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THE TO EFL TEST POINTS AND TRAINING
托福考前冲分集训
辅助材料C
T E S TDAILY荣誉出品
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第一套题............................................................................................................................................. 1
阅读第一套................................................................................................................................................1
听力第一套............................................................................................................................................. 14
口语第一套............................................................................................................................................. 27
写作第一套............................................................................................................................................. 30
第二套题...........................................................................................................................................33
阅读第二套............................................................................................................................................. 33
听力第二套............................................................................................................................................. 46
口语第二套............................................................................................................................................. 58
写作第二套............................................................................................................................................. 62
第三套题...........................................................................................................................................65
阅读第三套............................................................................................................................................. 65
听力第三套............................................................................................................................................. 77
口语第三套............................................................................................................................................. 89
写作第三套............................................................................................................................................. 92
第四套题...........................................................................................................................................95
阅读第四套............................................................................................................................................. 95
听力第四套........................................................................................................................................... 108
口语第四套........................................................................................................................................... 120
写作第四套........................................................................................................................................... 123
第五套题.........................................................................................................................................126
阅读第五套........................................................................................................................................... 126
听力第五套........................................................................................................................................... 138
口语第五套........................................................................................................................................... 150
写作第五套........................................................................................................................................... 153
第一套题
阅读第一套
Mexican Mural Art
The first major modern art movement in Latin America was Mexican muralism, which
featured large-scale murals painted on the wall surfaces of public buildings. One of the
most persistent strands in Latin American art in the last 80 years has been an
engagement with political and social issues, including the struggle for social justice. This
in turn has been accompanied by a desire for authentic forms of self-expression and
freedom from cultural dependency. Although these preoccupations have taken many
different forms, Mexican muralism was the first, and its influence was the most
far-reaching. Muralism flourished in Mexico in the years immediately following the
Mexican Revolution (1910-1920) as a result of a combination of circumstances: a climate
of revolutionary optimism and cultural experimentation that challenged traditional
Eurocentrism; a small but strong group of relatively mature artists of energy, ideas, and
ability; and a visionary minister of education, Jos Vasconcelos. Vasconcelos believed that
Mexico was destined to play a central role on the international stage. He understood
that ideas could be more quickly assimilated through images than through any other
medium, and he had the courage to allocate the funds, and the walls of public buildings,
to the artists to do with as they liked.
The muralists shared a belief in the power of art to transform society for the better; to
challenge social, political, economic, and cultural stereotypes; and to enrich the
intellectual life of their country. During the 1920s and 1930s, they covered miles of wall
with paintings representing aspects of Mexico's past and present and the future to
which all aspired. Although Mexican muralism is representational and often narrative in
form, it should be recognized as a modern movement. It was modernizing in intent, in
that it challenged the old order culturally, socially, and politically. By definition, it was a
public, accessible form of art not a commodity that could be bought and sold by the
wealthy elite. Its purpose was to educate, inform, enlighten, politicize and thus empower
the general public, in particular the working classes.
The muralist movement was not a unified force, however. The painters who were its
leaders took different directions and did not always see eye to eye. Diego Rivera
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(1886-1957) sought to promote a pluralistic vision of Mexican society by drawing on the

rich heritage of the pre-Columbian past (before Christopher Columbus arrived in the
Americas in 1492) and contemporary popular culture, and he investigated
pre-Columbian styles and techniques in an effort to create an aesthetic language that
was new and Mexican. He was deeply influenced by native pictographic traditions of
communication in which pictures represent written words and ideas, and he sought to
develop a modern equivalent, a visual language that could be read like a book. The art
of Jos Clemente Orozco (1883-1949) is less optimistic: he saw both the pre-Columbian
past and the revolutionary present in a more negative light, the former as barbarous,
the latter often tarnished by corruption and cruelty. He offers no comforting narratives
and his expressive, aggressive technique serves as a metaphor of Mexico's harsh,
contradictory reality. David Alfaro Siqueiros (1898-1976) was the most politically active
of the three and was an internationalist both ideologically and artistically. In his art he
deliberately avoided traditional materials and methods, preferring to use modern
industrial paints and spray guns. His works look forward to a fully socialist future where
the workers will have won the right to the benefits of the modern industrial era, and his
often fragmented, complex imagery does not patronize or make concessions to his
audience.
█ The Mexican muralist movement is undoubtedly one of the most important

manifestations of twentieth-century Mexican culture. █ Its impact elsewhere in the
region, as well as in the United States and Europe, has been enormous. █ The work of
Rivera, Orozco, and Siqueiros triggered a homegrown muralist movement in the United
States in cities like New York City, Detroit, Los Angeles, and San Francisco. █ The
influence of the Mexicans on the modern Spanish painter Picasso's first mural and
almost his only major explicitly propagandist work of art his famous Guernica of 1937 is
unmistakable even though the artist himself would have denied it. In Latin America,
Mexican-influenced muralism has recurred whenever artists have felt the need to make
a clear, public statement in a language that has not been borrowed from outside.
1. According to paragraph 1, Mexican muralism is concerned with

A. the attempt to make art a more important subject in the Latin American educational
system
B. the combination of European art traditions with authentic Latin American art forms
C. the creation of a just society and an independent form of cultural expression
D. the use of art to raise funds for the construction of new public buildings
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2. The author mentions the Mexican Revolution in the passage in order to

A. explain how the Mexican government used muralism to challenge European political
beliefs
B. emphasize an important reason that Mexican muralism thrived
C. give an example of one of the most popular subjects of muralism
D. emphasize the success of Mexican artists who participated in political conflicts
3. It can be inferred from paragraph 1 that the muralists got most of their financial
support from
A. opponents of traditional European art
B. wealthy art lovers
C. other muralists from around the world
D. the Mexican government
4. According to paragraph 2, in what way can Mexican muralism be regarded as a

characteristically modern art movement
A. It was representational and often narrative in form.
B. It was supported by a small but enlightened artistic elite.
C. It questioned traditional ideas.
D. It emphasized the future rather than dwelling on the past.
5. According to paragraph 3, which of the following was true of Orozco's art

A. It was concerned with Mexican problems of the past and the present.
B. It presented the pre-Columbian past favorably.
C. Its images were intended to be pleasing to viewers.
D. Its technique was more typical of international artists than Mexican artists.
6. According to paragraph 3, which of the following is NOT true of David Alfaro

Siqueiros
A. He used modern industrial materials rather than traditional materials in his art.
B. He designed images that were intentionally meant to please his audience.
C. He believed in socialism and viewed the future of workers in the modern industrial era
favorably.
D. He took an international approach to both politics and art.
7. The word “manifestations” in the passage is closest in meaning to

A. expressions
B. modifications
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C. contributions
D. components
8. The author mentions Picasso's mural Guernica in order to

A. provide an example of one of the biggest European influences on Mexican muralism
B. indicate that politically motivated murals were as popular in Europe as they were in
Mexico
C. explain why the influence of Mexican muralism was especially strong among Spanish
artists
D. provide evidence that the Mexican muralists had a significant impact on the
international art world
9. Look at the four squares [■] that indicate where the following sentence could be
added to the passage.
However, its influence was not limited to Mexico itself.
Where would the sentence best fit.
10. Directions: An introductory sentence for a brief summary of the passage is provides
below. Complete the summary by selecting the THREE answer choices that express the
most important ideas in the passage. Some sentences do not belong in the summary
because they express ideas that are not presented in the passage or are minor ideas in
the passage. This question is worth 2 points.
Mexican muralism, the first major modern art movement in Latin America, has
been highly influential throughout the Americas and internationally.
Answer Choices:
A. The Mexican Revolution resulted in a new respect for traditional culture, leading the
muralists to paint scenes depicting the everyday lives of poor Mexicans.
B. In the 1920s and 1930s, following the Mexican Revolution, a talented group of artists
painted many large-scale, politically motivated murals on public buildings.
C. Jos Vasconcelos made Mexico an important international player by promoting the art
and ideas of the revolutionary muralists.
D. The muralists challenged cultural and economic stereotypes and experimented with
both pre-Columbian and industrial themes, styles, and techniques.
E. The leaders of the muralist movement Rivera, Orozco, and Siqueirosall believed in the
4
transformative power of art but differed in terms of their artistic methods and political
beliefs.
F. Mexican muralism was a traditional representational art focused on Mexico's
pre-Colombian society and culture.
Mating Songs of Frogs
The calling or singing of frogs plays an important role in their reproduction—specifically,

in helping individuals find and select mates. Sound has many advantages as a
communication signal. When sounds are broadcast, the auditory receptors do not need
to be in a particular orientation relative to the sound source in order to receive
stimulation. Loud songs, particularly those made by choruses of frogs calling together,
can travel long distances and thus attract distant frogs. Sounds travel around large
obstacles. These advantages are not found in the visual modality, where the receiver
must be attentive and have its visual receptor orientated in the correct direction. Further,
most frogs and toads breed at night, when light levels are low but sounds can be easily
localized. We can conclude that auditory signals are used by frogs and toads because
they can be effective over long distances at night.
Male frogs do most of the courtship calling. Other male frogs can respond by adding
their voices to form a calling chorus. Male frogs can also vocalize to each other as part
of aggressive displays. Aggressive calls can be distinct from the advertisement calls used
to attract females. Females can respond to male songs by moving toward the sound
source or by selecting certain males as reproductive partners. In some species females
also respond to males by calling: receptive pairs can even perform duets. Predators may
also cue in on calling frogs as potential prey.
Frog songs contain several potentially important pieces of information about the calling
male. First, sound amplitude can indicate the size of the individual that is Galling. Since
many frogs exhibit indeterminate growth (i.e., they keep getting bigger as they get
older), size is a good predictor of relative age. In many species, call amplitude is
increased by specialized vocal sacs that can enlarge as the animal grows; thus, older
frogs produce louder calls. The male’s age matters to the female because older frogs
have successfully survived the environmental hazards that the offspring they sire will
5
soon be facing. Amplitude can also convey information on how far away the calling frog
is or, for choruses, how many frogs are calling together. An intensely vocalizing chorus
may indicate a particularly favorable breeding site. Sound amplitude (subjectively:
loudness) can be an ambiguous cue for a female, however. A very intense sound can
indicate an old male at some distance or a younger male that is close. A close, small
chorus could be confused with a louder chorus that is farther away.
■Sound frequencies-or pitch-can also convey information about the calling male
because the vocal apparatus grows larger as the frog grows older. ■In some frogs, the
pitch of individual sounds varies with so that older and larger males give lower-pitched
calls. ■Sound pitch is affected by temperature; small males can mimic the lower pitch of
larger, older males by calling from colder locations. ■Finally, the length of time that an
individual can afford to spend calling is a good indicator of his health. Many frogs invest
considerable energy in calling, both because they do not feed and because it is a
physically demanding behavior that relies on rapid muscular contractions of the
vocalization apparatus. This effort can be debilitating in a male frog that is not in top
physical condition. Calling in tree frogs is said to be the most energetically expensive
behavior yet measured any vertebrate.
Sound frequencies and the overall temporal pattern (rhythm and rate) of the song can
also reveal the species of the calling male. The frequencies of the sounds and their
temporal patterns are species-specific. The species of a potential mate is extremely
important to the female. Females that choose to mate with members of another species
risk losing the energy invest in eggs because the hybrid offspring will not survive and
reproduce.
The complexity of a frog song can also affect how attractive it is to a female. The songs
of male tungara frogs, for example, can consist simply of short high-frequency “whines”
or by several lower-frequency "chucks." More females approach loudspeakers playing
whines plus chucks than whines alone. The addition of chucks, however, also has the
disadvantage of attracting bats that eat the frogs.
1. According to paragraph 1, all of the following are mentioned as true of the

mating calls of frogs EXCEPT:
A. They can reach frogs in far-off locations.
B. They are not blocked by objects of substantial size.
C. They are often combined with non-auditory signals.
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D. They can be received without the frog’s needing to orient itself toward the
direction of the signal.
2. The author provides information about "the visual modality" in order to

A. emphasize that visual information plays a significant part in frog breeding
B. explain why some frogs breed at night, while others breed during the day
C. indicate the resourcefulness with which frogs overcome obstacles in sound
travel during the breeding process
D. argue that auditory signals have advantages over visual signals for frog
reproduction
3. According to paragraph 3，female frogs who listen to frog songs are trying
to determine whether a future mate
A. can protect future offspring from predators
B. has an important social position within the male chorus
C. has reached an age that indicates the ability to survive environmental
challenges
D. is young enough to be able to produce many offspring
4. It can be inferred from paragraph 3 that female frogs are seeking mates
who
A. can inhabit a variety of breeding sites
B. can occupy habitats at a distance from those of younger male frogs
C. have protected previous mates from environmental hazards
D. are likely to pass on traits that strengthen their offspring's chances of
survival
5. The word "ambiguous" in the passage is closest in meaning to

A. unexpected
B. unclear
C. important
D. unhelpful
6. In paragraph 4, why does the author mention that tree frog calling is said
to be “ the most energetically expensive behavior yet measured in any
vertebrate"?
A. explain why it is important for tree frogs to be in top physical condition
B. To distinguish tree frogs from other species of frogs
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C. To indicate that survival is more difficult for frogs than for other vertebrates
D. To emphasize how physical effort calling requires
7. It can be inferred paragraph 5 that having species specific songs benefits

frogs in which of the following ways?
A. It enables frogs to better protect eggs from being damaged by members
of other species.
B. It make it possible for frogs to judge their distance from potential mates.
C. It helps frogs to avoid having offspring that cannot survive and reproduce
D. It makes it possible for frogs to invest more of their energy into producing
eggs.
8. According to paragraph 6, tungara frogs add a chuck sound to their call

in order to
A. make themselves more attractive to females
B. keep predators at a safe distance
C. attract frogs of different species
D. increase the loudness of their calls
9. Look at the four squares [ ■ ] that indicate where the following sentence
could be added to the passage.
But a frog’s age is not the only influence on the pitch of a frog’s call.
Where would the sentence best fit?
10. Directions: An introductory sentence for a brief summary of the passage

is provided below. Complete the summary by selecting the THREE answer
choices that express the most important ideas in the passage. Some
sentences do not belong in the summary because they express ideas that are
not presented in the passage or are minor ideas in the passage. This question
is worth 2 points.
The calling or singing of frogs is a form of communication.
Answer choices:
A. For frogs and toads, sound has a number of advantages over visual signals
as a medium of communication over long distances at night.
8
B. Calling is performed primarily by male frogs to attract mates for

reproduction and to actively compete with other male frogs for females.
C. Depending on the species, female frogs can obtain information from a
male’s song about age, health, and species of the caller.
D. In some species both males and females produce mating songs either as
individual pairs or as choruses, though the choruses are likely to attract
predators；
E. Frog calls are difficult to interpret because old frogs and young frogs in
cool places produce the same song, and near frogs that are old and weak can
sound like fit young frogs calling from a distance.
F. Because calling is such a tiring activity for frogs, it is used to communicate
only about biologically necessary activities and often in groups that distribute
the calling effort among many individuals.
Economic Decline in Europe during the 14th Century
After three hundred years of impressive gains in wealth and population, Europe’s
economy began to slow around 1300. Several factors accounted for the decline. One of
the most important, though perhaps the least dramatic to relate, was a shift in climate.
The remarkably fair weather of the twelfth and thirteenth centuries took a decided turn
for the worse in the fourteenth Chronicler’s comments, tree-ring examination, and
pollen analysis all indicate that over the course of the fourteenth century Europe’s
average annual temperature declined approximately two degrees Celsius— which may
sound like very little at first, but if one considers current projections about the possible
effects of global warming, in which the average annual temperature shift is only one
degree Celsius, a rather different impression emerges. As the temperature dropped,
shortening the summer growing season and affecting the resilience of certain vegetable
species, the wind and rain increased. This meant that crop yields declined precipitously
and the agricultural economy began to contract. As food supplies dwindled, costs rose
accordingly and cut into the amount of capital that people had available for other
purchases or investments. This in turn added to the gradual constriction of the
commercial economy.
Just as significant were changes in the geopolitics of the Mediterranean world. The
decline of the Byzantine Empire, which had dominated the eastern Mediterranean,
meant the interruption of trade routes to central and eastern Asia. The rise of new
9
political powers signaled a new era in Mediterranean connections, one in which religious
loyalty and ethnic fidelity mattered more than commercial ties. Consequently, the
movement of goods and services between east and west began to slow. European
interest in circumnavigating Africa and exploring westward into the Atlantic Ocean, in
fact, originated in the desire into the trade with eastern Asia that had long sustained
Europe’s economic growth.
A more immediate cause of the sputtering economy was an observable absence; since
the eleventh century there had been few significant changes in the technology of
agriculture. Developments like the wheeled plow, the rotation of crops, and the use of
natural fertilizer that had made possible the agricultural revolution of the past two
hundred years had had no follow-up. Farming was still conducted in 1300 roughly the
same way it had been done in 1100, but with a considerably larger population to feed,
there was little surplus left to generate fresh capital. As a consequence, food production
fell perilously close to subsistence level. Although the failure of agriculture to keep up
with the growing population did not become a crisis until the fourteenth century, clear
signs of the problem had already emerged by the middle of the thirteenth century,
when occasionally low yields due to bad weather or social disruption revealed how
perilous the balance between Europe’s population and its food supply had become.
Apart from territories beset by war, the tentativeness of the food supply became evident
first on the farmlands most recently brought under cultivation during the economic
depression of the twelfth century. The less established farmers of these lands frequently
did not have the means to survive successive poor harvests. Tenant farmers unable to
pay their tents thus began to slip into debt, and landlords who depended on rents for
their income began to rely increasingly on urban financiers for credit.
Even whole governments became entangled in the credit crisis, England being the most
notable example. The cycle of indebtedness was hardly inevitable, but the string of bank
failures and commercial collapses in the first half of the fourteenth century was striking.
The famed Bardi and Peruzzi banks of Florence (the two largest financial houses of
Europe) collapsed spectacularly in the 1340’s. They were soon followed by the Riccardi
bank of Lucca, whose massive loans had kept the English government afloat for years.
Many more houses collapsed in turn.
An important demographic trend resulted from and contributed to the economic

malaise: large-scale migration of rural populations into the cities. Europe’s overall
population growth from 1050 to 1300 had been primarily due to an increase in the
number of rural folk. ■But as economic forces made agrarian life more perilous around
10
1300, hard-pressed farmers and their families began to migrate to the cities in large
number in search of work. ■Many cities doubled in size, and some even tripled, over
the course of just one or two generations. ■Few were capable of absorbing such large
numbers of people. ■
1. Why does the author mention “ current projection about the possible
effects of global warming” in the passage?
A. To argue that global warming was a faction in the climate shift of the
fourteenth century in Europe
B. To suggest that the current climate change is greater than the climate
change in the fourteenth century in Europe
C. To show the direct connection between temperature changes in the
fourteenth century and changes that are currently occurring in Europe
D. To emphasize the impact of the temperature changes that occurred during
the fourteenth century in Europe.
2. In paragraph 1, all of the following are mentioned as factors that

contributed to the decline of the agricultural economy in the fourteenth
century EXCEPT
A. an increase in rain and wind
B. a shortened growing season
C. the investment of capital in areas other than agriculture
D. a significant drop in temperature
3. In paragraph 2, the author implies that Byzantine Empire

A. allowed international trade from which Europe benefited
B. became a dominated force during the fourteenth century
C. centered its rule on religion and ethnic ties
D. interrupted trade routes to Asia that had already been established
4. According to paragraph 3, what was one cause of the economic problems

in Europe of the fourteenth century?
A. Farming techniques produced insufficient amounts of food
B. Terntones that farmers had begun to use for agriculture for the first time
were disrupted by war
C. The technological improvements in farming made in earlier centuries were
abandoned after 1300
11
D. Farming techniques used capital that was needed for investment in the
development of technology
5. Which of the sentences below best expresses the essential information in

the highlighted sentence in the passage? Incorrect choices change the
meaning in important ways or leave out essential information.
A. Maintaining the population of Europe with existing food supplies
continued to be a problem after the middle of the thirteenth century
B. The delicate balance between population and food supply in Europe was
apparent in years of poor harvest half a century before it became a crisis in
the fourteenth century
C. Clear sighs of the emerging crisis in Europe appeared in the thirteenth
century in the form of bad weather, social unrest, and insufficient food
D. In the thirteenth century, a problem emerged in Europe when the food
sufficient to feed the population only
6. The word “striking” in the passage is closest in meaning to

A. understandable
B. necessary
C. limiting
D. Noteworthy
7. Why does the author mention in the passage that the Bardi and Peruzzi banks were
“the two largest financial houses of Europe”?
A. To indicate the connection between Florence banks and the English government
B. To emphasize the great impact that these bank failures had on the economy
C. To compare the Bardi and Peruzzi banks with the Richard bank
D. To indicate the success that these banks had previously achieved
8. Paragraph 5 suggests that the large-scale migration to cities resulted in which of the
following?
A. After two generations in the cities, migrants returned to agricultural life
B. The overall population in Europe declined
C. Farmers worked in cities, and their families worked the land
D. Cities contained large numbers of people who were unemployed
9. Look at the four squares [■] that indicates where the following sentence could be
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Farms, villages, and entire regions were abandoned.
The economic decline in Europe during the fourteenth century resulted from
several factors.
Answer choices:
A. Climate changes affected agriculture production, which led to food shortages.
B. The loss of trade with central and East Asia negatively impacted economic growth.
C. England was among the nations that suffered a credit crisis.
D. The performance of the commercial economy could not keep pace with the
agricultural economy.
E. The lack of innovation in agricultural technology affected food production
F. Migrations from city to rural areas led to an increase in the number of rural fork.
13
听力第一套
C1
Listen to a conversation between a student and his Engineering professor
(man) Hi, Professor Hill, thanks for seeing me. Um, so, that report I turned in, I thought an
airplane was a good example for illustrating torque.
(woman) It is. And you explanation of torque was fine. Torque is all about the force involved
in twisting or turning, the force that makes an object rotate about its center of gravity. That
makes a door, for example, swing open on its hinges.
(man) Yeah, we went over that in class and I wanted to show how torque applies to airplanes.
(woman) Yes, it’s involved in three ways.
(man) Three?
(woman) Yes, it’s involved in three ways, because with an airplane, there are three types of
rotation to consider. There’s roll, pitch, and yaw. The assignment was to take an object and
consider all the ways that torque could have affected. But you only wrote about roll, so it was
incomplete.
(man) Hmm, I see.
(woman) OK, so, first let’s talk about roll. You did a good job defining roll and explaining
how it’s used to make a plane turn left or right. To turn the plane, the pilot makes one wing go
lower than the other and the plane rolls slightly either to the left or to the right. And
depending on which wing is lower, the plane will make the turn either to the left or the right.
But that’s just one type of rotation. What’s another way a plane rotates? Not left or right
(man) Oh, up or down, like when a plane is accelerating along the runway and then it lifts off.
The front of the plane is pointing higher than the back, right? So that’s rotation.
(woman) Yes, and that rotation is called pitch. In order to make the nose point up, the plane
rotates around its center of gravity. The nose goes up and the back of the plane, the tail, goes
down.
(man) Uh huh, and that leaves yaw.
(woman) Right, yaw is a sideways rotation, a left or right movement of the plane’s nose. But
unlike pitch and roll, yaw is something you generally want to avoid or at least control. The
plane’s rudder at the back of the plane, at the tail, helps control yaw. It works like the rudder
of a ship, except that a ship’s rudder is used to steer the ship, to change its direction, whereas
a plane’s rudder is used to prevent the plane from changing direction. The rudder helps
counteract rotational forces, say from crosswinds. The rudder prevents crosswinds from
blowing the plane in a direction you don’t want.
(man) Got it. Whew, I guess I should use a simpler example, like the example of torque
opening a door or something.
14
(woman) It might have been easier to deal with but not as interesting. But, in any event, I’ll
tell you what. For your big research paper that’s due next month, and by the way, based on
the email you sent me, I think you’re spot on with your topic. Anyway, if you do well on that
assignment, we’ll make sure this last one doesn’t end up hurting you academically in the long
run, OK?
1. Why does the man go to see his professor?

A) To discuss an email the received from her
B) To request more time to finish a report
C) To discuss a problem with a recent assignment
D) To review an idea for a report that he is working on
2. What does the professor point out about the man’s report? [choose three answers]
A) It omitted key information.
B) It provided a good definition of “roll.”
C) It confused the definitions of “pitch” and “yaw.”
D) It accurately explained what torque is.
E) It included an example that did not relate to the topic.
3. What can be inferred from the speakers’ discussion of pitch?

A) It is required for an airplane to take off.
B) It is essential for turning an airplane to the left or right.
C) It is an undesirable type of rotation.
D) It requires more torque than either roll or yaw does.
4. Why does the professor mention crosswinds?

A) To illustrate the relationship between torque and speed
B) To clarity a misunderstanding about roll
C) To emphasize the importance of torque in marine environments
D) To help explain how a plane’s rudder is used
5. Why does the professor mention a research paper?

A) To remind the man that she still needs to approve his topic
B) To suggest that the man choose a topic that is not too difficult for him
C) To inform the man of a change in the due date
D) To point out an opportunity for the man to improve his overall grade
15
L1
Listen to part of a lecture in a Biology class
(female professor) Over the years, some colleagues of mine have been studying the behavior
of a species of seagull, the herring gull.
Among other things, herring gulls eat clams. To open a clam shell to get at the clam inside, a
hungry herring gull grabs a clam with its beak. It flies up high and then lets go. The clam falls
onto the rocks. Its shell breaks open on impact and, well, the bird gets lunch. Cleaver!
But our focus today is a variation on this feeding behavior. You see, often after releasing
whatever is in its beak, the herring gull swoops down to grab it again in midair. And this
behavior, what we call drop-catch behavior, is generally repeated again and again. But why?
What’s the function of this behavior? Could the gull just be playing? Engaging in what’s
known as object play? That’s what my colleagues hypothesized and tested in their study.
Personally, I had my doubts about this hypothesis. After all, play’s much less common in
birds than in mammal. Maybe because birds have to maintain higher body temperatures than
mammals generally do. I thought they’d have less energy to spare for a relatively costly
activity like play. Regardless, my colleagues wanted to test their hypothesis that drop
catching is a form of object play. So they made a series of predictions of what they’d expect
to see if the behavior really was play.
One was that young gulls would drop catch more often than the older ones and that certainly
proved to be the case. Secondly, uh, the researchers predicted and found that the gulls would
16
exhibit the behavior much more often over soft ground surfaces like grass. You know, if it
were the gulls’ intent to eat the clam inside the clam shell, they’d probably drop catch over
rocks or other ground surfaces that were really hard to break the shell, but if it’s only play,
well, then it’s not necessarily to seek out a hard surface, is it? Also if the function of the
drop-catch was strictly food acquisition, then the gulls would be picking up only clams. But
my colleagues predicted that this wouldn’t matter if the behavior was play. Other items could
be used as well. And in fact, they found that drop-catches usually involve pieces of wood or
broken shell rather than anything edible.
As to the weather, fewer drop-catches were predicted for cool days than for warm ones. Play
is a luxury activity for any wild animal during colder weather, when the animal needs to
conserve its energy for gathering food. And that prediction was well reflected in the data
collected. And then there’s wind speed. More drop-catches were expected to occur at high
wind speeds. Why? Well, at those wind speeds the gulls can simply glide through the air, a lot
less work. When the wind speed’s low, they have to flap their wings a lot to stay aloft. It’s an
energy sacrifice that’s understandable if food or survival is at stake but not for anything as
inconsequential as play.
And sure enough, wind speeds seem correlated with drop-catch frequency. As winds
increased, so did the drop-catches, just as my colleagues predicted. In fact, overall, there was
only one prediction that wasn’t supported by the data. Based on mammal research, my
colleagues had assumed that if drop-catching was play behavior, then this behavior would
increase in the presence of other herring gulls. Kittens, we know, play more when in the
company of other kittens; same goes for monkeys. But in the gull study, this didn’t happen.
Herring gulls were not more likely to drop catch when other herring gulls were around them.
So, we can’t generalize the findings from kitten and monkey research to this particular
species.
Incidentally, um, you know the fact that this is a solo behavior does help us rule out a totally
different hypothesis about why drop-catch might occur, the theft-detection hypothesis. The
theft detection hypothesis is the idea that herring gulls perform the drop-catch to monitor the
reactions of other gulls. Food stealing is common among gulls. So a gull might drop catch to
see if other gulls are eager to grab its food. And if they are, the gull would avoid letting its
food drop all the way to the ground. The idea did seem to make sense, I thought. But seeing
as how drop catching turns out to be a more solitary activity, that hypothesis just isn’t
supported.
17
1. What does the professor mainly discuss?

A) The evolution of nonessential behaviors in some animal species
B) A food-hunting strategy used by herring gulls
C) A study of how some bird species conserve energy
D) Evidence that helps support a claim about an animal behavior
2. What does the professor say about the researchers when she discusses the ground over
which the drop-catch behavior occurred?
A) They had marked the ground to determine whether herring gulls stayed in their own
territories while drop-catching.
B) They observed that the area contained fewer sticks and broken shells than live clams.
C) They were not surprised that most drop-catches occurred over soft ground.
D) They expected the herring gulls to drop-catch mostly over rocky areas.
3. According to the research, how was drop-catch behavior affected when the weather got
colder?
A) The behavior generally increased because the herring gulls needed to be more active.
B) The behavior generally decreased because the herring gulls needed to conserve energy.
C) The behavior occurred more often when other herring gulls were nearby.
D) The behavior involved a wider variety of objects.
4. What does the professor say about how herring gulls are affected by wind?
A) On windy days, herring bulls are more likely to engage in drop-catch behavior.
B) On windy days, herring gulls tend to drop-catch at lower altitudes.
C) On windy days, it is more difficult for herring gulls to find food.
D) On windy days, herring gulls wait for longer intervals between each drop-catch.
5. Why does the professor mention mammals such as kittens and monkeys?
A) To explain the basis for one of the predictions made by the researchers
B) To suggest that one finding from the research on herring gulls might also be true for
mammals
C) To make a point about the energy required to engage in play behavior
D) To point out that play behavior in animals does not always involve objects
6. What does the professor imply about the theft detection hypothesis?
A) She believes that it should be tested independently of other hypotheses.
B) She used to think it was probably true, but she has changed her mind.
C) She is surprised that it is so strongly supported by the new research.
18
D) Her opinion that it is true has not changed.
L2
Listen to part of a lecture in a Psychology class
(female professor) Every day we’re confronted with many decisions. Take shopping for
instance. There are so many different kinds of products today, from pasta to shampoo to
lotion, different brands and different sizes, fragrances, formulations, you know, in 1976 the
average supermarket in the United States carry nine thousand individual products, today,
forty thousand. And the number of alternatives has proliferated in countless other areas:
television channels, cell phone plans. It would be unheard of to go into a coffee shop chain
and find only one flavor of coffee available. Now, typically, having lots of choices is seen as
making life easier. But according to the research study you read for today’s class, this may
not be the case. Can anyone summarize? Andy?
(male student) OK, so, the study tested the idea that when people have to make a lot of
choices, they, it affects their ability to; they can’t focus or, like, stay on task as well later on.
(professor) Yes, and why would that be?
(male student) Well, all humans perform certain kinds of mental activities, like, planning,
remembering and so on. And researchers think that these activities all use the same, like,
psychological resource, like, the same kind of mental energy. Um, their hypothesis,
specifically, was that the psychological resource is used for both making decisions and also
for, uh, self-regulating acts.
(professor) And self-regulating acts are?
(male student) Uh, they are acts that involve, like, self-control, like when you use will power.
Um, for example, you might make yourself start doing something you don’t want to do or
stick with something, stay focus on it even if you don’t really feel like it.
(professor) OK, good, and so when we’re making a lot of decisions, we could be depleting
that resource that’s also needed for such acts involving self-regulation.
(male student) Yeah, and if that resource gets depleted, the idea’s that then we can’t
self-regulate as well, like, you know, once I went shopping for new cell phone, I looked at a
bunch of different type before I finally decided on which one I wanted to buy. And later that
19
day, I couldn’t get through my math homework, which usually isn’t an issue at all. I just
couldn’t get through the problems.
(professor) OK, a case in point.
(male student) Yeah, seems like it.
(professor) So, the researchers tested this hypothesis by doing a number of experiments. Jane,
can you describe one?
(female student) Well, in one experiment, participants were split into two groups. The
researchers gave both groups a written list of products, things like different brands of candy
and shampoo and different colored socks and T-shirts. The participants in one group didn’t
have to make any choices about the products. They were only asked to report how often, if
ever, they used the products in the past year. But the participants in the other group were
asked to make a lot of choices. Choose between two different versions of the product, like,
“Do I prefer the yellow or the red T-shirt?”
Then the researchers gave the participants of each group a self-regulation task. It required the
participants to use self-control. They were told to drink as many ounces of a harmless but
really bad-tasting drink as they could. It was water with vinegar added to make it really
unappealing. But they were told that they’d receive a small reward for every ounce of it that
they drank.
(professor) Right, the idea being that the people with more self-regulation, with more
self-control, would drink more. They’d be willing themselves to do something they didn’t
really want to do that they ordinarily wouldn’t do. Good, and?
(female student) Well, participants in the group who hadn’t been required to make choices
drank more of the drink. They had a greater ability to self-regulate.
(professor) Yes, presumably because that psychological resource humans have for
self-regulation hadn’t been depleted by decision-making.
(female student) Yeah, so making lots of decision is kind of like doing physical exercise for a
long time, you know, in both cases you’re depleting your resource.
(professor) Great analogy, Jane, and just like physical exercise like running, it doesn’t matter
20
how much you enjoy doing it, if you run a marathon, you’re going to be depleted of energy
afterward. And that’s what the researchers looked at in another experiment in the study. In the
article you read, remember what happened when they gave people a series of fun decisions to
make? Like choosing lots of nice gifts for themselves?
(female student) Yeah, even though the choices were appealing, the effect of making all those
choices was the same as in the first experiment.
1. What is the lecture mainly about?

A) Ways that people can improve their ability to self-regulate
B) The importance of physical activity for achieving optimal brain function
C) Parts of the brain responsible for certain mental activities
D) The effect that making choices has on acts of self-regulation
2. Why does the professor mention supermarkets and coffee shops?

A) To make the point that people today have to make a vast number of choices
B) To argue that self-control is now more important than ever before
C) To distinguish between two types of decision making
D) To describe the settings of the experiments in the study that the class will discuss
3. What did the researchers hypothesize about decision making?

A) It can be affected by the kinds of food that people eat.
B) It is involved in the ability to perceive colors.
C) It uses the same resource that self-regulation does.
D) It can be improved with repeated and conscious effort.
4. Why does one of the students describe a time he shopped for a cell phone and then tried to
solve math problems?
A) To point out a difference he has noticed between easy and difficult choices
B) To offer his own support for a key idea of the study that the class is discussing
C) To express his opinion that carrying out enjoyable activities does not deplete mental
resources
D) To point out what he thinks may be a problem with the experiment the class is
discussing
5. In the first experiment described in the discussion, what did the researchers ask the
participants to do in order to measure self-regulation?
A) Solve a series of complex math problems
21
B) Consume a liquid with a bad taste

C) Try to identify the flavors of unlabeled soft drinks
D) Try to remember all the product categories they had seen on a list
6. What did the researchers learn from the experiment in which the participants were asked to
choose gifts for themselves?
A) Choosing for oneself requires more self-control than choosing for others.
B) Both self-control and decision making can be influenced through the use of rewards.
C) Rewards are particularly effective when people choose them for themselves.
D) Making many decisions depletes mental energy, even if the choices are pleasant ones.
C2
Listen to a conversation between a student and an employee in the student activities
office
(woman) Your email said you know Lilah Brackford, the lead singer of the Greenhearts.
That’s the band that does songs about the environment, right? They’ve gotten a lot of press
lately.
(man) Yeah, I was friend with Lilah in grade school. She’s always had a beautiful voice and
the Greenhearts are great. They sing about endangered birds and whales and stuff. I saw them
in the Oreven Theater last summer. They packed that place. So, I thought maybe I can get
them to perform here on campus. In another year, I doubt they’d even consider playing at a
small university like ours.
(woman) So, did you go backstage after the concert and talked to Lilah?
(man) No, I, uh, I went to the band’s Web site and sent an email. I guess I was hoping Lilah
would recognize my name, but no one replied, so I let it go. But then, a couple of weeks ago,
I saw their CD at the record store, their first album, but not their last I’m sure. And the name
of the recording studio was on the CD, so I called them.
(woman) That’s resourceful.
(man) The studio put me in touch with the Greenheart’s publicist, who gave my number to
Lilah and last night she called. We talked about old times, the Greenhearts. She told me about
her audition. She still can’t believe the band picked her over ten other singers.
(woman) Wow! So when can they play here?
(man) Unfortunately, they perform on weekends only and they’re booked through the end of
our academic year. But Lilah said she’d be willing to come here, just her and her guitar,
almost any week night as long as she gets a few weeks’ notice.
(woman) I can probably help you find a venue on campus, the main auditorium perhaps? Or
better yet, the lounge on the first floor of the Student Union building. It’s a nice intimate
coffeehouse atmosphere and the acoustics are really good.
22
(man) The Student Union building would be perfect. It’s just that, um, Lilah’s fee is five
hundred dollars, half up front. I don’t have the kind of money to lay out and I didn’t really
want to charge students more than five dollars a ticket.
(woman) You know, our student activities fund would probably cover Lilah’s fee, but that
doesn’t help you, since only registered student clubs are allowed to apply for grants.
(man) Oh, well, never mind then.
(woman) Wait. Since the Greenhearts play environmental songs, um, would Lilah stick to that
theme?
(man) Probably
(woman) Reason being is that several of our student clubs focus on environmental issues, the
Recyclers, Students for Wildlife, a couple of others, so maybe
(man) Maybe a club would want to sponsor Lilah. But, um, wouldn’t the club also have to,
like, fill out the grant application, publicize the concert, and make posters and stuff? I’d help
but it’s really time-consuming and everyone’s so busy. What’ll be in it for the club?
(woman) It’s an excellent way to raise funds through proceeds from ticket and refreshment
sales. If you pitch it that way, I’m sure you’ll get their attention.
1. Why does the man go to speak with the woman?

A) To ask if students are entitled to a discount on concert tickets
B) To follow up on a grant application that he recently submitted
C) To provide contact information for a professional musician
D) To discuss the possibility of organizing an event at the university
2. What does the man imply about the Greenhearts band?

A) It has recorded several albums.
B) It was formed by Lilah Brackford.
C) Its popularity is increasing rapidly.
D) Its songs incorporate wildlife sounds.
3. What does the man imply about Lilah Brackford? [choose two answers]
A) She was difficult for him to contact.
B) She remembers him from their childhood.
C) She performs with her band most weekday evenings.
D) She would charge the university half of her normal performance fee.
4. Why does the woman mention the student union building?

A) To let the man know where most of the student clubs meet
B) To recommend a space that is appropriate for a single performer
23
C) To help explain the location of the main auditorium

D) To identify a centralized place on campus to sell concert tickets
5. What does the woman imply about the student environmental clubs?
A) They would probably support an event that could generate some income for them.
B) They are unlikely to apply for a grant from the student-activities fund.
C) They should merge into a single club, since their interests are closely related.
D) They would probably prefer to invite the entire Greenhearts band.
L3
Listen to part of a lecture in an Art History class. The professor has been discussing
West African Art.
(male professor) So far the art we’ve been examining has consisted mostly of figures and face
masks carved from wood. But I want to talk now about some older artwork made from metal,
metal sculptures from a city in Nigeria known as Ife. Has anyone heard of Ife sculpture
before? Not too many. I’m not surprised, because despite its technical sophistication, Ife
sculptures only just starting to be recognized and appreciated by the art world.
Uh, a little background about Ife, Ife culture probably reached its peak in the eleven to
fourteen hundreds. Ife was on the banks of the Niger River, which allowed the city to become
a major center for trade. Uh, people could come and go easily transport goods on the water
and all sorts of goods flowed through Ife, including metals such as copper. Metalwork is one
of Ife’s key industries, in fact. Metal tools were made and metal sculptures, with a mastery of
techniques that may have surpassed that of their contemporaries.
But, again, it’s only just recently that Ife art is gaining some recognition. And that’s because
for a long time, most of the pieces were lost, buried in ruins underground. However, over the
past century through archeological digs or even during the process of construction, these
sculptures have been unearthed.
In one famous discovery made over eighty years ago, construction workers near the site of
the Ife palace complex found a cache of some eighteen life-size metal head sculptures, dating
from a height of Ife culture. Here’s an example of Ife head sculpture.
24
You might notice some resemblance between these Ife sculptures and certain ancient
European, Greek, and Roman sculptures. Um, the beautiful naturalistic style with smooth
lines and lifelike features, these similarities led many art historians to posit that Ife sculptors
were influenced by European art, perhaps through trade. But archeological evidence, so far at
least, suggests that Ife artwork developed independently of European influence.
You see, archeologists tell us that Ife had access to copper three hundred years before the
initial contact with Europeans and that when they did make contact, Ife’s exposure to
European metalworking techniques and culture was limited. So, uh, this particular piece is
similar to the pieces dug up by the construction team. It dates to around the 1,100s. It’s made
of bronze, a metal alloy composed primarily of copper. Like many Ife sculptures, it’s got a
series of holes.
Uh, see the line of holes lying across the top of the forehead? And a few strands of thread
were found in the same area as the head itself. We think the thread probably held a crown in
place. Although it mostly disintegrated over time, we believe the crown was made of
wickerwork or some other organic material. Actually, many of the sculptures hint of royalty,
uh, with evidence of crowns and related regalia. But it’s interesting, despite the detail and
sophistication of these sculptures, little is known about them, for example, who they depicted,
if anyone, as we’ve got no written records.
Nevertheless, the fact that each head sculpture has distinct facial characteristics leads us to
believe that each probably does represent an actual person. In this example, notice the fleshy
creases around the eyes, the way reflecting light defines the cheek bones and lips. These
subtleties demonstrate the skills of the sculptor who was able to create such detail, uh, such a
25
realistic figure, because he or she used the technique called lost-wax casting.
Lost-wax casting has been used thousands of years in many parts of the world. Of course, the
methods and materials have changed over the years. In Ife, artists most likely began by
carving an exact model of their final product in wax, wax being soft enough for finely
detailed carving but hard enough to keep its shape. They then covered the wax with layers of
clay. When the clay had hardened, they’d heat the whole thing up causing the wax to melt and
drip away and leaving just the clay mold, hence the lost-wax technique.
Next, they filled this clay mold with a molten metal such as liquid bronze. After cooling,
they’d break the clay exposing the metal sculpture beneath. So, with this particular method,
because the mold’s destroyed, every sculpture’s unique. It’s a demanding process requiring
lots of skill and patience and lost-wax casting is still used today, though luckily for modern
artists, more pliable rubber molds allow them to create multiple copies of their sculptures.
1. What is the main purpose of the lecture?

A) To describe the use of head sculpture in Ife rituals
B) To introduce students to a type of Nigerian artwork
C) To explain how Ife head sculpture influenced modern African face masks
D) To compare Nigerian sculpture with ancient Greek and Roman sculpture
2. What does the professor emphasize when he discusses the location of Ife?
A) People from throughout the region traveled to Ife to buy and sell goods.
B) Many European artists traveled to Ife to study metalworking.
C) Ife was built on land that was rich in many types of metals.
D) Ife was one of several artistic communities in Nigeria.
3. Why does the professor mention construction work near the site of a palace?
A) To explain how some of the Ife sculpture became damaged
B) To describe one way in which archaeologists were able to date Ife sculptures
C) To illustrate the importance of metalworking of Ife culture
D) To explain how certain Ife artifacts were discovered
4. What is the professor’s opinion of the hypothesis that European art influenced Ife art?
A) Evidence from ancient trade routes suggests that the hypothesis is worth investigating.
B) Differences in style between European art and Ife art make the hypothesis unlikely.
C) The hypothesis is strengthened by the Ife sculptures discovered within the last century.
D) The hypothesis is not supported by the time line suggested by archaeological evidence.
26
5. What does the professor imply about the holes in the forehead of certain Ife head
sculptures?
A) The holes were used to hang the sculptures by threads.
B) The holes prevented cracking during the cooling phase of the casting process.
C) The holes were apparently used to attach objects to the sculpture.
D) The holes probably represented traditional facial markings of royalty.
6. According to the professor, what was an advantage of lost-wax casting for Ife artists?
A) The artists were able to create highly detailed sculptures.
B) The artists could make multiple sculptures from the same mold.
C) Several different materials could be used to create the molds.
D) The metal of the resulting sculpture hardened quickly.
口语第一套
#1
Should parents discourage children from choosing some majors which might be
competitive to find a job in the future?
Use details and examples to explain your opinion.
#2
Reading Time: 50 seconds

University to Match Roommates Based on Interests
Many years of matching first-year students with dormitory roommates at random, the
university will now try to assign roommates based on similar interests. Before they arrive
on campus, all incoming students will fill out a questionnaire about their likes and
dislikes and their habits. By matching students with similar interests and habits, the
school hopes to improve the experience of first-year students, who will now be more
likely to get along well with their roommates. The plan will also reduce work for the
housing office because fewer students will ask to switch rooms in the middle of the
school year.
27
Now listen to two students discussing the letter.
(man) You know, this makes so much sense, I wonder why it took them so long.
(woman) Well, I don’t think it make sense.
(man) Why not?
(woman) Well, I don’t think we need to have similar interests to make friends. Look at my
roommate and me, we’re completely different.I mean,she’s a French major and I’m
studying bio-chemistry; she’s really into sports and dive. Well, I have to say I am not very
athletic.
(man) Yeah, but you guys are good friends.
(woman) Exactly, that’s my point, we get along great.
(man) I see. But, you have to admit. There are a lot of cases where...
(woman) Yeah, I know, cases where people decide that they have to move out, but, well,
nobody moves out just because they don’t have the same interests with their
roommates. Maybe they have very different schedules,or...
(man) Or they have a chance to move to a better location.
(woman) Yeah, anyway, my point is that there is no reason to expect the big dop, people
are still gonna wanna move.
(man) Well,for all kinds of reasons.
The woman expresses her opinion about the university’s plan. State her opinion and
explain the reasons she gives for holding it.
#3
You will have 45 seconds to read the passage. Begin reading now.
Compromise Effect
When purchasing a particular product, consumers are often faced with different choices
that range from high to low in price and quality. Many consumers have a natural
tendency to avoid extreme options, favoring instead products that are at the middle
level of price and quality. This is known as the compromise effect. Companies can take
advantage of the compromise effect when they sell their products to consumers.
Now listen to part of a lecture on this topic in a Business class.
(male professor) Okay, so, for example, there is a company that makes kitchen products,
28
that we recently used. One of the types that the company makes is coffee makers, small
coffee makers for people to put in kitchens. And originally, the company had only two
models of coffee makers, the cheap, low price model, and the average, everyday model,
that was surely, better made. Now, the problem was that the company wasn’t selling the
average everyday coffee maker better, more people would buy a cheap coffee maker.
So, what the company did was, they added a third model coffee maker, a fancy coffee
maker, it was much fancier with a lot more features and then the cheap and everyday
coffee maker. And of course, it costs a lot more too. For now, the company has three
coffee makers in the market, cheap model, the average everyday model, and now the
fancy model. The customers have three choices. And what happened is that after the
company added the fancy high price coffee maker, the sales of average everyday model
went up. Now most people started buying this which wasn’t chosen before.
Explain how the example from the lecture illustrates the use of the compromise effect.
#4
As we know, the plants with their fruits, the seeds of the plant are contained in the fruit,
and so in order for a plant to reproduce in new areas, its fruits need to be distributed in
new areas. Okay, now, certain kinds of fruits have special feasible features that enable
them to be transported away from the parent plant in order for the plant seeds could be
distributed to new locations. So, let's look at so a couple of features that fruits can have,
that help them to transport seeds to new locations. Some types of fruit have a feature
that causes them to stick to animals' fur. So when an animal comes to contact with the
fruit, the fruit attaches itself to the animal's fur, then the animal walks on. And eventually,
the fruit get deposited in some locations. For example, there is a plant called the
burdock. The seed of burdock plant has a little hooked-like feature, that helps it hook
onto and stick to the fur of passing animals until it eventually falls off at some new
locations that helping to spread the seeds of burdock plant. And other types of fruits
have a feature that helps them to float in water. So, if the fruit falls into the water, the
water can transport the fruit to new locations. A good example — coconuts, because
the fruit of coconut palm tree, make it often grows near the ocean. Coconut has a thick,
wooden covering, so the coconut can float in water. So when coconuts fall off a palm
tree, it can float away in ocean which helps to disperse the palm tree seeds, sometimes
hundreds or even thousands of miles away.
Using examples of burdock and coconuts, explain features plants have to enable them
distribute their seeds to new locations.
29
写作第一套
Integrated Writing (Reading passage)
Prairie dogs
Prairie dogs are a type of small plant-eating rodent inhabiting the prairies (grasslands)
in the western states of the United States such as Colorado, Utah, and Texas. A hundred
years ago the population of prairie dogs numbered in the billions, but it has declined
quite sharply since then. This raises a question: should prairie dogs be classified as an
endangered species and protected by the United States government so that their
depleted populations can stabilize or even grow? The issue has created a controversy.
Many people disagree with the idea that prairie dogs should be protected, citing several
arguments.
First, cattle farmers have long argued that prairie dogs should not be protected,
because they are agricultural pests. The farmers point out that prairie dogs compete
with catt1e for grass that catt1e graze on. Prairie dogs live in large groups that build
networks of burrows underground and feed on the grass above their burrows. The
farmers have argued that the loss of grass to prairie dogs creates a real economic
problem for them.
Second, prairie dogs may represent a serious health hazard, since they often become
infected with plague, a dangerous bacterial disease that can infect people as well. Like
many rodents, prairie dogs carry fleas, insects that can transmit the plague bacteria from
prairie dogs to humans.
Third, some people argue that prairie dogs do not have enough ecological importance
to deserve special protection. According to this argument, it makes much more
ecological sense to protect species at the top of the food chain---meat eaters such as
wolves or bears---because those animals have a large impact on the balance of the
whole ecosystem. Plant eaters like the prairie dogs have a more limited impact, and
protecting them would not make much difference to the broader ecosystem.
30
Integrated Writing (Listening script)
Now listen to part of a lecture on the topic you just read about
Prairie dogs have long suffered from the bad reputation which they do not deserve.
They are, in fact, a very important species, and they absolutely need protection so their
numbers can increase again.
First, the idea that prairie dogs are serious pests is outdated. It originated in the early
1900s and it made sense at the time. But nowadays, most of the cows raised in the U.S.
do not get their food by grazing freely on grassland but being fed by processed feed in
enclosed feeding areas. Grass is no longer a precious resource to cattle farmers as it
once was. And furthermore, some studies indicate that prairie dog activities actually
make the soil in the grasslands more fertile. So the presence of prairie dogs is actually
beneficial to the growth of the grasses.
Secondly, it’s extremely rare for plague to actually spread from prairie dogs to humans.
One reason for this is that the type of flea that lives on the bodies of prairie dogs does
not tend to live on human bodies. So the transmission of plague by fleas to humans is
extremely unlikely. Let me give you some figures to illustrate how rare it is. In state of
Colorado, only ten people were infected with plagues through contact with prairie dogs
in the last 50 years.
Third, prairie dogs do play an important ecological role even though they are just plant
eaters. For example, the underground burrows that prairie dogs create represent an
important habitat for other species. Animals like salamanders and snakes live in those
burrows. Also, prairie dogs are a critical food source for dozens of predators, foxes,
coyotes, and some rare species of predators as well. So the continual loss of prairie dogs
would have a negative impact on many species in the prairie ecosystems.
31
Independent Writing
Question:
Do you agree or disagree with the following statement?
In modern days, parents can learn more from their children than children can learn
from their parents.
Use specific reasons and examples to support your answer.
32
第二套题
阅读第二套
Human Impacts on Biogeography

Biologists, who commonly study the distribution of plant and animal species in different
environments—their biogeography—strive to develop interpretations or explanations of
the patterns of species distribution, but these may be incorrect if the effects of human
beings are not taken into consideration. In some cases, these effects may be accidental;
for example, some species of rat were unintentionally transported aboard ships from
Europe to the islands of the South Pacific. In other cases, species distributions may have
been deliberately modified by human beings. The Polynesians in the South Pacific
intentionally moved the kumara (sweet potato) to islands in that region to provide the
population with a new food crop.
The relocation of species by humans (and more recently the imposition of restrictions on
movement by way of national controls and world conventions) has been primarily for
economic reasons and for environmental protection. For example, humans introduced
Sitka spruce trees into Scotland and England from North America to use them as a
timber crop. Similarly, the Monterey pine tree was introduced into New Zealand in the
nineteenth century from California and has become the most widely used species in the
timber production industry in that country. The potato has been carried from its native
home in the high Andes of South America, modified and developed into many varieties,
and transported around the world because it can be used as a food crop. The plant
formerly known as the Chinese gooseberry was relocated from its native China to New
Zealand where an industry was established around the renamed kiwifruit.
We have extended the distribution of some species because of certain useful traits that
make the species desirable beyond their former known range For example, willows have
extensive root systems, can grow relatively quickly, and are now used in several
countries worldwide to stabilize river margins as a flood protection measure. The
distribution of willows has therefore been influenced considerably by human use in river
bank management.
The effects of introduced species can be many and varied and can include effects on the
distribution of other species. For example, the North American gray squirrel was
33
introduced into England and has now largely displaced the native red squirrel. The
accidental introduction of organisms to new areas may have major pest implications. ■
The South African bronze butterfly, the larva (immature insect forms) of which feed on
buds and other parts of geraniums and similar flowers, was accidentally introduced into
the Balearic Islands via imported geraniums. ■In its native South Africa, the distribution
and abundance of the butterfly are affected in part by a native wasp that parasitizes
(feeds on) the larvae. ■ In the absence of the parasite wasp on the Balearic Islands off
the coast of Spain, the butterfly has now spread to mainland Spain where its rapid
spread has been accentuated by trade in garden plants and modem transport. ■The
species has become a major pest due to the lack of a natural predator and is now
causing great problems for the horticultural industry in Spain.
Human-driven changes in the distribution of some species may result in hybridization

(interbreeding) with other species and so have a genetic effect. For example, the North
American cord grass was accidentally introduced to the south coast of England in the
early nineteenth century. It hybridized with the European cord grass and resulted in the
production of a new species, which in this case is also a major pest plant of estuaries in
England where it became dominant and extensive.
Information about a species distribution (prior to human modification) maybe applied in

pest control programs for the introduced species. Studies of the species in its native
habitat may yield information about the factors that limit or influence its distribution and
population dynamics. That information may then be applied in the development of
strategies to contain and control the spread of pest species. For example, information
about the role of the parasitic wasp in the ecology of the bronze butterfly may be
utilized in the process of finding control strategies for that species on mainland Spain.
1. Which of the sentences below best expresses the essential information in the
highlighted sentence in the passage? Incorrect choices change the meaning in
important ways or leave out essential information.
A. In biogeography it is common to consider and study the effects of plant and animal
species as they are distributed within environments where humans live.
B. Biologists who study environments in which pi ants and animals are distributed have
arrived at interpretations or explanations for how species succeed, but these may not be
correct.
C. To understand plant and animal distribution patterns correctly, biologists must
consider the role of human beings in the biogeography of species
D. It is common for biologists who try to understand the effects of humans on their
34
environments to be incorrect in their explanations of certain distribution patterns of

plants and animals.
2. In paragraph 1，the author makes the point that the relocations of rats and the
kumara to new environments differed in
A. whether or not humans planned to transfer these species to a new environment
B. how far these species had to be transported to arrive at the new environment
C. how difficult it was for these species to become established in the new environment
D. whether or not these species succeeded in the new environment
3. In paragraph 2，the author mentions Chinese gooseberries and the Monterey pine in
order to
A. contrast two plant species transplanted for different reasons
B. demonstrate how two extremely different species adapt to a similar environment in
New Zealand
C. offer evidence that newly introduced species can have unintended positive effects on
the environment
D. provide examples of species moved for economic purposes
4. According to paragraph 3. why are willows a species that are now found in different
countries worldwide?
A. They adapt easily to a variety of environments.
B. They have characteristics that make them useful in preserving river banks during
floods.
C. They have a root system that allows them to reproduce easily and live long.
D. They require little care or management from humans.
5. The word "accentuated" in the passage is closest in meaning to

A. controlled
B. intensified
C. explained
D. restricted
6. What can be inferred from paragraph 4 about geraniums in South Africa as compared
to geraniums in Spain and the Balearic Islands?
A. The structural parts and buds of geraniums in South Africa differ from those of
geraniums in Spain and the Balearic Islands.
B. Compared to the geraniums in Spain, the ones in South Africa are less likely to have
35
bronze butterfly larvae as a pest

C. Geraniums are less important to the horticulture industry in South Africa than they are
to the horticultural industries tries of Spain and the Balearic Islands.
D. Geraniums in South Africa ire traded more than the geraniums in Spain and the
Balearic Islands are.
7. Paragraph 4 supports which of the following statement about the South African
bronze butterfly?
A. It was deliberately introduced into two new environments at the same time
B. Its spread on mainland Spain had a significant economic impact
C. It changed its parasitizing behavior when it adapted to new environments
D. Its presence on mainland Spain and the Balearic Islands caused other insect
populations to increase
8. Paragraph 6 returns to a discussion of the bronze buttery in order to

A. demonstrate that information about species in their native habitat can be applied to
controlling their spread in new habitats
B. emphasize the negative effects of parastic wasps on butterflies in general
C. further support the claim that the bronze butterfly was accidentally introduced to
mainland Spain
D. conclude by recommending the development of careful pest control strategies so
that the ecology is not damaged
Its presence there helps control the bronze butterfly population.
A variety of factors, including human activity, can affect the distribution of species.
36
Answer Choices:
A. Research has shown that the biogeography of species can change even without
human interference as can be seen In the wide distribution of willows along a wide
range of river banks.
B. Introducing a species to a new environment can have unintended consequences such
as those that occurred when a butterfly was relocated to an environment that lacked its
natural predator.
C. The success of relocating two species together depends on how they help each other
survive in a new environment as demonstrated by the South African bronze butterfly
and geraniums.
D. The study of the relocations of certain species to new habitats has been difficult
because it is not always clear if the relocations were natural or caused by humans.
E. Humans have relocated species for a variety of reasons, including obtaining new food
sources, creating new industries, and taking advantage of the characteristics of certain
species
F. Understanding the distribution of a species in its native habitat can be useful in
controlling Its spread as a pest in Its new habitat.
Attempts at Determining Earth's Age
Since the dawn of civilization, people have been curious about the age of Earth. In
addition, we have not been satisfied in being able to state merely the relative geologic
age of a rock or fossil. Human curiosity demands that we know actual age in years.
Geologists working during the nineteenth century understood that if they were to
discover the actual age of Earth or of particular rock bodies, they would have to
concentrate on natural processes that continue at a constant rate and that also leave
some sort of tangible record in the rocks. Evolution is one such process, and geologist
Charles Lyell (1797-1875) recognized this. ■By comparing the amount of evolution
exhibited by marine mollusks during the Tertiary Period with the amount that had
occurred since then, Lyell estimated that 80 million years had elapsed since the
beginning of the Tertiary Period. He came astonishingly close to the mark, since it was
actually about 65 million years. ■However, for older sequences of evolutionary
development, estimates based on rates of evolution were difficult, and not only because
of missing parts in the fossil record. ■Rates of evolution for many orders of plants and
animals were not well understood. ■
37
In another attempt, geologists reasoned that if rates of deposition could be determined

for sedimentary rocks, they might be able to estimate the time required for deposition
of a given thickness of strata, or rock layers. Similar reasoning suggested that one could
estimate total elapsed geologic time by dividing the average thickness of sediment
transported annually to the oceans into the total thickness of sedimentary rock that had
ever been deposited in the past. Unfortunately, such estimates did not adequately
account for past differences in rates of sedimentation or losses to the total section of
strata during episodes of erosion. Also, some very ancient sediments were no longer
recognizable, having been converted to igneous and metamorphic rocks in the course
of mountain building. Estimates of Earth's total age based on sedimentation rates
ranged from as little as a million to over a billion years.
Yet another scheme for approximating Earth's age had been proposed in 1715 by Sir
Edmund Halley (1656-1742), whose name we associate with the famous comet. Halley
surmised that the ocean formed soon after the origin of the planet and therefore would
be only slightly younger than the age of the solid Earth. He reasoned that the original
ocean was not salty and that subsequently salt derived from the weathering of rocks was
brought to the sea by streams. Thus, if one knew the total amount of salt dissolved in
the ocean and the amount added each year, it might be possible to calculate the
ocean's age. In 1899, Irish geologist John Joly (1857-1933) attempted the calculation.
From information provided by gauges placed at the mouths of streams, Joly was able to
estimate the annual increment of salt to the oceans. Then, knowing the salinity of ocean
water and the approximate volume of water, he calculated the amount of salt already
held in solution in the oceans. An estimate of the age of the ocean was obtained by
dividing the total salt in the ocean by the rate of salt added each year. Beginning with
essentially nonsaline oceans, it would have taken about 90 million years for the oceans
to reach their present salinity, according to Joly. The figure, however, was off the
currently accepted mark of 4.54 billion by a factor of 50, largely because there was no
way to account accurately for recycled salt and salt incorporated into clay minerals
deposited on the sea floors. Even though in error, Joly's calculations clearly supported
those geologists who insisted on an age for Earth far in excess of a few million years.
The belief in Earth's immense antiquity was also supported by Darwin, Huxley, and other
evolutionary biologists, who saw the need for time in the hundreds of millions of years
to accomplish the organic evolution apparent in the fossil record.
1.The word “tangible” in the passage is closest in meaning to

A. physical
B. related
38
C. significant
D. helpful
2. It can be inferred from paragraph 2 that Charles Lyell based his study of the marine
mollusk fossils on which of the following assumptions
A. The Tertiary Period was separated into divisions of time that were equal in length.
B. Mollusks lived under rocks in the sea during the Tertiary period.
C. Evolution of mollusks proceeded at a uniform rate over time.
D. Mollusks have evolved less rapidly with the passing of time.
3. According to paragraph 2, Lyell's strategy for estimating geologic dates was not very
accurate for periods before the Tertiary Period partly because
A. marine mollusks did not evolve until the Tertiary Period
B. fossil records of the very distant past are incomplete
C. there was not much agreement about how to identify or categorize earlier eras
D. the duration of previous geologic periods was difficult to determine
4. The phrase “another attempt” in the passage refers to

A. trying to understand the fossil record
B. trying to determine the evolutionary rate of marine mollusks
C. trying to understand natural processes
D. trying to determine Earth's actual age
5. According to paragraph 3, all of the following were problems with the calculation of
Earth's age using the study of sedimentary rocks EXCEPT
A. the inconsistency of sedimentation rates over time
B. the effect of geologic processes on sedimentary rock
C. the expansion of some sedimentary rocks due to Earth's internal heat
D. the loss of an unknown number of sedimentary layers due to erosion
6. According to paragraph 4, John Joly's calculations were founded on all of the

following EXCEPT
A. knowing how salty the ocean water is
B. estimating how much salt enters the ocean each year
C. accounting for the amount of salt that is recycled
D. figuring the volume of water contained in the ocean
7. According to paragraph 4, in which of the following ways could Joly's estimate of
39
Earth's age be considered significant

A. It proved that Halley's idea about the age of the ocean was fairly accurate.
B. It indicated that Earth was much older than some scientists had claimed.
C. It was favored by the majority of scientists at the end of the nineteenth century.
D. It was the basis for much modern research into the salinity of the ocean.
8. The author mentions Darwin, Huxley, and other evolutionary biologists in order to
A. provide evidence that Joly's calculations inspired scientists working on other lines of
scientific inquiry
B. support the claim that all of the leading scientists of the time believed that Earth was
just over 90 million years old
C. argue that Joly's calculations would have been more exact if he had collaborated with
experts in other fields
D. provide examples of scientists who believed the age of Earth to be greater than just a
few million years, like Joly, in order to account for their findings
More fundamentally, Lyell's evolutionary approach is intrinsically limited because

Earth existed long before life and evolution began.
Since the dawn of civilization, people have been curious about Earth’s age.
Answer Choices:
A. It was not until the nineteenth century that attempts were made to determine the
relative geologic age of rocks and fossils.
B. In the nineteenth century, scientists made a number of important, but unsuccessful,
attempts to calculate Earth's age from the record of various natural processes.
C. Charles Lyell made a good estimate of the age of the Tertiary Period from the fossil
40
record, but his method could not be extended to earlier geological periods.
D. Darwin and Huxley supported the accuracy of John Joly's calculation of Earth's age
because it agreed with their view of how long evolution had been in progress.
E. Attempts were made to calculate Earth's age from the thickness of surviving
sedimentary rock and from the current level of the oceans' salinity.
F. Earth's true age, 4.54 billion years, was determined by combining data from the
geological and fossil records.
Newspaper in Western Europe
By the eighteenth century, newspapers had become firmly established as a means of

spreading news of European and world affairs, as well as of local concerns, within
European society. One of the first true newspapers was the Dutch paper Nieuwe
Tijdingen. It began publication in the early seventeenth century at about the same time
that the overseas trading company called the Dutch East India Company was formed.
The same ships that brought goods back from abroad brought news of the world, too.
Dutch publishers had an advantage over many other publishers around Europe because
the Netherlands’ highly decentralized political system made its censorship laws very
difficult to enforce. ■Throughout Europe in the seventeenth century, governments
began recognizing the revolutionary potential of the free press and began requiring
licenses of newspapers—to control who was able to publish news. ■Another tactic, in
France and elsewhere on the continent from the 1630s onward, was for governments to
sponsor official newspapers. ■These state publications met the increasing demand for
news but always supported the government's views of the events of the day. ■
By the eighteenth century, new conditions allowed newspapers to flourish as never

before. First, demand for news increased as Europe’s commercial and political interests
spread around the globe—merchants in London, Liverpool，or Glasgow, for example,
came to depend on early news of Caribbean harvests and gains and losses in colonial
wars. Europe's growing commercial strength also increased distribution networks for
newspapers. There were more and better roads, and more vehicles could deliver
newspapers in cities and convey them to outlying towns. Newspaper publishers made
use of the many new sites where the public expected to read, as newspapers were
delivered to cafes and sold or delivered by booksellers.
41
Second, many European states had established effective postal systems by the
eighteenth century. It was through the mail that readers outside major cities and their
environs—and virtually all readers in areas where press censorship was exercised
firmly— received their newspapers. One of the most successful newspapers in Europe
was a French-language paper (one of the many known as La Gazette,) published in
Leiden, in the Netherlands, which boasted a wide readership in France and among elites
throughout Europe.
Finally, press censorship faltered in one of the most important markets for news—
England— at the turn of the eighteenth century after 1688. Debate raged about
whether the Parliament or the Crown had the right to control the press, and in the
confusion the press flourished. The emergence of political parties further hampered
control of the press because political decisions in Parliament now always involved
compromise, and many members believed that an active press was useful to that
process. British government’s control of the press was reduced to taxing newspapers, a
tactic that drove some papers out of business.
Eighteenth-century newspapers were modest products by modern Western standards.

Many were published only once or twice a week instead of every day, in editions of only
a few thousand copies. Each newspaper was generally only four pages long. Illustrations
were rare，and headlines had not yet been invented. Hand-operated wooden presses
were used to print the papers, just as they had been used to print pamphlets and books
since the invention of printing in the fifteenth century.
Yet these newspapers had a dramatic impact on their reading public. Regular
production of newspapers (especially of many competing newspapers) meant that news
was presented to the public at regular intervals and in manageable amounts. Even
strange and threatening news from around the world became increasingly easy for
readers to absorb and interpret. Newspaper readers also felt themselves part of the
public life about which they were reading. This was true partly because newspapers,
available in public reading rooms and in cafes, were one kind of reading that occupied
an increasing self-aware and literate audience. Newspapers also were uniquely
responsive to their readers. They began to carry advertisements, which both produced
revenue for papers and widened readers' exposure to their own communities. Even
more important was the inauguration of letters to the editor in which readers expressed
their opinions about events. Newspapers thus became venues for the often rapid
exchange of news and opinions.
42
1. According to paragraph 1，what was true about the Dutch paper Nieuwe Tijdingen ?
A. It reported news mainly about ships and trade goods
B. It was established in the eighteenth century
C. It was among the first real newspapers in Europe.
D. It was published by an overseas trading company.
2. Paragraph 2 suggests that the main reason why governments began to license
newspapers was
A. to make sure that newspapers were of high quality
B. to provide their countries' publishers with an advantage over other European
publishers
C. to reduce competition among government-sponsored newspapers
D. to help control the public's attitudes about the news
3. According to paragraph 3, why did demand for news increase in the eighteenth
century?
A. People wanted to read about the new books being sold by booksellers
B. Governments wanted to make sure their colonies were being governed efficiently.
C. Merchants needed to know how their businesses would be affected by events in
other countries.
D. Owners of cafes needed to predict how foreign harvests might affect food prices
4. The word “exercised” in the passage is closet in meaning to

A. criticized
B. rejected
C. applied
D. defended
5. In paragraph 4, why does the author mention a French language paper that was
published in Leiden?
A. To show that the most successful newspapers in Europe tended to be
French-language newspapers
B. To illustrate the important role played by the mail in the distribution of newspapers
C. To provide evidence that newspapers were being read by the elites of Europe
D. To establish that the Netherlands had one of the most effective postal systems in
Europe
43
6. According to paragraph 5, many members of Parliament held which of the following

views about the English press?
A. It had the effect of increasing tensions between Parliament and the monarchy.
B. It created pressure that encouraged political opponents to reach agreement.
C. It helped create the confusion that led to the emergence of political parties.
D. It could be more effectively controlled by compromise than by taxing newspapers.
7. According to paragraph 6，all of the following are true of eighteenth- century

newspapers EXCEPT
A. They usually were published no more than twice a week
B. They generally consisted of four pages
C. They included numerous illustrations.
D. They had no headlines
8. According to paragraph 7，newspapers had all of the following effects on their

readers EXCEPT
A. They found it easier to understand news from other countries
B. They became more successful in business than those who did not read newspapers
C. They became better connected to their local communities.
D. They could write about their own opinions on current events
added to the passage:
And even when it was possible to apply laws limiting speech, authorities were
reluctant to do so because of the growing economic importance of the commercial
book market.
10. Directions: An introductory sentence for a brief summary of the passage is provided
By the eighteenth century, newspapers had become established as a means of

spreading news of European affairs within European society.
44
Answer choices:
A. Governments tried to control what news got published by sponsoring official
newspapers, taxing publishers, requiring newspapers to be licensed, and instituting
press-censorship laws.
B. England was the most Important market for news, but disruptions caused by conflict
over how the government should control the press resulted in many British newspapers
being driven out of business.
C. Censorship laws were established and enforced differently across Europe because of
differences in the political systems of the various countries.
D. Europe's expanding commercial and political interests led to increased demand for
news and also to improved systems for distributing newspapers,
E. Although eighteenth-century newspapers were modest by modern standards, they
made current events accessible to the reading public and facilitated the rapid exchange
of news and opinions.
F. Newspapers' regular presentation of strange and threatening news from around the
world had the effect of making their readers feel more closely connected to their own
local communities.
45
听力第二套
C1
Listen to a conversation between a student and an English professor
(woman) Thanks for coming by Andrew, how have you been?

(man) Pretty good, thanks,
(woman) You know, the papers you wrote for my literature class last term were really great,
so I was wondering, um, a lot of students at this university need to improve their writing
skills, so we offer a tutoring program for them. But about a third of our tutors are graduating
in May and we need to fill their positions, any interest?
(man) Maybe, what will I do exactly?
(woman) You’d help students improve their papers.
(man) Um, but I am not an English major. I took your course to fill a requirement. I major in
Biology. I want to be a biologist and work in a lab someday.
(woman) Oh, don’t worry about your major. I sought you out because we need tutors from
various disciplines, like, one of the students needed help writing his biology paper. You’d be
an ideal fit.
(man) But, wouldn’t I need special training or something since I’m not majoring in English?
(woman) Yes, all our tutors take a training course first and the credit hour you earn for that it
counts toward your graduation requirement.
(man) Really? So what’s the course like?
(woman) It’s a weekly class and you also get a mentor someone who’s been tutoring for a
while. You have to observe some of the mentor’s tutoring sessions. And once you’ve
completed the classroom part, you’re allowed to tutor on your own. Oh, and the professor
who teaches the course, she observes your first tutoring session and gives you feedback and
some coaching if you need it.
(man) Wow, that seems like a lot of work. I thought you just needed to know how to do
something well in order to teach it.
(woman) Some people might think that, but there are many different ways to teach. For
example, you can just give out information or you can ask questions to lead someone to a
certain conclusion. Just earlier today, I was helping one of my students with an essay, he had
some great ideas but they weren’t well organized. I had, at least, two options: I could have
told him how to organize the essay or, well, what else could I have done?
(man) I guess ask him how the information fit together or have him suggest a better way of
presenting his information.
(woman) Good, that’s what I’m talking about. In this case, my student didn’t even realize
how disorganized his paper was. Once I pointed this out, just in a general sense, he realized
46
the problem and was able to fix it, pretty much on his own. So, as you can see, helping
someone write better isn’t always as simple as it sounds. Being a tutor takes more than just
knowing how to write well.
(man) Hmm, you know, I think I’d enjoy tutoring. But, I mean, I wonder how receptive the
students are, I mean, to getting guidance from a peer basically instead of a professor or a
graduate student?
(woman) Um, do you know Susan Griffith?
(man) Yeah, she was in my literature class last year.
(woman) Well, Susan started tutoring last term and wants to continue next year as well. I
think she’s in the English Department library right now if you want to catch her
1. Why does the professor ask to see the man?

A) To provide feedback on an essay he wrote
B) To find out why he changed his major
C) To encourage him to apply for a job
D) To refer him to a tutor
2. Why does the man mention that he is a Biology major?

A) He is uncertain about his qualifications.
B) He wonders if the biology department hires tutors.
C) He wants to change his major back to English.
D) He wants to explain why his schedule is so busy.
3. According to the professor, what must the student do in order to become a writing tutor?
[choose three answers]
A) Submit an essay to the tutoring program director.
B) Evaluate a previously reviewed writing sample.
C) Attend a series of classes.
D) Observe an experienced tutor at work.
E) Conduct a tutoring session under supervision.
4. What does the professor imply about Susan Griffith?

A) She is going to graduate in May.
B) She could answer some of the man’s questions.
C) She is looking for a mentor.
D) She is in charge of the training program.
47
Listen again to part of the conversation. Then answer the question.
5. Why does the professor say this:

A) She wants to make sure that she understands the man’s point.
B) She is impressed by the man’s insight into teaching.
C) She wants the man to explain the reason for his belief.
D) She does not agree with what the man just said.
L1
Listen to part of a lecture in a Psychology class
(female professor) So we were talking about how psychologists study creativity. Well, it’s
such a broad area, so let’s narrow it down. A researcher named Charles Limb, that’s L, I, M,
B. recently designed an experiment dealing with creativity and music. Of course, there’re
different approaches to playing music, uh, reading from printed sheet music, uh, playing
something you’ve memorized, et cetera. Limb predicted that the brain acts differently
depending on what the musician is doing. And if you’re going to design an experiment about
musical creativity, well, uh, Limb’s idea was that the act of improvisation is about creative as
you can get.
Improvisation happens a lot in Jazz. A jazz musician will have a certain melody in mind and
will improvise, or create variations on that melody on the spot. It’s like, well, here I am
talking to you right now, it’s not like I’m standing here reciting a poem or reading from a
script. I know the theme I want to talk about and I know the facts but every sentence I say is
made up in the moment.
OK, one technique psychologists have for watching the brain at work is to monitor blood
flow to different parts of the brain. The reasoning is that the most blood will flow to the parts
of the brain that’s working the hardest. To monitor this, we use functional magnetic
resonance imaging or FMRI machines. Limb used this technique in his experiment. An
FMRI scanner generates images of the brain while it’s working on a task. But, and this was
the toughest thing to deal with, since FMRI machines are noisy, it was hard to design an
experiment that involved playing music because the musicians needed to hear themselves
play.
Electronic instruments and headphones would seem like an obvious answer, but normal
electronic keyboards would have interfered with the magnetic waves from the scanner. The
48
solution turned out to be a non-magnetic keyboard and headphones with no metal parts. So
they selected six professional jazz piano players and used FMRI to scan their brains while
they were playing memorized material, and then while they were improvising.
Now, as they analyzed these images of blood flow, they were particularly interested in the
area of the brain right behind the forehead known as the prefrontal cortex. Past research has
shown a connection between that region and the creative process. And when the musicians
were playing memorized music, the part of the prefrontal cortex known as the lateral
prefrontal cortex was active.
The lateral prefrontal cortex is associated with motor control, self-monitoring and focused
attention which makes sense. The musicians were using these skills to carefully concentrate
and play something they previously memorized. Now, when the musicians started to
improvise, some changes took place. First of all, the area of the prefrontal cortex that became
the most active was the medial prefrontal cortex.
And this was not surprising, the medial prefrontal cortex is known to be associated with
behaviors that are self-motivated and creative as opposed to reacting to outside stimuli or
following rules. Um, when someone was talking about events in their own life, the medial
prefrontal cortex is active. And so it makes sense because when someone is improvising they
are sort of telling a musical story that is uniquely theirs.
But there was another result that they didn’t expect: while the musicians were improvising
and the medial prefrontal cortex was really active, the lateral prefrontal cortex slowed down.
It slowed way down. It was essentially deactivated. OK. Let’s just hold on there a minute.
According to the researchers, it could be that in order for creativity to thrive, the lateral
prefrontal cortex needs to stop doing the thing it does so well, which is to control thoughts,
follow the rules, right?
The lateral prefrontal cortex is like a dam on a river, which generates electricity by allowing a
small, controlled amount of water to pass through the turbines. Well, for a person to be
creative, the dam needs to open up and release all the water. Creativity depends on
unimpeded random thoughts, thoughts flowing freely, unrestricted. In other words, when it
comes to creativity, maybe what the brain doesn’t do is as important as what it does.
1. What does the professor mainly discuss?

A) Locating areas of the brain responsible for musical and verbal skills
B) Research into brain activity during musical improvisation
49
C) How recent research disproves traditional ideas about the nature of creativity
D) How an experiment reveals the positive effect of memorization on creativity
2. How does the professor explain the notion of jazz improvisation?

A) She equates improvisation with writing poetry.
B) She makes a distinction between music and speech.
C) She uses her own speech as an illustration.
D) She gives an example of an instrument used in jazz.
3. According to the professor, what was the most challenging aspect of designing the
experiment?
A) Reducing the amount of noise made by the fMRI machine
B) Selecting the appropriate musicians for the experiment
C) Finding a way for musicians to produce music they could hear
D) Monitoring the brain function of several musicians at one time
4. What does the professor say about activity in the medial prefrontal cortex during
improvisation?
A) The researchers were not surprised that it increased.
B) It showed a unique pattern with each individual.
C) The researchers did not immediately understand its significance.
D) It varied depending on which instrument was being played.
5. Why does the professor talk about a dam on a river?

A) To describe the shape of the prefrontal cortex
B) To give an example of a common theme in jazz improvisation
C) To help explain a difficulty in accurately measuring brain activity
D) To illustrate the relationship between creativity and freedom of thought

A) To express her skepticism about the results
B) To indicate that she is changing the subject
C) To return to a previous point about the experiment
D) To signal that her point needs further explanation
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C2
Listen to a conversation between a student and his Astronomy professor
(woman) James, I wasn’t expecting you until tomorrow, unless I put it down wrong in my
calendar.
(man) No, my appointment to go over my research paper is tomorrow. But I wanted to ask
you about something and I was over this way anyway.
(woman) OK?
(man) Well, I was reading some popular science stuff in the internet yesterday. I follow this
blog and there was this piece about, um, this celestial object called Cruithne. Cruithne, I
guess it’s pronounced that way cause it’s a Celtic name. Anyway, the blog entry said it was
really small, only about five kilometers in diameter but it called it Earth’s second moon?
(woman) Ah, yes, Cruithne, coming in, have a seat. It’s actually an asteroid in the inner solar
system, meaning it orbits the Sun not the Earth. But since it’s near Earth, and it revolves
around the Sun at almost the same rate Earth does, uh, Earth’s orbit takes just a bit longer,
Cruithne is sometimes referred to as Earth’s second moon. That’s not technically accurate,
though.
(man) I thought it sounded too small to be a moon.
(woman) Um, some moons can be quite small, even just a few meters in diameter. But what it
comes down to is whether they orbit a planet or not.
(man) A few meters!
(woman) But usually such tiny moons didn’t form near their host planet. They’re originally
asteroids like Cruithne. The majority of their lives they orbit the Sun directly. Often they
don’t have smooth regular orbits like Earth does. They tend to follow long irregular paths
looping around in funny directions, but, ultimately, completing orbits around the Sun.
Cruithne’s orbit is a regular tube by the way.
(man) Yeah, I remember reading that.
(woman) But, from time to time, these objects get captured, pulled into orbit by a planet’s
gravity.
(man) So, then they start to orbit that planet.
(woman) Right, but usually only temporarily, sometimes for just a few months, during that
time they’re considered a moon, or, at least, a mini-moon. But, ultimately, for various reasons,
they break free from the planet’s gravity and begin orbiting the Sun directly again. And then
they’re classified as asteroids again, even though nothing about the objects themselves has
really changed, just their orbit.
(man) We just start referring to them as asteroids again.
(woman) It’s all in the name. I’m surprise that a Web site like a science blog didn’t present
Cruithne with some of that context.
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(man) Well, the blogger who wrote about it admits in his profile that he’s just an amateur
scientist and I like reading his posts, especially about science topics in the news and stuff.
(woman) Well, maybe for recreational reading, for keeping up on popular topics. Of course
for research papers or any other academic work, you’d want to be sure you’re using reliable
sources, reputable publications like academic journals and such.
(man) So for my next research paper don’t write about Earth’s second moon?
(woman) Great plan! But what you just turned in was quite good, by the way. I actually have
a few minutes until my next meeting. Since you’re here, do you want to go ahead and go
over?
1. Why does the student go to see the professor?

A) To discuss a research paper that he recently submitted
B) To ask how some planets come to have more than one moon
C) To ask a question about the pronunciation of an unusual term
D) To ask about a celestial object he recently learned about
2. What detail about Cruithne cause the man to initially doubt that it could be a moon?
A) Its size
B) Its distance from the Sun
C) Its age
D) Its origin as an asteroid
3. What differences between Earth’s orbit and Cruithne’s orbit does the professor mention?
[choose two answers]
A) Earth’s orbit takes a little longer to complete than Cruithne’s orbit does.
B) Earth’s orbit has a more regular shape than Cruithne’s orbit does.
C) Unlike Earth, Cruithne orbits at a constant speed.
D) Unlike Earth, Cruithne never orbits the Sun directly.
4. What can be inferred from the speakers’ discussion of many moons that escape the gravity
of the planet they orbit?
A) Such celestial objects will begin orbiting the Sun for the first time.
B) Such celestial objects will return periodically to the planet that they orbited.
C) Such celestial objects no longer resemble asteroids.
D) Such celestial objects are no longer considered to be moons.
5. What opinion does the professor express about the blog that she and the man discuss?
A) The blog will be a good source for the man’s research.
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B) The blog is accurate but not relevant to the man’s research.

C) The blog is acceptable only for recreational reading.
D) The man should not be reading the blog.
L3
(female professor) OK, when we think of animals communicating with one another, we
typically think of communication among individuals of the same species, communication
among individuals of a certain species of whales, for example. But it’s not always that simple.
For example, picture this: you’re out in the wild bird-watching, studying a particular species
of bird. In particular, you’re studying the calls, the vocalizations used by individuals of the
species to communicate with one another.
OK, now think about your role in this communication. You’re listening to the bird calls, but
the calls aren’t meant for you. They are not even meant for your species. You’re just listening
in, eavesdropping. Well, it turns out that some kinds of animals do something similar, that is,
they eavesdrop on communications among individuals of other animal species. For example,
a while back a researcher conducted an experiment that investigated how, well, if really, if
and how a certain kind of squirrel, the red squirrel, reacted to the alarm calls of a certain kind
of bird, a particular species of jay.
By alarm calls we mean the vocalizations birds use to warn each other of danger. Uh, this
study was pretty different at the time, because although researchers had often looked at alarm
calls, they’d rarely looked at the interactions between birds and mammals. OK, anyway, uh,
the red squirrels and the jays in this study had many of the same predators. So the researcher
thought the squirrels might listen for these jays’ alarm calls and if they heard a call, they’d
know that a predator was near and they’d take action to protect themselves.
And the way the researcher tested this hypothesis was he had recordings of jay alarm calls.
And he played the recordings while the squirrels were feeding and he videoed the squirrels’
reactions. He then measured the squirrels’ anti-predator behavior, the degree to which the
squirrels were guarding against being attacked by a predator. He measured this by counting
the quick head and body movements of the squirrels and also by timing the interruptions in
the squirrels’ feeding. How long the squirrel stopped chewing to watch and listen essentially?
And he found that the squirrels were listening for these jay alarm calls and that when they
heard an alarm call, they did take action to protect themselves from predators. Many of the
53
squirrels even fled from the area where they’d been feeding. Uh, and to make sure that it was
the jay’s alarm calls the squirrels were responding to, the researcher also played recordings of
normal territorial songs from various other kinds of birds. And those songs got basically no
response. So there was definitely purposeful eavesdropping going on there.
Um, and another somewhat similar experiment was done with gray squirrels and jays. In this
experiment the squirrels and the jays living nearby ate a lot of the same foods. And when the
squirrels stored food for the winter, the jays would often come by later and steal it. So how
eavesdropping comes in is the researcher hypothesize that the squirrels might listen for the
presence of jays nearby. And when they detected it, they wouldn’t put as much time or effort
into foraging for food and storing food, since whatever food they found and stored would
likely be stolen later by any jays that had been watching.
To test this hypothesis, the researchers got some hazelnuts, a kind of nut eaten by both
squirrels and jays and buried them under a little gravel where the squirrels could find them.
The researchers then played recordings not of jay alarm calls but of jay songs and observed
how the songs affected the squirrel’s behavior. And they found that compared to the trials
when the presence of jays wasn’t simulated, squirrels who heard jay songs gave up more
quickly on gathering and storing the nuts. Again, the songs of other birds had no effect. So
the researchers knew it was specifically the jay songs that the squirrels were listening for.
You know, what’s interesting is the study suggests that when these jays sing around these
gray squirrels, the end result is that there is less food available for the jays to steal, which
makes it harder for them to survive. So, I think it’s quite likely that over time the jay’s
communication system will somehow evolve so that they stop disadvantaging themselves in
this way.
1. What is the main purpose of the lecture?

A) To demonstrate the difficulties of communicating across species
B) To discuss characteristics that all forms of animal communication have in common
C) To present evidence that some animals listen to the communication of other species
D) To cast doubt on a long-held theory about animal communication
2. Why does the professor mention bird watching?

A) To point out a characteristic of bird communication that is not found in mammals
B) To support a hypothesis about communication between different species of birds
C) To point out the link between a common activity and scientific research
54
D) To use a common activity to introduce the concept of eavesdropping
3. According to the professor, how was the experiment with the red squirrels different from
previous studies on alarm calls?
A) It focused on interactions between birds and mammals.
B) It involved live observations of jays rather than recordings.
C) It was the first time that jays demonstrated their ability to understand squirrel
vocalizations.
D) It showed that red squirrels and jays can use similar communication strategies.
4. What behaviors in the red squirrels were used to measure anti-predator behavior? [choose
two answers]
A) Increased vocalizations
B) Pauses in chewing
C) Rapid head and body movements
D) Defensive postures
5. What was the main hypothesis of the food gathering experiment with gray squirrels?
A) Gray squirrels would communicate to other squirrels where nuts were hidden.
B) Gray squirrels would avoid areas frequented by jays.
C) Gray squirrels would collect less food in the presence of jays.
D) Gray squirrels would hide more food than usual when they heard hays nearby.
6. What does the professor imply when she says this:

A) She doubts that jays actually steal enough food to impact the behavior of gray squirrels.
B) She questions whether gray squirrels can distinguish jays’ songs from other birds’
songs.
C) She believes that some animal species may be confused by the information they obtain
by eavesdropping.
D) She thinks that eavesdropping by one animal species could influence how and when
members of another animal species communicate
L4
Listen to part of a lecture in an Art History class
(male professor) It’s interesting to notice that in the seventeenth century, uh, that there, that at
this time there was a significant increase in paintings showing contemporary women as artists.
55
Some of these were self-portraits painted by the women themselves. Many were not. In the
Netherlands, there was even a new development of genre pictures and their subject was
women working as artists.
So in Europe you could tell that times have changed, uh, woman’s role in society had
changed. The idea of the woman artist no longer seems so strange. Um, now, how did these
women get to be artists? What was their training? Training, of course, is crucial for a painter
but women didn’t have access to art academies back then, so, from your reading, what, uh,
what do you know about how these woman painters learn to make art?
(female student) Most of the women learned painting in something like, uh, a family
workshop. They had a relative, like, their father who was an artist.
(professor) It would have been useful to have another hand to work on paintings if they had a
busy workshop. Most women artists learned that way through the family trade, so, fathers
taught daughters and it wasn’t uncommon that they would then teach their own daughters
years later. It usually didn’t go outside the family, I mean, women couldn’t, society said
women couldn’t go and work for an artist who wasn’t a family member the way men could.
Their options were more limited.
(male student) But we read about a woman who did work for another artist, uh, someone
outside her family.
(female student) Yes, yes, Judith Leyster
(professor) Right, Judith Leyster probably worked as an apprentice for an artist in the
Netherlands who had taught his own daughter to paint. Leyster’s father was not an artist. It’s
thought that she, well, her parents might have wanted her to study with that artist because his
artist daughter would have been a good companion for her. Uh, anyway, Leyster must have
studied for three years and been an apprentice for at least one year since these were the
requirements for joining a guild.
Now, a guild is an organization of people engaged in the same business, for example,
merchants were members of merchant guilds, craft people members of craft guilds, kind of
like the unions today. We know that Leyster was the first woman to join one of the Dutch
artist’s guilds. Eventually, she ran her own workshop and she became known for her paintings
of women in their homes, uh, domestic scenes. Now, in the seventeenth century, most of these
women painters were amateurs, which means they took no money. But there were a few who
56
became professionals. One of these was, uh, was Mary Beale.
Beale had an unusual education. She probably learned some from her father. He was an
amateur painter and she was associated with several male artists, some of them friends of her
father who were like mentors and gave her instructions. But I guess that wasn’t enough in
order to learn, uh, to keep up with artistic developments and new painting techniques. At one
time, she and her husband commissioned portraits from a prominent painter just so she could
watch him paint. Beale painted portraits of people in her social circle and later set up a
portrait studio in her house in London. And when her husband lost his government job he
worked as a manager in her studio.
(male student) I thought it was interesting that Mary Beale earned more money for her family
than her husband did.
(professor) In one of her most successful years, she had commissions to paint eighty three
paintings. And if she was hired to do that many paintings, she would have been earning a
large amount of money.
OK, so with artists like Leyster and Beale and there were more in other countries, you begin
to see how a tradition of women artists got established. By the end of the seventeenth century,
women could point to a line of woman artists. Now let’s look at some examples, uh, paintings
by some of these woman artists and discuss their styles and how their range of subject matter
changed over time.
1. What is the lecture mainly about?

A) The effect two European painters had on a generation of women artists
B) The training and careers of two women artists in the seventeenth century
C) The role of women in training artists during the seventeenth century
D) The types of paints created by seventeenth-century women artists
2. What does the professor imply about seventeenth century paintings showing women as
artists?
A) The paintings were a reflection of the changes in society
B) Nearly all the paintings were made by women
C) The paintings portray women with members of their families
D) The paintings illustrate the popularity of self-portraits in the seventeenth century
3. According to the professor, why might Judith Leyster’s parents have selected a particular
57
artist to teach their daughter?

A) The artist had painted a portrait of Judith.
B) They liked the artist’s painting style.
C) They could not afford an apprenticeship with any other artist.
D) The artist had a daughter who was being trained as a painter.
4. What does the professor imply about Judith Leyster’s training as an artist?
A) It enabled her later to travel throughout Europe as a painting instructor.
B) It was similar to that of other women artists in the seventeenth century.
C) It was extensive enough to qualify her for membership in an artists’ guild.
D) It did not give her an opportunity to open her own workshop.
5. According to the professor, what made Mary Beale different from most other woman
painters of her time?
A) She mainly painted portraits of famous male artists.
B) She taught in an art academy.
C) She became a professional painter.
D) She shared her portrait studio with another woman painter.

A) To encourage the student to consider a different explanation
B) To explain why his opinion differs from the student’s
C) To provide an illustration of the student’s point
D) To emphasize the possibility that the information is not accurate
口语第二套
#1

Good luck is as important as hard work in achieving success.
Use details and examples to explain your opinion.
58
#2
Reading Time: 45 seconds. Begin reading now.
Holding Classes Outside
I think the university should encourage professors to occasionally hold classes outside
during the warmer months of the year, when the weather is nice. I think a change of
scenery would help students focus and learn more, because it gets boring being in the
same classroom day after day. Also, the university recently installed some benches and
seats on part of the main lawn, and this area of the lawn would be a nice place to sit and
listen to a lecture or have a class discussion.
Sincerely,
Laura
Andrews
Now listen to two students discussing the letter.
(woman)Did you see this letter of Laura in the newspaper Jan?

(man)Yeah, I just read it. But I don't agree with her, I think it would have be the opposite
of what she's saying.
(woman)Really?
(man)Yeah. Because there would be a lot of distractions. A lot more to look at, like
people might see friends walking by, they might want to wave to them, say hello. Or
there might even be birching nearby.
(woman)Yeah, it would be hard to concentrate.
(man)Right, in the classroom, you can shut the door and keep out of those kinds of
things. But this way, people wouldn't be able to do that.
(woman)So but what her suggestion about the new area make the difference?
(man)Not at all. In fact, there aren't enough places there for entire class, so most people
would end up padding to sit on the ground.
(woman)Yeah, I guess that would be a little uncomfortable.
(man)And hard to take notes too. A lot of students now use computers in the class. You
know, they take notes on the laptops and it’s hard to type when your laptop is on the
ground.
(woman)Um. I see what you mean.
The man expresses his opinion about the proposal described in the letter. Briefly
59
summarize the proposal. Then state his opinion about the proposal and explain the
reasons he gives for holding that opinion.
#3
Cyclic Population Change
As species interact, predator and prey populations within an ecosystem change in size.
These changes form a repeating cycle in which population numbers increase and
decrease then eventually return to their original size. Then the cycle starts again. This
phenomenon, known as cyclic population change, creates an important balance within
the ecosystem. During the cycle, small, struggling populations are able recover and
grow in size. At the same time, large populations of species are prevented from
becoming too large. In this manner, the process of cyclic population change keeps the
size of both predator and prey populations in effective biological balance.
(male professor)Okay，let’s look at an environment with, say, wolves and mice. Of course,
the wolves are the predators and the mice are the prey, because wolves eat mice. For
now, let’s ignore outside factor, like climate change for example. And just look at how
the population of these two species are affected by each other. It might be helpful to
look at this process in days. So, phase one. Let’s say we have a lot of mice and only a few
wolves. Well, with so many mice around, the wolves have a large food supply. And with
all that food, they can live longer and healthier. And they can reproduce and feed their
young. So the wolf population will grow, right? But now, there are more wolves, they are
all eating mice. So the mouse population starts to decline since more mice are getting
eaten. So we arrived that phase two: a lot of wolves and the declining mouse population.
Are you with me? In this days, there are fewer mice around, which means the wolves
won’t have much food. Suddenly, hard for them to survive, they won’t feed their young.
So the wolf population starts shrinking. Therefore, eating fewer mice. And this allows the
mouse population to grow. And where are we now? Phase 3: now many wolves but a lot
of mice, which is exactly where we started. Phase 3 is in fact equivalent to Phase 1. As
you see, we’ve got repeating pattern.
Using the example from the lecture, define cyclic population change and explain how it
works.
60
#4
(female professor) So today let’s talk about something a film can do to hold the viewers’
attention. The film can create suspense. Suspense is that feeling of anxiety and
excitement you always have when they're engaged with the story, but they cannot
predict what’s going to happen. Now you may be thinking of scary movies, actually,
suspense is something that occurs in all kinds of films. Now i want to talk about two
different kinds of suspense.
The most familiar form of suspense is when you don't know the end of the story, what
the resolution will be. You might have a film about, so tow characters searching for
buried god. Each one has time to reach the gold first. One movie ahead of one scene,
but in the next scene, the other will find an clue. Who will end up with the gold? The
audience’s anxious to know, this suspense is about not knowing the end until it happens.
But there is another kind of suspense. Even if the audience knows the resolution, the
end of the story, a film can create suspense about how this story is going to get there.
What will happen along the way? Think about a romantic comedy or a love story. When
the film starts with two main characters, we already know they’re gonna meet and fall in
love by the end of the movie. That’s what always happen to these movies. But here, the
question is, how will they move? Suspense’s created when we see these two strangers
pass each other on the street or happen to eat in the same restaurant, we know they will
get together. But the question of how it happens is| exciting to watch develop. The
suspense is not about what the end of the movie, but rather about how the story will get
there.
Using examples to explain how different kinds of suspense was presented in films.
61
写作第二套
Why leaves fold up their leaves
During the daytime most plants position their leaves so the leaves can collect sunlight.
However， at night, some plants fold their leaves. There is no General agreement about
why this occurs, but there are severa1 competing theories as to why it might be
beneficial for plants to fold up their leaves at night.
Protection against cold

First, some scientists believe that plants fold their leaves at night to protect themselves
against the cold. An open leaf has a large surface area exposed to the air, which means
it will readily lose heat on a cold night. A folded leaf has less of its surface exposed to
the air, and will lose less heat by folding their leaves at night. Plants may protect their
leaves from freezing.
Protection against infection

Folding leaves may be a mechanism to keep the leaves from getting wet if it rains.
Leaves are vulnerable to diseases caused by fungal infection. When leaves are wet, the
chance of infection is greater, since fungal spores (small particles through which fungi
reproduce) require water to spread to new locations. If the leaves stay dry, the risk of
fungal infection is reduced.
Elimination of nighttime light

Finally，many plants need to keep track of the time of year in order to produce flowers at
the right time. These plants often keep track of the seasons based on how much
sunlight there is in the day. Plants' sense of time can be distorted when their leaves are
exposed to sources of light at night, such as moonlight. The purpose of folding leaves
may be to limit leaf exposure to nighttime light, which may help plants track the seasons
more accurately.
62
Now listen to part of a lecture on the topic you just read about.
The author of the passage you read described a few theories about why some plants
fold their leaves at night. However, none of the theories is very convincing.
First, studies of plants in cold climates have shown that folding their leaves at night
doesn’t help them much. That’s probably because plants don’t have a source of internal
heat. So their internal temperature heat in cold weather is pretty low to begin with. If the
outside temperature stays below freezing for some time, the plants soon suffer freezing
damage no matter how their leaves are positioned. That’s exactly what the studies show.
Plants that do fold their leaves suffer basically as much freezing damage as those that
don’t. So folding leaves does not seem like good protection against cold.
Second, folding isn’t likely to protect leaves from fungal infections. Folded leaves aren’t
completely protected from water and at least a little bit of water is still likely to get
through to them if there is a rain storm at night. And fungal spores require only a small
amount of water to travel, which means that even if the leaves are folded, the spores will
have the opportunity to infect them.
Third, many plants live in environments where their leaves are not exposed to night time
light sources. For instance, the plants that grow in very densely shaded areas of forests
are completed sheltered from bright moonlight. And yet, some plants that grow in the
shaded areas also fold their leaves at night. These plants can’t be folding their leaves to
protect against light sources because there isn’t any moonlight reaching the forest floor
where they grow. So again, there must be some other reasons for them to fold their
leaves.
Summarize the points made in the lecture. Being sure to explain how they challenge the
specific theories presented in the reading passage.
63
Independent Writing
Question:
Which strengthens friendships, enjoying good time together or talking about

problems and supporting each other.
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第三套题
阅读第三套
Honeybee Society
Honeybee colonies are essentially societies of females. In a hive of perhaps 20,000 bees,
only a few hundred will be male bees, called drones. ■They are around only in the
spring or summer long enough to rise to treetop level in a comet-like swarm, chasing
after one of the queen bees that have assembled from various hives at a mating site. ■
Of the many drones assembled, only 10 to 15 will actually mate with a queen during one
of her mating flights. ■Each drone that is successful dies in the process, however, and a
similar fate awaits drones that aren't successful; once mating is done, they will be
expelled from their hives or killed. ■
The week of mating flights prepares the queen for a lifetime of prodigious egg laying;
she will produce up to 2,000 fertile eggs a day for years. Nearly all of the offspring that
hatch from these eggs are female; they are the hive's worker bees; and they are well
named, for it is they who will maintain the hive, forage for food, store the food away,
care for newly laid eggs, and more. It is they who will do everything for the colony, in
other words, except lay eggs and mate with the queen.
Over their brief adult lives of perhaps six weeks, every worker bee takes on, in a
predictable order, nearly all the worker tasks that the hive has to offer. For the first three
days of her life, a worker is primarily a cleaner of the cells that the bee larvae (immature,
worm-like bees) are stored in. As the days pass, she becomes primarily a larvae feeder,
then a hive construction worker, then an entrance guard and food storer, and finally a
forager, going out to secure nectar, pollen, and water for the colony. Within this
structure, however, a worker's life is one of surprising flexibility. After becoming a
construction worker, for example, she still engages in some cell cleaning; and
throughout her life, she spends a good deal of time resting and patrolling the hive.
Importantly, there is no chain of command in a colonyno group of workers

communicating the message more food needed now or cell cleaning needed over here.
How, then, does all this work get organized among tens of thousands of bees. Bees are
prompted to act either because of environmental conditions (the temperature of the
65
hive, for example) or because of signals or cues they receive from other bees. The
signals are explicit acts of communication, as with the famous waggle dance that bees
perform to inform their fellow workers of the location of food sites.
Quite often, however, bees are reacting to cues they get from other bees that simply
imply a given condition. Take, as an example, a cue that researcher Thomas Seeley
confirmed that has to do with unloading time at the hive. In a well-fed hive, forager
bees gather food only from flower patches that have lots of nectar. When a hive is near
starvation, however, the foragers aren't so choosy; then low-yield flower patches will do.
So, how does a forager know whether to be choosy or not. How is she informed of the
nutritional status of the colony, in other words. Her informational source is the length of
time it takes her to unload her food. Providing the cues are the food-storer bees, which
receive the food the foragers bring back and then process it into honey and pack it
away in the hive. It takes a returning forager a relatively long time to make contact with
a food-storer bee in a well-fed hive, but a relatively short time in a starving hive. Why?
Because in a well-fed hive, the food storers have plenty to keep them busy there is
plenty of food to store away. If, however, a forager can make contact with a food storer
within 15 seconds of entering the hive, the forager knows the colony is low on food and
will start paying visits to low-yield sites. This is but one example of how life in the colony
is self-organizing; each bee's behavior is shaped by the behavior of other bees.
1. The phrase “expelled from” in the passage is closest in meaning to

A. forced from
B. carried from
C. left by
D. guided from
2. According to paragraph 1, all of the following are true about honeybee drones
EXCEPT:
A. They are a small percentage of the bees in a hive.
B. They die in the process if they mate with a queen bee.
C. They are accepted back in the hive if they fail to mate.
D. They swarm at mating sites to chase after a queen bee.
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3. Which of the following can be inferred from the discussion of bee society in
paragraphs 1 and 2
A. Male bees have no function other than to mate with the queen.
B. Male bees have higher status than female bees in the hive.
C. Female bees produce numerous offspring.
D. Female bees play a relatively unimportant role in the hive.
4. According to paragraph 3, the main task for the most mature worker bees is
A. storing nectar and pollen
B. cleaning bee larvae cells
C. guarding the entrance to the hive
D. obtaining food and water for the hive
5. Why does the author mention the famous waggle dance that bees perform in the
passage
A. To give an example of a signal shared between worker bees
B. To indicate how worker bees are able to find good food sites
C. To show how environmental conditions affect bee behavior
D. To illustrate how the presence of food stimulates bee activity
6. According to paragraph 5, which of the following describes forager bee activity when
a hive has not been receiving sufficient food
A. The foragers spend time looking for high-yield flower patches.
B. The foragers return to the hive only infrequently.
C. The foragers bring nectar from low-yield as well as high-yield flower patches.
D. The foragers travel long distances looking for nectar.
7. According to paragraph 5, how does a returning forager bee know that the hive is
well fed
A. The food-storer bees signal the foragers to remain in the hive.
B. The food-storer bees are producing honey, not storing food.
C. The food-storer bees ignore forager bees that are bringing low-quality food.
D. The food-storer bees are busy and not readily available to unload food.
8. In which of the following ways does paragraph 5 relate to paragraph 4

A. Paragraph 5 continues the discussion of the location of food sites begun in paragraph
4.
B. Paragraph 5 elaborates on the topic introduced in paragraph 4 about types of
67
communication between bees.

C. Paragraph 5 discusses the research that made the waggle dance in paragraph 4
famous.
D. Paragraph 5 explains in further detail the foraging activities of worker bees
mentioned in paragraph 4.
Lacking the body parts to collect nectar and pollen, they have no function in the
community once the opportunity to mate has passed.
Answer Choices:
A. Although a hive may contain as many as 20,000 bees, only a few of its females
become queens and mate with drones.
B. Once a queen has completed mating, she lays thousands of eggs each day, thereby
supplying the colony with offspring for many years.
C. Worker bees accomplish all the work necessary to maintain the hive by following an
orderly pattern of taking on new tasks as they mature.
D. Mature workers are typically required to play a variety of roles daily to ensure that the
needs of the hive are being met.
E. Rather than following orders from leaders, workers determine what needs to be done
from environmental cues or from signals from other workers.
F. Bees communicate most efficiently when they provide explicit signals to their fellow
workers.
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Early Modern Industrialization
Industrial output increased smartly across nearly all of Europe between 1450 and 1575.
Although trade with the Americas had something to do with this, the main determinants
of this industrial advance lay within Europe itself.
Population grew from 61 million in 1500 to 78 million a century later, and the
proportion of Europeans living in cities of 10,000 or more and thus dependent on the
market for what they consumed expanded from less than 6 percent to nearly 8 percent
during the same period. More important than sheer numbers, many Europeans'
incomes rose. This was especially true among more fully employed urban groups,
farmers who benefited from higher prices and the intensifying commercialization and
specialization in agriculture (which also led them to shed much non-agricultural
production in favor of purchased goods), and landlords and other property owners who
collected mounting rents. Government activities to build and strengthen the state were
a stimulus to numerous industries, notably shipbuilding, textiles, and metallurgy. To cite
just one example, France (hastened) to develop its own iron industry when the
Hapsburgs--the family that governed much of Europe, and whom France fought
repeatedly in the sixteenth century--came to dominate the manufacture of weapons in
Germany and the cities of Liege and Milan, which boasted Europe's most advanced
technology.
The supply of goods was also significantly modified. ■ Migration had long been
critical for the (diffusion) of knowledge that spawned new trades or revived others. Now
thousands of workers, and sizeable amounts of capital, moved from one region to
another. ■ At the same time, new commodities appeared on the market, often
broadening and deepening demand. ■ Most were inexpensive items destined for
individual consumers. ■ Knitted stockings, ribbon and lace, buttons, starch, soap,
vinegar brewed from beer, knives and tools, pots and ovens, and many more goods,
formerly made only for local sale, now entered into channels of national or international
trade. The best-known and most widely adopted new industry was printing with
movable type, which spread swiftly throughout Europe after Johannes Gutenberg
(perfected) his innovation in 1453. Despite isolated cases of resistance, the scribes' guild
(an association of book copiers) delayed printing's introduction into Paris for twenty
years, for example more than 380 working presses had sprung up by 1480, and 1,000 (in
nearly 250 towns) by 1500. Between 1453 and 1500, all the presses of Europe together
turned out some 40,000 editions (known as incunabula), but from 1501 to 1600, that
69
same quantity was produced in Lyon and Paris alone.
In metals and mining, technical improvements were available that saved substantially on
raw materials and fuel, causing prices to drop. The construction of ever-larger furnaces
capable of higher temperatures culminated in the blast furnace, which used cheaper
ores and economized on scarce and expensive wood, cutting costs per ton by 20
percent while boosting output substantially. A new technique for separating silver from
copper allowed formerly worthless ores to be exploited. Better drainage channels,
pumps, and other devices made it possible to tunnel more deeply into the earth as
surface deposits began to be exhausted. In most established industries, however,
technological change played little role; as in the past, new customers were sought by
developing novel products based on existing technologies, such as a new type of
woolen cloth with the texture of silk.
Sharply declining transaction costs (the direct and indirect expenses associated with
transporting, distributing, and marketing goods and services) were more influential. On
a general level, the decrease was due to greater security thanks to the lessening of
wartime disruptions and to the achieved when selling to large, concentrated urban
populations. More specifically, it can be traced to transport innovations such as the
carrack, a large ship that reduced rates for ocean borne freight by up to 25 percent, and
big four-wheeled Hesse carts for overland routes. The spread of efficient organizational
forms further contributed to declining costs, as did falling interest rates, which dropped
from 20 percent or 25 percent in the mid-fifteenth century to 10 percent 100 years later.
1. The word “determinants” in the passage is closest in meaning to

A. origins
B. long-term benefits
C. causes
D. effects
2. According to paragraph 2, the fact that more people lived in European cities meant
that
A. more people had to purchase food and other basic necessities rather than producing
these things themselves
B. industrial output increased because more people were available for employment in
manufacturing
C. fewer people were available for agricultural work and thus farmers were forced to
70
pay higher wages

D. more people competed for full-time urban employment, driving wages down
3. Which of the following is discussed in paragraph 2 as contributing to the growth in

the market for manufactured goods that occurred in Europe after 1500
A. Lower costs for food and housing
B. Advancements in manufacturing technology
C. Higher incomes
D. Increased property ownership by farmers
4. Paragraph 3 suggests that one reason for the change in the supply of goods
available to European consumers was
A. the development of the new industry of printing with movable type
B. a decrease in the demand for European goods in areas outside Europe
C. an increase in the wider European market for goods that before had been intended
only for local markets
D. the overturning of rules preventing workers from moving from one region to another
5. According to paragraph 3, which of the following was true about the new technology
for printing with movable type
A. It met with opposition wherever attempts were made to introduce it.
B. It spread with increasing rapidity throughout Europe after 1453.
C. It rapidly turned printing into the most important industry in Paris.
D. It was controlled in most places by the local scribes' guild.
6. Which of the following is NOT identified in paragraph 4 as an improvement made

possible by technological developments
A. The mining of ores that had previously been too deep to reach
B. The use of previously worthless ores
C. A reduction in the cost of expensive wood
D. The construction of furnaces that cost less to operate
highlighted sentence in the passage. Incorrect choices change the meaning in important
ways or leave out essential information.
A. Although most established industries continued operating with existing technologies,
some novel products required the development of new technologies.
B. In the past, technological change had been unimportant in most established
71
industries because the products that customers wanted could be produced using
existing technologies.
C. In most established industries, technological change played a role only when it made
possible the production of novel products that attracted new customers.
D. Most established industries attracted new customers by developing new products
based on existing technologies rather than by applying new technologies.
8. In paragraph 5, the author mentions the transport innovations of the carrack and
Hesse carts in order to
A. provide examples of wartime inventions that were adapted for use in industry
B. explain how knowledge of more efficient organizational forms was spread
C. provide reasons for the decline in transaction costs
D. identify innovations that led to falling interest rates
For example, during this period, international investment in Switzerland rapidly

expanded after the country was flooded by skilled workers fleeing religious
persecution in Italy and France.
The sharp rise in industrial output across most of Europe between 1450 and 1575
was mainly due to changes within Europe.
Answer Choices:
A. Industrial development was stimulated by rising incomes and growing populations
especially in market-dependent urban centers and by government support for certain
industries.
B. With increased mobility of labor and capital, more and more goods especially
inexpensive consumer goods were produced for wide distribution rather than being
72
limited to local markets.

C. Numerous technological innovations that could be applied to the manufacture of
consumer goods grew out of the weapons industry that had developed in Germany, Li¨¨
ge, and Milan.
D. Industrial development was limited in some areas due to the high costs of
transportation, labor, and rents, and because of the localized nature of industrial
knowledge.
E. New industries that manufactured goods for individual consumers were able to keep
prices low in large part because of new technologies designed to accommodate
economies of scale.
F. Lower prices for manufactured goods were the result of lower interest rates; of
improvements in transportation, security, and organization; and of innovations in
metal-making, mining, and printing.
Extinctions at the End of the Cretaceous
It has long been recognized that the dinosaurs disappeared from the fossil record at the
end of the Cretaceous period (65 million years ago), and as more knowledge has been
gained, we have learned that many other organisms disappeared at about the same
time. The microscopic plankton (free-floating plants and animals) with calcareous shells
suffered massively. The foundation of the major marine food chain that led from the
minute plankton to shelled animals to large marine reptiles had collapsed.
On land it was not only the large animals that became extinct. The mammals, most of
which were small, lost some 35 percent of their species worldwide. Plants were also
affected. For example, in North America 79 percent did not survive, and it has been
noted that the survivors were often deciduous they could lose their leaves and shut
down while others could survive as seeds. As in the sea, it seems that on the land one
key food chain collapsed: the one with leaves as its basic raw material. These leaves
were the food of some of the mammals and of the herbivorous dinosaurs, which in turn
were fed on by the carnivorous dinosaurs. Furthermore, it is most likely that these large
dinosaurs had slow rates of reproduction, which always increases the risk of extinction.
Crocodiles, tortoises, birds, and insects seem to have been little affected. The two first
named are known to be able to survive for long periods without food, and both can be
73
scavengers (feed on dead material). Indeed, with the deaths of so many other animals
and with much dead plant material, the food chain based on detritus would have been
well-supplied. Many insects feed on dead material; furthermore, most have at least one
resting stage in which they are very resistant to damage. In unfavorable conditions some
may take a long time to develop: there is a record of a beetle larva living in dead wood
for over 40 years before becoming an adult. Some birds were scavengers, but the
survival of many lineages is a puzzle.
What happened in the biological story just after these extinctions？ What is found in
and just above the boundary layer between the deposits of the Cretaceous and those of
the Tertiary (65¨C2.6 million years ago), termed the K/T boundary？■For a very short
period the dominant microorganisms in marine deposits were usually diatoms and
dinoflagellates (both single-celled types of plankton). ■The important feature for the
survival of both these groups was the ability to form protective cysts (sacs around
organisms) that rested on the sea floor. Above these, in the later deposits, are the
remains of other minute plankton, but the types are quite different from those of the
Late Cretaceous. ■In terrestrial deposits a sudden and dramatic increase in fern plant
spores marks the boundary in many parts of the world; ferns are early colonizers of
barren landscapes. The fern spike (sudden increase), as it is termed, has been found also
in some marine deposits (such was the abundance of fern spores blown around the
world), and it occurs in exactly the same layer of deposit where the plankton disappear.
We can conclude that the major marine and terrestrial events occurred simultaneously.
■
Many theories have been put forward for the extinction of the dinosaurs, but most of
them can be dismissed. Since 1980 there have been more focused, but still
controversy-ridden, investigations. In that year Louis and Walter Alvarez and colleagues
from the University of California published their research on the amounts of various
metals in the boundary between Cretaceous and Tertiary rocks (K/T boundary) in Italy,
Denmark, and New Zealand. They had found, accidentally, that a rare metal, iridium,
suddenly became very abundant exactly at the boundary and then slowly fell away. This
phenomenon, known as the iridium spike, has now been identified in K/T boundary
deposits in over a hundred other sites in the world. Iridium occurs in meteorites and
volcanic material, but in the latter case it is accompanied by elevated levels of nickel and
chromium. These other metals are not especially abundant at the K/T boundary. The
Alvarezes concluded that the iridium spike was due to a large asteroid that struck Earth
65 million years ago.
74
1. According to paragraph 1, which of the following was true of small planktonic

organisms at the end of the Cretaceous
A. They lost their main sources of food.
B. They developed calcareous shells.
C. They decreased greatly in number as did many other types of organisms.
D. They replaced other minute organisms as a food source in the major marine food
chain.
2. Which of the following statements is NOT supported by the information provided in

paragraph 2 about extinctions at the end of the Cretaceous
A. About 35 percent of mammal species were lost.
B. 79 percent of North American plants disappeared.
C. Most birds, tortoises, and crocodiles escaped extinction.
D. Deciduous trees were especially likely to go extinct.
3. According to paragraph 2, which of the following factors probably contributed to the

extinction of the dinosaurs
A. The length of time it took dinosaurs to reproduce
B. Large quantities of dead material disturbing their habitats
C. Increased competition for food from scavengers
D. An increase in carnivore populations
4. In paragraph 2, why does the author provide the information that there is a record of
a beetle larva living in dead wood for over 40 years before becoming an adult
A. To help explain why insects were less likely to go extinct than other species
B. To show that not all species that relied on trees disappeared during the late
Cretaceous
C. To suggest that insects that lived long ago had much longer life spans than those
living today
D. To support the claim that conditions at the end of the Cretaceous were highly
unfavorable
5. The word “simultaneously” in the passage is closest in meaning to

A. rapidly
B. repeatedly
C. at the same time
D. for different reasons
75
highlighted sentence in the passage. Incorrect choices change the meaning in important
A. The fern spike is the term given to this sudden increase in the abundance of fern
spores blown into the oceans around the world.
B. The sudden increase in fern spores occurred in exactly the same parts of the world
where the plankton was disappearing.
C. Fern spores have even been found in some marine deposits from exactly the same
layer as that showing the disappearance of the plankton.
D. Most marine deposits from around the world contain either plankton or a lot of fern
spores but not both together in the same layer.
7. According to paragraph 4, what evidence is there that an asteroid hit Earth

A. The fact that the metals nickel and chromium were found at sites around the world
B. The presence in K/T boundary deposits of large amounts of a metal that is found in
meteorites
C. The fact that iridium amounts decreased at the same time that the Cretaceous ended
and the Tertiary began
D. The differences in the types of metals found in deposits in Italy, Denmark, and New
Zealand
8. Paragraph 4 suggests which of the following about the Alvarezes' theory

A. Their theory was accepted until 1980, when more focused investigations showed it to
be incorrect.
B. It rules out the possibility that the iridium spike was the result of volcanic activity.
C. Before it can be accepted, more evidence must be gathered from locations outside
Europe and New Zealand.
D. Experts believe the research done by the Alvarezes was too broad.
This change in plankton found in marine deposits is what marks the boundary
between the Cretaceous and the Tertiary.
76
Answer Choices:
A. Aside from the dinosaurs, most of the organisms affected were very small, such as
single-celled plankton and insects.
B. Herbivores and carnivores were both affected, but the hardest-hit group was the
scavengers, including many birds and some mammals.
C. Two major food chains were eliminated, one in the oceans based on plankton, and
one on land based on leaves.
D. Examinations of marine and terrestrial deposits show clearly that ocean extinctions
occurred well before those on land.
E. In geological samples from around the world, the K/T boundary is marked by a
sudden change in plankton and by a spike in fern spores.
F. Sudden, high levels of iridium found at the K/T boundary suggest that a meteorite
might have caused the extinctions.
听力第三套
C1
Listen to a conversation between a student and the department of housing employee.
(student): Hi, I'm a first-year student and I've lived in student housing for the past six months.
A classmate just told me that I might have missed the application deadline for the next
academic year. I didn't know I had to apply again so early. I thought I'd better stop by, um...
has that deadline passed? Well...
(Employee): Housing is a 3-stage process with a few different deadlines. One of them is
approaching soon, but none of them has passed yet. So, you're fine.
(student): Great, oh that's a relief. Could you tell me then about what I'll need to take care of?
(Employee): Sure. For stage one, you only have until the end of this week to do two things.
First, you need to go to the university home page and Complete the housing reapplication
77
online. And Secondly, if that gets approved, you have to pay the $1000 nonrefundable
housing deposit.
(student): Ah-oh, Oh I mean the thousand dollars is not a problem. It's the non-refundable
part. That...
(Employee): Well, what do you mean?
(student): Well, it's just that I don't know yet precisely where I'll be next year. I applied for the
university study abroad option, but they won't make their decision for a few more months. So,
I do really need to plan for both possibilities. But if the thousand dollars is nonrefundable,
(Employee): well you still have to meet our reapplication and deposit deadline to remain
eligible for any future guaranteed housing. Otherwise you'll always be put on a waiting list.
However, the study abroad program is an exception to our nonrefundable policy. So, if you
get accepted into that program, you can submit a study abroad notification form to our office.
(student): But what will that do?
(Employee): That way? Uh We can change your status, but you'll still be eligible for future
housing. And the thousand dollars will be credited to your account.
(student): Oh, okay.
(Employee): Now as part of stage two of the housing process coming up in about a month,
there'll be an official open house session. It'll provide students with an opportunity to visit the
different student housing buildings, and also to learn more about the surrounding
communities. You know, since we're a city college, some of those areas have different
attractions which give each of them a different personality. Take Tremble Hall, for instance.
It's right next to a weekend farmers market. And there's Clark Hall, which is on the same
block as the art museum. Lots of options to explore.
(student): Great. I'll plan to attend. And What about roommates? There's two friends I'd like
to live with. Can I arrange that?
(Employee): Yes, the day uh the day after the open house submit a roommate preference card,
make sure only one person submits all the Information on one card. Now we do the best we
can to accommodate groups, however, and please be aware that as space becomes limited,
individuals in the group may be placed in different locations.
(student): Got it! And What's stage three?
(Employee): That's the final stage where you select the specific room that you'd like.
1.What are the speakers mainly discussing？

A. Whether the student can obtain additional time for filing a housing application
B. Whether the student will be able to get a refund for her housing deposit
C. How to arrange university housing for the next year
D. How to apply for the study-abroad program
78
2.What concern does the student express about stage one of the housing application process
A. She is concerned she will not be able to submit her application by the deadline.
B. She is concerned about having to pay for housing she might not use.
C. She considers the amount required for the deposit excessive.
D. She does not want to commit to selecting a particular building yet.
3.Why does the man mention the study-abroad notification form

A. To emphasize that the deadline for the form is approaching
B. To explain why the student need not worry about making a housing deposit
C. To point out that the student completed the form incorrectly
D. To explain a requirement for all students applying to the study-abroad program
4.According to the man, what can students do at the open-house session

A. Find out about the campus housing process
B. Meet with potential roommates and housing staff
C. Get a discounted membership card for the local art museum
D. Learn about the different housing choices
5.According to the man, what do students who want to live with friends have to do
A. Wait until stage three to request a specific roommate
B. Select a two-person room in Clark Hall
C. Include the roommate's name on the online application form
D. Fill out a roommate request form after the open-house session
L1
Listen to part of a lecture in a biology class.
I'm sure most of you know you know that we've been able to extract certain compounds from
plants for use in medicine. Um, compounds like proteins, proteins from some plants can be
used in medicines as antibodies in vaccines. And we can even cause some plans to produce
certain proteins by incorporating DNA into the plant cells. Usually in the leaves. We then
extract the proteins to use as antibodies. However, we've never been able to produce enough
protein to make the process worthwhile. It... It hasn't been practical until now.
Now, it appears that it is possible to get a large amount of usable protein from plants. Some
researchers have recently succeeded in doing this by using plant seeds to produce these
proteins, rather than the leaves or the other parts of the plant. Now, there are a number of
advantages to getting protein from plants, seeds to produce antibodies. But we have to be sure
79
that these proteins are just as effective as human proteins. And so far, the research has shown
that they are that antibodies produced from plant seeds' proteins are effective in humans,
which is great because typically antibodies for vaccines and medicines too are produced from
microorganisms like yeasts or bacteria. And it's rather complicated process.
OK, so what makes plant seeds good production units? Well, for one thing, there's lots of
them. Right? One plant can produce a lot of seeds. And then there's the issue of storage.
Seeds can be stored for long periods of time, and the protein retains its effectiveness.
Now, that's not true with other parts of the plant. Leaves, for instance, you can't store them
very long, which means that you have to get that protein out right away as soon as it's
produced. But using plant seeds as production units allows you to isolate the protein
whenever you need it. And you can transport seeds all over the world, even a place where
refrigeration might be a problem. Not so for yeast or bacteria. But with seeds, it seems quite
possible that will be able to supply vaccines to places that need them. Whereas before,
transporting and preserving these products over long distances simply wasn't feasible.
And another major benefit of extracting plant proteins for medical use, it's cost effective,
unlike the production of proteins for medicinal purposes using yeast or bacteria like insulin,
which is a vital protein used in medications. Extracting protein from seeds doesn't require
high tech production labs with all kinds of equipment. And since refrigeration is not crucial
for maintenance or transport, it's just much less expensive to store and maintain plant seeds
than other sources of protein. We estimate the total production cost to be ten to a hundred
times lower.
1.What is the lecture mainly about?

A. The costs of extracting proteins from plants to make vaccines
B. The modification of seeds to increase plant reproduction
C. The benefits of using plant seeds to obtain proteins for vaccines
D. The use of proteins in animal cells to produce vaccines
2.According to the professor, what did the researchers learn about proteins produced from
plant seeds?
A. They produce antibodies that are effective in humans.
B. They are difficult to extract.
C. They are more suitable for medicinal use than antibodies produced from bacteria and
yeasts.
D. They do not survive as long as proteins produced from leaves.
3.According to the professor, what is an advantage of using plant seeds rather than
plant leaves to extract proteins
80
A. Proteins can be extracted more quickly from seeds than from leaves.
B. Proteins from seeds are more effective as medication.
C. Seeds can be stored without the proteins' losing their effectiveness.
D. A single seed provides more protein than a single leaf.
4.Why does the professor mention insulin?

A. To give an example of a protein that is used as medicine
B. To point out the most common protein produced from plant seeds
C. To give an example of a medication that can be stored for a long period
D. To explain why it is difficult to extract proteins from plants
5.Why does the professor discuss refrigeration?

A. To emphasize the expense of producing proteins from plant seeds
B. To point out the cost-effectiveness of transporting seeds
C. To illustrate the difficulty of preserving some vaccines made from seed proteins
D. To emphasize the need for more high-tech laboratories for extracting plant proteins

A. To remind students of a lab experiment they recently completed
B. To encourage students to provide a summary of a previous lecture
C. To point out something that she thinks the students might not know
D. To use common knowledge to establish a starting point for the lecture
L2
Listen to part of a discussion in an art history class.
(Professor): So, uh, we just got started with the French painter Paul Cezanne in our last class,
Cezanne. He created most of his paintings in the late nineteenth century, though in many
ways his work as a culmination of the impressionist movement that began several decades
earlier, a movement that was spurred in part by the growing popularity of photography.
(Female Student): But uh, didn't artists painters feel threatened by photography?
(Professor): They did. And that's one of the reasons painters of the mid to late nineteenth
century work so hard to distinguish their paintings from the types of images that are captured
in photographs.
81
Here's one argument they used. They'd argue that the camera could only capture a single
moment in time. But for them, that wasn't how people actually perceive reality. Our
perception of reality is not a snapshot. It's formed over time, they'd say. So, the techniques
these painters used to suggest the passing of time moved away from the conventional
techniques of realistic representation. You know, sharp detail, sharp outlines, outlines of
objects in their paintings became increasingly blurred, and they experimented with color to
create mood. Um, that painting titled impression sunrise that we discussed a few classes ago
is a good example.
The one with the harbor scene, there was a sense of time passing of the day, just awakening.
The colors ran into one another. There were no real distinctions between objects. The viewer
got a sense of the play of light, of surfaces, shimmering this blurring of outlines became the
signature of this new style of painting. David?
(Male Student): This kind of reminds me of something I read in a book recently about
Cezanne in the blurring of the outlines and the process of sight. Uh, I think it was, um, um I
know which book you're talking about, and I'm not sure I though it does certainly fit in with
what we're talking about.
(Professor): Let me explain a bit about the book to the class. Now, remember what I said
about the impressionist movement leading up to Cezanne. Well, Cezanne took the technique
of blurring outlines even further. His paintings, particularly the later ones, lack boundaries
there more abstract. They consist of patches of color that blend into one another, and you can
hardly tell what the objects are.
Now, the author of the book that David's talking about proposed that there's a connection
between Cezanne's style, and the way our visual perception works in general. Modern
neuroscience tells us that visual perception is basically a two-stage process. The information
that the human eye initially transmits to the brain is this pretty disorganized bunch of lines
and patches of color. That's the first stage. But in the next stage, the brain processes this
blurred and somewhat chaotic image to create the final picture of sharp outlines and distinct
objects. This, of course, all happens automatically, and we are only aware of the final result.
But this book argues that Cezanne somehow intuitive that before the final sharp image is
formed, there is this stage where colors and lines are blurred. And that's what he represented
in his paintings. Mind you. He supposedly did this decades before scientists actually
understood this process.
(Female Student): So, Cezanne just gives us the initial chaotic impression and it's up to our
brains to make meaning out of what our eyes see.
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(Professor): Right. That's what the book argues that Cezanne somehow understood that that's
how our vision worked.
(Male Student): So, Cezanne with this abstract style is simply forcing us to go through the
same process of making sense of what we see as uh as the process that the brain goes through
to make sense of the information it receives from the eyes. Seems like a pretty strong case to
me.
(Professor): Well, you can certainly make the argument. But to me, it's a stretch. You see this
two-stage process happens automatically in our brains. I mean how could Cezanne be aware
of this? I think it's simply the case of Cezanne just continuing the tradition of this new
painting style that did away without lines and experimenting with it to see how far he could
take it and what kind of visual experience it would give the viewer. To me, that doesn't make
him a neuro scientists.
1.What is the discussion mainly about?

A. Objects that Cezanne often depicted in his paintings
B. Details about how the brain interprets visual information
C. Explanations of Cezanne's painting style
D. A theory that progress in neuroscience influenced nineteenth-century painters
2.According to the professor, what did nineteenth-century painters consider to be a weakness

of photography?
A. Cameras at the time could not capture fast-moving objects.
B. Photographs did not reflect reality as it is actually experienced.
C. Images in early photographs often had blurry outlines.
D. Cameras could only be used under certain lighting conditions.
3.Why does the professor talk about a painting depicting a harbor scene at sunrise?
A. To compare it with a photograph of the same subject
B. To explain a technique used by painters to convey the passage of time
C. To explain the difference between Cezanne's paintings and the paintings of other
Impressionists
D. To introduce a type of painting that Impressionist painters rebelled against
4.According to the professor, what has modern neuroscience revealed about human vision?
A. Artists often process visual images differently than other people do.
B. The brain has difficulty processing visual images that are too chaotic.
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C. The eye functions like a camera that sends exact images to the brain.
D. Images of sharply outlined objects are a result of brain processing.
5. What is the student's opinion of the book he read about Cezanne ?

A, He does not think the author provides adequate support for the theory.
B. He thinks the author misunderstands basic neuroscience.
C. He thinks the book's ideas apply to earlier Impressionists as well as to Cezanne
D. He finds the author's conclusions convincing.
6. What opinion does the professor express concerning Cezanne's move toward abstraction?
A. It was a natural extension of the principles underlying Impressionism.
B. It was motivated by Cezanne's dislike of Impressionist paintings.
C. It was a result of Cezanne's experimentation with photography.
D. It was inspired by Cezanne's familiarity with neuroscience research.
C2
Listen to a conversation between a student and his ancient history professor.
(Student): I know you put a lot of effort into making all the arrangements for the play in New
York. Getting us the special group discount plus getting the department to help with the price
of the tickets.
(Professor): Well... It's not every day that we have the opportunity to attend a production of
escalate as the Persians performed by the national theatre of Greece. No less. You know it's
the earliest surviving Greek tragedy. The very first one.
(Student): Oh, I didn't realize that the Persians was the oldest of all the Greek plays. That's
kinda neat. Escalates lived in like the 5th century BCE right?
(Professor): Yeah, he lived during the series of wars that the Persians chronicles, the Persian
wars, and that's what makes us play unusual. It talks about historical events that were
occurring more or less around the time it was written. We'll talk about it next week's class.
(Student): That's interesting. Is it the only Greek play that talks about like current events at
that time?
(Professor): That's right. well...The only play that we know of anyway, if other playwrights
wrote on similar topics, those plays have been lost. But we're getting sidetracked. You wanted
to tell me something.
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(Student): Yes, I know you're not going to be too happy about this, but I just don't think I
would enjoy this play.
(Professor): I'm sorry to hear that. What's the problem?
(Student): Well... Seeing a plane? A language? I don't understand. I just don't think I'd get
very much out of it.
(Professor): Well, you'll surely understand some things we'll be studying in the play
beforehand, so you'll be familiar with it. Anyway. Attendance is required. It's in the syllabus,
and there's a short paper on it due to that's also mentioned in the syllabus.
(Student): I sort of misplaced my syllabus.
(Professor): Well, you'll need to get a copy from a classmate. Anyway. The play will have
supertitles. That's common practice nowadays.
(Student): Supertitles?
(Professor): Like subtitles in movies, but they usually project them across the Top of the
stage.
(Student): Oh, yeah, I know what they are. They had them on our intro music class went to
the opera New York.
(Professor): Well, there you go. See people go to the opera all the time and they don't
necessarily know the language in which the opera is being performed. What language was
your opera in?
(Student): Russian? Another language I don't understand.
(Professor): And did you enjoy it?
(Student): Well, it was a little frustrating at first, not understanding the words. But once I got
past that, I actually did get a lot out of it.
1.Why does the student go to see the professor

A. To ask questions about a recent lecture
B. To get advice on a paper he is writing
C. To tell the professor that he will not participate in an upcoming class activity
D. To find out whether he can get a discount on tickets for a play he is planning to attend
2.According to the professor, what is special about the play The Persians
Click on 2 answers.
A. It is the primary source of information about the linguistic features of ancient Greek.
B. It was recently rediscovered after having been lost for many years.
C. It is the earliest Greek tragedy still in existence today.
D. It mentions events that were taking place at the time it was written.
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3.Why does the professor mention the class syllabus？

A. To remind the student of a due date he had forgotten
B. To remind the student of one of the class requirements
C. To point out that some of the assignments are optional
D. To let the student know that she has some extra copies
4. According to the professor, what will make it easier for the student to understand the
performance? Click on 2 answers.
A. The class will study the play before seeing the performance.
B. The class will learn some phrases in ancient Greek.
C. The students will discuss the play with the actors after the performance.
D. The theater will provide the audience with an English translation of the play.
5. What can be inferred about the student when he says this？

A. He has taken a course in Russian history.
B. He learned some Russian words when he was a child.
C. He might enjoy seeing The Persians even though it will be in ancient Greek.
D. He does not understand why history students are required to see The Persians.
L4
Listen to part of a lecture in the united states history class.
Okay? You wanna talk about a really significant invention. How about mechanical
refrigeration and air conditioning? Think about it. Our country would be a very different
place without it. For example, how about the fact that harder regions of the United States, uh,
like Florida, would only have a fraction of their current populations? Or that we probably
wouldn't have many skyscrapers, since you can't open the windows 50 stories up, because of
high winds. And an open window was about the only way to cool a room in the past. And
industrial applications of refrigerated air have been extremely important. Let's look at the
printing industry, for example.
Um, Paper expands and contracts according to the amount of moisture in the air. So, before
air conditioning, it could be impossible to align the inks for printing and color. So even
something as mundane as color magazines, something we take for granted, it's the regulation
of temperature and humidity in the print shop that makes them possible.
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Now, it turns out making something cold not so easy, I mean, to make something hotter, you
can heat it with fire, for example. But to cool something? Oh sure, if it's winter, you can get
some ice and you're okay. But how practical is that? And what if it isn't winter? Now, one of
the guys who mold over this problem was a doctor John Gorrie. Doctor John Gorrie moved to
Apalachicola, Florida in the 1830s. In those days, Florida, with its hot, humid summers, its
snakes, alligators, mosquitoes, and its tropical diseases, was a hard place to live. But
Apalachicola was actually the second largest port in the gulf of Mexico. Much of the cotton
grown in some southern US states, and that was a lot was shipped out of Apalachicola.
Now in the 1840s, Doctor Gorrie in deciding how to treat those tropical diseases deduced that
since they occurred in the summer, they must be in some way caused by the heat. The cure,
therefore, would be too in effect--change the season, take summer and the heat of it away.
Uh... we're lucky he drew that conclusion instead of the correct one, which is probably why
he didn't go down in history for any great medical breakthroughs.
Anyway, his first experiments with these treatments led him to develop cold rooms or room
school with ice. In some cases, the ice was in the ceiling. Gorrie understood of course the
principle that cold air is heavier than hot air, and that air cooled by the ice would fall down
over the patients. In other cases, he had fans blowing over the ice. Nevertheless, the bigger
problem, as you can imagine, was acquiring ice. There were ice companies at the time, that
sword, huge blocks of ice out of frozen lakes and ship this ice all over the world.
But keep in mind, Florida isn't close to the northern United states. Ships filled with ice had to
sail a long way, and well some ships would encounter storms, or ice would melt. And what
actually got there was very much in demand. And subsequently not cheap. And You have to
wonder how much ice would be left, say in August, since it had to be stored all summer and
insulated warehouses.
So, what do you think glory did? Well with his inclination for tinkering and his science
background, he set out to invent an ice-making machine. Just imagine he took advantage of
some very basic principles. The most important being this, air that's compressed, cooled, and
then allowed to reexpand gets very cold indeed. And that seems simple, but it's basically the
principle all of our subsequent refrigeration technology is based on.
Now Gorrie is first attempt at a refrigeration machine was big and clumsy. It leaked and
broke down a lot, but it did make ice. Unfortunately, although Doctor Gorrie did get a patent
for his refrigeration machine in 1851, he never really raised enough money to develop it. He
blamed the ice industry for his problems. It's pretty clear that they didn't want to see his
invention perfected. Even worse, the media ridiculed his achievement. It's a shame, too,
because Gorrie was a visionary. He thought this invention could later be adapted to
transporting perishable foods all over the country in all seasons, among other users. It's
unfortunate, nobody took him seriously at the time.
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1.What is the lecture mainly about?

A. The origin of an important technological idea
B. The history of the air-conditioning industry
C. Applications and benefits of mechanical refrigeration
D. John Gorrie's trouble with the ice industry
2. What problem did air-conditioning solve in the printing industry?

A. Strong winds blowing dirt through open windows
B. Changes in paper size due to humidity
C. Warm temperature slowing the time it took ink to dry
D. Frequent breakdowns of machines that became overheated
3. Why was Apalachicola important in the 1840s?

A. It produced artificial ice to be sent all over the world.
B. It was a large shipping center.
C. It was an important center of medical research.
D. It had the highest summer temperature of any of United States city.
4.What does the professor imply about Gorrie's work with tropical diseases?
A. He misunderstood the cause of tropical diseases.
B. His work led to important medical breakthroughs.
C. His treatments were similar to those used by other doctors at that time.
D. He was less interested in tropical diseases than in other kinds of disease.
5.What does the professor imply about the ice industry in Gorrie's time?
A. It paid members of the media to create problems for Gorrie.
B. It was unwilling to supply Gorrie with as much ice as he needed.
C. It did not support the development of refrigeration systems.
D. It was interested in taking Gorrie's invention for itself.
6.Why does the professor say this:

A. To point out that Gorrie lacked sufficient training in science
B. To imply that other people were working on similar inventions at that time
C. To suggest that inventing a refrigeration machine was not a difficult task
D. To indicate that she is impressed with Gorrie's initiative
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口语第三套
#1
When it comes to buying daily necessities, some people prefer to shop in grocery
stores now and then to gather all the things they need, while others prefer to go to
a supermarket and buy everything all at once. Which do you prefer and why?
#2
Art Students To Teach Local Schoolchildren
The Fine Arts department has announced that this semester, several of the university's
art students will give art lessons to children at Thompson School, the nearby primary
school. The art students will go to Thompson School several hours each week to teach
the children the basics of painting, drawing, and other art forms. Assistant Professor
John Campbell explains: We believe that this will have benefits to Thompson School,
since it does not have funding for art classes, and the pupils do not have access to art
instruction. he added that the selected university students will benefit from gaining
firsthand experience as art teachers, which may lead some of them to careers in the
teaching profession.
Now listen to two students discussing the article
(woman) Hey John, this article may think of you. That’s your apartment right?
(man) Yeah and I’m pretty excited about this. I’m actually one of the people who are
gonna participate in.
(woman) Really? Wow!
(man) I really get that this is so important. I mean, when I was a kid, I went to a really
small primary school, and it had the same situation. And I think I really messed out.
(woman) Sure.
(man) I really started at a really benefit that if I had been able to learn about, like
painting, which we are on, when I was young, you know. And from some one who has a
lot of expertise.
89
(woman) Exactly. So now you are to make sure that some else get the opportunity. It’s
great.
(man) And plus, for us, the experience.
(woman) Yeah, you think that will be helpful?
(man) Yeah, because, like for me, besides I have all the classes in the studio, I’m also
studying education.
(woman) Oh I didn’t know that.
(man) Yeah, so far I participate in classes in like teaching method.
(woman) And you like them?
(man) Yeah definitely,but like most students, I haven’t had any practice actually using it. I
will be curious about how I like it, whether I’ll be good at it.
The man expresses his opinion about the plan announced in the article briefly
summarize the plan Then state his opinion about the plan and explain the reasons he
gives for holding that opinion.
#3
You will have 50 seconds to read the passage. Begin reading now.
Teaser advertising
When companies introduce a new product, they often create television commercials
showing attractive images of the product. However, companies may also choose a
nontraditional approach called teaser advertising to try to create interest and build
excitement in a product. With teaser advertising, the product itself is named but not
shown in the commercials; instead, other images are used that are related to the
product in some way. Because the actual product is not shown, consumers wonder
about what it looks like, which makes the teaser-advertising campaign memorable, and,
thus, often very effective. After interest has been generated, the company then begins
using images of the product itself in later advertisements.
Now listen to part of a lecture on this topic in a Marketing class
(male professor) Ok, here's an example that a company shares this idea. a few years ago,
this car company came out with the new model car. What they did is before the car was
ready to sell, they made a commercial on the television that showed a road and then
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behind it stretching out towards the beautiful mountains, and then left it on the sunset
of the mountains. It looked like you wanted to be there. And guess what, the sky,
mountains nothing else. And after this, an announcer, a guy's voice, came out and said
the name of the car, and said he would go interview this soon. So of course, people who
watch this commercial appear to want to watch the car by themselves. So about a
month later, the company showed a new commercial, and because people remember
the first commercial, they really pay attention to the second one. This time the car itself
appeared driving down the same highway in the same mountains. And it showed the car
both inside and outside. And a week later, the car became a campaign, a lot of people
called the company and asked the information about the car. And it ended up selling
very well.
Explain how the example from the professor's lecture illustrates the concept of teaser
advertising.
#4
So, we will talk about different ways animals can benefit from being in a group. And well,
one important benefit is the protection they will get, protection from predators. One
thing that will be concerned in an animals lifetime is survival. And the part of the large
group allows animals to provide protection for one another. Let’s discuss two ways that
being part of the large group that contributes to animals’ survival.
For one thing this large numbers of animals get together in groups This overwhelms
predators. That is predators don’t have time to catch them all. they are overwhelmed
that predators could see each of them. But they are packed together, the predators can
only go after a few. As a result, the survival of the majority increases. For example, when
bats-they live in caves. When they leave the cave, bats often fly out all at once. And well,
if predators wait outside the cave, they only have time to catch a few bats.
The second benefit is, hmm, animals in large groups can warn other animals when the
predators arrive. That's because one member of the groups sees the predator, it can
actually let other animals notice, and even animals could have enough to get away
quickly. One of the most interesting example is an insect, called the ocean skaters. They
travel in large groups across the surfaces of the ocean. And since one of them on the
edge of the group sees the predators coming, they warn the rest of the group of the
coming danger.
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Using the examples of bats and ocean skaters, explain how animals benefit from being
in a large group.
写作第三套
Integrated Writing (Reading Passage)
Researchers conclude that the first inhabitants of North America crossed the Atlantic
Ocean on primitive boats. According to the theory, these ocean travelers were
Solutreans, members of a culture that flourished in Europe during the last Ice Age,
about 20,000 years ago. Several arguments have been offered in support of the
Solutrean hypothesis.
First, the spear points made by early inhabitants of North America more closely
resemble the stone spear points made by the Solutreans in Europe than they do the
tools made by prehistoric Asians. The spear points of early North Americans and the
Solutreans had a single, large, very sharp blade. In contrast, Asian spears usually had
multiple small blades.
Second, the earliest-known remains of human bones in North America-those of the

so-called Kennewick Man-suggest that early North Americans physically resembled
Europeans more closely than they did Asians. Based on its shape, experts have classified
the skull of Kennewick Man as European rather than Asian, a conclusion that can be
interpreted as lending support to the idea of a Solutrean origin.
Third, when the Solutrean culture flourished, the Atlantic Ocean was easier to cross than
it is now. During the last Ice Age, the continental shorelines extended farther into the
ocean than they do today, which significantly reduced the distance between Europe and
North America. In addition, there were massive Ice sheets in the Northern Atlantic that
ocean travelers could use as sources of freshwater and as places to stay if the ocean
became too stormy. Both facts greatly reduced the difficulty and danger of crossing the
Atlantic Ocean.
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Despite certain similarities between the Solutreans and the early inhabitants of North
America, most researchers reject the Solutrean hypothesis and conclude that the first
North Americans in fact came from Asia.
First, the spear points. The similarity between North American and Solutrean spear
points doesn’t prove that the Solutreans came to North America. In fact, the early North
Americans and the Solutreans probably developed the big and sharp spear blades
independently of each other because both Europe and America were inhabited by big
mammals at that time, and you needed really big and sharp spear blades to be able to
hunt big mammals. So the most likely scenario is that after the first humans came to
North America from Asia, they developed the big and sharp spear points simply
because they needed them to hunt the big animals that they encountered.
Second, the skull evidence. This is even less convincing. That early skull the reading
selection talked about, the Kennewick Man, is only one single example. that’s not much
to build an argument on, is it? I mean, Kennewick Man could just be an odd case, a
single person with an unusual shape of the skull. The fact is, we haven’t found any other
remains of human bones or skulls in North America that have the same shape as the
Kennewick Man.
Third, the Atlantic crossing. This argument is also weak. There is no evidence that the
Solutreans had boats, or fishing nets, or fish hooks, which means that they probably
didn’t have any experience with sea travel. Even with the ice sheets and extended
shorelines the passage mentioned, crossing the Atlantic was still a long and dangerous
journey. Without having extensive knowledge of sea travel, the Solutreans had probably
no chance of surviving such a journey.
Summarize the points made in the lecture, being sure to explain how they respond to
the specific concerns presented in the reading passage.
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Independent Writing
Question:
It is more important for the government to spend more money on art and music
museums than on facilities (like playgrounds, public swimming pool).
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第四套题
阅读第四套
The Geographical Distribution of Gilding Animals
Southeast Asia has a unique abundance and diversity of gliding animals—flying squirrels,
flying frogs, and flying lizards with wings of skin that enable them to glide through the
tropical forest. What could be the explanation for the great diversity in this region and
the scarcity of such animals in other tropical forests? Gliding has generally been viewed
as either a means of escaping predators, by allowing animals to move between trees
without descending to the ground, or as an energetically efficient way of traveling long
distances between scattered resources. But what is special about Southeast Asian rain
forests?
Scientists have proposed various theories to explain the diversity of gliding animals in
Southeast Asia. The first theory might be called the tall-trees hypothesis. The forests of
Southeast Asia are taller than forests elsewhere due to the domination of the
dipterocarp family, a family of tall, tropical hardwood trees. Taller trees could allow for
longer glides and the opportunity to build up speed in a dive before gliding. The lower
wind speeds in tall-tree forests might also contribute by providing a more
advantageous situation for gliding between trees. This argument has several flaws,
however. First, gliding animals are found throughout the Southeast Asian region, even in
relatively short-stature forests found in the northern range of the rain forest in China,
Vietnam, and Thailand. Some gliders also thrive in low secondary forests, plantations,
and even city parks. Clearly, gliding animals do not require tall trees for their activities. In
addition, many gliding animals begin their glides from the middle of tree trunks, not
even ascending to the tops of trees to take off.
A second theory, which we might call the broken-forest hypothesis, speculates that the
top layer of the forest—the tree canopy—has fewer woody vines connecting tree
crowns in Southeast Asian forests than in New World and African forests. As a result,
animals must risk descending to the ground or glide to move between trees. In addition,
the tree canopy is presumed to be more uneven in height in Asian forests, due to the
presence of the tall dipterocarp trees with lower trees between them, again favoring
gliding animals. Yet ecologists who work in different regions of the world observe
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tremendous local variation in tree height, canopy structure, and abundance of vines,
depending on the site conditions of soil, climate, slope elevation, and local disturbance.
One can find many locations in Southeast Asia where there are abundant woody vines
and numerous connections between trees and similarly many Amazonian forests with
few woody vines.
A final theory differs from the others in suggesting that it is the presence of dipterocarp
trees themselves that is driving the evolution of gliding species. ■According to this
view, dipterocarp forests can be “food-deserts” for the animals that live in them. ■The
animals living in dipterocarp forests that have evolved gliding consist of two main
feeding groups, leaf eaters and carnivores that eat small prey such as insects and small
vertebrates. ■For leaf-eating gliders the problem is not the absence of any leaves but
the desert-like absence of edible leaves. Dipterocarp trees often account for 50 percent
or more of the total number of canopy trees in a forest and over 95 percent of the large
trees, yet dipterocarp leaves are unavailable to most vertebrate plant eaters because of
the high concentration of toxic chemicals in their leaves. ■Many species of gliding
animals avoid eating dipterocarp leaves and so must travel widely through the forest,
bypassing the dipterocarp trees, to find the leaves they need to eat. And gliding is a
more efficient manner of traveling between trees than descending to the ground and
walking or else umping between trees.
Many carnivorous animals also may need to search more widely for food due to the
lower abundance of insects and other prey. This is caused by dipterocarps’ irregular
flowering and fruiting cycles of two- to seven-year intervals, causing a scarcity of the
flowers, fruits, seeds, and seedlings that are the starting point of so many food chains.
The lower abundance of prey in dipterocarp forests forces animals such as lizards and
geckos to move between tree crowns, in search of food, with gliding being the most
efficient means.
1. According to paragraph 1, what question about gliding species are researchers trying
to answer?
A. Why it took millions of years for gliding animals to evolve in the tropical forests of
Southeast Asia
B. Why gliding animals, though rare in most tropical forests, have evolved in so many
different families in Southeast Asia
C. Why gliding animals evolved in many tropical forests in Southeast Asia before they
evolved in any of the tropical forests elsewhere in the world
D. Why gliding animals evolved only in tropical rain forests.
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2. According to paragraph 1, it is generally thought that the ability to glide is useful to

forest-dwelling species because gliding
A. allows them to adapt to a wide variety of forest conditions
B. eliminates the need to travel long distances in search of food
C. provides a rapid, energy-efficient way of descending from the top of the tree to the
ground
D. through the forest without being exposed
3. All of the following are mentioned in paragraph 2 in support of the tall-trees

hypothesis EXCEPT:
A. Tall trees make longer glides possible.
B. Tall trees make building up speed in a dive possible.
C. Tall trees make gliding from the middle of tree trunks possible
D. Tall trees forests have lower wind speeds.
4. Select the TWO answer choices that point to flaws in the tall-trees hypothesis,
according to paragraph 2. To receive credit, you must select TWO answers.
A. Many gliding animals are unable to ascend to the tops of tall trees.
B. Gliding animals are not evenly distributed throughout the forests of Southeast
Asian region
C. In Southeast Asia, many gliding animals are found in places where trees tend to be
relatively short
D. Many gliding animals begin their glides from positions midway up the trunks of trees.
5. Paragraph 3 supports the idea that one problem with the broken-forest hypothesis is
that
A. ecologists have found gliding animals in areas of Southeast Asia where trees are
connected by vines and not found them in Amazonian forests where trees are not
connected by vines
B. in southeast Asia, the forests with the fewest woody vines connecting the tops of the
trees turn out to have the most gliding animals
C. according to ecologists in different regions of the world, gliding animals are as
abundant and varied in some forests of Africa and the New World as they are in
Southeast Asian forests
D. gliding is no easier in broken forests with an uneven canopy structure than it is in
forests where the trees are all about the same height
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6. According to paragraph 4, what special difficulty do leaf-eating animals face in a

dipterocarp forest?
A. Dipterocarp trees are leafy than other canopy trees.
B. There is no efficient method of getting from one tree to another.
C. Most trees are very tall with leaves that are difficult to reach
D. There is a large distance between trees that have edible leaves.
7. How does paragraph 5 relate to paragraph 4?

A. Paragraph 5 shows that the food-desert theory introduced in account for only part of
what needs to be explained.
B. Paragraph 5 explains why the author calls the theory set out in paragraph 4 the
food-desert theory.
C. Paragraph 5 completes the account of the food-desert theory begun in paragraph 4.
D. Paragraph 5 outlines an alternative to the food-desert theory described in paragraph
8. According to paragraph 5, what is responsible for the relative scarcity of insects and
other prey in dipterocarp forests?
A. The inability of insects and other prey to eat the toxic seeds, flowers, and fruits of
dipterocarp trees
B. The efficiency with which lizards and geckos hunt their prey
C. The abundance of carnivorous animals in dipterocarp forests
D. Dipterocarps’ irregular flowering and fruiting cycles
For each group, a dipterocarp forest is like a desert in that food resources are few
and far apart.
because the express ideas that are not presented in the passage or are minor ideas in
Various theories have been proposed to explain the unique abundance and
98
diversity of gliding animals in the rain forests of Southeast Asia.
Answer Choices:
A. One theory is that so many gliding species evolved in Southeast Asia because the
forests are exceptionally tall, but there is evidence that calls that theory into question.
B. Ecologists have shown that the abundance of gliding animals in different regions of
the world corresponds to variations in tree height, canopy structure, and abundance of
vines.
C. In forests that are dominated by tall trees, jumping from tree to tree or descending to
the ground may be a more efficient way of traveling through the forest than gliding.
D. The fact that gliding animals are most abundant in the short-stature forests of China,
Vietnam, and Thailand shows that gliding did not evolve as an adaptation to an
environment of tall trees.
E. The hypothesis that gliding evolved to compensate for a scarcity of vines linking tree
canopies overlooks problematic evidence from both Southeast Asian and Amazonian
forests.
F. Dipterocarp trees create an environment in which many species must travel widely to
find food, and gliding may have evolved as a rapid and efficient way of moving between
tree crowns.
Architectural Change in Eighth-Century Japan
Japanese construction techniques and architectural styles changed in the eighth

century C.E. from more traditional Japanese models to imported continental (especially
Chinese) modes. Several factors contributed to this, in particular with respect to the
creation of two new capital cities. In essence, changes then occurring in Japanese
political life were rendering past arrangements for the rulers’ headquarters obsolete,
and continental models offered an alternative.
To elaborate, before the eighth century, the elite marriage practice, which was an
important instrument of political alliance making, had encouraged rulers to maintain
multiple palaces that of their own family and those of their spouses, who commonly
remained at or near their native family headquarters, at least for some years after
marriage. These arrangements had the effect of encouraging frequent changes in royal
99
residence as children matured and marriage alliances changed. The customs of multiple
palaces and a moveable court were feasible as long as a ruling group was modest in size
and its architectural practices relatively simple.
Moreover, because buildings using the traditional construction of thatched roofs and
wooden poles placed directly in the ground rotted away in two decades or so, periodic
replacement of palaces, shrines, warehouses, gate towers, and fortress walls was
essential. The custom of residential mobility was thus not especially wasteful of labor
and material resources: when the time came, one simply erected a new building at a
new site—reusing valuable timbers as appropriate—and burned the rest. The practical
necessity of replacement was given religious sanction because the regular replacement
of buildings was regarded as necessary to provide spiritual cleansing of the site.
As rulers of the sixth and seventh centuries expanded their realm, however, they
acquired more and more underlings, administrative paraphernalia, weaponry, and
tribute goods, and they needed more and more buildings to house them. As the scale of
government grew, moreover, it became more important to have these people and
resources close at hand where they could be more easily controlled and utilized. Under
these circumstances, frequent moves by the court or replacement of buildings became
more costly, even prohibitive.
A solution to the problem was advocated by experts from the continent. This was the
use of continental principles of urban design and techniques of construction. These
produced geometrically laid out capital cities whose major gates and buildings
employed stone foundations, mortise-and-tenon framing (a technique for attaching
timbers), and tile roofs that largely eliminated the problem of rot and the consequent
need for replacement.
On the other hand, to construct cities and buildings of that sort required so much labor
and material that their use effectively precluded periodic replacement or the transfer of
a royal headquarters from site to site. Nevertheless, the notion of grand buildings and
capital cities became immensely attractive to Japanese rulers during the seventh and
eighth centuries. Continental regimes, the glorious new Chinese dynasties most notably,
had them: they constituted an expression of political triumph, a legitimizing symbol of
the first order. Moreover, the architecture was an integral part of Buddhism, and
acceptance of this religion in Japan at this time fostered adoption of its building style.
These several confliction factors—the need to modify palace and capital arrangements
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but the difficulty of doing so, the wish to enjoy grandeur but the reluctance to settle for
a single, immobile court—all became evident by the mid-seventh century. ■Change
did come, but slowly, and in the end a compromise system was devised. ■Traditional
shrines of Shinto, the native religion of Japan, and many residential buildings continued
to be built in the rottable, replaceable style that accommodated religious concerns and
taboos, while city gates, major government buildings, and Buddhist temples were built
in the continental fashion that met the need for permanence and grandeur. ■
Moreover, the wish of rulers to maintain multiple palaces fit with the custom of certain
continental regimes that maintained summer palaces or other regional capitals where
rulers could periodically reside on a temporary basis. ■
1. The phrase “In essence” in the passage is closest in meaning to

A. Actually
B. Basically
C. However
D. Moreover
A. The elaborate marriage customs of the elite encouraged spouses to remain at their
family palace for several years after marriage.
B. Rulers maintained multiple palaces for themselves and their spouses’ families.
C. Before the eighth century, it was common for the elite to form political alliances with
their spouses’ families at the native family headquarters for some years after marriage.
D. Before the eighth century, the practice of forming alliances through marriage
encouraged rulers to maintain palaces at their spouses’ family homes as well as at their
own.
3. In paragraph 3, why does the author discuss the natural decay of the wooden
structures built in eighth-century Japan?
A. To argue that the necessity of replacing buildings every two decades applied to all
eighth-century structures, not just residence
B. To argue that the custom of residential mobility was not unreasonable given the
building practices of the eighth century
C. To explain why the elite of the eighth century had to move periodically to new
residences
D. To explain why in the sixth and seventh centuries Japanese architectural practice
101
changed to the construction of more permanent structures
4. According to paragraph 3, each of the following was true of the practice of periodic
replacement of buildings EXCEPT:
A. It was followed for a wide variety of structures.
B. It involved the reuse of building materials that were still good.
C. Ordinary Japanese considered it a waste of time and energy.
D. Over the years it became a religious ritual.
5. According to paragraph 4, what problem did traditional architectural practices create

for rulers of the sixth and seventh centuries?
A. It was difficult to bring the necessary people and construction materials together to
replace buildings periodically.
B. It was very expensive to move and house the large number of people that were now
associated with the government.
C. It was impractical to construct buildings large enough to house the growing numbers
of people and resources.
D. It was too time-consuming for rulers to supervise the construction of all the
necessary buildings.
6. According to paragraph 6, Japanese rulers were strongly attracted to continental

architecture because
A. permanent buildings could be constructed at very low cost
B. adopting the continental architecture would not have an effect on religious practices
in Japan
C. political power could be expressed by constructing grand buildings
D. important buildings could be replaced quickly by means of the latest technology
7. What can be inferred from paragraph 6 about Japanese rulers during the seventh and
eighth centuries?
A. They were well aware of, and strongly influenced by, developments in the royal courts
of China.
B. They strongly opposed the spread of the Buddhist religion.
C. They saw the influence of continental regimes as a threat to local traditions.
D. They sought to increase their mobility by adopting changes in architecture.
8. Which of the following is true of the compromise system mentioned in Paragraph 7?

A. Major government buildings combined the techniques of traditional and continental
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architecture.
B. The continuing desire of rulers to maintain multiple palaces was taken into account.
C. The balance of traditional and continental architecture was quickly achieved.
D. Shinto shrines and most residences were constructed using continental architecture.
Such temporary residences might have enabled Japanese rulers to better control
the people living far from the main capital.
During the eighth century C.E. there was a significant change in Japanese
construction techniques and architectural styles.
Answer Choices:
A. Chinese architectural styles had influenced traditional Japanese architecture long
before eighth-century Japanese rulers decided to create larger cities.
B. As religious ideas changed, it no longer was acceptable to construct buildings out of
materials that required constant replacement.
C. Several factors complicated the architectural change, but a compromise system that
considered both traditional and practical needs was eventually developed.
D. Before the eighth century, the palaces of the elite were relatively simple structures
that could be easily built, repaired, and replaced.
E. Rulers’ desire for grand palaces conflicted with the expense of having multiple courts,
which they also wanted, but a compromise was achieved in the eighth century.
F. Many areas in Japan were quick to adopt the changes in architectural styles, while
other areas were more reluctant.
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Plant and Animal Life of the Pacific Islands
There are both great similarities and considerable diversity in the ecosystems that
evolved on the islands of Oceania in and around the Pacific Ocean. ■The islands, such
as New Zealand, that were originally parts of continents still carry some small plant and
animal remnants of their earlier biota (animal and plant life), and they also have been
extensively modified by evolution, adaptation, and the arrival of new species. ■By
contrast, the other islands, which emerged via geological processes such as volcanism,
possessed no terrestrial life, but over long periods, winds, ocean currents, and the feet,
feathers, and digestive tracts of birds brought the seeds of plants and a few species of
animals. ■Only those species with ways of spreading to these islands were able to
undertake the long journeys, and the various factors at play resulted in diverse
combinations of new colonists on the islands. One estimate is that the distribution of
plants was 75 percent by birds, 23 percent by floating, and only 2 percent by wind. ■
The migration of Oceanic biota was generally from west to east, with four major factors
influencing their distribution and establishment. The first was the size and fertility of the
islands on which they landed, with larger islands able to provide hospitality for a wider
range of species. Second, the further east the islands, generally the less the species
diversity, largely because of the distance that had to be crossed and because the
eastern islands tended to be smaller, more scattered, and remote. This easterly decline
in species diversity is well demonstrated by birds and coral fish. It is estimated that there
were over 550 species of birds in New Guinea, 127 in the Solomon Islands, 54 in Fiji, and
17 in the Society Islands. From the west across the Pacific, the Bismarck Archipelago and
the Solomon Islands have more than 90 families of shore fish (with many species within
the families), Fiji has 50 families, and the Society Islands have 30. Third, the latitude of
the islands also influenced the biotic mix, as those islands in relatively cooler latitudes,
notably New Zealand, were unsuited to supporting some of the tropical plants with
which Pacific islands are generally associated.
Finally, a fourth major factor in species distribution, and indeed in the shaping of Pacific
ecosystems, was wind. It takes little experience on Pacific islands to be aware that there
are prevailing winds. To the north of the equator these are called north-easterlies, while
to the south they are called south-easterlies. Further south, from about 30o south, the
winds are generally from the west. As a result, on nearly every island of significant size
there is an ecological difference between its windward and leeward (away from the wind)
104
sides. Apart from the wind action itself on plants and soils, wind has a major effect on
rain distribution. The Big Island of Hawaii offers a prime example; one can leave Kona on
the leeward side in brilliant sunshine and drive across to the windward side where the
city of Hilo is blanketed in mist and rain.
While such localized plant life and climatic conditions are very noticeable, over Oceania
as a whole there is relatively little biodiversity, and the smaller the island and the further
east it lies, the less there is likely to be. When humans moved beyond the islands of Near
Oceania (Australia, New Guinea, and the Solomon Islands), they encountered no
indigenous mammals except for flying foxes, fruit bats, and seals on some islands. Other
vertebrate species were restricted to flying animals and a few small reptiles. However,
local adaptations and evolution over long periods of isolation promoted fascinating
species adaptations to local conditions. Perhaps most notable, in the absence of
mammals and other predators, are the many species of flightless and ground-nesting
birds. Another consequence of evolution was that many small environments boasted
their own endemic (native) species, often small in number, unused to serious predation,
limited in range, and therefore vulnerable to disruption. In Hawaii, for example, the
highly adapted 39 species and subspecies of honeycreepers, several hundred species of
fruit flies, and more than 750 species of tree snails are often cited to epitomize the
extent of localized Oceanic endemism (species being native to the area).
1. According to paragraph 1, how did the majority of plant species arrive on islands
created by geological processes such as volcanism
A. They were transported by ocean currents.
B. They were carried to the islands by birds.
C. They were brought to the islands by humans.
D. They were transported by winds.
2. In paragraph 2, what is the author's purpose in mentioning the estimated numbers of

birds and coral fish species on various Oceanic islands
A. To give examples of the wide range of species that can be found on Oceanic islands
B. To demonstrate how much knowledge about Oceanic species has been accumulated
C. To illustrate the decline in species diversity from west to east on Oceanic islands
D. To identify the influence of latitude upon Oceanic plants and animals
105

A. Because of its latitude, New Zealand had a relatively cooler climate than other Pacific
islands.
B. New Zealand, like other Pacific islands, showed the effects of latitudes on its rich
tropical plants.
C. Because the latitudinal position of an island also affected its biotic mix, islands in
cooler latitudes did not support some tropical species typical of the Pacific islands.
D. Pacific islands were notable for their impressive biotic mix and association with
tropical plants.
4. According to paragraph 2, all of the following types of islands are associated with
higher species diversity EXCEPT
A. islands that are large in size
B. islands located in cool latitudes
C. islands located in the western part of Oceania
D. islands located near other landmasses
5. The Big Island of Hawaii is discussed in the passage as an example of

A. the relationship between latitude and wind
B. how prevailing winds influence rainfall patterns
C. the relationship between rainfall and species distribution
D. the effects of wind action upon plants and soils
6. What can be inferred from paragraph 3 about Kona and Hilo

A. The ecosystems of Kona and Hilo differ from each other.
B. Kona and Hilo have approximately the same rainfall in a given year.
C. Kona receives northeasterly winds while Hilo receives southeasterly winds.
D. Both Kona and Hilo have plants and soils that are often damaged by winds.
7. According to paragraph 4, why have species of flightless and ground-nesting birds

become so numerous on Oceanic islands
A. They have no predators on the islands.
B. They were some of the strongest species to arrive on the islands.
C. They live closer to their food sources than other species do.
D. They are affected less by climatic changes than other animals are.
8. Which of the following is NOT mentioned in paragraph 4 about the species that live
on Oceanic islands
106
A. Certain species are native only to particular islands.

B. Species that are native to Oceanic islands include relatively few mammals.
C. Populations of most species are small in number.
D. Some species have evolved over time to become predators.
When varied ecosystems are present, they can be explained as resulting in part
from the process that formed the islands.
Biodiversity on Oceanic islands is dependent on a number of factors.
Answer Choices:
A. Unlike Oceanic islands that were once part of continental landmasses, islands formed
by such geological processes as volcanism contain only plants and animals that could be
transported there.
B. Species distribution in Oceania is determined by the location of islands, their size, and
the direction of the wind.
C. An island's size is less important than its latitude in determining species diversity.
D. Most Oceanic islands are similar to one another in latitude and contain plants and
animals typical of tropical islands.
E. Though biodiversity is low on many Oceanic islands, many native species have
evolved that are uniquely adapted to their local environments.
F. The absence of natural predators on the eastern Oceanic islands allowed many
species of large mammals to evolve that were capable of inhabiting a wide range of
territory.
107
听力第四套
C1
Listen to a conversation between a student and a professor.
(Professor): Okay, Carl, how can I help you?

(Student): It's about my term paper of the urban planning class. Instead of doing library
research, I was thinking of doing a survey of my own and using the data in the report.
(Professor): That's a nice idea. I think doing this kind of hands-on project is a great
experience, especially if you decided to go to graduate school.
(Student): But I have been having a lot of problems designing a survey.
(Professor): Ah. It's not as easy as it looks, is it?
(Student): No? Now, I am not even sure if I can stick with my plan or switch back to a more
traditional paper.
(Professor): Well, You might as well get some experience sooner rather than later. What's the
topic? Again?
(Student): Nothing really complex. I just wanted to survey local people about the proposal for
widening Route 62 from a 2-lane road to a 4-lane highway.
(Professor): Okay.
(Student): So, do I go about selecting the people I want to survey? A lot of what I read have
stress having a representative sample, but I'm not sure how to do it.
(Professor): Well, yes. A representative sample is crucial. You want the people you survey to
be as close to an accurate reflection of the larger population you are interested in as possible.
Imagine that the town as a cake with raisins in it. And imagine that for some reason, most of
the reasons end up on one side of the cake. If you cut a piece from the other side, would that
truly be representative? Would that be an accurate reflection of the cake?
(Student): No, you'll be missing the raisins,
(Professor): Exactly. So, for your project, what if you only survey people who live in houses
along Route 62? You think that would be useful?
(Student): Well, No, because everyone there would probably be opposed to the widening.
(Professor): Yes. And that's why a representative sample is important. You don't want a
sample that's biased too strongly one way or the other. So How do you do that?
(Student): Well I could make sure my survey reaches people in all parts of the town.
(Professor): Good. So how can you do that?
(Student): Well I'll go and make phone calls. Just choose numbers at random from the local
phone director instead of passing on questionnaires, because people often don't. But I don't
see how I should get a representative sample using the phone.
(Professor): Well make sure you're getting a nice balance of numbers. Phone company can
108
tell you what numbers have been assigned to different parts of town. For example, for
numbers in my neighborhood, that was a 256. And I live on the edge of town where I guess
you'd find a lot of Pro highway people. So make sure you don't call mostly 256 numbers.
1.Why does the woman go to see the professor

(A) To discuss the results of a survey he has distributed
(B) To ask for advice on how to collect data
(C) To ask for an explanation of a research project the class studied
(D) To ask for more time to complete his research project
2.What is the topic of the woman's survey

(A) A proposal to build a new highway on the edge of town
(B) Plans to change the house numbers along Route 62
(C) Plans to build more houses next to Route 62
(D) A proposal to make Route 62 wider
3.Why does the professor mention cake

(A) To illustrate the importance of finding a representative sample
(B) To illustrate why the man will need only a small sample
(C) To explain why some areas of town are more crowded than others
(D) To explain the disadvantage of relying only on questionnaires
4.What does the professor suggest the woman do

(A) Speak to as many people who live near Route 62 as possible
(B) Find some samples of surveys at the library
(C) Get information from the telephone company to decide whom to call
(D) Pass out questionnaires that people will return by mail
5.What does the professor mean when he says this:

Well, you might as well get some experience sooner well than later. What's the topic again?
A. The woman should not change her plan.
B. The woman has little time to finish the project.
C. The woman should have spoken with her earlier.
D. The woman needs more experience at writing traditional papers.
109
L1
Listen to part of a lecture in an earth science class
Okay. Before we finish class, I'd like to briefly talk about something else. Has anyone ever
heard of something called flotsam science? No, I'm not surprised. It's a research method, but
one of the most unusual ones out there.
Now, flotsam, of course, refers to cargo or records from ship that floating to washed up
onshore. Flotsam science began quite accidentally some years ago when a shipment of plastic
bath toys shaped like frogs, ducks and turtles fell off a cargo ship into the Pacific Ocean and
stormy weather. No one thought too much about this. It happens all the time. But then these
toys started to wash up onto beaches thousands of miles away. Scientists who track ocean
currents were excited, since they knew when and where that had occurred. They realized they
could trace these routes. These toys would have taken if they floated through the pacific.
So, flotsam science is generally speaking the science of floating junk, but this is legitimate if
perhaps unconventional scientific discipline. In fact, thanks to flotsam science and these
travelling bath toys and other harmless stuff that dropped off ships like athletic shoes, sports
equipment, you name it.
Scientists now know a lot more than they used to about the currents in the northern pacific.
That information in turn has allowed scientists to identify long term changes in water
temperature and salinity, the amount of salt in the water in these currents. Before float some
science, scientists have been trying to determine these information for years by using
expensive scientific devices that they would set adrift in the ocean.
But there are problems with these devices. For one thing, they need to travel a great depth as
much as 2 kilometers down, because if they ride on the surface of the ocean, their senses
could be obstructed by algae, other organisms that thrive in the sunlit portion of the ocean.
But if they travel way below the surface to avoid these obstructions. Well, they don't tell you
much about surface movement of the water, which is what we want to know. Another
problem is that the batteries don't last long enough to record the sophisticated data. But bath
toys, athletic shoes, that sort of thing, they travel on the surface and they don't need batteries.
And a lot of merchandise that falls off ships, like athletic shoes, have manufacturing codes on
them the scientists use in tracing the origin of these objects and keeping track of their
movements.
And now scientists are using float some science for more than studying ocean currents. For
example, some scientists are trying to use float some science to study glacial melt water. In
the warmer summer month ice from the top layer of glacial melts forming pools of melt water.
So far, it's been a challenge to determine just how much ice of the glacier melts in the
summer, or where the melt water ends up. Because it travels through moulins. A moulin is a
giant crack in the glacier that meltwater drains through, and once meltwater enters the moulin.
110
It is extremely difficult to track. One scientist set out to determine where melt water from a
glacier in Greenland ends up. It was in the neighboring body of water.
So what did scientists did is to set a special scientific instrument equipped with a tracking
device down the moulin in Greenland‘s largest glacier. Unfortunately, this rather expensive
device disappeared.
Okay? So what else could be used? Now? You have to realize that conditions inside the
moulins are intense. It's freezing cold. Plus, there's a high pressure from the way of all the ice
above.
So what we need was something really durable. He finally decided to use a yellow rubber
duck, a children's bath toy, their advantage being the most cheap and stand high pressure and
low temperature. Well, after printing his EMAIL address and offer a reward in three different
languages on the duck, he dropped 90 of them down the moulin he was researching. Now he
hasn't actually had any of these ducks returned yet, but he remains hopeful that someone will
find the duck and return to him.
1.What is the lecture mainly about

(A) Unusual features of melting glaciers
(B) Effects of ocean currents on glacier melting
(C) An unconventional research method
(D) An environmental problem caused by large ships
2.Why does the professor mention an incident involving a cargo ship in the Pacific Ocean
(A) To point out the main weakness of flotsam science
(B) To explain the origins of flotsam science
(C) To emphasize the ongoing need for flotsam science
(D)To provide an example of how flotsam science benefits industry
3.According to the professor，what were scientists able to identify in Pacific Ocean currents
as a result of flotsam science
(A)Long-term changes in temperature and salt content
(B) Fluctuations in the growth of algae
(C) The relationship between ocean depth and water movement
(D)How winds affect water speed and direction
4.Why does the professor mention organisms that thrive in the upper portions of the ocean
(A)To contrast glacial melt water with ocean water
(B)To discuss a limitation of a certain type of scientific device
(C)To indicate a new research area to which flotsam science can contribute
111
(D)To provide an example of how ocean currents affect water temperatures
5.According to the professor, why has one scientist used toy ducks to study moulins
Click on 2 answers.
(A)They can withstand cold temperatures and high pressure.
(B)They do not harm the environment.
(C)They can be easily equipped with electronic measuring devices.
(D)They are very inexpensive.
6.Why does the professor say this:

(A)To indicate the researcher's thought process
(B)To express surprise at the outcome of an experiment
(C)To admit to not knowing how to answer the researcher's question
(D)To question a flawed assumption made by the researcher
L2
Listen to part of a lecture in an art history class.
In our studies of impressionism, we've already seen how the outdoors uh how outdoor
settings and natural subjects figure prominently in European impressionist paintings of the
19th century. Nature and natural landscapes were key to the artists new resource of light and
color, which places an emphasis on the artists impressions, what the artist actually saw in
different light conditions rather than on idealized of places and scenes. But these are the only
subjects we see in the paintings of child Hassam. Hassam was one of the most important
impressionist painters in the united states. He was unique for um... his body of work
represents a really interesting dichotomy of both rural and urban elements.
Now, don't get me wrong. Like the best majority of impressionists Hassam did paint many
rural outdoor things. But the city, especially New York city into many of his work too. You
see, imagine impressionism developed during the industrial age, a very dynamic time in US
history, the late 18 hundreds, early 19 hundreds, everything was changing how people live,
where they live, their job, increasing numbers of people from throughout the world
immigrated here to fill the new factory job. And Naturally, they flocked to the big cities
where those jobs were. So the cities grew very noisy and crowded. Most of the early
impressionists reacted to this by using an art to counter the busy urban environment. In
contrast all these changes and commercial and their paintings emphasis nature peace and
permanent. Many of these artists maintain studios in New York city or Boston, but they are
summoned in the countryside. And these spots were ideal for their open-air style painting,
painting outside with natural lighting.
112
Hassam spent most of his summer on Appledore Island. Appledore Island was a popular
vacation spot of the east coast. So popular it got almost as crowded as a city, yet Hassam's
Appledore paintings emphasis solitude, a retreat from urban life. We see flowers, the oceans
are inevitable lucky quiz with human subjects largely absent which is art considering how it
might have been surrounded by people because back in the city Hassam did focus on people
his paintings of city life for realistic studies of the relationship between people and the city.
The greatest examples are series of paintings made in his New York city studio. Let's have a
look at one piece from that series. The breakfast room went through morning, as you can see,
the breakfast room is distinctively urban. It doesn't hide the city. You can make up the traces
of tall building, the flat iron building, one of New York first sky scraper, and the major
feature of the city skyline. Um When this painting was made. in fact, the flat iron building
was considered a symbol of modern rise.
So its inclusion in this quiet domestic scene is significant. I think even more significant is
how Hassam and where. Notice on Hassam ties the interior and exterior elements together.
First there is an implied triangle formed by the woman on the left, the flat iron building in the
center, and the bowl of fruit on the right. Three corners by structuring the scene in this way,
has some links. the woman and her immediate environment to the cityscape behind her. Um,
the same thing with color. The blue on the woman's dress is echoed in the flat iron building
and beyond in the flowers. It's the same yellow as the building is at the extreme light. This
use of color make sure I automatically link these elements together. Yet, well, the city is
visible is also controlled. The buildings and skyline are painted with new did cool colors,
while the woman's inward glance and windows keep the focus inside the room, creating a
separation from the bustling city outside. So Hassam is emerging the changes of modernity
by incorporating the city into a quiet domestic scene. But he obscured the flat iron building
behind the curtain.
In fact, the whole cityscape is murky, suggesting that it is the presence of people's personal
lives or to be limited. He is probably expressing his own ideas about how society should
relate to this new. Indeed, the theories of paintings was directly response to his experience of
urban growth and all that is symbolized. He couldn't have painted the breakfast room in the
rural midwest. It wouldn't have been the same painting. The new did city has a source of
inspiration.
1.What is the lecture mainly about Click on 2 answers.

(A) Hassam's influence on artists who immigrated to the United States
(B) An aspect of Hassam's body of work that distinguished him from other Impressionist
painters in the United States
(C) A critical period in Hassam rise to prominence as an Impressionist painter
(D) Relationships between the elements in some of Hassam's paintings
113
2.What does the professor imply when he discusses the Industrial Age
(A) Many European Impressionists immigrated to the United States during this era.
(B) Growing populations in cities led to an increased consumer demand for artworks.
(C) U.S. Impressionists wanted their paintings to offer relief from certain aspects of city life.
(D) Many U.S. Impressionists permanently moved to the countryside when the cities got
overcrowded.
3.What is the professor's attitude regarding the paintings that Hassam made on Appledore
Island
(A) He thinks they are more interesting than Hassam's New York City paintings.
(B) He is surprised that they do not include more people.
(C) He is impressed by how many of them there are.
(D) He doubts that they were actually painted outside.
4 . According to the professor, how does Hassam unite the images in his painting The
Breakfast Room, Winter Morning. Click on 2 answers.
(A) By placing them to suggest the presence of a geometric shape
(B) By reflecting sunlight off of interior spaces
(C) By including natural objects from the outdoors in an indoor setting
(D) By strategically repeating the use of certain colors
5.According to the professor, what idea does Hassam suggest by obscuring the Flatiron
Building behind a curtain in The Breakfast Room，Winter Morning
(A) The need to control the extent to which modernity invades people's lives
(B) The mysterious forces driving New York City's growth
(C) The challenge of earning a living in a big city
(D) The difficulty of maintaining a sense of permanence in a changing world
6. What does the professor mean when he says this:

(A) The midwestern United States was not visually interesting to most Impressionist painters.
(B) The effect of sunlight on painters' subjects varies significantly from place to place.
(C) Hassam was strongly influenced by his environment when he painted The Breakfast
Room.
(D) Hassam relied on feedback from other New York City artists to improve his work.
114
C2
Listen to a conversation between a student and an editor in the department of university
publications.
(Student): Hi, Mr. Miller! I'm Jennifer Johnson.

(Professor): Ah, yes, Jennifer. Thanks for stopping by. I got two emails and the photos
attached came through was okay.
(Student): Great. Did you like them?
(Professor): Yeah, they're very and some are shot from very eye-catching angle. You're
obviously very comfortable behind the lens. But you know when I first looked at them, the
library has a new entry right now, the engineering lab is twice as big. When did you take
these？
(Student): About two years ago for a class on architectural photography? For the final
program, I shot photos of some campus buildings. We have such gorgeous architecture here.
(Professor): Ok. Now I see. Yeah there have been so much new constructions and
reconstructions here in the last couple of years, buildings expansion and so on.
(Student): Right. This place has changed a lot.
(Professor): You see, we need our guide book to reflect the way the campus looks now, that's
one reason why we're doing this revision. We want to make sure the photos of each campus
building, we want interior and exterior shots, shots of students studying or participating in
projects of the lab. And nice area shot of the university.
(Student): Sounds great.
(Professor): You know We almost hired a professional to take the architectural shot, a
photographer we used in the past. But this time I thought it'd be nice to provide the
opportunity to photography students. You're majoring in photography. Right?
(Student): Yeah. And after graduation, I want to shoot pictures for a big architectural firm or
an architectural magazine maybe. So when professor Howard told us that you're looking for
pictures of the campus, it seemed like a chance to improve you know.
(Professor): It's definitely good to get to work. In an official university publication,
employers are impressed by full color high profile stuff.
(Student): The guidebooks high profile?
(Professor): Sure is. It's used online by thousands of prospective students and their parents.
And we've been printed version to college fairs. For many high school students, it's their first
in depth look at our campus.
(Student): Cool. So I'll re shoot those two buildings, the lab and the library. And Do you want
to photography anything else?
(Professor): We're going to replace all the architectural shots. So really anything that excites a
fancy, but the missing deadline is five o'clock tomorrow. You can EMAIL me if you want.
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(Student): Tomorrow. I have classes all day.

(Professor): Hmm... I understand. I guess there's some really great shots. I can be a little
flexible. Just try to get them as soon as you can. Okay, certainly for the end of next week.
1.What is the conversation mainly about

A. Effective techniques for photographing architecture
B. A project to document ongoing construction projects on campus
C. Images needed to update a university publication
D. Why the man prefers to use student photographers rather than a professional
2.What is the man's attitude toward the woman' photographs

Click on 2 answers
A. He is surprised that they were not taken more recently.
B. He is disappointed because they show only the exterior of buildings.
C. He is curious about the type of lens she used to take them.
D. He is impressed by their professional quality.
3.Why is the woman interested in photographing buildings on campus

A. To fulfill a graduation requirement
B. To increase her chances of finding employment
C. To earn extra credit in her architectural photography course
D. To practice using her new camera lens
4.What does the man imply about the guidebook

A. It is sold at a discount to prospective students.
B. It took two years to design.
C. It is used to help recruit students to the university.
D. It includes photographs of student activities only.
5.What does the man say about the deadline

A. It is not realistic.
B. It applies to professional photographers only.
C. It was set by a university committee.
D. It can be extended for the woman.
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L4
Listen to part of a lecture in a botany class.
So, we've been looking at varieties of carnivorous plant species, plants that capture and
consume insects. And today, I'd like to introduce another one that's often referred to as the
pitcher plant. The scientific name for the pitcher plant is nepenthes. A hundred or so species
of nepenthes found in the forests of southeast Asia have a variety of shapes and sizes. But
since the soil there generally lacks adequate nutrients. These plants need to supplement the
nutritional intake of the roots.
And how do they do this? Well they have pictures modified leaves that are filled with fluid
that act as traps for insects, which fall into this fluid and are digested there to supply
additional nutrition for the plant. Now, at first, it appears that the nepenthes method of
catching prey mostly ants is pretty basic, that the pitcher part of the plant is a passive pitfall
trap that any unsuspecting aunt might just slip down into. This has been a long held view of
botanists, but investigation in the forest of Borneo has revealed that some nepenthes are far
more active in catching their prey than previously thought.
Okay. First of all, there's a rim around the Top of the pitcher. This is called the peristome.
Along the inside of the peristome are glands that secrete a sweet nectar. That, well, it's the
smell of this nectar that lures the prey into the picture. And inside the pitcher just below the
peristome. Botanists noticed to a waxy layer, one that's smooth and slippery, and it's insects
diamond side to get the nectar. This waxy layer prevents them from maintaining a foothold,
so they fall into the liquid below and are unable to climb back up and escape.
For a long time, this waxy zone was thought to be essential for the plant to trap its prey. But
recently, observation of these plants in the lab revealed that insects often fall into the picture
without ever touching the waxy layer. And even more surprising was the discovery that some
species of nepenthes don't even have this layer. That's right. Some species have this layer, but
others don't. And the species without the waxy layer are just as effective in catching prey.
Well, botanists were curious about this of course, so some of them went into the forests of
Borneo to videotape plants like these ones without a waxy layer. And they observed again and
again, that most of the ants that climbed into nepenthes peristome simply wandered off again,
unharmed. But one day, the researchers returned to the study site after a rainstorm and were
surprised to see that every ant that stepped into one of these peristomes slipped right down
into the picture. When they looked into the pitcher, they noticed lots of ants already trapped
there. They also observed that the paristomes were wet, which is unusual, since plant surfaces
usually repel water.
But it turns out that when the peristome of one of these nepenthes plants is wet, it holds water.
So it's surface gets extremely slippery, and insects slide right off and dropped down into the
trap. And the researchers discovered something else, too, that the peristome were wet from
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early evening until early morning, whether it was raining or not. And this didn't seem to be
simply the result of water condensing from the air, then it gets cooler. Researchers also
noticed an increase in the amount of nectar produced in the evening, and tests showed that
nectar absorbs moisture from the air, and this helps keep the rim wet.
One researcher suggested yet another possibility, a plant may even regulate the degree of
wetness by changing the amount of nectar its secrets. Hard to believe? Oh, there's more. Most
botanist had assumed that carnivorous plants were always ready to catch prey. But here we
have a plant with the trapping mechanism that is dependent, or at least in part on the weather.
And it sometimes works and sometimes doesn't. How could that be effective?
Well, some of these researchers hypothesized that it's for the same reason some animals hunt
only intermittently to make it more difficult for prey to predict their attacks, because then the
prey could develop counter measures to avoid them. For example, ants often send lone scouts
to search for food. If a scout finds some in returns unharmed, it alerts other ants, which then
stream out to find a source of the food. It's possible that when these hands reach the
nepenthes plant, its peristome will be wet. So instead of finding food, they'll be the nepenthes
main course.
1.What is this lecture mainly about?

(A)A typical Nepenthes habitat in Northeast Asia
(B)New research findings regarding the life cycle of Nepenthes plants
(C)A comparison of the predatory strategies of carnivorous plants and animals
(D)An unusual characteristic of some species of Nepenthes plants
2.Why does the professor mention the soil in the forests of Southeastern Asia?
(A)To suggest that Nepenthes plants are not native to that region
(B)To explain why Nepenthes plants need to trap insects
(C)To illustrate a difference between Nepenthes and other carnivorous plants
(D)To provide an explanation for the different shapes and sizes of Nepenthes species
3.According to the professor what purpose is served by the waxy layer of the Nepenthes
pitcher?
(A)It attracts insects to enter the plant.
(B)It produces the plant's digestive enzymes.
(C)It causes insects to slide down info the fluid in the pitcher.
(D)It secretes a sticky substance that keeps trapped insects from escaping.
4.According to the professor what features of the Nepenthes Peristome help the plant catch
insects?
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Click on two answers

(A)It has glands that produce nectar.
(B)Its surface does not repel water.
(C)It is slippery even when dry.
(D)It has colorful markings that confuse some insects.
5.The professor explains that the Nepenthes plants trapping mechanism is not consistently
activated by the presence of the ant. What does the professor imply about this inconsistency?
(A)It might enable the plant to capture more prey over the long term.
(B)It might explain why the plant has other ways of capturing prey.
(C)It might result from the plants need for resting periods.
(D)It might result from the severity of tropical rains.
6. What does the professor imply when she says this?

(A)She has forgotten to include some important details.
(B)Material she has just presented will be explained by her following statements.
(C)Students may be surprised by additional findings.
(D)She doubts that the researchers' conclusions will be supported by further study.
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口语第四套
#1
When it comes to buying daily necessities, some people prefer to shop in grocery stores
now and then to gather all the things they need, while others prefer to go to a
supermarket and buy everything all at once. Which do you prefer and why?
#2
Read an article in the campus newspaper. You will have 50 seconds to read the article.
Begin reading now.
Newspaper to Post off-Campus Job Opportunities
The campus newspaper has traditionally posted job listings only for Jobs on campus.
Starting next semester, however, the newspaper will also feature job listings for local
off-campus businesses. Students have complained about a shortage of jobs, says
university administrator Debbie Hess. These new listings will make students aware of
more job opportunities and make it easier for them to find a job. The university also
expects the new listings will help students find work related to their future careers.
Having job experience that is relevant to their career goals, says Hess, will be a great
help to students after they graduate.
(man) Hey, did you see this?

(woman) Yeah, I don’t like it very much.
(woman) I think this makes a lot of sense.
(man) Yeah.
(woman) Sure. I remember my first semester here. I applied everywhere, the campus
book store, the dining hall, the library, but I couldn’t get anything. The problem is
(because )the few things that are offered by the university are all taken really fast, like as
soon as they posted it, it's really fast spreading.
(man) I can imagine.
(woman) Yeah, even if i wanted to look at other places in the area, I wouldn’t have
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known where to start. I didn't know the area at all.

(man) So this could really helpful?
(woman) Definitely. Especially for first-year students who don’t really know where else to
look. And another thing is, well, like, for example, I have a friend who wants to be a
lawyer. The best thing for her would be to learn about how a law office work. Make
connections and meet lawyers, you know. But people work on campus at the book
store.
(man) Not too helpful.
(woman) Exactly. I mean, sure, she enjoyed the book store, but there are really no
long-term benefits to it.
(man) But now?
(woman) Now she might actually found something that will look good on her resume,
like applying a law school, looking for a job.
The woman expresses her opinion about the plan described in the article. Briefly
summarize the plan. Then state her opinion about the plan and explain the reasons she
gives for holding that opinion.
#3
Read a passage from a Business textbook. You will have 45 seconds to read the passage.
Begin reading now.
Customer Lock-in
Many companies design products to work only with their own parts, services, or related
products. For example, accessories for a product made by one company will often be
designed so that it is not compatible with the accessories for a similar product from
another company. The result is that customers who purchase a product from one
manufacturer may find themselves dependent on that company as long as they own the
product. This situation is known as customer lock-in. The unfortunate result for
customers is that they are locked in to continuing to buy from the original company
because it can become costly to switch to a different brand for parts or accessories.
Now listen to part of a lecture in a Business class
(male professor) Okay, so, a lot of companies in camera industry actually do this. I’m
pretty into photography as a hobby, I love going out and taking the pictures. The old
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fashion way was a 35mm camera. And so a few years ago, I bought a pretty nice camera.
It was a.. Well, I don't want the name of the company, let's just call it Brand A. As I
became better at photography, I started to purchase some accessories of the camera,
you know, like different lens, and filters. a camera case, ect. for a Brand A camera.
Anyway, one day I dropped and broke my zoom lens, which is pretty expensive. I was
looking around for a new one to buy, and so I read a newspaper for a zoom lens which I
really like. It was on sales with discount. And it's even much better than the one I had
before, although it's made by a different company. Let's call it Brand B. So I went down
to the camera shop, and asked to look at it. That’s when I realized that (however ) Brand
B lens wasn't going to fit on my Brand A camera, I wouldn't be able to attach it. So I
ended up having to buy another Brand A lens, even though I didn't like it as much, and
it's more expensive. There wasn't really anything else I could do.
Briefly explain the concept of customer lock-in. How does the professors experience
with the camera illustrate the concept.
#4
Listen to part of a talk in a Environmental Science class
(female professor) So we've been talking about how plants adapt to survive in
conditions, um conditions.. for you may not think any plants could live. Let’s look at two
ways plants adapted in the Alpine environment, high in the mountains. The conditions
there are especially hard, it's very cold, there are high winds, the soil is rocky and there is
very little water. Yeah, some plants can survive.
So first, the high winds, how did plants survive them? In other words, how could they be
adapted to live in high winds? The answer is simple, they grow low to the ground.
Obviously, a tall plant would be damaged by the winds. Alpine shrub, um, the bushes,
well, but they are like no bushes you've ever seen. And Alpine shrub grows low to the
ground, very low, it's really just a tight bunch of leaves only a few centimeters tall,
because it's so low, these shrubs avoid wind damage.
Alpine plants have also adapted to conserve water. This is important, because the soil is
dry, water is scarce, also winds cause plants to lose water through their leaves, the
evaporation. So, how do Alpine plants hold on to water? Well, these are adapted to
prevent evaporation, er . the lost of water from their leaves. One plant, in particular, we
see to happen there is the mountain cranberry. It's got special leaves designed to
preserve moisture. The leaves have a waxy skin, er, kind of extra protective coating. This
layer XX water, which prevents evaporation, which means the mountain cranberry will
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lose very little water to the air, well, it can XX and use for little water, I guess.
Using points and examples in the lecture , explain two ways plants have adapted in
order to survive in the Alpine environment.
写作第四套
Rome
Rome began as a small city-state in 753 B.C.E. and gradually evolved into the center of
an enormous empire that included territories throughout Europe, North Africa, and
western Asia. There were military, political, and economic factors that contributed to the
rise of Rome.
The Army
One factor in Rome's success was its ability to build a strong army. Since Rome's
population alone was too small to raise and maintain a large army, Rome recruited
soldiers from among the peoples that it had conquered. The Romans motivated people
in conquered territories to join the army by promising them land ownership. With the
extra soldiers from its territories, Rome was able to conquer and maintain a vast empire.
Power of the Emperors

A second factor in Rome's success was the virtually unchallenged power of its leaders,
the emperors. The Roman emperors had exclusive control over most political decisions,
and the rest of the population accepted their power unquestioningly. The absence of
political opposition made it easier for the emperors to undertake extremely ambitious
projects, such as waging important wars or building massive road and water systems.
This was essential for the growth of the empire.
Wealth and Taxes

A third factor in Rome's success was its economic wealth, which allowed the Roman
government to collect taxes to support the administration of the empire. The Roman
Empire expanded into many fertile areas. Farmers working the rich farmland grew
wealthy. Taxes collected from the wealthy farmers were used to cover the expenses
needed to administer and defend Rome's vast empire.
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Yet despite Rome's many successes, the Roman Empire eventually broke up, and in 476
C.E, Rome itself fell. Many historians actually believe that the same factors that had
contributed to Rome's rise caused its downfall in the end.
The factors you read about did contribute to Rome’s initial success, but I agree with the
historians who believe that the same factors eventually worked to weaken Rome and
contributed to its fall.
Consider Rome’s military policy of encouraging conquered peoples to join the Roman
army, well, this created a large, strong army. But it was an army where most soldiers and
even officers were actually not Romans but people of other nationalities. In fact, some of
Rome’s armies were made up of soldiers of the same nationalities as the armies of Rome’
s enemies. Such soldiers and officers could not always be depended on. They were not
always loyal. During Rome’s decline, some of the disloyal troops turned against Rome.
Second, consider the unchallenged power of the Roman emperors. This was an
advantage only as long as the emperors were making decisions that benefited the
empire. But what if the emperor’s decisions were unwise? For example, some later
emperors were more interested in building palaces for themselves than they were in
running the empire. Others were incompetent and made administrative mistakes, or lost
conquered territories. Without political oppositions, such poor or selfish decisions could
not be challenged and reversed. So in the end, the unchallenged power of the emperors
came to weaken Rome.
Third, the problem with Rome’s economy was that the taxes increased at a higher rate
than its wealth. Once the empire stopped expanding and acquiring new farmland, Rome’
s economic wealth essentially stopped growing. But the various costs of maintaining and
defending the empire did keep growing, and so the taxes that farmers had to pay kept
going up. In the end, the taxes were so high that many farmers came to dislike, even
hate the Roman rule. Many farmers then turned to Rome’s enemies and asked them for
help and protection.
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Independent Writing
It is difficult for a teacher to be both popular (well-liked) and effective in helping

students with learning.
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第五套题
阅读第五套
The First Eyes
Putting a date on the first appearance of eyes depends on what one means by eye. If
the term refers to a multicellular organ, even if it has just a few cells, then by definition,
eyes could not form before there were multicellular animals. But many protists
(animal-like, plantlike, or fungus-like unicellular organisms that require a water-based
environment) can detect light by using aggregations of pigment molecules, and they
use this information to modify their metabolic activity or motility (the ability to move
spontaneously and independently). One of the familiar living examples, probably known
to anyone who has taken a biology class, is the aquatic protozoan Euglena, which has an
eyespot near its motile flagellum (hairlike structure). Some living protists are very like
their ancestral forms embedded in ancient sedimentary rocks, and this similarity
suggests that the ability to detect light and modify behavior in response to light has
been around for a very long time. Animals arose from one of such unicellular creatures,
perhaps from one already specialized for a primitive kind of vision.
An eye is a collection of cells that are specialized for light detection through the
presence of photosensitive pigment as well as a means of restricting the direction of
incoming light that will strike the photosensitive cells. This definition says nothing about
image formation, lenses, eye movements, or any of the other features we associate with
our own eyes, but it does recognize the simplest form of functional and anatomical
specialisation namely, detection of light. Everything else can be built up from this simple
beginning, and some animals appear to have had eyes almost from the beginning of the
animal kingdom.
Animals were scarce 600 million years ago in the geological era called the Precambrian.
There are very few fossil remains from that time (though more keep turning up), and
most evidence of the presence of animals is indirect, such as small tunnels in rock that
could be ancient worm burrowings. But just 50 million years or so later, fossilized bits
and pieces of animals abound, suggesting that a great burst of evolutionary creativity
occurred in the 50-million-year interval. This surge of new life, marked by an abundance
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of animals, is called the Cambrian explosion.
The first direct evidence for the early origin of eyes comes from fossils that are about
530 million years old, a time shortly after the Cambrian explosion; they were found on a
mountainside in British Columbia in a deposit known as the Burgess Shale. The Burgess
Shale fossils are extraordinarily important because among them are remains of
soft-bodied creatures, many of them lacking shells and other hard parts that fossilize
easily. Consequently, their preservation is little short of miraculous (as are the delicate
methods used to reconstruct three-dimensional structure from these flattened fossils),
and they are one of the few known repositories of early soft-bodied animals.
Not all of the Burgess animals had eyes. However, some did. (Gross features location,
size, and hemispheric shape are responsible for the designation of some structures as
eyes). ■ The reconstructed eyes of these Burgess animals look superficially like eyes of
some living crustaceans, particularly those of shrimp and crabs whose eyes are mounted
on stalks that improve the range of vision by raising the eyes above the surface of the
head. ■The eyes of some Burgess organisms sat on stalks; those of others were on or a
part of the body surface. ■One animal, Opabinia, had five eyes: two lateral pairs and a
single medial eye; at least one of the lateral pairs had stalks that could have been
movable. ■And some trilobite-like animals in the Burgess Shale had faceted eyes
much like those of later fossil trilobites.
Although the presence of eyes on some of the Burgess animals indicates that eyes have
been around for a very long time, it is unlikely that these were the first eyes; they seem
much too large and (potentially) well developed to be brand new inventions. The best
we can do is put the origin of eyes somewhere between the beginning of the Cambrian
explosion, about 600 million years ago, and the death of the Burgess animals, some 530
million years ago.
1. Paragraph 1 supports all of the following statements about protists EXCEPT:

A. Some are multicellular.
B. Some are able to move.
C. Some have pigment molecules.
D. They live in environments that contain moisture.
2. According to paragraph 1, what have scientists concluded from the fact that some
living protists are very like their ancestral forms
127
A. The eye did not evolve until multicellular organisms arose.

B. The ability to detect light and change behavior in response to light has existed for a
long time.
C. The ancestral forms of these living protists likely had an eyespot near the motile fl
agellum.
D. The ancestral forms of these living protists depended primarily on light as the
mechanism for modifying their metabolic activity or motility.
3. Paragraph 2 implies which of the following about the early eyes

A. They were able to detect simple movements almost from the beginning of their
evolution.
B. They were not as sensitive to light as once thought.
C. They could not form images.
D. Their cells had more photosensitive pigment than do human eyes.
highlighted sentence in the passage Incorrect choices change the meaning in important
A. There are few fossils from the Precambrian, though more keep turning up.
B. Most evidence of animals in the fossil record is indirect and little of it is from the
Precambrian.
C. Tunnels in Precambrian rocks that may have been made by worms provide indirect
evidence of these animals existing at that time.
D. There are very few fossils of animals from the Precambrian and most evidence of
animal life from that period is indirect.
5. The phrase “little short of miraculous” is closest in meaning to

A. very highly valued
B. amazing because almost impossible
C. causing controversy
D. almost but not quite complete
6. According to paragraph 4, all of the following are true of the Burgess Shale EXCEPT:
A. Its fossils were in a flattened condition when discovered.
B. Its fossils provide direct evidence about the origin of eyes.
C. It contains fossils of both Precambrian and Cambrian animals.
D. It contains fossilized remains of soft-bodied organisms.
128
7. Why does the author point out that The eyes of some Burgess organisms sat on stalks
A. To suggest that some Burgess organisms had a greater range of vision than do living
shrimp and crabs
B. To explain why it is thought that one of the lateral pairs of eyes in Opabinia may have
been movable
C. To explain why the eyes of some Burgess animals were not recognizable as such
before they were reconstructed
D. To support the statement that the reconstructed eyes of Burgess animals look
superficially like the eyes of some living crustaceans
8. Paragraph 6 suggests that the first eyes probably

A. came into existence long before 600 million years ago
B. came into existence at a late point in the Cambrian period
C. existed before the animals of the Burgess Shale existed
D. were larger than those of animals found in the Burgess Shale
Molaria spinifera and H. optata, both of which lived in water levels beyond the
reach of light, fit into this category.
Answer Choices:
A. The ability of some unicellular organisms to detect light and change their behavior
accordingly suggests that eyes did not originate with multicellular animals.
B. The earliest eyes apparently contained molecules that were capable of forming and
focusing images.
C. Too few fossils from the Precambrian have been found to determine which if any
Precambrian organisms had eyes.
D. Evidence from the Burgess Shale suggests that eyes of some early animals were
129
similar to the eyes of living crustaceans.

E. Fossil evidence suggests that organisms in the Burgess Shale with faceted eyes
developed later than organisms in the Burgess Shale with nonfaceted eyes.
F. The large size and possible complexity of the eyes of some organisms in the Burgess
Shale suggest that their eyes were not the first eyes.
The Origin of Earth's Atmosphere
In order to understand the origin of Earth's atmosphere, we must go back to the

earliest days of the solar system, before the planets themselves were formed from a disk
of rocky material spinning around the young Sun. This material gradually coalesced into
lumps called planetesimals as gravity and chance smashed smaller pieces together, a
chaotic and violent process that became more so as planetesimals grew in size and
gravitational pull. Within each orbit, collisions between planetesimals generated
immense heat and energy. How violent these processes were is suggested by the odd
tilt and spin of many of the planets, which indicate that each of the planets was, like a
billiard ball, struck at some stage by another large body of some kind. Visual evidence of
these processes can be seen by looking at the Moon. Because the Moon has no
atmosphere, its surface is not subject to erosion, so it retains the marks of its early
history. Its face is deeply scarred by millions of meteoric impacts, as you can see on a
clear night with a pair of binoculars. The early Earth did not have much of an
atmosphere. Before it grew to full size, its gravitational pull was insufficient to prevent
gases from drifting off into space, while the solar wind (the great stream of atomic
particles emitted from the Sun) had already driven away much of the gaseous material
from the inner orbits of the solar system. So we must imagine the early Earth as a
mixture of rocky materials, metals, and trapped gases, subject to constant
bombardment by smaller planetesimals and without much of an atmosphere.
As it began to reach full size, Earth heated up, partly because of collisions with other
planetesimals and partly because of increasing internal pressures as it grew in size. In
addition, the early Earth contained abundant radioactive materials, also a source of heat.
As Earth heated up, its interior melted. Within the molten interior, under the influence of
gravity, different elements were sorted out by density. By about 40 million years after
the formation of the solar system, most of the heavier metallic elements in the early
Earth, such as iron and nickel, had sunk through the hot sludge to the center, giving
Earth a core dominated by iron. This metallic core gives Earth its characteristic magnetic
130
field, which has played an extremely important role in the history of our planet.
As heavy materials headed for the center of Earth, lighter silicates (such as the mineral
quartz) drifted upward. The denser silicates formed Earth's mantle, a region almost
3,000 kilometers thick between the core and the crust. With the help of bombardment
by comets, whose many impacts scarred and heated Earth's surface, the lightest silicates
rose to Earth's surface, where they cooled more rapidly than the better-insulated
materials in Earth's interior. These lighter materials, such as the rocks we call granites,
formed a layer of continental crust about 35 kilometers thick. ■ Relative to Earth as a
whole, this is as thin as an eggshell. ■ Seafloor crust is even thinner, at about 7
kilometers; thus, even continental crust reaches only about 1/200th of the way to Earth's
core. ■ Much of the early continental crust has remained on Earth's surface to the
present day. ■
The lightest materials of all, including gases such as hydrogen and helium, bubbled
through Earth's interior to the surface. So we can imagine the surface of the early Earth
as a massive volcanic field. And we can judge pretty well what gases bubbled up to that
surface by analyzing the mixture of gases emitted by volcanoes. These include hydrogen,
helium, methane, water vapor, nitrogen, ammonia, and hydrogen sulfide. Other
materials, including large amounts of water vapor, were brought in by cometary
bombardments. Much of the hydrogen and helium escaped; but once Earth was fully
formed, it was large enough for its gravitational field to hold most of the remaining
gases, and these formed Earth's first stable atmosphere.
1. The word coalesced in the passage is closest in meaning to

A. collided
B. joined
C. changed
D. shrank
2. All of the following are true of the planetesimals mentioned in paragraph 1 EXCEPT:
A. They were formed of rocky material spinning around the early Sun.
B. They collided violently with each other.
C. They gradually grew in size.
D. They lost their atmospheres as they were hit by larger bodies.
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3. The author discusses the Moon in paragraph 1 in order to

A. help explain why Earth had fewer meteoric impacts than other planets in the solar
system
B. show why it is difficult to understand how the first planetary atmospheres developed
C. help explain the processes that took place in the formation of large planetary bodies
in the solar system.
D. illustrate why the Moon's spin and tilt are unique among other planetary bodies in
the solar system
4.Paragraph 2 answers which of the following questions about early Earth

A. What caused materials on Earth to become radioactive
B. What percentage of Earth's core was nickel
C. What internal pressures caused Earth to heat up as it grew in size
D. What caused Earth's magnetic field
5.According to paragraph 2, Earth's core is mostly iron because, compared to most

other elements on early Earth, iron
A. was denser
B. melted more easily
C. was more radioactive
D. was more plentiful
6.Select the TWO answer choices that, according to paragraph 3, indicate true
statements about Earth's formation. To obtain credit, you must select TWO answer
choices.
A. Comets hitting Earth helped the lightest silicates to reach Earth's surface.
B. Silicates such as mineral quartz drifted downward and mixed with denser materials as
they reached Earth's core.
C. When Earth's mantle became approximately 3,000 kilometers thick, the heaviest
materials in it began to cool.
D. Lighter materials reaching Earth's surface formed Earth's continental crust.
7. According to paragraph 3, Earth's continental crust

A. has changed significantly in composition over time
B. was as thick as Earth's mantle in its early stages
C. is very thin relative to Earth's size
D. caused the temperatures of Earth's early core and mantle to gradually increase
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8. What can be inferred from paragraph 4 about Earth's first stable atmosphere
A. It existed before Earth was yet fully formed.
B. It contained very little hydrogen and helium.
C. It contained only materials that had bubbled up through Earth's surface.
D. It lacked water vapor.
Even some of its oldest portions as old as 3.8 billion years can still be found in parts
of Canada, Australia, South Africa, and Greenland.
Where would the sentence best fit. Click on a square to add the sentence to the
passage.
Answer Choices:
A. Early Earth's lack of an atmosphere explains why it was bombarded with much more
frequency and violence than other planetesimals.
B. Continued bombardments and internal pressures made the growing Earth hotter,
causing its interior to melt and the heavier elements to sink and form Earth's core.
C. Lighter elements from Earth's interior rose and formed the mantle, a denser layer of
silicates around the core, and the crust, a thinner layer of silicates at Earth's surface.
D. The formation of Earth's crust protected the inner layers of Earth from the
high-energy particles in space, reducing the temperatures of the mantle and the core.
E. Once Earth had gone through the final stages of its formation, gases bubbled to the
surface and were held by Earth's gravitational field to form the atmosphere.
F. Volcanoes today are the result of gases that were trapped in Earth's interior during
the planet's early stages of formation.
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Mass Production: Method and Impact
The technological and managerial innovations of Thomas Alva Edison (the inventor of
electricity) and the industrial leaders Andrew Carnegie (iron and steel) and John D.
Rockefeller (oil) proved readily adaptable throughout United States industry, spurring
marvels of productivity. ■ Late-nineteenth-century industrialists often discovered that
their factories produced more goods than the market could absorb. ■ This was
particular true in two kinds of businesses: those that manufactured devices for individual
use, such as sewing machines and farm implements, and those that mass-produced
consumer goods, such as matches, flour, soap, canned foods, and processed meats. ■
Not surprisingly, these industries were trailblazers in developing advertising and
marketing techniques. ■ Strategies for encouraging consumer demand and for
differentiating one product from another were an important component of the
American post-Civil War industrial transformation.
The growth of the flour industry illustrates both the spread of mass production and the
emergence of new marketing concepts. In the 1870s the nation’s flour mills adopted the
most advanced European manufacturing technologies and installed continuous-process
machines that graded, cleaned, hulled, and packaged their product in one rapid
operation. These companies, however, soon produced more flour than they could see.
To sell this excess, the mills thought up new product lines, such as cake flours and
breakfast cereals, and sold them using easy-to-remember brand names.
Through brand names, trademarks, guarantees, and slogans, manufacturers built

demand for their products and won remarkable consumer loyalty. Americans in large
numbers bought a brand of soap first made in 1897 in Cincinnati, Ohio, because of the
absurd overly precise but impressive pledge that it was ”99 and 44/100ths percent pure.”
In the photographic field, George Eastman in the 1880s developed a paper-based
photographic film as an alternate to the bulky, fragile glass plates then in use.
Manufacturing a cheap camera for the masses and devising a catchy slogan (“you just
press the button, we do the rest”). Eastman introduced a system whereby customers
returned the 100-exposure film and the camera to the Rochester, New York, factory.
There the film was developed, the camera reloaded, and everything shipped back to the
customer—for a charge of ten dollars. In marketing a new technology, Eastman had
revolutionized an industry and democratized a visual medium previously confined to a
few.
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By 1900 the chaos of early industrial competition, when thousands of small companies
had struggled to enter a national market, had given way to an economy dominated by a
few enormous films. An industrial transformation that originated in railroading and
expanded to steel and petroleum had spread to every area of United States business,
and for those who could not compete in the era’s unforgiving economic environment,
the cost could be measured in ruined fortunes, bankrupted companies, and shattered
dreams. John D. Rockefeller, talking about businesses he wanted to acquire, said he
wanted “only the big ones, one those who have already proved they can do a big
business. As for the others, unfortunately they will have to die.”
The cost was high, too, for millions of American workers, immigrant and native born
alike. The new industrial order was built on the backs of an army of laborers who were
paid subsistence wages and who could be fired on a moment’s notice when hard times
or new technologies made them expendable. Moreover, industrialization often
devastated the environment with pollution in the relentless drive for efficiency and
profit.
To be sure, this industrial revolution brought social benefits as well, in the form of
labor-saving products, lower prices, and advances in transportation and
communications. The benefits and liabilities were inextricably interconnected. The
sewing machine, for example, created thousands of new factory jobs, made available a
wider variety of clothing, and eased the lives of millions of consumers. At the same time,
it encouraged greedy entrepreneurs to operate factories in which the poor worked long
hours in unhealthy conditions pitifully low wages.
Whatever the final balance sheet of social gains and costs, one thing was clear: the
United States had forced its way onto the world stage as an industrial nation, and the
groundwork had been laid for a new social and economic order in the twentieth
century.
1. According to paragraph 1, all of the following contributed to the industrial

transformation in the post-Civil War United States EXCEPT
A. a greater variety of consumer products
B. new technological and managerial methods
C. mass production of goods
D. development of advertising and marketing techniques
2. According to paragraph 2, the new technologies used by the flour mills led the flour
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industry to do which of the following?

A. Produce additional flour to export to Europe
B. Adopt European methods of marketing flour to consumers
C. Produce goods based on market research of customer needs
D. Develop special new products with easily recognizable names
3. Why does the author mention a soap advertised as “99 and 44/100ths percent pure”?
A. To make the point that the earliest product advertisements were very sophisticated
B. To support the claim that advertising was effective in building demand and customer
loyalty
C. To suggest that the claims made by soap manufacturers were obviously untrue
D. To contrast the ways in which soap and photographic processing were marketed
4. According to paragraph 3, which of the following statements about George Eastman’

s innovations in photography is true?
A. He introduced a paper-based photographic film that was easy for customers to
develop on their own.
B. He manufactured a camera that was more expensive but easier to operate than
earlier cameras.
C. He introduced a system in which customers could exchange defective film and
cameras for new ones.
D. He provided customers with the service of developing their film and reloading their
cameras.
5. According to paragraph 4, which of the following is true of the economic situation of

the United States in the 1900s?
A. A group of national industries was controlled by a single company.
B. Many small companies failed and a few large companies dominated the economy.
C. The expansion of the steel and petroleum industries depended on the railroad
companies.
D. A new national market made it possible for thousands of small companies to
compete for business.
6. The word “relentless” in the passage is closet in meaning to

A. competitive
B. unceasing
C. reckless
D. passionate
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7. Which of the following can be inferred about the new technologies mentioned in
paragraph 5?
A. They were sometimes too expensive to introduce in the workplace.
B. They forced laborers to work in more systematic ways.
C. They helped to reduce the impact of industrialization on the environment.
D. They helped make it possible for industries to reduce the workforce.
8. According to paragraphs 5 and 6, the transformation of United States industry had all
of the following negative effects EXCEPT
A. higher prices for consumers
B. environmental pollution
C. unhealthy working conditions
D. low pay for hard work
9. Look at the four squares [■] that indicate where the following sentence can be added
to the passage.
Edison’s laboratory in Menlo Park, New Jersey, even became a model for the
industrial research laboratories established by other corporations.
most important ideas in the passage. Some answer choices do not belong in the
summary because they express ideas that are not presented in the passage or are minor
ideas in the passage. This question is worth 2 points.
In the late nineteenth century, technological and managerial innovations greatly

raised productivity and transformed United States industry.
Answer Choices:
A. Thomas Alva Edison, Andrew Carnegie, and John D. Rockefeller invented new
technologies and management systems for the electrical, iron, steel, and oil industries.
B. Americans became loyal consumers of manufactured products like breakfast cereal
and soap primarily because of the high quality associated with the brand names.
C. An economy characterized by competition between numerous small companies gave
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way to an economy in which only a few major companies were able to survive and
dominate.
D. As manufacturers produced more goods than the market could easily absorb, they
developed new advertising and marketing techniques to stimulate demand for their
products.
E. George Eastman succeeded in creating a mass market for cameras not only by
lowering manufacturing costs and selling prices but also by offering to develop film free
of charge.
F. The industrial transformation brought a number of social benefits, but it also
encouraged the exploitation of workers and polluted the environment.
听力第五套
C1
Listen to a conversation between a student and his psychology professor.
(Student): Thanks for meeting with me. Professor Davis. And you know your class is great. It
even got me thinking of changing my major to psychology.
(Professor): I think he'd be a good fit. You're always full of insightful questions. And actually,
I didn't see you at the informational meeting for the psychology club. I think it's something
you'd enjoy.
(Student): Yeah, I wanted to go. But I had a study group for another class. The club sounds
great lectures from people in the fields, volunteering opportunities seems really useful.
(Professor): Yes, it's a valuable experience and fun. When I was a student, unlike some other
fields, psychology is such a broad field what clubs like these offer the events, lectures,
internship opportunities. They helped me find a focus when I was in school. And that's why I
offered to be the club advisor. You know we're meeting tonight. A few students will be talking
about their summer internships.
(Student): Uh I'd love to go, especially if I decide to major in sight. But I have another study
group tonight for our class actually, we're going over the nerve pathways of the brain. And
we're gonna talk about the research essay.
(Professor): Good idea. The first paper is always a little daunting.
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(Student): Yeah especially since well that's why I'm here. Actually we've covered so much
like the background on brain anatomy, the case studies and articles on decision making and
problem solving. So, I'm wondering how to approach this.
(Professor): Well, look into the central task, a case study, and analysis of a particular
psychological process. Use that as a basis to organize what you've learned about the
biological basis of behavior. I wanna see that you can connect all the information we've
covered in class, use it to draw conclusions about that psychological process.
(Student): But I mean, couldn't different people come to different conclusions?
(Professor): Yes. But if your analysis makes sense and incorporates what we've learned in
class, you'll get credit. I know it's tough, but do you remember what we were saying in class
about experts and novices?
(Student): Um well... Experts recognize patterns and Information, right? Where novices
might just see random details. So experts can solve problems faster.
(Professor): Yes. And to be able to do that, experts have to go through a lot of trial and error
to hone their skills.
(Student): Um They couldn't see those patterns without all of the experience of connecting the
Information.
(Professor): And you said it. So consider this an exercise.
(Student): It's like in that article you had us read about that experiment about the physics
problem in Newton's laws of motion.
(Professor): Right. The difference in how experts and novices approached the problem,
(Student): Yeah it was interesting to see that novices tried to solve it by recalling equations,
like plugging numbers into equations, formulas, etc. Whereas experts they would first think
about the major principles, like ah like newton's laws and how and why those laws apply to
the physics problem.
1.Why does the student go to see the professor? 

A. To ask about an upcoming meeting of the psychology club
B. To find out the process for changing his major field study
C. To get information about a class requirement 
D. To learn about possible internship opportunities
2.What does the professor say about her experience as a student in the psychology club?
A. It helped her to obtain a summer internship. 
B. It helped her to narrow down her interest in psychology. 
C. It prepared her to better understand her future students.
D. It helped her to see the connection between psychology and other fields of study.
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3.Why does the professor mention experts and novices? 

A. To clarify the purpose of the research paper 
B. To point out the flaws in a research paper 
C. To describe the progression of classes for a psychology major
D. To explain a case study that was not discussed in class
4.What point does the student make when he talks about an experiment concerning Newton's
laws of motion? 
A. Novices are sometimes better than experts at recognizing fundamental principles. 
B. Novices' difficulty in solving equations affects their understanding of abstract concepts.
C. Experts begin problem solving by making use of broad principles.
D. Experts tend to employ create methods to recall details.
5.Why does the student say this: 

A. To politely express disagreement with the professor 
B. To point out a possible error in an experiment 
C. To admit that experience has helped him more than he thought
D. To confirm that he understands the professor's point
L1
Listen to part of a lecture in a philosophy class.
Today we're going to talk about two important philosophical concepts; two basically different
ways of looking at things that have wide ranging influence on many disciplines, like
psychology, sociology, and animal behavior and these approaches, actually guide the way
scientists do their research. They're called holism and reductionism. That's holism, focusing
on how an entity functions as a unit and reductionism: reducing the whole to its parts.
Suppose you're looking at an ant colony and the ant colony would be the whole, the whole
system as it were and the ants are the parts, with each individual ant representing the smallest
part of that system. Reductionism is the belief that the workings of the system, any system,
can be understood through an understanding of its smallest parts, how those parts work
individually and also, the way any particular part interacts with another part, so in the case of
the ant colony, a reductionist would investigate the behavior of individual ants within the
colony and the way they interact with other ants in that colony. From that they would make
generalizations about the behavior of the colony as a whole. Take food for example. When an
ant finds food it takes that food back to the nest and on its way back, it secretes a chemical,
which leaves a trail that can be detected by other ants. That's the way it communicates about
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the location of food and this behavior, this communication describes an important way in
which ants in a colony interact. To the extent that we understand the rule governing this
behavior of that smallest part, the individual, then we can generalize about the behavior of
larger groups of ants; following trails, finding food, leaving more trails, and so on and
eventually we'll understand the behavior of the entire colony and then, and this is an
important part of the reductionist approach, we can predict what will happen in that colony.
Now, on the other hand, a holist believes that a system cannot really be understood by just
understanding how the parts function. In other words, an old saying you might have heard
before, the whole is more than the sum of its parts. So, when looking at an ant colony, the
holist sees it from two perspectives; of the individual ant and of the whole colony. Because
the behavior of the individual ants taken together has an impact on the colony as a whole and
the colony as a total system has an impact on the individual ants. You have to view the
behavior of the colony as more than simply the total of the individual behaviors. One reason
for looking at the behavior of the colony is that the colony as a whole seems to know what to
do, to act for its own benefit in a way that any given individuals could not.
The holist believes that the collective behavior of the colony as a whole cannot be traced to
specific individuals. In animal behavior, we refer to this as collective intelligence and it's a
good thing ants have this collective intelligence because the individual ant is ill-suited to life
outside the colony. So, what's an example of this collective intelligence? Well, sometimes the
ants switch tasks, let's say from taking care of the nest to gathering food and we don't know
exactly what triggers this behavior, but somehow they just know when more food gatherers
are needed. There's no leader in an ant colony, no one giving orders and don't confuse ant
society with human society. There is a queen, but all she does is lay eggs and of course, no
single ant could possibly know how much food is needed in the whole colony, but somehow,
as a group, they know to supply the colony with enough food. It probably has something to
do with chemical signals from ants in the colony.
1.What is the main purpose of the lecture? 

A.To illustrate patterns of animal behavior 
B.To explain why reductionism has replaced holism as a scientific method
C.To explain the origins and development of holism 
D.To explain the difference between holism and reductionism
2.According to the professor, what assumption might a reductionist make when analyzing ant
colonies? 
A.Each ant colony as a single entity acts in its own interest 
B.The colony's behavior can be understood by analyzing individual ants' behavior
C.Small ant colonies are more efficient than large ones
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D.Individual ants know how much food the colony needs
3.What does the professor say about the way the ant communicates the location of food to
one another? 
A.It is an example of how reductionists predict group behavior. 
B.It is a type of behavior that reductionists tend to ignore.
C.It is an example of a behavior that supports only the holistic approach.
D.It is a behavior that scientists have not observed in other insect species.
4.What does the professor imply about collective intelligence? 

A.It is an important factor in the reductionist analysis of ant colonies 
B.It is an important factor in ant survival. 
C.It is a phenomenon that occurs in few animal species. 
D.It is a phenomenon that is well understood with regard to ant colonies.
5.What misconception about ants does the professor believe the students might have?
A.Ants must live in a colony to survive. 
B.Ants have no way to communicate with one another. 
C.The queen is the leader of the colony.
D.The task performed by an ant does not vary during its lifetime.
6.What ant behavior does the professor mention that supports the holistic approach?
A.Ants from one colony find food in a different colony.
B.Ants imitate the behavior of the leader in the colony.
C.Ants switch from taking care of the nest to food-gathering.
D.Ants work together to protect the queen.
C2
Listen to a conversation between a student and an employee at the university's theater.
(Student): Hey, everyone's been telling me what a great lineup of plays you guys are
presenting this season.
(Employee): Yeah. It's gonna be wonderful. I'm excited about it. Have you seen our
production of Hamlet? We do it every year.
(Student): No, I haven't. But I want to. I also want to see a streetcar named desire. Um But
mainly I was wondering, see, my parents are coming to visit the first weekend in November
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and I’d like to take them to see something.

(Employee): You'll look, that's when Hamlet opens. And If you're interested in street car as
well, have you considered purchasing season tickets?
(Student): Uh Not really. But is there a discount? If you buy season tickets? You Know Is it
cheaper than buying individual tickets for each show?
(Employee): It does come out to a few dollars cheaper per ticket, but there are other
advantages. Season ticket holders are assigned the best seats for one, and they can buy extra
tickets for individual performances before they go on sale to non-season ticket holders.
(Student): Hmmm...
(Employee): So, Uh you want to get season tickets for yourself and then buy extra tickets for
your parents. The only catch is I can't guarantee that the seats would be together, because
season and individual ticket orders are processed separately.
(Student): That's not a problem, but I'm not sure if I want to do season tickets. How hard do
you think it would be to get tickets for the Hamlet performance? Like if I came in next week,
I need to confirm the date with my parents.
(Employee): Well Right now we're selling season tickets only if you want to buy tickets for
the play only, individual tickets go on sale next month. You'll be able to buy them here at the
box office or order them through our website. But I’ll tell you, based upon past year sales for
Hamlet, I wouldn't wait too long to get the tickets once they go on sale. And Oh I forgot to
mention season ticket holders also get free admission to something new this season.
Pre-performance talks. The talks start an hour before each show and will be given by faculty
in our drama department. The idea is to enhance the audiences' appreciation of the plate are
about to see will also serve some light refreshments. Regular ticket holders who want to
attend will have to pay an extra fee.
(Student): That's a great selling point for season tickets.
(Employee): So does that mean you like the bottom?
(Student): It would be great to go to all the performances, but realistically, I don't know if I
can swing that.
(Employee): Sure, I understand you've got plenty of time to decide about season tickets. In
the meantime. Why don't you grab one of those fliers from the rack over there on your way
out? It's got a Complete calendar of all our performances, matinee times evening shows.
There's also details on single ticket prices as well as season tickets and other package deals.
1.Why does the student go to the office?

A.To buy season tickets 
B.To buy tickets for a performance of Hamlet 
C.To find out which plays she might be able to take her parents to see
D.To ask it discounts are available for ticket packages
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2.What benefits of buying season tickets does the man mention? Click on 3 answers. 
A.A price discount on every show 
B.Seats with the best view of the stage
C.An opportunity to the actors after the performance 
D.A discount on refreshments purchased at the theater 
E.A chance to buy extra tickets before they are on sale to the public
3.What does the man imply about the play Hamlet? 

A.It will be performed on weekends only 
B.It has never been performed at the theater before 
C.Tickets for it are more expensive than tickets for other plays
D.Tickets to see it are likely to sell out quickly
4.What information does the man say is included on the flier? Click on 2 answers. 
A.Rates for various ticket purchasing options 
B.A seating chart for the theater
C.Names of professors who will give performance talks
D.Performance times for the shows
5.What can be inferred about the student when she says this:
A.She realizes that most seats have already been reserved
B.She is not concerned about sitting apart from her parents
C.She will let her parents have the better seats
D.She is ready to purchase season tickets
L3
Listen to part of a lecture in an earth science class.
Now, one of the things I like to do from time to time in this class is looking at how
knowledge we've gained from studying Earth's geology has been applied to answer questions
outside our field. Take the mass extinction that occurred around 13000 years ago, when most
of the giant mammal species of North America vanished from the geological record.
Creatures like woolly mammoths, saber-tooth cats, giant slots, beavers and camels. So, what
caused these animals to suddenly disappear?
One possible answer lies at the start of a period of sudden climate change called the Younger
Dryas. Um Let me back up a minute. Just before this extinction, earth was coming out of a
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long ice age, glaciers were beginning to receipt, but then temperatures in North America
suddenly plummeted again, setting off this frigid thousand-year period known as the Younger
Dryas. North America became so cold that glaciers started expanding again. And one theory
is that this sudden change in climate would have made it difficult for these large beasts to
survive.
Of course there have been other climate changes, some even more extreme and longer-lasting,
yet with no evidence that they triggered in the extinction events. So maybe not the strongest
theory, uh which means we need to look elsewhere. Maybe space. I mean we're all familiar
with how impact events can affect life on earth. Like um it's now generally agreed that the
media triggered the extinction of the dinosaurs. Of course since that theory has been widely
accepted, it's tempting to look to space to explain all extinction events.
A large media crashing into earth would scatter cosmic debris and cause massive firestorms.
And that's the theory proposed recently as an explanation for the large mammal extinction.
Researchers who support this theory claim to have found evidence of a meteor impact at a
site in the state of Arizona in a layer of sediment called the Younger Dryas Boundary. The
Younger Dryas Boundary, or YDB is a very thin layer of sediment that was laid down across
North America at the beginning of the Younger Dryas period. And what's particularly
significant about this 13000-year-old layer is that under it, we find lots of fossils of these
large mammals.
But above it, that is after the YDB was laid down, well not a single one. So what happened
here? Although the researchers suspect a media event, they didn't find any evidence of an
impact crater. But they say they did find evidence of several types of particles commonly
associated with media impacts, including nano diamonds and high concentrations of certain
magnetic particles.
Nano diamonds are small particles that can either originate in space or be formed in the
extreme pressure of an intense explosion, like the impact of a media. For example, the
magnetic particles can also come from space, and the ones found in the YDB are very similar
to particles associated with other media impacts. Recently, however, a new group of
researchers tried to replicate these findings. And, well, they also found nano diamonds and
high concentrations of magnetic particles at the Arizona site, these researchers wondered
whether the presence of such particles might be accounted for in other ways. So to test
whether the magnetic particles were unique to the YDB, they analyze dirt from the rooftop of
a researchers house.
And In fact, they found magnetic particles in the rooftop sample, too, turns out that these
particles are not just the result of impact events. They can have many origins, including the
ash from nearby coal burning electrical power plants, or even cosmic dust that originates in
space and then falls to earth.
Okay? But then how to explain the elevated concentrations of the magnetic particles in the
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sample from the YDB? Well these samples had come from a river bed where rain water
would have carried and deposited the particles. And In fact, additional samples taken from
outside the river bed continually normal concentrations of the magnetic particles in the YDB
as for the nano diamonds. While a group of meteorite or comet fragments colliding with earth
would certainly provide the high temperatures and pressures needed to create such nano
diamonds, there might be other ways to explain their existence. It turns out they're also
commonly found in cosmic dust, which could explain their presence not only in the YDB but
also in the rooftop sample.
So if there's no strong evidence for a media impact or for a certain climate change, then we
need some other explanation for the disappearance of so many large North American
mammal species during the Younger Dryas.

A.To illustrate similarities between two periods of climate change 
B.To examine theories about the extinction of large North American mammals
C.To describe how scientists verify occurrences of meteor impacts on Earth
D.To present a new explanation for the cause of the end of the last ice age
2.What is the professor's opinion/ of the claim/ that cooling during the Younger Dryas caused
a major extinction? 
A.It will probably be proven correct by future research 
B.It has been strongly contradicted by recent soil-sample analysis
C.It seems unlikely in view of what is known about similar climate changes
D.It is based on a misinterpretation of evidence collected in North Americans
3.Why does the professor mention a meteor that struck Earth during the time of the
dinosaurs?
A.To imply that that meteor impact also affect other large animals in North America 
B.To point out that Earth was often struck by meteors in the past 
C.To explain why it is to hypothesize that a similar impact could have caused a later
extinction event
D.To challenge a commonly accepted claim about dinosaur extinction
4.According to the professor, what is the major significance of the Younger Dryas Boundary?
A.It provides proof of a sudden climate change. 
B.It lines the inside of a 13,000-year-old impact carter. 
C.It contains valuable information on about the composition of meteors.
D.It marks the disappearance of large mammal species.
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5.The professor mentions that a new group of researchers collected samples from a Younger
Dryas Boundary site. How did those researchers explain the high
concentration of magnetic particles in the samples? 
A.The Younger Dryas Boundary is especially thick at that site.
B.The particles were carried to the site by flowing water. 
C.A meteor caused a high concentration of the particles at the site.
D.Old roofing material had been buried at the site.
6. What opinion does the professor express when he discusses nanodiamonds?

A.Their presence is not strong proof of a meteor impact 
B.They indicate that a geological sample has been contaminated
C.Researchers should get a better understanding of their origin
D.Researchers should focus on magnetic particles instead of nanodiamonds
L4
Listen to part of a lecture in a political science class.
P: We've been discussing how local governments create an annual spending plan, a budget,
for the tax money they collect each year and as I've said, budgeting is in essence, a clear
expression of priorities. I mean, it's easy for politicians to say that they value things, things
like education, but unless they allocate enough money, let’s say to hire more teachers, then
you've got to wonder if they really do value education. 
S1: It's like that saying, put your money where your mouth is.
P: Exactly. Anyhow, with this in mind, let‘s talk about participatory budgeting. Participatory
budgeting, PB for short, is one alternative process that some town and city governments
around the world have opted to put into place. Here in the United States, we're used to
thinking of budgeting as happening behind closed doors. It's generally believed that
government officials alone will decide where to spend tax dollars, that local citizens don't
really have access to that process. Well, PB turns that assumption on its head. First, PB seeks
to get citizens involved through discussions, negotiations, and meetings. Citizens present
their expectations and priorities to elected officials in terms of resource allocations. Also, the
inner workings of the process become visible and clear to attendees. Citizens don't have to
guess what's going on behind the scenes. They get insight into what's happening and why and
lastly, the PB process helps to align government priorities with citizen priorities. It puts the
politicians and the citizens they represent on the same page since it gives the politicians a
better understanding of local needs. So there are advantages to PB, but there are difficulties
too. First, it's hard to implement. Why do you think that is? Richard?
147
S1: Probably because budgeting's complicated. Maybe residents need a training workshop.
You'd have to really understand how using funds for one thing means you don't use funds for
something else.
P: Well, while budgeting might get complicated at times, training isn't a requirement. No,
actually more than anything else, citizens need time to attend a bunch of meetings to advocate
for what they want. It's not enough to show up at one city council or school board meeting,
ask for something, then disappear. Aside from that, citizens must also recognize that, ok say a
group of citizens persuaded the city council to allocate $8 million to build a new community
center, but tax revenues were lower than expected for that year and so the bureaucrats didn't
have the funds to actually buy the land and materials and hire a construction team. The end
result: the community center doesn't get built. 
S1: But why would a city council budget money it didn't have? 
P: Budgets are crafted months in advance. Tax revenues are projected based on past revenues
and funds can dry up or not materialize for lots of reasons like an unexpected downturn in the
economy could reduce consumer spending, which in turn reduces what business' pay in gross
receipt taxes to local governments.
Now, I should point out that for us academics it's hard to talk conclusively about the efficacy
of PB. You see, most of the recent literature is just individual case studies, descriptions of
only a single city's implementation of participatory budgeting. I'm not saying they were
poorly designed. It's just hard to draw any general conclusions from them. The only
meaningful study I've seen to date is an analysis that used rigorous statistical controls, a
comparative analysis of a whole number of cities in Brazil. A political scientist from Yale
University looked at all the case studies that were published between 1996 and 2008 and he
found that sort of on a macro level, that implementing PB did not really affect how public
funds were divided up.
S1: Wait. If PB doesn't change what budgets look like, why bother? 
P: Good question; one I'd also ask if I hadn't read one other finding of that Yale study that PB
significantly increased the chance of the mayors political party getting reelected and
remaining in power. At the risk of sounding too cynical, it seems that PB can generate good
public relations. The use of PB, regardless of any tangible benefits to the public, apparently
helps local residents trust their political leaders. Whether that's enough to justify the process,
I don't know. Obviously more research is warranted.

A.To compare several different ways of evaluating local budgets 
B.To discuss an approach to creating public spending plans 
C.To examine the kinds of decisions politicians make when funding public projects
D.To point out flaws in current local budgeting processes
148
2.According to the professor, what do United States citizens usually believe about the
budgeting process at the local level? 
A.It typically begins soon after local elections have taken place
B.It must be monitored by financial experts 
C.It happens without direct input from local residents 
D.It is too lengthy a process to observe
3.What potential advantages of PB does the professor mention? Click on 2 answers. 

A.It can make the budgeting process less complicated 
B.It can make the budgeting process more transparent
C.It can increase tax revenues from local businesses 
D.It can help politicians match their priorities to citizens’ priorities
4.According to the professor, what is the most important requirement for citizens who want to
get involved in PB? 
A.Some educational background or work experience in budgeting 
B.A leadership role in the program that they want funding for
C.An awareness of campaign promises made by local officials
D.Adequate time to devote to the budgeting process
5.What does a professor talk about a community center? 

A.To point out that budgeting for a project does not guarantee that it will be carried out 
B.To describe a project that she believes most politicians would support 
C.To give an example of a facility where PB meetings typically take place 
D.To indicate that the budgeting process takes longer for some projects than it does for others
6.What opinion does the professor express about PB when she discusses the Yale University
research study? 
A.PB is worthwhile only for relatively small cities 
B.PB is probably more accepted in Brazil than in the United States
C.The people who benefit the most from PB are the politician 
D.Further studies of PB should be done by budget experts rather than by politician scientists
149
口语第五套
#1
Sometimes we receive gifts that we don't need, and some people think it's okay to give
these gifts to others who need them. Do you agree or disagree? Explain why.
#2
You will have 45 seconds to read the article. Begin reading now.
Cafe To be Built Near Library
The university today announced plans to open a cafe in the administration building next
door to the university library. According to university spokesperson Cathy Jacobs, the
new cafe will be open for business by the beginning of the next school year. According
to Jacobs, The new cafe will provide students studying in the library with much easier
access to food. It will also provide students with a place to take study breaks in a setting
where they are free to gather and talk with friends.
(woman) So what do you think of this new plan?

(man) I think it's great. I know I'm often studying there and want to get a quick bite to
eat but I just keep on working since you can't eat in the library. You gotta pack up
everything and...
(woman) But will still have to leave the library.
(man) Yeah, but now the nearest cafeteria is twenty-minute walk away. By the time you
get all the way over there and eat, you don’t feel liking walking all the way back to the
library again.
(woman) Yeah, that's true. It would be great to be able to stop for a quick snack and get
way back to work.
(man) Definitely. And it also be great for group projects.
(woman) What do you mean?
(man) Well, if you’re working a group project. You will have to do research in the library.
It’ll be great to have a place near the library where you can meet and talk. You can’t do
150
that in the library, because people are studying, so you have to be quiet there.
(woman) Yeah, that’s true.
(man) But now you’ll be able to work for a while then meet with your group at the cafe
and then go back to the library to work some more.
The man expresses his opinion about the university's plan. state the man's opinion and
explain the reasons he gives for holding that opinion.
#3
Read a passage about Predator Saturation. You will have 50 seconds to read the
passage. Begin reading now.
Predator Saturation
Many plant species that reproduce through seeds have developed defensive strategies
against seed-eating animal predators. Such strategies ensure the plant species' survival.
One unique strategy called predator saturation, which involves producing seeds in such
massive amounts that predators cannot possibly eat them all. The seeds are available
only for short periods of time and are not produced every year in some cases, many
years separate periods of reproduction. Because predators cannot depend on the seeds
as a steady part of their diet, predator populations do not increase in response to this
abundant food supply, and thus there are never enough predators to consume all of the
seeds produced by the plant.
Now listen to part of a lecture on this topic in the Biology class.
(male professor) Take the example of bamboo plant. Now bamboo is actually a grass,
it's seeds are kind of green, highly desirable food source. A lot of animals will eat
bamboo seeds. From small birds and rodents to large mammals, including the
occasional elephants, and they 're plenty to go around. When bamboo reproduces, it
produces tons and tons of seeds, so many, that even after all this different animals have
eaten all they can, there are still seeds left on the ground. And the uneaten seeds grow
into new bamboo plants. But all this extra food lying around means that the population
of seed predators will eventually increase, right? Actually, no! More seeds do not mean
more birds and elephants. Why not? Well, this enormous supply of seeds doesn’t last
forever. Next year, there are will no bamboo seeds at all. And none the next year, and
none the next. In fact, if talking about one particular species of bamboo, this species
151
produces once every 120 years. That’s right. Absolutely no bamboo seeds for a hundred
and twenty years. And then, all of a sudden, every single bamboo plant of this species,
all of the world, they straight in the boom at the same time. And each plant produces
million of seeds, so once again, the ground is covered for a very brief time, with more
bamboo seeds that can possibly be eaten.
Use the example provided in the lecture to explain how some species use the strategy of
predator saturation to ensure their survival.
#4
Listen to part of a talk in a Psychology class
(female professor) All senses, hearing, vision, touch, taste and smell, often interact, work
together to get some impressions of objects in the world around us. But interestingly
enough, individual senses when used separately, can give us very different impressions
of the same object. Not long ago, some researchers did an experiment to study this
phenomenon. Specifically, they compare people's perceptions based on sight alone,
with their perceptions based on touch alone. First, they tested vision. They filled people
two drinking glasses. In reality, the glasses were of equal volume, that is, they could each
hold the exactly the same amount of liquid. But the glasses were of different shapes.
One was tall and thin, the other was short and wide. So first researchers let people look
at the glasses but not touch them. And then they asked the people if they thought the
two glasses could hold the same amount of liquid. Most people mistakenly thought that
the tall, thin glass had a bigger volume that could hold more liquid than the short, wide
glass. So the researchers found that when we only used our eyesight, taller containers
appeal to have a greater volume than shorter containers. Okay, but what happens when
we use only touch? We are in the next part of the experiment, researchers used the
same glasses, only this time, they feel them. And interestingly, the result will be opposite
of what they got with the vision group. After holding the two glasses, people mistakenly
said that the short, wide one could hold more liquid. So researchers concluded that
when they use touch alone, shorter, wider containers are seen to have a greater volume
than taller, narrow containers.
Using points and examples from the lecture, explain what happens when people use
only one sense to judge an object.
152
写作第五套
Pika
The American pika is a small, rabbit-like mammal that lives in cold, mountainous parts
of western North America. Because pikas are adapted to living in cold temperatures,
even slight temperature increases in their habitats can threaten their survival. Many
scientists believe that current global warming trends may result in a severe decrease in
pika populations and that pikas may become an endangered species. There are several
reasons why global warming may cause pikas to become endangered.
Air Temperatures
First, rising air temperatures put pikas in danger of overheating.Pikas have a thick coat
of fur to insulate them from the cold,and round bodies designed to conserve heat. As a
result, they can ealily get too hot and die, even in temperatures as mild as 26"C. To
escape the heat, many pikas have migrated to higher elevations, where it is cooler.
However, scientists point out that this is only a temporary solution. Eventually there will
come a time when pikas cannnot escape the heat.
Nourishment
Second, pikas gather and store most of the food they need for the winter during the
summer. However, collecting food is a strenuous activity that may lead to overtheating if
the air temperature is high. If summer temperatures increase, pikas may have to limit
their food collecting activities to avoid overheating. As a result, they may not be able to
collect and store enough food for the winter.
Snow Melting
Third, during the winter, pikas depend on a thick layer of snow to insulate them from the
cold and shield them from freezing rain and wind. However, global warming is causing
snow to melt at a faster rate. Because of the increased rate of snow melting, the
thickness of the snow layer in pika habitats during the winter has decreased. Without
sufficient protection provided by snow, pikas are more exposed to cold and freezing
rain in wintertime.
153
Now listen to part of a lecture on the topic you just read about.
The challenges posed by global warming are not as threatening to the pika as some
people believe.
First, it’s not necessarily true that pikas will overheat. You have to realize that the
temperature can vary considerably across the pika’s habitat. Yes, open spaces do get hot,
but pikas spend a great deal of time under rocks and inside openings where it is shady
and temperatures are cooler. Some of the reports claiming that temperatures are too
high in pika habitats do not take account of temperatures in those shaded areas. Many
scientists believe pika populations will remain stable as long as pikas have cooler places
where they can take refuge when they get too hot.
Second, it should still be possible for pikas to collect enough food. The reading passage
forgets to mention one important consequence of warmer weather: in warmer weather,
animals don’t have to eat as much to keep up their internal temperature. So, during
these warmer summers, pikas eat less, which means they need to collect less food for
their immediate consumption. That means they can spend more time collecting food
they will store for later, for the winter. As a result, pikas may actually be able to store
more food for the winter than in years when it was cooler.
Finally, while increased snow melting can hurt pikas during the winter by exposing them
to cold, a faster rate of snow melting also has a positive effect. You see, the warmer
climate and the faster rate of snow melting mean that the winter ends earlier, the spring
arrives earlier, fresh plant food becomes available earlier, and the pika populations that
have suffered through the harsh winter conditions get a chance to recover and start
reproducing. In simple terms, increased snow melting makes the winter shorter, giving
the pikas a better chance to replenish the population that has been lost during the
winter.
154
Independent Writing
Question:
Some students prefer to choose smaller classes with fewer students (professors can
know each other’s name), while others prefer taking bigger classes with lots of
students. Which do you prefer and why?
155

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THE TO EFL TEST POINTS AND TRAINING

Mexican Mural Art

(1886-1957) sought to promote a pluralistic vision of Mexican society by drawing on the

█ The Mexican muralist movement is undoubtedly one of the most important

1. According to paragraph 1, Mexican muralism is concerned with

2. The author mentions the Mexican Revolution in the passage in order to

4. According to paragraph 2, in what way can Mexican muralism be regarded as a

5. According to paragraph 3, which of the following was true of Orozco's art

6. According to paragraph 3, which of the following is NOT true of David Alfaro

7. The word “manifestations” in the passage is closest in meaning to

8. The author mentions Picasso's mural Guernica in order to

However, its influence was not limited to Mexico itself.

Where would the sentence best fit.

Mating Songs of Frogs

The calling or singing of frogs plays an important role in their reproduction—specifically,

1. According to paragraph 1, all of the following are mentioned as true of the

2. The author provides information about "the visual modality" in order to

5. The word "ambiguous" in the passage is closest in meaning to

7. It can be inferred paragraph 5 that having species specific songs benefits

8. According to paragraph 6, tungara frogs add a chuck sound to their call

Where would the sentence best fit?

10. Directions: An introductory sentence for a brief summary of the passage

The calling or singing of frogs is a form of communication.

B. Calling is performed primarily by male frogs to attract mates for

Economic Decline in Europe during the 14th Century

An important demographic trend resulted from and contributed to the economic

2. In paragraph 1, all of the following are mentioned as factors that

3. In paragraph 2, the author implies that Byzantine Empire

4. According to paragraph 3, what was one cause of the economic problems

5. Which of the sentences below best expresses the essential information in

6. The word “striking” in the passage is closest in meaning to

Farms, villages, and entire regions were abandoned.

Where would the sentence best fit?

1. Why does the man go to see his professor?

3. What can be inferred from the speakers’ discussion of pitch?

4. Why does the professor mention crosswinds?

5. Why does the professor mention a research paper?

1. What does the professor mainly discuss?

D) Her opinion that it is true has not changed.

(professor) Yes, and why would that be?

(professor) And self-regulating acts are?

(professor) OK, a case in point.

(male student) Yeah, seems like it.

1. What is the lecture mainly about?

2. Why does the professor mention supermarkets and coffee shops?

3. What did the researchers hypothesize about decision making?

B) Consume a liquid with a bad taste

1. Why does the man go to speak with the woman?

2. What does the man imply about the Greenhearts band?

4. Why does the woman mention the student union building?

C) To help explain the location of the main auditorium

1. What is the main purpose of the lecture?

Use details and examples to explain your opinion.

Reading Time: 50 seconds

Now listen to two students discussing the letter.

Now listen to part of a lecture on this topic in a Business class.

Integrated Writing (Reading passage)

Integrated Writing (Listening script)

Do you agree or disagree with the following statement?

Use specific reasons and examples to support your answer.

Human Impacts on Biogeography

Human-driven changes in the distribution of some species may result in hybridization