Listening Section
Script:
Listen to a conversation between a student and a worker in a university office. Office worker: Yes, how can I help you? Student: I’m not sure if I’m in the right place . . . I’m looking for an application for the Academic Scholarship program. Is that something I can pick up here? Office worker: Yes, you’re in the right place. Applications for the Academic Scholarship program are right here. Let me get one for you. . . . Here you are. Student: Thanks very much. ... By the way, is there anything I need to know to complete the application, or is the application self-explanatory? Office worker: It’s fairly self-explanatory, but let me go over a few things with you, just to be sure. .. . OK, the first really important thing is the date. The application’s due by March 1, by the end of the business day on March 1. Student: That′s really soon . . . Office worker: It is, and the date is absolute. No applications will be accepted after the first. Student: I’ll have to hurry to get it done. Office worker: You will. Student: Anything else? Office worker: Uh, yes . . . make sure you fill the application out completely. Every single question must be answered. If you omit any questions, your application won′t be considered. Student: But some of these questions don′t seem to pertain to me. Office worker: Like what, for example? Student: Well, look, question number 20 asks about my high school ranking. Office worker: Why doesn’t that pertain to you? Student: Well, the high school I attended didn’t give rankings. I didn′t go to high school here in the United States, and my high school didn’t give out rankings. Office worker: Well, for that question, just give the explanation you gave me. Just be sure not to omit any questions; if you think a question doesn′t pertain to you, then write an explanation why. Student: OK, I can do that. . . . Anything else you can tell me? Office worker: Well, there’re the essays. . . . You know you have to write two essays to accompany the application? Student: Oh, my. That’s a lot of work. I assume the essay questions are included somewhere in the application? Office worker: Yes, on page seven of the application. .. . Do you see them . . . at the bottom of the page? Student: Yes, I see them . . . there are four questions there. ... I thought you said I needed to write two essays . . . oh . . . I see. It says to choose two of the four essay questions to answer. . . . Now, is that all I need to do? That must be all. . . . Office worker: Well, not quite. Student: Oh, no! What else? Office worker: There are the letters of reference. Student: Letters of reference? Are these letters that I write? Office worker: (laughs) Oh, no . . . you don′t write the letters of reference yourself. You need to get three people to write letters of reference for you. Student: Do the letters of reference need to be written by professors, or can they be written by other people? Office worker: Two of the three letters need to be written by professors . . . you’re applying for an academic scholarship, after all. Student: So I need two letters of reference from professors and one from someone else? Office worker: Yes. Student: Can the third letter of reference be written by a friend, by a student? Office worker: No, the third letter can’t be written by a student. Student: How about by my advisor? Would that be OK? Office worker: That would be great. Student: And do I need all of this by March 1st, even the letters of reference? Office worker: All of it, if you want to be considered for the Academic Scholarship program.
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1. Why does the student go to see this office worker?
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A. |
To find out how to apply for a particular program |
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B. |
To turn in an application for a scholarship |
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C. |
To ask for an application for university admission |
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D. |
To ask for a letter of reference |
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2. Which items are emphasized by the office worker?
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A. |
The length of the essays |
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B. |
The information to be included in the reference letters |
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C. |
The need to answer all questions |
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D. |
The date the completed application is due |
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3. Which items are NOT emphasized by the office worker?
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A. |
The length of the essays |
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B. |
The need to answer all questions |
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C. |
The date the completed application is due |
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D. |
The information to be included in the reference letters |
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4. Why does the student ask about the question on high school ranking?
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A. |
He thinks that his high school ranking might be too low. |
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B. |
He thinks the question should be answered by someone else. |
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C. |
It is an example of a question he finds difficult to answer. |
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D. |
It seems like a question that would take too much time to answer. |
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5. What does the advisor say about the essays?
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A. |
The student needs to answer the four essay questions on page two. |
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B. |
The student needs to answer two of the four essay questions on page seven. |
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C. |
The student needs to answer all four essay questions on page seven. |
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D. |
The student needs to answer the two essay questions on page four. |
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6. What does the advisor say about the letters of reference?
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A. |
Only one can be written by a professor. |
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B. |
The student needs two of them. |
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C. |
The student needs three of them. |
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D. |
Two must be written by professors. |
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Script:
Listen to a conversation between a student and a professor. Professor: Sandy, how′s class been going for you this semester? Female Student: (genuine enthusiasm) Oh, it′s great. I really like your business psychology class, but I have one major concern about the last assignment, you know—the one where we have to interview a local business owner, uh, I mean entrepreneur? Professor: Are you having trouble coming up with interview questions? Female Student: Well, that′s just it. I mean, I worked on my high school newspaper for years, so I actually have great questions to ask. The thing is . . . I′m new to the area, and I don′t know people off campus . . . So, I was wondering if . . . well, could you possibly give me the name of someone I could interview . . . ? Professor: You don′t know anyone who owns a business? Female Student: Well, yeah, back home . . . my next-door neighbors—they own a shoe store, and they′re really successful—but they′re not local. Professor: Well, it wouldn′t be fair to the other students if I gave you the name of a contact—but I could help you figure out a way to find someone on your own. Let′s see . . . Do you read the local newspaper? Female Student: Sure, whenever I have the time. Professor: Well, the business section in the paper often has stories about local business people who′ve been successful. If you find an article, you could call the person who is profiled. Female Student: You mean, just call them up . . . out of the blue . . . and ask them if they′ll talk to me? Professor: Sure, why not? Female Student: Well, aren′t people like that awfully busy? Too busy to talk to a random college student. Professor: Many people enjoy telling the story of how they got started. Remember, this is a business psychology class, and for this assignment, I want you to get some real insight about business owners, their personality, what drives them to become an entrepreneur. Female Student: Like, how they think? Professor: And what motivates them. Why did they start their business? I′m sure they′d talk to you, especially if you tell them you might start a business some day. Female Student: I′m not sure I′d have the guts to do that. Opening a business seems so risky, so scary. Professor: Well, you can ask them if they felt that way too. Now you just need to find someone to interview to see if your instincts are correct.
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7. Why does the student go to see the professor?
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A. |
To ask for advice on starting a business |
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B. |
To schedule an interview with him |
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C. |
For suggestions on how to write interview questions |
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D. |
For assistance in finding a person to interview |
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8. Why does the student mention her high school newspaper?
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A. |
To explain why the assignment is difficult for her |
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B. |
To indicate that she has experience with conducting interviews |
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To inform the professor that she plans to print the interview there |
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D. |
To show that she enjoys writing for school newspapers |
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9. How does the professor help the student?
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A. |
He gives her a list of local business owners. |
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B. |
He gives her more time to complete the assignment. |
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C. |
He allows her to interview business owners in her hometown. |
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D. |
He suggests that she read the business section of the newspaper. |
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10. What does the professor want the students to learn from the assignment?
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A. |
How to develop a detailed business plan |
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B. |
Why writing articles on local businesses is important |
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C. |
What personality traits are typical of business owners |
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D. |
That starting a business is risky |
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11. Listen again to part of the conversation. Then answer the question. What does the student imply?
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A. |
She is surprised by the professor's reaction. |
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B. |
She does not want to finish the assignment. |
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C. |
The professor has not quite identified her concern. |
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D. |
The professor has guessed correctly what her problem is. |
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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.
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12. According to the professor, how did the cycle of volcanic eruptions begin?
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A. |
The volcano erupted suddenly without warning. |
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B. |
A cloud of ash traveled around the world. |
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C. |
Magma poured out of the top of the mountain. |
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D. |
Several earthquakes and avalanches occurred. |
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13. Why does the professor say this:
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A. |
To tell of his own experience of watching the mountain |
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B. |
To explain why the events were a surprise to geologists |
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C. |
To show that the eruptions interested a lot of people |
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D. |
To criticize the media for interfering with the scientists |
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14. Listen again to part of the lecture. Then answer the question.What does the professor mean when he says this:
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A. |
The public suddenly lost interest in watching the eruptions. |
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B. |
Scientists took a few days off before continuing their work. |
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C. |
The small eruptions paused briefly just before the major eruption. |
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D. |
It had been a long time since the previous eruption of St. Helens. |
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15. What can be concluded about Mount St. Helens?
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A. |
It is a harmless inactive volcano. |
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B. |
It is the largest volcano in the world. |
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C. |
It is no longer of interest to geologists. |
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D. |
It is likely to erupt in the future. |
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16. What were some effects of the eruption? Click on TWO answers.
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A. |
Large numbers of animals and people were killed. |
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B. |
Geologists were criticized for failing to predict it. |
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C. |
The ash cloud affected weather around the world. |
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D. |
Tourists were afraid to visit the Cascade Range. |
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17. The professor explains what happened when Mount St. Helens erupted. Choose THREE sentences were part of the event.
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A. |
The mountain's side and top exploded. |
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B. |
Ash and steam rose from the mountain. |
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C. |
An earthquake caused a huge landslide. |
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D. |
The mountain gained sixty feet in height. |
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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.
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18. What problem does the student have?
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A. |
Deciding whether or not to take an introductory-level course |
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B. |
Deciding between two seemingly similar courses |
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C. |
Deciding whether to take a 100- or 200- level course |
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D. |
Deciding whether or not to study biology |
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19. What differentiates Biology 101 from the other course?
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A. |
Biology 101 has fewer units. |
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B. |
Biology 101 is a more general course. |
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C. |
Biology 101 has a laboratory component. |
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D. |
Biology 101 has more lectures. |
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20. Listen again to part of the passage. Then answer the question. What does the advisor mean when she says this?
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A. |
“It would have been better to have said something else.” |
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B. |
“You have your opinion, and I have mine.” |
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C. |
“You really should have said it differently.” |
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D. |
“It's not how I would say it, but it's close in meaning.” |
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21. What decision does the advisor seem to think that the student should make fairly soon?
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A. |
Whether or not to study biology |
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B. |
Whether his major will be within the sciences or not |
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C. |
Exactly what his major is |
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D. |
How he should fulfill the general education requirements |
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22. What can be concluded from the conversation?
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A. |
That the student has completed his general education requirements |
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B. |
That the student really does not like science |
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C. |
That the student has decided which course to take |
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D. |
That the student has made a decision on a major |
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Script:
Listen to part of a conversation between two students. M: Oh. Hi! It’s good to see you. What’s happening? W: I′m busy with my classes. The quarter’s going by really quickly. How′ about you? What have you been up to? M: Busy with school and work. Hey. What are you taking spring quarter? W: Literature, sociology ... botany, and ... uh ... I’m hoping to do something in the arts, maybe some sort of work experience or internship. M: No kidding! I didn’t know - you were artistic. What do you have in mind? W: Well, there′s this theater group I just found out about in Chester. I went to a couple of their plays. They’re an interesting company. They perform a lot of new works, and they also do older plays that aren’t very well known, and ... well ... I’m really impressed and would love to work with them in some way. M: No kidding! I didn’t know you were into theater. Do you act? W: Not really ... I took drama in high school, but I was awful on stage. No ... it’s not acting that interests me as much as ... all the other stuff. M: Like what? Directing? Lighting ? W: All of it. Actually, This theater I told you about — they have the best sets! I’d like to build sets. Or make costumes, find props — I don’t know, even work in the office. It’s the whole atmosphere of theater that I find exciting. M: It sounds like you need to be a theater intern. W: But. as far as that goes ... my problem is I don’t know anything about setting it up. M: What, the internship? W: Yeah. M: Do you know anyone who works there? W: No. I only found out about it cause I went to a couple of plays. M: Better go see your adviser about this. Doesn’t the advising department post a list of internships that are available? W: Yeah, there’s a list. I already checked it, and there was nothing in theater. But I’ll talk to Sherry, of course. She’s my adviser. M: You know′ what you could do? When I had to do an observation last year for my psychology class—we had to observe a work group for two weeks—what I did—how I got started was, I picked out a couple of law firms and then just sent formal letters of introduction. I told them I was a student, and had to do a report for one of my classes, and asked if 1 could meet with them to arrange an observation in their workplace. W: Oh ... really? And what happened? M: I said I’d call them, and the first firm I called said I could do it there. W: Wow! You make it sound so easy. I wonder if that’d work with the theater. M: It’s worth a try, isn’t it? W: It’s worth a try. Hey, I’m glad I ran into you!
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23. What are the students mainly discussing?
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A. |
The theater program at their school |
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B. |
The classes that they are taking |
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C. |
The woman's interest in an internship |
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D. |
The man's experience in a law firm. |
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24. What does the woman like about theater?
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A. |
The efficiency of theater management. |
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B. |
The opportunity to improve her acting |
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C. |
The entire atmosphere of theater |
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D. |
The chance to meet interesting people |
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25. What is the woman′s opinion of her own acting ability?
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A. |
She thinks she is better at acting than directing. |
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B. |
She thinks she needs more acting experience. |
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C. |
She thinks she is not very skilled at acting. |
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D. |
She is excited about learning new acting skills. |
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26. Why does the man say this?
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A. |
To imply that the woman should be a director |
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B. |
To learn more about the woman's interests |
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C. |
To state what he likes about the theater |
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D. |
To compliment the woman on her abilities. |
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27. What does the man suggest the woman do? Click on TWO answers.
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A. |
To imply that the woman should be a director |
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B. |
To learn more about the woman's interests |
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C. |
To state what he likes about the theater |
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D. |
To compliment the woman on her abilities. |
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Script:
Listen to a lecture in a geography class. Professor: Today, we′ll be discussing the formation of various mountain ranges around the world. What are some of the major mountain ranges? Student: The Rockies and the Himalayas . . . Professor: Mmhm. What about in Europe? Student: The Alps . . . Professor: And in South America? Student: Uh . . . I know it . . . uh.... it’s the Andes. Professor: That’s right. You got it. The major mountain chains are the Himalayas, the Rockies, the Alps, and the Andes, and we’ll be discussing them today. We’ll also be discussing two smaller North American chains, the Appalachians and the Cascades, which do not rank among the world’s tallest. The development of these two ranges, when compared with the development of the Himalayas, Rockies, Andes, and Alps, provides a clear overall picture of the . . . um . . . evolutionary process of the development of mountain ranges. Look at the world map showing the mountain ranges of the world. The tall mountain ranges of today’s world were all formed within the last hundred million years. The Rocky Mountains began forming about a hundred million years ago and today comprise a 3,300-mile range. The Andes began forming about 65 million years ago, through volcanic activity. The Andes are actually part of the volcanically active Ring of Fire that encircles the Pacific Ocean. This range is more than 1,000 miles longer than the Rockies. The Alps and Himalayas are actually part of the same 7,000-mile mountain system. They began forming about 80 million years ago from the crashing action of major tectonic plates. Now, if you were asked to name the world’s major mountain ranges, you might not think of the Appalachians. As you can see from the map, the Appalachians are a range of north-south mountains running in the eastern part of North America. These mountains are actually far older than the major mountain ranges of today, the Himalayas, the Andes, the Alps, and the Rockies, and in all probability the Appalachians used to be just as big and majestic. The Appalachians began forming more than 400 million years ago and were completely formed 200 million years ago; that′s more than 100 million years before the Rockies began forming. The Appalachians were formed during major collisions of the North American plate with other, um, others of the world’s great plates. At their height, the Appalachians were a grand and impressive mountain range, perhaps rivaling the Himalayas of today. Over millions of years, however, these mountains’ve been eroded by the forces of nature and no longer have the impressive height they used to. Now, before we wrap up for today, I’d like to add a final note about the Cascade Mountains. You can see from the map that the Cascades are in the western part of North America. These mountains completed their rise from the sea scarcely a million years ago and are among the youngest of the world’s mountains ranges. They’re volcanic mountains that’re also part of the volcanically active Ring of Fire encircling the Pacific Ocean. Well, that’s all for today. I hope that this lecture has helped you to understand the evolution of the mountains of the Earth. You’ll find additional details on this topic in the assigned reading in the textbook.
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28. What is the topic of this lecture?
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A. |
The history of mountains in the last 100 million years |
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B. |
Examples of ways that volcanic mountains develop |
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C. |
Methods of proving which mountains are really the oldest |
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D. |
Examples of stages in the evolution of mountain-building |
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29. What is true about the ages of various mountain ranges?
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A. |
The Cascades are younger than the Rockies. |
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B. |
The Appalachians are older than the Rockies. |
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C. |
The Alps are younger than the Cascades. |
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D. |
The Himalayas are younger than the Andes. |
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30. Which mountain ranges were created by volcanic action?
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31. Which mountain ranges were created by crashing tectonic plates?
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32. What is true about the length of the mountain ranges?
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A. |
The Himalayas are 7,000 miles long. |
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B. |
The Alps are 7,000 miles long. |
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C. |
The Andes are more than 4,000 miles long. |
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D. |
The Rockies are longer than the Andes. |
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33. Which mountain ranges are part of the Ring of Fire?
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34. Why does the professor discuss the Appalachians and Cascades?
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A. |
They were formed in different ways from other mountains. |
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B. |
They are examples of the world's tallest mountains. |
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C. |
They are among the world's oldest and youngest mountains. |
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D. |
They are the world's oldest mountains. |
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Score: 0/10
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