TOEFL test, November 2009

Reading Set 1

Optogenetics

Utilizing methods and technology from the realms of genetic engineering, neurology, and optical imaging, optogenetics is a new science that uses genetic material from plants to create photosensitivity in neural tissues. Using light to trigger activity in photosensitive neurons is more precise than any existing technology and causes fewer side effects. Optogenetic research has resulted in promising advances in the quest for remedies to neurally degenerative diseases like Parkinson’s and Alzheimer’s. It also holds the potential for artificial limbs that can relay feedback like temperature or texture directly to the user’s brain. The initial light-sensitive proteins, called channelrhodopsins, are derived from Chlamydomonas, a type of algae. This genetic material, when combined with neural tissue, can use light to trigger neurons to “spike.” These spikes are electrical pulses from within the neuron that control muscle function or direct information. In an experiment at Stanford University, scientists used spikes to cause a mouse to run in a circle. At Yale University, spikes aimed at specific neurons caused flies to attempt to jump up and fly.

The ability to fire neurons existed before optogenetics; neurons can be caused to fire by sparking them with electrical currents. It is the addition of a promoter, a section of DNA that makes the gene affective to only one specific type of neuron, that makes the technology so singular. The promoter causes the channelrhodopsins to function in certain neurons, but to remain dormant in others. This means that only the neurons selected by the promoter will react to light, while the neural tissue in the surrounding area remains unaffected and unchanged. This composition of plant-derived channelrhodopsins and promoter is introduced into viral particles, which are injected into the brain. The modified virus inserts the mixture into a small area of neural tissue, which assimilates the botanical gene’s sensitivity to light. Minute optical fibers are then threaded into the skull to introduce flashes of light. Chlamydomas reacts strongest to blue light, so when these neurons “infected” with the algae’s gene sense blue spectrum light, they fire. But if effective control is to be attained, the ability to stop a neuron from firing is just as important as causing it to spike in the first place. Another gene taken from a bacteria and used similarly causes the neurons to stop firing when exposed to yellow light. The combined use of these two genes results in genetically modified neurons that can be switched off and on at extremely high speeds by different spectrums of light.

The product of this technology is a specific group of neurons that can be controlled very precisely through a relatively non-invasive procedure. Scientists working on optogenetic projects hope that this will soon replace the current methods of drug therapy and deep brain stimulation, which are much less precise. Drugs flood the entire brain with chemicals, often causing undesirable side effects. Deep-brain stimulation not only impacts all the tissue surrounding the target area, but also must be implanted deep within the brain through difficult and dangerous surgery. While effective, the high risks

involved with deep-brain stimulation mean it is usually reserved for extreme cases in which all other options have been eliminated. Since neither of these therapies are ideal and come with multiple secondary effects, the promise of a new, powerful and exact method is very encouraging. Optogenetics, providing explicit control over the function of specific neurons, means that areas of the brain that have lost their function can be re-programmed and forced to become active again. Through the use of this technology, researchers have mapped the brains of mice and discovered connections between nerves on the surface of the brain and the deep-brain nerves that Parkinson’s Disease seems to affect. These surface neurons imply that future therapies for Parkinson’s may be much easier to devise than previous means, and their side effects may be much less severe. However, this is still a new technology. The scientific community is hopeful that human testing will be as successful as experiments on various animals have led them to believe. Only then will the true extent of optogenetics’ advantages be understood.

1. The word precise in paragraph 1 is closest in meaning to (A) special (B) careful (C) exact * (D) successful

2. The word trigger in paragraph 1 is closest in meaning to (A) cause * (B) shoot (C) promote (D) request

3. According to paragraph 1, which of the following is true of optogenetics? (A) It is a well-established branch of science. (B) It might help persons who have neurologic diseases.* (C) It uses light-sensitive neurons that come from flowers. (D) It uses genetic material and light to spike neurons to trigger.

4. Why does the author mention experiments on a mouse and flies? (A) To illustrate how spikes work in the brain * (B) To demonstrate the formation of channelrhodopsins (C) To argue that optogenetics is a dangerous science (D) To indicate two potentially dangerous side effects

5. The word singular in paragraph 2 is closest in meaning to (A) spectacular (B) obtuse (C) common (D) unusual *

6. According to paragraph 2, a promoter (A) sparks electrical current (B) produces different-colored lights (C) selects specific neurons * (D) is derived from channelrhodopsins

7. The word assimilates in paragraph 2 is closest in meaning to (A) rejects (B) absorbs * (C) measures (D) reproduces

8. The word minute in paragraph 2 is closest in meaning to (A) sensitive (B) tough (C) flexible (D) tiny *

9. Which of the following best expresses the essential information in the highlighted sentence? Incorrect choices change the meaning in important ways or leave out essential information. (A) The use of two genes can create genetically modified proteins that can be turned on and off like a light switch. (B) It's easy to control neurons by the combined use of special genes that allow them to be switched on and off in reaction to light spectrums. (C) Neurons that can combine these two genes react at high rates of speed to blue lights and yellow lights. (D) Two combination of two genes produces special neurons that are capable of being manipulated very quickly by different-colored lights. *

10. The word this in paragraph 3 refers to (A) procedure * (B) group (C) product (D) technology

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

Deep brain stimulation is by far the most precise clinical procedure for controlling areas of the brain, but it’s still disappointingly non-specific.

Where would this sentence best fit?

Answer:

12. Complete the table below to summarize information about the three methods of therapy described in the passage. This question is worth three points.

Optogenetics Drug Therapy Deep Brain StimulationA C BDE

(A) Precise neuron control (B) Difficult and dangerous surgery (C) Flood the brain with chemicals (D) Non-invasive procedure (E) Minimal side effects

Reading set 2

New Orleans Jazz

The city of New Orleans was made for jazz music. Today most people enjoy jazz as a mainstream form of music, art, entertainment, or a mixture of all three. But this wasn't always so. Jazz started in New Orleans as a result of the unique pressures and social climate that only this city could possess. This uniqueness of place began for New Orleans between 1713-1763, with periods of occupation by both the French and Spanish. Unlike most occupation scenarios, the native Creole population inherited knowledge of the European musical tradition from the French. In 1712, New Orleans was infused with slaves from Africa and the Caribbean. According to musical historians, the slave population—particularly from Africa— brought with it the blues notes, rhythms, and vocalizations that would become the hallmark of jazz. But jazz is also marked by the infusion of Western instruments such as the cornet, flute, and trombone.

These became prominent after 1803, when the United States acquired New Orleans from France as part of the Louisiana Purchase. The subsequent US Civil War and the backlash of the Reconstruction were among the biggest affairs to affect New Orleans, and indeed the formation of jazz. With the Civil War came new brands of music, and a new set of instruments to play them on. These new sounds were the marching band and ragtime (both are considered predecessors to jazz), and were played using trombones, other brass instruments, and pianos. After the war, large numbers of these instruments were available to the people in New Orleans for cheap prices. Ragtime settled in New Orleans for good, with bands forming on every street corner.

But jazz also formed, in large part, in response to the social changes growing in New Orleans around the late 1860s, '70s, and '80s. Reconstruction had happened, and as a result the Creoles of color (Creoles with African/Caribbean descent), who had previously lived a life of high society due to their education and breeding, found themselves living with poor African Americans who had immigrated in droves to New Orleans from 1803 on. As a result, historians believe that the two musical backgrounds began cross-pollination. The impromptu and simple blues harmony of the African-American community merged with the more classically trained sound of the Creole population. At this time, the rights and freedoms of all people of color were severely limited. Music had always played an essential part in the lives of the people of Louisiana, and now, under further oppression, musical solidarity, in the vein of the famous "Congo Square," developed. In the 1880s, Congo Square was a place where the oppressed got together every Sunday to dance and play music, and now African-American neighborhoods banded together. Being one of the few outlets for expression, it became a hotbed for the notes and rhythms of the emerging Jazz sound. By 1912, when the first self-professed jazz musicians, such as Bolden Jellyroll Morton, and others arrived on the scene, it was a good place to get noticed.

Two of the main reasons for jazz’s dissemination were its popularity and its allure of wealth. Musicians wanted to take their sound out of New Orleans. The Original Creole Orchestra was one of the first to do so. This meant good money for people who were used to playing accompaniment for vaudeville, or in bars. The Dixieland Jazz Band was the first to produce a commercial record, in 1917. Now jazz was no longer a musical tradition belonging to one group of people. It belonged to everyone who loved it, and true to its African roots, the sound changed and developed with each new artist and generation. For example, African-American artist Louis Armstrong arrived on the scene with his first album, "Hot Fives and Hot Sevens," in 1927, just a few short years after the Dixieland Jazz Band. The record made Armstrong an instant hit, and established him as one of the first jazz solo artists. His playing established a new nuance, one that would carry other artists into the jazz age of the late 1920s and 1930s.

During the '30s and '40s, jazz experienced changes that led to the creation of styles such as swing and bebop. As it had done in its past, the jazz of these decades helped individuals in times of hardship, and gave an outlet to people regardless of age, race, or gender. Its universality continues today, even while styles continue to grow and change.

13. According to paragraph 1, which of the following is true of New Orleans?(A) It is a state in the southern part of the US.(B) Its native population is African-Americans.(C) It was once occupied by Spain. *(D) It had an infusion of slaves in 1763.

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

During this time, New Orleans became home to a heterogeneous population that included African Americans (both free and slave), other Europeans, people from the Caribbean, Latin Americans, and Scandinavians.

Where would the sentence best fit?

Answer:

15. The word hallmark in paragraph 1 is closest in meaning to (A) logo (B) feature * (C) description (D) foundation

16. The author discusses the Civil War in paragraph 2 in order to (A) explain how Reconstruction affected New Orleans (B) detail the intricacies of ragtime music (C) argue against the Louisiana purchase (D) elaborate on a point about musical instruments *

17. All of the following are mentioned in paragraph 3 EXCEPT (A) social changes (B) Creole Orchestra * (C) cross-pollination (D) Jellyroll Morton

18. The word impromptu in paragraph 3 is closest in meaning to (A) unrehearsed * (B) slow (C) unusual (D) upbeat

19. Which of the following best expresses the essential information in the highlighted sentence?

(A) Congo Square resulted in Louisiana's musical solidarity.(B) Oppression developed the famous Congo Square. (C) Under pressure, Louisianans banded together behind music. * (D) Music, always important, developed in the famous Congo Square.

20. The word it in paragraph 3 refers to(A) expression (B) Congo Square *(C) outlet (D) music

21. The word dissemination in paragraph 4 is closest in meaning to(A) importation(B) disintegration(C) influence(D) dispersion *

22. According to paragraph 4, which jazz performer was the first to make a commercial record?

(A) The Original Creole Orchestra (B) The Dixieland Jazz Band * (C) Louis Armstrong(D) Hot Fives and Hot Sevens

23. According to the author, what impact did Louis Armstrong have on jazz?(A) He created a style that influenced artists for the next decade. * (B) He became an instant star with the release of his first record.(C) He made Congo Square famous with his performances there. (D) He introduced the northern US jazz sound to New Orleans.

24. An introductory sentence for a brief summary of the passage is provided below. Complete the summary by selecting the THREE answer choices that express important ideas in the passage. Some sentences do not belong in the summary because they express ideas that are not presented in the passage or are minor ideas in the passage. This question is worth 2 points.

The social and historical conditions in New Orleans made it a perfect incubator for the birth of jazz music.

(A) The city's occupation by the French helped propagate the transfer of European musical style to the native Creoles. *

(B) After the Civil War, instruments such as the flute, trombone became cheaper and more readily available. (C) Congo Square in the 1880s became a popular place where people gathered to make music and dance. (D) An infusion of African and Caribbean slaves in 1712 brought some of the blues

influences that would come to characterize jazz. *(E) Jazz changed in the 1930s and '40s in response to the creation of new musical

styles, such as swing and bebop.(F) After Reconstruction, the forced mixture of Creoles and African-Americans

resulted in the merger of two musical styles that birthed jazz. *

Reading set 3

Harriet Tubman

Araminta Ross, the woman who later became the famous Harriet Tubman, was born into slavery about 1820. Although she was a hard worker, she suffered much physical abuse as a slave due to her independent spirit and refusal to be cowed by her situation. Even as a young slave she displayed a great sense of compassion for her fellow slaves and a determination to help. As a teenager, she tried to intercede when an overseer wanted to punish a young slave. The overseer threw a heavy iron weight at the slave when he tried to run away from punishment, but unfortunately the weight struck Araminta instead, crushing her skull and knocking her unconscious. Though she survived her injury, she would suffer the results of dizziness and seizures for the rest of her life.

In 1844, Araminta Ross became Harriet Tubman when she married a free black man named John and took his last name, changing her first name to Harriet in honor of her mother. After spending almost thirty years in slavery, she resolved to run away when she discovered a rumor that the slaves on her plantation were going to be sold. Her husband chose not to make the journey with her, so she set off with two of her brothers, but they became frightened by the risks and turned back, leaving Harriet alone to follow the North Star to guide her toward freedom. She reached Philadelphia and found work, which allowed her to save money that she would use to help others escape. Although Harriet herself was now free, she had left behind her large family, including her parents and nine siblings. Harriet managed over several trips to bring many of her family members to freedom. Harriet had heard about something called The Underground Railroad, a system of secret guides and hiding places to help runaway slaves travel to the freedom of the northern United States and Canada. Using the network created by the Underground Railroad, Harriet continued working with the Railroad to bring other slaves north.

Although she had never been formally schooled, and was in fact illiterate, Harriet displayed a keen intellect, which helped her in her mission. She cleverly planned slave escapes for Saturdays, knowing that this would give her a time advantage, as it was illegal to put up wanted posters on Sundays. This meant the soonest there would be notification of a missing slave was Mondays, giving her time to get her charges to safety.Although Harriet’s deep compassion for her people spurred her in these rescues, she was tough when she needed to be, and was known to carry a gun which she brandished at slaves who tried to turn back. She knew that any slave allowed to turn back and who was caught would endanger the entire Railroad.

Tubman rescued more than 300 slaves over the span of 20 years, earning her the nickname “Moses,” after the Biblical leader who delivered the Israelites from slavery. During her many trips, she never failed to bring every slave she was escorting to freedom, despite a $40,000 reward for her capture. In addition to her rescue forays, Harriet had strong relationships with other abolitionists and social reformers, and spoke out about the issues of her time. ■ She helped her dear friend John Brown raise funds for his famous raid on Harper’s Ferry, though she did not participate because she was feeling ill, perhaps from the injury she had suffered as a teenager. ■ Not one to rest on her laurels, Harriet’s efforts to help slaves did not stop with the Underground Railroad. ■ During the Civil War, Harriet worked for the Union Army as a nurse, scout, spy and even

as a soldier. In fact, during a raid on the Combahee Ferry, she was able to help liberate 800 slaves.

After the war, Harriet helped raise funds for schools for freed slaves, and lobbied for better educational opportunities for all blacks. In 1868, she helped a biographer publish the story of her life. Harriet used some of the military pension she had fought to get to open a retirement home for insolvent and elderly blacks, and she was also an active participant in the women’s suffrage movement. After a long, brave, active and honorable life, Harriet Tubman died in 1913 at the approximate age of ninety-three.

25. The word compassion in paragraph 1 is closest in meaning to (A) suffering (B) sympathy * (C) outrage (D) trouble

26. According to paragraph 2, why did Harriet Tubman decide to run away? (A) She had been hit on the head with an iron weight. (B) She wanted to be with her new husband, John. (C) She heard a rumor that she might soon be sold. * (D) She was offered a ticket on the Underground Railroad.

27. Which of the following can be inferred from paragraph 2 about Philadelphia? (A) It is the city where John lived. (B) It had several large plantations. (C) It is the birthplace of Harriet's mother. (D) It is in the northern United States. *

28. The word siblings in paragraph 2 is closest in meaning to (A) relatives (B) brothers and sisters * (C) aunts and uncles (D) cousins

29. Which of the sentences below best expresses the essential information in the highlighted sentence in the passage? Incorrect answer choices change the meaning in important ways or leave out essential information. (A) Though she was unable to read, Harriet had a sharp mind that aided her efforts. * (B) Despite never going to school, Harriet was smart enough to learn to read and write. (C) Harriet's mission was not hindered by her intellectual abilities. (D) Harriet succeeded even though she was unable to attend university.

30. The word this in the passage refers to (A) escapes (B) cleverness

(C) timing * (D) Saturdays

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

Her journeys back into the land of slavery were tremendously risky, and she used a variety of disguises to avoid detection.

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

Answer: ■

32. The author uses John Brown as an example of (A) Harriet's strong social convictions * (B) how Harriet earned her nickname (C) one of Harriet's rescue journeys (D) Harriet's relationship with her husband

33. The word laurels in paragraph 4 is closest in meaning to (A) branches (B) buttocks (C) decisions (D) achievements *

34. Harriet Tubman served in all the following roles in the Civil War EXCEPT (A) soldier (B) sergeant * (C) scout (D) spy

35. The word lobbied in the passage is closest in meaning to (A) voted (B) protested * (C) hoped (D) paid

36. According to paragraph 5, which of the following is true of Harriet Tubman? (A) She founded a school for freed slaves. (B) She wrote an autobiography. (C) She opened a retirement home. * (D) She died in 1931.

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

ideas in the passage. Some sentences do not belong in the summary because they express ideas that are not presented in the passage or are minor ideas in the passage. This question is worth 2 points.

Harriet Tubman, a former slave, was a key figure in helping other slaves attain their freedom.

(A) Her given name was Araminta Ross, but she changed it after marrying John Tubman, a free black man. (B) After escaping to Philadelphia, Ms. Tubman utilized the Underground Railroad system to help hundreds of other slaves run away. * (C) She brought each of the more than 300 slaves she helped to freedom, earning the nickname "Moses" for her fearless leadership. * (D) Ms. Tubman also served in the Civil War, and lobbied tirelessly for social causes such as women's suffrage and black education.* (E) Harriet suffered a severe head injury as a teenager when she tried to help a fellow slave and was struck with a heavy iron weight. (F) Ms. Tubman freed 800 slaves in one raid during the Civil War, in which she served as a nurse, scout, spy and soldier.

LISTENING SECTION

LectureNarrator: Listen to part of a lecture from a psychology class.

[NOTE: A female prof/male student would be ideal here. If that's not possible, will need to change the gender in bold italics below]

Prof: Childhood shapes who we will be as adults. Everything from our relationships with rela [false start] with extended family, the amount of affection shown to us by our parents, and the quality of our parents’ marriage becomes an indelible part of our being. Many psychologists also believe that birth order plays a role in the development of certain, uh, personality traits. They call it "Birth Order Factor." Today, let’s talk a little about this. For this class, I’m going to focus, er, concentrate on the oldest child, the youngest child, and – the category I fall into – the middle child. Now, can I have a show of hands? Who in here is an oldest child? Okay, Bob, do you mind if I ask you a few questions?

Student: No, not at all.

Prof: How did you do in school as a child?

Student: Pretty good. Um, excellent, in fact. I, uh, studied every night, always did my homework, and got almost all A's.

Prof: [sincerely] Um hm. I bet you did. And how did your parents react?

Student: Great. I mean, they were proud of me and all. But, um, sometimes, like if I brought home a B, I'd hear about it for weeks. It was like they expected me to be, uh, perfect at everything.

Prof: Thank you, Bob. With those two brief comments, Bob has just described a couple of typical traits of oldest children. The oldest is often very responsible, a characteristic Bob displayed by being a good student. Also, oldest children frequently feel that their parents are too strict with them, that they expect too much. This is also something that Bob obviously identifies with. Another trait associated with oldest children is that they tend to be, uh, to be protective of their younger siblings…in some cases, they act almost like a second mother or father. Now, let’s move on to youngest children, the babies of the household. Youngest children tend to be, um, well, spoiled. They quickly learn how to charm others to get what they want. They don’t have to do as much to please their parents, as expectations tend to be somewhat lax, er, lower, for the youngest child. Unfortunately, youngest children are sometimes treated like babies well into their adolescent and even adult life, which can make it difficult for them to take on adult responsibilities. Yes, Bob?

Student: Yeah. I just wanted to say that my sister Beth – she's the youngest in the family – um, she isn’t anything like that. My parents expected just as much from her, and she’s the best, the most responsible person I know. I mean, she’s top in her class in law school.

Prof: Thank you. That's an excellent point. I should point out that with Birth Factor Order, like any psychology theory, we are dealing in generalities. No theory will apply to every individual, and there will always be exceptions. I can tell you that youngest children tend to be coddled, but you’re perfectly right, Bob, this doesn’t apply to every single family. I’m glad you pointed that out. In fact, one major problem with the birth-order theory is that it lacks empirical scientific support. Finally, let’s just touch on a few points about middle children. And I can tell you, I can personally identify with all of these statements. Many middle children feel that they don’t have a special position in the family, that they aren’t valued as much as their siblings. Their older sister might get new clothes every school year, but her younger sister – the middle child – may simply get the clothes her sister has outgrown or no longer wants. What many middle children want most is for their parents to pay more attention to them and to spend more one-on-one time with them. Also, kids in the middle want to feel as though their accomplishments and contributions to the family are valued. I can tell you, being the middle child can be tough, but you learn to rely on yourself, and it makes you more independent. This…independence…is a trait a lot of middle children exhibit, both in childhood and adulthood. Well, time's up. On Thursday, we’ll talk about only children. As you’ll see, kids with this special status have the advantage of always being the center of attention, but they also have to deal with a unique set of challenges as children and as adults.

1. What is the lecture mainly about? (A) How childhood shapes our lives (B) The traits of oldest children (C) The theory of Birth Order Factor * (D) The troubles of middle children

2. According to the professor, what is a typical trait of oldest children? (A) Being spoiled (B) Responsibility * (C) Independence (D) Poor grades

3. Why does the student mention his younger sister? (A) To validate the theory of birth order (B) To reinforce the professor's point (C) To ask a question about middle children (D) To challenge a statement by the professor *

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

Prof: How did you do in school as a child?

Student: Pretty good. Um, excellent, in fact. I, uh, studied every night, always did my homework, and got almost all A's.

Prof: [sincerely] Um hm. I bet you did. And how did your parents react?

What does the professor mean when she says this:

Prof: [sincerely] Um hm. I bet you did.

(A) She knows that the student typically gets good grades. * (B) She thinks the student is exaggerating his accomplishments. (C) She does not believe what the student just said. (D) She believes that the student's parents were unreasonable.

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

Prof: Finally, let’s just touch on a few points about middle children. And I can tell you, I can personally identify with all of these statements. Many middle children feel that they don’t have a special position in the family, that they aren’t valued as much as their siblings. Their older sister might get new clothes every school year, but her younger sister – the middle child – may simply get the clothes her sister has outgrown or no longer wants.

What does the professor imply when she says this:

Their older sister might get new clothes every school year, but her younger sister – the middle child – may simply get the clothes her sister has outgrown or no longer wants.

(A) Sharing clothes with siblings is a good way to save money. (B) She resents getting her older sister's hand-me-down clothes. * (C) Middle children complain too much about not getting attention. (D) She is an exception to the general statements about middle children.

6. According to the professor, what is a problem with Birth Order Factor? (A) It applies only about half the time. (B) It only applies to three-children families. (C) It has not been validated scientifically. * (D) It has been disproven in a recent experiment.

Conversation

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

S (male): Thanks for seeing me outside of your office hours, Professor Greely.P (female): No problem, Carlos. What can I do for you?S: Well, I need, I have to, uh uh I just found out that my father is really sick. He has, uh, they think he has [emotional] that he might have, uh…P: It's OK. Take your time. Here's a Kleenex.S: Thanks. Uh, they think he has cancer.P: I'm so sorry to hear that!S: Um, I was uh I need to go home and see him. But it' so late in the term. I I don't know what to do!P: Go home and see your father, Carlos! Don't worry about school at a time like this.S: Thank you. But what about my grade? I'll, I mean, I might miss the final exam, and I haven't started my paper that's due next week, and..P: It's OK. Don't worry about those things. What I'll do is, I'll give you a hardship exemption. That means your grade will show as incomplete -- an I on your report card -- and, uh, when you're ready, you can complete the class work.S: Will I have to repeat the entire class?P: No, you won't. Just finish your paper, and then I'll arrange for you to take a special final. Then the grade will appear retroactively on a future report card.S: Retroactively? How does that work?P: When I've recorded a grade for you, they'll go back in the system and alter it on the computer, so it will appear on your transcript for this term. In other words, that "I" will magically change to an A, or B -- or a C or D -- though I think in your case it's more likely to be one of the former.S: [struggling with emotions]. Thank you Professor Greely. I, I'll let you know when I get back and I'm ready.

P: The most important thing for you right now is to be there for your father. Please send me an e-mail and let me know once you find out how he's doing. OK?S: I will. Thank you again.

7. Why does the student visit the professor?(A) To seek advice *(B) To challenge a grade(C) To explain a failure(D) To get help with a paper

8. What problem does the student have? (A) He is failing the course.(B) His paper is not finished.(C) His grade is incomplete.(D) He needs to miss classes. *

9. What is the professor's attitude toward the student?(A) Weary(B) Superficial(C) Compassionate *(D) Pessimistic

10. What can be inferred about the student?(A) He is doing poorly in class.(B) He is not telling the truth.(C) He is an only child.

(D) He has a close relationship with his father. *

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

S: Retroactively? How does that work?P: When I've recorded a grade for you, they'll go back in the system and alter it on the computer, so it will appear on your transcript for this term. In other words, that "I" will magically change to an A, or B -- or a C or D -- though I think in your case it's more likely to be one of the former.

What does the professor imply when she says this:

though I think in your case it's more likely to be one of the former.

(A) Carlos is struggling in her class.(B) Carlos is a good student. *(C) Carlos will not finish the class.

(D) The final exam will be easy.

Lecture

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

Prof: A variation of the Food Pyramid has been in existence in the United States for over 100 years. The U.S. Department of Agriculture, or USDA for short, published its first recommendations for the American diet in 189…4, I believe it was…yes, 1894. Caroline Hunt, an author and nu, nutritionist, created the first food guide in a 1916 called, “Food For Young Children.” Ms. Hunt broke food down into five groups -- cereals; vegetables and fruit; milk and meat; fatty foods; and sugary foods. The, uh, next, uh, block of the food pyramid came in 1943 with the USDA’s introduction of the “Basic Seven.” This was a slightly altered and updated version of nutritional guidelines, which were directly aimed at handling food rationing in the midst of, uh, World War II. The “Basic Seven” eventually was whittled down and simplified into the “Basic Four” -- meats; fruits and vegetables; milk; and grains. This form of the food pyramid went basically unaltered for almost an entire generation of Americans. Including yours truly.

In the 1970s, the USDA deemed it necessary to address the place of unhealthy foods, such as fats, sweets, and alcohol, alcoholic beverages, in the American diet. They listed some of these items as a fifth element to the Basic Four, and advised that moderation be used in the consumption of these items. It wasn’t until 1988 that a visual, structural image, er, representation of these food groups was made into a graphic in order to make it a simple, identifiable representation of the USDA’s main food philosophy: moderation, proportionality and variety.

What came to be known as uh the uh Food Guide Pyramid did not come into existence until 1992. This is the one that most of you are probably familiar with. At its base, the pyramid displayed the bread, cereal, rice and pasta group; followed by the fruit and vegetable groups, which were split into separate sections. Immediately above them were the dairy and meat groups, again split into separate sections; and at the peak of the pyramid was the fats, oils and sweets group. The relative size of each group’s section of the pyramid, along with the written text, graphics and illustrations, were meant to highlight the ideas of, um, moderation, serving sizes and uh variety in regard to the American diet.

Two years later, the Nutrition Labeling and Education Act created the nutritional food label, in order for us to easily follow the Food Guide Pyramid. These labels listed the “Nutrition Facts” of the product, such as servings per container, calories per serving, and a detailed listing of all its fats and vitamins. Now, about this time, evidence began to appear that suggested we were either complacent about these healthy diet recommendations, or flat out ignoring them. In fact, confusion about healthy eating became appallingly evident in 1996, when the USDA performed public survey -- a telephone survey. They asked people if they, uh, agreed with this statement: “There are so many recommendations about healthy ways to eat (that) it's hard to know what to believe.” More than 40 percent of Americans agreed.

Following that eye-opening result, many nutritionists and health experts re-examined the old, the original Food Guide Pyramid and determined that it was misleading and flawed. Surprise! Scientists and nutritionists debunked many of the original pyramid’s broad generalizations, and they also noted that there was nary a

mention of exercise or vitamin intake. So, in, uh, 2005, to appease the numerous critics to try and make Americans eat healthier, The USDA introduced something called “My Pyramid.” My Pyramid is actually 12 different pyramids that can be somewhat personalized, depending on one's age, level of physical activity, and se -er, gender. Instead of the traditional food group levels, My Pyramid color codes each food group so that they look like beams of colored light bursting forth from a crest and flowing down to images of food at the base. Grains are brown; vegetables are green; fruits are red; milk is blue; and meat and beans are purple. It also states that “Oils are not a food group, but you need some for good health.” Another significant difference between the old and new pyramid is that My Pyramid makes no noticeable distinction regarding the food choices. For example, fruits are given the USDA’s recommendation, but fruit juices are not. Also, beans are listed in the categories of both vegetables, and meat and beans.

12. What aspect of the food pyramid does the professor mainly discuss? (A) Its content (B) Its history * (C) Its validity (D) Its organization

13. How does the professor organize the information about the food pyramid that he presents to the class? (A) Alphabetically (B) Comparison-Contrast (C) Chronologically * (D) Specific to general

14. According to the professor, when did the Food Guide Pyramid come into existence? (A) 1894 (B) 1988 (C) 1992 * (D) 2005

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

P: The “Basic Seven” eventually was whittled down and simplified into the “Basic Four” -- meats; fruits and vegetables; milk; and grains. This form of the food pyramid went basically unaltered for almost an entire generation of Americans. Including yours truly.

Why does the professor mean when he says this:

Including yours truly.

(A) He identifies with this form of the food pyramid. * (B) He does not remember that type of food pyramid. (C) He is not included in the generation he mentions.

(D) He thinks this form of the food pyramid was flawed.

16. What is the professor's attitude toward the USDA? (A) Fawning (B) Ambivalent (C) Respectful (D) Contemptuous *

17. What is true of My Pyramid? (A) It is actually dozens of pyramids. (B) It is capable of being personalized. * (C) It includes oils as a food group. (D) It lists beans in three different categories.

Conversation

Narrator: Listen to a conversation between a student and an employee at the university student-health center.

{female employee, male student ideally. If not, make appropriate changes in text.}

E: Hi, what can I do for you this morning?S: Um, I'd like to get a flu vaccination. My roommate said we can get them starting today.E: Yep, that's right. How are you feeling today? Do you have any coughing, sore throat, runny nose or fever? And … are you allergic to any medications?S: No, I'm not sick, and I don't have any allergies…at least, not that I know of. I'm in good health.E: Good! I'm glad to hear that. Are you a freshman?S: No, I'm a sophomore, but this is my first year here. I transferred from Central.E: Well, welcome. How's everything going for you so far?S: Pretty well. I had some trouble getting, finding my way around campus at first, but now it's uh, it's getting better.E: Yeah, this is a big place compared to Central. It takes a few weeks to acclimate. Now, what I need you to do first is to fill out this form. Here's a pen, and you can sit right over there.S: OK. [pause: sound of paper; writing] Excuse me, um, I'm done with the form.E: All right, Mr. … Craft. And do you have your student ID card? Great, thank you. A flu shot is $10 for students. Will that be cash, check or credit card?S: Uh, cash I guess. Here you are.E: Thank you. Now, take this receipt and have a seat over there until your name is called.S: Um, I have a 10 o'clock class in, um … Messinger Hall. Will this take very long?E: Nope, you should be out of here within 15 minutes. And Messinger Hall is just out the door, up one block and around the corner to the left, so you'll be done in plenty of time.S: OK, thanks. Uh, maybe I'll see you again soon.

E: You're welcome. Not too soon, I hope.

18. Why does the student visit the health center?(A) To get a physical examination(B) To ask directions to Messinger Hall(C) To get a vaccination against the flu *(D) To get some flu-prevention medicine

19. What does the woman ask the student to do? (A) Complete some paperwork *(B) Take a physical examination(C) Write her a check(D) Come back after his class

20. What is true of the student?(A) He is a freshman.(B) He attended a different school last year. *(C) He is living by himself.(D) He forgot his student ID card.

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

E: Thank you. Now, take this receipt and have a seat over there until your name is called.S: Um, I have a 10 o'clock class in, um … Messinger Hall. Will this take very long?

Why does the student imply when he says this:

Will this take very long?

(A) He does not mind being late for class.(B) He does not have much patience.(C) He is still unsure of campus layout. *(D) He is looking forward to getting a shot.

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

S: OK, thanks. Uh, maybe I'll see you again soon.E: You're welcome. Not too soon, I hope.

What does the woman mean when she says this:

Not too soon, I hope.

(A) She does not like the student.(B) She does not enjoy her job.

(C) She hopes the student will transfer. (D) She does not want the student to get sick. *

Lecture

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

Male Professor: Good morning. [clears throat] If everyone is settled, I’ll proceed. Umm…today I’m going to discuss volatile organic compounds, also commonly known as VOCs, which some of you have probably heard of. Now, before I begin, I should say that there is a lot of misunderstanding about VOCs, and I hope to clear some of that up today. To begin, let’s define what volatile organic compounds are. As you should already know, the term volatile in chemistry refers to the tendency of a compound to vaporize. Organic compounds, as you know, are compounds that contain carbon. So, to sum up, VOCs are carbon-containing compounds that are released into the air by liquids and solids as gas. Yes, do you have a question?

Female Student: I heard VOCs are harmful to human health. I’m wondering how we would know if we were inhaling them.

Male Professor: I’m glad you brought that up. Let me explain…only some types of volatile organic compounds are harmful, which I’ll get to in a minute. These substances, however, are also what give things their distinctive smells. That includes food, that hot cup of coffee, books, clothes…you name it. Um…that is one point I want to stress…that VOCs are not necessarily harmful. But, to answer your second question, any time your nose detects a smell, you’re probably inhaling VOCs.

Now, as Cindy brought up, there are certain types of VOCs that are harmful. These include benzene, xylene, hexane, octane, and numerous others, and they are emitted from things like paint, markers, solvents, cleaning supplies, and even printers. As you can see, the one thing all of these have in common is that they are manmade. Um…not surprisingly, VOCs are typically more of a concern indoors than outside. This is where the items I mentioned tend to be, and VOCs obviously have the potential to become more concentrated in a confined space.

Female Student: Is that what people mean when they talk about indoor air pollution?

Male Professor: Good point! Some VOCs are considered indoor air pollutants, and exposure to the harmful ones…I want to emphasize harmful…can have a variety of health effects. Just a few of these are headaches, nausea, eye irritation, and dizziness. More serious effects include damage to the central nervous system and certain organs. Some VOCs are also carcinogenic, meaning they can cause or increase the risk of cancer. So, you can see why it’s recommended that people try to reduce their exposure to compounds like benzene whenever possible.

I think we’ve talked enough about the harmful effects of volatile organic compounds. Before we take a break, I want to tell you about how these substances are helping scientists preserve historic books and other artifacts. Hopefully, by now, you all realize that the distinctive smell of old books is due to the release of…

Female Student: Volatile organic compounds.

Male Professor: [sincerely] Exactly! Someone is paying attention. When it comes to historical…historical documents and books, one of the most important things is to determine their condition, which can help experts decide when preservation efforts are needed and what methods should be used. In the past, this meant taking a sample and bringing it to the lab, which involved destroying a small part of the book or artifact. Now, scientists can analyze several of the hundreds of VOCs emitted from these books to determine the level of degradation of the paper. Then, they can take steps to preserve the paper, all without damaging the artifact in any way. It’s truly amazing! Okay, I think that’s enough for right now. Let’s reconvene in 10 minutes to discuss the specific types of volatile organic compounds scientists analyzed in order to determine the condition of the paper.

23. What is the lecture mainly about? (A) The harmful effects of VOCs * (B) The scientific properties of VOCs (C) How VOCs relate to old books (D) How VOCs can cause cancer

24. What are VOCs? (A) Distinctive smells that can cause headaches and nausea (B) Vapors that enable us to smell historic artifacts (C) Non-vaporizing organic carbon compounds (D) Carbon-containing compounds released as gas *

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

Prof: To begin, let’s define what volatile organic compounds are. As you should already know, the term volatile in chemistry refers to the tendency of a compound to vaporize.

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

As you should already know,

(A) He doesn't think many students know this yet (B) He believes that the students aren't very bright (C) He expects that students have done their homework * (D) He is angry that the students are so lazy

26. Why does the professor mention food and coffee? (A) To emphasize the dangers of VOCs (B) To illustrate beneficial effects of VOCs * (C) To remind students that it's nearly lunchtime (D) To emphasize a point from the students' book

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

Prof: Hopefully, by now, you all realize that the distinctive smell of old books is due to the release of…

Female Student: Volatile organic compounds.

Male Professor: Exactly! Someone is paying attention.

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

Someone is paying attention.

(A) He is genuinely pleased. *(B) He is being sarcastic.(C) He is becoming frustrated. (D) He is greatly perplexed

28. According to the professor, how do VOCs help scientists preserve historical documents? (A) They reveal which substances are damaging the documents. (B) They allow scientists to take samples from the documents. (C) They help specify the exact age of the documents. (D) They help determine the amount of paper degradation. *

Conversation

Listen to a conversation between a student and a professor.

{male prof-female student}

S: Um, excuse me, Professor Gardner. Uh, I know you don't have office hours today, but I was wondering if you had a few minutes. I'd like to discuss something. P: Sure, Karen. I've got about 15 minutes. Have a seat. What did you want to talk about?S: Well, I've got some quick questions, about how, uh, how to write up my research project for this semester. It's about global warming. P: Oh yeah. You were looking at warming in the New Stancheon area, weren't you? How far have you gotten?

S: Um, I've got all my data together, and I'm starting to summarize it now, preparing graphs and charts and stuff. But I, uh, um, it just doesn't seem like it's enough. But I don't know what else to put in the report.P: [sighs] You know, I hear this from many students. Here's the thing to keep in mind: You're the expert on what you've done. So think about what you'd need to include in order to … if you were going to explain it to someone who didn't know very much about the subject. Try using the grandmother rule: "Would my grandmother understand this?"S: Oh, I get it. That's a good idea!P: I hope my saying that helps you recognize how much you do know about the subject.S: Yeah, I do. Um, should I also include notes from the research journal I've been keeping?P: Absolutely. You should use those to show how your thoughts changed as you did your research. Did the data confirm or uh contradict what you expected to find.S: OK. Like, for example, I looked at, I studied meteorological records; and climate charts; and, um, I used different methods to analyze the data, like uh certain statistical tests; and then I discuss the results. Is that what you mean?P: Yes, you should include all of that. Make sure to include statistical tests; they're strong supporting evidence. Also, don't forget to include a good reference section to show where you got your data from.S: OK, I will. And, uh, oh yeah -- I ended up with data on more than just the New Stancheon area, so I also put some regional and state data in the report.P: Excellent! That lends credence to your argument, and gives a good indicator of the problem in this area.S: Well, you've probably gotta go. Thanks for your time, Professor Gardner.P: No worries Karen. Hey, if you'd like me to look over a draft version of your report, I'd be happy to.S: Um, yes, thank you. That's be great! I'll try to have a draft paper ready by next Friday. Bye professor.

29. What does the student want to ask the professor?(A) What time the professor's office hours are(B) Some questions about her research project *(C) Where to find out some more information(D) How much data she should include in her paper

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

P: [sighs] You know, I hear this from many students. Here's the thing to keep in mind: You're the expert on what you've done. So think about what you'd need to include in order to … if you were going to explain it to someone who didn't know very much about the subject. Try using the grandmother rule: "Would my grandmother understand this?"S: Oh, I get it. That's a good idea!P: I hope my saying that helps you recognize how much you do know about the subject.

Narrator: Why does the professor say this:

P: I hope my saying that helps you recognize how much you do know about the subject.

(A) To plant doubt(B) To explain a rule(C) To offer encouragement *(D) To inspire mediocrity

31. Which of the following is NOT mentioned as being included in the student's report?

(A) Interviews with meteorologists *(B) Journal notes(C) Climate charts(D) Statistical tests

32. What is the professor's attitude toward the student?(A) Impatient(B) Supportive *(C) Reverent(D) Dismissive

33. What does the professor offer to do?

(A) Provide more research(B) Talk to his grandmother(C) Look over a draft version *(D) Help the student write the report

Lecture

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

Professor: Take a look at this slide. There are 1.3 billion people in China today, and India is close behind, with 1.1 billion. The next most populous country is the United States, with 308 million people. All told, we’re at 6.8 billion people worldwide. But perhaps the more remarkable number is the rate of growth we’re looking at during our lifetimes. We reached 6 billion in 1999, and it’s estimated we’ll reach 7 billion in 2011 -- just 12 years later. In the next 40 years, the population of Africa is projected to double. That’s right, double! In fact, experts estimate that 97 percent of all population growth between now and 2050 will take place in developing countries.

Today I want to talk about something called population age structure. Let’s look at one of the demographer’s favorite tools, the population pyramid. This slide is a pyramid for – uh, it’s a composite of developing countries. You’ll notice that it actually looks like a pyramid. Wide at the bottom, skinny at the top. Down here at the bottom of the pyramid we see the infants, birth to four, and in the middle here are the 30- to 34-year olds, and up here at the top of the pyramid we have the elderly. So we have a huge

number of young children, and very few 80-year-olds, in developing countries. What do you suppose is going to happen when these young people here at the bottom reach child-bearing age? Right. They’ll all have children of their own. And in developing countries, we see much higher rates of fertility. Let’s remember that fertility here doesn’t refer to a woman’s reproductive potential, um, it means how many children she actually has. So, in developing countries, women generally have more children than their counterparts in developed countries. Uh, for example, in Uganda, the average number of children per female is 6.7. In the U.S. it’s 2.1. Okay, so look at this next population pyramid. This is a composite for developed countries including the U.S. and Canada. Notice a difference? This doesn’t look like a pyramid at all. It looks more like a skyscraper. This shows a population that is more or less in equilibrium. The population is fairly evenly spread across the age brackets, and the number of future parents is much smaller than what we saw with the other pyramid. Which brings me to the concept of replacement level fertility. Any ideas what that means?

Student: Uh, you have enough babies to replace you and your spouse?Professor: Exactly. It works out to 2.1 children per couple. The .1 is to balance

out the fact that not all women make it to child-bearing age. In fact, in some countries with really high mortality rates, replacement level fertility can be higher, like 3 or more. So if you’re having enough kids to replace you and your spouse, and other are people dying before they have kids, you’re not growing the population, and you’re not letting it decline. After several decades of this, you’d reach an equilibrium. Now, is equilibrium a good thing? Well, if you care about finite resources, yes. There are various estimates regarding the carrying capacity of planet Earth, but everybody agrees that there is some maximum sustainable size of the human population.

So why do we care about this kind of data? How can it actually be useful? When we look at populations – look at their size, their composition, their distribution, uh, densities, growth rates – we can use that data to figure out social implications, um, implications for the environment, for the economy. And of course that enables us to plan. Population pyramids can tell us a lot about a population’s future. If we know a population is declining, such as is the case with Germany, for example, we know there is an aging population without adequate support from a younger workforce. If we know there is a huge swell in the younger population, like in Uganda, it’s probably wise to anticipate migration to urban areas from rural areas. I mean, all these young people will need to find work, find education or training, or will want adequate health care. And of course governments often have a hand in trying to control, or uh direct population as well. There is a lot of evidence that family planning policies work, and in countries like Bangladesh we’ve seen rapid drops in fertility.

34. What is the main topic of the lecture? (A) Fertility rates (B) Population growth (C) Social planning (D) Population age structure *

35. According to the professor, fertility rate refers to (A) The number of children a woman could have

(B) The number of children a woman has * (C) The number of children that replaces the parents (D) The number of children in a particular country

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

Prof: We reached 6 billion in 1999, and it’s estimated we’ll reach 7 billion in 2011 -- just 12 years later. In the next 40 years, the population of Africa is projected to double. That’s right, double!

Why does the professor say this:

That’s right, double!

(A) To emphasize a point * (B) To introduce a concept (C) To rebut an argument (D) To correct a mistake

37. Why does the professor mention Germany? (A) To exemplify a previous point about fertility rates (B) To point out the implications of an increasing populous (C) To illustrate how population pyramids aid planning * (D) To highlight one of the dangers of equilibrium.

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

Prof: So we have a huge number of young children, and very few 80-year-olds, in developing countries. What do you suppose is going to happen when these young people here at the bottom reach child-bearing age? Right. They’ll all have children of their own. What does the professor mean when he says this:

Right. They’ll all have children of their own.

(A) He knew that the students would not know the answer to his question. (B) He knew that the answer to his question would surprise the students. (C) He is confirming the answer to his question that a student has given. (D) He expected that the students already knew the answer to his question. *

39. What is the professor's opinion of population pyramids? (A) They are instructive for future planning. * (B) They have little application to the real world. (C) They are often based on questionable research. (D) They are useful for deterring population growth.

SPEAKING SECTION

Question 1Independent: personal preference

Narrator: Choose a famous person you admire and explain why you admire him or her. Please include specific examples and details in your explanation.

Sample response: I admire Michael Jordan, because he is persistent, hard-working, and successful. When Michael first started playing basketball, he tried out for his high school team but did not make it. This caused him to try harder. Once he became a professional, he would invite team members to his house to lift weights and run every morning. Even though he was a big star, he kept working hard. Michael ‘s teams won six NBA championships, and he earned millions of dollars from advertisements and a movie.

Question 2Independent: paired choice

Narrator: Some people say that computers have made life easier and more convenient. Other people say that computers have made life more complex and stressful. What is your opinion? Use specific reasons and examples to support your answer.

Sample response 1: Although computers have made some things easier, overall they’ve made life more stressful than it was. For instance, e-mail and instant messaging let us communicate with people almost instantly, but that’s not always good. If I’m driving my car or eating lunch, I don’t want to be bothered. Computers also make it convenient to buy stuff and pay bills online. But when we do this, we give out personal information that someone could steal. Then we have to go through a lot of trouble and stress to try and catch the thief, and then change all our information again.

Sample response 2: Overall computers have made life much easier for me. Instead of buying envelopes and stamps, for example, I can just send an e-mail, or better yet, use Skype. With computers, I don't have to shift through a lot of paper to pay my bills. I can just pay automatically online. If I'm busy, I can even shop online and have the stuff I buy delivered to my home. And I can do these things at my convenience, when I want to. There are some problems with computers, but it would be much harder for me living without them.

Question 3Integrated: reading + conversationNarrator: In this question you will read a short passage about a campus situation and then listen to a talk on the same topic. You will then answer a question using information

from both the reading passage and the talk. After you hear the question, you will have 30 seconds to prepare your response and 60 seconds to speak.

Narrator: A university is going to raise parking fees. Read the notice about the price increase. You will have 45 seconds to read the notice. You may begin reading now.

Notice to studentsEffective Jan. 1, the quarterly fee for on-campus parking passes will increase from $50 to $65. This is the first parking increase in five years, and it is necessary to help fund library upgrades and the expansion of several classroom buildings. The university must start preparing for an expected 8% increase in student enrollment over the next five years, and is raising money in several different ways. The new parking passes will go on sale next week at the admissions office in Kale Hall.

Narrator: Now listen to a conversation between two students about the increase in parking fees.

M: Oh man, now I have to come up with more money to park my car?! I can barely afford parking as it is.

W: I know, but it’s for a good cause. The library is so crowded now, imagine how it’s going to be with more students on campus.

M: Why can’t they raise money for that privately? Like, they could ask alumni and rich people for donations.

W: I heard that they have, but there still isn’t enough money. And let’s face it, some of our classroom buildings are in bad shape. My math classroom in Maxwell Hall is tiny and stuffy. It’s so cramped my elbow touches the person next to me.

M: Yeah, you’re right. I just wish they would try different ways of getting money, instead of always making us pay more. I mean, why can’t they just raise tuition prices for all the new students they’re expecting? I bet that would cover the building costs.

W: Well, maybe they will. But you know, $65 a semester is still a great price for parking. In downtown parking lots they charge you $5 an hour. So you can’t really complain too much.

M: It’s all relative. People who park downtown pay more, but they also have more to spend. I’m just a struggling student.

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

Sample response: The man is frustrated with the increased parking fee, for two reasons. First, he said that he could barely afford the current $50 fee, because he is struggling to afford school. Second, he thought that the school could get money for the library and the buildings in other ways, like asking graduates for donations and by charging new students higher tuition. He thought it was unfair that the school always seemed to make students pay more for things. He admitted that $65 for parking is a good price for people who have jobs, but not for students like him. He knew that the library needed improvement, and that the buildings were too small. But he thought the school should try harder to get money from other sources before increasing students’ costs.

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

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

Adolescent sleep deprivationTeenagers need more sleep than adults, but they are getting less and less. There is

a nationwide trend for middle schools and high schools to start classes earlier in the morning. At the same time, teenagers’ bodies are undergoing biological changes that cause them to go to sleep later at night.

Research shows that a lack of adequate rest, called sleep deprivation, is having a negative impact on several areas of teenage life, including grades, behavior, and traffic accidents.

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

Prof: Research has shown that teens need to sleep about nine hours a night. Most sleep far less than that, especially on school nights. What happens if young men and women don’t get the sleep they need? Well, all sorts of bad things, we’re beginning to find out. When someone doesn’t get a normal night’s sleep, for whatever reason, we call this sleep deprivation. Sleep deprivation affects teens’ behavior, emotion, and attention.One negative effect of lack of sleep is that tiredness increases aggressive behavior, and intensifies feelings of depression. This can lead teens to do things they might not otherwise do. For instance, a tired teenager might get angry at a classmate’s words and start a fight. Or, a tired teen who is already sad for some reason might burst into tears. Another effect of sleep deprivation is that grades start to drop. One study showed that high school students who were getting bad grades got about a half-hour less sleep than students getting A’s and B’s. And when one high school switched its start time from 7:15 to 8:40, grades went up and behavior problems went down. But maybe the most dangerous effect of sleep deprivation is the potential for traffic accidents. Tiredness

reportedly causes more than 100,000 annual traffic accidents in the United States alone. And in about half of those, young drivers are behind the steering wheel.

Narrator: The professor describes some specific effects of sleep deprivation on teenagers. Explain how the relationship between these effects and the start of morning classes.

Sample response: When teenagers don’t get enough sleep, it affects their behavior, emotion and attention in negative ways. When teens are tired, they might do things that they normally wouldn’t do, like fight classmates or get depressed and cry. Because they’re tired, they have trouble paying attention in class and their grades go down. The reading said that there's a nationwide trend to start classes earlier in the morning at junior highs and high schools. The professor talked about one study where high school students who had good grades got more sleep than students who got bad grades. The lecture also said that when a high school started classes at a later time, grades rose and students’ behavior improved.

Question 5Integrated: conversation/best solutionNarrator: In this question, you will listen to a conversation. You will then be asked to talk about the information in the conversation and to give your opinion about the ideas presented. After you hear the question, you will have 20 seconds to prepare your response and 60 seconds to speak.

M: Hey Roslyn. What are you reading?W: Oh, hi Mark. Nothing. It's uh, a book about financial aid. I'm thinking of taking out a loan so I can finish my last two years of school.M: Yeah? How did you pay for the first two years?W: My parents paid with money they'd been saving since I was little. But now that's run out. I could either get a loan or try to get a job that would pay for it. But if I do that, I might, I mean, I'd probably have to take a couple of years off to save enough money.M: [sympathetically] I see. That's quite a dilemma. What are you leaning toward doing?W: Well I, uh, I really want to finish and get my degree. I mean, I'm halfway there. These loans are scary though. I think I could get one ea [false start] pretty easily, but I'm not sure about paying it back. It seems like it'll take years.M: I know what you mean. My brother took out a student loan, and he's still paying on it 10 years later. But you know what? The reason he has a job to pay back that loan is that he was able to get a degree.W: So, do you think it's worth it to get a loan?M: I do, yeah. If you leave college, even for just a couple years, it's harder to come back. You might not be able to. Plus, I, uh, I heard that you can start paying off your loan while you're still in school, by working part-time jobs. Like in the library or student center.W: Really? I could do that. But I'm determined to get my degree no matter what. If I work, I'll either come back and finish, or else take classes at night.M: Knowing you, I don't doubt that! Hey, wanna go grab some lunch?

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

Sample response 1: The woman is out of money to pay for college. She is trying to decide whether to get a loan or go to work to pay for her last two years. The man suggests that she get a loan, and I agree with him. First, if she gets the loan she can finish college without an interruption. I think that's important. Second, she can start paying off the loan while she's still in school, so she won't have to wait too many years after college to pay it off. If she goes to work, she might get too busy to go back to school.

Sample response 2: The woman is thinking about getting a loan or going to work to pay for her last two years of university. I think the best solution is for her to go to work, because if she takes a loan it will take too long to pay it back. Plus, she'll have to pay interest on the loan. If she works, she could save enough after one year to go back to school, or she could go to school part-time, and pay for the classes she can afford. She's young, so the more money she can start making, the better off she'll be later on.

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

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

Prof: Let’s begin. Last week, we learned how most fish use their swim bladder to move around in the water. Remember, when the fish breaths oxygen, some of that oxygen goes into its bladder. This causes the fish to rise in the water. When it squeezes some of the gas out of its bladder, it sinks toward the bottom. So it can move vertically -- go up and down -- kind of like a hot-air balloon.

A shark is more like an airplane. Sharks don’t have a swim bladder, so they use their forward movement to control their vertical position. The tail is like the shark's propeller -- the shark swings it back and forth to move forward. In an airplane, this forward movement pushes air around the wings. In a shark, this forward movement pushes water around the fins. In both cases, the forward movement creates lift – the airplane and shark both rise.

Sharks have two pairs of fins on each side of their bodies. These fins are in about the same position as the main wings and tail wings on an airplane. The shark can position these fins at different angles. This changes the path of the water around them, and enables the shark to move quickly upward or downward. The shark also has two vertical fins on its back. These are like the stabilizer fin on an airplane. They allow the shark to keep its balance as it moves through the water, and help it turn quickly left and right.

Narrator: Using points and examples from the talk, explain the similarities between sharks and airplanes.

Sample response: A shark uses its tail like an airplane propeller. When it shakes its tail back and forth, it moves forward because the tail pushes water around the fins, in the same way a propeller pushes air over plane wings. This causes the shark to rise. Sharks use their fins on their sides and backs like plane wings and tail wings. Changing the angles of those fins enables the shark to keep its balance as it turns quickly left and right.

WRITING SECTION

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

How many students should be in a class? Most people say the smaller the class size, the better. With fewer students, teachers can spend more time with each one, so they can know each pupil better and find each student’s optimal learning style. Teachers like smaller classes. They say it lets them try new ideas, and that they can spend more time planning good lessons and less time marking papers. Parents also like small classes. They say their children learn better. Research seems to prove this is true.

A recent study in the state of Tennessee included more than 7,000 young students. Some of them were in classes of 13 to 17 students, while others were in classes of 22-26 students with only one teacher. The rest were in classes of 22-26 students with a teacher and a teacher’s helper. For four years, researchers looked at each student’s performance. They found that students from smaller classes always scored higher on tests. This was true for students in the country as well as students in the city.

Such results have made schools all over the country want to reduce class size. Twenty-five states have already started making their classes smaller. But what is the best number of students to have in a class? Some states say that classes can have no more than 20 students. Other states say no more than 25. It seems that smaller is better, but we have yet to determine how small is best.

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

Prof: Attention please. Thank you (coughs/clears throat). We’ve been reading about class size this week. As we’ve seen, research shows that smaller classes seem to be better. Well, if that’s… [false start] if that’s true, then why don’t we just make every class smaller? Unfortunately, it’s not that simple. The most important factor is cost. Smaller classes mean more classes, and more classes require more teachers and more space. If we have a class of 30 students, for example, we need one teacher and one

classroom. If we split that class in half, for two classes of 15 students, we need two teachers and two classrooms. That, obviously, costs money. Where will it come from? Most school districts don’t have extra money or extra space. They would have to ask taxpayers for the extra funds. Will people be willing to do that? [pause] I don’t know.

A second factor is the quality of the teachers. Would you rather be in a small class with a bad teacher, or a large class with a good one? A small class size, by itself, does not automatically equal a better education. Sometimes when schools do have money to hire more teachers, there aren’t enough good teachers to hire. Quality is more important than quantity.

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

Sample responseThe lecturer said that smaller classes are best, but pointed out that it's not easy to make classes smaller. He said that it costs money and requires extra classroom space. Most schools are short of money, so they would have to ask taxpayers for extra funding. The reading made it sound simple to improve students' performance. You simply lower the number of students in each class. But the lecturer said that this doesn't always guarantee better performance. He noted that the quality of the teachers is more important than the quantity of students.

Question 2Narrator: Nowadays, food has become easier to prepare. Has this change improved the way people live? Use specific reasons and examples to support your answer.

Sample response 1: I don't think that having access to faster, easier food has improved our lives. In fact, I think it has hurt us. Sure, food is easier to prepare. With many things, all you need to do is pop it into a microwave oven and wait five minutes for dinner. But that meal is not as nutritious as fresh food, so over time our bodies become less healthy. Also, because food is so quick to make we eat faster, and no longer take the time to sit down together as a family and have a meal. Eating together has been an important ritual throughout the ages in almost every culture. Fast food is destroying both our bodies and our social ties.

Sample response 2: I definitely think that fast and easy food has improved the way we live. Thanks to modern technology, now we can eat healthy, nutritious meals without having to spend many hours shopping, preparing and cooking. This leaves us free to get more work done, or to have more time to exercise, or simply to relax. After working hard all day, it's a relief to know that we don't have to rush home and spend another couple of hours laboring over dinner. Some people say that quick food is not healthy, but that's not completely true. For example, studies show that many frozen vegetables have more nutrients than "fresh" vegetables that have been on the grocery shelf for a long time.