marine
arthropod that had its birth in the Cambrian-will never be found in Jurassic
strata, nor a dinosaur in the Cambrian.
28. 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.
Write your answer choices in the spaces where they belong. You can either write
the letter of your answer choice or you can copy the sentence.
to geology have
the
０
　
　
０
　
　
０
Answer Cholces
日 Smith found SuCCeSS eaS‖ y in hiS prOfeSSiOn beCauSe he Came frOm a fam‖ y
of geologists and surveyors.
□ Smith′s work On CanalS a‖ OWed him tO CO‖ eCt fOSS‖ S and Study rOCk!ayerS a‖
over England.
□ Smith found thatfOSSilS are muCh mOre re‖ able indiCatOrS Of geO10giCaltime
than rock strata are.
回 smith was named″ the father of Eng‖ sh geology″ for his maps ratherthan
for h:s other contributions to the field,
□ Smith and Cuvier diSCOVered that fOSS‖ patternS are eaSiert0 0bSerVe in
ancient rock strata than in younger rock strata.
巨三| 
・
The d:SCOVery Ofthe prinCipie Offaunal SuCCeSSiOn a‖ OVVed geO10giStS tO
establish the re:ative age of Earth′ s rock layers.
153
猥 目
Directions: Read the passage. Then answer the questions. Give yourself 20 minutes
to complete this practice set.
154
INFANT!LE AMNESIA
What do you remember about your life before you were three? Few people can
remember anything that happened to them in their early years. Adults' memories of
the next few years also tend to be scanty. Most people remember only a few events-
usually ones that-were meaningful and distinctive, such as being hospitalized or a
sibling's birth.
How might this inability to recall early experiences be explained? The sheer pas-
sage of time does not account for it; adults have excellent recognition of pictures
of people who attended high school with them 35 years earlier. Another seemingly
plausible explanation-that infants do not form enduring memories at this point in
development-also is incorrect. Children two and a half to three years old remember
experiences that occurred in their first yeal and eleven month olds remember some
events a year later. Nor does the hypothesis that infantile amnesia reflects repres-
sion-or holding back-of sexually charged episodes explain the phenomenon. While
such repression may occur, people cannot remember ordinary events from the infant
and toddler periods, either.
Three other explanations seem more promising. One involves physiological
changes relevant to memory. Maturation of the frontal lobes of the brain continues
throughout early childhood, and this part of the brain may be critical for remembering
particular episodes in ways that can be retrieved later. Demonstrations of infants' and
toddlers' long-term memory have involved their repeating motor activities that they
had seen or done earlier, such as reaching in the dark for objects, putting a bottle in
a doll's mouth, or pulling apart two pieces of a toy. The brain's level of physiological
maturation may support these types of memories, but not ones requiring explicit ver-
bal descriptions.
A second explanation involves the influence of the social world on children's
language use. Hearing and telling stories about events may help children store infor-
mation in ways that will endure into later childhood and adulthood. Through hearing
stories with a clear beginning, middle, and ending, children may learn to extract the
gist of events in ways that they will be able to describe many years later. Consistent
with this view, parents and children increasingly engage in discussions of past events
when children are about three years old. However, hearing such stories is not suf-
ficient for younger children to form enduring memories. Telling such stories to two
year olds does not seem to produce long-lasting verbalizable memories.
A third likely explanation forinfantile amnesia involves incompatibilities between
the ways in which infants encode' information and the ways in which older children and
adults retrieve it. Whether people can remember an event depends critically on the fit
between the way in which they earlier encoded the information and the way in which
they later attempt to retrieve it. The better able the person is to reconstruct the perspec-
tive from which the material was encoded, the more likely that recall will be successful.
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This view is supported by a variety of factors that can create mismatches between
very young children's encoding and older children's and adults' retrieval efforts. The
world looks very different to a person whose head is only two or three feet above
the ground than to one whose head is five or six feet above it. Older children and
adults often try to retrieve the names of things they saw, but infants would not have
encoded the information verbally. General knowledge of categories of events such as
a birthday party or a visit to the doctor's office helps older individuals encode their
experiences, but again, infants and toddlers are unlikely to encode many experiences
within such knowledge structures.
These three explanations of infantile amnesia are not mutually exclusive; indeed,
they support each other. Physiological immaturity may be part of why infants and
toddlers do not form extremely enduring memories, even when they hear stories that
promote such remembering in preschoolers. Hearing the stories may lead preschool-
ers to encode aspects of events that allow them to form memories they can access
as adults. Conversely, improved encoding of what they hear may help them better
understand and remember stories and thus make the stories more useful for remem-
bering future events. Thus, allthree explanations-physiological maturation, hearing
and producing stories about past events, and improved encoding of key aspects of
events-seem likely to be involved in overcoming infantile amnesia'
1. encode: transfer information from one system of communication into another
Directions: Now answer the questions.
How might this inability to recall early experiences be explained? The sheer pas-
sage of time does not account for it; adults have excellent recognition of pictures
of people who attended high school with them 35 years earlier. Another seemingly
plausib,!,e explanation-that infants do not form enduring memories at this point in
development-also is incorrect. Children two and a half to three years old remember
experiences that occurred in their first year, and eleven month olds remember some
events a year later. Nor does the hypothesis that infantile amnesia reflects repres-
sion-or holding back-of sexually charged episodes explain the phenornenon. While
such repression may occur, people cannot remember ordinary events from the infant
and toddler periods, either.
29,vvhat purpOse dOes paragraph 2 serve in the larger discussion of children′ S
inability to recall early experiences?
①
‐
「 O argue thattheOrieS that are nOt Sul)StantiateCl i)y eVidenCe Sh〔 )uld
genera‖ y be considered unreliable
① TO argue thatthe hypOtheses rnentiOned in paragraph 2 have been rnore
thOroughly researcheci than have the theories rYlentioned laterin the passage
O TO eXplain Why SOme theOrieS abOutinfant‖ e amneSia are WrOng befOre
presenting ones rnore likely to be true
① TO eXplain Whyinfant‖ e amneSia iS Of greatintereSttO reSearCherS
155_
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30.The″ oll讐lib降
″
in the passage is c10sestin meaning to
① fleXible
① believable
O debatable
① prediCtable
31.The word″ ||1轟●m●●0ぬ
″
in the passage is closestin meaning tO
① exCeption
(1:〕:)repetitiOn
O OCCurrenCe
① idea
32.All ofthe fo‖ owing theories about the inability tO recall early experiences are
reiected in paragraph 2 E:XiCEPT:
① Theab‖ ity to reca‖ an event decreases as the time afterthe eventincreases
③ Youngch‖dren are nOt capable offorming memOriesthatiast for mOre than
a short tinle.
③ PeOp:e may hold back sexua‖ y meaningful memories.
① Mosteventsin ch‖ dhood are too ordinary tO be worth remembering.
Three other explanations seem more promising. One involves physiological
changes relevant to memory. Maturation of the frontal lobes of the brain continues
throughout early childhood, and this part of the brain may be critical for remembering
particular episodes in ways that can be retrieved later. Demonstrations of infants' and
toddlers' long-term memory have involved their repeating motor activities that they
had seen or done earlier, such as reaching in the dark for objects, putting a bottle in
a doll's mouth, or pulling apart two pieces of a toy. The brain's level of physiological
maturation may support these types of memories, but not ones requiring explicit ver-
bal descriptions.
33.VVhat does paragraph 3 suggest aboutlong― ternl nlernory in chi:dren?
① Maturation ofthe fronta‖ obes ofthe brain is importantforthe 10ng―term
rnerγ lory of n10tOr activities but not verbal descriptions.
① YOung ch‖ dren may form long― term memories of actiOnsthey see ear‖ er
than ofthings they hear Or are told.
③ /`1oung children have betterlong― terrll recall of shOrt verba!exchanges than
of:ong ones.
① Ch‖ dren′ s:ong― term reca‖ of motor activities increases when such activities
are accornpanied by explicit verbal descriptiOns,
156
A second explanation involves the influence of the social world on children's
language use. Hearing and telling stories about events may help children store infor-
mation in ways that will endure into later childhood and adulthood. Through hearing
stories with a clear beginning, middle, and ending, children may learn to extract the
gist of events in ways that they will be able to describe many years later. Consistent
with this view, parents and children increasingly engage in discussions of past events
when children are about three years old. However, hearing such stories is not suf-
ficient for younger children to form enduring memories. Telling such stories to two
year olds does not seem to produce long-lasting verbalizable memories.
34.AccOrding to paragraph 4′ vvhat role rllay storytelling plaV in forrning childhood
rnenlories?
① it may enCOurage the phySiO10giCal maturing Ofthe brain・
① :t may help preSCh001 Ch‖ dren te‖ the differenCe betWeen Ordinary and
unusua:rnernories.
③ lt may help preSCh001 Ch‖ dren retrieVe memOrieS quiCkly・
① lt may prOvide an Ordered structure that facintates memory retrievaL
A third‐ likely explanation forinfantile arnneSia inVOIVeS inCOrγ lpatibilitieS IDetVVeen the
vvays in which infants encodel information and the ways in vvhich lolder children and
, adults retrieve it.vvhether peOple can renlernber an event depends ёritically on the fit
l l〕 etvveen the way in which they earlier encoded the inforrllation and the Way in which
P they later atternpt tO retrieve it.1‐ he better able the person is to reconstructthe persplol
合 t市ё frOm which the material was encOded′ the mOre‖ kelv that reca‖ wi‖ be successfuL
R THS‐ VioW iS SuppOrted by a Variety OffaCtOrS that Can Create miSmatCheS betWeen
含 verv vounc ch‖ dren′ s encOdinO and Older children′ s and adults′ retrieval efforts.The
S vvorld looks very different to a person whose head is on!y two orthree feet above
・ . the ground than to one whose head is five or six feet above it.C)lder children and
C aciults(often try to retrieve the narnes ofthings they saw′
k〕 ut infantS VV(Ould not have
encOded the infOrrnation verbally.General knovvledge of categories of events such as
a birthday party or a visit to the doctor′ s office helps older individuals encode their
experiences′ k)ut again′ infants an(l toddlers are unlikely to encc)de manV e)(periences
vvithin such knovvledge structures.
35。
・
The word``critically′
′
in the passage is closestin meaning to
O fundamenta‖ y
① partia‖y
O COnSiStently
O SubSequently
36.Theword″ persplll11‐ |lve″ in the passage is closestin meaning to
① SyStem
① theOry
(〔C)SOurCe
① VieWpOint
157
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37.The phrase″ Tお|lviow″ in the passage refers to the be‖ efthat
① theab‖ity tO retrieve a memory partly depends on the similarity between the
encoding and retrieving prOcess
③ the prOCeSS Of encoding information is less complex for adults than itis for
young adults and infants
O infantS and older ch:ldren are equally dependent on discussion of past
events forthe retrieva!of infOrrllatiOn
① infantS encode information in the same way older ch‖ dren and adults do
38.According to paragraphs 5 and 6′ one disadvantage very young children face in
processing inforrnation is thatthey cannOt
① prOCess a lot ofinformation at one time
③ OrganiZe experiences according to type
O b10Ck Outinterruptions
① interpretthe tone of adult:anguage
These three explanations of infantile amnesia are not mutually exclusive; indeed,
they support each other. Physiological immaturity may be part of why infants and
toddlers do not form extremely.enduring memories, even when they hear stories that
promote such remembering in preschoolers. Hearing the stories may lead preschool-
ers to encode aspects of events that allow them to form memories they can access
as adults. Conversely, improved encoding of what they hear may help them better
understand and remember stories and thus make the stories more useful for remem-
bering future events. Thus, all three explanations-physiological maturation, hearing
and producing stories about past events, and improved encoding of key aspects of
events-seem likely to be involved in overcoming infantile amnesia.
39.VVhich(of the sentences belowv best expresses the essentialinfOrrnation in the
highlighteCI Sentence in lparagraph 7?incorrect chc)ices change the rγleaning in
irγlportant vvays orleave out essentialinforrnation.
① inCOmplete physiological development may partly explain why hearing
stories does notirnprove 10ng‐ terrn rnernOry in infants and toddlers.
③ One reaSOn why preschoolers fa‖ to comprehend the stories they hearis that
they are physiologically irnrnature.
③ Given the chance tO hearstOries′ infants and todd!ers may form enduring
rnernories despite physiological irnrnaturity.
① PhySiO:OgiCa‖ y mature ch‖ dren seem to have no difficulty remembering
stories they heard as preschoolers.
40.卜low does paragraph 7 reiate to the earlier discussion ofinfantile amnesia?
① ltintrOduCeS a new theory aboutthe causes ofinfant‖ e amnesia.
① lt argueS that particulartheories discussed ear‖ erin the passage require
further research.
③ lt eXplainS hOw particulartheories discussed ear‖ erin the passage may work
in cornbination.
① lt evaluates which ofthe theories discussed ear‖ eris most‖ kely to be true.
158
‐P
A
R
A
G
‐R
Ap
H
What do you remember about your life before you were three? I Few people can
remember anything that happened to them in their early years. I Adults' memories
of the next few years also tend to be scanty. I Most people remember only a few
events-usually ones that were meaningful and distinctive, such as being hospital-
ized or a sibling's birth. I
41. Look at the four squares [I] that indicate where the following sentence can be
added to the passage.
Other important occasions are school graduations and weddings.
Where would the sentence best fit?
@ What do you remember about your life before you were three? Other
important occasions are school graduations and weddings. Few people can
remember anything that happened to them in their early years. I Adults'
memories of the next few years also tend to be scanty. I Most people
remember only a few events-usually ones that were meaningful and
distinctive, such as being hospitalized or a sibling's birth' I
① whatdO yOu rememberabOutyOur‖ fe befOre you were three?■ Few
people can rernerγ lber anything that happened to thern in their early yearS.
c)therinlpOrtant OccasiOns are sch00:graduatiOns and weddings.Adults′
rnernOries Ofthe nextfew years alsO tend to be scanty.■ I Most people
rernernber only a fevv events― usua‖ y oneS that VVere rrleaningful and
distinctive′ such as being hospitalized Or a Sibling′ s birth.口|
@ What do you remember about your life before you were three? I Few people
can remember anything that happened to them in their early years. I Adults'
memories of the next few years also tend to be scanty. Other important
occasions are school graduations and weddings. Most people remember
only a few events-usually ones that were meaningful and distinctive, such
as being hospitalized or a sibling's birth. I
@ What do you remember about your life before you were three? I Few
people can remember anything that happened to them in their early years.
I Adults' memories of the next few years also tend to be scanty. I Most
people remember only a few events-usually ones that were meaningful and
distinctive, such as being hospitalized or a sibling's birth. Other important
occasions are school graduations and weddings.
159
42. 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.
Write your answer choices in the spaces where they belong. You can either write
the letter of your answer choice or you can copy the sentence.
Answer ChOlces
日 Preschoolers typica‖ y do not reca‖ events from theirfirst year.
□ Fronta‖ obe functiOn Ofthe brain may need tO deve!Op before memory
retrieval can occur.
□ Ch‖ dren reca‖ physical activities more eas‖ y ifthey are verba‖ zed.
回 The opportunity to hear chronologica‖ y narrated stories may help
three― year― old children prOduce 10ng_lasting rTlernories.
□ The content ofa memory determinesthe way in which:tis encOded.
□ The contrasting waysin which young ch‖ dren and adults prOcess
infornlation rnay」deterrnine their relative success in rernernbering.
160
This section measures your ability to understand conversations and lectures in
English.
Listen to each conversation and lecture only one time. After each conversation and
lecture, you will answer some questions about it. Answer each question based on
what is stated or implied by the speakers.
You may take notes while you listen and use your notes to help you answer the ques-
tions. Your notes will not be scored.
ln some questions, you will see this icon: fi. This means that you will hear, but notll ,
see, the question.
Answer each question before moving on. Do not return to previous questions.
It will take about 60 minutes to listen to the conversations and lectures and answer
the questions about them.
161
‐. 
′. ・ _‐ | ~ |・
 ‐
‐‐ . ‐ ... . . |‐
 . |
Directions: Listen to Track 42
/~＼
彎 J
Directions: Now answer the questions
VVhy doesthe student g()to the career services office?
① TOCOnfirmthedateandtimeofthecareerfair
① TO learn the location ofthe careerfair
O TO find outif he is a‖ owed to attend the careerfair
① TO get advice aboutinterviewing atthe careerfair
2. VVhy does the student think that corvlpanies′ representatives would not be
interested in talking tO hirnl?
① HeWi‖ nOt be graduating this year.
① He iS nOt currently taking business classes.
③ He haS nOt declared a maioryet.
① He dOeS not have a currentr6sum6.
3. VVhat does the vv(ornan irnply about the srnall print《 )n the careerfair posters and
flyers?
① TheinfOrmation in the sma‖ print was incomplete.
① The print was sma‖erthan she expected itto be.
③ TheinfOrmation the sma‖ print contains w‖ i be updated.
① Theinformation in the sma‖ print w‖ i be presented in a more noticeab:e
way.
4. VVhat does the wornan say is a good vvay forthe studenttO prepare for speaking
to cornpanies′ representatives?θわοοsθ 2 ansyソθrs,
日 
・
Take sorne business c!asses
□ Fam‖ iarize himself with certain businesses befOrehand
□ Have questions ready to ask the representatives
回 Llkto people who work for accounting firms
162
日
/~ヽ
5. Listen to可
・
rack 43. L θ
①
・
T10 aCknOWledge that he CannOt gO tO thiS year′ S Career fair
① TO aCknOWledge the amOunt Of preparatiOn he W‖ l haVe
O TO indiCate that he haS SCh001 WOrk he muSt COmplete befOre the Careerfair
① TO indiCate that he needStO gO tO hiSiOb nOW
163
□
Directions: Listen to Track OO (J
Economics
164
轟 出自■
鐘 :‐
|||:||||:tll:111:|:11',Ir ‐ .. .
・‐1響鼈
:』1曰
‐
 
“
華_
■ヽ 、
ヽ
　
１
陶Lニユニ
r‐
薇
L
翅
′１
．
Directions: Now answer the questions
6. Whatis the rnain lpurpose ofthe talk?
①
・
T10 ShOW VVhat happenS after an eCOnOrny haS experienced a boorn― and―bust
cycle
① T10i‖ uStrate the COnditiOnS needed tO prOduCe a b00rn― and― bust Cycle
O To demonstrate how boom― and― bust cycles have changed overtime
① TO eXplain Whythe b00rn and― buSt CyCle iS nOt a frequent hiStOriCal
occurrence
7. 'Vrhat is the professor′ s opinion aboutthe dot― corn crash?
① She thinkS that peOple ShOuld haVe realiZed it VVOuld happen.
① She dOeS nOt belieVe that anything like it Will happen again.
O She iS SurpriSed thatit did nOt haVe rnOre SeriOuS cOnsequenCeS
O SheiS Conf:dentthat people learned a Valuable lesson frorn it.
8. According to the professor, where did tulips originate?
① ln the mountains of central Asia
③ ln the regiOn arOund!Stanbulin Turkey
O lnthe sandy so‖s ofthe Netherlands
① ln the forests of northern Europe
9, VVhy does the professor rnention a rrlerchant vvho ate tulip bulbs?
① To explain how the Turks introduced the flowerto European visitors
① b eXp!ain What happened tO tu‖ p bu:bS that did nOt prOduCe deSirable CO10rS
O To give an example of one way thatthe rich in the Nether:ands showed off
their vvealth
① Toi‖ ustrate her pointthat Europeans were unfaminar with the flower
10.ヽハノhat were solrlle lof the factors that contributeci to the tulip craze in the
Netherlands in the seventeenth century?ε わοοsθ 3 anslw′θrs.
日 Wealthy gardeners‖ ked to compete for rare plants.
□ The number of people with disposable income was growing.
□ Tu‖ p bulbs were:nitia‖ y cheap and easy to obtain.
回 Tu‖ psin the w‖ d bloomed in unusual color combinations.
□ The tu‖ p market was not regulated by the government.
11. 
‐
「 he professor nlentions the practice oftrading prornissory notes in the
lヽletherlands in the 1630s.VVhat does this practice explain?ε わOοse 2 ar7sy1/ers.
日 Whytu‖ ps replaced gold as a form of currency
□ Why buyers were no longerinterested in owning actualtu‖ ps
□ Why borrowing in the Netherlands increased on a significant scale
回 Why the middle class in the Netherlands expanded in size
165
Directions: Listen to Track 45.
/~ヽ
彎 ダ
Biology
166
,.`‐
~｀ ‐́ ~ .‐
;■… ‐
閂鍼吻塚躊
Directions: Now answer the questions.
12. Whattopics related to the Nightcap(1)ak does the professor rnainly discuss?
θわοοse 2 ar7s1/yers.
日 Factors that relate to the size ofthe area in which it grOws
□ The size ofits population overthe last few centuries
□ Whether anything can be done to ensure its surviva:
回 Why it did not change much overthe last one hundred mi‖ ion vears
13.According to the professoら what led scientists to characterize the Nightcap(Dak
as prirnitive?
① lt has no evolutionary connection to othertrees growing in Austra‖ a today.
① lt haS an ineffiCient reproductive system.
③ ltSf10WerSare10CatedatthebaSesoftheleaves.
① ltiS Sim‖ artO SOme anCientfosS‖ s.
¬
「
翠が
電
珈
圏目
月
「
‥
■
167
14.VVhat pOint dOes the professorrnake aboutthe Nightcap(Dak′ s habitat?
① ltiS Stable deSpite itS limited SiZe.
① Un‖ ke the habitatS Of many plantS′ itiS eXpanding・
③ lts recent changes have!eftthe Nightcap Oak strugg‖ ng to adapt.
① lts size is much largerthan the area where the Nightcap Oak grows.
15.AccOrding tO the prOfessOL what are tvvo factors that preventthe Nightcap(Dak
pOpulatiOn frOrn Spreading?(3わ 00Se 2 ar7Syyθ rS.
日 丁he complex oonditions required forthe trees to produce fruit
□ 丁he factthatthe seed cannot germinate wh‖ e:ocked inside the she‖
□ 丁he‖mited time the seed retains the ab市 ty to germinate
回 Competition with tree species that evolved more recently
16.VVhy does the professor nlention the size ofthe Nightcap(Dak population over
the last few hundredl Vears?
① Toexp:ain why itis‖ kely thatthe Nightcap Oak population vvi‖ increase in
the future
① To point outthatthe Nightcap Olak′ s lirnited reproductive success has not!ed
to a decrease in its population
O To present evidence thatthe N:ghtcap Oakis able to tolerate maior changes
in its environrTlent
① To point outthatthe Nightcap Oak is able to resist diseases that have
destroyed othertree species
17. Listen to Track 46
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′ 1
ゝ 〆
(至:)She WantS the StudentS tO think abOut a pOSSib:e COnneCtiOn・
① She WantS tO knOW ifthe StudentS haVe any queStiOnS.
O She iS irllply;ng that reSearCherS haVe been aSking the WrOng queStiOnS.
① She iS implving thatthere may be nO COnneCtiOn betWeen the queStiOnS
168
Directions: Listen to Track 47
/~ヽ
′ ヽ
鶴 ダ
Directions: Now answer the questions
18.VVhy does the student go to see the professOr?
(至:)She iS haVing trOuble finding a topic for herterrn paper.
① She needS hiS help tO find resource materials.
O She WantStO aSk him for an extension on aterm paper.
① She WantS him to approve her plans for a term paper.
19.VVhy is the studentinterested in learning rllore abOut dialects?
① She Often has trouble understanding what other students are saying.
① SheiStrying to change the way she speaks.
O She iS aWare that her own dialect differs from those of herroommates
① She Spent herch‖ dhood in various places where different dialects are
spoken.
20. Based on the conversation′ vvhat can be concluded about″ dialect
accomrnodation″ 7(3わοοse 2 ans1/1/θ rs.
日 ltis a largely subconscious process.
□ !tis a process that app‖ es only to some dialects.
□ his a very common phenomenon.
回 ltis a topic that has not been explored extensively.
21. VVhat does the professOr vvantthe studentto do next?
① Read some articles he has recommended
① PreSent her prOpOSal before the entire class
O Submit a deSign plan forthe prolect
① Listen to recordings of different dia:ects
169
魏藤
胚
●
・
，
一
一口
圏靱
. ■ i
隧
鰤屁鱚躊淵嵐■
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22.Listen to Track 48.L′
① He thinkS the tOpiC gOeS beyOnd hiS eXpertiSe・
① He thinkS the tOpiC iS t00 brOad fOrthe Student tO rnanage・
③ He thinkS the tOpiC iS nOt releVant fOr a linguiStiCS ClaSS,
① He thinkS OtherStudentS may haVe ChOSen the SametOpiC・
170
Directions: Listen to Track 49
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′ ヽ
彎 J
Creative Writing
Directions: Now answer the questions
23.VVhat aspect of creative vvriting does the professOr rnainly discuss?
① HOW tO keep a reader′ s interest
① HOW tO create be‖ evable characters
O Key differences between ma10r and minOr characters
① TeChniqueS fOr developing short― story plots
24.VVhy does the professor recornnlend that students pay attention to the people
they see every day?
① The behaviOr and characteristics ofthese people can be used in character
sketches.
① ObSerVing people in reaI― life situations can provide ideas for story plots.
③ !tiS eaSiert0 0bSerVe the behavior offami‖ ar people than of new people.
① StudentS Can gather accurate physical descriptions fortheir characters.
171
||■ .・・
25.・The professor discusses an exarnple ofthree friends who run out of gas.VVhat
point does he use the example to i:lustrate?
① VVriterS ShOu:d knOW their CharaCterS aS We‖ aS they knOW theirfriendS・
① WriterS ShOuld Create CharaCterS thatinteraCt in COmpleX WayS・
③ Friends do not always behavethe way we expectthem to behave.
① Friends′ behavioris often more predictable than fictional characters′
behavior.
26.VVhat warning does the professor give when he talksaboutthe rnan who lives on
the rnlountain?
① Avoid p:acing characters in remote settings
③ Avoid having more than one malorCharaCter
O Avoid using people as models whose‖ ves are unuSual
① Avoid making charactersinto stereotypes
27. VVhat does the professorimply is the irnportance of flat characters?
① 丁hey act more predictably than other characters.
① They are diffiCult fOr readerS tO underStand・
③ 丁hey help revealthe main characters persona‖ ty.
① 丁hey are the only characters able to experience defeat.
/~ヽ
28.Listen tol丁 rack 50。 L ′
① TO indiCate that he iS abOuttO eXp:ain Whattype OfdraWing he WantS
③ TO help StudentS underStand a term that may be COnfuSing
O TO:ndiCate that he uSed the WrOng WOrd ear‖ er
① TO mOtiVate the StudentStO dO better WOrk
172
Directions: Listen to Track 5'l
/~ヽ
P ヽ
鷺 ″
Earth Science
173
『
Ｆ
Ｉ
・
　
―
饉
.1
国 ・１
一
“
■
Directions: Now answer the questions
29.ヽAノ hatis the lecture rnainly about?
① An example ofrapid climate change
① A comparison oftwo mechanisms of climate change
O The Weather COnditiOnS in the preSent― day Sahara
① Recent geologica:findings rnade in the Sahara
30. Notlong ago′ the Sahara had a different c:irnate.What evidence does the
professor nlention to support this?(3わ 00sθ 13 ansソyers.
日 Ancient po‖ en
□ Bones from large animals
E]Rock paintings
E]Agricu!ture in ancient Egypt
□ Underground water
31. in the lecture′ vvhat d()the lce Age and the creation lofthe Sahara:Desert both
illustrate about past clirnate changes?(3カ οοse 2 ansyyers.
日 Thatsome c‖ mate changes benefitted the development of civi‖ zation
□ 丁hatsome c‖ mate changes were not caused by human activity
□ Thatsome c‖ mate changes were caused by a decrease of moisture in the
atrnosphere
回 Thatsome c‖ mate changes were caused by changesin Earth′s motion and
position
32.VVhat started the runavvay effectthatled to the Sahara area of North Africa
becorning a desert?
① The preva‖ ing winds became stronger.
① 丁he seasonal rains moved to a different area.
③ The VegetatiOn Started tO die Offin large areaS.
① TheSO‖ 10St itS ab‖ ty tO retain rainWater.
174
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□
轟
闇
輔
一確
一ヽ
一一一摯
　
　
・一　
●
●
―
ョ
ロ爾
檬
．̈ｓ．．ｓ̈．̈．．．、̈．̈、̈．̈絋
`″
,,| 
´
33.・The professor rnentions a theory that people:γ ligrating frorn the lSahara were
irnportant to the developrnent of the Egyptian civilization.Which sentence best
describes the professor′ s attitude tovvard this theory?
① !t iS eXCiting beCauSe it perfeCtly eXplainS reCent arChaeO10giCal diSCOVerieS.
① ltiS prOblernatiC beCauSe it gOeS t00 far beyOnd the generally aVailable data
③ lt raiSeS an intereSting pOSSibility and he hOpeS tO See mOre eVidenCe fOrit.
① it cannot be taken seriously untilit explains how the migrants gotto Egypt.
/~ヽ
34. Listen to‐「rack 52. L :タ
① TO COrreCta miSStatement he made abOutthe Sahara′ SC‖ mate
③ TO SuggeStthatthe Current dryneSS Ofthe Sahara:S eXaggerated
O TO indiCate that SCientiStS are nOtin agreement abOutthe Sahara′ S paSt
clirTlate
(l]|)TO ernphaSiZe the,ldifferenCe lbetWleen the Current and paSt ClirnateS Ofthe
Sahara
175
This section measures your ability to speak in English about a variety of topics.
There are six questions in this section. For each question, you will be given a short
time to prepare your response. When the preparation time is up, answer the question
as completely as possible in the time indicated for that question. You should record
your responses so that you can review them later and compare them with the answer
key and scoring rubrics.
177
SPEAKI -rtr
1. You will now be asked to speak about a familiar topic. Give yourself 15 seconds
to prepare your response. Then record yourself speaking for 45 seconds.
Listen to Track 53. n
Talk about a photograph or painting you have seen that was memorable
Explain what you liked or disliked about it.
2. You will now be asked to give your opinion about a familiar topic. Give yourself
15 seconds to prepare your response. Then record yourself speaking for 45
seconds.
Listen to Track 54. O"\r,
Some people have one career throughout their lives. Other people do differ-
ent kinds of work at different points in their lives. Which do you think is better?
Explain why.
3. You will now read a short passage and listen to a conversation on the same
topic. You will then be asked a question about them. After you hear the question,
give yourself 30 seconds to prepare your response. Then record yourself
speaking for 60 seconds.
Listen to Track 55. n
178
Listen to Track 56. o
The woman expresses her opinion about the proposal described in the letter.
Briefly summarize the proposal. Then state her opinion about the proposal and
explain the reasons she gives for holding that opinion.
179
Reading Time: 50 seconds
History Seminars Should Be Shorter
Currently, all of the seminar classes in the history department are three
hours long. I would like to propose that history seminars be shortened to two
hours. I make this proposal for two reasons. First, most students just cannot
concentrate for three hours straight. I myself have taken these three-hour semi-
nars and found them tiring and sometimes boring. Also, when a seminar lasts
that long, people stop concentrating and stop learning, so the third hour of a
three-hour seminar is a waste of everyone's time. Two-hour seminars would be
much more efficient.
Sincerely,
Tim Lawson
tp
`●
,`■
‐・・
目
■
日
■
4. You will now read a short passage and listen to a lecture on the same topic.
You will then be asked a question about them. After you hear the question, give
yourself 30 seconds to prepare your response. Then record yourself speaking for
60 seconds.
Listen to Track 57 n
Explicit Memories and lmplicit Memories
ln everyday life, when people speak of memory, they are almost always
speaking about what psychologists would call explicit memories. An explicit
memory is a conscious or intentional recollection, usually of facts, names,
events, or other things that a person can state or declare. There is another kind
of memory that is not conscious. Memories of this kind are called implicit mem-
ories. An individual can have an experience that he or she cannot consciously
recall yet still display reactions that indicate the experience has been somehow
recorded in his or her brain.
Listen to Track 58 o
Using the example of the car advertisement, explain what is meant by implicit
memory.
Reading Time: 45 seconds
1BO
〓
ト
●
ざ
一
蒸
■
ｌ
ｌ
ｌ
■
■
ｉ
■
5. You will now listen to part of a conversation. You will then be asked a question
about it. After you hear the question, give yourself 20 seconds to prepare your
response. Then record yourself speaking for 60 seconds.
Listen to Track 5s n"'hJ
Briefly summarize the problem the speakers are discussing. Then state which
of the two solutions from the conversation you would recommend. Explain the
reasons for your recommendation.
6. You will now listen to part of a lecture. You willthen be asked a question about it.
After you hear the question, give yourself 20 seconds to prepare your response.
Then record yourself speaking for 60 seconds.
Listen to Track 60 n
181
，
１
一
一
―
ヽ
覇
ry
|1畷
Using points and examples from the talk, explain the difference between active
and passive attention.
Preparation Time: 20 seconds
Response Time: 60 seconds
182
This section measures your ability to write in English to communicate in an academic
environment.
There are two writing questions in this section.
For question 1, you will read a passage and listen to a lecture about the same topic.
You may take notes while you read and listen. Then you will write a response to a
question based on what you have read and heard. You may look back at the passage
when answering the question. You may use your notes to help you answer the ques-
tion. You have 20 minutes to plan and write your response.
For question2,you willwrite an essay based on your own knowledge and experience.You have 30 minutes to plan and complete your essay.
183
・
●
■
・―
―
―
■
■
―
■
●
■
●
―
●
，
●
●
1. Directions: Give yourself 3 minutes to read the passage.
Communal online encyclopedias represent one of the latest resources to be
found on the lnternet. They are in many respects like traditional printed encyclo-
pedias: collections of articles on various subjects. What is specific to these online
encyclopedias, however, is that any Internet user can contribute a new article
or make an editorial change in an existing one. As a result, the encyclopedia is
authored by the whole community of lnternet users. The idea might sound attrac-
tive, but the communal online encyclopedias have several important problems that
make them much less valuable than traditional, printed encyclopedias.
First, contributors to a communal online encyclopedia often lack academic
credentials, thereby making their contributions partially informed at best and
downright inaccurate in many cases. Traditional encyclopedias are written by
trained experts who adhere to standards of academic rigor that nonspecialists can-
not really achieve.
Second, even if the original entry in the online encyclopedia is correct, the com-
munal nature of these online encyclopedias gives unscrupulous users and vandals
or hackers the opportunity to fabricate, delete, and corrupt information in the ency-
clopedia. Once changes have been made to the original text, an unsuspecting user
cannot tell the entry has been tampered with. None of this is possible with a tradi-
tional encyclopedia.
Third, the communal encyclopedias focus too frequently, and in too great a
depth, on trivial and popular topics, which creates a false impression of what is
important and what is not. A child doing research for a school project may discover
that a major historical event receives as much attention in an online encyclopedia
as, say, a single long-running television program. The traditional encyclopedia pro-
vides a considered view of what topics to include or exclude and contains a sense
of proportion that online "democratic" communal encyclopedias do not.
Listen to Track 61
⌒
彎 針
Reading Time:3 minutes
184
"||.1苺建
` ●
艤
崚
棧
Directions: You have 20 minutes to plan and write your response. Your response will
be judged on the basis of the quality of your writing and on how well your response
presents the points in the lecture and their relationship to the reading passage.
Typically, an effective response will be 150 to 225 words.
Listen to Track U2. n
Summarize the points made in the lecture, being sure to explain how they oppose
the specific points made in the reading passage.
Response Time: 20 minutes
185
186
-
2. Directions: Read the question below. You have 30 minutes to plan, write, and
revise your essay. Typically, an effective response will contain a minimum of 300
words.
Do you agree or disagree with the following statement?
Life today is easier and more comfortable than it was when your grandparents
were children.
Use specific reasons and examples to support your answer
Response Time: 30 minutes
187
188
Reading Section
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15。
16.
17.
18.
19.
20.
21.
C,F
1.C
2.A
3.D
4.B,C
5.B
6.B
7.A
Listening lSection
D
D
B
A
C
B
A
A
C
D
C
B
C
B,
C
C
B
C
A
B
D
22.A
23.I)
24.I)
25.B,C
26.13
27.C
28.B,C,F
29。 C
30.13
31.C
32.I)
33.B
34.I)
35.A
36.I)
37.A
38.13
39.A
40.C
41.D
42.B,D,F
8.A
9.D
10.A,B,E
ll.B,C
12.A,B
13.D
14.D
189
15.B,C
16.B
17.A
18.D
19。 C
20.A,C
21.C
22.B
23.13
24.A
Speaking Section
l. There are rnany ways yOu cOuld answer
this particular question.Ylou could talk
about a particular artist's painting Or
photograph,a falnily photOgraph,Or even
a friendt painting.YOu lnight start by
giving a brief descriptiOn Of tl■ e phOtO_
graph or painting and talk brieny about
itS SutteCt matter Or impOrtant iatures.
Ylou then Ⅵ7ill need tO give at least one well―
deve10ped reasOn、vhy yOu like or dislike
the photograph or painting「Ylou do not
wantto spend too n■uch tilne describing
the phOtOgraph and run Out Oftilne tO
explain why yOu like it.
Ylour response shOuld be intelligible,
should den10nstrate effective use Of graI11_
n■ar and vocabulary,and sl10uld be well
developed and coherent.Ylour response is
scored using the lndependent speaking
Rubric(see Appendix A).
2. To respOnd tO this particular ques¨
tion,you should clearly state、vhat yOur
opinion is:do you think it is better tO have
one career or do different kinds Of wOrk?
Ylou should then give reasOns tO suppOrt
your opinion.If you think that itis bet¨
ter to have One carecL yOu cOuld say that
if yOu have a career that yOu 10ve,there is
no reason to change.L〔any peOple enjOy
doing One thing that they are very good
at. You may then talk about other advan-
tages, such as money or the possibility to
advance over time. You may give a more
specific example to help you explain. For
example, you could say that a doctor has
gone to school for a long time and it takes
a long time to learn to be a good doctor,
so in this case changing careers would not
make sense.
If you think it is better to do differ-
ent kinds of work, you would develop
your opinion in a similar way. You could
say that doing one job for your whole
life would not be interesting, and that as
technology progresses, many new fields
to work in become available. You might
then provide specific information about
new fields, such as those connected to new
computer technology.
It is important to understand that that
there is no "correct" answer to this ques-
tion. Whichever option you prefer, your
answer should be supported with exam-
ples. It is important to make sure that
you state your opinion and develop your
response with good examples and relevant
details.
Your response should be intelligible,
should demonstrate effective use of gram-
mar and vocabulary, and should be well
25.A
26.I〕
27.C
28.B
29.A
30.A,C,E
31.B,D
32.B
33.C
34.D
190
developed and coherent. Your response is
scored using the Independent Speaking
Rubric (see Appendix A).
3. To respond to this particular question,
you should state the woman's opinion of
the letter writer's proposal to shorten his-
tory seminars to two hours. In this case,
the woman disagrees with the letter writ-
ert proposal.
After stating that the woman disagrees
with the proposal, you should convey the
two main reasons she gives for holding
that opinion. You will need to connect
information from the conversation to the
reading in order for the response to be
complete. The woman says that the first
reason given for shortening history semi-
nars-that students cannot concentrate
for three hours-isn't valid. She says that
Tim, the letter writer, is not a typical stu-
dent and that he stays up late at night, and
sometimes even sleeps in class.
Your response should also convey the
woman's second reason for not agreeing
with the letter writer's proposal. The let-
ter writer thinks that the third hour of the
seminar is a waste of time because people
dont learn anything. The woman thinks,
however, that the last hour is when the
discussions are the most interesting and
that it is the most important part of the
seminar.
Your response should be intelligible,
should demonstrate effective use of gram-
mar and vocabulary, and should be well
developed and coherent. Your response
is scored using the Integrated Speaking
Rubric (see Appendix A).
4. To respond to this particular question
you should first explain the idea of implicit
memory as it was presented in the read-
ing. An implicit memory is not conscious
and cannot be recalled, but it is recorded
in our brains. You may choose to contrast
this with explicit memory, which is con-
sciously recalled, but do not spend too
much time at this stage. You must give
yourself enough time to discuss the profes-
sor's example.
You should then use the example
givenby the professor to explain implicit
memory. In the example, implicit memory
is demonstrated when a person drives by
a billboard and sees an advertisement for
a car called "Panther" but has no recollec-
tion of the billboard. Then later, the same
person recalls the word "Panther" when
asked to name an animal that starts with
the letter "P," even though "pig" is a more
common animal that begins with "p." This
shows that the billboard has had an effect
on the person's memory; this is an illustra-
tion of implicit memory.
You do not need to repeat all of the
details from the reading and the lecture,
but instead integrate points from both to
answer the question completely.
Your response should be intelligible,
should demonstrate effective use of gram-
mar and vocabulary, and should be well
developed and coherent. Your response
is scored using the Integrated Speaking
Rubric (see Appendix A).
To respond to this particular question
you should briefly describe the problem.
It is enough to say that the study group
hasn't been studying much because they
have become friends and joke around
a lot.
Next, you need to choose one of the two
solutions and explain why you think that
solution is best. The two solutions in this
conversation are: (1) meet on a day other
than Fridays, or (2) have somebody be the
leader, who would set an agenda and make
sure work gets done. It does not matter
which of the two proposed solutions you
choose, since there is no "right" solution or
"wrong" solution. You should choose the
solution that you think is best and support
your choice with reasons why you think it
is best. The reasons you give can include
5
191
information provided by the"speakers as
well as your own experiences.
For example, if you believe the first
solution is preferable, you could speak
about the disadvantages of the second
solution; you might say that having a
leader would change the way the group
works, and that some people might not
agree with this idea. Adding a leader could
create more problems than it solves, and
it might be too much responsibility for
the student. Therefore, changing the day
of the meetings is the better solution. If
you believe the second solution is prefer-
able, you might say that organization is
what the group needs, and that the woman
would get good experience from being
leader of the group. These are just exam-
ples of possible responses; remember, this
type of question can be answered in many
different ways.
Your response should be intelligible,
should demonstrate effective use of gram-
mar and vocabulary, and should be well
developed and coherent. Your response
is scored using the Integrated Speaking
Rubric (see Appendix A).
6. This particular question requires you
to summarize the contents of a lecture you
hear. In your response, you should talk
about the two different kinds of attention
that the professor describes.
The order in which you discuss the
two types of attention is not important as
long as you discuss both types fully and
make clear what is different about them.
The professor says that active attention
is voluntary; it occurs when people force
themselves to pay attention to something.
A boring lecture about frogs will require
students to pay active attention, but they
will not be able to maintain their attention
for long.
You would then talk about passive
attention. Passive attention is involun-
tary and requires no effort to maintain,
unlike active attention, which does require
efforq it occurs when people are naturally
interested in the material. If a teacher
pulls out a live frog, the students become
more interested and passive attention is
maintained.
You should budget your time so that
you are able to include a good summary of
both types of attention and talk about both
examples of the frog lecture.
Your response should be intelligible,
should demonstrate effective use of gram-
mar and vocabulary, and should be well
developed and coherent. Your response
is scored using the Integrated Speaking
Rubric (see Appendix A).
Writing Section
What is important to understand from
the lecture is that the professor disagrees
with the criticisms of communal online
encyclopedias presented in the reading,
namely that the encyclopedias contain
inaccurate information; that unscrupulous
users can tamper with the information in
the encyclopedias; and that the encyclope-
dias do not distinguish important topics
from unimportant ones.
In your response, you should convey
the reasons presented by the professor for
why the criticisms of communal online
encyclopedias are not convincing. A high-
scoring response will include the following
points made by the professor that cast
doubt on the points made in the reading:
192
Since entries in communal online encyclope-
dias are not always written by experts, they
can be inaccurate and unreliable.
No encyclopedia is perfectly accurate. What
really matters is how easily and quickly the
mistakes can be corrected. ln this regard,
online encyclopedias are better than the tra-
ditional ones, because inaccurate content in
online encyclopedias can be revised much
faster.
Because anyone can make revisions to the
content of online encyclopedias, unscrupulous
users, vandals, and hackers can intention-
ally corrupt the content of articles in the
encyclopedias.
Online encyclopedias have taken steps to pro-
tect their content from unscrupulous users,
vandals, and hackers. Some important con-
tent is presented in a "read-only" format that
cannot be revised. Also, special editors now
monitor changes made to articles and elimi-
nate revisions that are malicious.
Communal online encyclopedias often give
equal space to articles on trivial topics and
articles on serious topics. This creates a false
impression about which information is impor-
tant and which is not.
The fact that online encyclopedias contain
information on all kinds of subjects is not a
weakness but a strength. Diversity of top-
ics covered by online encyclopedias is a true
reflection of the diversity of people's interests.
ln contrast, traditional encyclopedias have
limited space, and editors who choose which
entries to include do not always take diverse
interests into account.
Point made in the readin Counterpoint made in the lecture
2
Your response is scored using the
Integrated Writing Rubric (see Appendix
A). A response that receives a score of 5
clearly conveys all three of the main points
in the table using accurate sentence struc-
ture and vocabulary.
To earn a top score, you should develop
a multi-paragraph essay that responds
to the issue of whether life is easier and
more comfortable now than when your
grandparents were children. Typically an
effective response will contain a minimum
of 300 words.
One successful way to express agree-
ment with the prompt is to describe how
developments in a particular field have
helped to make life easier. Describing how
work in the household has become so
much easier as a result of the availability
of electronic appliances could be one way
to develop such a response; you could
explain how these machines save time on
doing household tasks that years ago took
many hours or even days to complete,
and conclude that life is much easier now
because we have more free time.
On the other hand, you could disagree
with the prompt by explaining that life was
more comfortable when your grandparents
were children. For example, it may be the
case that when your grandparents were
children, the air and water were cleaner,
food was fresher, and some types of jobs
were less stressful; you could discuss the
importance of any of those in support of
your opinion.
Keep in mind that there is no "correct"
answer to this question. Either side of the
I193
issue can be supported with examples
and reasons. It is important to make sure
that you state your opinion and develop a
response that explains your opinion well.
The development of your essay is judged by
how effectively you support your opinion;
a well-developed essay will containclearly
appropriate reasons, examples, and details
that illustrate your opinion. Development
is not evaluated simply in terms of how
many words you write.
Your response should be well orga-
nized. A well-organized essay allows an
evaluator to read from the beginning to
the end of the essay without becoming
confused. You should be sure not to just
repeat the same information in different
ways.
The quality and accuracy of the sen-
tence structure and vocabulary you use to
express your ideas is also very important.
Your response is scored using the
Independent Writing Rubric (see
Appendix A).
194
Ｄ
Ｄ
~ ||・
・
 ―
‐
 | 
‐
195
This section measures your ability to understand academic passages in English.
There are three passages in the section. Give yourself 20 minutes to read each pas-
sage and answer the questions about it. The entire section will take 60 minutes to
complete.
You may look back at a passage when answering the questions. You can skip ques-
tions and go back to them later as long as there is time remaining.
197
Directions: Read the passage. Then answer the questions. Give yourself 20 minutes
to complete this practice set.
POPUTATION AND CTIMATE
The human population on Earth has grown to the point that it is having an effect on
Earth's atmosphere and ecosystems. Burning of fossil fuels, deforestation, urbaniza-
tion, cultivation of rice and cattle, and the manufacture of chlorofluorocarbons (CFCs)
for propellants and refrigerants are increasing the concentration of carbon dioxide,
methane, nitrogen oxides, sulphur oxides, dust, and CFCs in the atmosphere. About
70 percent of the Sun's energy passes through the atmosphere and strikes Earth's sur-
face. This radiation heats the surface of the land and ocean, and these surfaces then
reradiate infrared radiation back into space. This allows Earth to avoid heating up too
much. However, not all of the infrared radiation makes it into space; some is absorbed
by gases in the atmosphere and is reradiated back to Earth's surface. A greenhouse
gas is one that absorbs infrared radiation and then reradiates some of this radiation
back to Earth. Carbon dioxide, CFCs, methane, and nitrogen oxides are greenhouse
gases. The natural greenhouse effect of our atmosphere is well established. ln fact,
without greenhouse gases in the atmosphere, scientists calculate that Earth would be
about 33"C cooler than it currently is.
The current concentration of carbon dioxide in the atmosphere is about 360 parts
per million. Human activities are having a major influence on atmospheric carbon
dioxide concentrations, which are rising so fast that current predictions are that atmo-
spheric concentrations of carbon dioxide will double in the next 50 to 100 years. The
lntergovernmental Panel on Climate Change (IPCC) report in 1992, which represents a
consensus of most atmospheric scientists, predicts that a doubling of carbon dioxide
concentration would raise globaltemperatures anywhere between 1.4"C and 4.5"C.
The IPCC report issued in 2001 raised the temperature prediction almost twofold. The
suggested rise in temperature is greater than the changes that occurred in the past
between ice ages. The increase in temperatures would not be uniform, with the small-
est changes at the equator and changes two or three times as great at the poles. The
local effects of these global changes are difficult to predict, but it is generally agreed
that they may include alterations in ocean currents, increased winter flooding in some
areas of the Northern Hemisphere, a higher incidence of summer drought in some
areas, and rising sea levels, which may flood low-lying countries.
Scientists are actively investigating the feedback mechanism within the physical,
chemical, and biological components of Earth's climate system in order to make accu-
rate predictions of the effects the rise in greenhouse gases will have on future global
climates. GIobal circulation models are importanttools in this process. These models
incorporate current knowledge on atmospheric circulation patterns, ocean currents,
the effect of landmasses, and the like to predict climate under changed conditions.
There are several models, and all show agreement on a global scale. For example,
all models show substantial changes in climate when carbon dioxide concentration
is doubled. However, there are significant differences in the regional climates pre-
dicted by different models. Most models project greater temperature increases in
198
mid-latitude regions and in mid-continental regions relative to the global average.
Additionally, changes in precipitation patterns are predicted, with decreases in mid-
latitude regions and increased rainfall in some tropical areas. Finally, most models
predict that there will be increased occurrences of extreme events, such as extended
periods without rain (drought), extreme heat waves, greater seasonal variation in
temperatures, and increases in the frequency and magnitude of severe storms. Plants
and animals have strong responses to virtually every aspect of these projected global
changes.
The challenge of predicting organismal responses to global climate change is dif-
ficult. Partly, this is due to the fact that there are more studies of short-term, individual
organism responses than there are of long-term, systemwide studies. lt is extremely
difficult, both monetarily and physically, for scientists to conduct field studies at
spatial and temporal scales that are large enough to include all the components of
real-world systems, especially ecosystems with large, freely ranging organisms. One
way paleobiologists try to get around this limitation is to attempt to reconstruct past
climates by examining fossil life.
The relative roles that abiotic and biotic factors play in the distribution of organ-
isms is especially important now, when the world is confronted with the consequences
of a growing human population. Changes in climate, land use, and habitat destruction
are currently causing dramatic decreases in biodiversity throughout the world. An
understanding of climate-organism relationships is essential to efforts to preserve
and manage Earth's biodiversity.
Directions: Now answer the questions.
The human population on Earth has grown to the point that it is having an effect on
Earth's atmosphere and ecosystems. Burning of fossil fuels, deforestation, urbaniza-
tion, cultivation of rice and cattle, and the manufacture of chlorofluorocarbons (CFCs)
for propellants and refrigerants are increasing the concentration of carbon dioxide,
methane, nitrogen oxides, sulphur oxides, dust, and CFCs in the atmosphere. About
70 percent of the Sun's energy passes through the atmosphere and strikes Earth's sur-
face. This radiation heats the surface of the land and ocean, and these surfaces then
reradiate infrared radiation back into space. This allows Earth to avoid heating up too
much. However, not all of the infrared radiation makes it into space; some is absorbed
by gases in the atmosphere and is reradiated back to Earth's surface. A greenhouse
gas is one that absorbs infrared radiation and then reradiates some of this radiation
back to Earth. Carbon dioxide, CFCs, methane, and nitrogen oxides are greenhouse
gases. The natural greenhouse effect of our atmosphere is well established. ln fact,
without greenhouse gases in the atmosphere, scientists calculate that Earth would be
about 33'C cooler than it currently is.
1・ The phraSe″ Ⅲ I眸 ,■
″
in the paSSage iS C10SeStin meaning to
① iS ref:ected
③ Collects
O arrlVeS
① blends
199
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２
2. lt can be inferred frorn paragraph l that one positive aspect of greenhouse gases
is thatthey
① absorb 70 percent ofthe Sun′s energy
③ Can be rapidly repleniShed in the atrnOSphere
O remOVe pO‖ utantS frOm eCOSyStemS
① help keep Earth warm
The current concentration of carbon dioxide in the atmosphere is about 360 parts
per million. Human activitiesare having a major influence on atmospheric carbon
dioxide concentrations, which are rising so fast that current predictions are that atmo-
spheric concentrations of carbon dioxide will double in the next 50 to 100 years. The
lntergovernmental Panel on Climate Change (IPCC) report in 1992, which represents a
consensus of most atmospheric scientists, predicts that a doubling of carbon dioxide
concentration would raise global temperatures anywhere between 1.4'C and 4.5"C.
The IPCC report issued in 2001 raised the temperature prediction almost twofold. The
suggested rise in temperature is greaterthan the changes that occurred in the past
between ice ages. The increase in temperatures would not be uniform, with the small-
est changes at the equator and changes two or three times as great at the poles. The
local effects of these global changes are difficultto predict, but it is generally agreed
that they may include alterations in ocean currents, increased winter flooding in some
areas of the Northern Hemisphere, a higher incidence of summer drought in some
areas, and rising sea levels, which may flood low-lying countries.
3. According to paragraph 2′ what can be said aboutthe effeCtS Of global changes?
① 丁he local plants and animals wi‖ be permanent!y damaged.
③ ltiS hard tO knOW eXaCtly WhatfOrm the 10Cal effeCtS Wi‖ take・
③ SeaWaterleVeiS Wi‖ fa‖ arOund the WOrld・
① The effeCtS W‖ l nOt OCCurin SOme regiOnS Ofthe WOrld・
4. 'VVhich ofthe sentences IDe10,W beSt eXpreSSeS the eSSentialinfOrrnatiOn in the
high:ighteci sentence in lparagraph 2?lncorrect chc)ices change the rneaning in
irnportant vvays orleave out essentialinfornlation.
① The rapid riSe Of CarbOn diOXide COnCentratiOnS Can be attributed largely tO
the actions of humans.
① PrediCtiOnS abOut atn10SpheriC COnCentratiOnS Of CarbOn diOXide indiCate that
the influence of hurnan activities vvill double soon.
③ lnthe next 50to 100 years′ human activities wi‖ no longer have an influenCe
on atrnospheric carbon dioxide concentrations.
① Human aCtiVitieS Can influenCe Current prediCtiOnS abOut atmOSpheriC
conditions.
5. ~「 he word′
′
clonsensuS′
′
in the passage is closestin rneaning to
① publiCatiOn
① (」
ebate
O CO‖ eCtiOn
① agreement
200
|||
Scientists are actively investigating the feedback mechanism within the physical,
chemical, and biological components of Earth's climate system in order to make accu-
rate predictions of the effects the rise in greenhouse gases will have on future global
climates. Global circulation models are important tools in this process. These models
i,0FOrpofate current knowledge on atmospheric circulation patterns, ocean currents,
the effect of landmasses, and the like to predict climate under changed conditions.
There are several models, and all show agreement on a global scale. For example,
all models show substantial changes in climate when carbon dioxide concentration
is doubled. However, there are significant differences in the regional climates pre-
dicted by different models. Most models project greater temperature increases in
mid-latitude regions and in mid-continental regions relative to the global average.
Additionally, changes in precipitation patterns are predicted, with decreases in mid-
latitude regions and increased rainfall in some tropical areas. Finally, most models
predict that there will be increased occurrences of extreme events, such as extended
periods without rain (drought), extreme heat waves, greater seasonal variation in
temperatures, and increases in the frequency and magnitude of severe storms. Plants
and animals have strong responses to virtualllr every aspect of these projected global
changes.
6. 
‐
「 he phrase″ this process′
′
refers tO
① the interaCtiOn betヽVeen physical and bio:ogical cornponents of Earth′ s
clinlate systern
(〔 [:】〕)th(〕 inCreaSe Of greenhOuSe gaSeS in the atrnOSF)here
O predicting future global climate
① g10bal CirCulation models
7. ACcording tollparagraph 3′ rainfa:l arnounts are predicteci tol(decrease in what
parts ofthe world? ・
① :n mid― latitude regions
③ h trOpiCal areaS
O ln mid― COntinenta:regions
◎ Atthe poles
8.丁he word″ lllorpOⅢⅢI″ in the passage is closestin meaning to
① deSCribe
① inClude
③ eXpand
① present
9. 1‐he wOrd″ vil■lually′
′
in the passage is c10sestin meaning tO
① nearly
① preSumably
O uSually
① ViSually
201
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＆
10,According to paragraph 3,clirnate rrlodels predict that all ofthe following events
wil1 0ccur with the increase in greenhouse gases E)(CEPT
① greater SeaSC)nal ternperature ChiangeS
① prO10nged heat WaVeS
O inCreaSed diVerSity Of plantS and animalS
① 10nger dry periOdS
The relative roles that abiotic and biotic factors play in the distribution of organ-
isms is especially important now, when the world is confronted with the consequences
of a growing human population. Changes in climate, land use, and habitat destruction
are currently causing dramatic decreases in biodiversity throughout the world. An
understanding of climate-organism relationships is essential to efforts to preserve
and manage Earth's biodiversity.
11. 
‐
「he author′s rnain purpose in paragraph 5 is to
① eXplain the prOCeSS Of Studying OrganiSm reSpOnSeS tO Climate Change
① StreSSthe impOrtanCe Oflearning hOW C‖ mate affeCtS plantS and animalS
Oi‖ uStrate an irVlpOrtant pOint abOut faCtOrS affeCting biOdiVerSity
① examine current research practices On the distribution of organisms on Earth
The human population on Earth has grown to the point that it is having an effect on
Earth's atmosphere and ecosystems. Burning of fossil fuels, deforestation, urbaniza-
tion, cultivation of rice and cattle, and the manufacture of chlorofluorocarbons (CFCs)
for propellants and refrigerants are increasing the concentration of carbon dioxide,
methane, nitrogen oxides, sulphur oxides, dust, and CFCs in the atmosphere. About
70 percent of the Sun's energy passes through the atmosphere and strikes Earth's sur-
face. This radiation heats the surface of the land and ocean, and these surfaces then
reradiate infrared radiation back into space. This allows Earth to avoid heating up too
much. However, not all of the infrared radiation makes it into space; some is absorbed
by gases in the atmosphere and is reradiated back to Earth's surface. A greenhouse
gas is one that absorbs infrared radiation and then reradiates some of this radiation
back to Earth. Carbon dioxide, CFCs, methane, and nitrogen oxides are greenhouse
gases. The natural greenhouse effect of our atmosphere is well established. ln fact,
without greenhouse gases in the atmosphere, scientists calculate that Earth would be
about 33'C cooler than it currently is.
The current concentration of carbon dioxide in the atmosphere is about 360 parts
per million. Human activities are having a major influence on atmospheric carbon
dioxide concentrations, which are rising so fast that current predictions are that atmo-
spheric concentrations of carbon dioxide will double in the next 50 to 100 years. The
lntergovernmental Panel on Climate Change (IPCC) report in 1992, which represents a
consensus of most atmospheric scientists, predicts that a doubling of carbon dioxide
concentration would raise globaltemperatures anywhere between 1.4"C and 4.5'C.
The IPCC report issued in 2001 raised the temperature prediction almost twofold. The
suggested rise in temperature is greater than the changes that occurred in the past
202
between ice ages.The increase in ternperatures w10uldl nOt be unifOrrn′ vvith the srnall―
est changes atthe equator and changes twlo orthree tirnes as great atthe lpc)les.・ The
local effects of these global changes are difficult to predict′ butit is generally agreed
thatthey rnay include alterations in ocean currents′ increased vvinter f100ding in sOrne
areas ofthe Northern Hernisphere′ a higher incidence of surnrner drought in sorne
areas′ and risingsea levels′ vvhich rnay flood lovv― lying cOuntries.
Scientists are actively:nvestigating the feedback rnechanisrn within the lphysical′
chernical′ and biological cornponents of Earth′ s clirnate systern in orderto rnake accu―
rate prediCtiOnS Ofthe effeCtS the riSe in greenhOuSe gaSeS Ⅵノill haVe 10n future gl()ba!
clirnates.G:obal circulation rnode:s are irnportanttools in this process.・ T・hese rnOdels
inCOrpOrate Current knOWledge OnlatmOSpll1111:|:山綺:1011atternS′ OCean CurrentS′
the effect of landrnasses′ and the like to predict clirnate under changed conditiOns.
There are several rnode:s′ and all show agreernent on a ol:Obal scalo.For example′
all nlodels shovv substantial changes in clirrlate when carbon dioxide concentratiOn
is doublecl.Hlovveverf there are significant differences in the regional clirnates pre―
dicted by different mode:s.Most models prolect greater temperature increases in
rnid― latitude regions and in mid― continental regions relative to the g10bal average.
Additionally′ changes in precipitation patterns are preclictedf vvith idecreases in rnid―
:atitude regions and increased rainfall in sorne tropical areas.Finally′ nnlost modeis
predict that there Ⅵハll be increased loccurrences of extrenle events′ such as extended
periods vvithout rain(drought}′ extrerne heat waves′ greater seasonal variation in
tenlperatures′ and increases in the frequency and rnagnitude of severe stOrrns.Plants
and anirnalS haVe StrOng reSpOnSeS tO Virtua‖ y eVery aSpeCt OftheSe prOleCted giObal
changes.
・
The chal!enge of predicting organisrγlal responses to global clirnate change is dif―
ficult.Partly′ this is due to the factthatthere are more studies of short― terrn′ individual
organisrvl responses than there are oflong― terrn′ systernvvide studies.lt is extremely
difficult′ both rnonetarily and physically′ for scientists to conduct field studies at
spatial and ternporal scales that are!arge enough to include allthe corllponents of
real―worid systerns′ especia‖ y ecosysterns with large′ freely ranging organisrns.(E)ne
vvay paleobiologists try to get around this lirTlitation is to attempt tO reconstruct past
clirnates by exarnining fossi!life.
The relative roles that abiotic and biotic‐ factors plav in the distributiOn Of organ―
isrils is especia:ly inlportant novv′ when the world is confrontedinバ th the cOnsequences
of a grovving hurnan populatiOn.Changes in clirnate′ :and use′ and habitat destruction
are currently causing drarllatic decreases in biodiversity throughout the vvorld.An
understanding of clirnate― organisrn relationships is essential to effOrts tO preserve
and rnanage Earth′ s biodiversity.
12. Look at the terrns′
′g.reenhbuSolgas′′′′′
atrl、 ols,偽1奪111111110iro● lati61:oatterns′
′′′′g16ball
sёale′
′′
andl″ biё tic factOrs.′
′
vvhich Ofthese terrrls is defined in the lpassage?
① Greenh()use 19as
① Atmospheric circulation patterns
O Global scale
① BiOtiC faCtOrS
203
The challenge of predicting organismal responses to global climate change is
difficult. I Partly, this is due to the fact that there are more studies of short-term, indi-
vidual organism responses than there are of long-term, systemwide studies. I lt is
extremely difficult, both monetarily and physically, for scientists to conduct field stud-
ies at spatial and temporal scales that are large enough to include all the components
of real-world systems, especially ecosystems with large, freely ranging organisms. I
One way paleobiologists try to get around this limitation is to attempt to reconstruct
past climates by examining fossil life. I
13. Look at the four squares [I] that indicate where the following sentence can be
added to the passage.
Much of this work depends on the assumption that Iife forms adapted to a
particular climate in the present were adapted to the same type of climate in the
past.
Where would the sentence best fit?
@ The challenge of predicting organismal responses to global climate change
is difficult. Much of this work depends on the assumption that life forms
adapted to a particular climate in the present were adapted to the same
type of climate in the past. Partly, this is due to the fact that there are more
studies of short-term, individual organism responses than there are of
long-term, systemwide studies. I lt is extremely difficult, both monetarily
and physically, for scientists to conduct field studies at spatial and temporal
scales that are large enough to include all the components of real-world
systems, especially ecosystems with large, freely ranging organisms. I
One way paleobiologists try to get around this limitation is to attempt to
reconstruct past climates by examining fossil life. I
① 丁he cha‖ enge of predicting organismal responses to global climate change
is difficult.口I Partly′ this is due to the fact that there are rγ lore studies of
short― teriγl′ individual organisrn responses than there are oflong― teriγ、′
systernvvide studies.Much ofthis work depends on the assunlptlc)n that life
fornls adapted to a particuiar clinlate in the present were adapted to the
sanle type of clirnate in the lpast.lt is extrerYlely difficult′ both monetarily
and physica‖ y′ for scientists to conduct field studies at spatial and ternporal
scales that are large enough to include allthe corllponents of rea:―world
systerns′ especia‖ y ecosysterns with large′ freely ranging organisrTls.111
(E)ne way paleobiologists try to get around this limitation is to atternpt to
reconstruct past clirnates by exarnining fossillife.1日 1
@ The challenge of predicting organismal responses to global climate change
is difficult. I Partly, this is due to the fact that there are more studies of
short-term, individual organism responses than there are of long-term,
systemwide studies. I lt is extremely difficult, both monetarily and
physically, for scientists to conduct field studies at spatial and temporal
scales that are large enough to include all the components of real-world
204
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４
systems, especially ecosystems with large, freely ranging organisms.
Much of this work depends on the assumption that life forms adapted to a
particular climate in the present were adapted to the same type of climate
in the past. One way paleobiologists try to get around this limitation is to
attempt to reconstruct past climates by examining fossil life. I
@ The challenge of predicting organismal responses to global climate change
is difficult. I Partly, this is due to the fact that there are more studies of
short-term, individual organism responses than there are of long-term,
systemwide studies. I lt is extremely difficult, both monetarily and
physically, for scientists to conduct field studies at spatial and temporal
scales that are large enough to include all the components of real-world
systems, especially ecosystems with large, freely ranging organisms. I
One way paleobiologists try to get around this limitation is to attempt
to reconstruct past climates by examining fossil life. Much of this work
depends on the assumption that life forms adapted to a particular climate
in the present were adapted to the same type of climate in the past.
14. 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.
Write your answer choices in the spaces where they belong. You can either write
the letter of your answer choice or you can copy the sentence.
Human population on Eafth is affecting both the atmosphere and the
ecosystems.
Answer Cholces
日 The survival of organisms on Earth is directly related to the amount offossil
fuels that are consurned.
□ Atmospheric carbon dioxide concentrations are rising quickly.
□ Scientists are working on ways to make precise forecasts of how theincrease
of greenhouse gasesヽ nパ ll affect Earth.
回 Scientists predict thattemperature changes would be greater atthe poles
than atthe equator.
□ Global circulation models can be used to measure the concentrations of
ch:orofluorocarbons in the atrγ losphere.
□ 丁he ab蘭 ty to make accurate predictions about global c‖ mate presents
several difficulties. _ _
■|」106
Directions: Read the passage. Then answer the questions. Give yourself 20 minutes
to complete this practice set.
EUROPE IN THE TWELFTH CENTURY
Europe in the eleventh century underwent enormous social, technological, and
economic changes, but this did not create a new Europe-it created two new ones.
The north was developed as a rigidly hierarchical society in which status was deter-
mined, or was at least indicated, by the extent to which one owned, controlled, or
labored on land; whereas the Mediterranean south developed a more fluid, and there-
fore more chaotic, world in which industry and commerce predominated and social
status both reflected and resulted from the role that one played in the public life of
the community. ln other words, individual identity and social community in the north
were established on a personal basis, whereas in the south they were established
on a civic basis. By the start of the twelfth century, northern and southern Europe
were very different places indeed, and the Europeansthemselves noticed it and com-
mented on it.
Political dominance belonged to the north. Germany, France, and England had
large populations and large armies that made them, in the political and military
senses, the masters of western Europe. Organized by the practices known collectively
as feudalism', these kingdoms emerged as powerful states with sophisticated machin-
eries of government. Their kings and queens were the leading figures of the age; their
castles and cathedrals stood majestically on the landscape as symbols of their might;
their armies both energized and defined the age. Moreover, feudal society showed a
remarkable ability to adapt to new needs by encouraging the parallel development of
domestic urban life and commercial networks; in some regions of the north, in fact,
feudal society may even have developed in response to the start of the trends toward
bigger cities. But southern Europe took the lead in economic and cultural life. Though
the leading Mediterranean states were small in size, they were considerably wealthier
than their northern counterparts. The ltalian city of Palermo in the twelfth century,
for example, alone generated four times the commercial tax revenue of the entire
kingdom of England. Southern communities also possessed urbane, multilingual cul-
tures that made them the intellectual and artistic leaders of the age. Levels of general
literacy in the south far surpassed those of the north, and the people of the south put
that learning to use on a large scale. Science, mathematics, poetry, law, historical
writing, religious speculation, translation, and classical studies all began to flourish;
throughout most of the twelfth century, most of the continent's best brains flocked to
southern Europe.
So too did a lot of the north's soldiers. One of the central themes of the politi-
cal history of the twelfth century was the continual effort by the northern kingdoms
to extend their control southward in the hope of tapping into the Mediterranean
bonanza. The German emperors starting with Otto I (936-973), for example, struggled
ceaselessly to establish their control over the cities of northern ltaly, since those cit-
ies generated more revenue than all of rural Germany combined. The kings of France
used every means at their disposal to push the lower border of their kingdom to the
246
Mediterranean shoreline. And the Normans who conquered and ruled England estab-
lished outposts of Norman power in Sicily and the adjacent lands of southern ltaly;
the English kings also hoped or claimed at various times to be, either through money
or marriage diplomacy, the rulers of several Mediterranean states. But as the northern
world pressed southward, so too did some of the cultural norms and social mecha-
nisms of the south expand northward. Over the course of the twelfth century, the
feudal kingdoms witnessed a proliferation of cities modeled in large degree on those
of the south. Contact with the merchants and financiers of the Mediterranean led to
the development of northern industry and international trade (which helped to pay
for many of the castles and cathedrals mentioned earlier). And education spread as
well, culminating in the foundation of what is arguably medieval Europe's greatest
invention:the university. The relationship of north and south was symbiotic, in other
words, and the contrast between them was more one of differences in degree than of
polar opposition.
1. feudalism: a political and economic system based on the relationship of a lord to people of lower
status, who owed service and/or goods to the lord in exchange for the use of land.
Directions: Now answer the questions.
. Europe in the eleventh century underwent enormous social, technological, and
economic changes, but this did not create a new Europe-it created two new ones.
The north was developed as a rigidly hierarchical society in which status was deter-
F mined, or was at least indicated, by the extent to which one owned, controlled, or
fl labored on land; whereas the Mediterranean south developed a more fluid, and there-
$ tore more chaotic, world in which industry and commerce predominated and social
F
i , status both reflected and resulted from the role that one played in the public life of
' th" community. ln other words, individual identity and social community in the north
were established on a personal basis, whereas in the south they were established
on a civic basis. By the start of the twelfth century, northern and southern Europe
were very different places indeed, and the Europeans themselves noticed it and com-
mented on it.
15.The word″ riol1lv″ in the passage is closestin meaning to
① eXtremely
① nOrma‖ y
③ ObViOuSly
① StriCtly
16.According to paragraph 17 WhiCh Ofthe fOI10VVing VVaS a deCiding faCtOrin a
person′s place in society in northern Europe atthe end ofthe eleventh century?
① OWnerShip Of a COmmerCial enterpriSe
③ PartiCipatiOn in SOCial and teChnO10giCal ChangeS
o Rolein pub‖ c‖fe in the community
① Relationship to land through ownership oriabor
207
17. According to paragraph l′ vvhich of the follow:ng best characterizes the societies
in European iands cl()se to the lMecliterranean ISea at the beginning lof the tvvelfth
century?
① They Were CiViC SOCietieS dOminated by:nduStry and COmmerCe.
① They Were baSed On indiVidual SOCial StatuS.
③ 丁hey had a fixed and hierarchicalform of 90Vernment.
① They Were eStabliShed On the idea OfindiVidual reSpOnSibinty.
Political dominance belonged to the north. Germany, France, and England had
large populations and large armies that made them, in the political and military
senses, the masters of western Europe. Organized by the practices known collectively
as feudalism', these kingdoms emerged as powerful states with sophisticated machin-
eries of government. Their kings and queens were the leading figures of the age; their
castles and cathedrals stood majestically on the landscape as symbols of their might;
their armies both energized and defined the age. Moreover, feudal society showed a
remarkable ability to adapt to new needs by encouraging the parallel development of
domestic urban life and commercial networks; in some regions of the north, in fact,
feudal society may even have developed in response to the start of the trends toward
bigger cities. But southern Europe took the lead in economic and cultural life. Though
the leading Mediterranean states were small in size, they were considerably wealthier
than their northern counterparts. The ltalidn cityi'bf Palbrmo in thetwelfth century,
for example, alone generated four times the commercial tax revenue of the entire
kingdom of England. Southern communities also possessed urbane, multilingual cul-
tures that made them the intellectual and artistic leaders of the age. Levels of general
literacy in the south far surpassed those of the north, and the people of the south put
that learning to use on a large scale. Science, mathematics, poetry, law, historical
writing, religious speculation, translation, and classical studies all began to flourish;
throughout most of the twelfth century, most of the continent's best brains flocked to
southern Europe.
18.丁he word″ countOrparls″ in the passage is closest in rneaning to
① aSS01CiateS
① equiValentS
O OppOnentS
① admirerS
19. Why does the author mention the "ltalian city of Palermo" in the passage?
① lt had a pOpulatiOn that SpOke SeVeral differentlanguageS.
① ltS artiStS and inte‖ eCtualS Were famOuS bOth in the nOrth and SOuth
③ ltS COmmerCe made it riCherthan a large nOrthern COuntry.
① lt was a relative:ysma‖ and unimportant Mediterranean state.
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20.Theヽ A′Ord`′IIわane′
′
in the paSSage iS CiOSeStin rVleaning tO
① CuitiVated
① famOuS
O pOpular
① eXCeptiOnal
21. According to paragraph 2′ Europepn inte‖ ectuals rnoved to southern Europe
during the twelfth century lbecause southern cities
④ needed learned peOp:e fOrCOmmerCe
① paid eduCated peOple betterthan nOrthern CitieS did
O Were f10uriShing CenterS Of SCienCe′ literature′ and Other StudieS
① needed teaCherS tO irnprOVe the leVelS Of generallearning
22.VVhich ofthe following best describes the organization of paragraph 2?
① A statement offactfo‖ owed by examples
③ A description fo‖ owed by a contrasting description
o A series of deta‖ ed comparisons
① A logica:argument
sO t00 did a lot ofthe north′ s soldiers.01o● 111111thellloolntral‐ thё rnes of the po‖ ti‐
輩1神ltO●。f the twelfth century WaS t●●||11輌鮮10す0章10,th。 lnOrthern kingdoms
tOI:0メit'|●O thOiF COntrOI SOuth"ardlin l10カ 10p● ■ 111ol●o into■he Mediterranean
bo毎|171.The German emperors starting with Otto l(936-973)′ for example′ struggled
cease:essly to establish their control over the cities of northern italy′ since those cit―
ies lgenerated nnore revenue than all of rural Gernlany cornbinecl.・The kings of France
used every nleans attheir disposalto push the lovver border oftheir kingdorll to the
Mecliterranean shoreline.An(lthe lヽ lornlans whc)conquered and ruled England estab―
ス lished outposts of Norman powerin Sic‖ y and the adiacent lands of southern ltaly′
A the Eng‖ sh kings also hoped or claimed at various times to be′ eitherthrough money
i Ormarriagediplomacy′ the rulers of several Mediterranean states.But as the northern
晏 world pressed southward.so too did some ofthe cultural norms and social meCha―
3 nisrγ ls Of the sOuth expand nOrthvvard.C)ver the cOurse Of the tvvelfth century′ the
feudal kingdorns witnessed a‐ prolifeFatiOn of cities nlodeled in large degree On thOSe
Of the sOuth.(〕 Ontact with the rnerchants an(l financiers of the lヽ 4editerranean led to
the developrnent of northern in(lustry and international trade(which helped to pay
‐ f10r rnany Of the castles and cathedrals rγ lentioned earlier).And education spread as
‐..‐ ‐ welI′ culiγlinating in the foundation of what is arguably rnedieval Europe′ s greatest
llll invention:the university,丁 he relat!onship of north and south was synlbiotic′ in other
lll vvordsrand the c()ntrast betvveen thern was rnore one ofclifferences in degree than of
. polar opposition.
209
23.VVhich ofthe sentences be!ovv best expresses the essentialinfOrrnatiOn in the
highlighte〔 i sentence in lparagraph 3?incorrect choices change the rneaning:n
important vvays orleave out essentialinforrnation.
① ln pOlitiCal hiStOry′ nOrthern kingdorns tried to extend their control during the
twelfth century′ but the south tapped into the rich treasures it hadl arOun(lthe
Mecliterranean.
① POntical histOry demonstrates that during the twelfth century′ wh‖ e southern
states enioyed the Mediterranean bonanza′ northern countries increased the
povver oftheir kings.
③ Thepo‖ tical history of twelfth¨ century Europe shows particularly that
northern countries continua‖ y tried to expand their rule into the south tO
profit from the riches there.
① POntical histOry shOws that northern kingdoms were so inf:uenced by the
exarnple lof Mecliterranean vvea:th thatthey acivanced into other areas.
24.The word″ 111611i:|lrl11101″ in the passage is closestin meaning to
① beginning
① hCreaSe
③ OCCupatiOn
(〔
I]l〕
)COnStruCtiOn
25.According to paragraph 3′ northern Europe was inf!uenced by the Mediterranean
states in all ofthe fo‖ owing ways E)(CEP丁
① the‐ ldeSign 10f CaStleS andl Cathedra:s
① the Spread10f eduCatiOn
(〔:〕)the COnStruCtiOn Of cities
① the developnnent ofindustry and trade
Europe in the eleventh century underwent enormous social, technological, and
economic changes, but this did not create a new Europe-it created two new ones. I
The north was developed as a rigidly hierarchical society in which status was deter-
mined, or was at least indicated, by the extent to which one owned, controlled, or
labored on land; whereas the Mediterranean south developed a more fluid, and there-
fore more chaotic, world in which industry and commerce predominated and social
status both reflected and resulted from the role that one played in the public life of the
community. I ln other words, individual identity and social community in the north
were established on a personal basis, whereas in the south they were established
on a civic basis. I By the start of the twelfth century, northern and southern Europe
were very different places indeed, and the Europeans themselves noticed it and com-
mented on it. I
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26. Look at the four squares [I] that indicate where the following sentence can be
added to the passage.
There was northern Europe on the one hand and southern Europe on the other
Where would the sentence best fit?
@ Europe in the eleventh century underwent enormous social, technological,
and economic changes, but this did not create a new Europe-it created
two new ones. There was northern Europe on the one hand and southern
Europe on the other. The north was developed as a rigidly hierarchical
society in which status was determined, or was at least indicated, by the
extent to which one owned, controlled, or labored on land; whereas the
Mediterranean south developed a more fluid. and therefore more chaotic,
world in which industry and commerce predominated and social status both
reflected and resulted from the role that one played in the public life of the
community. I ln other words, individual identity and social community in the
north were established on a personal basis, whereas in the south they were
established on a civic basis. I By the start of the twelfth century, northern
and southern Europe were very different places indeed, and the Europeans
themselves noticed it and commented on it. I
① Europe in the eleventh century undervvent enorrγ lous social′ technological′
and ecOnOrΥ lic changes′ butthis did not create a nevv Europe― it created
two new ones.■ l The north was developed as a rigidly hierarchical society
in which status vvas deterrnined′ or vvas at least indicateci′ by the extentto
which One Ovvned′ contro‖ ed′ orlabored on landi vvhereas the Mediterranean
south ldevei(〕 ped a rnlore fluid′ and therefore rnore chaotic′ vvorld in vvhich
industry anci cornrnerce predorninated anci social status both reflected and
resulted frorTl the role that one played in the public life ofthe cornnlunity.
There was northern EurOpe On the One hand and southern Europe on
the other.:n other vvords′ individualidentity and social cornrnunity in the
north vvere established1lon a personal bas:s′ vvhereas in the south they vvere
established on a civic basis.■:By the start ofthe twelfthcentury′ northern
and southern EurOpe vvere very different places indeeci′ and the Europeans
thernselves noticed it and cornrnented on it.|■
@ Europe in the eleventh century underwent enormous social, technological,
and economic changes, but this did not create a new Europe-it created
two new ones. I The north was developed as a rigidly hierarchical society
in which status was determined, or was at least indicated, by the extent to
which one owned, controlled, or labored on land; whereas the Mediterranean
south developed a more fluid, and therefore more chaotic, world in which
industry and commerce predominated and social status both reflected and
resulted from the role that one played in the public life of the community. I
ln other words, individual identity and social community in the north were
established on a personal basis, whereas in the south they were established
211
on a civic basis. There was northern Europe on the one hand and southern
Europe on the other. By the start of the twelfth century, northern and
southern Europe were very different places indeed, and the Europeans
themselves noticed it and commented on it. I
@ Europe in the eleventh century underwent enormous social, technological,
and economic changes, but this did not create a new Europe-it created
two new ones. I The north was developed as a rigidly hierarchical society
in which status was determined, or was at least indicated, by the extent to
which one owned, controlled, or labored on land; whereas the Mediterranean
south developed a more fluid, and therefore more chaotic, world in which
industry and commerce predominated and social status both reflected and
resulted from the role that one played in the public life of the community. I
ln other words, individual identity and social community in the north were
established on a personal basis, whereas in the south they were established
on a civic basis. I By the start of the twelfth century, northern and southern
Europe were very different places indeed, and the Europeans themselves
noticed it and commented on it. There was northern Europe on the one hand
and southern Europe on the other.
27. Directions: Select from the seven phrases below the two phrases that correctly
characterize northern Europe during the twelfth century and the three phrases
that correctly characterize southern Europe. Two of the phrases will NOT be
used.
Write your answer choices in the spaces where they belong. You can either write
the letter of your answer choice or you can copy the sentence.
i:
Northern Europe
Southern Europe
●
212
Answer Choices
213
日 Democratic social struCture
□ Sophisticated Culture
□ Sma‖ wea:thy StateS
匝]Famous kings and queens
□ 圧xtensive communication systems
□ Highly nterate pOpulatiOn
□ Large m‖ itary forceS
Directions: Read the passage. Then answer the questions. Give yourself 20 minutes
to complete this practice set.
WHAT IS A COMMUNITY?
The Black Hills forest, the prairie riparian forest, and other forests of the western
United States can be separated by the distinctly different combinations of species
they comprise. lt is easy to distinguish between prairie riparian forest and Black Hills
forest-one is a broad-leaved forest of ash and cottonwood trees, the other is a conif-
erous forest of ponderosa pine and white spruce trees. One has kingbirds; the other,
juncos (birds with white outer tail feathers). The fact that ecological communities are,
indeed, recognizable clusters of species led some early ecologists, particularly those
living in the beginning of the twentieth century, to claim that communities are highly
integrated, precisely balanced assemblages. This claim harkens back to even earlier
arguments about the existence of a balance of nature, where every species is there
for a specific purpose, like a vital part in a complex machine. Such a belief would sug-
gest that to remove any species, whether it be plant, bird, or insect, would somehow
disrupt the balance, and the habitat would begin to deteriorate. Likewise, to add a
species may be equally disruptive.
One of these pioneer ecologists was Frederick Clements, who studied ecology
extensively throughout the Midwest and other areas in North America. He held that
within any given region of climate, ecological communities tended to slowly con-
verge toward a single endpoint, which he called the "climatic climax." This "climax,,
community was, in Clements's mind, the most well-balanced, integrated grouping of
species that could occur within that particular region. Clements even thought that the
process of ecological succession-the replacement of some species by others over
time-was somewhat akin to the development of an organism, from embryo to adult.
Clements thought that succession represented discrete stages in the development of
the community (rather like infancy, childhood, and adolescence), terminating in the
climatic "adult" stage, when the community became self-reproducing and succession
ceased. Clements's view of the ecological community reflected the notion of a precise
balance of nature.
Clements was challenged by another pioneer ecologist, Henry Gleason, who took
the opposite view. Gleason viewed the community as largely a group of species with
similar tolerances to the stresses imposed by climate and other factors typical of the
region. Gleason saw the element of chance as important in influencing where species
occurred. His concept of the community suggests that nature is not highly integrated.
Gleason thought succession could take numeious directions, depending upon local
circumstances.
Who was right? Many ecologists have made precise measurements, designed to
test the assumptions of both the Clements and Gleason models. For instance, along
mountain slopes, does one life zone, or habitat type, grade sharply or gradually into
another? lf the divisions are sharp, perhaps the reason is that the community is so
well integrated, so holistic, so like Clements viewed it, that whole clusters of species
must remain together. lf the divisions are gradual. perhaps, as Gleason suggested,
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each species is responding individually to its environment, and clusters of species are
not so integrated that they must always occur together.
It now appears that Gleason was far closer to the truth than Clements. The
ecological community is largely an accidental assemblage of species with similar
responses to a particular climate. Green ash trees are found in association with plains
cottonwood trees because both can survive well on floodplains and the competition
between them is not so strong that only one can persevere. One ecological commu-
nity often flows into another so gradually that it is next to impossible to say where
one leaves off and the other begins. Communities are individualistic.
This is not to say that precise harmonies are not present within communities.
Most flowering plants could not exist were it not for their pollinators-and vice versa.
Predators, disease organisms, and competitors all influence the abundance and dis-
tribution of everything from oak trees to field mice. But if we see a precise balance of
nature, it is largely an artifact of our perception, due to the illusion that nature, espe-
cially a complex system like a forest, seems so unchanging from one day to the next.
Directions: Now answer the questions.
The Black Hills forest, the prairie riparian forest, and other forests of the western
United States can be separated by the distinctly different combinations of species
they comprise. lt is easy to distinguish between prairie riparian forest and Black Hills
forest-one is a broad-leaved forest of ash and cottonwood trees, the other is a conif-
erous forest of ponderosa pine and white spruce trees. One has kingbirds; the other,
juncos (birds with white outer tail feathers). The fact that ecological communities are,
indeed, recognizable clusters of species led some early ecologists, particularly those
living inthe beginning of the twentieth century, to claim that communities are highly
integrated, precisely balanced assemblages. This claim harkens back to even earlier
arguments about the existence of a balance of nature, where every species is there
for a specific purpose, like a vital part in a complex machine. Such a belief would sug-
gest that to remove any species, whether it be plant, bird, or insect, would somehow
disrupt the balance, and the habitat would begin to deteriorate. Likewise, to add a
species may be equally disruptive.
28.ln paragraph l′ vvhy'does the author diSt:nguish betvveen prairie riparian foreSt
and Black Hi:ls forest?
① TO highlightthe differenCe betWeen the VieWS Of VariOuS eCO10giStS abOutthe
nature of ecological cornrnunities
③ TOi‖ uStrate Why SOme eCO10giStS tended tO VieW eCO10giCal COmmunitieS aS
highly integrated
O‐「 O demOnStrate that One fOreSt haS a greater Variety Of SpeCieS than the¬ Other
① TO ShOW hOW theSe tWO fOreStS differfrOm OtherS in the United StateS
215
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29.According to paragraph l′ what vvas a cOrnrnOn clailTl about ecological
communities before the early twentieth century?
① 圧very species in a cOmmunity has a specific rOle in that community.
① ltis importantto protect communities by removing certain species.
③ A precise balance is difficult to maintain in an ecological community
① ltiS neCessary for new species to be added quickly as eco10gical
cornnlunities develop.
30.The word″ 0籍011rS″ in the passage is closestin meaning tO
① mOdels
③ CategOries
O eXamples
① grOups
31.According to paragraph l′ the be!iefin a balance of nature suggests that
rer710Ving a SpeCieS frOrn an eCO10giCal COrnrnunity WOuld haVe VVhiCh Of the
fo‖ ovving effects?
① lt WOuld reduce competition between the remaining species Ofthe
cornrnunity.
③ :t WOuld produce a different′ but equa‖ y balanced′ community.
()」t wOuld lead to a dec‖ nein the community.
① !t WOuld cause more harm than adding a speciesto the community.
One of these pioneer ecologists was Frederick Clements, who studied ecology
extensively throughout the Midwest and other areas in North America. He held that
within any given region of climate, ecological communities tended to slowly con-
verge toward a single endpoint, which he called the "climatic climax." This "climax"
community was, in Clements's mind, the most well-balanced, integrated grouping of
species that could occur within that particular region. Clements even thought that the
process of ecological succession-the replacement of some species by others over
time-was somewhat akin to the development of an organism, from embryo to adult.
Clements thought that succession represented discrete stages in the development of
the community (rather like infancy, childhood, and adolescence), terminating in the
climatic "adult" stage, when the community became self-reproducing and succession
ceased. Clements's view of the ecological community reflected the notion of a precise
balance of nature.
32.The word″ |:|‐a壼.o,d′′in the passage is closestin rneaning to
① SuCCeeded
① balanCed
O ended
①
l adVanCed
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33.VVhich ofthe fOl10VVing best represents the View of ecological cornrnunities
associatecl vvith Frederick Clenlents in paragraph 2?
① Only When a‖ SpeCieSin a COmmunity are atthe reprOduCtiVe Stage Of
deVe10pr71ent iS an eCO10giCal COrnrnunity preCiSely balanCed.
① WhenaneCO:OgiCal COmmunity aChieVeS″ C‖ matiC C‖ maX′
″
it beginS tO
decline.
oA‖ climates have similar Climax communities.
① Ecological communitieS eVentua‖ y reach the maximum level of balance that
is possible for their region.
34.According to paragraph 2′ 〔〕lernents cornpared the process of ecological
succession to
① the replaCement Of animal habitatS OVertime
① the deVe10pment Of an OrganiSm
O Sel「 reprOduCtiOn
① ChangeS in Climate
Clements was challenged by another pioneer ecologist, Henry Gleason, who took
the opposite view. Gleason viewed the community as largely a group of species with
similar tolerances to the stresses imposed by climate and other factors typical of the
region. Gleason saw the element of chance as important in influencing where species
occurred. His concept of the community suggests that nature is not highly integrated.
Gleason thought succession could take numerous directions, depending upon local
circumstances.
35,According to Gleason in paragraph 3′ the occurrenCe Of a species in a particular
cOrnrnunity is influenced by
(15i)unpreCiiCtable leVentS
① hOW indiVidua‖ StiC the SpeCieS iS
O the numberbf Other SpeCieS preSent
① the tOleranCe Of Other SpeCieS tO StreSSeS
217
Who was right? Many ecologists have made precise measurements, designed to
test the assumptions of both the Clements and Gleason models. For instance, along
mountain slopes, does one life zone, or habitat type, grade sharply or gradually into
another? lf the divisions are sharp, perhaps the reason is that the community is so
well integrated, so holistic, so like Clements viewed it, that whole clusters of species
must remain together. lf the divisions are gradual, perhaps, as Gleason suggested,
each species is responding individually to its environment, and clusters of species are
not so integrated that they must always occur together.
36.VVhat did the ecO10gists in paragraph 4 hope to deterrnine with their
nleasurernents?
①
'Whether different species compete forthe same envirOnments
① Whether habitats are sharp:y separated or gradua‖ y f10w intO each Other
OヽⅣhether succession differs in differenttypes of habitats
① Whetherintegrated commun面 es survive better than independent
cornnlunities
It now appears that Gleason was far closer to the truth than Clements. The
I ecological community is largely an accidental assemblage of species with similar
I responses to a particular climate. Green ash trees are found in association with plains
G
n cottonwood trees because both can survive well on floodplains and the competition
fi between them is not so strong that only one can persevere. One ecological commu-
u nitY often flows into another so gradually that it is next to impossible to say where
one leaves off and the other begins. Communities are individualistic.
37. ln paragraph 5′ vvhy¬does the authOr rnention green ash trees and lplains
cottonwood trees?
① To supportthe current view about how ecological cOmmunities deve10p
① ■O provide an exarnple of species that preferto live On f100dplains
O TO provide evidence that supports the theory of clements
① TO show where one ecologicalcommunity stops and the Other begins
38. 「̈he word″pe,severe″ in the passage is c10sestin rYleaning tO
① reproduce
① fa‖
③ expand
① l Continue
218
‐
「 his is not to say that precise harrlllonies are not present within cornrllunitieS.
Most flovvering plants could not exist Vvere it not fortheir pollinators一 and viCe VerSa.
Predators′ disease organisrrls′ and corni〕 etitors allinfluence the abundance and dis―
tribution of everythhg from oak trees to field mice.Butif w●
"e‐
lalpllllil● lb‐ala氏06f
llatuF011itllliも largelソ
‐
an artifaCt.Of Our perleptiOnl'dlll tOlth‐ o1111け oi6n th`tlハ aturё ,6も pe‐
Cia‖ソa‐ 10mpleX System like alfOFeSt'10● ■S SO unllhanging frOm One dlytOthO nl*it
39.ヽ′Vhich of the sentenceS lbelow best expresses the essentialinfornlatiOn in the
highlightecl sentence in lparagraph 6?lncorrect chc)ices change the rneaning in
irnportant vvays orleave(out essential infornlation.
① Vヽe See nature aS preCiSely balanCed beCauSe nature iS unChanging・
① A precise balance of nature is not possible because ofthe corYlplexity of
natural systems.
③ Our SenSethat nature:S preCiSely balanCed reSultS frOm the i‖ uSiOn thatit iS
unchanging.
① BeCauSe nature iS preCiSely balanCed′ COrnpleX SySternS dO nOt Seern tO
change.
I Who was right? I Many ecologists have made precise measurements, designed
to test the assumptions of both the Clementsand Gleason models. I For instance,
along mountain slopes, does one life zone, or habitat type, grade sharply or gradually
into another? I lf the divisions are sharp, perhaps the reason is that the community
is so well integrated, so holistic, so like Clements viewed it, that whole clusters of
species must remain together. lf the divisions are gradual, perhaps, as Gleason sug-
gested, each species is responding individually to its environment, and clusters of
species are not so integrated that they must always occur together.
40. Look at the four squares [I] that indicate where the following sentence can be
added to the passage.
Their research has helped to decide between the two views because it has
focused on questions to which Clements and Gleason would give opposing
answers.
Where would the sentence best fit?
@ Their research has helped to decide between the two views because it
has focused on questions to which Clements and Gleason would give
opposing answers. Who was right? I Many ecologists have made precise
measurements, designed to test the assumptions of both the Clements and
Gleason models. I For instance, along mountain slopes, does one life zone,
or habitat type, grade sharply or gradually into another? I lf the divisions
are sharp, perhaps the reason is that the community is so well integrated,
so holistic, so like Clements viewed it, that whole clusters of species must
remain together. lf the divisions are gradual, perhaps, as Gleason suggested,
each species is responding individually to its environment, and clusters of
species are not so integrated that they must always occur together.
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① ■'WhO WaS right?Thelr research has he:ped to decide between the
two vievvs because lt hasfocused on questiOns tO wh:ch C:enlents and
Gleason wouid g:ve oppOslng ansvvers,Many ecologists have rnade precise
rneasurernents′ designed tO testthe assumptions of both the Clernents and
Gleason rnodels.■ I Forinstance′ along rnountain slopes′ does one life zone′
or habitattype′ grade sharply Or gradua‖ y intO another?|l lfthe divisions
are sharp′ perhaps the reasOn is that the cOrnrTlunity is so wellintegrated′
so hc)listic′ so like Clernents viewed it′ that vvhOle clusters Of species nlust
rernain tOgether.lf the divisions are gradual′ perhaps,as G!eason suggesteci′
each species is responding individua‖ y tO its environrnentf and clusters of
species are not so integrated that they must a!vvays Occurtogether.
@ f Wfro was right? I Many ecologists have made precise measurements,
designed to test the assumptions of both the Clements and Gleason models.
Their research has helped to decide between the two views because it has
focused on questions to which Clements and Gleason would give opposing
answers. For instance, along mountain slopes, does one life zone, or habitat
type, grade sharply or gradually into another? I lf the divisions are sharp,
perhaps the reason is that the community is so well integrated, so holistic, so
like Clements viewed it, that whole clusters of species must remain together.
lf the divisions are gradual, perhaps, as Gleason suggested, each species is
responding individually to its environment, and clusters of species are not so
integrated that they must always occur together.
@ I Who was right? I Many ecologists have made precise measurements,
designed to test the assumptions of both the Clements and Gleason models.
I For instance, along mountain slopes, does one lifezone, or habitattype,
grade sharply or gradually into another? Their research has helped to decide
between the two views because it has focused on questions to which
Clements and Gleason would give opposing answers. lf the divisions are
sharp, perhaps the reason is that the community is so well integrated, so
holistic, so like Clements viewed it, that whole clusters of species must
remain together. lf the divisions are gradual, perhaps, as Gleason suggested,
each species is responding individually to its environment, and clusters of
species are not so integrated that they must always occur together.
41. 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.
Write your answer choices in the spaces where they belong. You can either write
the letter of your answer choice or you can copy the sentence.
220
繭
Answer Choices
I Clements held that ecological communities were like organisms that
compete with each other for dominance in a particular climatic region.
Clements saw the community as a collection of thoroughly interdependent
species progressing toward a single climax community.
□ Gleason he!d that Within a single climatiC region′ differing localfactors would
cause ecological cornrnunities to develop in different vvays.
匝]Gleason be‖eved that sharp divisions wOuld exist between species in
different habitats.
□ bday′ S eCO:OgiStS reCOgniZe that eCO10giCal COmmunitieS muSt be preCiSely
and pernlanently balanceci.
□ The current thinking iS that COmmunitieS are indiVidua‖ StiC and largely
accidental cc)llections olf species vvith Silη ilar needs anci tOlerances.
221
Over time, a variety of views have been formed on the structure of ecological
communities.
This section measures your ability to understand conversations and lectures in
English.
Listen to each conversation and lecture only one time. After each conversation and
lecture, you will answer some questions about it. Answer each question based on
what is stated or implied by the speakers.
You may take notes while you listen and use your notes to help you answer the ques-
tions. Your notes will not be scored.
ln some questions you will see this icon: fi. This means that you will heat but not\v
see, the question.
Answer each question before moving on. Do not return to previous questions.
It will take about 60 minutes to listen to the conversations and lectures and answer
the questions about them.
223
Directions: Listen to Track 63 (J
Directions: Now answer the questions
1. VVhy does the rnan go to the cornputer center?
① b:earn hOW to use the lnternet
① TO aSkthe woman where he can buy a computer
O b aSkif he Can getinstruction on using computers
① TO find Out Where the computerlabs are located
2. Hovv did the rnan prObably feel when he first arrived atthe cOrnputer center?
① Embarrassed about hislack Of cOmputer ski‖ s
① Excited to learn about cOmputers
O UpSetthat he needsto take an expens:ve computer course
① Nervous about an assignmenttO write a paper on a computer
3, VVhat does the wornan irnply aboutthe book she boughtfor herfather?
① lt does notinclude instruction on word processing.
① ltiS nOt aVailable atthe carllpus bookstore.
O ltis intended only for people with a lot of computer experience.
① lt might be helpfulforthe man.
4. VVhat does the vvornan imp:y aboutthe student assistants?
① The man Wi‖ not be able to work with them forlong.
① They may nOt be good instructors for beginners.
③ They are required to teach students to use the computers
① Nota‖ ofthem know abOut cOmputers.
224
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5, VVhat vvillthe wornan do to help the rnan?
① Lend him a book on computers
① Give him a‖ st of computer courses
o Give him a‖ st of student assistants
① Recommend a computerinstructor
225
Directions: Listen to Track 64.
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Economics
6. VVhatis the lecture rnainly about?
① WayStO‖ mit the eXpanSiOn OfinternatiOnaltrade
① HOW reStriCtiOnS On internatiOnaltrade can cause economic harm
③ Factors thatinf:uence the distribution of exports
① Vヽhy internatiOnaltrade haS expanded in recent years
7. According to the professoLWhy do rnany peop:e wantirnports to be regu!ated?
① ba‖ OW fOr priCe inCreaSeS in dOmeStiC prOduCtS
① 丁o make the prices of exports more competitive
③ 丁o protect against domestic unemployment
① TO enCOurage the economic groWth of certain industries
226
Directions: Now answer the questions.
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8. According to the professoL whatis a negative result ofli:T〕 iting inlports?
① The paCe OfteChnO10giCalinnOVatiOn S10wS down.
③ 丁he number of domesticlow― paVing iobs decreases.
O PeOple mOvetO areas whereincomeislower.
① 丁he potentialincome from exports is reduced.
9. VVhat does the professorirnply aboutthe sugarindustry in Florida?
① ltiS a g00d SOurCe Of high― paying iObS.
① ltShOu:d nOt be prOtected from competition from imports,
① ltiS a g00d eXample Ofthe effeCt Ofinternationalspec:a‖ zation.
① ltiS managed COSt effeCtiVely.
10.ヽ Aノ hat does the professorirnlply about the effect ofincreasing inlports?
① :t Wi‖ eVentua‖ y reSu:tin a decrease in exports.
① ltiS nOt neCeSSar‖ y bad fOrthe economy.
① it Creates domestic economic problems that are eas‖ y solved.
① ltSimpaCt On the eCOnOmy isimmediately apparent.
11. VVhatis the professor′ s opinion of retraining and relocat:ng unenlployed people?
① itiS mOre eXpenSiVe OVertime than bloCking imports.
① lt Can SOmetirneS haVe unintended COnSequences.
○ :tiS One pOSSible way tO adaptto an increase in imports.
① lt maintainS the prOduCtiOn levels ofinefficientindustries.
227
Directions: Listen to Track UU. (J
Marine Biology
228
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229
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Directions: Now answer the questions.
12.VVhat does the professorrnainly discuss?
① Why SOme WhaleS dO nOt migrate
③ HOW and Why baleen WhaleS migrate
③ HOW baleen WhaleS COmmuniCate With Other WhaleS
① HOW different Wha:eS hunt fOr theirf00d
13.According to the professoら whatis a cornmOn reason forrnigration that does
N()・T app:y to baleen whales?
① The need tO aVOid iOWer WatertemperatureS
③ The need tO raiSe yOung in a Suitable enVirOnr:lent
O The need tO find betterfeeding grOundS
① 丁he need to find a mating partner
14. ln orderto prove or disprove the balancing― act theory ofvvha:e rnigration′ What
question needs to be answered?
① Whether Or nOt WhaleS haVe g00d eyeSight
③ HOW 10ng ba:een WhaleS are able tO SurViVe WithOutf00d
③ HOW faSt baleen WhaleS Can SWim COmpared With Other kindS Of WhaleS
① Whether mOVing SOuth SaVeS WhaleS mOre energythan Staying nOrth
15.According to the professoL what are the possible nleans used by rnigrating
whales to find the right direction?(3わ οOse 3 ansνソθrs.
日 Using magnetic fieldS aS a guide
匝]Recognizing coasta‖ andmarks
回 Fo‖ owing the heat ofthe tropical water
匝]Listening to sounds that bounce off ofthe land
□ Fo‖ owing the migrating plankton
16.Listen to■ ack 66.、 ∂
① SheiS nOtan eXpertOnヽ Ⅳhat She iS abOut tO diSCuSS,
① She Wi‖ diSCuSS Only WhatiS re:eVanttO her main pOint・
③ She thinkS her StudentS already underStand her pOint・
① SheW‖ l nOt repeat What WaS diSCuSSed in preViOuS ClaSSeS・
17. Listen to・Track 67.
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① ltiS nOt ObViOuS hOW WhaleS find their Way・
① Different whales have different ways oflocating food
O VVhaleS haVe a p00r SenSe Of OrientatiOn・
① SCientiStS haVe nOt been able tO traCkthe WhaleS,
230
Directions: Listen to Track 68.
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Directions: Now answer the questions
18,VVhy does the student 9o to see her advisoL Professor Anderson?
① She wants Professor Anderson′ s he!p with her research.
① She:s responding to Professor Anderson′ s invitation.
O She haS a COmplaint abOut another professor.
① She WantStO get a letter ofrecommendation to law school.
19.VVhy does the student rrlention Professor(〕 onne‖ y′sc!ass?
① She Was not happy VVith the grade she received in the class.
(l日|)Shei rnight be able tOIleXI)anCithe reSearCh She(did in the c:aSS
O lt WaS the mOSt diffiCult ClasS She evertook.
① PrOfeSSOr COnne‖ y t00k the ClaSS On a trip to VeneZuela.
20.VVhat does the studenttell Professor Anderson she wil:do before their next
rneet:ng?
① Registerfor Professor(〕 onne‖ y′s class
① Begin tO Write her hOnOrs thesis
O Turn in her hOnOrS prolectto Professor Conne‖ y
① Talk tO PrOfeSSOr COnne‖ y abOut dOing an hOnOrS proieCt
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21.Listen to Track 69.Lが
① Very feW StudentS are aSked tO COnS:der writing an hOnorS thesis.
① The WOman haS ShOwn poorresearch ski‖ sin the past.
O An honorsthesis could help the woman getinto:aw schooL
① The WOmanShOu!d Write a prOposal out‖ ning her research ski‖ s.
231
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22. Listen to Track rO. (J
① She iS unCertain abOut herability tO Write an hOnOrS theSiS.
① She dOeS nOtthink an hOnOrStheSiS WOuld be uSefultO her.
O She COnSiderS herSelftO be a g00d Writer.
① She haS Only Written One reSearCh paper befOre.
232
Directions: Listen to Track 71
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Journalism
233
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Directions: Now answer the questions
23.VVhatis the lecture rnainly about7
① 鴇′hy SOme nel″ SpaperS dO nOtimprOVe their SerViCeS
③ What neWSpaperS Can dO tO inCreaSetheir readerShip
O Why 10Cal neWSpaperS CannOt COmpete With ma10r neWSpaperS
① HOW the tOpiCS thatintereSt readerS haVe Changed OVerthe yearS
24. According to the professor, what topics are newspaper readers most interested
in? Choose 2 answers.
Political issues
Entertainment and weather
Natural disasters and accidents
Ordinary people
25.According to the professot hovv can nevvspapers attract readers to serious
stories?
① By inCluding phOtOS that prOVide baCkgrOund infOrrnatiOn
① By making minOr reViSiOnS tO the COntent Ofthe StOry
O By makingthefOrmat mOre appea‖ ng tO readerS
① By gradua‖ y inCreaSing the nurnber Of SeriOuS StOrieS
26.VVhat does the professorirnply aboutthe use of cOlorSin neWSpaperS7
① lt haS been greatly influenCed by reader preferenCeS・
① ltiS mOre effeCtiVe than early reSearCh indiCated・
③ lt haS nOtreSu!ted in SignifiCantinCreaSeS in the number Of readerS
① lt haS been negleCted in the Study OfiOurna‖ Sm・
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234
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27. Listen to・ Track 72. L ′
① He agreeS with the professor completely.
① He iS SurpriSed by the prOfessor′ s point of view.
③ He iS nOt familiar with the topic the professoris discussing.
① He Can Offera so!ution to the problern being discussed.
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28. Listen to・ Track 73. L ∂
① Hefu‖y SuppOrts the Student′ s statement.
③ HiS eXperienCe thiS mOrning was unexpected.
③ He WaS nOt affeCted by what happened this morning.
① 丁he student should not complain.
235
Directions: Listen to Track 74
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Geology
236
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Directions: Now answer the questions
29.VVhat aspect ofthe Earth 750 million Vears ago is the:ecture rnainly about?
① 丁he changes in locations ofthe continents
①
‐
The effeCt Of greenhOuSe gaSeS On the atrnOSphere
O Factors thatinfluenced the ocean currents
① Factors that contributed to a globalfreeze
30.According to the professoL hovv do geologists interpretthe presence of erratics
in the tropics?
① ltindiCateS that CarbOn― diOXide leVelS Were OnCe higherthere・
① itiS eVidenCe Of g:Oba!glaCiatiOn,
③ :tindicates thatthe Earth may coo!off at some pointin the future.
① !tiS eVidenCe that SOme glaCierS Originated there・
31.VVhatis the ice― albedo effect?
① G:obal warrning is balanced by carbon d:oxide in the oceans.
① SOlar radiatiOn retained in the atmOSphere me!tS iCe・
① Large amounts ofcarbon dioxide are removed fromthe atmosphere
① Reflection of heat by glaciers contributes to their growth.
32.VVhatis the relationship between carbon dioxide and si!icate rocks?
① lSiliCate rOCkS are large:y COrylpOSed Of CarbOn diOXide・
(1日:)SiliCate rOCkS COntribute tO the CreatiOn Of CarbOn diOXide・
③ The erOSiOn Of SiliCate rOCkS reduCeS CarbOn― diOXide leVeiS in the
atrnosphere.
① 丁he formation of si‖ cate rocks removes carbon dioxide from the oceans
238
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33.VVhat、vas one feature lofthe Earth that contributed to the runavvay freeze 750
rnillion years ago?
① CarbOn― diOXide leVe:Sin the OCeanS Were 10W.
① The COntinentS Were 10Cated C10Se tO the equatOr.
① 丁he movement of glaciers carried away large quantit:es of rock.
① The leVe1 0f greenhOuSe gaSeS in the atmOSphere WaS high.
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34. Listen to‐ Track 75. LI `P
① TO COmpare an unfami‖ ar ObieCttO a fami‖ ar One
① TO reVeal eVidenCe that COntradiCtS hiS pOint
O TO indiCate unCertainty aS tO What depOSitS frOm glaCierS 100k‖ ke
① TO enCOurage StudentS tO eXamine rOCkSin StreamS
239
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This section measures your ability to speak in English about a variety of topics.
There are six questions in this section. For each question, you will be given a short
time to prepare your response. When the preparation time is up, answer the question
as completely as possible in the time indicated for that question. You should record
your responses so that you can review them later and compare them with the answer
key and scoring rubrics.
241
1. You will now be asked to speak about a familiar topic. Give yourself 15 seconds
to prepare your response. Then record yourself speaking for 45 seconds.
Listen to Track 16. 0
Sometimes one individual can have a great impact on a group or community.
Select one person and explain how you think this person has affected others
in the group or community. Give specific details and examples to explain your
answer.
2. You will now be asked to give your opinion about a familiar topic. Give yourself
15 seconds to prepare your response. Then record yourself speaking for 45
seconds.
aListen to Track 77,
When some people visit a city or country for the first time, they prefer to take an
organized tour. Other people prefer to explore new places on their own. Which
do you prefer and why?
3. You will now read a short passage and listen to a conversation on the same
topic. You will then be asked a question about them. After you hear the question,
give yourself 30 seconds to prepare your response. Then record yourself
speaking for 60 seconds.
Listen to Track rs (J
242
Reading Time: 45 seconds
Professor Fox Accepts New Position
We are happy to announce that Professor Fox will be filling the vacant Dean
of Students position. Strong organizational skills are important for this posi-
tion. Professor Fox has demonstrated such skills in her role as Head of the
Philosophy Department, where she has coordinated department affairs for five
years. Additionally, the Dean of Students must be someone who is able to work
well with students, since responsibilities include counseling and advising stu-
dents who are dealing with personal problems. As our head women's soccer
coach, Professor Fox has proven to be a supportive role model for team mem-
bers, always offering assistance when they ask for personal guidance.
Listen to Track 79
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The woman expresses her opinion about the change described in the article.
Briefly summarize the change. Then state her opinion about the change and
explain the reasons she gives for holding that opinion.
Preparation Time: 30 seconds
Response Time: 60 seconds
4. You will now read a short passage and listen to a lecture on the same topic.
You will then be asked a question about them. After you hear the question, give
yourself 30 seconds to prepare your response. Then record yourself speaking for
60 seconds.
Listen to Track 80 ⌒
建 ″
243
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Reading Time: 45 seconds
Critical Period
It is generally believed that for many organisms, there is a specific time
period, a so-called "window of opportunity," during which the organism must
receive crucial input from its environment in order for normal development to
occur. This period is called the critical period.lf the needed environmental input
is not received during this period, the normal development of certain physical
attributes or behaviors may never occur. ln other words, if the organism is not
provided with the needed stimulus or influence during the critical period, it may
permanently lose the capacity to ever obtain a particular physical attribute or
behavior.
Listen to Track 81 a
Using the examples of kittens and geese, explain the idea of a critical period
5. You will now listen to part of a conversation. You will then be asked a question
about it. After you hear the question, give yourself 20 seconds to prepare your
response. Then record yourself speaking for 60 seconds.
Listen to Track tr. O
244
・
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業
・
Briefly summarize the problem the speakers are discussing. Then state which
of the two solutions from the conversation you would recommend. Explain the
reasons for your recommendation.
6. You will now listen to part of a lecture. You willthen be asked a question about it
After you hear the question, give yourself 20 seconds to prepare your response.
Then record yourself speaking for 60 seconds.
Listen to Track 83 n
245
翻
Using the example of the vacuum cleaner, explain when it is legally acceptable
to use exaggeration in advertising and when it is not.
Preparation Time: 20 seconds
Response Time: 60 seconds
246,
This section measures your ability to write in English to communicate in an academic
environment.
There are two writing questions in this section.
For question 1, you will read a passage and listen to a lecture about the same topic.
You may take notes while you read and listen. Then you will write a response to a
question based on what you have read and heard. You may look back at the passage
when answering the question. You may use your notes to help you answer the ques-
tion. You have 20 minutes to plan and write your response.
For question 2, you will write an essay based on your own knowledge and experience.
You have 30 minutes to plan and complete your essay.
1. Directions: Give yourself 3 minutes to read the passage.
Many people dream of owning their own business but are afraid of the risks.
lnstead of starting a new business, however, one can buy a franchise. A franchise
is a license issued by a large, usually well-known, company to a small business
owner. Under the license, the owner acquires the right to use the company's brand
name and agrees to sell its products. ln return, the franchising company receives a
percent of the sales.
A major problem for first-time business owners is finding reliable suppliers of
the goods and services they need: equipment, raw materials, maintenance, etc. lt is
easy to choose the wrong supplier, and doing so can be costly. Buying a franchise
eliminates much of this problem. Most franchising companies have already found
reliable suppliers, and franchise contracts typically specify which suppliers are to
be used. This protects franchise owners from the risk of serious losses.
Another advantage of a franchise is that it can save a new business a lot of
money on advertising. Advertising one's product to potential customers is a crucial
factor in a business's success. A franchise owner, however, sells an already popu-
lar and recognized brand and also gets the benefit of sophisticated and expensive
advertising paid by the parent company.
Finally, a franchise offers more security than starting an independent (nonfran-
chise) business. The failure rate for starting independent businesses is very high
during the first few years; the failure rate for starting franchises is much lower.
Finding one's own way in today's competitive business environment is difficult, and
buying a franchise allows an inexperiencedbusiness owner to use a proven busi-
ness model.
Listen to Track 80. (J
Reading Time:3 minutes
248
Directions: You have 20 minutes to plan and write your response. Your response will
be judged on the basis of the quality of your writing and on how well your response
presents the points in the lecture and their relationship to the reading passage.
Typically, an effective response will be 150 to 225words.
Listen to Track 85 t J
Summarize the points made in the lecture, being sure to explain how they challenge
specific points made in the reading passage.
Response Time: 20 minutes
249
250
2. Directions: Read the question below. You have 30 minutes to plan, write, and
revise your essay. Typically, an effective response will contain a minimum of 300
words.
Do you agree or disagree with the following statement?
People Iearn things better from those at their own level-such as fellow
students or co-workers-than from those at a higher level, such as teachers or
supervisorg.
Use specific reasons and examples to support your answer,
Response Time: 30 minutes
251
252
Reading Section
1.C
2.D
3.B
4.A
5.D
6.C
7.A
8.B
9.A
10.C
ll.B
12.A
13.D
14.B′
15.D
16.D
17.A
18.B
19.C
20.A
21.C
C,F
Listening ISection
1.C
2.A
3.D
4.B
5.C
6.B
7.C
22.B
23.C
24.B
25.A
26.A
27.D,
28.B
29.A
30.I)
31.C
32.C
33.I)
34.B
35.A
36.B
37.A
38.I)
39.C
40.C
41.B,
G,B,C,F
C,F
8.D
9.B
10.B
ll.C
12.B
13.C
14.D
253
15. A, B, D
16. B
17. A
18. B
19. B
20. D
21. c
22. A
23. B
24, B, D
Speaking Section
1. There are many ways you could answer
this particular question. You first need to
choose one person and explain how that
person has had a great impact on a group.
It is important to provide an explanation
for your choice beyond simply stating
that the person is important or great. You
should provide clear support so that your
listeners understand why this person was
important or great.
As an example, you may choose to talk
about a person that you work with. You
could say that this person is a very good
leader, and this persont leadership has
enabled your company to achieve many
great things, such as obtain many new cli-
ents. Also, you could say that this person
has had an effect on the other members of
the group because the other members have
followed this person's example to be better
employees.
Your response should be intelligible,
should demonstrate effective use of gram-
mar and vocabulary, and should be well
developed and coherent. Your response is
scored using the Independent Speaking
Rubric (see Appendix A).
2. To respond to this particular question,
you should clearly state what your opinion
is: do you prefer to take an organized tour
when visiting a place for the first time, or
do you prefer to explore the new place on
your own? There is no "correct" answer to
this question. Whichever option you pre-
fer, your answer should be supported with
examples.
If you think that it is bctter to take an
organized tour, you could say that a tour is
better, especially if you do not know much
about the new place. You might not know
where to go or what to see. Plus, the guide
will have more knowledge than you do.
You might give a specific example of a tour
that you have been on yourself.
If you prefer to explore a place on your
own, you might say that a tour would limit
you, because you would be told where to
go. There might be a situation where you
want to stay in one place for a longer time,
but the tour would not allow this. In this
case, you could also give a specific exam-
ple of a time when you explored a place on
your own and why this was good.
It is important to make sure that
you state your opinion and develop your
response with good examples and relevant
details.
Your response should be intelligible,
should demonstrate effective use of gram-
mar and vocabulary, and should be well
25. C
26. C
27. B
28. A
29. D
30. B
31. D
32. C
33. B
34. A
254
developed and coherent. Your response is
scored using the Independent Speaking
Rubric (see Appendix A).
3. To respond to this particular question,
you should state the woman's opinion of
the university's decision to give the posi-
tion of Dean of Students to Professor Fox.
In this case, the woman disagrees with the
decision.
After stating that the woman disagrees
with the decision, you should convey the
two main reasons she gives for holding
that opinion. You will need to connect
information from the conversation to the
reading in order for the response to be
complete. The woman says that the first
reason given for appointing Professor
Fox-that she has strong organizational
skills-is not valid. You should provide as
her explanation either that some classes
were cancelled because Professor Fox did
not organize enough teaching assistants
or that she missed a philosophy course in
Europe because Professor Fox did not sign
her paperwork in time.
Your response should also convey the
woman's second reason for not agree-
ing with the university's decision to
make Professor Fox Dean of Students.
The woman disagrees that Professor Fox
works well with students. As support, she
says that Professor Fox has an aggres-
sive coaching style. She also gives an
example of her friend who was criticized
by Professor Fox when she was looking for
emotional support. This shows that, in the
woman's opinion, Professor Fox would not
be a good Dean of Students.
As you need to discuss both of the
woman's reasons for disagreeing with
the university's decision, you should not
include too much detail from the reading
or concentrate too much on one of the rea-
sons. Give yourself enough time to discuss
both reasons.
Your response should be intelligible,
should demonstrate effective use of
grammar and vocabulary, and should
be well developed and coherent. Your
response is scored using the Integrated
Speaking Rubric (see Appendix A).
To respond to this particular ques-
tion you should first explain the idea of
a critical period as it was presented in
the reading. The critical period is a spe-
cific time period for many organisms.
Organisms must receive external or envi-
ronmental input during this critical period
in order to develop normally. Do not spend
too much time summarizing all of the con-
tent of the reading.
You should then use the examples given
by the professor to explain critical periods.
In the first example, the professor discusses
a critical period that affects a physical
attribute. Vision in kittens will not develop
normally if they are not exposed to light
within the first four months of life. In the
second example, the professor discusses a
critical period affecting a behavior. Baby
geese will adopt whatever large moving
object they first see within the first two
days of their lives as their parent. They will
follow this "parent" even if it's a different
species. That behavior cannot be changed
even if a real goose reappears.
You do not need to repeat all of the
details from the reading and the lecture,
but instead integrate points from both to
answer the question completely. For this
question, you need to give yourself enough
time to talk about both examples.
Your response should be intelligible,
should demonstrate effective use of gram-
mar and vocabulary, and should be well
developed and coherent. Your response
is scored using the Integrated Speaking
Rubric (see Appendix A).
To respond to this particular question
you should briefly describe the problem. In
this case the problem is that the woman
does not want to cook her own meals
because the kitchen in the dorm is always
a mess.
,,.dffi
4.
5
Next, you need to choose one of the
two solutions and explain why you think
that solution is best. Note that you are not
required to talk about both solutions. The
two solutions in this conversation are: 1)
put up a schedule so people can sign up
to use the kitchen. Anyone who uses the
kitchen must clean up, or 2) hire someone
to clean the kitchen once a week. It does
not matterwhich of the two proposed solu-
tions you choose, since there is no "right"
solution or "wrong" solution. You should
choose the solution that you think is best
and support your choice with reasons why
you think it is best. The reasons you give
can include information provided by the
speakers as well as your own experiences.
For example, if you believe the first
solution is preferable, you could say that
it should be the students'responsibility to
clean the kitchen. Cleaning the kitchen is
important because it could lead to good
habits, and eventually these students will
be responsible for their own kitchens.
Another way to discuss this is to talk about
the disadvantage of the other solution. In
this case you might say that hiring some-
body else is not a good idea because it
costs money, and students do not usually
have a lot of money. They would be bet-
ter off using this money to buy food for
themselves.
If you believe the second solution is
preferable, you might say that students
don't really have enough time to clean.
They are already very busy with their
schoolwork, so cleaning is something that
they should get somebody else to do. Also,
somebody else might do a better job since
many students don't have a lot of experi-
ence cleaning.
These are just examples of possible
responses; remember, this type of question
can be answered in many different ways.
Your response should be intelligible,
should demonstrate effective use of gram-
mar and vocabulary, and should be well
developed and coherent. Your response
is scored using the Integrated Speaking
Rubric (see Appendix A).
6. This particular question requires you
to summarize the contents of a lecture you
hear. In your response, you should talk
about exaggeration in advertising, includ-
ing the examples of when it is legal to use
exaggeration and when it is not legal to use
exaggeration.
You should begin with a general
statement about the lecture, such as that
exaggeration in advertising has to be so
extreme that nobody will believe it. If it
isnt, this advertising may be illegal. You
would then talk about the first example
that the professor gives. An advertiser that
wanted to make the point that its vacuum
cleaner is very light showed it in a televi-
sion ad floating in the air. This kind of
advertisement was legal because no one
would really believe that a vacuum cleaner
floated in the air.
You should then talk about the profes-
sor's second example. The professor says
that if the company showed the vacuum
cleaner cleaning a big dirty carpet in just
a few seconds that is an exaggeration and
would be unacceptable because someone
might actually believe it. We can imagine
someone buying the vacuum cleaner and
being disappointed that it didn't work that
well.
You should read the question carefully
and respond with the appropriate informa-
tion. This question clearly directs you to
talk about a time when it is acceptable to
use exaggeration and a time when it is not
acceptable. You should budget your time
so that you are able to talk about both
examples.
Your response should be intelligible,
should demonstrate effective use of gram-
mar and vocabulary, and should be well
developed and coherent. Your response
is scored using the Integrated Speaking
Rubric (see Appendix A).
256
Writing Section
1. What is important to understand from
the lecture is that the professor disagrees
with the advantages of buying franchises
presented in the reading, namely that a
franchise owner does not have to look for
suppliers; that a franchise owner gets the
benefit of advertising done by the par-
ent company; and that franchises provide
more security than other types of business
Your response is scored using the
Integrated Writing Rubric (see Appendix
A). A response that receives a score of 5
clearly conveys all three of the main points
in the table using accurate sentence struc-
ture and vocabulary.
2. To earn a top score, you should develop
a multi-paragraph essay that responds to
the issue of whether people learn things
better from those at their own level-such
as fellow students or coworkers-than
from those at a higher level, such as teach-
ers or supervisors. Typically an effective
In your response, you should convey
the reasons presented by the professor for
why buying a franchise is not the best way
of becoming a business owner. A high-
scoring response will include the following
points made by the professor that cast
doubt on the points made in the reading:
response will contain a minimum of 300
words.
One successful way to express agree-
ment with the prompt is to explain that
you can learn better from your fellow stu-
dents or coworkers-at least those whom
you enjoy being around-because when
these people try to teach you something, it
will be in a relaxed, friendly atmosphere
with no pressure. You might go on to
argue that if you're relaxed, you'll learn
better.
Since franchising companies have already
selected reliable suppliers for franchise own-
ers to use, a new franchise owner does not run
the risk of working with unreliable suppliers.
A franchise owner is forced to use the suppli-.
ers identified by the parent company. Such
suppliers often charge too much for their
goods and services. A franchise owner cannot
use cheaper suppliers that may be available.
ln fact, franchise owners have to pay a por-
tion of their income to the parent company
in return for advertising services. However,
advertising by the parent company focuses on
the brand and not on the owner's individual
business. Owners would get greater benefit for
less money if they did their own advertising.
Franchise owners save money on advertis-
ing because they sell well-known brands and
because they get the benefit of advertising
paid for by the parent companies.
There is in fact an option for starting business
owners that is more secure than buying a fran-
chise: buying an already-existing independent
business. lndependent businesses bought
from previous owners have twice as much
chance of success as new franchises.
Buying a franchise offers very good security.
The failure rate of starting franchises is much
lower than the failure rate of starting indepen-
dent businesses.
Counterpoint made in the lecturePoint made in the readin
257
LiBT Test
I
A successful way to disagree with
the prompt is to describe the advantage
of learning from someone with expert
knowledge and teaching ability; you may
have had a teacher who is not only great at
math, for example, but is also much more
skilled and experienced at transmitting
this knowledge to others than a classmate
of yours might be, even if the classmate
also has tremendous knowledge of the sub-
ject matter.
Keep in mind that there is no "correct"
answer to this question. Either side of the
issue can be supported with examples
and reasons. It is important to make sure
that you state your opinion and develop a
response that explains your opinion well.
The development of your essay is judged by
how effectively you support your opinion;
a well-developed essay will contain clearly
appropriate reasons, examples, and details
that illustrate your opinion. Development
is not evaluated simply in terms of how
many words you write.
Your response should be well orga-
nized. A well-organized essay allows an
evaluator to read from the beginning to
the end of the essay without becoming
confused. You should be sure not to just
repeat the same information in different
ways.
The quality and accuracy of the sen-
tence structure and vocabulary you use to
express your ideas is also very important.
Your response is scored using the
Independent Writing Rubric (see
Appendix A).
25A
259
Ｄ
二
This section measures your ability to understand academic passages in English.
There are three passages in the section. Give yourself 20 minutes to read each pas-
sage and answerthe questions about it. The entire section will take 60 minutes to
complete.
You may look back at a passage when answering the questions. You can skip ques-