[học anh văn cùng thầy] developing skills for the toefl ibt 241-280

8/9/2019 [Học anh văn cùng thầy] Developing Skills for the TOEFL IBT 241-280 http://bsquochoai.ga

1/40

'

Agriculture

- - ' ' - ' ~ · = i i ' , ~ i l n 1 m 1 1 t m W P i ' f l ' , 1 J ' l ; l 4 f ' • . ' > ' ' ; . . ' . ~ ' · - . , , , ; ~ - _ ; M w r : - -. ·:

.-

·

-·

..

_.,_,

·

·Listen

to a lecture in an agriculture class.

Fill

in

the

diagram with

the

information that

you

>hear ·

1

¥1 ''

A., .

{ ¥};'Key Vocabulary

-- r t : ~ ~ ' . ,

,

1

_ ,t.i,i

renewable: able

to be

restored

. _ . .

• • ' : ~ 1 H o s s l l fuels:

mineral fuels

found

near the

Earth'.s

surface·.

~ ; ; • e m i s s i o n : a substance released into the air

smog: air poliution made of fog and.

smoke

·

'.·.·extract: to pull out

or obtain from

something

·H- ·l;. .

_

·

. . : ~ ( B i . d f r 4 ~ ) § ' , , , ~ f , ; I

. _. ,_. __ ._ .

II

I._

A d v an t ag_e_1_:

- - - - ~ I

I

o;,oo-rago

1

l ~ D i s a d v a n t a g e 2 : ~ ~ ~ ~ ~ ~ I

dvantage

2:

:

1 What is the

professor's attitude toward bio

• fuels?

(A)

He

believes

that

they

have good and

•

• . bad

points.

(B) He

feels

their advantages outweigh

their disadvantages.

(C) He thinks they cause too many

.

1

problems to be useful.

" (0) He

considers

them unimportant.

;

2 What is the professor's attitude

about

the

connection between bio fuels

and smog?

(A)

He is

excited

that

it can reduce

pollution.

(B) He is skeptical that bio

fuels will

be

helpful.

·

· Fill in

the blanks

to

complete

the

summary

(C)

He

is

worried that

bio

fuels contribute

to the problem.

(0)

He is

happy

that

people

are

using

more

bio

fuels.

3. What

does

the professor

mean

when he

says

this:

n

(A)

Any

amount of gases contributing .to

global warming is undesirable.

(B) The

term renewable is

overused

and

meaningless.

(C)

The Earth

is

generally unharmed by

greenhouse gases.

(0) Global warming is an

acceptable

and

inevitable

part of life.

........

_____________

.

_______________

,

_____

,______

••---••-••---···---··------------------N---··---------··----··----··----••••------------

The professor

presents

the

advantages

and

disadvantages

of bio fuels,

which

are fuels

that

are derived

from any

sort

of , such

as

corn.

Some of

the

advantages

include less

and

reduced .

On

the

other

hand,

they still

contribute

to and

use up agricultural

........ ____________________ ________ •• •• •••••• ·· ·· ·· N

Stance

Questions

239 .

~


2/40

Office Hours

'

Listen

to

a

conversation

between a

student and

a

professor

Fill in the

diagram

with the

information that you hear i@llm

Key Vocabulary

go

over: to discuss in order to clarify

upcoming:

about to

happen or

take place

shaky: not very good;

inaccurate

grasp: understanding

perception: the way something

is

understood or

viewed

. Parts of

he

Exam

1 What is the

student's attitude

toward the

exam?

(A)

He

is not

concerned

about

it

(B)

He expects to do well on it.

(C)

He is worried about

it.

(0) He thinks t is

unfair

to students.

2 Which of

the

following best reflects

the

professor s attitude toward

the

exam?

(A) It will

be

the most difficult test of

the

semester.

(B) It

will

require

a great deal

of additional

reading.

(C)

It will not

be very

difficult for most

students.

-------- · - · · -----

(0) It

will

be fairly easy for students who

study the lectures.

3 What

does

the

professor

mean

when

she

says

this: n

(A) Many

students

write essays that

are of

superior quality.

(B) Many

students cannot effectively

reflect

upon

class material in

an

essay.

(C)

Many

students are effective listeners,

but

do

not

understand

the topics

discussed

in

class.

(0) Many students continually restate the

same information

in their

essays.

Fill

in the

blanks

to complete the summary

_________________ . . _____ ........._______

,,

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

______ ,,____

,,______ ....

..

.

______ ,,

__

,,

______ _ .....................

The

student

has

a

class where the professor went over material for

He approaches

the

professor in order to get of

what

to

expect on

the exam.

The

professor explains

that the exam has a simple

section

and

an in-depth section.

. ...

,.,-- -

_.

·

.

f

.


3/40

Service Encounter

Listen to

a

conversation between

a

student

and a

university employee Fill

in

the diagram

with the

information

that

you hear

•@I

·

~ ~ { ; < ~ ~ V o c a b u l a r y

. . .

..

. ·

..,.....

~ ~ · ~ e m e s t e r :

half (or part) of

the

academic year

~ \ ' ' ' ' ' .

. - -

' -

.

· :

. ·

·::·:: ._,_

.....

.··.

· .

.

-::·-- -

.·

·'--

_

---

,: ___

.:.-

·-. i-:r;·-i·::_,:

surplus: an e ~ c e s s i v e

~ m o u n t ;

more than is needed ·

f

'

t

;\'

h\\\{transfer: to move

from one

place

to another •

title:

book

· ·

•·

•

'

· · ·

.

·. •.

[ 4 £ · , ~ ~ r o l l e d : having

joined a l ~ s s ·

··,.· .·.··

·

,,-,

i' '>i>'>L'

· •

Problem:

Solution 1:

olution 2:

1.

What is the bookstore employee's

initial

altitude toward the student's request?

(A) Annoyance

(B)

Interest

(C) Disappointment

(D) Surprise

2. What is the

student's attitude toward

the

suggestion that

she

use

the

library?

(A) She dislikes.the employee's

suggestion.

(B) She

is

unsure of what

the

employee

means.

(C)

She

does

not

think the library has

the

.book.

(D)

She thinks the

suggestion will solve

the

problem.

Fill in the blanks

to complete the

summary

3 How sure is the bookstore

employee

that

the

student can

find

the

book

for sale

on line?

(A)

He

is

not very

sure.

(B) He doubts

it

seriously.

(C)

He

is

somewhat

sure.

(D)

He

is

quite

confident.

''

............----

--

.......---··

-

..

--

-

--·-

--·-·--···

....

-

.. ·--.• .

....-

-- ----·

....

-·-··· ·-- .. -··

-

--··--

-- ---

-

--

-

. ,..·-··

-

--

........·---........--

-·-

-

-

--

-

--

--

--

..

-

--------

-

The

student attempts

to

find at the

university bookstore.

An

employee tells her

that textbooks are no

longer

this

late into the semester.

The

student then

asks

him to recommend

some

that would carry

the

book

and

is

advised

to

visit .

Another option for the

student

is

to

make

a

purchase

________________ _______________

,.

__________ _______

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

'

~

z

Cl

VI

m

>

5

z

Cl

::e

'

z

Cl

~

;:;

m

...

m

l

Stance Questions 241 ·


4/40

Environmental Science

Listen

to

a

lecture

in an environmental

science

class

Fill in

the

diagram with

the information

that you

hear

511n1

Key Vocabulary

Invasive: entering or spreading in a place that belongs

to

someone

or something else

native: belonging

to

a place or environment

competitor: something that challenges others to su" ive ·

pen: a

place where

animals are farmed or

raised

ecosystem: a

community

of organisms that live together

I ·


5/40

History

~ r u ~ . n : ~ = w . : . < r i ' l . X > ~ V - - = . l , , , . " ' < l ' ' i l N ? - ' 1 > ' - ' i r n _ , J > : i l < , , ~ . ~ t 1 ' ; " < - ~ - ' > - , : . , -

0

.--. • •

Listen

to a

lecture

in a history

class.

f,ill

in

the

diagram with

the information that

you hear.

m•w . .

: ;

·

Key

Vocabulary

·. touch: to

affect emotionally

·

baokground:

important information

.

iE; evoke

to

cause

or

inspire

Theory:

appeal:

a

request for something, often sympathy

or

support

split: a

separation or division

j ·

The Gettysburg Address · I

I

upport,

J

~ - - t ' ° '

l ~ S u _ p _ p o r t 3 : ~ ~ ~ ~ ~ ~ ~ _ _ J

?

1.

What is the professor's general attitude

toward

the

Gettysburg address?

(B) She

supposes

that

the country's old

ideas represented

Lincoln's

political

style.

(C) She

feels

that

new

ideas

or

concepts

may have confused the people.

(A)

She

believes

that it was

highly effective.

(B} She feels that

it

should have

been

longer.

(C} She regrets that

so

few people

heard

it.

(D) She believes

it

made Lincoln popular.

2. What can be inferred about the professor

when she says this: n

(A) She

thinks

that people did not have

the ability to learn new information at

that time.

Fill in the

blanks

to complete the summary.

(D) She believes people felt

deeply

about

things that were already in their minds.

3. What is the professor s

opinion

of Lincoln's

use of the word nation?

(A) It was overused in the speech.

(B)

It was used in

a

new

and unusual way.

(C)

It

reminded

people

of what they

already

knew.

(D) It was not

necessary

in

the

speech.

The professor discusses why the Gettysburg Address, a speech by ______

is

so

memorable. She says that it is

largely

because it

appealed to

______

Lincoln reminded

people

that they fought to secure . He also said that the

country

would one

day

be _____ Finally, he

did

not bring

in

any new

- - ~ - - - - - - · · - - - ..

- - - - - - - - - - - ~ - - - · · - · · · ·

......-.---··--··--

..-··-------- --------------------

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

'

O

z

GI

O

~

n

m

;;l

. '

...

Stance

Questions

43


6/40

Office Hours·

Listen to

a

conversation

between a

student and

a professor

Fill in

the

diagram

with

the

information that you hear lill ljiti

· ·

Key

Vocabulary

dean:

the head of.a school· ·

·

tend: to

be

likely to

do

something

leave:

permission

t be gone .

Problem:

recuperate: to recover from illness ,

.

draw

near: to approach ·

Solution 1:

< .--------,

olution

2:

1

What

is

the student's attitude

toward his

situation?

(A) He is annoyed

with

the professor's

policies.

(8)

He is worried that he will miss the rest

of

the semester.

(C) He

is

happy that he can take

a

break

from class.

(D) He is hopeful that he can come back

to

class

soon.

2 What does

the

professor think

of the

possible arrangements?

(A)

She

is

annoyed

that

she

has to make

special arrangements.

Fill in the blanks to

complete

the summary

. (8) She

is

unwilling to discuss changing

the student's grades.

(C)

She is

prepared

to

compromise with the

student.

(D) S.he is

happy to

do anything that the

student

wants.

3

How

certain is the

teacher

that

the

student can

complete the course this

semester?

(A)

Somewhat

unsure

(8)

Very sure

(C) Rather sure

(D) Very doubtful

The student

has

been

ill and

has missed

, so he is

worried that

his

grades will suffer. The professor suggests

,

but that

will

mean the

student

will lose his

.

The

professor decides to

give him an O.H., which

means " "

at

the

end of

the semester. This will

allow

him to

finish

his

coursework

at

some

time

··--·-·-··-------.. ·· ··

·· ·· ··

-------··--··--------··---

.. . ~ · · · · · ·

..

· · · · · · ~

244

Chapter

-

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


7/40

Service Encounter

Listen to conversation between student and university employee Fill in the diagram

with the

information

th t you

hear ttli '

Problem:

Solution 1:

<

Solution 2:

1.

What

does the student think about the

f

hdDsing

lottery process?

·(Al,;

He

would like to participate in it.

(B)

He

does

not

like

it.

(C)

He

is worried that he does not

understand it.

(D)

He believes

that

it

does not work.

2

What

is the

woman's

opinion of off-campus

housing?

(A) She

is

reluctant to suggest it.

(B)

She thinks it

is

unfair

to

students.

(C) She believes it

is

an easy process.

(D) She recommends it to all students.

Fill in the

blanks to

complete the summary _

3. What

is

the student s attitude

as

he

is

leaving?

(A) He is relieved the process is not

difficult.

(B)

He

is excited to fill out the forms.

(C)

He is confused

about what

to

do next.

(D)

He is happy

about the

change in .

housing

policy.

--------:..----··---.,··---·----


8/40

Listen to a lecture in a biology class. Fill in

the

diagram with the information that you hear.

® .

Key

Vocabulary

vocalization:

a

sound

made using

the

voice

olfactory: relating

to

the sense of

smell

primal: existing from the beginning

glandular:

having

to

do

with

glands

territorial: tending

to

defend specific areas

br

things

Scent Communication

In

Animals

1

What is the professor s attitude toward

the students knowledge of

animal

communication?

(A) She thinks that they would

rather

talk

about vocalization.

(8)

She feels they do not

know

about

smell

communication.

(C)

She hopes

they are

familiar

with

the

types of communication.

(D)

She considers their knowledge greater

than that of other classes.

2

What

does the

professor mean when

she

says

this:

n

(A)

She

enjoys the

feeling

of

a cat

rubbing

against

her.

Fill

in

the blanks to complete

the

summary.

Example 2:

J

c ·

)j

(8) She is sorry for being

exhausted

and

irritable

today.

(C)

She

wants to be

very

honest

about

her

feelings

with her students.

(D)

She is

not

fond

of

cats

and their

marking habits.

·

3 What is the professor s attitude

toward

the

communication system used

by

ants?

(A) She is

relieved that

humans

cannot

detect their

smells.

(B) She thinks her students should

study

it

in

detail.

(C) She finds it to be

a

common

communication

system.

(D)

She considers

it

a

theory

that has

little support.

- - - · · · · - - - - - - · · - · · - - - - - - - - - - - - - · · - - • • • • • • - • o O • ~ • - • O .. • ~ ~ O • •

..

· - ~ - · • ' - - ' • • - - - - - - - • • • - - - - - - · - - - ·

..

•- .••••••••••••••----·------·------n--·•-••--•·--·•--N••-··•·

The

professor talks about how animals can

using smells.

The

professor first

uses the example of and states

that

these animals will

rub

against things

in

order

to

show

affection

or

to

______

erritory.

The

professor

also

talks

about and says that they release to transmit

different messages.

··------ -··--··---·--····-- -··---

...--

...............................................--···--·-··-· ' -- ................................................... ______ ______,...........

..

h ~ p t e r 4


9/40

I

I

I

I

I

I

Environmental Science

Listen to a

discussion in an environmental science class Fill in the diagram

with

the

information that

you

hear •@SUJ

Key Vocabulary

hydrological:

relating

to

water and its movement

dump:

to

unload

or

drop

head

for: to

leave

in

order to

go

somewhere else

hydrothermal:

having

to

do wilh hot water

Intriguing: causing interest

·· ·Whyocearis are Salt)

Cause

A

1

2.

3

~ f l e e t

1 ,What can be

inferred

about the professor

:

when he says this:

n

(A)

He

wants

to

share

some

particularly

interesting information

with the student.

(B) He is

unsure

of

how

to explain

hydrothermal vents to

the

student.

(C) He does not know

if the

student

has

prior

knoyvledge of hydrothermal

vents.

(D) He thinks

the

student

should already

know

the

information.

2

What does

the professor think of

hydrothermal vents

and ocean

salinity?

(A) The relationship is very interesting.

(B) The concept is complex.

Fill in the

blanks to

complete the summary

Cause B:

1

2

3

(C) The connection

between the two is

obvious.

(D) The subject would be interesting to

study

more.

3 Which

of

the

following best describes

the

professor s opinion of the fact

that the

ocean does not get

saltier over

time?

(A)

it

is

obvious.

(B)

It is

beneficial.

(C) It

is

complicated.

(D) It

is

surprising.

The professor

explains

why the

oceans are

.

The

first reason is related to

the

process. Rain

falls

on land

and

dissolves

which accumulate in rivers and

eventually

flow into the ocean. Hydrothermal vents are

another

reason why the oceans

are

salty.

Very hot water on the ocean floor mineral

salts found

there.

However, the professor

notes

that the oceans are

not

becoming

over

time.

f

Stance Questions

247 -- '

I

l l l 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 l l l l l l l f l l l l l l l l l l l l i ~


10/40

Instructions Choose the best

word

or

phrase to complete each sentence.

1

After

the storm, the farmer discovered

that one side of

the

sheep s

had fallen

down.

(A)

flaw

(B) leave

(C) pen

(D) ruse

2

The

evidence

presented

in

the

trial

was

rather

, so it was not

surprising

that

the jury returned a verdict

of

not

guilty.

(A) gaseous

(B)

invasive

(C)

renewable

(D)

shaky

3

Although many breeds of dogs are

, African

hunting

dogs

are

not,

which

explains why they don t mark

areas.

(A) hydrological

(B) hydrothermal

(C)

primal

(D)

territorial

4

The

of sweat

from the

skin

is slower on humid days than on days

when

the

air

is drier.

(A) evaporation

(B) perception

(C) specialization

(D)

vocalization

248 Vocabulary Review

~ ~ l l l > ' U l 1 - \ ~ ~ A f s ; J ~ ~ l 9 ' . l ' l i l ~ ~ I J l } Y ~ l > l ; ~ ; . , , ~ ~ · ~ ·

5

As

the

exam date

, more

and more

students began

attending

weekly review sessions.

(A)

drew

near

(B) filled out

(C) went over

(D)

headed

for

6

The

solution

to

the

problem

was not

,

so very

few

members of

the

class

were

able

to

figure it out.

(A)

background

(B) groundbreaking

(C)

lighthearted

(D)

straightforward

7

I had my

doubts

at first,

but

the online

writing

has actually

helped

me

write better

essays.

(A) competitor

(B)

narrator

(C)

proctor

(D)

tutor

8

The thoughtful

gift

really

the

parents

of the new

baby.

(A) extracted

(B)

grasped

(C)

split

(D) touched

Instructions Choose the

word or

phrase

closest

in

meaning

to the

underlined

part.

9

At

this

time,

the

website that you

are

attempting to access

is not

available.

(A)

Consequently

(B) Currently

(C) Practically

(D)

Rigorously


11/40

,

· .

10 In the

speaking

ruill ot'the test, students

must answer five questions

asked by

the

instructor.

(A)

commitment

· (B) competence

(C) component

(D)

consciousness

11

The

moon

does not

always look the

same.

On

some

nights,

its brightness can

be

greater or less

than

what you

see

tonight.

(A) efficacy

(B) familiarity

(C)

luminosity

(D)

certainty

12 It was

clear

from the student's

question

that she did not read the homework

··

assignment.

· · ~

(A)

clever

(B) crucial

.

(C)

13vident

{D) implausible

13

More people died in the

New York

riots

that lIBggn during 1863 than

in

any

other

riot.

(A)

came

up

(B)

broke

out

(C) took

off

(D)

objected

to

14 The

wife's brave rescue of her husband

at

the end of the movie was

very

exciting to

watch.

(A) daring

(B) fulfilling

(C)

intriguing

(D) upcoming

. r· . .Y •

15

When you sign up for a conversation

partner, the teacher will put

you

in contact

with

a

native English

speaking

student.

(A) give you up

(B) hook you up

(C)

show

up

(D) wrap

you

up

Instructions: Write the missing words.

Use

the words below to fill in the blanks.

administered

descerided'trom •·

inevitably · maintenance · • territory

Although the national

park at

Chaco

Canyon

in

New

Mexico

is 16

by the US

government,

the entire

17

of the canyon

belongs to the Native American tribe

18

the original people of

that

area. The forces of nature at

work

in that

desert-like region 19

damage

or

bury

the

historic

ruins found

in

the

canyon. It is the government's job to oversee

20

and protection

projects related to

the

ruins.

Instructions: Circle the one word which does

not

belong.

21

{A) accommodate

{C)

exploit

22.

{A) advocate

(C) collide

23. (A) dean

(C) semester

24

(A)

emission

C) smog

25.

{A) expanse

(C)

lottery

(B) consensus

(D)

grant

(B) appeal

(D) reiterate

(B)

institute

(D)

surplus

(B) fossil fuel

(D)

title

(B) fortune

(D)

receipt

O

· ~

n

'

Vocabulary

Review 249

__.


12/40

01 Astronomy

Listen

to

a

lecture

in

an astronomy

class

iiffil i

Key

Vocabulary

makeup:

the

things inside;

composition

core:

center

elements: the

most

basic chemical substances

solid:

hard

or touchable

1 Listen

again to

part of the

lecture.

Then

answer the

question.

n

What

does the professor mean

when

he

says this: n

(A)

To

remind the students of the material

discussed previously

(B) To clarify students' confusion about

the

names of the

planets

(C)

To explain

the

difference between

the

inner planets

and

the

Jovian

planets

(0) To

make sure the

students are ready

to

move

on to new content

2 Listen

again to part of the lecture. Then

answer the

question. n

·

Why

does

the

professor say this:

n

(A) He

wants them

to relate the

new

information to older material.

(B) He

knows

the students do not know

all of

the

elements.

(C) He thinks

the

students will

make

an

incorrect

association.

(0) He

wants the

students to read more

about helium

and hydrogen.

3. Listen

again to part

of the

lecture.

Then

answer the

question. n

Why does the professor say this: J

(A) To question

an

idea

about planet

formation

(B)

To

imply that the textbook is correct

(C)

To

show support for a theory

(0)

To

refute a point

made

earlier

750

Mini

Test

molten: melted

rotate: to

spin;

to turn on

an

axis

band:

a

stripe

4. What

is

the

professor's attitude

toward

the term

gas

giant?

(A) He

thinks

it

is

inaccurate.

(B)

He finds

it

appropriate.

(C) He questions its

usefulness.

(0) He prefers the

term

Jovian

planet.

5.

What is the

professor's

opinion of

the

textbook's

reference to

a rocky

core?

(A) The. term is

misleading.

(B) The term is somewhat

outdated.

(C) The

term

does not relate

specifically

to Jupiter.

(0)

The term he

uses

is

more appropriate.

6. What

does the

professor

think about

the

Jovian

planets?

(A) They are the most likely places in our

solar system to

have other

forms of

life.

(B) They are

impossible to

explore, so we

should focus

on

the inner planets.

(C)

They

could

be

important sources

of

fuel for space travel.

(0) They are more beautiful

than the

other

planets.


13/40

-.-.•,,._,

[

02 Philosophy

t ·

Listen to a discussion in a philosophy class. • llfl

Key Vocabulary

excerpt: a

short piece taken out of

a

larger work

disruptive:

able to cause

problems

or break

up order

ensure:

t guarantee

. tarnish:

to damage

a

reputation

or good name

7 Listen

again

to part of

the

discussion. Then

answer the

question.

Why

does

the

student

say this:

I

(A) He

is

about to

share

his

ideas.

(B) He

wants

to try answering the

question.

(C) He is

going

to

fulfill

the professor s

request.

0) He

knows the

others

will not

agree

with

him.

8. · Why does

the

student

say

this: I

(A) He thinks

the

social

contract theory

is too

negative.

(B) He understands Hobbes s theory

through a popular expression.

(C)

He

finds

the thegry is

different

from

modern ideas.

· 0) He believes

the

theory does not

help

maintain

peace.

9

Listen again

to part of

the

discussion. Then

answer the

question.

n

Why does the professor say this: I

(A) She

is

disappointed in

the

student s

answer.

(B) She finds the comment too simplistic.

(C)

She

appreciates

the

student s

response.

0)

She wants the students

to give

more

detailed

answers.

lntrlnslcafly:

by

nature;

essentially

prescriptive: giving direction: setting rules

morality:

concerned

with

the difference between good

and

bad:

good conduct

1O Listen

again

to part of

the discussion.

Then

answer

the question.

Why

does the

professor

say

this:

I

(A) She wants to clarify the student s

misunderstanding.

(8) She thinks the student has

found

a

legitimate problem.

C) She finds

the

student s

logic to

be

poor.

0)

She thinks the

student did

not

prepare for

the

discussion.

11.

At

the

end of the discussion, what

is

the

student s opinion of Hobbes s

idea?

(A) He thinks it does

not

say anything

about

morality.

(B) He wants it to

treat

the matter

of

government more.

(C) He thinks Hobbes accurately

describes human

nature.

0) He is impressed by

the

depth of

Hobbes s thought.

12. What

is the

professor s attitude

toward

the

idea of altruism?

(A) She thinks that Hobbes ignores it.

(B) She wants to spend more

time

discussing it.

(C) She thinks

the

topic is uninteresting

to the students.

0) She

believes

it

is

unrelated to

the

discussion.

Mini

Test 2

251

l l l l l l ll llll • • • • •

1111111111111111111

-oo


14/40

03 Service Enco·unter

Listen

to a conversation between a student and a university employee

'®I ''

Key

Vocabulary

swipe:

to

quickly put

through,

as in putting

a

card ttirough

a

reading

machine

misread:

to

ot analyze or record correctly

13 Listen again to part of

the

conversation.

Then

answer the question.

n

Why does the man

say this: n

(A) People tend to

pay

less

attention

on

Mondays.

(B) The cafeteria is

busier

on

Mondays.

(C) He usually

does

not work on

Mondays.

(D) The student only eats at

the

cafeteria

on Mondays.

14 Listen again to part

of

the conversation. Then

answer the

question.

n

Why does the student

say

this:

n

(A) She does

not

enjoy the

cafeteria

food.

(B)

She

does not eat at the cafeteria often.

(C) She

likes to eat

at the cafeteria.

(D)

She can only afford

five

meals on

campus.

15 Why does the man

say

this: n

(A) He

is

impatient with

the

student s

questions.

(B) He has limited methods of helping the

student

(C) He

cannot

contact

Dining

Services

while at work.

(D) He

is worried

that the student

is

not

eating.

252

Mini

Test

override:

to bypass

or

counteract

option: a

choice

·

·

.>

. .

reimburse:

to

pay back;

to

coinp eirsate

.

16 Listen

again

to part of the conversation. Then

answer the

question. n

Why

does

the

man say this:

n

(A) He is explaining why he cannot

offer

any other options.

(B) He

wants

to

understand

why

the

student

would lie to him.

(C) He is upset

that

others try to cheat

the

system.

(D) He thinks

the

student wants

him

to

give

her

a

free

meal.

17

What

is

the student s

opinion

about filling

out

the

form?

(A) She thinks she might not

get

her

money

back.

(B) She feels it is

a

waste of time.

(C) She would

prefer

to

speak

to

someone at

Dining Services instead.

(D) She is

confident thatthe

issue will be

worked

out.

18

Listen

again

to

part

of

the

conversation.

Then

answer

the question. n

What

does

the man

think about Dining

Services?

(A) Their customer service is poor.

(B) Their

compl9ints

are usually settled

quickly.

(C) They

are competent

in

resolving

issues.

(D) They make too many mistakes.


15/40

; ·1·r_

t

.

\

ecessary Skills

J m ? , m t 1 . « : \ 1 . ~ ~ ~ " f f l " . l : ' > " ' m ' < ~ 1 < . " ' 1 ' : P . ' • ' . ' l t : : < < n : i ; - = c ; < : P ~ l ' < . ~ ~ i i ~ ' < · ~ : c F : . ' " ' ' ' - " -( -· ;·: -

• Recognizing the

organization

of

information

in a

lecture

or a

conversation

• Recognizing the

sequence

of information

• ldentifying the main

steps

of a process

• Summarizing a process with

its main

steps

Example Questions

• Why

does

the professor mention ?

• Why

does

the professor tell the students about

• Why does

the

professor

discuss ?

•

Why

does

the

professor

make

a distinction between

and

?

• How

is

the discussion organized?

•

How

does

the

professor organize

the

information

about

• How

does

the

professor support

the

idea that

•

How

does

the professor clarify her

point about

?

§·traiteg

« s

·

.-,i·;•;r .f .-> f. i::;.


16/40

Linguistics

- - - ~ ~ . ' - l - l : l ' O J ~ C = r t . W l : = J , V . t . ' . ~ . i , ' l ; ~ . · , - ·- R.'. · . - · . ~ · - • • : · · · · ·

Listen to a lecture in a linguistics

class. Fill

in the diagram

with

the information that you

hear

•@i F

·

·

Key

Vocabulary

linguist: someone

who

studies languages

prefix: a group of letters that are added to the

beginning

of a

word

to

change its meaning

I lassification 1

I

I Classification

2:

J

suffix: a group of letters that are added

to

the

end

of

a

word

to

change its

meaning

enrich:

to

make something better

Imitate: to

copy

or try to be like

I xplanation:

J

I

Explanation:

J

[Classification 3:

~

Explanation:

J

1. How is

the

discussion organized?

(A) The professor

describes

the

process

by

which

we

create

words.

(B) The professor compares different

ways

to create words.

(C) The professor classifies

the ways

words are added to languages.

0) The professor gives an example of

he

use of loanwords.

2. Why does the

professor

mention the

subject of

the

previous lecture?

(A)

To

remind

students

of

the

importance

of

the

last

lecture

(B)

To review the same

topic

in this lecture

Fill

in the blanks to complete the summary.

·(C)

To connect that subject

with today's

lecture

0)

To

refute

a

key

point

3. Why does the

professor

mention

the

word

skyscraper ?

(A) To demonstrate how derivations are

created

(B)

To give

an example

of a compound

word

(C)

To

illustrate how

many

new words

were created

0)

To

show

why

some

words cannot

be

translated

• • - - · · - - - - - - - - - - - - - · · - · · - - · · - - - - · · - - · · - - - - - - - - - - - - - - • • - - • · - - - - - · • • · - - - - - - - - u • - • • - - - - - - - • • • u • • • - • • - - - - - - - · · - - - - - - · · - - - - - - - - - - - - - - - - - - - - - - · · - • · ~ -

The

professor

describes

ways

that

new

words

are o

a language.

One

common

way

of creating new words is through . These are words that

are directly

taken from

another language without .

Another way

that

new words are added

is

through or derivation. A third way that words

are

created

is when

speakers

try to

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

54

Chapter

·


17/40

-·

f, '·"1

: . · · . ~ ~ .

,,

.

}

Biology

. _ ' U / . l ~ l . l l : f ~ W " . W . " " - - i < - ~ ~ ~ 1 ? > : - : n w i ; ; ; . - ~ H , , ; ; : c , , , ; , " ; ~ " - • ' £ > , . . , , _ , , , _ » c ·


18/40

Ljsten

to

a lecture in a zoology class. Fill in the diagram with the information that you

hear.

dJDifJI

Key

Vocabulary

pertinent:

related

to

the

topic being discussed . ·

anthrozoology:

the study of the relationship between

humans and animals

Hunting Dogs:

Both:

•

•

1.

How

does

the

professor organize

the

lecture?

(A) He discusses the

process

of training

falcons.

(B) He

defines

falconry

and

explains

its

history.

(C) He compares falconry to another

animal/human

relationship.

(D) He offers a theory of animal

bonding

and refutes it.

2.

Why

does

the

professor mention the

relationship between dogs

and

people?

(A)

To

contrast that relationship

with another

(B)

To

compare the abilities

of dogs

and

falcons

(C) To

compare the

popularity

of each

hunting

animal

Fill in the blanks to complete the summary.

decree:

to

give

an

order

·· .

.· · ·•

. correlate: to

have

a

similar relationship

· dlve:ge:

to split

up and go ln different

dire 1otion1s·

Falcons:

•

. (D) To contrast the usefulness of the two

animals

3.

How

does

the

professor support

the

idea

that falcons do not form

bonds

with

humans?

(A) By mentioning that falcons hunt only

for

food

(B)

By explaining

that

falcons see

humans

as

dangerous

(C)

By

describing the bonds

made

between

falcons

(D) By comparing the hunting

styles of

dogs

and

falcons

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

---·------·····--------······

······-----··-····--····

The professor descri_bes the sport of falconry. He compares the

____

between

falcons and to that

of

dogs and · oth relationships

involve hunting, but falcons only hunt because

they

while dogs

will

hunt in order to _______

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

-

56 Chapter 5


19/40

Psychology

i . > i - ~ • £ W t ; ; , ~ ~ m : ; . - m ~ l ' i h ' < Z . n ' . < ' m ; ' l n " > . W < W l < f l . ' f f i 1 ' " l ; ; ' - 9 . ' . > ' ) ~ \ 0 l , o ' • . ; ' . ' , , · : ~ .'i'7'· · :

•

· '····,

Listen to discussion in psychology class Fill in the diagram with

the

information th t you

hear

•@I ll

Key Vocabulary

excessive: more

than

_neces_s 3ry

random: not

following

a

pattern

Intensity:

strength or

degree

Experiment:

1

1

How does

the professor

organize

the

lecture?

(A) She describes an experiment to

support

a theory.

(B) She describes a theory

and

supports

it with examples.

(C) She defines multiple aspects

of a

theory.

(D) She compares

two

theories to

create

a

new theory.

2

How

does the

professor clarify

her point

about

electric shock?

(A) By explaining that

it

produced bad

results

(B) By offering a

definition

of electric shock

Fill in the blanks to complete

the summary

undemanding: ·easy

cloud:

to confuse

Results:

(C)

By comparing it to

a

recognizable

feeling

(D) By giving examples of different shock

levels

3. Why does the professor mention taking a

test?

(A) To

support

the theory that stress can

hinder

perfbrr nance

··

(B)

To

show that the theory

also

applies

to humans

(C) To show

that

motivation cannot

help

performance

(D) To

introduce

another experiment that

supports the

theory

The

professor discusses an

experiment

that

the

theory that

too much

motivation can

hurt one s performance. The experiment involved

that were

given

different levels of

when they made

a mistake trying

to

choose a

door.

The

study found that

when the

mice

did

tasks, their performance

was

harmed

by

I l l

O

~

z

Cl

Organization

Questions

257

.... • • .........................


20/40

Economics

Listen to discussion in an economics class

Fill

in the diagram with

the

information th t

you

hear t@IEJ

l


21/40

I

I

Art History

~ ~ : i f W " ; \ ' : f ~ ' l ' . W . " ' ' l ; P . ; ; ; : ; , , _ . w . ~ \ \ " ~ 1 \ ; ' f ~ Q U . i . s ~ , ; , m < ; ' < ' . f ' H ~ ' i · » : " . ' . < , , " l e i ' l ' . ' < > Y - - 1 '

,-,: < ,;·,•, ,--.

Listen to a lecture in an history class. ill in the diagram

with

the information that

you

hear.

•@Ml

Key Vocabulary

distinction: a

difference

between

things that

seem

similar

, ·

· prescribe:

to

set

down

as a

rule

· ·

depart: to move away from

Impressionism:

Both:

•

•

•

•

•

1. HOV\

does the professor organize the

. .information presented in the lecture?

(A)

She

highlights the

similarities between

the

two

movements.

(B) She compares

the

two movements

focusing

on

their dissimilarities.

(C)

She

describes

the history

of the

movements to show their differences.

0)

She

defines each

movement

and

describes their unique characteristics.

2.

Why does the professor discuss the

Academy

of Fine Arts?

(A) To compare

Impressionism

to art

that came

before

it

(B) To compare Impressionism and

Post-Impressionism

ill in the blanks to complete the

summary.

. trivial: having no impact

or Importance

stress:

to

place

special

attention on something

Post-Impressionism:

•

•

•

C)

To compare two

specific

techniques

of landscape painting

0)

To

compare

two

definitions of

Impressionism

3.

Why does the professor mention artistic

methods?

(A)

To

emphasize

the

similarities of

the

movements

(B) b give

an

example

to

support her

comparison

(C)

To contradict her previous comparison

0) To

compare

the composition of two

paintings

The professor clarifies

the

differences between Impressionism

and

Post-Impressionism.

The

professor first says that ·had bright color and thick applications of

paint However, the Impressionists painted

and focused on

fast

brushstrokes and

,

while the

Post-Impressionists

painted

and

focused

on more

careful brushstrokes

and more

----------- ---·.,·------··-----·----·-··--······-

· · · · - - - - - - - - - · · · · · · - ~ · · - - - · · - - - - - - - - - · · - - · · - - - · · - - · · - - - - - - - -

· - - . - - ~ - - · · - • · « - - - · · - - - · · - - - - - - - - - -

"'

;

c

z

\

Organization Questions

259

--


22/40

isten

to

discussion in business

class. Fill

in the

d iagram

with the

information

th t you

hear.

+iffii fl

Key

Vocabulary

spokesperson: a person who

is

chosen

to

represent a

group or organization

authoritative: seeming to be complete and accurate

monotone: speaking

n

only.one tone

egotlstlcal: being overly self-important

alienate: to make

others

hostile to

oneself

··•· ; ; o w h . e r ; s p o i < e ~ p e o p i e : · F I

1.. A- -d-va-n-ta_g_e_1

________

__,]

.

I

o ; . d ~ t e g o 1

l ~ A d v a n t a _ g _ e _ 2 . _ : ________

1. How does

the professor organize

the

lecture on owner

spokespeople?

(A) By focusing on their advantages

and

disadvantages

(B)

By

defining a

spokesperson and

describing the benefits of using one

C) By describing an advertising theory

and

its originator

(D) By introducing a theory

and

highlighting its drawbacks

2. Why does the professor mention likeability?

·

(A) To

disprove a

previously stated

advantage

(B) To introduce a new aspect

of the

disadvantages

Fill

in the

blanks

to

complete the

summary.

t

lSadvantage 2:

~

(C) To add

to his

description

of

disadvantages

(D) To provide an example of a

disadvantage

3. Why

does

the professor mention actors?

(A) To expand upon the professor s

example

(B) To show the benefits

of

an

alternative

spokesperson

(C) To contrast the disadvantages

of two

elements

(D) To

help

define an important term

The talk is

aboutthe

advantages and

disadvantages

of

an

owner spokesperson

in

______ The

professor gives

two pros and two cons. As

for advantages, the

professor says

that it helps to

_______

and

it can make

people ·

- ------the message.

However, some

people are not good spokespeople,

either

because

they are in front of the camera or their personality sends

·

about

the

company.

.

· · ·· ·· ·· ·· ·· ·· .................... ___________

26

Chapter 5


23/40

Zoology

• . & ' l l ) ; ~ & m u n > . i o : & ; : t 1 ; ~ J t » ) < . 1 > . \ v . t : . . ' • ' - ~ ' . - . ~ _ , _ , M > - o ~ ; - ;--:' -'·'· '··

·

··

Listen

to a discussion

in

a zoology

class. Fill

in the diagram with the information that

you

hear • jtD

Key Vocabulary

Involved:

complicated and hard

to

understand

concrete: completely certain

anticipate: to

expect

Experiment:

Result:

s.ubstantlatlon: the provision of proof or support of

something

deduce: to

reach an

answer

by reasoning

Conclusion:

· ~

1. Ho A does the

professor

organize the

disc;,ussion?

(A) She offers

a

definition

of a particular

\heory about

memory.

(B) She compares animal memories

using the

presented theory.

(C) She makes a claim about memory

and supports it with a study.

(D)

She

describes

a

theory and explains

the

importance

of its

processes.

2.

Why does the

professor

mention the

relationship

between memory and animal

size?

(A) To

refute a

claim made

by

researchers

(B)

To introduce the conclusion of the study

Fill in the

blanks

to complete the summary.

(C) To

suggest

a contradictory

theory

(D)

To

define

her

theory for

the

students

3. Why does

the

professor discuss

the

study

of

a female wasp?

(A)

To

criticize

the

theory that

small

animals have better memories

(B) To illustrate the theory that animals

have only short-term memories

(C) To

refute the theory that animals do

not

possess

memory

(D)

To

support

the

theory that

animals

have

good

memories

The discussion revolves

around

the professor s statement

that animals

have more

developed

memories than

She supports

this

idea

with

the example of

a Researchers

used

a circle

o

to test the

memory

of

the

insect. The insect remembered

the

location

of in

relation to

the

pine

cones.

The

experiment indicates that

even

small

insects

have some

kind of

--------··--··----··-··-··--····----

.. ..

· · · · · · · · · ~ · · · · · · · · · · · · .

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

[l

[

Orgarnzotion

Questions 261

. .

• _.,.-.


24/40

sychology

> l f . l . u ; ; T . t l " V . U > \ O i l l l i ~ ~ m t ~ v = ' · ' ( ; ' . ' _ ' . : ' H e J ~ ; , v ; , ; t · _ ; : . : " - . ~ ~ : . c--·


25/40

1__,

.

Art History

· ~ ~ r N f ; . R ~ : f . ' & ~ - ~ ~ l J ; U - ' . > < X ' ; · : i o ~ _ , _ , , ; ; ; · . ; . ; ~ , ~ \ . i '

· - ' ~ , - - , ~ -

-

Listen to discussion in

an rt history class. Fill

in the

diagram with

the

information that

you

hear. •tlffjifl i

. ~ e y

Vocabulary

reassemble:

to

put

back

together

.

abstract: unrealistic; apart from reality

. recall: to

remember·

distort:

to change from a

natural

shape

· ··merge:

to

bring together

j:

cubism surrealism · I

Cubism: Both:

• •

1 How does the professor organize the

information

iJbout the two art movements?

·.·(A)

He defines

each art

movement

and

describes

their originators.

·

(B) He compares

the two art

movements

and

their

dissimilarities.

(C)

He uses

two

examples

of art to

contrast the

two

movements.

(D)

He describes the different influences

that

the movements had.

2 Why does the professor mention geometric

shapes?

(A)

To explain an

important

aspect of an

art movement

(B)

To provide the

historical

context of

the movement

Fill in

the

blanks

to

complete the

summary.

Surrealism:

•

(C) To show

how

one art movement

affected the

other

(D) To compare two characteristics of the

Cubist

movement

3.

Why

does the

student

mention

distorting

reality?

(A)

To

contrast the

style

of the

two

art

movements

(B)

To

explain

the

influence of the art

styles

on

other art

(C) To note a similarity between the

two art movements

(D) To

explain

how the two art

movements

began

The

class compares

the artistic

aspects

of two art movements:

cubism and

surrealism.

In

the

discussion,

it is

stated that they

both reality,

though they

did

this in

different ways.

focused

on

changing

the shape of the subject and distorting

it

.

On

the

other

hand,

distorted

reality by

hat would usually

not

appear together.

..

-·,---------------··----········----·· ···---··-··----------------··-

------------------------··

Organization

Questions

263 :, .


26/40

.

~ • .

· ·.


27/40

l\lecessary

Skills

i > ' ; ~ 1 · = N X L l ' < l _ ~ r , , , ; x ~ » . 1 ~ 1 i l i > i f < · . ; : · . : . : 1 ; , ' . ~ ' ' r " ' ' " 0 " - ' i : ' ' " " ' '·:;+.--.;.;,_,-- · .

_

·

• Understanding relationships

between

different pieces oi information

•

Identifying key

category

words in

a lecture or a conversation

• Understanding the

characteristics of different

categories

• Comparing

the

characteristics of different categories

• Determining

if

a

certain point

is discussed

in relation to

a category ·

i f 1 . \ i : i m ~ i , e

Que Dtloin:s

· .- . ; _ \ , , ' : - • · , , : v ; ~ . ~ · i ; r ; , . , ~ ~ · ; t : ; ~ : •. c , - ~ . ' . f < - : O ·: -_ - .;:. n

,-

c ; .· ,.;· .- · ·

• What does demonstrate?

•

What

does

the professor

demonstrate by discussing ?

• Based on

information

from the lecture, indicate

whether

or not each statement

is correct.

Place

a checkmark

in the

correct

box.

1·----·------------·-------------

Yes No

· - - - - - ~ - - · - - · · · · · - - - - - · - - - - - - - - - · - - - + - - - - t - - - - - - 1

(statement)

, /

· - ~ · ~ • « • - ~ - · - - - - - - · - • A

_____ . .

__________________ · - - - - - -

(statement)

, /

· ~ · f - - - ·

,-

, /

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

(statement)

----------·--·-·--··---·---------·-----·----------·--- ' ----- '-

- - - - ~

•

Based

on information

from the lecture, to which feature does

each example

relate? Place a checkmark in the correct box.

1 · - · · · · - · - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - · - - · - - - · - · - - · ( i S ~ U r e ) ( t e a t u r e )

J ~ x ~ ~ p j e ) ·· ,/

~ [ ~ ~ ~ p 1 e - : ~ ~ - - ~ : = = - - = - ~ - - - - - - = = ~ - : = · ] · = ~

; _

_

e . ~ ' . 1 . ~ ~ ~ ) __

------···------------

.

------·-----·------------·------[

___(.____ ·-----·---

• Take

notes

as you

listen,

as questions with tables only appear after

the

lecture

or conversation.

• Pay special attention to category

words, the

characteristics of categories,

and

examples.

•

For questions

asking if or how

each

phrase or sentence applies, be sure

to

click

the

appropriate box

for each answer

choice.

" Keep

in mind

that there are different types of

tables to complete: some

in which you

need to click Yes or No, and others in which you need to click the correct

category.

ontent Questions

65

_


28/40

Listen to a lecture in a biology

class Fill

in the diagram with

the

information that you hear

•@•pp

Key Vocabulary

essential: necessary

absorb: to take in

grasp:

to understand

Theory:

down: sad

trend:

the geneml

direction

91

r n q v e m e ~ t

.. ;·\;.-

: _


29/40

·History

l : . < & l i l a ~ ~ < ; , m 1 > : ' 1 J ' c C i ~ , - ; , ) ' 1 W ~ , _ , ~ , l f . t M l l ; ; ~ ~ ) ; . > ' [ ( ~ • ; ' C f . » " ' l ' - " . · ' • : • , > ; : C ' h ' " \ ' f . 1 '

;,CJ,·.;

_-

; , , ' - ~ , - : . -

Listen to a lecture in a history

class

ill in the diagram with the information that you

hear

MMfjifU

Key

Vocabulary

.

symbolize:

to stand for another thing; to represent

. rebelliously: against 9ontrol

or

authority .

oppresslon:Jhe

state ofcruel.treatment.

storm: to auack or capture a place suddenly

and with

..

· great

force

· ·

trigger: to

activate or cause

.

: Symbolism ofthe Bastille ·•••·• .

I

Key Point 1:

Support:

·

------

· ~

Key

Point 2:

Support:

· ·

1 Based

on

information from the lecture indicate whether or not each statement is correct. Place

a checkmark in the correct

box.

I-The eve ntsat ; h ~ - B a s t i l l e ; ~ ~ caused by the r e ~ ~ l u t i o n .

·· .Yes ·No

··

~ } ~ e B a ~ t i ~ 7 e " ~ ~ f ned_a } ' . ~ b ~ I o I ; ? i i ~ i Z a : i : : E E _ ~ - ~ ~ ~ ~ - - - - - - - · - - - t - - - - + - - - 1

l _ l l _ e . . . § 9 ~ ' . i ~ l _ e

w a ~ 9 _ p ' . _ s _ ~ _ . ~ < 3 . _ t . 9 ~ _ < 3 . _ t t _ < 3 . _ ~ ~ ~ - ~ : . . . . - - - - - · - - - - · - - - · - - - - - - - · - - ' - - - ' - - - '

ill in the

blanks

to complete the

summary

The professor talks about how certain things can greater ideas for people

and he uses the example of the Bastille. Originally

it

was a place that ______

It was

a

sign of and

oppression. However

after

an event

where

the

people freed of the Bastille it came to represent the French Revolution and

[

[

I

Content

Questions

67

- -1

··

l l . _ .ll\i.i• .; .....

. . . . ._

......................................................................................._ .............. ...

------------.-i -- - .,-.


30/40

Office Hours

Listen

to

a conversation between a student and a professor.

ill in

the diagram with

the

information

that

you hear. '® I

Key

Vocabulary

organic:

having to do with carbon-based

chemicals

acknowledge:

to

recognize and accept

tutorial: help

for

learning

Problem:

caught

up: very Involved; busy

supplementary: for support;

extra

·

Support 1:

Support

2:

1. Based on

information

from the

lecture,

indicate whether or not each statement is

correct. Place

a checkmark

in

the correct

box.

·

Yes

•

No

.

The student is worr

ed

about

the

next test.

~ '

The

professor posts

tests on line.

'

· ~

des

online

tutorials.

~ ~ · ~ · · ~ ~ ~ · · ~ ~

ill in

the blanks

to

complete

the

summary.

The student visits the professor to talk about

_______ The

professor

recommends

two ways

that

the student

can

.

First,

the professor

keeps

copies

of

________ on line

for

students

to review. Second,

the professor

says

that

there are tutorials that can

help

the

student as

well. The

professor

also

mentions

that the

textbook

is important.

68 Chapter 6

·


31/40

Service Encounter

.

1 ' 4 ~ ~ o o i ' o \ i i ~ t l « # . $ ' l f l ; ) ; 1 ' ; W l ' : . I / U l ' i < < ; . . 1 W < ' W 5 ~ : » . . - . ~ o : . . 1 , ~ . - . ; _ . _ . . , , _ ; , ; , , . o , - .. ; ..

Listen to a conversation between a student

and

a university employee.

Fill

in the diagram

with the information that you

hear.

·

i Sftl

Key

Vocabulary

cater:

to

provide food

for

events

afflllated:

associated; related

orientation

an introduction

to a

new

situation or

environment

1.

2.

hire:

to accept for

employment

pencil

In:

to

write in

3.

1.

Based

on information

from the

lecture

indicate whether or not each

statement is correct. Place

a checkmark in

the

correct box.

.

Yes

No

ent

is lo9king for

a job

that

begins

imme_9iately.

.

he

stud

The

stud

ent

will

work

in the bakeshop.

ent hopes to b ~ 9 i n workin_g as

soon

as

possible.

···

he

stud

Fill in the blanks to complete the summary.

A

student wants to sign up for

an

on-campus job so she visits the

office. The employee

tells her

about

the

process. First

she must

go through

an

official

.

Then she must go to

an

session. Last there

is that

occurs

after

she begins work.

· ·· ·· · ·· ·· - · · - ' ' ° ' ' ~ · · - ··

I

[

I

Content Questions 69 .


32/40

Environmental

Science

..

_. . ..

Listen

to a discussion in an

e n v i r o n m e n t ~ science class.

fill

in

the diagram with the

information that you

hear.

l@jE i

Key

Vocabulary

plate:

a

piece of the

Earth s surface

.

collision:

tho action of

two moving

objects hitting each other

Cause 1:

Cause

2:

result:.

to happen

b ~ c u s ~ of t h r a 9 t i o ~ s

pressure:

the state

of being pushed together;·

spring: to

move suddenly

· ·

Effect:

1. Based

on

information from

the

lecture, indicate

whether

or

not

each statement

is correct. Place

a checkmark in

the

correct

box.

Fill

in the blanks to complete the summary.

--·----·---------------··---..-·-------------------··----------··------------··-----··-··,·····---« ...------ ..

--··------··----------------··

.-

The

professor talks

about

why some mountain ranges

are than others.

He

says

that this is

sometimes

caused by

collisions. This

happens when

two

of

the

Earth s plates

come

together. The professor

also discusses

as

a cause.

push

down

on

the

Earth.

But when

they

melt, the Earth

and mountains grow taller.

_ . _ _ _ _ _ _ _ _ M M M M M • O • • - - - - - - - - - - -• • • • • • • • • • •• • - - • • • • - • •• • • • • • • • • • •• • • M ' ' ' r iM • • • - < > • • • • ' ' ' - • • • • • • •, . • • - • • •• • M • O • M M • • • • • h • • - • • • • • •» • • • • • • M • • • • • • - • - • • •

270

Chapter 6

f

t·

I

I

1 :

I

I:

I

H

I

· · ·

I:


33/40

..

· · ·

•

·· .·

History

. ~ ~ W f S ~ ; { . f > 7 , " ; , ; l t ' , l . < < U > t " t i < H 1 ' ' . o \ ' . W N : ~ : > . . l l i ' T ~ Y < J . " C T . : · ~ " : i ' ' ' ? : l _ , , ' . :

' ~ - ' ,? ,

Listen

to a lecture

in

a history class

Fill in the diagram

with

the information

that

you hear

.•..

.

Key Vocabulary

I< •

Confucianism

,

I

[

r;

·----- I

1

·What does the

relationship

between

parents and children demonstrate?

(A) How Confucianism replaced

traditional

values

(B) How

Confucian societies

view laws

and rules

(C)

How

familial roles are

affected by

Confucianism

(D)

How Confucianism

can be

challenged

at home

2 What

does the professor

demonstrate by

discussing

profit

in

business?

(A)

How to

apply

Confucianism

to

business

(B) How Confucianism is not always

helpful

for business

Fill in

the

blanks to complete the summary

(C) How Confucianism is opposed to

business

(D) How

to operate

a

business based on

Confucianism

3

What

does

the professor demonstrate

by

discussing power struggles?

(A) Businesses operate smoothly without

them.

(B) Confucianism cannot offer a solution

to them.

(C) Power struggles can

help

a business

operate.

(D)

Confucianism

changed

the

concept

of

business.

The professor discusses the effects of Confucianism on Asia. In

particular, the professor mentions

how

Confucianism

affected

the culture of

First of all, its influence

can

be seen in how people

each

other. It

emphasizes

living

in

with

others by knowing one s place

in

society.

The

professor

then

discusses how

Confucianism

applies to .

Content

Question<

27 .1

i


34/40

Office Hours·

Listen

to conversation

between student

and

professor. Fill in the diagram

with the.

information

th t you hear. •@S J

Key Vocabulary

commute:

to travel regularly between two places.

afford: lo

have

enough money for something

conventional: traditional or common

Problem:

Solution:

1 What

does commuting

demonstrate?

(A) The student cannot

take

summer

courses.

(B)

The student s trip to campus takes a

long time.

(C) The student does not like online

courses.

(D) The student cannot

afford an apartment.

2

What does the professor demonstrate by

discussing her own

experience

with online

courses?

(A)

Online courses offer

a better

education.

(B) Taking online courses is convenient.

Fill

in

the blanks to complete the summary.

come across: to

meet:

t

find

·

ponder: to

think about

Concern: Refutation:

Concern:

Refutation:

(C) Taking summer courses online is ·

affordable.

(D)

Online courses do not offer classroom

experience.

3 What does the

professor

demonstrate

by

discussing

online

message boards?

(A) Why she

favors

online

classes over

regular classes

(B)

How

her opinion of online classes

changed

(C) How message boards made her

class easier

(D)

How Internet

classes

offer unique

advantages

The student

asks for

advice from his professor about · · he

professor mentions , but

the

student is

worried that

such

classes

are

~ · ·

The professor

says

the student

would

actually save

money and

earlier.

The

student then worries that

he

will

miss

the

but the professor says that certain aspects of these classes

could

be

helpful.

····

..

·· ·

.. · ··· _

_

._

..

___

' -····--··· ···--··---·-··· .

····--.-·--

......... .,_, ___

···-··

....

···· ···· ···· ·· ·· ·

·· ··- ..

______

_ _

_

272 Chaple<

6


35/40

; / .

Service

Encounter

Listen

to

a

conversation

between a

student and

a

university

employee Fill

in

the diagram

with the information that you hear i jiji

Key

Vocabulary

. ..

.

- .

credit: a

numericafrepresentation of academic work

steep:

expensive

.; :.

, . .

· .

mandatory:_ required

escort:

to

guide or lead

waive: to

ignore

or get.rid of.

..

Question

1:

Answer:

Answer 1:

· · ~ ~

Question 2:

<

- - - ; n - : : - s _ w - = e - ~ 2-- : - - ·

1

Based

on

information from the

lecture,

indicate whether or not each statement is

correct.

Place

a

checkmark

in the correct box.

The

student

wants to find out how much the fee

is

and what it

The

student

a c t i v i ~ y fee

does

not include can:p_us events.

_ _ ~ - ~ - ~ ' . U . . ~ . e n ~ ? . t ~ ~ i t y _ee is used

mostly

f ~ . c a m ~ ~ ~ _ s _ ~ r - ~ c e s .

_

Fill in the

blanks

to

complete

the

summary

is used for.

-

Yes

No

-

·

--····------··--··---- ..

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

-..

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

The

student

asks about the student

· He

wants

to

know how much it

is and what it is

·

He is told that it helps pay for

both

university

_____

which are arranged by

student organizations, and

is also used

for

various

_____

A

few

services

mentioned by

the

woman

are the

weekly newspaper,

computer and library facilities,

and free

on-campus ______

·· ·•·· .•·

·•

• ···

· , , , , - - · • - · • • • - • • • · - - -n• • - -> • • • • - •

•-----••••··----••-••••--••--•·,.-··--------··---------- ·-----w-------··----

'

~

Cl

IJ

'

>

Cl

e

'

;

Cl

§

;;j

IJ

Content

Questions 73 ···

. ·_:._._,_ .:· ·


36/40

Astronomy

" " " " ~ ' ' l l l l ' I I D : W > ' i ' ~ ~ ( ; ; l : - t ' f m m 1 · Y ( ~ ; ? . > ~ l ~ ~ " ' r · . ' , ~ - " ' ' Y . i < · .

v

' ' " ' ~ '

- · ~ • ' . i ' N H : · ~ ' · ' ' L · '

-

· s , . -

Listen to a

lecture

in an astronomy dass

Fill

in the diagram with the information that you

hear • iii

Key Vocabulary

striking:

noticeable

·

follow: to understand

attribute

to:

to

understand

as

resulting

from;

to consider

as build: to

increase

caused

by

dissipate:

to

disappear over

time

WeatheF Pattern_s onJupitef

I

Classification 1:

Description:

Classification 2:

Description:

1

Based on information from the

lecture,

to which

feature

of Jupiter does each example

relate?

Place

a checkmark in the correct box.

Atmospheric

Bands I Great Red Spot

Similar

in nature to a hurricane ~ - - - - - - - - - - 1

Caused by convection - = = ~

· - - - - - - - · - - - · - - - ~ - ·_____ _

_ p ~ r k and l i g ~ t

red color . · __________ L ___________

Fill in the blanks to complete

the

summary

The professor explains the weather patterns on

the

surface of _____ She

describes

its

unique

colors,

which are

caused

by

the of the

planet

along

with

the process

of These

two

things together cause bands of

_____ gases to wrap around the planet. The professor

also

discusses

the

Great

Red

Spot,

which is a maintained by

the planet s

fast rotational speed.

··

·· ·· ·· · n · · · · ·• - - - - · · - - · · · - ~ - - - - • • - - - - - - - - - - - - - • • - - - - - • • • • - - - · · ~

274 Chapter

6


37/40

Biology

~ ~ t t ; w > ~ ; l ' . ; : : r n : l W . . ~ ~ ' t W . t ' < ~ ~ 1 \ - " ; ; R i ' . ' l f f K ~ l ' · \ ; ~ J < l . » ' . - ~ · : , < - - ~ ~ . - -.· ·•,-

-.-,-

1

Listen to a

i s ~ u s s i o n

in a biology class.

Fill

in the diagram

with

the information

that you

hear. +ifi jii:H

Key

Vocabulary

strand:

a

thin hair-like

part

frantically: in

an

uncontrolled way

Inherit:

to receive rom one s parents or ancestors

\ AHeies · ·

Definition:

Role:

dominate: to rule

over

materialize: to give physical

form

to

Type 1:

Type 2:

.

1.

Based on information from the lecture

indicate

whether or

not

each statement

is correct. Place

a checkmark

in

the correct box.

·

Yes·.

No

· · · . .. ..... · ·

Fill in the blanks to

complete

the summary.

The professor discusses

which

are a pair of that are

located on a specific

chromosome.

The professor talks about their which

is

to determine

specific .

The professor then

discusses

how this

occurs by.

defining and

recessive

alleles.

ll

[

[

Content Questions

275

- - · : .


38/40

··-· ·.

\ . ;


39/40

Necessary Skills

• Guessing

the

implied

meaning of

a sentence or phrase

• Making a

generalization from

what

is

said

• Drawing a conclusion based on the main

[học anh văn cùng thầy] developing skills for the toefl ibt 241-280

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