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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.

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

A.

The student's response was incorrect.

B.

She would like a more thorough response from the student.

C.

She does not understand the student's response.

D.

The diagram they are looking at is not clear enough.

5. Which occurs in the first step?

A.

The volcano disappears underwater.

B.

Coral begins to grow.

C.

A volcanic island forms.

D.

The volcano erodes.

6. Which occurs in the second step?

A.

The volcano erodes.

B.

Coral begins to grow.

C.

The volcano disappears underwater.

D.

A volcanic island forms.

7. Which occurs in the third step?

A.

The volcano disappears underwater.

B.

The volcano erodes.

C.

A volcanic island forms.

D.

Coral begins to grow.

8. Which occurs in the fourth step?

A.

Coral begins to grow.

B.

The volcano disappears underwater.

C.

The volcano erodes.

D.

A volcanic island forms.

9. What is true about a lagoon?

A.

It is made of coral.

B.

It is a body of water.

C.

It encircles an atoll.

D.

It is surrounded by an atoll.

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.

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

A.

Several earthquakes and avalanches occurred.

B.

The volcano erupted suddenly without warning.

C.

A cloud of ash traveled around the world.

D.

Magma poured out of the top of the mountain.

11. Why does the professor say this:

A.

To criticize the media for interfering with the scientists

B.

To tell of his own experience of watching the mountain

C.

To show that the eruptions interested a lot of people

D.

To explain why the events were a surprise to geologists

12. Listen again to part of the lecture. Then answer the question.

What does the professor mean when he says this:

A.

The small eruptions paused briefly just before the major eruption.

B.

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

C.

Scientists took a few days off before continuing their work.

D.

The public suddenly lost interest in watching the eruptions.

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

A.

It is a harmless inactive volcano.

B.

It is the largest volcano in the world.

C.

It is likely to erupt in the future.

D.

It is no longer of interest to geologists.

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

A.

Tourists were afraid to visit the Cascade Range.

B.

Large numbers of animals and people were killed.

C.

The ash cloud affected weather around the world.

D.

Geologists were criticized for failing to predict it.

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

A.

The mountain's side and top exploded.

B.

The mountain gained sixty feet in height.

C.

Ash and steam rose from the mountain.

D.

An earthquake caused a huge landslide.

Script:

Listen to a conversation between a student and a professor.

Professor: Come in, Will. Did you want to discuss something with me?

Student: Thank you, yes, I have something I need to talk about with you. It’s about our group presentation. I′m here on behalf of our group. We’ve been trying to plan our presentation, but . . . well . . . we’re kind of stuck. So we decided that one of us should come here and talk about it with you, and I’m the one.

Professor: That’s fine, but can you be a bit more specific? I’m not quite sure how′ to answer your question.

Student: Well, we’re not sure how′ to get started, how to get organized. We’ve had a number of meetings, but we just sit around discussing how we should prepare the presentation, and we never set anywhere. Sometimes it seems like everyone in the group has a different idea about how to proceed.

Professor: OK, I see. . . . Tell me, what’s the topic of your presentation? I mean, which company are you discussing?

Student: The Northwest Paper Company.

Professor: OK, so, with your group, first of all you should be outlining what issues the Northwest Paper Company is facing.

Student: But we’ve been trying to divide up tasks first, trying to figure out who’s going to do what part of the presentation.

Professor: That most likely won’t work. You need to concentrate on the issues first, as a group and not individually.

Student: OK, so we should concentrate on the issues first. . . . You did say "issues,” didn’t you? There can be more than one issue?

Professor: Certainly. The company may be facing more than one issue . . . maybe two or three issues. Just concentrate on the major issues.

Student: So, as a group, the first thing we need to do is to decide what the issues are, maybe two or three main issues.

Professor: That′s right. Then, after the group has agreed on what the issues are, as a group, you need to decide on the best solution for each issue.

Student: OK, first we figure out the issues, and then we figure out the best solutions for the issues.

Professor: Yes. Together as a group, you should agree on the issues and the solutions.

And then, only then, you should think about how you’re going to organize your presentation.

Student: And how would you suggest that we organize our presentation?

Professor: Oh, there are many different ways to organize the presentation ... let me give you a couple of examples. How many students are in your group? Four or five?

Student: Four. Our group has four members.

Professor: Well, let’s say you decide that there are two major issues. Then, one person could introduce the presentation, give an overview, you know, and a second person could discuss one issue and its solution, and the third person could discuss the second issue and its solution, and the fourth person could summarize it all. Or maybe you decide that there′re three issues and three of you present issues and solutions and one person introduces and summarizes the presentation. Or maybe two of you present issues and the other two of you discuss possible solutions.

Student: OK. I understand. . . .

Professor: What, exactly, do you understand?

Student: That we need to figure out what the issues and solutions are together as a group before we can decide how we’re going to organize the presentation.

Professor: Exactly!

16. Why does the student go to talk with the professor?

A.

To find out who else is working on his group presentation

B.

To discuss how to resolve a problem his group is having

C.

To set up a meeting with his group and the professor

D.

To discuss the issues his group has developed for their presentation

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

A.

“Your question is a really good one.”

B.

“I can't answer until I understand better what your question is.”

C.

“Your question is too hard for me to answer."

D.

“Can you please specify what your presentation is about?”

18. What does the professor think the students have done wrong?

A.

They are concentrating on dividing up topics too early.

B.

They have come up with too many issues.

C.

They need to determine more than one issue.

D.

They have determined the issues but not the solutions.

19. What should the students do first?

A.

Determine which part of the presentation each student should work on

B.

Find the main issue the company is facing

C.

Determine the main issues and how to solve them

D.

Determine how to organize their presentation

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

A.

To apologize for not knowing how the students should organize the presentation

B.

To outline how the students should organize the presentation

C.

To suggest that there are many possible ways to organize the presentation

D.

To clarify that the students should discuss two issues

Script:

Listen to part of a talk in a business management class.

What do we mean when we talk about leadership? First, it’s important not to confuse leadership with power. It’s true that— by definition—leaders always have some degree of power. Leaders have power because of their ability to influence other people. However, many power holders do not have the qualities of leadership. Consider the headwaiter in your favorite restaurant. The headwaiter has power to some degree—for example, the power to scat you at the best table by the window-—but he doesn′t necessarily have the qualities we associate with leadership.

We have to distinguish between leaders and power holders. There are a lot of powerful people who lack leadership skills. A military dictator has power. So does the robber who sticks a gun in your face and demands your wallet. Leadership is something else.

Leadership and power arc not the same thing, although they are similar in this one way. Both leadership and power involve the ability to ... bring about the results you want, and to ... prevent the results that you don’t want to happen.

Here′s another way to think of it. In sociological terms, uh ... power is simply the ability to bring about certain behavior in other people. For example, parents have power over their children, and they use it to get their children to behave in acceptable ways. Teachers have power, and so do mid-level managers—all as a result of their position.

Where does power come from? The sources are varied. Probably the oldest source of power is the ability to use physical force—a source available to both the military and the biggest kid on the playground. The power that comes from physical might is not the same as leadership. Just think of the military dictator... or the school bully. We don’t usually think of these power holders as leaders—despite the brute force they use to control others.

Wealth, position, the ability to motivate - all of these are sources of power. Being close to others with power is a source of power. That’s why people gravitate toward political leaders. Some power comes from qualities people were born with -like physical beauty, or the ability to influence friends. Science and technology are also sources of power. Corporations understand this and spend huge amounts of money on research, information systems, and consultants.

Although leadership and power arc different things, they′re related in important ways. Consider, for example, a chief executive officer who has the ability to motivate people, a CEO with vision, who can lift the spirit of his or her employees and bring about a rise in productivity—that is leadership. But consider this scenario. The company realizes they′re sort of falling behind in the technology race, so the CF.O responds by increasing the amount of money available to the company’s research division. That is the exercise of power. Authorizing a spending increase could have been made only by a chief executive with the power to do so. Remember, both leadership and power involve the ability to accomplish the results you want, and successful managers understand how the two work together to make this happen.

21. What is the talk mainly about?

A.

Leaders of the restaurant industry

B.

Why too much power can lead to evil

C.

the changing concept of leadership

D.

How leadership and power are related

22. Why does the professor talk about the headwaiter in a restaurant?

A.

to give an example of leadership in everyday life

B.

to explain how leaders influence other people

C.

to compare the quality of service in two restaurants

D.

To show that having power doesn't imply leadership

23. Why does the professor say this?

A.

To distinguish between leaders and power holders

B.

to warn students about the presence of danger

C.

to compare qualities of dictators and robbers

D.

to explain why dictators have so much power

24. According to the professor, how are leadership and power similar?

A.

Both require the ability to exercise physical force.

B.

Both involve the ability to bring about wanted results.

C.

Both are benefits one gets from a university education

D.

both are necessary for people who commit crimes.

25. According to the professor, which of the following are sources of power? Click on TWO answers.

A.

the ability to motivate people

B.

The ability to eat in a restaurant

C.

The ability to follow orders

D.

The ability to use physical force

26. Listen again to part of the talk. Then answer the question. What does the professor imply about successful managers?

A.

They are the only ones who can increase spending.

B.

Their leadership skills are present from birth.

C.

Their power comes from the use of physical force.

D.

They know how and when to use their power.

Script:

Listen to a lecture in a zoology class.

Today, we’ll be talking about how different types of animals hear. Many animals have sense organs that allow them to process sound waves. However, the sense organs are structured and function in very different ways in different types of animals.

First, we’ll look at the hearing abilities of some examples of insects and amphibians. Let’s look now at an example of an insect. A cricket’s a type of insect, and it has thin membranes that vibrate when sound hits them. The thin “hearing’’ membranes on a cricket are found on the side of each front leg. On other insects, these vibrating membranes can be found on various other body parts.

Now, let’s look at an example of an amphibian. . . . The frog’s a good example of one. The frog has large disks that serve as eardrums. These disks are located farther back on the head, behind each eye. The disks, or eardrums, behind each eye vibrate when sound hits them. So you see that the frog has large disks on its head that serve as eardrums, unlike the cricket that I talked about earlier, which is able to hear by means of vibrating membranes on the side of each front leg.

Now, let’s look at the hearing of birds and bats. Birds have external auditory canals along the sides of the head. The auditory canal on a bird is merely an opening that leads to the middle and inner ear, and this auditory opening on a bird is usually covered with feathers.

Birds lack auricles, which are external portions of the ear that protrude from the body.

Bats are not birds; they′re mammals. And like most mammals, they have auricles. You can see the large auricles on the bat, the part of the ear that protrudes from the bat’s head. Bats are dependent on their hearing to navigate in the dark; they have very effective auricles that move to enhance their ability to pick up sound waves as they enter the ear. So we’ve seen that birds and bats have different ways of hearing because bats are mammals so they have auricles. But birds are not mammals, so they don’t have auricles. They have auditory canals instead.

Now, let’s look at some other types of mammals, the elephant and the rabbit. Mammals are the only animals that have auricles, and elephants and rabbits are mammals, so they have auricles.

The auricles of the African elephant are the largest of any animal, and rabbits have auricles that are unusually large in proportion to their bodies. These large auricles allow heat to escape the body and assist these animals in cooling off in hot weather.

Now let me switch gears and talk for a moment about echolocation. Some animals are dependent on their hearing to navigate in the dark. The process that they use is called echolocation. Animals that use echolocation produce sounds and then listen for echos as the sound waves they have produced are reflected off of objects around them. They use echolocation to determine when objects are in their path and how far away the objects are. Bats and whales are two animals that navigate using echolocation, and there are many more.

Today we’ve discussed the types of hearing organs that various animals have. You should be familiar with animals that have external vibrating membranes, animals that have auditory canals, animals that have auricles, and animals that use echolocation. If you understand these various types of hearing organs, then you understand the important points of this lecture.

27. How is the information in the lecture organized?

A.

Various types of hearing organs are evaluated for their effectiveness.

B.

Examples of various hearing mechanisms are provided.

C.

Various types of auricles are outlined.

D.

Smaller to larger animals are described.

28. Which animal has the disks behind eyes?

A.

Bird

B.

Frog

C.

Cricket

29. Which animal has the membranes on legs?

A.

Bird

B.

Frog

C.

Cricket

30. Which animal has auditory canals?

A.

Cricket

B.

Bird

C.

Frog

31. What do the disks on frogs do?

A.

They vibrate when struck by sound waves.

B.

They lead to the inner ear.

C.

They allow heat to escape the body.

D.

They reflect sound waves off objects.

32. What is true about mammals?

A.

They have membranes on their auditory canals.

B.

They generally have auricles.

C.

They hear better than birds.

D.

They use echolocation.

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

A.

To summarize previously stated information

B.

To indicate that the lecture is coming to an end

C.

To reinforce a particularly important point

D.

To announce that a slightly different topic will follow

34. What is true about echolocation?

A.

It is only used by land animals.

B.

It cannot be used to determine how distant objects are.

C.

It can be used to detect objects in the way.

D.

It involves making sounds and then waiting to hear echoes.

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.

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

A.

A cloud of ash traveled around the world.

B.

Magma poured out of the top of the mountain.

C.

Several earthquakes and avalanches occurred.

D.

The volcano erupted suddenly without warning.

36. Why does the professor say this?

A.

To criticize the media for interfering with the scientists

B.

To explain why the events were a surprise to geologists

C.

To tell of his own experience of watching the mountain

D.

To show that the eruptions interested a lot of people

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

A.

The public suddenly lost interest in watching the eruptions.

B.

Scientists took a few days off before continuing their work.

C.

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

D.

The small eruptions paused briefly just before the major eruption.

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

A.

It is likely to erupt in the future.

B.

It is the largest volcano in the world.

C.

It is no longer of interest to geologists.

D.

It is a harmless inactive volcano.

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

A.

The ash cloud affected weather around the world.

B.

Large numbers of animals and people were killed.

C.

Geologists were criticized for failing to predict it.

D.

Tourists were afraid to visit the Cascade Range.

40. 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.

The mountain's side and top exploded.

C.

An earthquake caused a huge landslide.

D.

The mountain gained sixty feet in height.

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