Listening Practice Set 1:Transcript for Track 1:
Narrator: Listen to a conversation between a student and a registrar.Student: Hi, I’d like to drop off my graduation form. I understand you need this in order to process my diploma.Registrar: OK, I’ll take that. Uh, before you leave, lemme check our computer … Uh, looks likeyou’re OK for graduation and … hmmmm. Actually, I’m getting a warning flag on your academic record here.Student: Really?Registrar: Yeah, let’s see what’s what. Uh, OK, are you familiar with our graduation requirements?Student: Um, I think so.Registrar: Then you know you need forty-eight credits in your major field to graduate, and at least twenty-four credits at the intermediate level or higher. Also, after your second year, you have to meet with your department chair to outline a plan for the rest of your time here. In the past, we also issued letters before a student’s final year began to let them know what they needed to take in their final year to be OK. But we don’t do that anymore …Student: I-I definitely met with my chairperson two years ago. Uh, he told me that I needed eight more courses at the intermediate level or higher in the last two years to be OK… so I’m not sure what the problem is. I made sure I got those credits.Registrar: Unfortunately, the computer’s usually pretty reliable … so I’m not sure what’s going on here.Student: It could be that I’ve taken two basic courses but coupled both of them with field experiences.Registrar: What do you mean?Student: Well, I could only take intro courses because there were no intermediate-level courses available for those particular topics. My chairperson told me that if I did independent field research in addition to the assigned work in each course, they would count as intermediate-level courses. My classmates, um, well, some of my classmates, did this for an easy way to meet the intermediate course requirement. But I did it to get the kind of depth in those topics I was going for. As it turned out, I really enjoyed the fieldwork. It was a nice supplement to just sitting and listening to lectures. Registrar I’m sure that’s true, but the computer’s still showing them as basic-levelcourses, despite the fieldwork.Student: I’m not sure what to do, then. I mean, should I cancel my graduation party?Registrar: No! No reason to get worried like that. Just contact your chairperson immediately, OK? Uh, tell him to call me as soon as possible so that we can verify your fieldwork arrangement and certify those credits right away. It’s not like there’s an actual deadline today or anything, but if more than a few weeks go by, we might have a real problem that would be very difficult to fix in time for you to graduate. In fact, there probably would be nothing we could do.Student: I’ll get on that.
15. Why does the man go to see the registrar?(A) To find out why he is not on the list of graduating students(B) To explain why he has not fulfilled his graduation requirements(C) To find out the exact requirements for graduation(D) To submit a document required for graduation
16. According to the registrar, what step is currently taken to ensure that students fulfill theirgraduation requirements?(A) Academic records are regularly checked by the registrar’s office.(B) Students meet with a department chairperson to plan their course work.(C) Students receive letters listing the courses that they still need to take.(D) Warning letters are sent to students who have fallen behind in their course work.
17. Why does the man mention his classmates?(A) To explain how he obtained information about field research(B) To point out that many students like to do field research(C) To show that it is difficult to get intermediate-level credits(D) To emphasize his motivation to do field research in two of his courses
18. Why does the registrar tell the man to contact his chairperson immediately?(A) A deadline has already passed.(B) The man has a limited time to resolve his problem.(C) The man first needs to find out if the chairperson will help him.(D) Issuing a new grade may take longer than expected.
19. Listen to Track 2.(A) She is uncertain about the reliability of the computer.(B) She will approve the man’s form despite her doubts about it.(C) She needs more information about the man’s credits.(D) She needs to call someone to help her fix computer errors.
Transcript for Track 2:Narrator: Listen again to part of the conversation. Then answer the question.Student: I’m not sure what the problem is. I made sure I got those credits.Registrar: Unfortunately, the computer’s usually pretty reliable … so I’m not sure what’s going on here.Narrator: What does the registrar imply when she says this: Registrar: Unfortunately, the computer’s usually pretty reliable … so I’m not sure what’s going on here.

Listening Practice Set 2:Transcript for Track 3:
Narrator: Listen to part of a lecture in a biology class.Professor: So, that’s how elephants use infra sound … Now let’s talk about the other end of the acoustical spectrum—sound that’s too high for humans to hear: ultra sound. Ultrasound is used by many animals that detect—and, some of them, send out—very high-frequency sounds. So, what’s a good example? Yes, Carol?Female Student: Well, bats—since they’re all blind, bats have to use sound for—uh, y’know—to keep from flying into things.Professor: That’s echolocation. Echolocation is pretty self-explanatory: Using echoes—reflected sound waves—to locate things … As Carol said, bats use it for navigation and orientation … and what else? Mike?Male student: Well, finding food is always important—and, uh, I guess, not becoming food for otheranimals …Professor: Right on both counts. Avoiding other predators—and locating prey—uh, typically insects that fly around at night. Now, before I go on, let me just respond to something Carol was saying—this idea that bats are blind … actually, there are some species of bats—the ones that don’t use echolocation—that do rely on their vision for navigation but, it is true that, for many bats, their vision is too weak to count on. OK, so: quick summary of how echolocation works. The bat emits these ultrasonic pulses—very high-pitched sound waves that we can’t hear—and then: they analyze the echoes—how the waves bounce back. Uh, here, let me finish this diagram I started before class …     So the bat sends out these pulses—very focused bursts of sound, and echoesbounce back …     Y’know, I don’t think I need to draw in the echoes. Your-your reading assignment for the next class—it has a diagram that shows this very clearly—so anyway, as I was saying … By analyzing these echoes, the bat can determine, say, if there’s a wall in a cave that it needs to avoid … and—how far away it is. Another thing it uses ultrasound to detect is the size and shape of objects. For example, one echo they’d quickly identify is the one they associate with a moth, which is common prey for a bat— particularly, a moth beating its wings. However, moths happen to have a major advantage over most other insects: they can detect ultrasound. This means that, when a bat approaches, the moth can detect the bat’s presence … so it has time to escape to safety … or else they can just remain motionless—since, um, when they stop beating their wings, they’d be much harder for the bat to distinguish from, oh, a-a leaf … or-or some other object …     Now, we’ve tended to underestimate just how sophisticated the abilities of animals that use ultrasound are. In fact, we kind of assumed that they were filtering a lot out—uh, the way a sophisticated radar system can ignore echoes from stationary objects on the ground. Radar does this to remove “ground clutter”—information about, um, hills or buildings that it doesn’t need … but bats—we thought they were filtering out this kind of information because they simply couldn’t analyze it. But it looks as if we were wrong. Recently, there was this experiment with trees and a specific species of bats—a bat called the lesser spear-nosed bat. Now a tree should be a huge acoustical challenge for a bat, right? I mean, it’s got all kinds of surfaces, with different shapes and angles … So, well, the echoes from a tree are going to be a mass of chaotic acoustic reflections, right? Not like the echo from a moth. So, we thought, for a long time, that bats stopped their evaluation at simply “that’s a tree.” Yet, it turns out that-that bats, or at least this particular species, can not only tell that it’s a tree, but can also distinguish between, say, a pine tree and a deciduous tree—like, a maple, or an oak tree … just by their leaves—an-and when I say “leaves,” I mean pine needles, too. Any ideas on how it would know that?Male Student: Well … like with the moth—could it be their shape?Professor: You’re on the right track. It’s actually the echo off all the leaves—as a whole— that matters. Now, think: A pine tree—with all those little, densely packed needles … those produce a large number of faint reflections in what’s called a “smooth” echo—the waveform is very even … but an oak—which has fewer but bigger leaves with stronger reflections—produces a jagged waveform—or what we call a “rough” echo. And these bats can distinguish between the two—andnot just with trees, but with any echo that comes in a smooth or rough shape.
Transcript for Track 4:Narrator Listen again to part of the lecture. Then answer the question.Professor Now, before I go on, let me just respond to something Carol was saying—thisidea that bats are blind …Narrator Why does the professor say this?Professor Now, before I go on, let me just respond to something Carol was saying … 
Directions: Now answer the questions.
20. What is the lecture mainly about?(A) How animals emit ultrasonic pulses(B) How bats use acoustical signals(C) A comparison of echolocation and radar(D) Variations among bats in the use of ultrasound
21. Why does the professor decide NOT to add more information to the diagram on the board?(A) She wants students to complete the diagram themselves as an assignment.(B) She needs to look up some information in order to complete the diagram accurately.(C) The additional information is not relevant to the topic that she wants to discuss next.(D) Students already have the additional information in their textbook.
22. According to the professor, what are two ways in which a moth might react when it detects thepresence of a bat? Choose 2 answers.[A] The moth might stop beating its wings.[B] The moth might emit high-frequency sounds.[C] The moth might leave the area.[D] The moth might change its color to match its surroundings.
23. What surprising information did a recent experiment reveal about lesser spear-nosed bats?(A) They filter out echoes from some types of trees.(B) They can analyze echoes from stationary objects with complex surfaces.(C) They cannot analyze “jagged” echoes.(D) They cannot analyze echoes from certain types of small moving objects.
24. According to the professor, why does a pine tree produce a “smooth” echo?(A) Because it has a smooth trunk(B) Because it has large branches spaced at regular intervals(C) Because it has many small, densely packed needles(D) Because it remains stationary in all types of weather
25. Listen to Track 4.(A) To answer a question that Carol asked(B) To correct a statement that Carol made(C) To praise Carol for an example that she gave(D) To give an example of a principle that Carol stated

Listening Practice Set 3:Transcript for Track 5:
Narrator: Listen to part of a lecture in a history class.Professor: So we’ve been talking about the printing press, how it changed people’s lives, making books more accessible to everyone. More books meant more reading, right? But as you know, not everyone has perfect vision. This increase in literacy, in reading, led to an increase in demand for eyeglasses. And here’s something you probably haven’t thought of: This increased demand impacted societal attitudes towards eyeglasses.     But, um, first let me back up a bit and talk about vision correction before the printing press. And what did people with poor vision do—I mean especially those few people who were actually literate—what did they do before glasses were invented? Well, they had different ways of dealing with not seeing well. If you think about it, poor vision wasn’t their only problem. I mean, think about the conditions they lived in: Houses were dark, sometimes there weren’t any windows, candles were the only source of light … So in some places, umm … like ancient Greece, for example, the wealthiest people with poor vision could have someone else read to them. Easy solution if you could afford it.    Another solution was something called a reading stone. Around 1000 c.e., European monks would take a piece of clear rock, often quartz, and place it on top of the reading material. The clear rock magnified the letters, making them appear larger. Umm, it’s like what happens when a drop of water falls on something. Whatever’s below the drop of water appears larger, right? Well, the reading stone works in a similar way.    But rocks like quartz, quartz of optical quality, weren’t cheap. Late in the thirteenth century, glassmakers in Italy came up with a less expensive alternative—they made reading stones out of clear glass. And these clear-glass reading stones evolved into the eyeglasses we know today.    So we’re pretty sure that glasses were invented in about the late 1200s, well over a hundred years before the printing press. But, it’s not clear who exactly invented them first, or exactly what year, but records show that they were invented in both Europe and China at about the same time. By the way, we call this independent discovery.    Independent discovery means when something is invented in different parts of the world at the same time. And it’s not as unusual as it sounds. You can look at the time line charts in the back of your textbook to see when things were invented in different cultures at about the same time … to see what I’m talking about.    So now let’s tie this to what I said before about societal attitudes towards glasses. Initially, in parts of Europe and in China, glasses were a symbol of wisdom and intelligence. This is evident in the artwork from the period. European paintings often portrayed doctors or … or … judges wearing glasses. In China, glasses were very expensive, so in addition to intelligence they also symbolized affluence, wealth. In fourteenth-century Chinese portraits, the bigger the glasses, the smarter and wealthier the subject was. So glasses were a status symbol in some parts of the world.    Now let’s get back to the invention of the printing press in 1440. What happened? Suddenly books became readily available, and more people wanted to read, so the need, well actually, not only the need, but the demand for more affordable glasses rose drastically. Eventually, inexpensive glasses were produced and then glasses were available to everyone. People could purchase them easily from a traveling peddler.
Transcript for Track 6:Narrator Listen again to part of the lecture. Then answer the question.Professor So in some places, umm … like ancient Greece, for example, the wealthiestpeople with poor vision could have someone else read to them. Easy solution ifyou could afford it.Narrator What does the professor imply when she says this:Professor Easy solution if you could afford it. 
Directions: Now answer the questions.
26. What is the lecture mainly about?(A) Political events that led to the invention of eyeglasses(B) A comparison of attitudes toward vision correction in Europe and China(C) The relationship between the printing press and literacy(D) An overview of vision correction over time
27. According to the professor, what was an advantage of using clear glass instead of quartz to make reading stones?(A) Clear glass was easier to find than quartz.(B) Clear glass was easier to cut to the appropriate size.(C) Clear glass magnified the letters more than quartz did.(D) Clear glass was less expensive than quartz.
28. What does the professor imply about the invention of eyeglasses?(A) Its historical records are more detailed than those of other inventions.(B) It had little impact on social attitudes toward vision correction.(C) Its occurrence in different places at approximately the same time is not unusual.(D) It contributed to a substantial increase in the number of literate people.
29. Which sentence best describes eyeglasses before the invention of the printing press?(A) They were available to everyone.(B) They were a symbol of wealth and wisdom.(C) They could not correct vision accurately.(D) They could be bought only from traveling peddlers.
30. Put the events in the order that they happened. 1.2.3.4.Answer Choices(A) Inexpensive eyeglasses became available.(B) The first eyeglasses were made.(C) The number of people interested in reading increased.(D) The printing press was invented.
31. Listen to Track 6.(A) She is impressed by the solution.(B) The solution she describes is obvious.(C) The solution was not a common practice.(D) The solution was not particularly expensive.

Listen to Track 8.Reading Time: 50 secondsMusic Coming to CafeteriasMary Dixon, Director of the Student Life Committee, announced yesterday that beginning nextsemester, university cafeterias will broadcast classical music during mealtimes. “Music will fostera more relaxed atmosphere,” said Dixon. “Students’ lives are hectic, and mealtimes provideimportant opportunities to take a break and catch up with friends before moving on to the nextclass or assignment.” Added Dixon, “We’re also hoping that, if we provide the music, studentswill unplug their personal music devices—their Walkmans™ and MP3 players or whatever—andwill spend more time talking to each other. When students have their headphones on, they’re notconnecting with each other.”
Speaking Practice Set 2:Transcript for Track 8:Narrator City University plans to begin playing music over loudspeakers in the campus cafeterias. You will have 50 seconds to read an article from the campus newspaper about the plan. Begin reading now.
Transcript for Track 9:Narrator: Now listen to two students discussing the university’s plan.Male Student: Did you read this article? Are they serious?Female Student: Yeah, I think so. Why?Male Student: Well, first of all, a lot of kids aren’t looking for a relaxing break at lunchtime. They like to study while they eat, especially if they have exams coming up, or some assignment they have to get done.Female Student: Yeah, that’s true.Male Student: And now they won’t be able to concentrate. This is gonna be very distracting.Female Student: Mmm. OK, yeah, I see your point.Male Student: And second, most students don’t like classical music.Female Student: It’s certainly not what I listen to.Male Student: So are people going to stop listening to their own music?Female Student: No.Male Student: I think people are going to be even more likely to bring their mp3 player, you know,to play their own music and block out the classical stuff.Female Student: Yeah, that makes sense.Narrator: The man expresses his opinion of the university’s plan. State his opinion and explainthe reasons he gives for holding that opinion.
33. The man expresses his opinion of the university’s plan. State his opinion and explain the reasons he gives for holding that opinion.Preparation Time: 30 secondsResponse Time: 60 seconds

Speaking Practice Set 3: Lecture and QuestionDirections: You will now listen to part of a lecture. You will then be asked a question about it. After you hear the question, give yourself 20 seconds to prepare your response. Then record yourself speaking for 60 seconds. 
34. Using points and examples from the lecture, explain the two major factors of product quality and how their role in consumer decision making has changed.Preparation Time: 20 secondsResponse Time: 60 seconds
Speaking Practice Set 3:Transcript for Track 10:
Narrator Listen to part of a lecture in a business class.Professor: If a consumer has to choose between two products, what determines the choiceAssume that someone, a purchaser, is choosing between two products that cost the same. OK? If people have a choice between two identically priced products, which one will they choose? Theychoose the one they think is of higher quality, of course. But what does it mean for a product to be a high-quality product? Well, business analysts usually speak of two major factors of quality—one factor is reliability, and the other is what we call features.    So, reliability. What’s reliability? Well, a product is reliable if it works the way we expect it to work, if it can go a reasonable amount of time without needing repairs. If a product, a car for example, doesn’t work the way it should and needs repairs too soon, we say it’s unreliable. So product reliability means, basically, the absence of defects or problems that you weren’t expecting. It used to be that when people thought about product quality, they thought mainly about reliability. Today it’s different. People do still care about reliability, don’t get me wrong. It’s just thatmanufacturing standards are now so high that … take cars for example; today, today’s cars all very reliable. So reliability is important, but it’s not gonna be the deciding factor.    So if reliability isn’t the deciding factor any more, what is? Features—all those extras, the things a product has that aren’t really necessary but that make it easier to use or that make it cool: for example, new cars today are loaded with features like electric windows, sun roofs, air conditioning, stereos, and so forth. When people are comparing products today, they look at features—because reliability’s pretty much equal across the board. And that’s why manufacturers include so many features in their products.Narrator Using points and examples from the lecture, explain the two major factors of product quality and how their role in consumer decision making has changed.



Writing Practice Set 1: Passage, Lecture, and QuestionDirections: Give yourself 3 minutes to read the passage.READING Time: 3 minutes
Toward the end of his life, the Chevalier de Seingalt (1725−1798) wrote a long memoir recounting his life and adventures. The Chevalier was a somewhat controversial figure, but since he met many famous people, including kings and writers, his memoir has become a valuable historical source about European society in the eighteenth century. However, some critics have raised doubts about the accuracy of the memoir. They claim that the Chevalier distorted or invented many events in the memoir to make his life seem more exciting and glamorous than it really was.    For example, in his memoir the Chevalier claims that while living in Switzerland, he was very wealthy, and it is known that he spent a great deal of money there on parties and gambling. However, evidence has recently surfaced that the Chevalier borrowed considerable sums of money from a Swiss merchant. Critics thus argue that if the Chevalier had really been very rich, he would not have needed to borrow money.     Critics are also skeptical about the accuracy of the conversations that the Chevalier records in the memoir between himself and the famous writer Voltaire. No one doubts that the Chevalier and Voltaire met and conversed. However, critics complain that the memoir cannot possibly capture these conversations accurately, because it was written many years after the conversations occurred. Critics point out that it is impossible to remember exact phrases from extended conversations held many years earlier.    Critics have also questioned the memoir’s account of the Chevalier’s escape from a notorious prison in Venice, Italy. He claims to have escaped the Venetian prison by using a piece of metal to make a hole in the ceiling and climbing through the roof. Critics claim that while such a daring escape makes for enjoyable reading, it is more likely that the Chevalier’s jailers were bribed to free him. They point out that the Chevalier had a number of politically well-connected friends in Venice who could have offered a bribe.
Directions: Listen to Track 11.Directions: You have 20 minutes to plan and write your response. Your response will be judged on the basis of the quality of your writing and on how well your response presents the points in the lecture and their relationship to the reading passage. Typically, an effective response will be 150 to 225 words. Response Time: 20 minutes
35. Summarize the points made in the lecture, being sure to explain how they respond to thespecific points made in the reading passage.
Writing Practice Set 1:Transcript for Track 11:Narrator: Now listen to part of a lecture on the topic you just read about.Professor: No memoir can possibly be correct in every detail, but still, the Chevalier’s memoiris pretty accurate overall and is, by and large, a reliable historical source. Let’s look at the accuracy of the three episodes mentioned in the reading.    First, the loan from the merchant: Well, that doesn’t mean that the Chevalier was poor. Let me explain. We know that in Switzerland, the Chevalier spent huge amounts of money on parties and on gambling. And he had wealth, but it was the kind of property you have to sell first to get money. So it usually took a few days to convert his assets into actual money. So when he ran out of cash, he had to borrow some while he was waiting for his money to arrive—but that’s not being poor!    Second, the conversations with Voltaire: The Chevalier states in his memoir that each night, immediately after conversing with Voltaire, he wrote down everything he could remember about that particular night’s conversation. Evidently, the Chevalier kept his notes of these conversations for many years and referred to them when writing the memoir. Witnesses who lived with the Chevalier in his later life confirm that he regularly consulted notes and journals when composing the memoir.    Third, the Chevalier’s escape from the prison in Venice: Other prisoners in that prison had even more powerful friends than he did, and none of them were ever able to bribe their way to freedom, so bribery hardly seems likely in his case. The best evidence, though, comes from some old Venetian government documents. They indicate that soon after the Chevalier escaped from the prison, the ceiling of his old prison room had to be repaired. Why would they need to repair a ceiling unless he had escaped exactly as he said he did? 
Listening SectionListening Practice Set 115. D16. B17. D18. B19. CListening Practice Set 220. B21. D22. A, C23. B24. C25. BListening Practice Set 326. D27. D28. C29. B30. B, D, C, A31. C
Listening Practice Set 1:Transcript for Track 1:
Narrator: Listen to a conversation between a student and a professor.Student: Hi, Professor Mason. Do you have a minute?Professor: Yes, of course, Eric. I think there was something I wanted to talk to you about, too.Student: Probably my late essay.Professor: Ah, that must have been it. I thought maybe I’d lost it …Student: No, I’m sorry. Actually, it was my computer that lost it, the first draft of it, and … Well, anyway, I finally put it in your mailbox yesterday.Professor: Oh, and I haven’t checked the mailbox yet today. Well, I’m glad it’s there … I’ll read it this weekend.Student: Well, sorry again. Say, I can send it to you by e-mail too, if you like.Professor: Great, I’ll be interested to see how it all came out.Student: Right. Now, uh, I just overheard some graduate students talking … something about a party for Dean Adams?Professor: Retirement party, yes … all students are invited. Wasn’t there a notice on the anthropology department’s bulletin board?Student: Uh, I don’t know. But … I wanted to offer to help out with it. You know, whatever you need. Dean Adams, well, I took a few anthropology classes with her, and they were great. Inspiring. And, well, I just wanted to pitch in.Professor: Oh, that’s very thoughtful of you, Eric, but it’ll be pretty low-key. Nothing flashy.That’s not her style.Student: So there’s nothing?Professor: No, we’ll have coffee and cookies, … maybe a cake. But actually, a couple of the administrative assistants are working on that. You could ask them, but I think they’ve got it covered.Student: OK.Professor: Actually … no, never mind … Student: What is it?Professor: Well … It’s nothing to do with the party, and I’m sure there are more exciting ways you could spend your time, but we do need some help with something. We’re compiling a database of articles the anthropology faculty has published. There’s not much glory in it, but we’re looking for someone with some knowledge of anthropology who can enter the articles … I hesitate to mention it, but I don’t suppose this is something you would …Student: No, that sounds kinda cool. I’d like to see what they’re writing about.Professor: Wonderful … and there are also some unpublished studies. Did you know Dean Adams did a lot of field research in Indonesia? Most of it hasn’t been published yet.Student: No, like what?Professor: Well, she’s really versatile. She just spent several months studying social interactions in Indonesia, and she’s been influential in ethnology. Oh, and she’s also done work in South America that’s closer to biology—especially with speciation.Student: Uh, not to seem uninformed …Professor: Well, how species form … you know, how two distinct species form from one— like when populations of the same species are isolated from each other and then develop in two different directions, and end up as two distinct species. Student: Interesting.Professor: Yes, and while she was there in South America, she collected a lot of linguisticinformation, and songs … really fascinating.Student: Well, I hate to see her leave.Professor: Don’t worry. She’ll still be around. She’s got lots of projects that she’s still in themiddle of.
Transcript for Track 2:Narrator: Listen again to part of the conversation. Then answer the question.Professor: There’s not much glory in it, but we’re looking for someone with some knowledge of anthropology who can enter the articles … I hesitate to mention it, but I don’t suppose this is something you would …Narrator: Why does the professor say this:Professor: I hesitate to mention it, but I don’t suppose this is something you would …
Directions: Now answer the questions.
29. Why does the man go to see the professor?(A) To hand in a late assignment(B) To find out about jobs in the department(C) To discuss Dean Adams’ current research(D) To volunteer to help organize an event
30. How did the man learn about Dean Adams’ retirement?(A) He read about it in an e-mail message.(B) It was posted on a bulletin board.(C) He heard other students discussing it.(D) Dean Adams announced it in her class.
31. Why does the professor refuse the man’s offer to help with a party? Choose 2 answers.[A] Two people are already working on it.[B] She prefers that he spend his time on another project.[C] The party does not require much preparation.[D] Dean Adams is not permanently leaving the department.
32. Why does the professor talk about speciation?(A) To describe the main focus of the work she needs help with(B) To tell the man about a new research area in ethnology(C) To explain what Dean Adams chose to work on in Indonesia(D) To demonstrate how varied Dean Adams’ research has been
33. Directions: Listen to Track 2.(A) To express doubt about the man’s qualifications for the project(B) To ask the man if he would be willing to work on the project(C) To ask the man to recommend someone for the project(D) To apologize for not being able to offer the project to the man

Listening Practice Set 2:Transcript for Track 3:
Narrator: Listen to part of a lecture in an anthropology class.Professor: So we’ve been discussing sixteenth century Native American life, and today we’re going to focus on Iroquois and Huron peoples. Um, they lived in the northeastern Great Lakes region of North America. Now, uh, back then their lives depended on the natural resources of the forest, especially the birch tree. The birch tree can grow in many different types of soils and is prevalent in that area. Now, um, can anyone here describe a birch tree?Male student: Umm, they’re tall? And … white? The bark, I mean.Professor: Yes, the birch tree has white bark. And this tough protective outer layer of the tree,this, this white bark, is waterproof, and this waterproof quality of the bark, oh, it made it useful for making things like cooking containers, um … a-a variety of utensils. And … i-if you peel birch bark in the winter –– eh, we call it the “winter bark” –– um, another layer, a tougher inner layer of thetree adheres to the bark, producing a stronger material … so the “winter bark” was used for larger utensils and containers.Male student: Umm, I know people make utensils out of wood, but … utensils out of tree bark?Professor: Well, birch bark is pliable and very easy to bend. The Native Americans would cutthe bark and fold it into any shape they needed, then secure it with cords until it dried. They could fold the bark into many shapes. Female student: So, if they cooked in bowls made of birch bark, wouldn’t that make the food tastefunny? Professor: Oh, that’s one of the great things about birch bark. The taste of the birch tree doesn’t get transferred to the food—so it was perfect for cooking containers. Uh, but the most use of the bark was the canoe. Since the northeast region of North America is, uh, it’s interconnected by many streams and waterways, water transportation by vessels like a canoe was most essential. The paths through the woods were often overgrown, so, so water travel was much faster. And here’s what the Native Americans did … they would peel large sheets of bark from the tree to form lightweight yet sturdy canoes. The bark was stretched over frames made from tree branches, uh, stitched together and sealed with resin—you know that, that sticky liquid that comes out of the tree—and when it dries, it’s watertight. One great thing about these birch bark canoes was, uh, they could carry a large amount of cargo. For example, a canoe weighing about 50 pounds could carry up to 9 people and 250 pounds of cargo. Female student: Wow! But … how far could they travel that way?Professor: Well, like I said, the northeastern region is, uh, interconnected by rivers and streams, and, uh, the ocean at the coast. The canoes allowed them to travel over a vast area that-that today would take a few hours to fly over. You see, the Native Americans made canoes of all types, for travel on small streams or on large open ocean waters. For small streams they made narrow, maneuverable boats, while, while larger canoes were needed for the ocean. They could travelthroughout the area, only occasionally having to portage, um to, to, carry the canoe over land a short distance, eh, to another nearby stream. And since the canoes were so light … this wasn’t a difficult task. Now, how do you think this affected their lives?Female student: Well, if they could travel so easily over such a large area, they could trade withpeople from other areas … which I guess, would … lead them to form alliances?Professor: Exactly. Having an efficient means of transportation, well, that helped the Iroquois to form a federation, linked by natural waterways, and this federation expanded from, uh, what is now southern Canada all the way south to the Delaware River. And, eh, this efficiency of the birch bark canoe also made an impression on newcomers to the area. French traders in the seventeenthcentury modeled their … eh, well they adopted the design of the Iroquois birch bark canoes and they found that they could travel great distances—more than 1500 kilometers a month. Now, besides the bark, Native Americans also used the wood of the birch tree. Eh, the young trees were used as supports for lodgings, with the waterproof bark used as roofing. Um, branches were folded into snowshoes, and the Native American people were all adept at running … running very fast over the snow in these, uh, these birch branch snowshoes, which, if you’ve ever tried walking in snowshoes, you know isn’t easy.
Transcript for Track 4:Narrator: Why does the student say this?Male student: Umm, I know people make utensils out of wood, but … utensils out of tree bark?Transcript for Track 5:Narrator: Why does the professor say this:Professor: The canoes allowed them to travel over a vast area that-that today would take a few hours to fly over.
Directions: Now answer the questions.
34. What is the lecture mainly about?(A) Different kinds of trees used for building canoes(B) Various methods of Native American transportation(C) The value of birch trees to some Native American groups(D) The trading of birch wood products by Europeans in North America
35. According to the professor, what characteristics of birch bark made it useful to Native Americans?Choose 2 answers.[A] It repels water.[B] It can be eaten.[C] It is easy to fold.[D] It has a rough texture.
36. According to the professor, why was the canoe important to some Native American groups?Choose 2 answers.[A] There was a network of waterways where they lived.[B] Snowy winters made land travel too difficult.[C] Some Native American groups sold their canoes to other groups.[D] Canoe travel helped form relationships between groups of Native Americans.
37. Why does the professor mention French traders who arrived in the Iroquois region?(A) To illustrate how far news of the Iroquois canoe design had traveled(B) To explain the kinds of objects the Iroquois received in exchange for their canoes(C) To support her point about how efficient the Iroquois canoe design was(D) To emphasize that the Iroquois were the first settlers in that region
38. Listen to Track 4.(A) To share what he knows about birch wood(B) To point out a misprint in the textbook(C) To bring up a point from a previous lecture(D) To request more explanation from the professor
39. Listen to Track 5.(A) To show how slow canoe travel was(B) To illustrate the size of a geographic area(C) To compare different means of travel(D) To describe how waterways change over time

Listening Practice Set 3:Transcript for Track 6:
Narrator: Listen to part of a lecture in an animal behavior class.Professor: OK, well, last time we talked about passive habitat selection. Like plants, for example—they don’t make active choices about where to grow—they’re dispersed by some other agent, like the wind. And if the seeds land in a suitable habitat, they do well and reproduce. With active habitat selection, an organism is able to physically select where to live and breed, and because an animal’s breeding habitat is so important, we’d expect animal species to have developed preferences for particular types of habitats, places where their offspring have the best chance of survival. So let’s look at the effect these preferences can have by looking at some examples. But first let’s recap. What do we mean by “habitat?” Frank?Male student: Well, it’s basically the place or environment where an organism normally lives andgrows.Professor: Right. And as we’ve discussed, there’re some key elements that a habitat must contain: food, obviously. Water; and it’s got to have the right climate; and spaces for physical protection. And we saw how important habitat selection is when we looked at habitats where some of these factors are removed, perhaps through habitat destruction. Um, I just read about a shorebird, the plover.     The plover lives by the ocean and feeds on small shellfish, insects, and plants. It blends in with the sand, so it’s well camouflaged from predator birds above. But it lays its eggs in shallow depressions in the sand, with very little protection around them. So if there’re people or dogs on the beach, the eggs and fledglings in the nests are really vulnerable. Out in California, where there’s been a lot of human development by the ocean, the plovers are now a threatened species.So conservationists tried to create a new habitat for them. They made artificial beaches and sandbars in areas inaccessible to people and dogs. And the plover population is up quite a bit in those places.    OK, that’s an instance where a habitat is made less suitable. But now what about cases where an animal exhibits a clear choice between two suitable habitats—in cases like that, does the preference matter? Well, let’s look at the blue warbler.    The blue warbler is a songbird that lives in North America. They clearly prefer hardwood forests with dense shrubs—um, bushes—underneath the trees. They actually nest in the shrubs, not the trees, so they’re pretty close to the ground, but these warblers also nest in forests that have low shrub density. It’s usually the younger warblers that nest in these areas because the preferred spots where there are a lot of shrubs are taken by the older, more dominant birds.    And the choice of habitat seems to affect reproductive success. Because the older, more experienced birds, who nest in the high-density shrub areas, have significantly more offspring than those in low-density areas. Which suggests that the choice of where to nest does have an impact on the number of chicks they have. But a preferred environment doesn’t always seem to correlate with greater reproductive success. For example, in Europe, studies have been done of blackcap warblers—we just call them blackcaps.    The blackcap can be found in two different environments. Ah, their preferred habitat is forests near the edges of streams. However, blackcaps also live in pine woods away from water. Studies’ve been done on the reproductive success rates for the birds in both areas and the results showed—surprisingly— that the reproductive success was essentially the same in both areas—thepreferred and the second choice habitat. Well, why?    It turned out that there were actually four times as many bird pairs, or couples, living in the stream-edge habitat compared to the area away from the stream. So the stream-edge area had a much denser population, which meant more members of the same species competing for resources—wanting to feed on the same things or build their nests in the same places, which lowered the suitability of the prime habitat even though it’s their preferred habitat. So the results of the studies suggest that when the number of competitors in the prime habitat reaches a certain point, the second-ranked habitat becomes just as successful as the prime habitat, just because there are fewer members of the same species living there. So it looks like competition for resources is another important factor in determining if a particular habitat is suitable.
Transcript for Track 7:Narrator: What can be inferred about the professor when she says this:Professor: OK, that’s habitat destruction. But now what about cases where an animal exhibits a clear choice, one suitable habitat over another—in cases like that, does the preference matter?
Directions: Now answer the questions.
40. What is the main purpose of the lecture?(A) To compare active habitat selection with passive habitat selection(B) To show that most habitat preferences in animals are learned(C) To compare the habitat requirements of several bird species(D) To examine the consequences of habitat selection by animals
41. What element of the plover’s habitat in California was threatened?(A) The availability of food(B) The availability of water(C) The safety of nests from human activity(D) The protection of nests from predatory birds
42. What does the professor illustrate with the example of the blue warbler?(A) The relationship between human activity and habitat loss(B) The relationship between habitat and reproductive success(C) The advantages of habitats with low vegetation density(D) The reproductive advantage that young warblers have over older warblers
43. Why does the professor mention the population density of blackcaps in two different habitats?(A) To explain the similar reproductive rates in the two habitats(B) To explain the relation between a species’ population density and its nesting behavior(C) To illustrate the advantages of a preferred habitat over a secondary habitat(D) To illustrate the possible impact of making a poor habitat selection
44. According to the professor, why did some blackcaps choose a secondary habitat?(A) They were following a moving food supply.(B) Their preferred habitat was taken over by another bird species.(C) Their nesting sites were disturbed by human activity.(D) Their preferred habitat became too competitive.
45. Listen to Track 7.(A) She realizes that she just contradicted a statement she made earlier.(B) She is about to discuss another aspect of the topic.(C) She thinks the answer to her question is obvious.(D) She wants students to recall a case that she has already discussed.

Speaking Practice Set 2: Passage, Lecture, and QuestionDirections: You will now read a short passage and listen to a talk on the same topic. You will then be asked a question about them. After you hear the question, give yourself 30 seconds to prepare your response.
Then record yourself speaking for 60 seconds.Listen to Track 9.Reading Time: 45 secondsBehavior ModificationIndividuals often modify their behavior based on what they have learned about the possibleconsequences of their actions. When an individual learns through experience that a certainbehavior results in pleasant consequences, that behavior is likely to be repeated. An unpleasantconsequence, on the other hand, discourages further repetition of the behavior. While behaviormodification can be observed in experiments, it also occurs frequently in everyday settings, whenindividuals change their behavior based on what they have learned about the consequences of that behavior.
47. Using the example from the lecture, explain what behavior modification is and how it works.Preparation Time: 30 secondsResponse Time: 60 seconds
Transcript for Track 9:Narrator Now read the passage from a psychology textbook. You have 45 seconds to readthe passage. Begin reading now.
Transcript for Track 10:Narrator: Now listen to part of a lecture on the topic in a psychology class.Professor: This happens all the time with kids, in schools. Say there’s a little boy or girl who’sjust starting school. Well, they’re not really used to the rules about proper behavior for a classroom, so at the beginning, they might, I don’t know, interrupt the teacher, walk around the classroom when they’re supposed to be sitting down. You know, just misbehaving in general. OK, but what happens? Well, the teacher gets angry with them when they act this way. They might get punished—they have to sit at their desks when everyone else is allowed to go outside and play. And they certainly don’t like that. Soon they’ll learn that this kind of behavior gets them in trouble.They’ll also learn that when they raise their hand to talk to the teacher, and sit quietly and pay attention during class … they’re rewarded. The teacher tells them she’s proud of them, and maybe puts little happy-face stickers on their homework. Now that their behavior gets a good reaction from the teacher, the kids learn to always act this way in class … and not behave the way they used to. Narrator: Using the example from the lecture, explain what behavior modification is and howit works.

Speaking Practice Set 3: Conversation and QuestionDirections: You will now listen to part of a conversation. You will then be asked a question about it. After you hear the question, give yourself 20 seconds to prepare your response. Then record yourself speaking for 60 seconds.Listen to Track 11.
48. Briefly summarize the problem the speakers are discussing. Then state which solution you would recommend. Explain the reasons for your recommendation.Preparation Time: 20 secondsResponse Time: 60 seconds
Speaking Practice Set 3: Conversation and QuestionTranscript for Track 11:
Narrator: Listen to a conversation between two students.Female student: Hey Steve, are you ready for classes to start?Male student: Not really. There’s still a big conflict in my course schedule.Female student: What’s wrong?Male student: This is my last semester, and I’ve still got two required courses left to take in orderto finish my literature degree.Female student: OK …Male student: I have to take both History of the Novel and Shakespeare, or I can’t graduate. Problem is, the two courses meet at the same time!Female student: Uh-oh. What’re you gonna do?Male student: Well, I talked to the professor who’s gonna teach Shakespeare. He said I could doan independent study to fulfill that requirement.Female student: How would that work?Male student: I’d read the assigned texts on my own, do all the same assignments, and meet withhim when I need to, if I have any questions.Female student: Well, that sounds like a good way to fulfill the requirement.Male student: Yeah, plus it’d be nice to have one-on-one discussions with the professor. It’s justthat … well, working on my own like that … I’m kinda concerned I won’t be able to motivate myself to get the work done on time. It’s easy to put things off when it’s not an actual class, ya know?Female student: Yeah. Are there other options?Male student: Um, yeah. I found out that the Shakespeare class is being offered at another university about a half an hour from here. That university has a really great literature program, and our university will accept their credits, so … Female student: That’s an idea.Male student: Yeah, I’m sure it’d be a good class, and it’d fulfill the requirement. Only thing is, ya know, I’d have to drive a half an hour to get to the class and a half an hour to come back. Three times a week. That’s a lot of time and gas money …Narrator: Briefly summarize the problem the speakers are discussing. Then state which solution you would recommend. Explain the reasons for your recommendation.Preparation Time: 20 secondsResponse Time: 60 seconds
Listening SectionListening Practice Set 129. D30. C31. A, C32. D33. BListening Practice Set 234. C35. A, C36. A, D37. C38. D39. BListening Practice Set 340. D41. C42. B43. A44. D45. B