[học anh văn cùng thầy] developing skills for the toefl ibt 161-200

8/9/2019 [Học anh văn cùng thầy] Developing Skills for the TOEFL IBT 161-200 http://bsquochoai.ga

1/40

l\lecessary kills

- ~ - - i f ; , _ ; ; : - < ' . ' f f m > J 1 1 : > : , 2 · · : , , o ·

__

: _ ; J . C ; _ ~ , _ , , , _ , y- . · , · · . . , -- •

• Recognizing the organization and

purpose

of a passage

• Understanding

rhetorical functions

such as

cause-effect relationships compare

contrast relationships

and

arguments

•

Identifying

and

organizing important

ideas and

points from

a passage and

placing

them in

the appropriate

context

•

Complete

the

table below

to summarize information about

concepts

discussed in

the

passage.

Match the

appropriate statements

to the

concepts with which

they

are associated. TWO of the

answer

choices will NOT be used. This question is

worth

points

• Separate main ideas from minor ideas

and

essential inform?tion from non-essential

information.

• Remember

that

major

ideas

are ones that would be included in a fairly detailed

outline

of

the

passage.

Table Chart Qutlstions 6


2/40

Geology

~ l J . ~ . ~ ; m w m v · . . . i m t t i ' l • J l ' l l l ' J J : l . ' ; , , • S ' l l . . \ i ' t ' l " . . . : i w . ' N ~ ' : \ : f a : > / O " , ; > ; n : w , , , . , _ , .

_ . , ~ ~ , - N ;

· · ~ " ' ' ' · · · - - • -

Read the following passage

Then

fill in the

diagram

with the information

that you read

i®li oR

An

earthquake

generates

shock

waves

traveling out in

all directions,

both in the Earth s interior and

along

the Earth s surface. These

shock

waves are called seismic waves and can be felt

by

people

living

many

miles

away

from the

earthquake.

waves and

Swaves

are the two

kinds

of

interior seismic

waves.

waves are

primary

waves

that

travel

outward

from where the

Earthquake originates

beneath

the Earth s surface. The fastest of

all

seismic waves,

waves,

can

move through

any

medium

of the

Earth s interior:

solid,

liquid,

or gas.

They

alternately compress and

expand

the

medium so that

waves

vibrate in

the

same direction in

which they travel.

On the other hand, Swaves, or

secondary

waves,

can

only

travel

through solid mediums. They

create vibrations

at a right

angle

to

the

direction in which

the

waves are traveling. This results in the shaking

characteristic of

an

earthquake, where rocks move up and down or

from side to

side.

Because the

speed

of S waves

is

always

slower than that of

waves,

scientists

can

compare

the arrival times

of

the two types

of

interior

waves. This

allows

them to

pinpoint

the

location

of

an

earthquake,

even

if it is thousands

of miles

away.

• eismic Waves _

generate:

to

c use

seismic:

relating to vibrations

of the

Earth

originate:

to

begin;

to start

medium:

material or surroundings n

which something exists or

moves through

alternately:

by

taking turns;

first one

and then the

other

compress:

to squeeze

together

pinpoint:

to identify; to locate


3/40

•

.

Directions Complete

the

table

below

about

the types

of

seismic waves discussed in the

passage. Match

the

appropriate

statements to the

type

of seismic

waves with

which

they

are

associated. TWO of

the answer

choices

will

NOT

be used. This

question is

worlh points

Seismic Wave

Statements

•

P waves

•

•

•

S

waves

•

.

Answer Choices

(A) Travel on the surface

of

the

Earth

( B) Produce vibrations

that

move in

the direction of

the waves

. (C) Can only move through solids

: 0) Produce vibrations that move

up

and down or

side

to

side

, ( E ) Move through underground

water

· ( F)

Are

the

fastest

moving waves

(

G)

Can vibrate at any angle

Fill in

the

blanks to

complete

the

summary

................................................................................................................................................

· · · · · · · · · ·

According to the passage, earthquakes shock

waves

known as

seismic

waves.

Two kinds of seismic waves travel through

the

Earth s interior. Primary

waves, or

P

waves,

travel outward

from

where an earthquake They can move through

solids, liquids, or gases

under

the

surface of the

Earth,

l te r n t e l y

and

·

\ expanding them. S waves

are

secondary waves that can only

move

through solids. They

vibrate

at

right

angles

to

their

direction. S waves travel more slowly than P

waves

and can

only travel through solid

. Scientists can

compare

S

waves and

Pwaves to

he location of

earthquakes,

even

thousands of miles away .

....................................................

___________

., _

_____________ .,____

Table/Chart Questions 63 ·


4/40

Anthropology

: i : ~ ~ ~ t m < - 0 < : ~ 0 . ~ , ; r ; J 1 r n : o \ v t : 1 \ . ' . ; : , : _ ; - ; . ; r ; ; · ~ cC'•,-•_,- ' · '

-,

· - ; ~ - · ·

Read the following passage.

Then

fill in the

diagram

with: the information that

you

read. +@ fill

- : , ' . ' : · _ ~ · = « - . \

. .

The

strategy

a non-industrial society uses to

obtain the

resources

its members need to survive-especially food-affects its

social

organization.

Thus, societies using the same system of

economic

production will share some social characteristics, even though they

are

located in different parts of

the

world.

For much of human

history,

human

beings were exclusively

hunter-gatherers,

foraging

to

meet

their dietary and other needs. In

such egalitarian

societies,

the basic social unit

is

the band. A

band

is

a group

of usually fewer

than

a hundred

people,

whose

members

are

related

through marriage or

kinship.

Everyone

in the band gets

an

equal share of

meat,

and there

is

great

social

mobility. People marry

outside their own band, so a person can choose to live with bands of

his or her parents or grandparents. People can change their band

membership

several

times in a

lifetime. After marriage,

a woman

may

move with her husband

between

her

band

and his.

About 12,000 years ago, .humans developed food

production

in the

form

of farming and herding. As societies adopted this new economic

strategy, social structures changed. A pastoralist, or herding society,

is also

based

on

small

groups

but

is

much more hierarchical. The

main

social unit is

the extended family, with a male elder

leading

his

sons and their families.

Pastoralists

rely

on

a

domesticated herd

of

animals, for instance, cattle or

camels,

for food and

other

products. The

herd

must

be

moved from place to place, depending on

the

seasons,

to

find

food.

When

the entire

group-men,

women,

and children-move

with the herd, anthropologists

categorize

the movement as

pastoral

nomadism. In some herding societies, only

part

of the group moves

with the

herd,

leaving

most of

the

members behind

in a

home

village.

Anthropologists

call this transhumance.

exclusively:

only

forage:

to look

for

food

egalitarian:

having equal social,

political and economic

rights

kinship:

a

family

relationship

adopt:

to

choose

to

follow

something

hierarchical:

separated using

different

levels of ranking

domesticated:

tamed; brought under

control for

human

use

~

•

. ----1----·-------

=i-

Hunter-Gatherers . f · - ' - · - - - - - ~ ~ ~ _ : . - ~ - - - - - r · - - - · P a s t o r a l i s t s .

: . )

. .

I

.

•

i

l

_

.________________L_ - - - - · - - - · - - - - - l

·

___

_

I

, __J

64

Chapter 10

. -. f;.· _ . ~ _


5/40

.

(

k

--- .

1

Directions: Complete

the

table below by summarizing the

characteristics

of hunter-gatherers

and

pastoralists discussed in the passage. Match the appropriate statements to

the

society ·

they describe. TWO

of

the answer choices

will

NOT

be

used.

This

question

is worth points

Society

Statements

•

Hunter-Gatherer

•

•

Pastoralist

•

•

Answer Choices

. A)

. B)

. ,; C)

. (D)

. (

E)

l

(F)

(G)

A married woman has a choice of several different groups

with

whom she can live

Herds often split into groups that move separately.

Women and

elders

are

the

most important members of

the group .

About

12,000 years

ago,

humans

thought to

develop

this method .

Members

of

the

group

are

treated

as

equals

.

Members

own

an

equal

share

of

herded animals.

Sons

usually

live in a group with

their

fathers,

even after they

marry.

-

---.

Fill in

the

blanks to

complete the

summary

- .. ········----·· --···· .---·---··----····----··---··--··-··-.··---······- -····-------------··-------------------------

The way

in

which a pre-industrial society finds or produces its food affects its social

structure.

Hunter-gatherer

societies, in

which members for

food,

are

· Members

are

usually related through marriage

or

Everyone gets an equal share

of

the meat,

and they can easily move from one band to

another. Pastoralist

societies

are .

Usually

an older

male member

heads up the

group,

which

consists of

his sons

and their families. Pastoralists also rely on

animals for food

and

other

products.

-----··-------------------------------··-··----··--··-----····------··-----··-··---------------------------------------------------

z

z

\

Table/ChJrt Questions 65 __ . •


6/40

Philosophy

~ ~ w ; ~ l < ; l l l S ~ } y ~ , : o / « ' ~ 4 ' - U o ' r l " ' c , \ , J ~ ' > » ' . M , \ C i . \ + · . : : _ , · ~ ~ - - - c ~ •. ·

Read

the following passage Then fill in

the

diagram with the information that you read • iH

Plato and Aristotle

were two

of

the

earliest

Western

political

philosophers.

While

both shared

many

beliefs-Plato was a teacher of

Aristotle-Plato and Aristotle

differed on

how to

achieve

a good

government.

Plato believed there was a world beyond human senses, a world

of

what

he

called

Forms.

Human

senses-sight hearing, touch,

smell,

taste-are

not

perfect

and

therefore cannot give man a perfect

rendering

of the world.

Instead,

it

is only through

the human mind that

man

can

truly

know

Forms,

that

is,

reality.

In

Plato s

view,

only

a

small

minority of men, genuine

philosophers,

are capable of obtaining this

otherworldly knowledge.

For

Plato, therefore,

the

ideal form of

government

was

the philosopher-king.

Only

a

philosopher-king could

ensure

that

the

state promotes

the

ideal

of the

good

life,

a concept

derived from

the world of

Forms

that only a philosopher

could

understand.

In the absence of a philosopher-king, Plato turned

to

the

rule

of

law as the subsequent guarantee

of

good government.

Aristotle defined the

problem of governing differently

from his

teacher,

rejecting

Plato s theory of

Forms.

For

Aristotle, what

is

perceived by the senses

is

indeed the real world, and man can gain

knowledge of it through

observation

and

study.

Aristotle agreed with·

Plato that

government

should

promote

the

good life

and

the

rule

Of

law was necessary to

that

goaL For Aristotle, however, the rule of law

was

not

a second choice but was preferable

to

rule by

any one

man,

the

concept of a philosopher-king notwithstanding. Aristotle s theory

that

even

the

ruler of a state

must be

subject

to its

laws formed

the

underpinning of

modern constitutional government.

rendering:

an

interpretation

ensure:

to m ~ k e

certain

derive:

to create rom an

original

source

rule of law:

the idea that people are

governed

by

laws

that

apply to and are

known

by everyone, and

not

by

.

orders of rulers

subsequent:

next

in

series

underpinning:

a

foundation;

a

support

·-·-]

J


7/40

l

1

·f

1;

•

1

Directions:

Complete

the

table

below to summarize

information about

the two philosophers

discussed

in the

passage.

Match the

appropriate statements to

the

philosopher

with which

they

are

associated. TWO of the answer choices

will NOT be used. This

question Is

worth

points

Philosopher

Statements

•

•

Plato

•

•

.

•

Aristotle

•

•

Answer

Choices

;;· A)

v B)

. C)

(D)

(

E)

(

F

(G)

H)

( I )

Man

perceives reality through

his senses.

Only

a

philosopher

can understand the

ideal

of the

good life.

A world

exists that

is

beyond

the

human

senses.

A

constitution

is

necessary

for good government.

The world of Forms is the

true

reality.

A government

based on

the rule of law is the best method.

Rule of law is necessary for

good government

in the

absence

of a philosopher-king.

A

person

with well-developed senses can perceive the world of Forms.

Even ruler.s

must

follow

the laws of

the.

state.

Fill in the

blanks to

complete the

summary

According

to the

passage,

Plato

believed

reality existed

in

a

world

of

Forms

that

could

only

be

understood

by

philosophers. Because human

senses

cannot give

a

perfect

of

the

world, it

is

only through

the mind

that

humans can

truly

know reality.

For Plato, the

ideal

form of

government

was a

philosopher-king, who

o u l d ~

that

the concept

from

the

world of

Forms

was promoted. Without

a

philosopher-king,

Plato believed that the rule of law was the form of

good

government.

Aristotle,

however, believed

that

what

people perceived through

their

senses was

reality.

His

theory that even rulers must follow the rule of

law

formed the

of constitutional governments today.

________ : ___________________________n••----··---••••--••••---•


8/40

;

rt

riistory

.U:t; llf);l l

,;,J ' l ~ ' J i . < . t · : < . ~ ~ ' - ' . • > > < < l > . ' , ' . / , : , _ ~ ~ ' - " ·

Read

the

following passage Then fill in

the diagram

with

the information

that

you

read I@@•

The

Baroque period in Western

architecture

spanned the 17

1

h

century

and

first half of

the

18

1

h century. The Rococo

style then

emerged in

the

early

18th

century

as a reaction against Baroque

excesses. However, it

actually

was

a

refinement

of

Baroque

elements.

Four

key

elements identify

Baroque

architecture.

First,

buildings

tended to

be massive, creating

a

sense that

their importance

was

larger

than life.

For example, palaces from the era were visual

reminders of the poVl(er of

the

state, and impressive

churches

encouraged

the faithful

in

their

beliefs. Second,

painting

and

sculpture

combined

with

architecture to create a

decorative Baroque

unity.

Sculpture, for instance,

was bold and

dramatic,

like the

buildings themselves. Third, to

bring

that same drama to

the

interior,

Baroque architects

used

vivid colors and

.luxurious

materials of

different

textures.

One example

is the

covering of

church

ceilings

with

brightly painted

scenes.

A

fourth element was the

design

and

decoration

of the interior space. This offered

a variety

of views

leading off

the main visual

axis of

the

building,

usually leading

from

the

entrance.

Here, too,

powerful sculpture

and

lighting

effects

were

used

to draw the eye to various parts

of

the

interior. This

was

done

so that the

interior offered a

series of dramatic and

distinct

visual

experiences.

The Baroque style proved to

be too

robust for

the

more

graceful

tastes

of

the 18

1

h

century. In

response, the

Rococo

style

emerged.

Rococo, rather

than being

a

style

apart

from Baroque, is better

viewed as

a

style of decoration

applied

to Baroque elements. Rococo

decoration was more

delicate

and

subtle. By using smaller columns

and

continuous

smooth surfaces in place of

contrasting

textures,

Rococo

buildings appeared

less massive and

imposing.

While the

integration

of

painting

and sculpture with architecture remained

important

in Rococo

design,

Rococo sculptors

preferred

to

work

on

a

smaller,

more intimate scale. Pastel

tones

replaced

the

vivid colors of

the

Baroque style,

and

mirrors were popular decorations. Graceful

S-and

C-shaped swirls

and

curves

decorated walls and

ceilings

so

much

.that critics

attacked the style for its overuse

of

ornamental

decorations.

Windows

were

added to building designs to let in more

light.

This

either

softened the

impression of

the

interior

or

created a

dramatic

effect. In general,

though, interior

space became

more

refinement:

a

slight

change;

a

small

improvement

axis:

an

imaginary

slraight

line

through Iha. cenler of

something

robust:

forceful; strong; tough

subtle:

not very

obvious;

suggestive

imposing:

overwhelmirlg; impressive

Integration:

Iha state

of

combination;

a

mixing together to make

whole

l

.

unified,

rather

than drawing the eye to various dramatic views.

/

· - - - ~ - • - n n - - · - - - · - · - - - - - • - • • - - · • - - • • • - • • - - · - · ~ · · ~ - - - - • - < > v • ~ , . - • • - · - - - - - - - · ~ - > - - - - - - ~ · - - • · - - ~ · ~ · - - - · - - • • • - J

68 hapter ·1

··


9/40

i

; \.

[ Baroque vs.

o c o c o ~

· · · ·

- - - - · - - - - - - - . . - - ~ - - - - - _ . . . . - - -

Baroque

Both

·Rococo

·-l-------.----------1--------------i

•

•

•

•

•

• •

~ - - - - - - - · - - - - -

1 Directions:

Complete

the table

below

with information about the two styles of architecture

discussed in the passage.

Match

the

appropriate

statements to the style of architecture they

describe.

TWO

of the

answer choices

will NOT be used. This

question

Is

worth

points

Architectural Style

Statements

·

•

Baroque

•

•

Rococo

•

•

<

Answer

Choices

(A) Swirls and

curves

were used

in

interior

design.

( B) Sculptures tended

to be

smaller and less dramatic.

(C)

·Palaces w r

especially massive

and

imposing.

0) Painting

did

not contribute

to the overall style.

(E) ·Different, dramatic views were used in he design of

the

interior.

( F) Style

emphasized

simplicity and plain

designs

.

(G) Paintings

using

bright

colors

decorated

church interiors.

ill

in

the

blanks

to

complete

the

summary

There are

four

key elements of Baroque architecture. Buildings were massive.

Architecture,

painting, and

sculpture

worked together. The interiors

used

bright colors

and

different materials,

and

there were dramatic

views

off the

main

visual

____

Baroque architecture was too for the tastes of

the

time.

However, Rococo

architecture was

a n) of these elements. Its

decoration

was more

delicate

and _____

It

also featured the _______ of

painting

and

sculpture with its

architecture.

-''

• - ~ ' · •• -

-• -

. . . . a• ••- .•- • • • • • • • • - - -

-• ·

•

-··-

··

·

I

I

.

i

[

[

rable/Chart

QuestionS 69

- - -

. ;;-- - · •.

-·

.- .·


10/40

Sociology

~ ~ " f f A ' " i i - ~ ; , : ; w ~ · . ~ ; . ~ ) \ U ; ' . < - Y , , · , ; ; . , ; - . > : ' " ' - c ' _ ' , , - , - , , , _ , . ,

..

Read

the following

passage.

Then

fill in

the di11gram with the

information

that you read. i IH

Centuries of

conventional

wisdom held that human beings

could

be divided

into

races

that

have

a basis in the science of

biology.

Yet early

usage

of

the word race did not

assume any biological

foundation.

As

its definition

changed over time,

however,

it eventually claimed a

scientific

foundation.

When

the

word race

first

entered the

English

language,

it

had

a

meaning

quite different from

its more

current association. Race simply

denoted a group of people

who

shared an identity. The human race

included

all human

beings.

The

term could

also

identify

people

vJho

shared

a

national interest, as in

the

Czech race,

or

the Brazilian race.

It also

referred

to

a

way

of life, such as a race of

hunter-gatherers.

Explorations in

the

16

1

h

and

17• centuries affected

the

definition of

race.

These journeys brought

Europeans into

contact

with

cultures

quite

different from

their

own. The

people

they

encountered

were

also

noticeably different in physical characteristics. It was during

this

time

of European conquest and colonization that racial categories

became defined by physical appearance.

At the same time,

science

was

evolving,

and

attempts

were

made

to

measure

racial differences.

As people were racially categorized by

their physical

attributes

such

as skin color, head shape, and hair

texture,

another important

idea associated

with race

developed. A

racial

worldview assumed

that

each race had its own

behavioral

and

physical

traits

that

were

passed

on

from

parents to

children. These traits

could therefore

be

used to distinguish each

race.

Three commonly used

categories

were

Caucasoid, Mongoloid, and

Negroid.

A mid-19• century treatise,

Essay

on

the Inequality of Human Races, lent

further support

to the

idea

that race was

a biological explanation

for human differences

that

could thus

be

legitimately used to rank human beings.

As

the

20

1

h century dawned,

the

idea

behind the

concept

of

race

that humans could

be

readily divided into biologically determined

races-was widely

accepted. However, scientists found

it increasingly

difficult

to

actually

measure

those

biological determinants. As

genetic

studies in

the late 20th

century were to

confirm, the reason

was simple.

Races

have

no

biological foundation. There is

no

race

gene. It

turns

out that

so-called

races

are

neither based on biology nor definable in

a ·

·1

scientific

manner. Today,

sociologists

and

other scientists

recognize

that race is a cultural construct. It identifies a group that shares some

conventional:

following generally

accepled beliefs

association:

connection

of

ideas

denote:

to

mean; to

refer

to

distinguish:

to tell apart from

something

treatise:

formal written work

addressing

a

subject

extensively

rank:

to

assign

certain

position

or

place for

instance

social class

construct:

an

idea or

perception

based on

impres sions

from the senses

L

isible

physical traits, as well as some cultural and historical experiences.

· · · ~ · · · · · · • v c - > • v . _ _ . _ . . - - - - - • • • - . - • - ' ° - • - • • - ' - " - - • ~ - - - · ~ - - - - - - - - · · - - - - - -

J

J;

;:.

'; f

ti

i ~ ' i

'ff.

1:

I '

tt:

fi

"

i•

:··

f_i;

,,

t-.)

(:·.•

t i ~

v . t ~ -

i

'.

t f : , ~

l\

v

. t . : ~ ~ f

'

'

·

:

'

,,

I ;

l

t

I

<

I


11/40

[ . h e y h a r y g i n g l d ~ a s of.

Race

Meaning

1:

Meaning

2:

.

Meaning

3:

1 Directions:

Complete

the table

below

to

summarize information about the

concepts

of race

discussed in

the passage.

Match the

appropriate

statements to the era with

which

they are

associated.

TWO

of

the

answer

choices will NOT be used. This

question

is

worth

points

..·

Period

Concept of Race

Original Usage

•

16lli and 1 h Centuries

•

\

•

•i

•

2Qlli Century

,,

•

-

Answer Choices

A) Divided people into races

according

to physical traits

B) Used

definitions

for

race

acquired

from foreign

countries during the

European

colonization

C)

Stated

tbatparents pass racial characteristics to their children

D)

Said

that

a race of people shared a

lifestyle

E )

Proved

that

races

are not determined

by

biology

F) Described

race

as a

cultural creation

(G)

Changed

the

definition

of race in

reaction to

a 19 h-century essay

Fill

in the

blanks to

complete the

summary

According to the

passage,

itwas wisdom

that

race

simply

a group of people who shared

an

identity,

such

as being

from

the

same

country. Race meant s-omeilling much

different

from

its

current . Later,

people thought race was a biological fact It was believed that certain physical

and

behavioral

traits could

be used to each

race.

Finally,

scientists showed there was

no scientific basis for

the idea

of race, and it was

actually

a cultural

----------------------------- ..------------------------------------··---------------··---------------------------------------

[

.

;

[[

Table Chart Quesfrons 7 --.- l


12/40

Economics

Read

the

following

passage Then fill in the diagram

with

the information that you read

@If•

.

Until the 1930s,

governments trying

to improve

a

country's

economy

followed the

quantity

theory of money. It argues

that

the

supply of

money has an

effect

upon

the

strength

of the

economy.

In the

2 th

century,

two

Western

economists revisited the quantity theory to

develop

new

yet conflicting

theories

on

how

government actions

can

influence the economy.

In

1936, John Maynard Keynes

criticized

the quantity theory in his

General

Theory

o Employment

Interest

and Money He argued that

the

money

supply

did not have

a

significant

effect

on prices or the

strength of the

economy.

Keynes believed that the key to

a

healthy

economy was the demand

for

goods

and

services produced. His

theory

is known

as

a demand-side

theory. If

there is not

enough

demand

for

the goods and services companies produce, the

companies will produce

less. This means that they

will employ

fewer

people. For Keynes, three variables

affect

demand: consumer

spending,

government

spending, and investment

spending.

Therefore, to

improve

the

economy,

a

government can alter its tax and

budget

policies and

encourage investment

For instance, it consumers

pay

fewer taxes,

they are

likely to spend

more on goods and

services, thereby

increasing demand.

Keynes's

work

formed

the basis of a

new branch

of economics called

Keynesian

economics. It became so widely

accepted that for several decades, economists rejected monetary

policy as a way of managing the

volume of

economic activity.

In

the

1960s,

Milton

Friedman introduced his

supply-side

economic

theories.

It brought

focus back

to the supply of money in an

economy.

Friedman argued that the money

supply

has

a

causal

effect

on the

·economy. For him, the

fiscal disaster of the

Great

Depression

was

not

a

result of low

demand

as

suggested

by Keynes. Rather,

it was a

contraction

in

the

money supply.

The

Federal Reserve,

the

centralized

banking

system

in the US,

supplied less

money

than

was desired.

This

caused

a drop

in

consumption and thus a decline

in

the

overall

health of the market. A

detailed

analysis

published

by

Friedman

and

a

colleague,

A

Monetary

History

o the

United States 1867-1960

persuaded many that his theories were valid.

According

to this

monetarism

school

of thought,

a

steady rate of

eco_nomic

growth can

be promoted

by

a steady

growth

of the money supply.

Simply put.

I

more available money for

spending will increase.

production and

employment Friedman argued

against

the

Keynesian focus on

l

overnment

fiscal policy.

He

and his

fellow monetarists believed that

the government should

only intervene in

the economy by controlling

the rate

of

growth

of

the money supply. ·

· · · · ~ · · · · · ~ ~ · · · · · · · · · ~ · ·

revisit:

to consider again

variable:

something that changes

or

can

change

monetary:

of or about

money

causal:

being cause

of

something

fiscal:

financial:

having

to

do

with

government policies

of

spending and taxing

contraction:

reduction

n

size;

shrinking

consumption:

the

purchase

or

use

of

goods

and services

Intervene:

to enter or

come

between

n order

to

aflect

something


13/40

\

\

t

•

Keynes

vs.

FriJdman

.

~ y n s

·

i..

F r i ~ d m a n •··•····

•

• •

• •

•

•

1

Directions:

Complete the table below

to

summarize information

about the

economic theories

discus.sed

in the passage. Match

the

appropriate statements to

the

theory

with

which

they are

associated. TWO of the answer choices

will

NOT be

used.

This question is worth points

Theory Statements

•

Keynesian

•

•

f

•

· ' ;,

Monetarist

•

. Answer Choices

A) Governments need to

control

the

supply

of money

in

order to affect the economy.

B)

Governments

should not try to influence the economy.

C)

Governments

can

change tax policies to

change consumer spending.

D) The employment rate

will fall

without

sufficient

demand.

E) The

health

of an economy depends

on three

kinds of spending.

F) The

economy

will

be negatively

affected

by

a contracted supply of

money.

(G) Increases in

the tax

rate will promote a healthy economy.

Fill

in

the

blanks

to

complete

the

summary

.

Two economists

developed

new theories

on

how

governments

can

influence

the economy.

Keynesian

economists believe that

three

affect

economic activity:

consumer

spending,

government spending, and investment. Keynes s theories became so

widely

accepted

that economists

rejected

policy

to manage economic activity. On

the

other hand, Friedman s monetarists believe

that

money

supplies

have a(n)

effect on the economy. They attribute the disaster of the Great Depression

to

a{n)

in

the money

supply,

causing the

market

to decline.

Table/Chart Questions 73


14/40

Instructions: Choose

the

best word or

phrase to complete each sentence.

1 During the winter, animals such as deer

and

fire

ants for food that

will

feed

them

through

the

cold

months.

(A)

distinguish

(B)

forage

(C) discern

0) foster

2

The

new health club downtown

caters

o

women and

their

needs.

(A) sedimentary

(B)

randomly

(C) inevitably

0) exclusively

3. Astronomers were surprised when

they

finally pinpointed

the

.

of

the

intense microwaves

from

space.

(A)

source

(B) reinforcement

(C) spectrum

0)

kinship

4. Glazes used on materials such as

stoneware

and

porcelain

make

pottery

very

strong

and

(A) profitable

(B)

durable

(C)

recreational

0)

variable

5. The employee s open defiance

of

company policy

was for

dismissal, so

she was

fired immediately.

(A) treatise

(B) proximity

(C) grounds

(D)

subject

· 74 Vocabulary Review 3

.

6

Scientists believe

that

leprosy, a

disease

widely thought to have

spread

from

India,

in

fact appears

to

have

·

in

Africa or

the

Near East.

(A) originated

(B) cultivated

(C)

envisioned

(D)

replicated

7

The long-standing

between

the two

baseball

teams made

their games

more

exciting for their

devoted

fans.

(A) dissipation

(B) deluge

(C)

contention

0)

rivalry

8 The Czech

Republic

has the

highest

annual per

capita of

beer

in

the

world.

(A)

expression

(B) rationale

(C)

consumption

0) territory

Instructions: Choose the

word

or phrase

closest in meaning to

the

underlined part

of each sentence.

9.

The

local

department

store sold

all

types

of

clothing:

work, casual,

and

dress.

(A) apparel

(B)

tension

(C) bondage

0) hardship

10

It is

possible

for

some lizards to grow new

tails

after losing their tails.

(A) sustain

(B)

generate

(C)

promote

0)

ensure

,

_}

.


15/40

; :

f_

11

Because the

sisters

fought

constantly

over which

television

show to

watch,

their

mother finally had to

mediate

and choose

one

for

them.

; '

(A) adopt

' (B) intervene

· • ' (C)

thrive

(D)

indulge

12

Because

of

its large surface area,

temperatures in parts

of

Canada can

from forty degrees below zero

to

thirty-five degrees above

zero.

(A)

implant

(B) shape

(C)

execute

(D) range

. ,

13.,,Mahayana

Buddhism

is the main religion

fl

• .

. .iri China, Japan,

Korea, and

much of

· Vietnam.

(A)

commercial

(B) subsequent

(C) predominant

(0) inherent

14 ·Phil unintentionally told his

aunt

about her ·

surprise

birthday

party because

no

one

had told

him that

it

was a secret.

(A) formally

(B) undeniably

(C) considerably

(D)

inadvertently

15

Many scientists

believe

that the

descendants of wolves, jackals,

or

coyotes

were

interbred

and

evolved

into ill Ilfili companions for

humans.

(A) domesticated

(B) conventional

(C)

tranquil

(D) fundamental

Instructions

Write

the

missing

words. Use

the words below to fill in the blanks.

stereotypes

denotes underpinning

ranking construct. '

The term

caste

16 one s

rank

or position in society according

to birth,

occupation, or

some

other criterion. Many

nations face issues of social inequality.

Perhaps nowhere else in the

world

is it such

an elaborate

17 as the

Indian institution of caste. Caste

has

long

been

an 18 of Indian

culture, but in recent years

it

has

been

severely criticized by both Indian and

foreign observers. Although some claim that

· caste has

been

abolished, such statements

do not reflect reality. Caste has

undergone

significant changes, but it still involves

19 and

discrimination

against

hundreds

of

millions of

people.

India s

constitution

forbids

negative public

discrimination

on

the basis of caste. However,

caste

20

has occurred for

centuries

and will

likely continue.

Instructions Match the words

that

are

similar

in

meaning.

21

extract

22.

imposing

23.

robust

24.

primitive

25.

necessity

(A) strong

(B)

take out

(C) overwhelming

(D)

requirement

(E) simple

[

I

I

[

[

: J l l l ; ~ l l l ' l l l l l l l l l l l l l l l l l l l l l · · · llllllllllllllllllllllllllllllllllllli lllllllllllllllllllllllllllllllllllllllll illlllllllllllllllllllllllllllllllllllllllllllllllllllllllllllll VollllcalllblllulalllrylllRlllevllliewllll l 111

1111

5

1111-111111111111

~ · :


16/40

Hearing is

a

complex

process

involving

bones

cells and blood vessels. When these

do

not

work

correctly

some

people may experience distracting humming buzzing ringing

or

whistling sounds inside their

heads. This

perception of

sounds known as tinnitus has

frustrating complications.

Not

a disease itself tinnitus

is

a

symptom caused by various conditions. These may

include injury due to loud noises or foreign objects or ear

infections.

Millions

of

people

experience tinnitus on some

level

and by treating the underlying problem it can disappear

in a short period

of time. Those

suffering

from it

experience a ringing

noise

that

is usually

not

an

actual

sound. The noise may

be

in one or both ears and varies in

pitch

and volume.

In

some cases the sound

is so

loud it disrupts

concentration or

hampers proper hearing. People

can suffer from two types of tinnitus: objective or subjective.

Objective tinnitus is unique because

unlike most cases of

tinnitus patients suffering from

it may have an audible sound emanating from

their ears that a clinician

can actually detect.

This arises from

muscle

spasms around the middle

ear

which can emit

a clicking

or cracking

reverberation.

Some

experience a rhythmic throbbing repeating in

time

to a pulse. pulsatile

tinnitus

usually objective in

nature

is caused by altered blood

flow or increased blood

turbulence

in proximity

to

the

ear

resulting in the audible

sound of blood moving through

the

veins. Objective

tinnitus is

very uncommon;

most

people suffer from subjective tinnitus.

Although there are many causes

of

subjective tinnitus the

most

typical are conditions that

can cause hearing loss

such as

exposure to excessively loud

noises

or natural aging. These

may have

lasting

effects or may

only

cause

brief

hearing problems. Other causes

of subjective

tinnitus can

include

lead poisoning chemotherapy and Lyme disease. The mechanisms of

subjective tinnitus

vary.

Microscopic

hairs

located on the end of

auditory

cells in the ears can

be

bent or

broken thus misreading

sound or

sending signals

to

the brain of

sound that

is

nonexistent.

Direct

trauma

to

the ear can also

create

the

ringing sound but other causes

are

relatively

unknown.

Researchers recently introduced two categories

of

subjective tinnitus. Symptoms

caused

by disorders

of

the

inner

ear

or acoustic nerve

are

Somatic

symptoms are caused by

nerves within

the

head

and

brain but

outside

of

the ear. Although

there

are

no

specific

cures

for tinnitus therapy and adequate rest

often

help

the

symptoms

recede over time.

; : ;; of rel ting

to

or loc ted near

the

ear

·· ··J


17/40

r

'

,-

\,-.:_;_

If ' ,,,

r

t

i;

Directions An

introductory sentence

for a brief summary of

the

passage is provided below.

Complete the summary by selecting

the

THREE answer choices that express

the

most

important ideas

in

the passage.

Some

sentences do not

belong

in

the summary

because

they

express

ideas that

are not presented in the passage or are

minor ideas

in the passage.

This question is worth points

The

condition known as

tinnitus causes

ringing

in

the ears and is a

symptom

of other

medical

conditions

•

•

•

Answer Choices

B)

(C)

D)

( E)

F)

Blood

flow

interference can

cause

pulsatile tinnitus.

Buzzing

within the ear indicates that tinnitus

is present.

An

audible

sound coming

from

the ear

characterizes

objective

tinnitus.

Antibiotics

are helpful

in treating medical conditions

whether

natural or injury-related.

Subjective

tinnitus has

many causes

but

few explanations for

the

resulting symptoms.

Symptoms

within the ear

are

worse than

those

from outside

sources.

I

MiniTest3 177


18/40

2 Business

Read

the passage

and

answer the

questions

@id

To

sell manufactured

products,

companies

must

establish a

need

or an incentive that

persuades consumers

to buy. Many businesses have provided

an appealing answer to

the

challenge. By

offering.

coupons

that

provide

a discount

on

specific goods, consumers feel

better

about their spending

and

companies

still

receive a profit

Couponing

is not a new concept C.W. Post

Co.

first

introduced

coupons in 1895 when it

offered penny-off coupons

to

increase

sales of its

breakfast cereal.

Such

cents-off coupons

remain the oldest,

most

widely used, and most effective sales promotion

tools available

to

suppliers.

Manufacturers have used all

varieties

of coupons, from direct mail to instant

coupons to

newspaper

inserts, the

most common

couponing choice. Stores have increased

couponing in

the

past several decades, and

subsequently,

shoppers

are

responding. In

the

US, over eighty percent of

consumers

use

coupons,

and

nearly twenty-five percent claim

to

use

them

every

time

they shop.

Many advantages exist in

the

production and of coupons. Each coupon serves a

dual

purpose.

While

offering the

customer

a price break, t also increases profits and brand

recoanition for

the

manufacturer. Popular with new

as

well

as

established

companies,

coupons make it

possible

to offer

a price

reduction only

to

price-sensitive

consumers, without

lowering the overall price of the product Additionally,

consumers

are more

likely

to try a

new

product

with

a discount coupon because the perceived spending is less. When experiencing

a decline in

sales, established

companies

can issue coupons to

encourage

past

buyers to

purchase again and

entice new users to try the product

Disadvantages of

coupons

do occur for the

companies

involved. To print and distribute

coupons, businesses undertake certain

costs. Usually,

sellers

print

an expiration date on their

coupons. However, they intend

for consumers to

purchase

the

product as

soon

as

the

coupons

are

issued

rather than

at

the end of the specified time frame. Until consumers

choose to buy, the

company s

incurred costs are not

offset

by their purchases.

Thus, the

consumers

dictate when the

companies receive their

profits.

Additionally, companies

whose

intention

was

to increase

sales may not notice

an increase

for several months. Much

responsibility

lies

with the consumer.

Consumer

response

to a coupon

usually

takes between

two and six months, and coupons are

most

frequently redeemed just prior to the

expiration

date that

is stated on

the coupon.

direct mail

dvertising sent directly to prospective customers via

the

mail

brand recognition customer's awareness of p rticul r br nd

178 Mini Test 3

· ·

;;

l

;

_;:

l

..

'. t

t

ti

'

.

,

I

J

- z•

·J

•I

i

-.-


19/40

.i


20/40

3 Biology

Read

the passage

and

answer the questions

• SH

Infections

are

caused

by microorganisms that

invade the

cells

of the body. They cause

damage

to

the tissue and interfere with normal

cell

activity. Two types

of

infectious

particles,

virions and

prions, cause

multiple health problems. These can range from minor to fatal. While

both

infectious agents cause disease, their inherent structure

and

behavior are different, so

the

effects on

the human

body are

diverse.

A

virion is the infectious form

of a complete

virus particle. It consists

of

genetic material

and

a protective

protein shell called

a

capsid. Virions are

not

capable of reproducing alone,

so

they

infect a host cell in order to replicate themselves. On

the other hand,

a proteinaceous

infectious particle commonly

referred

to

as

a

prion,

is a microorganism composed

solely

of

protein

that causes serious infection.

These

diseases

affect the

structure

of the brain and

other neural tissue.

They

can disrupt normal nerve

communication

within the brain.

Regarding

its

structure,

a virion is

essentially

a

gene

transporter existing

in

its

simplest

form

S

nucleic acid. It

is

surrounded by a protective capsid that

serves

as

the

shape of

the

organism.

Conversely, prions are

made up of

proteins

found

in

the human

body

that

have

an

altered·

structure. They

are resistant to

the enzymes

that

normally break down protein.

Scientists believe that

prions

infect the body by

refolding

abnormally and converting normal

protein molecules into an irregular structure.

Human diseases caused by

viruses

include influenza

and

chicken pox,

as well as

more

serious

infections such

as AIDS and Ebola. Because virions inhabit

a

host

cell,

researchers

find

it

difficult

to

eradicate

the

infection without

killing

healthy

human cells.

Vaccinations

prove

to be

the

most effective preventative

for

infection. Medications exist that

treat

symptoms of a

viral

infection,

although the virus

itself cannot

be

destroyed.

Whereas

researchers

have found

ways to prevent

virions

from

infecting

the body, prions

are

resistant to all medication and

procedures. They cause

neurodegenerative

diseases, which are evident by such

symptoms

as

convulsions violent, uncontrollable body

movements), dementia

an

illness that

gradually

destroys brain function),

and

personality changes. These

ominous

diseases that degenerate

the

body include

mad-cow disease and

other

forms of Creutzfeldt-Jakob disease.

The

incubation period in which

a

prion-induced disease develops is slow. However, it progresses

rapidly once symptoms appear, causing brain damage that

leads

to death. Thus,

there is

no

effective

treatment for diseases caused by prions.

nucleic acid an

cid

such as ON or RN that is found in

the

cells of

all

living things

> neurodegenerative disease condition in

which

cells

in the brain or spinal

cord

are lost

18

Mini

Test


21/40

-

> ~ ;

Directions:

Gomplete

the

table below

to summarize information

about

the

infectious agents

discussed in

the passage.

Match

the

appropriate agents

to the characteristics

with which

they

are

associated.

TWO

of

the

answer choices

will NOT

be used.

This

question

is worth

poin s.

Infectious

Agents

•

Virions

•

•

Prions

•

•

. Answer

Choices

i: rt (A) Can be prevented before

infection

(B) Have

effects that last

a

limited

amount of time

;

·

( C)

Cause

irreversible damage

to tissues

1

• (

D)

Are

composed of matter found in the body

( E ) Can

be eliminated

effectively with

medication

(F Form an abnormal and irregular

structure

Characteristics

(G) Include a piece of genetic material that is replicated

I

I

I

i

I

I

• •

.-•••1 11111••••••·

l ll.

• .. •.•.•••Mil.1il.••. 3.18•1

.......


22/40

04

History

Read

the

passage

and

answer the questions

•@1¥

The

prehistoric dinosaurs that

roamed

the

Earth

millennia ago vanished from history

without leaving clear

indications

of what

transpired. It

was widely

believed

that dinosaurs

and

other

prehistoric

species

met

their end as a result of the meteor that formed today s

Chicxulub

crater.

The

meteor

shook

the Earth millions of years ago

when

it

landed

on the Yucatan

Peninsula.

It may have been a piece of a

much

larger asteroid that broke apart in distant

space. The theory explains that when

the meteor

crashed into

Mexico,

leaving

a

112-mile-wide

depression and worldwide

destruction

in its wake,

it caused

the extinction of the

dinosaurs.

However, growing evidence supports a

new

theory.

It

states

that

the extinction that took

place

at the

end

of the Cretaceous Period approximately sixty-five million

years

ago was

caused

by a

series of events. These include

the

impacts of multiple

meteors, heavy

volcanic

activity in India, and climate

changes.

Paleontologist Gerta Keller, supported by the National

Science

Foundation,

has been

building

evidence to prove the new

theory according

to

scientific

findings.

Keller

gathered

information proving that the Chicxulub impact could not have caused the

mass

extinction.

It

appears

to have

predated

the extinction by

300,000

years.

Paleontologists

extracted samples

of

marine

microfossils

from

.sediment layers above and below

the

Chicxulub impact layer.

No

significant biotic changes were found in the samples.

Given

the magnitude and number of species that became extinct,

Keller s

theory more

likely explains what

truly

happened. The Chicxulub crater undoubtedly

had an

effect

on

the

Earth and

its inhabitants.

However, it would not have been enough to

cause

amass

extinction,

wiping out thousands of

species

in a relatively short

time.

Fossils

show

that

many species

lived beyond the meteor s impact. Keller describes

other

factors

that

played a

part.

For example,

constant

volcanic activity

released

greenhouse

gases,

which

caused awarming

effect,

produced

acid

rain, and

raised

the temperature

of

the ocean. At this time, marine

species

evolved

to

survive

in

the

changed

atmosphere. Neither

Chicxulub

nor

volcanoes

caused

extinction,

but

they placed great stress on most

species.

It was the impact of a larger

meteor

that was the

final

factor.

All

these events weakened

Earth s inhabitants and culminated

in an impact

of

colossal

proportions.

By

the time the larger meteor hit, the creatures

could

not withstand the changes.

Although it is

not

confirmed,

some

believe

the

large

meteor

landed

in India,

leaving

a

crater

an

estimated 300 miles

wide.

The meteor and

resulting crater

had to be of great significance

given the

resulting destruction.

I

biotic

pert ining

to

life

or living

colossal

of gre t size or extent

J

82 Mini

Test

i :

; .


23/40

f

f

;·

;_

Directions: Complete the table below to summarize information about the two theories behind

the extinction

of the dinosaurs

discussed

in

the passage. Match

the appropriate

statements to

the

theory

with

which

they are

associated.

TWO of

the

answer

choices

will NOT be used.

This

question is worth points

Theory

Statements

•

Chicxulub

Theory

•

•

•

•

Keller s

Theory

•

•

J.

Answer Choices

(A)

t£

B

C)

D)

E)

F

G)

H)

I )

Multiple

volcanic eruptions caused dinosaurs to die.

A

piece

of

a

large asteroid

may have broken away

in

space

and

hit

Earth.

An

object from

outer

space left a

crater

on the

Yucatan

Peninsula.

Global warming caused by volcanic activity

contributed

to extinction.

Dinosaurs

became extinct

because of

a meteor s impact on

Earth.

Volcanic eruptions

released

toxic gases and caused acid

rain.

Tl:le end of the Cretaceous Period showed an increase in dinosaur species.

Dinosaur

species weakened after years

of

stressful

living conditions.

The Earth

was

bombarded by multiple meteors that

diminished

dinosaur

numbers.

I

IE

'

z

Mini Test 83


24/40 ,-,.v,,,.

_

; \ . ~ - . ~ .


25/40


26/40

· · · .

i


27/40

The TOEFL®

iBT Listening Se ct ion · · · ·

188

Preview Test ·

190

Chapter

1

Main Idea

Questions

· ·

. 197

Chapter 2 Detail Questions · · · · · · · · · 209

Vocabulary

Review 1 220

Mini Test 1 · · 222

Chapter

3 Function Questions

. · 225

Chapter

4

Stance

Questions

··

237

Vocabulary

Review 2

· · · · ·

248

Mini Test 2

· · · · · · · ·

250

Chapter 5 Organization Questions 253

Chapter 6 Content Questions ·

265

Chapter

7 Inference Questions · · · · 277

Vocabulary

Review

3 · · ·

288

IVlinl Test

J 290

Answer Key Listening


28/40

In the listening section of the TOEFL®

iBT, you

will hear

avariety of

conversations

and

lectures,

each

of

which lasts from three to six

minutes.

A

total

of six listening passages will

be

presented. After

each

passage,

you

will then

be

asked

to answer five

to

five to six

questions about

what you heard.

Like the reading section of the TOEFL®

test,

the questions

are

designed to assess your understanding

of the main idea, factual

information,

and

inference. You will not be

asked

questions regarding

vocabulary or sentence structure.

•

Passage Types

1.

Conversation Two

people discussing a

campus-related problem, issue,

or process

2.

Lectures

A

professor

presenting

information related to an academic topic

3. Classroom interaction Similar to

a

lecture, but with some interaction

between

the

professor

and one or

more students

•

Question Types

Questions for the listening section of

the TOEFL®

typically appear in

the

following order:

Question

Type

Description

1 Main Idea

Choose the best

phrase

or sentence.

2 3

Factual Information Choose the

statement

that is true according to what was said.

Detail

Content

Select multiple answers to complete a

chart.

4

Purpose/ Inference

Recognize the speaker s purpose, draw an inference,

Organization

or explain

how the speaker

communicated certain

information.

5 6

Repeated Listening

Hear

a

particular

portion of

the listening

passage

again

and

recognize the

speaker s

purpose,

attitude, or the implied

meaning of a

statement.

88

The TOEFV

i T

Listening Section

c.:._:·

' - - ' · · · ~ · .::c;:_ :::.:c:'

~ ' · '

;;;;:.;··

; ;;; :;:.

•=····=·· · -...•......_....... ...._......_. ..._

....


29/40

Study Tips for Listening

Practice listening to North

American

English as much as

possible.

For

the purposes

of the

TOEFL®,

educational programs, documentaries,

and news

programs are

excellent

sources.

• When you are practicing for the listening

section

of the

TOEFL®,

listen to the material only once

and

then answer

the questions. Then review the answers while

listening

a second or third time.

Remember, though, during the real test you

are only

permitted to hear the conversation or lecture

once

before answering

the

questions.

• Pay attention to how pauses

and

intonation

are

used to organize

the

passage, emphasize

important information,

and show

transitions.

,,

., .,, Make a

recording of

the programs

you use to practice listening. Replay

any

sections you

have

difficulty understanding.

• Keep

such things in mind as

the main idea, the

development

and support of the

main

idea, and

the speaker s reasons for mentioning certain points.

.j

· . •

Develop your note-taking

skills.

While

you

are listening, try to write down key words in an organized,

i ··

raphic way that

makes sense

to

you.

i • ;:;::

[ of' ' '_,,

' 'to '' ' ' c mpoo Ille

woll

''oo'

'domic

t

Test

Management

'

t

r

t

I

i

l-

1

r

\

• A picture will be shown on the screen

to

allow test takers to recognize each speaker s role and

the

context

of the conversation. Along

with

this picture, a subject title will be given for each lecture.

• Before you begin the

listening section,

listen to the headset directions. Pay

particular

attention to how

you change the volume. It is very important that you are able to hear clearly

during

the

listening

section of the test.

• If you miss something

that

is

said

in a

conversation

or

lecture,

do not panic. Simply

keep

listening.

Even native speakers

do not hear

everything

that is said.

•

Note-taking

during

the lecture

is

permitted.

Paper will

be

provided

by

the

test supervisor.

These

notes can be studied

while

answering

the questions, and will not be seen

by

test

graders.

• Like the reading

section, questions cannot

be

viewed

until

after

the lecture or

conversation has

been completed.

• In the listening

section,

you must answer each question before moving on; you

cannot

return to

a question

later.

If you are unsure of an

answer, guess.

Il l

O

G I

I

I

The

TOEFL

iBT

Listening

Section 189

--,J


30/40

•@®•

You

will

listen to two lectures and

one

conversation. You will hear each

lecture

and conversation

one

time.

After

each listening

passage,

you will

answer

some

questions

about

it.

Most questions

are

worth

one point, but some

questions

are worth

more

than

one

point. The

directions

indicate

how

many

points

you

may receive.

You will

have 15 to 20

minutes

to both

listen and answer

the

questions.

The questions ask about

the

main

idea and

supporting

details. Some questions ask about

speaker s purpose or

attitude.

You

may take

notes

while you

listen. You

may use your notes to help you answer the

questions.

Your notes will not

be scored.

In

some

questions,

you will see this icon:

n.

This means you will

hear

part of the lecture or

conversation

again.

When you

are

ready, press

Continue

19

Preview Test


31/40

:.·

. ; i

;

t

l

.

'

r

1

.

Listen to a lecture

in

an anatomy

class

ll

'O

z

Cl

. I

I

PreviewTest

9 -


32/40

·

1. What is the main

topic

of the

lecture?

(A) The role of chemoreceptors in

distinguishing

differences

between

tastes

(B) How chemoreceptors allow

humans

to smell

and

taste

(C) How chemoreceptors have evolved

over

time

in animals

(D) The reason why

the brain

is able

to

receive electrical

signals

2.

Why

does the

professor

say

this:

n

(A) To prove that

the

epithelium

is

an

extremely complex part of the nose

(B)

To describe

the structure of the nose

in

detail

(C) To give an

example

of how

chemoreceptors

in the nose

affect

the

ability to smell

(D) To explain that

the

epithelium is

the

part

of the nose that

detects

smells

3.

Listen

again to part of the lecture.

Then

answer the

question. n

Why

.does the

professor

say this: /

(A) She wants the students to draw a

logical conclusion.

(B) She

finds

it odd

that

humans

smell

as

well

as they do.

(C)

She wants

students

to guess how the

study

was performed.

(D)

She

knows that the students

will find

the

concept

confusing.

4.

According

to

the

professor, how is the

sense of taste important to humans?

(A) It indicates whether or not food is

good

to eat.

(B) It

makes

food more enjoyable.

{C) It helps people find delicious

food.

(D)

It

identifies poisonous food.

5. What is the professor s attitude toward

buying

food at the

supermarket?

{A)

She

thinks it

has

improved

people s

sense of taste.

B)

She

feels it has made

the

sense of taste

less

important.

(C) She believes it

has

decreased the

quality

of

food.

{D) She assumes that

it

provides

better-tasting food.

6.

How does the

professor

organize

the

information

presented in the lecture?

(A) She classifies two

key types

of

chemoreceptors.

(B) She compares the various human

sensory

systems.

(C) She explains the role of chemoreceptors

in animal survival.

(D) She

describes problems

associated

with chemoreceptors.


33/40

: Listen to a lecture in an

rt

history

class • ti•

[

.

.

i.· ·

.

[

;

review Test 93 1


34/40

--

ilil\ ilhiiL

7

What are the speakers

mostly discussing?

(A) How El

Greco s

work

contributed

to

later

art

movements

(8) The ways that El Greco s

art

was

influenced by his astigmatism

(C) The

theory that

astigmatism causes

people to see objects as elongated

(0)

The

reasons

why

El Greco s art was

different from his contemporaries

8 Why does the professor explain the

effects of astigmatism on perception?·

(A) To refute the argument

that

astigmatism

was responsible for El Greco s style

(8) To demonstrate

that

there are many

factors that contributed to El

Greco s

style

(C) To give an

example of a condition

that

can affect

an artist s

vision

(0)

To

show how El Greco s style

was

influenced

by

his

astigmatism

9

According to the lecture, what element of

El Greco s work demonstrates his

ideology?

(A) The dreamlike quality

(8) The elongated figures

(C) The imaginative scenes

(D)

The

perfectly

proportioned subjects

94

Preview

Test

Erm&

~ ~ ~ M . l : i ' H i l i i l • 1 ~ , ; ~ ~

10 Listen

again

to

part of

the

lecture.

Then

answer the

question. n

Why

does

the professor say this:

n

(A) To concede

that

the professor was

correct

about El Greco s ideology

(8) To support the professor s claim

about

the Cubists

(C) To

maintain that

the

astigmatism

could

have

caused

El

Greco s style

(0)

To

deny that

astigmatism

would

make

horizontal figures thicker

11

What is the professor s

opinion

of El

Greco as

an

artist?

(A) She thinks that his

innovative

style

was a

result

of a physical

condition.

(8) She

considers him a creative artist who

.

;

influenced

artists after

him.

: -¥

l

.

(C)

She believes that

there are other

artists

that were more influential

on

.J

the

Cubists.

(0) She

feels

that modern science is

./

unable

to

explain

art

12.

Based

on information from the lecture,

which characteristics describe El

Greco s

style?

Place a checkmark in the correct

box.

YES NO

Elongated subjects

Highly realistic

Representative of

Renaissance art

Inspired by

his

imagination


35/40

l l A ~ · ' • ' . • ) , , .

I

' .

l

I

i

Listen

t

a conversation between a student and a university employee.

VI

"II

m

>

;::

z

Cl

"II

n

m

m

VI

·

I

I

I

I

I

review

est

95


36/40

13 What

are the speakers mainly discussing?

(A)

The

high cost of

identification

cards

(B)

How to

replace

a lost identification

card

(C) Where to obtain a temporary

identification

card

(D) Why students need to

have

an

identification card

14 Why

does the

student visit the

office?

(A)

Because she

has

found

another

student s ID card

(B)

Because

she

is unsure about

how to

use

her

ID

card

(C)

Because

she

cannot use her ID card

tor

campus services

(D)

Because

she

has misplaced

her ID

card

15

According

to

the conversation,

why

can t

the

student have a temporary

ID

card?

(A)

It

is too expensive.

(B)

It

is a security risk.

(C) Sh.e has lost hers too

many times.

(D) She cannot

access university

buildings.

196

Previl lw Test

-

-.--;- -;-_-->;_;_ -•_

16 L i ~ \ e n again to

part

of the lecture. Then

answer the question. n

Why does the

student

say this:

n

(A)

She does

not understand why she

cannot have a

temporary

card.

(B)

She

is

frustrated

that she has to pay

tor

a replacement

card.

(C) She

is worried that

she will lose

her

new

card.

(D)

She

is

glad that the man will allow

her

to

replace

her card.

17 What can be

interred

about the student?

(A)

She does

not like it when her parents

give

her

money.

(B) She has never

had to

replace her

ID

card before.

(C)

She

is

usually not busy in

the

afternoons.

(D).

She

often

misplaces

her

things.


37/40

Necessary

Skills

. , . . . . . . ~ w w w , ; r n , ~ " 1 ~ · , f f l . . ~ " l J ' , t ~ . > i ; i l ' . > J . l ' ' i : . f ' - < . a v . - : i ~ ' > · < ' r t : ' c ' . f · - ' · ' " " T

• Understanding the overall topic or basic

idea of

a

lecture

or conversation

•

Understanding

the

speaker s

general purpose in

giving

a

lecture or

having a

conversation

• Inferring

the speaker s

purpose

or

main idea

when it

is n

[học anh văn cùng thầy] developing skills for the toefl ibt 161-200

Documents