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Script:

Listen to part of a lecture in a Canadian studies class. The professor is talking about art.

The painter Arthur Lismer wrote, "Most creative people, whether in painting, writing or music, began to have a guilty feeling that Canada was as yet unwritten, unpainted, unsung." According to Lismer, there was a job to be done, and so a generation of artists set out to create a school of painting that would record the Canadian scene and reinforce a distinctive Canadian identity. Calling themselves the Group of Seven, they proclaimed that quote, “Art must grow and flower in the land before the country will be a real home for its people."

The Group′s origins date back to the 1911 showing in Toronto of the painting “At the Edge of the Maple Wood” by A.Y. Jackson of Montreal. This painting’s vibrant color and texture made a deep impression on local artists. They persuaded Jackson to come to Toronto and share a studio with them. Jackson began to accompany another painter, Tom Thomson, on sketching trips to Algonquin Park, north of the city.

Several of the artists worked at the same Toronto commercial design firm, and it was here that they met and discovered their common artistic interests. After work, they socialized together at the Arts and Letters Club. They talked about finding a new direction for Canadian art. a distinctly Canadian style of painting. It was a romantic quest—mainly fueled by the restless spirit of Tom Thomson, who led the others to the Canadian wilderness to sketch and paint.

A patron gave the artists the famous Studio Building in Toronto. It was here that Thomson did some of his finest paintings from sketches made in the wild. Among them was “The Jack Pine,” one of the nation’s best-loved pictures. But then, suddenly and tragically, Thomson died in 1917 drowning in a canoe accident—shocking his fellow painters and Canadian art lovers.

The other artists continued their sketching trips to the vast wilderness of northern Ontario. It was there that they found inspiration for some of their greatest paintings. Each artist had his own vision and his own technique, but they all captured the essence of wilderness Canada—a bleak, somber, incredibly beautiful landscape of rock outcroppings, storm-driven lakes, and jack pine trees—a land totally uninhabited by people.

After a 1919 trip to the wilderness, the artists decided to organize an exhibition and to formally call themselves the Group of Seven. The seven founding artists were Jackson, Lismer, Harris, MacDonald, Varley, Johnston, and Carmichael.

Their 1920 exhibition was an important moment in Canadian art. It proclaimed that Canadian art must be inspired by Canada itself. However, the initial response was less than favorable. Several major art critics ignored the show, while others called the paintings crude and barbaric. Yet, when British critics praised the Group’s distinctly Canadian vision, the Canadian public took another look. Later exhibitions drew increasing acceptance for the Group’s work, establishing them as the “national school.” Before long, they were the most influential painters in the country, and several of their paintings have become icons of Canada.

A.Y. Jackson was influential for his analysis of light and shadow’. Arthur Lismer’s work has an intensity all its own— particularly his painting of the "Canadian Jungle.” the violently colored forest in the fall. Lawren Harris went further than the rest in simplifying the forms of nature into sculptural shapes, organizing an entire scene into a single, unified image, and eventually into abstraction.

4. What subjects did the Group of Seven paint? Click on TWO answers.

A.

Jack pine trees

B.

Active street scenes

C.

Uninhabited landscapes

D.

Sailing ships

5. What does the professor mean by this statement?

A.

Much of the Group's work has come to represent Canada.

B.

Art lovers pay high prices for the Group's paintings.

C.

People come from all over the world to study Canadian art.

D.

Canada has more painters now than at any time in the past.

6. Listen again to part of the lecture. Then answer the question. What can be concluded about the Group of Seven′s style of painting?

A.

All artists in the Group followed the style of Jackson.

B.

The Group started the abstract style of painting.

C.

Three artists are responsible for the Group's style.

D.

The Group did not share a single style of painting.

Script:

Listen to part of a discussion in an ecology class. The class is studying the hydrologic cycle.

W1: Water is essential for life, and in parts of the world, it’s a precious commodity. Water continuously circulates from the ocean to the atmosphere, to the land, and back to the ocean, providing us with a renewable supply of purified water. This complex cycle—known as the hydrologic cycle—balances the amount of water in the ocean, in the atmosphere, and on the land. We get our understanding of how the cycle operates from research in climatology and hydrology. So ... who can tell me what climatology is?

M: It’s the study of climate ... and ... uh ... the causes and effects of different climates.

W1: That right. And what is hydrology? Sarah?

W2: Well, "hydro” means "water", so it’s something to do with water... like the study of water.

W1: Yes, the prefix “hydro” does refer to water. The hydrologic cycle is the water cycle. And hydrology is the study of the water—-the distribution and effect of the water—on the earth’s surface and in the soil and layers of rock. Think of climatology as the atmospheric phase, and hydrology as the land phase of the water cycle. Climatologists study the role of solar energy in the cycle. They’re mainly concerned with the atmospheric phase of the cycle—how solar energy drives the cycle through the ... uh ... processes of evaporation, atmospheric circulation, and precipitation. Water is continuously absorbed into the atmosphere as vapor—evaporation—and returned to the earth as rain, hail, or snow—precipitation. The amount of water evaporating from oceans exceeds precipitation over oceans, and the excess water vapor is moved by wind to the land.

The land phase of the cycle is the concern of hydrologists. Hydrologists study the vast quantities of water in the land phase of the cycle, how water moves over and through the land, and how it′s stored on or within the earth. Over land surfaces—of the precipitation that falls over land, small amounts evaporate while still in the air and ... uh ... reenter the atmosphere directly. The rest of it reaches the surface of the land. The water that falls to earth is stored on the surface in lakes, or it penetrates the surface, or it runs off over the surface and flows in rivers to the ocean. Some of the water is stored temporarily in the upper soil layers and used later by trees and plants. When it rains—yes?

M: I was ... um ... I wondered if that makes trees and plants part of the hydrologic cycle. I mean, they take in water, and the water moves through them, and then later on ... um ... the water evaporates from their leaves.

W1l: I’m glad you mentioned that, Justin. Plants do play an important role in the land phase of the cycle and arc therefore part of the cycle. Trees and plants circulate and store water—they draw it up through their roots and return it to the atmosphere through their leaves during evapotranspiration.

When it rains, if the soil is already saturated, water will seep downward through the upper soil layers, and possibly reach the water table. When it reaches the water table, it passes into groundwater storage. Most of the groundwater later returns to the surface, cither as springs or as stream flow, supplying water to plants.

Eventually, all of the water falling on land makes its way back to the ocean. The movement of water from land to the ocean is called runoff. Runoff and groundwater together balance the amount of water that moves from the ocean to the land.

Every molecule of water in the natural system eventually circulates through the hydrologic cycle. Tremendous quantities of water are cycled annually. And, as Justin pointed out, living organisms - plants and animals as well—are also part of the cycle, since water is a large part of the mass of most organisms. Living organisms store and use water, since water is the ... uh ... solvent for most biological reactions.

7. What is the hydrologic cycle?

A.

The movement of water through the earth and atmosphere

B.

the economic issues concerning water

C.

the changes in the amount of rain throughout the year

D.

the absorption of water vapor into the atmosphere

8. What do hydrologists mainly study?

A.

Biological reactions that use water

B.

the role of solar energy in the cycle

C.

Water movement and storage on land

D.

Atmospheric circulation of water

9. What happens to water that falls to the earth as precipitation? Click on TWO answers.

A.

It evaporates before reaching the ground.

B.

It is stored in lakes or underground.

C.

It raises the temperature of the soil.

D.

It eventually flows back to the ocean.

10. Why does the professor say this?

A.

To describe the importance of runoff and groundwater

B.

to show similarities between runoff and groundwater

C.

to explain how runoff eventually becomes groundwater

D.

to compare the amount of runoff with that of groundwater

11. What can be inferred about plants in the hydrologic cycle?

A.

Water moves quickly through plants.

B.

Plants remove excess water from the cycle.

C.

Plants perform the function of water storage.

D.

Plants recycle more water than animals do.

Script:

A botanist has been invited to speak to a geography class. She will be discussing aromatic trees of North America. Listen to part of the talk.

When European explorers first approached the coast of North America, even before their ships landed, the first thing they noticed was the pungent aroma carried to the ships by the offshore breezes. Some sea captains thought this aroma was the scent of the valuable Oriental spices that had prompted their voyages of exploration. But in fact, the agreeable smells didn’t come from spices: they came from the lush vegetation of the North American forests.

The fragrance came from the blossoms of numerous trees and from the volatile oils in pine sap. Pine sap is a resinous fluid that pine trees put out to heal wounds caused by wind, fire, and lightning, and also to protect the pine tree’s seeds.

Pine sap was a valuable commodity to the sailors who explored the coast. The smell of pine meant there was an abundant supply of what were known as naval stores pitch and pine tar. Pitch and pine tar were thick, sticky, semi-solid substances that were made by distilling pinewood. Sailors used naval stores for caulking and waterproofing their wooden ships, which kept them seaworthy.

The Europeans found fragrant trees all along the Atlantic coast, from Massachusetts in the north to Florida in the south. Everywhere along the coast, the air was filled with the strong perfume of the flowering dogwood. The Native Americans already knew about the medicinal properties of the dogwood, and they used its bark and roots to treat malaria and other fevers. They brewed the aromatic bark into a bitter, astringent tea. European settlers also used the dogwood to relieve attacks of malaria. They soaked the dogwood bark in whiskey and drank the strong infusion. This was before they knew’ about quinine from South America, and before quinine became available.

In the south, probably the best-known aromatic tree was the sassafras. The sassafras is a fast growing tree, a member of the laurel family. Like the other fragrant laurels cinnamon, bay. and camphor sassafras is noted for its aromatic bark, leaves, roots, flowers, and fruit. I have a sassafras twig with me here, which I′ll pass around so you can all enjoy its smell. Just give it a small scrape with your thumbnail to release the scent.

I think you’ll find it strong but pleasant.

The Choctaw Indians used powdered sassafras leaves as a spice. Other Native American tribes used sassafras tonic as a cure for everything from fever to stomachache. News of this wonder tree reached Europe in the sixteenth century by way of the French and the Spanish, and sassafras was one of the first exports from North America to Europe. It sold for a high price on the London market, which sort of inspired other English explorers to ... um ... seek their fortunes in the North American colonies.

For centuries, sassafras enjoyed a fantastic reputation as a cure for almost every disease. Maybe you′ve heard of the medicinal spring tonic of the old days. Well, sassafras was a main ingredient in spring tonic—the stuff pioneer parents gave their kids. My grandmother had to take the spring tonic that her grandmother made from sassafras.

Sassafras leaves, bark, and roots used to provide the flavoring for root beer and chewing gum. Sassafras was also used in soaps and perfumes. However, in the 1960s, the United States Food and Drug Administration found sassafras oil to be a potential carcinogen for humans because it caused cancer in rats. Since that time, sassafras has been banned for human consumption. No one really knows just how harmful it is to human beings, but some studies show that one cup of strong sassafras tea contains more than four times the amount of the volatile oil safrole that is hazardous to humans if consumed on a regular basis.

12. According to the speaker, what did European explorers notice as they sailed toward the shores of North America?

A.

The fragrance of the trees

B.

The strength of the wind

C.

The density of the forests

D.

The Native American villages

13. According to the speaker, why was pine sap a valuable commodity?

A.

It was an effective cure for headaches.

B.

It was a good material for starting fires.

C.

It could make wooden ships waterproof.

D.

It provided an aromatic spice for food.

14. How was the flowering dogwood used?

A.

As an ingredient in soaps and perfumes

B.

As a flavoring for candy and soft drinks

C.

As a spring tonic for pioneer children

D.

As a treatment for fevers and malaria

15. Why does the speaker say this?

A.

She needs someone to help her lift a heavy tree.

B.

She is demonstrating how to brew tea.

C.

She wants the students to smell a piece of wood.

D.

She is giving a recipe for a medicinal tonic.

16. Why was sassafras once considered a wonder tree?

A.

It was thought to be a cure for almost every disease.

B.

Its sap could be made into a tar to seal wooden ships.

C.

Its fragrance was the sweetest of any American tree.

D.

It provided more board timber than any other tree.

17. Listen again to part of the talk. Then answer the question. What does the speaker imply about sassafras?

A.

It is no longer a legal medicine.

B.

It is probably not harmful to humans.

C.

It is available only in drugstores.

D.

It is too expensive for most people.

Script:

Listen to a conversation between a student and an advisor.

Advisor: Yes, Sean, what can I do for you? Do you have a question?

Student: Yes, I do.

Advisor: Then come on in and take a seat. . . . OK, what’s your question?

Student: I’m working on planning my schedule for next quarter, and I’m trying to decide which biology class to take. There seem to be two that are quite similar.

Advisor: Which two courses are you considering? Student: One is Introduction to Biological Science and the other is Biology 101. I thought that a 101-numbered course was a beginning course, so Biology 101 should be an introductory-level course, but then Introduction to Biological Science also seems to be an introductory-level course. Advisor: Well, uh, there’s a difference between the courses. Introduction to Biological Science is an overview of biology in a more general way, and Biology 101 is a more detailed and scientific view of the material.

Student: I′m sorry, but I don’t quite understand the difference. . . .

Advisor: Well, uh, a clear example of the difference is the fact that there’s work in the lab as part of Biology 101, but there’s no lab work in Introduction to Biological Science. Introduction to Biological Science is a lecture class, while Biology 101 includes both lecture and lab.

Student: You mean that in Introduction to Biological Science, the students read about science, and in Biology 101, the students actually take part in science experiments in the lab.

Advisor: Mmhm. You could put it that way.

Student: It seems like Biology 101 is a lot more work than Introduction to Biological Science, with the lab work and all.

Advisor: It certainly is. That’s why Biology 101 is a four-unit course, and Introduction to Biological Science is only a three-unit course. . . . Um, listen, there’s another really important difference between these two courses, and it has to do with what your major is. What is your major, by the way?

Student: I′m not actually sure, yet.... Is that . . . um ... a problem?

Advisor: You’re a freshman, aren’t you? You′re in your first year?

Student: Yes, I am.

Advisor: OK, so you actually don’t need to declare your major until the end of your second year. But, you would be better off making certain decisions a bit earlier than that, and, uh, right now you’re making one of them. One really important difference between Biology 101 and Introduction to Biological Science has to do with majors. Biology 101 is required for students who’re majoring in science, while Introduction to Biological Science satisfies a general education requirement in science for students who’re majoring in subjects outside of science. ... I know you haven’t decided on your major, but have you at least decided whether you’ll be majoring in some area within the sciences or an area outside of science?

Student: No, I haven’t even gotten that far in deciding on a major. I may want to major in science, or maybe not.

Advisor: OK, well, what I can suggest to you is that you really should start narrowing down your choices for a major area of studies. Perhaps if you’re considering a major in science, you should take Biology 101 as a way of helping you to decide whether or not you enjoy studying science.

Student: If I take Biology 101 and then decide not to major in science, will I still need to take Introduction to Biological Science after Biology 101 to satisfy the general education requirement in science?

Advisor: No, absolutely not! If you take Biology 101, that’ll also satisfy the general education requirement for non-science majors. Student: OK, that makes sense. It’ll be a good way to help me either to decide that I want to major in science or to find out that I really don’t like science.

18. What problem does the student have?

A.

Deciding whether or not to study biology

B.

Deciding whether or not to take an introductory-level course

C.

Deciding whether to take a 100- or 200- level course

D.

Deciding between two seemingly similar courses

19. What differentiates Biology 101 from the other course?

A.

Biology 101 has a laboratory component.

B.

Biology 101 is a more general course.

C.

Biology 101 has fewer units.

D.

Biology 101 has more lectures.

20. Listen again to part of the passage. Then answer the question. What does the advisor mean when she says this?

A.

“You have your opinion, and I have mine.”

B.

“You really should have said it differently.”

C.

“It's not how I would say it, but it's close in meaning.”

D.

“It would have been better to have said something else.”

21. What decision does the advisor seem to think that the student should make fairly soon?

A.

Exactly what his major is

B.

Whether his major will be within the sciences or not

C.

Whether or not to study biology

D.

How he should fulfill the general education requirements

22. What can be concluded from the conversation?

A.

That the student has made a decision on a major

B.

That the student really does not like science

C.

That the student has completed his general education requirements

D.

That the student has decided which course to take

Script:

An epidemiologist has been invited to speak to students in a public health class. Listen to part of the talk.

Epidemiology is the field of medicine that deals with epidemics outbreaks of disease that affect large numbers of people. As an epidemiologist, I look at factors involved in the distribution and frequency of disease in human populations.

For example, what is it about what we do or what we eat, or what our environment is, that leads one group of people to be more likely—or less likely—to develop a disease than another group of people? It′s these factors that we try to identify.

We use statistical analyses, field investigations, and a range of laboratory techniques. We try to determine the cause and distribution of a disease. We also look at how quickly the disease spreads—and by what method—so we can implement measures to control and prevent the disease. Some epidemiologists concentrate on communicable diseases, like tuberculosis and AIDS. Others focus on the growing epidemics in cancer, diabetes, and heart disease.

We gather data in a variety of ways. One way is through what we call descriptive epidemiology, or looking at the trends of diseases over time, as well as ... uh ... trends of diseases in one population relative to another. Statistics are important in descriptive epidemiology, because numbers are a useful way to simplify information.

A second approach is observational epidemiology, where we observe what people do. We take a group of people who have a disease and a group of people who don′t have a disease. We look at their patterns of eating or drinking and their medical history. We also take a group of people who’ve been exposed to something—for example, smoking—and a group of people who haven′t, and then observe them over time to see whether they develop a disease or not. In observational epidemiology, we don’t interfere in the process. We just observe it.

A third approach is experimental epidemiology, sometimes called an intervention study. Experimental research is the best way to establish cause-and-effect relationships between variables. A typical experiment studies two groups of subjects. One group receives a treatment, and the other group—the control group—does not. Thus, the effectiveness of the treatment can be determined. Experimental research is the only type of research that directly attempts to influence a particular variable—called the treatment variable—as a way to test a hypothesis about cause and effect. Some examples of treatments that can be varied include the amount of iron or potassium in the diet, the amount or type of exercise one engages in per week, and the minutes of sunlight one is exposed to per day.

The Health Research Institute, of which I am the director, is mostly involved in experimental studies—I say mostly because we study treatment and non-treatment groups and then compare the outcomes. However, we do collect and study various types of data in any given year. From these different approaches —descriptive, observational, and experimental we can judge whether a particular factor causes or prevents the disease that we’re looking at.

23. What is the talk mainly about?

A.

Epidemics around the world

B.

Experimental studies of diseases.

C.

How epidemiologists gather data

D.

Why diseases change over time

24. What factors do epidemiologists study? Click on TWO answers.

A.

How diseases spread through populations

B.

What causes outbreaks of a disease

C.

Different names for the same disease

D.

Stages in the treatment of a disease

25. Based on the information in the talk, choose TWO answers that describe experimental epidemiology.

A.

Statistics are used to describe the trend of a disease over time.

B.

Researchers examine the eating habits of sick and well people.

C.

Researchers intervene to test a hypothesis about cause and effect.

D.

A treatment group is compared with a non-treatment group.

26. Based on the information in the talk, choose the answer that describes descriptive epidemiology.

A.

Researchers examine the eating habits of sick and well people.

B.

Researchers intervene to test a hypothesis about cause and effect.

C.

A treatment group is compared with a non-treatment group.

D.

Statistics are used to describe the trend of a disease over time.

27. Why do epidemiologists often study two groups of people?

A.

To learn why some people get a disease and others do not

B.

To compare different people's attitudes toward work

C.

To understand cultural differences in approaches to disease.

D.

To explain why some people take better care of themselves

28. Listen again to part of the talk. Then answer the question. Why does the speaker talk about her own work?

A.

To describe her organization's efforts to discover a cure for AIDS

B.

To encourage students to work at her organization after they graduate.

C.

To show how one organization uses various approaches to epidemiology

D.

To inform the students that she prefers doing research to giving lectures

Script:

A botanist has been invited to speak to a geography class. She will be discussing aromatic trees of North America. Listen to part of the talk.

When European explorers first approached the coast of North America, even before their ships landed, the first thing they noticed was the pungent aroma carried to the ships by the offshore breezes. Some sea captains thought this aroma was the scent of the valuable Oriental spices that had prompted their voyages of exploration. But in fact, the agreeable smells didn’t come from spices: they came from the lush vegetation of the North American forests.

The fragrance came from the blossoms of numerous trees and from the volatile oils in pine sap. Pine sap is a resinous fluid that pine trees put out to heal wounds caused by wind, fire, and lightning, and also to protect the pine tree’s seeds.

Pine sap was a valuable commodity to the sailors who explored the coast. The smell of pine meant there was an abundant supply of what were known as naval stores pitch and pine tar. Pitch and pine tar were thick, sticky, semi-solid substances that were made by distilling pinewood. Sailors used naval stores for caulking and waterproofing their wooden ships, which kept them seaworthy.

The Europeans found fragrant trees all along the Atlantic coast, from Massachusetts in the north to Florida in the south. Everywhere along the coast, the air was filled with the strong perfume of the flowering dogwood. The Native Americans already knew about the medicinal properties of the dogwood, and they used its bark and roots to treat malaria and other fevers. They brewed the aromatic bark into a bitter, astringent tea. European settlers also used the dogwood to relieve attacks of malaria. They soaked the dogwood bark in whiskey and drank the strong infusion. This was before they knew’ about quinine from South America, and before quinine became available.

In the south, probably the best-known aromatic tree was the sassafras. The sassafras is a fast growing tree, a member of the laurel family. Like the other fragrant laurels cinnamon, bay. and camphor sassafras is noted for its aromatic bark, leaves, roots, flowers, and fruit. I have a sassafras twig with me here, which I′ll pass around so you can all enjoy its smell. Just give it a small scrape with your thumbnail to release the scent.

I think you’ll find it strong but pleasant.

The Choctaw Indians used powdered sassafras leaves as a spice. Other Native American tribes used sassafras tonic as a cure for everything from fever to stomachache. News of this wonder tree reached Europe in the sixteenth century by way of the French and the Spanish, and sassafras was one of the first exports from North America to Europe. It sold for a high price on the London market, which sort of inspired other English explorers to ... um ... seek their fortunes in the North American colonies.

For centuries, sassafras enjoyed a fantastic reputation as a cure for almost every disease. Maybe you′ve heard of the medicinal spring tonic of the old days. Well, sassafras was a main ingredient in spring tonic—the stuff pioneer parents gave their kids. My grandmother had to take the spring tonic that her grandmother made from sassafras.

Sassafras leaves, bark, and roots used to provide the flavoring for root beer and chewing gum. Sassafras was also used in soaps and perfumes. However, in the 1960s, the United States Food and Drug Administration found sassafras oil to be a potential carcinogen for humans because it caused cancer in rats. Since that time, sassafras has been banned for human consumption. No one really knows just how harmful it is to human beings, but some studies show that one cup of strong sassafras tea contains more than four times the amount of the volatile oil safrole that is hazardous to humans if consumed on a regular basis.

29. According to the speaker, what did European explorers notice as they sailed toward the shores of North America?

A.

The strength of the wind

B.

The fragrance of the trees

C.

The Native American villages

D.

The density of the forests

30. According to the speaker, why was pine sap a valuable commodity?

A.

It was an effective cure for headaches.

B.

It could make wooden ships waterproof.

C.

It was a good material for starting fires.

D.

It provided an aromatic spice for food.

31. How was the flowering dogwood used?

A.

As a treatment for fevers and malaria

B.

As a spring tonic for pioneer children

C.

As an ingredient in soaps and perfumes

D.

As a flavoring for candy and soft drinks

32. Why does the speaker say this?

A.

She is demonstrating how to brew tea.

B.

She needs someone to help her lift a heavy tree.

C.

She wants the students to smell a piece of wood.

D.

She is giving a recipe for a medicinal tonic.

33. Why was sassafras once considered a wonder tree?

A.

Its sap could be made into a tar to seal wooden ships.

B.

It was thought to be a cure for almost every disease.

C.

Its fragrance was the sweetest of any American tree.

D.

It provided more board timber than any other tree.

34. Listen again to part of the talk. Then answer the question. What does the speaker imply about sassafras?

A.

It is too expensive for most people.

B.

It is no longer a legal medicine.

C.

It is available only in drugstores.

D.

It is probably not harmful to humans.

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