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Script:

Listen to a conversation between a student and an advisor.

Advisor: Thanks for coming in, Beth.

Student: You wanted to see me? Is there some sort of problem?

Advisor: Well, not exactly a problem, but there is something we need to discuss. I asked you to come here because I want to talk with you about your schedule. I mean about the courses you’ve already taken and the courses you′ve signed up to take next year.

Student: Is there something wrong?

Advisor: It’s not exactly wrong, but it’s something we need to deal with. Let me lay it out for you . . . here it is. . . . You’ve declared that your major is sociology?

Student: Yes, that’s right.

Advisor: But you haven’t been taking too many sociology courses.

Student: No, I guess I haven’t.

Advisor: There are some required courses for a sociology major that you should’ve taken but you haven’t. If you want to graduate on time with a degree in sociology, then you’re behind . . . you haven’t taken some courses that you should’ve taken by now.

Student: I guess I understand that, I mean, I know I haven′t taken some courses I need for a sociology major, but let me tell you what I’ve done and why. When the new schedule of classes comes out each semester, I like to sign up for courses that seem interesting to me ... so I take a whole bunch of really interesting classes, and I don’t seem to sign up for the required classes, particularly the ones I need for a sociology major.

Advisor: Well, if you aren′t really interested in the courses that’re required for sociology, maybe you’re not in the right major.

Student: I think I was coming to that conclusion . . . each time the class schedule comes out, the courses that’re offered in sociology don’t seem very interesting to me.

Advisor: Is there some other major that interests you? Have you thought about that?

Student: Well, you can see from the list of courses I’ve already taken that I’m not very interested in a single subject. I seem to enjoy courses in a bunch of different areas.

Advisor: Well, then, I have something to suggest to you. There’s a major in General Studies at this university. To get a degree in General Studies, you need to take courses from four different departments, so you need to take a wide variety of courses.

Student: That sounds like it might be the best thing for me.

Advisor: Let me give you some information about the General Studies degree, and you can look it over and see what you think.

Student: I′ll do that....

Advisor: And then come back to see me after you’ve made a decision about it.

Student: I′ll do that, too!

4. Which sentence best describes what the advisor seems to think?

A.

“This is really terrible; you'll never be able to graduate.”

B.

“You seem to have a bit of a problem; let's look for a solution.”

C.

“I'm really not sure what you've been doing; why don't you tell me?”

D.

“I'm extremely impressed with what you've been doing; keep doing it!”

5. What does the advisor suggest?

A.

Moving into different classes now

B.

Changing the way that she chooses courses

C.

Changing to a major with broader requirements

D.

Taking the required courses for her major as soon as possible

Script:

Listen to part of a lecture in a physics class. The professor is discussing energy and work.

In physics, energy is defined as the ability to do work. And in physics, work doesn′t refer to what you do at your job. In physics, work means moving an object when there is some resistance to its movement. Every time we lift an object, push it, pull it, or carry it, we are doing work.

Two things are necessary for work to occur. First, force—or energy must be applied to the object. If no energy is used no work has been done. Second the object must be moved a distance. If the object is pushed or pulled but it doesn′t move, no work has been done.

When we move an object, there’s always some resistance, or opposition to movement. Resistance is a force that tends to oppose or slow down movement. Whenever an object meets resistance, more energy is needed to do the work. A good example is what happens when a farmer′s plow moves through the soil. The plow encounters resistance if it gets too deep into the soil, or if rocks and roots in the soil make the soil hard to turn. When this happens, the tractor’s engine has to work harder. The engine strains under the load and uses more fuel.

Each time we do work, we use energy. If our muscles do the work, energy in the form of food is required. If a machine does the work, energy in the form of oil, gas. coal, electricity, or some other source is required. Without energy, no work can be done.

Energy comes in several different forms. It can take the form of heat, light, motion, electricity, chemical energy, nuclear energy, and so on. Energy can change forms, but it cannot be created or destroyed. Energy is always conserved -that is a law of nature. This law is known as the law of conservation of energy, or the First law of thermodynamics. The law states that energy can be converted from any form to any other form, but no matter what form it takes, it’s still energy, and none of the energy disappears when it changes form.

Machines do work by converting one form of energy to another. For example, a car converts the chemical energy in gasoline to kinetic energy to motion. A stove converts electrical energy or chemical energy into heat energy that cooks our food. The law of conservation of energy tells us that a machine needs to have a source of energy. And a machine can′t supply more power than it gets from its energy source. When the fuel runs out. the machine stops. The same rule applies to living organisms: if the organism doesn’t have food, it dies.

The law of conservation of energy tells us that the energy of any system- whether the system is a machine, a living organism, or an ecosystem—that the energy must balance out in the end. The amount of energy in the system is conserved, even though the energy changes forms.

The earth as a whole is a complex system that receives almost all its energy from the sun in the form of light. Some of the solar energy converts to heat, which warms the earth. Some of it evaporates water, forms clouds, and produces rain. Some energy is captured by plants, and is turned into chemical energy during photosynthesis. The first law of thermodynamics— conservation of energy—says the earth must end up with the same amount of energy it started out with. The energy changes forms, but no energy is lost or gained.

6. How does the field of physics define “work”?

A.

Work is the ability to move an object.

B.

Work is the change in speed of a falling object.

C.

Work is the amount of energy in the solar system.

D.

Work is the research done by physicists in a laboratory.

7. Listen again to part of the lecture. Then answer the question. Why does the professor talk about a plow?

A.

To describe recent improvements in agricultural technology

B.

To give reasons for the failure of agriculture in some areas

C.

To explain what happens when a moving object meets resistance

D.

To show that a plow is the least efficient piece of farm equipment

8. Based on the information in the lecture, choose the statements that reflects the first law of thermodynamics.

A.

Nuclear energy is regulated by international law.

B.

The amount of energy in any system stays the same.

C.

Electricity can be converted to heat or light.

9. Which TWO sentences illustrate the conversion of energy from one form to another? Click on TWO answers.

A.

A tractor engine stops when the fuel tank is empty.

B.

A light bulb bums out after being on for one hundred hours.

C.

A car changes the chemical energy in gasoline to motion.

D.

An electric stove converts electricity to heat energy.

10. Listen again to part of the lecture. Then answer the question. Why does the professor say this?

A.

To show that both machines and living things need energy

B.

To explain why organisms must create their own energy

C.

To recommend the development of new energy sources

D.

To support the idea of giving food aid to needy people

11. What can be inferred about the energy in the earth as a whole system?

A.

No new' energy is created, and no energy is destroyed.

B.

Plants contribute more energy than animals contribute.

C.

If there is no sunlight, the earth makes its own energy.

D.

The system gradually gains energy in the form of heat.

Script:

Listen to part of a lecture in an astronomy class.

Professor: I′m sure y′all have been following the news about Mars. A lot of spacecraft have been visiting the planet recently—some have gone into orbit around it, while others have landed on it. And, they′ve sent back a . . . an abundance of data that′s reshaping our knowledge . . . our vision of the planet in a lot of ways. Is there anything that you′ve been particularly struck by in all the news reports?

Female Student: Well, they seem to mention water a lot, which kinda surprised me as I have this picture in my head that Mars is dry . . . sorta dry and dead.

Professor: You′re not the only one. You know, for centuries, most of our knowledge of the planet came from what we saw through telescopes so, obviously, it was pretty limited—and our views of the planet were formed as much by writers . . . as they were by serious scientists. When the first science-fiction stories came out, Mars was described as being a lot like Earth except (pauses to let students finish his sentence)

Male Student: I know, the planet was red and, uh, the people were green. I′ve seen some of those old movies (half laughing, half sarcastic) what were they thinking? I mean, really . . . they (interrupted)

Professor: (interrupting) Well, it seems silly to us now but those ideas were quite imaginative and, occasionally, scary in their time. Anyway, we began to rethink our image of Mars when the first spacecraft flew by the planet in 1965 and sent pictures back to Earth. Those pictures showed a planet that looked a lot more like our moon than Earth—lots of craters and not much else. It was bitterly cold, it had a very thin atmosphere, and that atmosphere was mostly carbon dioxide. So, the view of Mars after this first flyby mission was that dry, dead planet that Lisa mentioned.

But, then there were more visits to the planet in the 1970′s—and this time the spacecraft didn′t just fly by, they orbited . . . or landed. This allowed us to receive much more detailed images of the planet and it turned out to be a pretty interesting place. Mars had . . . has a lot more than craters—it has giant volcanoes and deep canyons. It also showed signs of dried-up riverbeds and plains that had been formed by massive floods. So we concluded that there must have been water on the planet at one time—billions of years ago. Now, what does it take for water to exist?

Male Student: You need to have a warm enough temperature so that it doesn′t freeze.

Professor: That′s one thing—and the other is that you need enough atmospheric pressure, thick enough air so that the water doesn′t instantly vaporize. The Mars we see today doesn′t have either of those conditions—it is too cold and the air is too thin—but a long time ago, there may have been a thicker atmosphere that created a greenhouse effect that raised temperatures—and maybe that combination produced water on the surface of the planet. So, maybe Mars wasn′t just a dead, boring rock—maybe, it was, uh, a fascinating fossil that was once alive and dynamic—worthy of exploration. (Pause) Now, let′s jump forward a few decades to the beginning of this century, and a new generation of orbiters and landers that have been sent to Mars. Of course, the scientific instruments now surveying Mars are far more sophisticated than the instruments of the 70′s, so we′re getting all kinds of new data for analysis. And, not surprisingly, that data is challenging our notions of what Mars is like. Lisa, you mentioned that a lot of the news reports talked about water—do you remember any of the details?

Female Student: Well, they were showing these pictures of these long, uh, cuts in the ground which would be gullies here, I mean on Earth. They say that since, uh, gullies are usually formed by water, it seems like they might be evidence that water still exists on Mars but I didn′t get how that worked.

Professor: I′m not surprised. There′re a lot of theories . . . a lot of speculation . . . and some argue the formations aren′t caused by water at all. But there′re some ingenious theories that assume that there′s a lot of water right under the planet′s surface that somehow is causing the gullies to form. If we could only get a lander there . . . but the gullies aren′t in places where we can send landers yet. Anyway, if there is some kind of water activity, it may change our view of the planet once again . . . to something that′s not dead, not even a fossil, but rather a planet like Earth that undergoes cycles—think of our ice ages—over long periods of time. Maybe Mars could sustain water again at some distant date.

12. What is the lecture mainly about?

A.

Various causes of geological changes on Mars

B.

Why it has been difficult to obtain information about Mars

C.

The development of views about the nature of Mars

D.

Various theories explaining why Mars cannot sustain life

13. According to the professor, what was concluded about Mars after the first spacecraft flew by it in 1965?

A.

It had water under its surface.

B.

It was similar to Earth but colder.

C.

It had at one time supported life.

D.

It had few geological features of interest.

14. What does the professor imply about conditions on Mars billions of years ago? Choose TWO answers.

A.

Mars was inhabited by organisms that have since become fossilized.

B.

Large floods were shaping the planet's surface.

C.

Mars was probably even drier than it is today.

D.

The atmospheric pressure and the temperature may have been higher than they are today.

15. What is the possible significance of the gullies found on Mars in recent years?

A.

They may indicate the current existence of water on Mars.

B.

They may indicate that the surface of Mars is becoming increasingly drier.

C.

They may hold fossils of organisms that once existed on Mars.

D.

They may indicate current volcanic activity on Mars.

16. Listen again to part of the lecture. Why does the professor say this?

A.

To stress that Mars is no longer interesting to explore

B.

To describe items that the spacecraft brought back from Mars

C.

To share his interest in the study of fossils

D.

To show how much the view of Mars changed based on new evidence

17. Listen again to part of the lecture. Why does the student say

this: "What were they thinking?"

A.

To rephrase an earlier question

B.

To ask for clarification of a previous statement

C.

To express his approval

D.

To convey his opinion

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.

18. Which of the following best describes the organization of the lecture?

A.

A history of an art movement

B.

A list of influential painters

C.

A comparison of schools of art

D.

A description of a painting

19. What is the professor′s point of view concerning the Group of Seven?

A.

They created a distinctive Canadian art inspired by Canada itself.

B.

They influenced new trends in Canadian literature and music.

C.

They deserve more attention than they have received.

D.

They produced a style of painting that was crude and barbaric.

20. Listen again to part of the lecture. Then answer the question. Why does the professor say this?

A.

To show how one artist inspired the Group's direction

B.

to explain why the Group's work was misunderstood

C.

to contrast the methods of different artists in the Group

D.

to state that the Group earned very little money

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

A.

Jack pine trees

B.

Uninhabited landscapes

C.

Active street scenes

D.

Sailing ships

22. What does the professor mean by this statement?

A.

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

B.

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

C.

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

D.

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

23. 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.

Three artists are responsible for the Group's style.

C.

The Group did not share a single style of painting.

D.

The Group started the abstract style of painting.

Script:

Listen to part of a lecture in a geology class.

Mount St. Helens is in the Cascade Range, a chain of volcanoes running from southern Canada to northern California. Most of the peaks are dormant what I mean is, they’re sleeping now. but are potentially active. Mount St. Helens has a long history of volcanic activity, so the eruptions of 1980 weren′t a surprise to geologists. The geologists who were familiar with the mountain had predicted she would erupt.

The eruption cycle had sort of a harmless beginning. In March of 1980, seismologists picked up signs of earthquake activity below the mountain. And during the next week, the earthquakes increased rapidly, causing several avalanches. These tremors and quakes were signs that large amounts of magma were moving deep within the mountain. Then, suddenly one day there was a loud boom, a small crater opened on the summit. St. Helens was waking up.

The vibrations and tremors continued. All during April, there were occasional eruptions of steam and ash. This attracted tourists and hikers to come and watch the show. It also attracted seismologists, geologists, and—of course -the news media.

By early May. the north side of the mountain had swelled out into a huge and growing bulge. The steam and ash eruptions became even more frequent. Scientists could see that the top of the volcano was sort of coming apart. Then there were a few days of quiet, but it didn’t last long. It was the quiet before the storm.

On the morning of May 18—a Sunday at around eight o’clock, a large earthquake broke loose the bulge that had developed on the north face of the mountain. The earthquake triggered a massive landslide that carried away huge quantities of rock. Much of the north face sort of swept down the mountain.

The landslide released a tremendous sideways blast.

Super heated water in the magma chamber exploded, and a jet of steam and gas blew out of the mountain’s side with tremendous force. Then came the magma, sending up a cloud of super-heated ash. In only 25 seconds, the north side of the mountain was blown away. Then, the top of the mountain went too. pouring out more ash, steam, and magma. The ash cloud went up over 60.000 feet in the air. blocking the sunlight.

Altogether, the eruptions blew away three cubic kilometers of the mountain and devastated more than 500 kilometers of land. The energy of the blast was equivalent to a hydrogen bomb of about 25 megatons. It leveled all trees directly to the northeast and blew all the water out of some lakes. The blast killed the mountain′s goats, millions of fish and birds, thousands of deer and elk and around sixty people. The ash cloud drifted around the world, disrupting global weather patterns.

For over twenty years now. Mount St. Helens has been dormant. However, geologists who’ve studied the mountain believe she won’t stay asleep forever. The Cascade Range is volcanically active. Future eruptions are certain and— unfortunately we can’t prevent them.

24. According to the professor, how did the cycle of volcanic eruptions begin?

A.

Magma poured out of the top of the mountain.

B.

A cloud of ash traveled around the world.

C.

Several earthquakes and avalanches occurred.

D.

The volcano erupted suddenly without warning.

25. Why does the professor say this?

A.

To show that the eruptions interested a lot of people

B.

To explain why the events were a surprise to geologists

C.

To criticize the media for interfering with the scientists

D.

To tell of his own experience of watching the mountain

26. Listen again to part of the lecture. Then answer the question. What does the professor mean when he says this?

A.

Scientists took a few days off before continuing their work.

B.

The public suddenly lost interest in watching the eruptions.

C.

The small eruptions paused briefly just before the major eruption.

D.

It had been a long time since the previous eruption of St. Helens.

27. What can be concluded about Mount St. Helens?

A.

It is the largest volcano in the world.

B.

It is likely to erupt in the future.

C.

It is a harmless inactive volcano.

D.

It is no longer of interest to geologists.

28. What were some effects of the eruption? Click on TWO answers.

A.

Large numbers of animals and people were killed.

B.

Geologists were criticized for failing to predict it.

C.

Tourists were afraid to visit the Cascade Range.

D.

The ash cloud affected weather around the world.

29. The professor explains what happened when Mount St. Helens erupted. Choose THREE sentences were part of the event.

A.

The mountain gained sixty feet in height.

B.

The mountain's side and top exploded.

C.

Ash and steam rose from the mountain.

D.

An earthquake caused a huge landslide.

Script:

Listen to part of a lecture in an anthropology class.

M: Every human society has developed some interest in activities that could be considered sports. The more complex the culture, the more various the range of sporting behavior. There are certain elements in all human sports that are clues to the common underlying structure of sports. Sports tell us a great deal about the kinds of behavior that our prehistoric ancestors evolved—activities that were basic survival skills. Now, let me ask you—what skills were most important to the survival of our ancestors? Yes, Lynne?

W: The ability to find food?

M: Yeah.... But what skills were necessary to find food?

W: Um ... good eyesight?

M: OK. What else?

W: Well, if they were hunters, they also had to be fast runners ... and they had to have good eyes and a good arm—I mean a good aim—so they could kill game.

M: Yes! And isn′t it interesting that you just used the word “game"? Our prehistoric ancestors were gamers—they hunted game animals to survive. Look at the number of sports that originated in hunting. First, hunting itself. But for some societies, the ancient pattern of killing prey is kept alive in the form of blood sports—these are sports that involve the killing of an animal. Even in places where the killing is no longer a matter of survival, it still survives as a sport. The animals—like ducks or pheasant, certain fish—are often eaten as luxury foods. It′s the personal sense of mastery, the sort of delight in the skills of the hunter... these are more important than the food itself. For our prehistoric ancestors, the climax of the hunt was always a group celebration, with songs of praise for the hunters. As hunting sort of became more symbolic, spectators became more important. The ancient Romans brought the hunt to the people by confining it to an arena— the Coliseum. The Coliseum made the hunting field smaller, and this sort of intensified the activity for the entertainment of the spectators. The systematic killing of animals for sport still survives in parts of the world today - think of bullfights and cock fights. But animal sports are only part of the picture. Today, people find human competition more satisfying than competition involving just animals. Take track and field sports. These don’t involve animals, but they did originate in hunting. The earliest sports meetings—or meets, as we call them—were probably ritualized competitions of important skills. Think of how many Olympic sports there are that involve aiming, throwing, and running—which are all hunting skills.

The difference is that now the hunting has become totally symbolic. In some sports, there’s still a strong symbolic element of the kill. Wrestling, boxing, fencing, martial arts all these are examples of ritualized fighting. Even tennis is kind of a fight— of course, an abstract one. There are lots of direct references to fighting in the language of sports, too. For example, what do soccer and chess players do? They “attack" or "defend.”

Today, even the most violent fighting sports have strict rules that are designed to prevent serious injury. There′s also some kind of referee to make sure that the rules are observed. In sports, the objective is victory, not the actual destruction of your opponent. Another objective is to impress and entertain the spectators—not to shock or offend them. Because sports contain such a powerful negative element, most have an ideal of acceptable behavior — something we call "sportsmanship." There′s also a universal convention in sports where the winner honors the defeated opponent with a handshake, with words of praise, or some token of respect.

30. What is the main idea of the lecture?

A.

Rules were developed to make sports fair.

B.

Complex cultures have violent sports.

C.

Sports contain many elements of hunting.

D.

Every human society is interested in sports.

31. Listen again to part of the discussion. Then answer the question. Why does the professor say this?

A.

To contradict the student's answer

B.

To find out if the student did her homework

C.

To learn about what food the student likes

D.

To encourage the student to elaborate

32. According to the professor, why did the ancient Romans build the Coliseum?

A.

To shock and offend the enemies of Rome.

B.

To make the hunt an entertainment for spectators

C.

To compete with other cities in sports architecture

D.

To put Rome at the center of Olympic sports

33. What point does the professor make about track and field sports?

A.

They are the most popular sporting events today.

B.

They were performed in the Coliseum of Rome.

C.

They involve skills originally used by hunters.

D.

They are shocking because an animal is killed.

34. Which sports contain a symbolic element of the kill? Click on TWO answers.

A.

Running

B.

Baseball

C.

Boxing

D.

Fencing

35. What does the professor imply about the negative element of sports?

A.

Today, only blood sports contain a negative element.

B.

The concept of sportsmanship makes sports less negative.

C.

Sports will become even more negative in the future.

D.

People prefer sports with a strong negative element.

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