LISTENING

Directions: This section measures your ability to understand conversations and lec-
tures in English.
Listen to each conversation and lecture only one time. After each conversation and
lecture, you will answer some questions about it. Answer each question based on
what is stated or implied by the speakers.
You may take notes while you listen and use your notes to help you answer the ques-
tions. Your notes will not be scored.
ln some questions you will see this icon
see, the question.
n This means that you will hear, but not

Answer each question before moving on. Do not return to previous questions.
It will take about 60 minutes to listen to the conversations and lectures and answer
the questions about them.

35
 ／︵ヽ
Directions: Listen to Track 1 ｒ １
彎 ″

一 壼
整ヨ
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Directions: Now answer the questions.

VVhy doesthe rnan need the wornan′ s assistance7 εわοοsθ 12 ansyソ θrs.

]He cloes not knovv the r)ublicat:on ciate lof sorγ lel revievvs he needs.
[玉

□ He does not know the location ofthe‖ brary′ s video co‖ ection of plays.
□ He does not know how to find out where the play is currently being
perforrned.
回 He does not know how to determine which newspapers he should look at

2. VVhat does the wornan irnply about critical reaction to the play″ aρ ρ/S'rrangers?

① Negative critical reaction led to its content being revised afterit prenliered.
① 丁he play has always been quite popular among university students.
③ Reactionsto the play are more positive nowadays than they were in the past.
‐
① The plav iS rarely perfOrrned noVVadays because critics have neverliked it.

3. What does the wornan say about her experience seeing a perforrnance of′ イ∂ρρ/
srrangers vvhen she、 Ⅳas yOunger?(3ゎ οοsθ 2 ansyИ θrs.

日 lt was the first p:ay she had seen performed professiona‖ y.

匝]She saw it againstthe wishes of her parents.

□ She was surprised at how traditionalthe performance was.
回 She had a variety of emotional reactions to the play.

4. ヽ
ハ′hatis the rnan′ s attitude tovvard his current assignnlent?

① He iS nOt COnfidentthat he Wi‖ find the materia:S he needS.

① He feelS that perfOrming in a play iS leSS bOring than reading One.
③ HethinkShiSreVieWOftheplayWi‖ be more obiectiVe than the contemporary
revlevvs vvere.
① He iS OptimiStiC that he Wi‖ learn tO appreCiate the play he iS reSearChing.

36
 ′
ヽ

5. Listen to Track 2 ′
ゝ ノ
ヽ

① TO aSk the man tO Clarify hiS requeSt

① TO Statethe man′ S requeSt mOre preCiSely
O TO make Sure that She heard the man COrreCtly
O TO COrreCt a miStakethe man haS made

37
 Directions: Listen to Track 3. (J

Biology

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一
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〓

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=森

38
 遭

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議ぶ綺hlib青 iる お

下 習鰈
.摯 鴨 ￨

Directions: Now answer the questions.

6. ヽ
ハ√hat is the lecture rnainly about?

① Methods of observing unusual animai behav:Or

③ A theory abOut ways birds attract mates
O WayS animals behave when they have conf‖ cting drives
① Criteria for ciassifying animal behaviors

7. lndicate whether each of the activities below describes a displacement activity

Put a check (/) in the correct boxes.

Yes No
An animal attacks the ground instead of its enemy.
An animal falls asleep in the middle of a mating ritual
An animal eats some food when confronted by its enemy.
An animal takes a drink of water after grooming itself.

39
 8. VVhat doeS the professor say about disinhibitiOn?

① lt Can preVent diSplaCement aCtiVitieS frOm OCCurring・

① lt Can CauSe animalStO aCt On mOrethan One driVe at a time・
③ ltiS nOt uSefulfOr eXplaining many typeS Of diSplaCement aCtiVitieS・
① ltiS reSpOnSible fOrthe appearanCe Of Seemingly irreleVant behaViOr・

9. According to the lecture′ vVhat is one possible reaSOn that displacernent aCtivities
are often groorning behaviors?

① Grooming may cause an enemy or predatorto be confused.

① Grooming is a convenient and accessible behaVior.
O Grooming often occurs before eating and drinking.
① Groomingis a common socia!activity.

10.VVhy does the professorrnention the wood thruSh?

① TO COntraStitS diSplaCement aCtiVitieS With thOSe Of Other animal SpeCieS
③ TO eXplain that SOme animalS diSplay diSplaCement aCtiVitieS Otherthan
groornlng
O TO pOint Out hOW diSplaCement aCtiVitieS are influenCed by the enVirOnment
① TO giVe an eXample Of an animalthat dOeS nOt diSplay diSplaCement aCtiVitieS

ll.Listen to■ ack 4.0

① SheiSimpreSSed by hOW muCh the Student knOWS abOut redireCting・
③ Sheth:nkS itiS time tO mOVe On tO the neXt part OfthiS leCture・
③ The Student′ S anSWeriS nOt an eXample Of a diSplaCement aCtiVity・
① 丁he student shou:d suggest a different anima:behaviOrto discuss next.

40
 / ヽ
Directl(DnS:Listen to‐ Track 5.
亀
￨ `l

Literature

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︲
．、
■

Directions: Now answer the questions

ハ′hat is the nlain lpurpose ofthe lecture?

12. ヽ

① 市o point out similarities in Emerson′ s essays and poems

① To prepare the students to read an essay by Ernerson
O To compare Emerson′ s concept of universaltruth to that of other authors
① TO ShOW the influence of early United States society on Emerson′ s writing

13.(Dn vvhat basis did Ernerson criticize the peOple Of his tinle?

① They refused to recognize universaltruths.

・
① They did nOt reCOgnize the genius of certain authors.
③ Their convictions were not we‖ ‐ defined.
① 丁hey were too interested in conformity.

41
 14.VVhat does Ernerson say aboutthe past?
① lt ShOuld guide a perSOn′ S preSent aCtiOnS・
③ lt muSt be eXamined C10Sely.
① ltiS:eSS impOrtantthan the future・
① ltlaCkS bOth C:arity and uniVerSal truth・

15,ヽ A/hat pc)int dc)es the lprofessor rTlake when he nlentions a ship′ s path?

① itiSeaSyfOrpeOpletO10SeSightOftheirtruepath・
① Most people are not capable of dec:ding which path is bestforthem.
O The path a perSOn takeS Can Only be Seen Clearly afterthe deStinatiOn haS
been reached.
① A person should estab‖ sh a goal before deciding which path to take.

16.VVhat does the professorinlply about hirnself when he recounts sorne life
experiences he had before becorning a literature professor?ε わοοse 2 ansソ yers.
□玉I He clid not co:lsiderthe c()nSe(luenCeS Of hiS ClelCiSiOnS.
[三]He cildl not lp!an to lbeCOme a literature,lprOfeSSOr.
□ He has a:ways tried to act COnSiStently.
回 He has trusted in himSeif and hiS deCiSiOnS.

17.Listen to■ ack 6.0

① TO SuggeStthat United StateS CitiZenS haVe nOt Changed muCh OVertime
① TO enCOurage the ClaSS tO find mOre infOrmatiOn abOutthiS time periOd
③ To explain why Emerson′ s essay has lost some relevance
① TO prOVide baCkgrOund fOrthe COnCept he iS eXplaining

42
 ／︵ヽ
Directions: Listen to Track 7 ｒ ｌ
鶴 ｙ

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'￨

:犠量:11血 ヽ
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Directions: Now answer the questions.

18.VVhatis the conversation rnainly about?

① Methods forfinding appropriate sources for a proiect

③ Reasons the vrornan is having difficu:ties、 vith a prolect
O Criteria the prOfeSSOr uSeS tO eVa!uate grOup prOleCtS
① WayStO deVe10pthe Ski‖ S needed tO WOrkin grOupS

′
19.VVhy does the professor rnention the″ free― rider′ prob!ern?

① TO reVieW a COnCept he eXplained in CiaSS

③ TO giVe the Student a p!an tO SOIVe her prOblem
③ TO Clarify the prOblem the StudentiS faCing
① TO eXplain a benefit Of WOrking in grOupS

20.VVhatis the professor′ s opinion ofthe other students in the wornan′ s group?

① Orkthey did nOt dO.

丁hey try to take credit forヽ A′

① They did nOt perfOrm We‖ in preV:OuS COurSeS With him.

③ They are mOre mOtiVated When they are WOrking in a grOup.
① 丁hey do good work when they are interested in the subiect.

21. VVhy did the wornan choose property rights as a topic?

① 丁he professor recommended the topic.

① She already had a 10t Of referenCe materialS On the SubieCt.
③ She Wanted tOlearn SOmething neW.
① lt WaS eaSy tO reSearCh atthe SCh00Hibrary.

43
 22,VVhat rnistakes does the professorinlply the wornan has rnade while working on
a prOleCt?(3わ οοSθ 2 anSИ ′
erS.

[医 ]Findingl sc)urces for her group partners

□ Writing the weekly progress reports for her group
匡]Forgetting to pay attention to the proiect′ s dead‖ nes
回 Fa市 ng to involve the group members in the selection of a topic

44
 / ヽ
Directions: Listen to Track 8 P ヽ
鶴 〆

Geology

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￨￨ヨ 11‐

亀歯面画繭由

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45
 DirectionsI Novv ansvverthe questions

23.VVhat(1(oes the professor rnainly d:scuss?

① HiS planS fOr reSearCh inVOIVing mOVing rOCkS

① A difference between two geologicalforces that cause rOcks tO mOve
O TheOrieS abOut Why deSertrOCks mOVe
① Reasons why geologists should study moving rocks

24.According to the professoL what have the researchers agreed on?

① The rOCkS CannOt move afterice storms.

① 丁he rocks do not move at n:ght.
③ 丁he rocks never move in circles.
① The rOCkS are nOt mOVed by peOple.

25.・ Theprofessorrnentions an experirnent done five to ten years ago on the wind
speed necessary to rnove rocks.VVhat opinion does the professor express about
the experirnent?

「
(i3i)‐ hC)reSearCherS reaChed the COrreCt COnCluSiO11(」 eSpite SOrne
nniscalcu!ations.
① The reSearCherS ShOuld have chosen a differentlocation fortheir experirnent.
○ 丁he experiment should have been conducted on wetter ground.
① The eXperiment WaS nOt COntinued 10ng enOugh tO aChieVe Clear results.

26.VVhat in■ portant point does the professor rnake aboutthe area vvhere the rocks
are found?

① lt has been the site of Earth′ s highest wind speeds.

① lt iS SubieCt tO laWs that restrict experimentation.
O ltiS aCCeSSib!e tO heaVy maChinery.
① ltiS nOt SubieCt tO SignifiCant changes in temperature.

27. VVhatis the professor′s purpose in telling the students about rnoving rocks?

① T10 teaCh a leSson aboutthe structure of solid rnatter

③ 丁o share a recent advancein geo!ogy
O TO giVe an eXample OfhOW iCe Can mOVe rOCks
① TO ShOW hOW geOlogiSts need to combine information from severalfields
/ ヽ
28. Listen to Track 9. r 、
建 び

① 丁he movement pattern ofthe rocks was m:sreported by researchers.

① The rOCkS are prObably being rnoved by people.
③ 丁he movement pattern ofthe rocks does not supportthe wind theory.
① There muSt be differencesin the rocks′ composition.

46
 / ヽ
Directions:Listen to Track 10,ky

United States
Government

一・
・
〓
︲一 一
一
・ 一
ヽ
一
丁
ヽ 一ｔ 摯110
■ 一̈
一′
．
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47
 Directions: Now answer the questions.

29.Whatis the discussi(〕 n rnainly abOut?

① Reasons the United States governrnent should nOt suppOrtthe arts

③ The hiStOry Of gOVernrnent support forthe arts in the United States
O Strengths and weaknesses of different government― sponsored arts
prograrns
① Different ways in which 90Vernments can help support artists

30.According to the discussion′ in whattwO ways was the Federal Art Prolect
successful?θ わοοsθ 2 ansyγ θrs.
日 h estab‖ shed standards for art schoois.
□ k provided iobs for many artists.
□ L produced many exce‖ ent artists.
回 it gave many people greater access to the arts.

31. The class discusses some important events related to government support for
the arts in the United States. Put the events in order from earliest to latest.

Write your answer choices in the spaces where they belong. You can either write
the letter of your answer choice or you can copy the sentence. The first one is
done for you.

1. The government provided no official support for the arts.

2.

3.

4.

5.

Answer Choices

日 Arts counc‖ s were estab‖ shed in a‖ 50 states of the country

□ The federal budget supporting the arts was reduced by half.
□ The Federal Art Prolect helped reduce unemployment.
回 The National Endowmentforthe Arts was estab‖ shed.

32,VVhy dOeS the professor nlention the lく ennedy Center and Lincoln Center?

① T10 give exarYlp:es of institut:ons that benefit frorn corporate support

① TOi‖ uStrate why some artists oppose the bu‖ ding of cultural centers
O TO ShOW hOW tWO Centers were named after presidents who supported the
a rts

① TO nametwo artcenters bu‖ t by the government during the Depression

48
33.VVhat does the professor say about artists′ opinions of governrnent support for
the arts?

① Most artists be‖ eve thatthe government should provide more funding for
the arts.
① MostartistsapproveofthewaysinwhichthegovernmentsupportstheartS.
③ Even artists do not agree on whetherthe government shou:d supportthe
arts.
① Even artists have a!ow opinion of government supportforthe artsi

34.Listen to Track ll.亀

♪
① OtherStudentS ShOuid COmment On the man′ S remark・
① Most people would agree with the man′ s opinion.
o Artworkfunded by the governmentis usua‖ y of exce‖ ent qua‖ ty.

① The 90Vernment prOieCt WaS nOt a WaSte Of mOney・

49
This section measures your ability to speak in English about a variety of topics.

There are six questions in this section. For each question, you will be given a short
time to prepare your response. when the preparation time is up, answer the question
as completely as possible in the time indicated for that question. You should record
your responses so that you can review them later and compare them with the answer
key and scoring rubrics.

51
 1. You will now
be asked to speak about a familiar topic. Give yourself 15 seconds
to prepare your response. Then record yourself speaking for 45 seconds.

Listen to Track',r.
Q
What do you miss most about your home when you are away? Use specific
details in your explanation.

Preparation Time: 15 seconds

Response Time: 45 seconds

2. You will now be asked to give your opinion about a familiar topic. Give yourself
15 secortds to prepare your response. Then record yourself speaking for 45
seconds.

Listen to Track ,3.

O
Many universities now offer academic courses over the lnternet. However,
some people still prefer learning in traditional classrooms. Which do you think
is better? Explain why.

■■団□回■国■轟憂目■
■ E棗 コロ西日憂□口■■

3. You will now read a short passage and listen to a conversation 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'tO.
O

52
 Reading Time: 45 seconds

Evening Computer Classes May Be Added

The computer department is considering offering evening classes in the fall.

The proposal to add the classes is a response to student complaints that day-
time computer classes have become increasingly overcrowded and there are no
longer enough computers available. The department has decided that despite
some added expense, the most cost-effective way of addressing this problem
is by adding computer classes in the evening. lt is hoped that this change will
decrease the number of students enrolled in day classes and thus guarantee
individual access to computers for all students in computer classes'

/ ヽ
ヽ
Listen to Track 15 `鶴 ″

_ ・
・
=_￨￨11驚
● .‐ .

‡
1■ ヱ難
｀
・燿メ メ ヽ

The man expresses his opinion about the proposal described in the article.
Briefly summarize the proposal. Then state his opinion about the proposal and
explain the reasons he gives for holding that opinion.

Preparation Time: 30 seconds

Response Time: 60 seconds

4. You will now read a short passage and listen to a lecture 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 16 彎 群

53
 Reading Time: 45 seconds

Verbal and Nonverbal Communication

When we speak with other people face-to-face, the nonverbal signals we
give-our facial expressions, hand gestures, body movements, and tone of
voice-often communicate as much as, or more than, the words we utter. When
our nonverbal signals, which we often produce unconsciously, agree with our
verbal message, the verbal message is enhanced and supported, made more
convincing. But when they conflict with the verbal message, we may be com-
municating an entirely different and more accurate message than what we
intend.

ヽ
′
Listen to Track 17 P ヽ
鶴 ♂

￨
' .・ .・ ｀‐
・ ‐‐
・
￨ ._￨

一
■

Explain how the examples from the professor's lecture illustrate the relation-
ship between verbal and nonverbal communication.

■口ロロコロ■回轟□目■
■■憂口目団日園ヨロ■■

5. 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 18
彎 y

54
 国慶
ヅ
ト書
Ｌ
Ｌ
勝﹂
﹄ぎ

ヽ 目
■
■

Briefly summarize the problem the speakers are discussing. Then state which
of the two solutions from the conversation you would recommend. Explain the
reasons for your recommendation.

■口国回 ロコヨ ロ団■ ■

■■闘憂 目園回 国国目 ■

6. 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.
/ ヽ
′ ヽ
Listen to Track 19. L♂

Using points and examples from the lecture, explain the importance of visual
elements in painting.

■■団ロロロロ四憂国日■
■■棗コロ西日憂憂回ヨ■

55