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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.

4. 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 no longer of interest to geologists.

D.

It is a harmless inactive volcano.

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

A.

Geologists were criticized for failing to predict it.

B.

Large numbers of animals and people were killed.

C.

The ash cloud affected weather around the world.

D.

Tourists were afraid to visit the Cascade Range.

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

A.

Ash and steam rose from the mountain.

B.

An earthquake caused a huge landslide.

C.

The mountain gained sixty feet in height.

D.

The mountain's side and top exploded.

Script:

Listen to part of a discussion in a philosophy class. The class is studying Plato.

M1: Plato believed the only true reality consists of ideas. Thus, we often refer to his philosophy as “idealism." He didn’t think people could create ideas; rather, we discovered them. For instance, the mathematical concept of two plus two equals four—this is an idea that’s always existed. It’s always been true that two plus two equals four—even before people discovered it. Plato’s ideas were—and still are—valuable because they’ve stimulated a great deal of thinking about the meaning and purpose of humanity, society, and education. The ideas of Plato survive in our thinking today, and survive in our educational system. Another important principle—yes?

W: Excuse me. Dr. MacDonald, but could you ... like ... uh ... say more about how Plato’s ideas are in education today?

M1: Sure. Plato believed the state should take an active role in education—most governments today agree— and the state should create a curriculum that leads students from thinking about concrete information toward thinking about abstract ideas. Higher-level thinking would develop the individual student’s character, and thus ultimately benefit the larger society. Plato believed our most important goal was the search for truth. The idealists of today generally agree that a major focus of education should be on the search for knowledge, but some feel it’s not truth per se that’s important as much as the search for truth. Idealists favor learning that’s holistic over learning that′s specialized. For instance, idealists consider subjects like chemistry and physics useful, but they’re of real value only when they help us to see the whole picture of our universe. Idealists aren’t concerned with turning out graduates with specific technical skills as much as giving students a broad understanding of the world they live in.

W: But isn’t that kind of impractical? I mean, most of us go to college because we want knowledge about certain subjects, not the whole universe.

M1: Idealists believe that education should teach students to think—not what to think, but how to think. Thinking is the skill that develops character. If you develop the ability to think, you—and all of humanity—will become more noble and rational.

M2: The philosophy of idealism seems kind of conservative.

M1: Idealism is often criticized as being a conservative philosophy because so much of its emphasis is on character development and preserving traditions. Idealists care about ultimate truths, so their notion of education is largely a matter of passing on knowledge.

M2: But what s the ultimate truth? Who gets to decide what’s true?

MI: Who gets to decide what’s true? Excellent question ... and it’s questions like this that have led to a weakening of idealism today. Developments in science and technology have changed what we’ve thought of as true. Our contemporary emphasis on relevance, usefulness, and innovation—as opposed to lasting values—all of these trends have cut idealism down to size.

W: I think all the concern with character development is kind of old-fashioned. Doesn’t that make people ... uh ... doesn’t it just lead to conformity?

M1: Good point. Critics of idealism would agree with you that "character development” comes at the expense of creativity, and that too much emphasis on traditional values can be harmful—if it makes students stop questioning what they’re being taught.

7. What aspect of Plato′s philosophy does the professor mainly discuss?

A.

Plato's teachings about culture

B.

Plato's views on education

C.

Plato's rules for good government

D.

Plato's effect on other philosophies

8. Why does the professor mention the mathematical concept of 2 + 2 = 4?

A.

To discover which students like mathematics

B.

To give an example of a lasting truth

C.

To compare philosophy and mathematics

D.

To show the simplicity of Plato's philosophy

9. What do idealists believe about higher-level thinking? Click on TWO answers.

A.

It gives teachers too much power.

B.

It benefits the whole society.

C.

It makes all people equal.

D.

It develops a person's character.

10. Listen again to part of the discussion. Then answer the question. What is the woman′s attitude toward the idealist view of education?

A.

She disagrees with its emphasis on truth.

B.

She considers it the most liberal system of education.

C.

She thinks it does not give students useful knowledge.

D.

She finds it complex and difficult to understand.

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

A.

Idealism has diminished in influence.

B.

Idealism remains the only true philosophy.

C.

Idealism changes how people think.

D.

Idealism has been criticized unfairly.

12. According to the professor, what do critics say about idealism?

A.

Its focus on abstract thinking is unfair to many students.

B.

It gives students immoral ideas about learning.

C.

It discourages student creativity and questioning.

D.

It is overly concerned with economic development.

Script:

Listen to part of a conversation between a student and a university employee.

Employee: Oh, hello . . . can I help you?

Student: Um . . . yeah . . . I′m looking for professor Kirk, is she here? I mean, is this her office?

Employee: Yes, you′re in the right place— professor Kirk′s office is right behind me—but no . . . she′s not here right now.

Student: Um, do you know when she′ll be back?

Employee: Well, she′s teaching all morning. She won′t be back until . . . let me check . . . hmm, she won′t be back until . . . after lunch. That′s when she has her office hours. Perhaps you could come back then?

Student: Oh, unfortunately no. I have class this afternoon. And I was really hoping to talk to her today. Hey, um, do you know if . . . she′s accepting any more students into her introduction to biology class?

Employee: You want to know if you can take the class?

Student: Yes, if she′s letting any more students sign up, I′d like, I′d like to join the class.

Employee: Introduction to biology is a very popular class, especially when she teaches it. A lot of students take it.

Student: Yeah, that′s why the registrar said it was full. I′ve got the form the registrar gave me, um, with me to get her permission to take the class. It′s all filled out except for her signature. I′m hoping she′ll let me in even though the class is full. You, see I′m a senior this year, and uh, . . . this′ll be my last semester, so it′s my last chance . . .

Employee: Oh, wow, really. I mean, most students fulfill their science requirement the first year.

Student: Well, I mean, um...to be honest, I kept putting it off. I′m not really a big fan of science classes in general, and with the labs and everything, I′ve never quite found the time.

Employee: Your advisor didn′t say anything?

Student: Well, to tell you the truth she′s been after me to take a class like this for a while, but I′m double majoring in art and journalism and so my schedule′s been really tight with all the classes I gotta′ take, so somehow I never . . .

Employee: (politely cutting in) Well, perhaps you could leave the form with me and I′ll see if she′ll sign it for you.

Student: You know, I appreciate that, but maybe I should explain the problem to her in person . . . I didn′t want to do it, but I guess I′ll have to send her an e-mail.

Employee: Hmm. You know, not all professors check their e-mails regularly—I . . . I′m not sure if professor Kirk does it or not. Here′s an idea . . . Why don′t you stick a note explaining your situation under her door and ask her to call you if she needs more information?

Student: Hey, that′s a good idea; and then I can leave the form with you—if you still don′t mind. . .

13. Why does the student go to Professor Kirk′s office?

A.

To ask Professor Kirk to sign a form

B.

To find out if he needs to take a certain class to graduate

C.

To ask Professor Kirk to be his advisor

D.

To respond to Professor Kirk's invitation

14. Why is the woman surprised at the man′s request?

A.

Professor Kirk no longer teaches Introduction to Biology.

B.

He has waited until his senior year to take Introduction to Biology.

C.

He has not tried to sign up for Introduction to Biology at the registrar's office.

D.

A journalism student should not need a biology class.

15. What does the man say about his advisor?

A.

She thinks very highly of Professor Kirk.

B.

She encouraged the man to major in journalism.

C.

She is not aware of the man's problem.

D.

She encouraged the man to take a science class.

16. How will the man probably try to communicate his problem to Professor Kirk?

A.

By calling her

B.

By sending an e-mail to her

C.

By visiting her during office hours

D.

By leaving her a note

17. Listen again to part of the conversation. Why does the man say this to the woman?

A.

To explain why he needs the woman's help

B.

To thank the woman for solving his problem

C.

To politely refuse the woman's suggestion

D.

To show that he understands that the woman is busy

Script:

Listen to part of a lecture in a film studies class.

In the first two decades of the twentieth century, cinema established itself as a powerful mass medium. Movies were a popular entertainment for working people, but they were more than just entertainment. Movies were also regarded as high art by the intellectuals of the day. Many people believed that cinema—or film—would be the defining art form of the new century.

Even in its earliest years, film was developing its own style—a style that was distinct from that of the theater. But what do we mean when we speak of film style? To put it simply, style is the texture of a film’s images and sounds. It’s the filmmaker’s systematic use of the techniques of the medium—for example, staging, lighting, performance, camera framing and focus. Editing and sound also contribute to style.

A few filmmakers of the silent era were already developing film style, most notably in the editing technique of cutting. Cutting is when the action is broken up into separate shots, or pieces of film, and then the shots are recombined to tell the story in a coherent way. Before cutting, the action in films was like it was in the theater. The action took place far away from us. and it was continuous—it wasn’t interrupted by any closer views of the actors.

Early film critics didn’t like films that looked too much like theater. Theater was a well recognized art form with its own traditions and methods. However, film was something new. and well, it was an art form that owed its birth to the technology of the moving picture camera. The critics preferred to see stylistic camera work and editing—the techniques that set film apart from theater. A lot of critics felt that editing was the most important film technique. Cutting -the change from shot to shot - was regarded as the key to film artistry.

Another film technique—called cross-cutting—made it possible to tell two stories at the same time. Cross-cutting—it’s also called parallel action—it involves showing segments from two different sequences, moving back and forth from one to the other so the two stories appear to be taking place at the same time. Cross- cutting was used in the 1903 film The Great Train Robbery. The film shows bandits escaping from the scene of their crime, and then it cross cuts to a scene where the townspeople are dancing at a party, unaware the robbery has taken place. The audience easily understands that the two scenes are going on at the same time.

The person who usually receives the credit for inventing most film techniques is D.W′ Griffith. While Griffith didn′t invent everything about film actually he defined and redefined the innovations of other filmmakers—he created movies that critics and audiences recognized as a unique narrative form. This is because he perfected the elements of film “grammar” and the art of the story film.

Instead of having one camera shoot a scene from one position. D.W. Griffith filmed each scene from many angles, and then he pieced together the sequences in the editing room. He used editing to heighten and control the dramatic impact of a scene. He introduced analytical editing, that is breaking down a scene into shots that show closer views of people′s faces or gestures. These closely framed shots are known as close ups. The close up conveys a character’s emotions through subtle changes in the eyes, mouth, and brow. After D.W. Griffith, the close-up became a standard tool in the language of film.

18. What is the lecture mainly about?

A.

The film techniques of D.W. Griffith

B.

How film criticism influenced art

C.

The development of film style

D.

Media of the twentieth century

19. Which of the following contribute to the style of a film? Click on TWO answers.

A.

Camera framing

B.

Film cutting

C.

Acting awards

D.

Theater design

20. According to the professor, why did early film critics dislike films that resembled theater?

A.

They thought that film was a distinct art form.

B.

They disagreed with the politics of theater owners.

C.

They did not understand the traditions of theater.

D.

They felt that films should not be shown in theaters.

21. Why does the professor discuss cross-cutting?

A.

To explain why film critics disliked certain types of films

B.

To give an example of an early advancement in film style

C.

To convince students that film should be regarded as high art

D.

To describe a technique that confused early film audiences

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

A.

D.W. Griffith invented most of the film techniques we use today.

B.

The actors in Griffith's films always spoke with perfect grammar.

C.

Critics liked Griffith's films, but audiences did not understand them.

D.

D.W. Griffith improved film techniques, making film a literary art.

Script:

Listen to a discussion by a group of students in an oceanography class.

Instructor: OK, in this course, we′ve discussed a number of the ocean’s unusual features. Today we’re going to discuss atolls and how they′re formed. First, can you tell me what an atoll is? Beth?

Beth: An atoll’s a ring-shaped mass of coral and algae.

Instructor: That’s right. An atoll’s made of coral and algae, and it’s in the shape of a ring. . . . And where’re atolls found? Jim?

Jim: Atolls′re found in tropical and subtropical areas of the ocean.

Instructor: It’s true that atolls’re found in tropical and subtropical areas. . . . Why is that, do you think?

Jim: It’s where the water temperature’s fairly warm. The coral and reef-building algae grow best in fairly warm water.

Instructor: OK, now, let’s look at how atolls’re formed. We’ll look at a series of three diagrams and discuss what′s happening in each. This diagram shows the first step in the process. What does the diagram show? Linda?

Linda: Well, it . . . uh . . . looks like a volcano.

Instructor: (dryly) It certainly does . . . but perhaps there’s something more you could add.

Linda: Uh, it’s a volcanic island ... a newer volcanic island that has formed recently.

Instructor: And what’s growing around the volcanic island?

Linda: Ah ... a coral reefs growing around this new volcanic island.

Instructor: Yes, good. ... OK, now let’s look at the second diagram. Beth, can you describe what’s happening in this diagram?

Beth: The second diagram shows that the volcanic island has started to erode – it’s wearing down.

Instructor: And what’s been happening with the coral reef while the volcanic island has been eroding?

Beth: The coral reef has continued to grow.

Instructor: Excellent. Now let’s look at the third diagram in the series. What’s happening in this diagram? Jim?

Jim: Well, in this diagram, you can see that the volcanic island has, um, worn down so far that it’s below the level of the ocean. The coral has built up even further, so the coral′s above the water, and the remains of the volcano are under water.

Instructor: Yes, and it’s at this stage when the ring of coral’s called an atoll. The volcano has sunk, and there’s a pool of water inside the atoll. Now, what do we call the pool of water that remains inside an atoll? Linda?

Linda: The pool of water inside the atoll is called a lagoon.

Instructor: That’s correct. The body of water inside an atoll is called a lagoon.

Well, you seem to understand quite clearly how atolls result when coral reefs around volcanic islands continue to grow as the volcanic island themselves diminish. That’s all for today. I′ll see you next class.

23. What is this discussion mainly about?

A.

The formation of lagoons

B.

Where atolls most likely occur

C.

The formation of certain coralline structures

D.

How oceanic volcanoes occur

24. What is an atoll made of?

A.

A combination of coral and algae

B.

Only of algae

C.

Only of coral

D.

A combination of algae and volcanic ash

25. Where do atolls tend to grow?

A.

In warm water

B.

In arctic areas

C.

In cool water

D.

In tropical areas

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

A.

The diagram they are looking at is not clear enough.

B.

She does not understand the student's response.

C.

The student's response was incorrect.

D.

She would like a more thorough response from the student.

27. Which occurs in the first step?

A.

A volcanic island forms.

B.

Coral begins to grow.

C.

The volcano erodes.

D.

The volcano disappears underwater.

28. Which occurs in the second step?

A.

Coral begins to grow.

B.

A volcanic island forms.

C.

The volcano erodes.

D.

The volcano disappears underwater.

29. Which occurs in the third step?

A.

The volcano erodes.

B.

The volcano disappears underwater.

C.

Coral begins to grow.

D.

A volcanic island forms.

30. Which occurs in the fourth step?

A.

The volcano erodes.

B.

Coral begins to grow.

C.

The volcano disappears underwater.

D.

A volcanic island forms.

31. What is true about a lagoon?

A.

It is made of coral.

B.

It is surrounded by an atoll.

C.

It encircles an atoll.

D.

It is a body of water.

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.

32. What is the main idea of the lecture?

A.

Every human society is interested in sports.

B.

Complex cultures have violent sports.

C.

Rules were developed to make sports fair.

D.

Sports contain many elements of hunting.

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

A.

To learn about what food the student likes

B.

To contradict the student's answer

C.

To encourage the student to elaborate

D.

To find out if the student did her homework

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

A.

To compete with other cities in sports architecture

B.

To make the hunt an entertainment for spectators

C.

To put Rome at the center of Olympic sports

D.

To shock and offend the enemies of Rome.

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

A.

They were performed in the Coliseum of Rome.

B.

They are the most popular sporting events today.

C.

They involve skills originally used by hunters.

D.

They are shocking because an animal is killed.

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

A.

Fencing

B.

Boxing

C.

Baseball

D.

Running

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

A.

People prefer sports with a strong negative element.

B.

The concept of sportsmanship makes sports less negative.

C.

Sports will become even more negative in the future.

D.

Today, only blood sports contain a negative element.

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