Pathways rw3 2e U1 Test

Pathways Reading, Writing, and Critical Thinking 2e: Level 3 Unit 1 Test
Name: ________________________________ Class: ____________ Date: _________

1. VOCABULARY 1:
Complete the paragraph with the words in the box. Not all words will be used.
aggressive ambitious behavior care for conflict

criticize interact motivation status treat
Jane Goodall is generally considered to be the world's leading expert on chimpanzees. She has studied
them in the wild for more than 50 years. Her (1) __________________ for this kind of work came from
an early love of animals and an interest in Africa. As part of her work, Goodall observed how they (2)
__________________ their babies, and treat other chimps in the same group. She also observed (3)
__________________ acts from chimpanzees, such as attacking and even killing certain monkeys. She
even studied a (4) __________________ that developed between two communities of chimps. This "war"
lasted for around four years. Very unusually, Goodall did more than just observe wild chimpanzees - she
was actually accepted as a member by one group. Her (5) __________________ within this group was
very low, but her position allowed Goodall to (6) __________________ with the chimpanzees in ways
that other researchers couldn't. On the one hand, this helped her learn more about their (7)
__________________. On the other hand, it led some researchers to (8) __________________ her work
because it was not objective enough and because it might have changed how the chimps acted.
VOCABULARY 2:
Complete each sentence with a word from the box. Not all words will be used.
discipline establish extended family gender generally

intense observe previously replace social structure
2. Many species of animals show ________________________ differences - males and females of the
species are sometimes very different in size and appearance.
3. The end of the semester is usually a very ________________________ and stressful period for students
because of the exams they have to take.
4. Observations show that the typical young female African elephant lives in a(n)
________________________ with her grandmother, mother, aunts, and siblings.
5. If you lose something, such as a textbook, that you have borrowed from a friend, you may have no choice
but to pay to ________________________ it.
6. Jane Goodall and Dian Fossey are both famous for their choice to ________________________ primates
in the wild: chimpanzees in the case of Goodall, and gorillas in the case of Fossey.
7. Professors can become frustrated if their students ask numerous questions about points they have
________________________ covered in lectures.
8. Among animals that live in packs, such as wolves, the "alpha" male will typically ________________
dominance over other animals through shows of strength and aggression.
READING REVIEW:
Review the excerpts from the reading passages in Unit 1. Then answer the questions.
The Ape in the Office
Does the "office jungle" mirror behavior in the real jungle? New research shows people in
offices may use conflict and cooperation in similar ways to primates in the jungle.
Animal behavior specialist Richard Conniff is the author of The Ape in the Corner Office. In
his book, Conniff examines corporate behavior through the eyes of a primatologist. He
suggests cooperation is the key to success for both humans and other primates. He sees
similarities in the ways they use social networks and hierarchies to gain status. He also points
out that while conflict can be effective at times, both humans and apes usually prefer to
cooperate.
People often think that the animal world is full of conflict. However, conflict and aggression
actually play a smaller role in the wild than cooperation. In fact, according to Conniff, both
humans and other primates are social creatures, and both groups normally try to avoid
conflict. Chimpanzees, for example, typically spend their days caring for their young and
traveling together in small groups. Conniff points out that chimps spend about 5 percent of
the day being aggressive, but 15 to 20 percent of the day grooming each other. For humans
and other primates, conflict is rare and does not last long. For both species, cooperation is a
more effective way to succeed and survive.
Research also shows that people and other primates use similar social networking strategies
to get ahead in life. They create tight social bonds by sharing resources, doing each other
favors, building teams, and making friends. Employees with ambitious career goals, for
example, often rely on powerful people in their office to help them get better jobs. In a
similar way, chimps work to strengthen relationships with other chimps.
Frans de Waal, a primatologist at Emory University in Atlanta, Georgia, claims that for
chimps, "you can never reach a high position in their world if you don't have friends who
help you." In fact, research shows that chimps often create bonds to strengthen their status, or
importance, in the community. They do favors for one another and share resources. They
sometimes also use their cunning to get ahead. "In chimps a common strategy is to break up
alliances that can be used against them," de Waal explains. "They see a main rival sitting
with someone else and they try to break up [that meeting]."
Gender in the Wild
How does gender impact family relationships in the wild? Recent studies show how gender
influences the social structure of elephants, geladas, and chimps.
Young elephants grow up in extended matriarchal families. Elephant mothers, aunts,

grandmothers, and female friends cooperate to raise babies in large, carefully organized
groups. This system helps protect young orphan elephants when hunters or farmers kill their
mothers. When a young elephant is orphaned, other females take over the dead mother's role.
The strong bonds between females continue throughout their lives, which can be as long as
70 years. In contrast, young male elephants stay close to their female family members until
they are 14. Then they generally leave their mothers and form other groups with male
elephants.
Previously, male elephants were perceived to be less social than females. However, a recent
study at Etosha National Park in Namibia shows that males often form intense, long-lasting
friendships with other males. During the study, Stanford University behavioral psychologist
Caitlin O'Connell-Rodwell found that each member knew his status, and that the group
followed a strict social hierarchy. Older males act as teachers and mediators for younger
ones, controlling or disciplining them when conflict occurs. These strict rules of behavior are
helpful when food and drink are scarce. O'Connell-Rodwell observed that "in dry years, the
strict pecking order they establish benefits all of them." For example, the young bulls know
they must get in line behind the more senior elephants. In this way, everyone gets a turn to
eat and drink, conflict is avoided, and peace is maintained.
Geladas are primates that live in the remote highlands of Ethiopia. Males are larger than
females, but females have the real power in family groups. Wildlife biologist Chadden
Hunter studies geladas in Simen Mountains National Park in Ethiopia. Hunter has observed
that typical family units have between two and eight adult females, their offspring, and a
primary male, which researchers call the family male. Gelada males have little say in what
the family does from day to day. The females decide where and how long to graze for food,
when to move, and where to sleep. They also choose which male will be their mate and when
it is time to replace that mate.
Young bachelor males live in separate groups. They spend most of their time observing
family groups and looking for opportunities to challenge the family males. When a young
bachelor comes too close to a family, the family male chases him away.
____ 9. In which passage(s) does the author compare the behavior of animals and humans?
a. The Ape in the Office
b. Gender in the Wild
c. Both The Ape in the Office and Gender in the Wild
____ 10. In which passage(s) does the author contrast the roles of male and female animals?
____ 11. In which passage(s) does the author describe the behavior of animals within groups?
____ 12. In which passage(s) does the author discuss aggressive behavior by animals?
____ 13. In which passage(s) does the author explain how some animals raise children?
____ 14. In which passage(s) does the author talk about how status affects the behavior of animals?
____ 15. Which passage(s) mention that animals may work together or against each other?
READING PRACTICE:
Read the passage. Then answer the questions.
A Why do human beings have such large brains? Scientists used to think that large, intelligent
brains evolved so that early people could make tools and solve problems. A more recent version of this
idea is related to climate change. At the time that large brains like ours appeared in early humans, global
weather patterns were changing a great deal. Some scientists suggest that big brains would help humans
plan and adapt to new climates and environments. However, the theory that is the most popular these days
- the Cultural Brain Hypothesis - is that our large brains are mainly the result of our living in large,
complicated social groups.
B Without a time machine, it is difficult to prove the Cultural Brain Hypothesis. The best
evidence comes from comparing humans to animals that have similar social groups. Apes and monkeys
live in social groups that are similar to our own in many ways. There is also a clear relationship between
brain size and social behavior. Basically, the more complicated their social groups, the larger their relative
brain size is. However, these observations do not mean that the Cultural Brain Hypothesis is true. Perhaps
large brains come first for other reasons, and complex social relationships only happen later. To really
find strong evidence that social relationships lead to large brains, we need to study other intelligent
animals that are quite different from humans and other primates. Fortunately such a group exists: dolphins
and whales.
C Dolphins and whales, known as cetaceans, also have very large brains compared to other
animals. However, these large brains appeared in an ocean environment very different from the dry land
where humans and apes evolved. As a result, the structure of their brains is markedly different from that
of humans. In the past, many scientists believed that, despite their obvious intelligence and complex
behaviors, cetaceans did not have the same kind of social intelligence as humans. However, recent studies
suggest that cetacean social relationships are surprisingly similar to our own. And now it is believed that it
is indeed these complex social relationships that are the main reason why large brains evolved in the first
place.
D It is now known that many cetaceans show social behavior that was previously thought only to
exist in humans and other primates. For example, scientists now realize that cetacean communication is
both rich and expressive, and studies show some species have individual names for different members of
the group. Additionally, different groups have their own distinct sounds, just as people from different
areas have their own accents or special vocabulary. The relationships between adult cetaceans and young
members of the group are also surprisingly familiar. Adult cetaceans will often look after the young of
other members of the group in the same way human uncles, aunts, or grandparents might babysit for
absent parents. Young cetaceans also learn by watching and imitating adult members of the group just as
humans learn from adult teachers. Finally, like any collection of humans, cetaceans have friends and
enemies among the members of their social group. They will act in a friendly way when hunting or
defending their group from danger, but may fight with "enemies" for various reasons.
E More importantly for the Cultural Brain Hypothesis, there is also a close relationship between
brain size in cetaceans and how complex their social behavior is. Whales and dolphins that live in smaller
groups or by themselves have both smaller brains and simpler social behavior. Therefore, the same
relationship between brain size and social behavior is seen in two very different groups of animals -
primates and cetaceans. This supports the idea that social behavior may be one of the main factors driving
larger brain size and higher intelligence.
Reference: National Center for Biotechnology Information
____ 16. What is the best title for this passage?

a. How Culture Developed among Primates and Cetaceans
b. The Effect of Ocean Environments on Animal Societies
c. Cetacean Intelligence and the Cultural Brain Hypothesis
____ 17. Which answer best describes paragraph A?
a. It gives a detailed analysis of an important theory.
b. It includes a comparison of several contrasting ideas.
c. It offers a criticism of changing scientific views.
____ 18. Why does the author mention a time machine in paragraph B?
a. To imply that scientific hypotheses were less developed in the past
b. To emphasize the impossibility of finding out if a theory is correct
c. To compare ideas about intelligence with ideas from science fiction
____ 19. What point does the author NOT make in paragraph C?
a. Scientific ideas about cetaceans have changed as a result of research studies.
b. Dolphins and whales engage in social behaviors that are like those of humans.
c. If whales and dolphins lived on land, they would probably have smaller brains.
____ 20. The word "markedly" in paragraph C is closest in meaning to ____.
a. significantly
b. potentially
c. frequently
____ 21. In paragraph D, the author gives an example of _____.
a. the value of effective communication
b. the expressiveness of cetacean communication
c. special words used by dolphins or whales
____ 22. The word "their" in the last sentence of paragraph D refers to _____.
a. enemies
b. friends
c. cetaceans
____ 23. What can be inferred from paragraph E?
a. The author feels the Cultural Brain Hypothesis is probably correct.
b. The brains of primates and cetaceans are continuing to grow in size.
c. Whales, dolphins, and humans all need strong social relationships.
READING SKILL REVIEW - IDENTIFYING MAIN AND SUPPORTING IDEAS:
Read the passage. Then decide whether each statement is a main idea or a supporting idea from the
passage.
A Why do human beings have such large brains? Scientists used to think that large, intelligent
brains evolved so that early people could make tools and solve problems. A more recent version of this
idea is related to climate change. At the time that large brains like ours appeared in early humans, global
weather patterns were changing a great deal. Some scientists suggest that big brains would help humans
plan and adapt to new climates and environments. However, the theory that is the most popular these days
- the Cultural Brain Hypothesis - is that our large brains are mainly the result of our living in large,
complicated social groups.
B Without a time machine, it is difficult to prove the Cultural Brain Hypothesis. The best
evidence comes from comparing humans to animals that have similar social groups. Apes and monkeys
live in social groups that are similar to our own in many ways. There is also a clear relationship between
brain size and social behavior. Basically, the more complicated their social groups, the larger their relative
brain size is. However, these observations do not mean that the Cultural Brain Hypothesis is true. Perhaps
large brains come first for other reasons, and complex social relationships only happen later. To really
find strong evidence that social relationships lead to large brains, we need to study other intelligent
animals that are quite different from humans and other primates. Fortunately such a group exists: dolphins
and whales.
C Dolphins and whales, known as cetaceans, also have very large brains compared to other
animals. However, these large brains appeared in an ocean environment very different from the dry land
where humans and apes evolved. As a result, the structure of their brains is markedly different from that
of humans. In the past, many scientists believed that, despite their obvious intelligence and complex
behaviors, cetaceans did not have the same kind of social intelligence as humans. However, recent studies
suggest that cetacean social relationships are surprisingly similar to our own. And now it is believed that it
is indeed these complex social relationships that are the main reason why large brains evolved in the first
place.
D It is now known that many cetaceans show social behavior that was previously thought only to
exist in humans and other primates. For example, scientists now realize that cetacean communication is
both rich and expressive, and studies show some species have individual names for different members of
the group. Additionally, different groups have their own distinct sounds, just as people from different
areas have their own accents or special vocabulary. The relationships between adult cetaceans and young
members of the group are also surprisingly familiar. Adult cetaceans will often look after the young of
other members of the group in the same way human uncles, aunts, or grandparents might babysit for
absent parents. Young cetaceans also learn by watching and imitating adult members of the group just as
humans learn from adult teachers. Finally, like any collection of humans, cetaceans have friends and
enemies among the members of their social group. They will act in a friendly way when hunting or
defending their group from danger, but may fight with "enemies" for various reasons.
E More importantly for the Cultural Brain Hypothesis, there is also a close relationship between
brain size in cetaceans and how complex their social behavior is. Whales and dolphins that live in smaller
groups or by themselves have both smaller brains and simpler social behavior. Therefore, the same
relationship between brain size and social behavior is seen in two very different groups of animals -
primates and cetaceans. This supports the idea that social behavior may be one of the main factors driving
larger brain size and higher intelligence.
Reference: National Center for Biotechnology Information
____ 24. There are several theories that explain how humans developed very large brains.
a. This is the main idea of paragraph A.
b. This is a supporting idea from paragraph A.
____ 25. Humans, apes, and monkeys live in similar social groups.
a. This is the main idea of paragraph B.
b. This is a supporting idea from paragraph B.
____ 26. Humans and cetaceans evolved in very different environments.
a. This is the main idea of paragraph C.
b. This is a supporting idea from paragraph C.
____ 27. Like humans, cetaceans display numerous kinds of complex social behavior.
a. This is the main idea of paragraph D.
b. This is a supporting idea from paragraph D.
____ 28. Some cetaceans live in large groups, others live in smaller groups.
a. This is the main idea of paragraph E.
b. This is a supporting idea from paragraph E.
LANGUAGE FOR WRITING REVIEW - MAKING COMPARISONS:
Complete each short statement with an expression from the box. Remember to use a capital letter if
necessary. Not all expressions will be used.
are similar both in contrast

like on the one hand while
29. Although many people have a phobia of them, spiders, ________________ bats, are beneficial because
they eat insects.
30. Surprisingly, ________________ capybaras and jerboas are rodents, though the former may weigh 90
kilograms, and the latter just 90 grams.
31. Most primates and some species of birds regularly use tools to perform tasks. ________________ , most
other species rarely or never use tools.
32. Dolphins ________________ to humans in some ways: both are intelligent species that live in social
groups and communicate using complex language.
33. ________________ it is true that camels can survive for months without drinking, it is a myth that they
store water in the humps on their backs.
WRITING SKILL REVIEW - WRITING BODY PARAGRAPHS:
These four sentences are part of a body paragraph. What is the function of each sentence?
• Although rabbits and hares also have long front teeth, they are not classed as rodents.
• Most of them are relatively small, have short legs, a long tail, and long front teeth.
• Rodents, which are the the largest group of mammals, share certain characteristics.
• Some well-known examples of rodents include mice, rats, prairie dogs, and beavers.
____ 34. Although rabbits and hares also have long front teeth, they are not classed as rodents.
a. It is a topic sentence.
b. It provides supporting information.
c. It gives examples related to the topic.
d. It introduces a contrasting topic.
____ 35. Most of them are relatively small, have short legs, a long tail, and long front teeth.
____ 36. Rodents, which are the the largest group of mammals, share certain characteristics.
____ 37. Some well-known examples of rodents include mice, rats, prairie dogs, and beavers.
WRITING PRACTICE 1:
Put the phrases in parentheses in order to make a grammatically correct sentence.
38. Both falcons and hawks are classified as raptors, but they differ in a number of ways.
( the former catch prey with / to give one example, / their beaks, / the latter use their feet / while )
_____________________________________________________________________
_____________________________________________________________________
39. ( cats have / developed a / like dogs and horses, / mutually beneficial / with humans / relationship )
In contrast to the other two species, which are still often used as working animals, most cats are pets.
_____________________________________________________________________
_____________________________________________________________________
40. Despite its name, killer whales are actually dolphins. ( are fish, / similarly, / not a type of whale / whale
sharks ) In both cases, the "whale" part of their name describes their size, not their species.
_____________________________________________________________________
_____________________________________________________________________
41. Bonobos, which are one type of primate, are genetically almost identical to chimpanzees.
( but unlike chimps, / bonobos / often aggressive, / live peaceful lives / tend to / which are )
_____________________________________________________________________
_____________________________________________________________________
42. Surveys show that many people think humans are the only species to feel emotions, but this belief may be
false. ( death of / that some animals / family members / react with / research suggests / sadness / to the )
_____________________________________________________________________
_____________________________________________________________________
WRITING PRACTICE 2:
Compare and contrast humans with another animal.
43. Complete the thesis statement. Then write two body paragraphs (one on similarities and one on
differences). Use comparison expressions when you write, and make sure you include topic
sentences and supporting ideas and details.
Thesis Statement
Humans and ____________________________________ are similar in some ways but different in others.
On the one hand, both of them ____________________________________________. However,
____________________________________________.
UNIT 1: SOCIAL RELATIONSHIPS
Answer Section
1. ANS:
(1) motivation, (2) care for, (3) aggressive, (4) conflict, (5) status, (6) interact, (7) behavior, (8) criticize
motivation, care for, aggressive, conflict, status, interact, behavior, criticize
PTS: 8 REF: PWRW3, Unit 1 TOP: Vocabulary 1

2. ANS: gender

3. ANS: intense

4. ANS: extended family

5. ANS: replace

6. ANS: observe

7. ANS: previously

8. ANS: establish

9. ANS: A PTS: 1 REF: PWRW3, Unit 1
TOP: Reading Review
10. ANS: B PTS: 1 REF: PWRW3, Unit 1
TOP: Reading Review
11. ANS: C PTS: 1 REF: PWRW3, Unit 1
TOP: Reading Review
TOP: Reading Review
TOP: Reading Review
TOP: Reading Review
TOP: Reading Review
TOP: Reading Practice MSC: TOEFL
TOP: Reading Skill Review - Identifying Main and Supporting Ideas
29. ANS:
like
PTS: 1 REF: PWRW3, Unit 1

TOP: Language for Writing Review - Making Comparisons
30. ANS:
both

31. ANS:
In contrast

32. ANS:
are similar

33. ANS:
While

34. ANS: D PTS: 1 REF: PWRW3, Unit 1
TOP: Writing Skill Review - Writing Body Paragraphs
38. ANS:
To give one example, the former catch prey with their beaks, while the latter use their feet.
PTS: 1 REF: PWRW3, Unit 1 TOP: Writing Practice 1

39. ANS:
Like dogs and horses, cats have developed a mutually beneficial relationship with humans.

40. ANS:
Similarly, whale sharks are fish, not a type of whale.

41. ANS:
But unlike chimps, which are often aggressive, bonobos tend to live peaceful lives.

42. ANS:
Research suggests that some animals react with sadness to the death of family members.

43. ANS:
Answers will vary.

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Pathways Reading, Writing, and Critical Thinking 2e: Level 3 Unit 1 Test

Name: ________________________________ Class: ____________ Date: _________

aggressive ambitious behavior care for conflict

discipline establish extended family gender generally

The Ape in the Office

Young elephants grow up in extended matriarchal families. Elephant mothers, aunts,

Read the passage. Then answer the questions.

Reference: National Center for Biotechnology Information

____ 16. What is the best title for this passage?

READING SKILL REVIEW - IDENTIFYING MAIN AND SUPPORTING IDEAS:

Reference: National Center for Biotechnology Information

are similar both in contrast

WRITING SKILL REVIEW - WRITING BODY PARAGRAPHS:

Put the phrases in parentheses in order to make a grammatically correct sentence.

Compare and contrast humans with another animal.

PTS: 8 REF: PWRW3, Unit 1 TOP: Vocabulary 1

PTS: 1 REF: PWRW3, Unit 1 TOP: Vocabulary 2

PTS: 1 REF: PWRW3, Unit 1 TOP: Vocabulary 2

PTS: 1 REF: PWRW3, Unit 1 TOP: Vocabulary 2

PTS: 1 REF: PWRW3, Unit 1 TOP: Vocabulary 2

PTS: 1 REF: PWRW3, Unit 1 TOP: Vocabulary 2

PTS: 1 REF: PWRW3, Unit 1 TOP: Vocabulary 2

PTS: 1 REF: PWRW3, Unit 1 TOP: Vocabulary 2

PTS: 1 REF: PWRW3, Unit 1

PTS: 1 REF: PWRW3, Unit 1

PTS: 1 REF: PWRW3, Unit 1

PTS: 1 REF: PWRW3, Unit 1

PTS: 1 REF: PWRW3, Unit 1

PTS: 1 REF: PWRW3, Unit 1 TOP: Writing Practice 1

PTS: 1 REF: PWRW3, Unit 1 TOP: Writing Practice 1

PTS: 1 REF: PWRW3, Unit 1 TOP: Writing Practice 1

PTS: 1 REF: PWRW3, Unit 1 TOP: Writing Practice 1

PTS: 1 REF: PWRW3, Unit 1 TOP: Writing Practice 1

PTS: 5 REF: PWRW3, Unit 1 TOP: Writing Practice 2

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Name: ________________________ Class: Date: _