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Conversation 1

Term paper with old papers

Listen to part of a conversation between a student and her history professor.


  1. What is the conversation mainly about?
  • A. Using new technologies to preserve old newspapers
  • B. Using old newspapers to conduct historical research
  • C. The rise of American journalism in the eighteenth century
  • D. Press coverage of the French Revolution of 1789


  1. What gave the student inspiration for the topic of her term paper?
  • A. A recent visit to the library’s microfilm collection
  • B. A long-standing interest in the history of France
  • C. Seeing what an eighteenth-century newspaper looked like
  • D. Reading a translation of French historical accounts


  1. According to the professor, what should the student ask the librarians?
  • A. Which eighteenth-century newspapers covered events in France
  • B. If she can request microfilmed newspapers from another library
  • C. If the old newspapers she wants to read are available online yet
  • D. Whether the library has any original copies of eighteenth-century newspapers


  1. What will the student probably include in her term paper?
  • A. Newspaper coverage of the French National Constituent Assembly
  • B. Newspaper coverage of the storming of the Bastille prison
  • C. Ways in which the French Revolution contributed to the development of democratic ideals
  • D. How the reporting of American journalists differed from that of French journalists


  1. What can be inferred about the professor when he discusses a paper presented at a history conference?
  • A. He is grateful that he saved the paper because it might help the student.
  • B. He worries that the student will overgeneralize American attitudes based on the content of newspapers
  • C. He is excited to provide a model that the student can use to organize her term paper.
  • D. He hopes that the student will consider interviewing the author of the paper.

Lecture 1

Salt marshes

Listen to part of a lecture in a marine biology class.


  1. What is the lecture mainly about?
  • A. The effect of the tidal flow on the salt marsh
  • B. Ways that some plants have adapted to living in salt marshes
  • C. The process of osmosis in plants
  • D. Differences between plants that grow in salt marshes and plants that grow elsewhere


  1. What is one result of reverse osmosis in the spartina?
  • A. Salt from seawater strengthens the plant’s cells.
  • B. All parts of the plant are able to receive oxygen.
  • C. Salt evaporates off the stems and leaves of the plant.
  • D. Water is unable to move across the plant cell walls.


  1. Why does the professor mention reddish mud on the roots of a spartina?
  • A. To illustrate the high density of salt-marsh soil
  • B. To explain how spartina rhizomes move through the soil
  • C. To point out the problems spartinas face in getting fresh water
  • D. To provide evidence that oxygen is present in the spartina’s roots


  1. In what way are rhizomes important for spartinas?
  • A. They allow plants to remain cool in direct sunlight.
  • B. They reduce the possibility of plants being uprooted during storms.
  • C. They help plants in dense soil process oxygen.
  • D. They reduce the concentration of salt in the surrounding seawater.


  1. What can be inferred about the process that prevents spartinas from breaking in violent storms?
  • A. It is the same process that helps them survive being immersed in saltwater.
  • B. The process is also responsible for causing their air tubes to form.
  • C. The process sometimes damages their rhizomes.
  • D. Many other plants have developed a similar process.


  1. Listen again to part of the Lecture. Then answer the question.

Why does the professor say this: 🎧

  • A. To point out an incorrect conclusion
  • B. To clarify the meaning of a term
  • C. To admit that there is little evidence of the phenomenon she just described
  • D. To emphasize the difference between a fact and an opinion

Lecture 2

Still-Life Painting

Listen to part of a lecture in an art class.


  1. What is the purpose of the lecture?
  • A. To review important concepts from a previous class
  • B. To provide some background for a painting the class will be discussing
  • C. To compare two styles of painting
  • D. To prepare students for an upcoming project


  1. Why does the professor mention books and a map?
  • A. To give examples of objects that are not typically used in still-life paintings
  • B. To give examples of elements of still-life paintings used in other genres of painting
  • C. To explain what inspired him to create a still-life painting at university
  • D. To explain why still-life paintings are often studied in beginning art classes


  1. According to the professor, why did artists like James Peale adopt a scientific approach to still-life painting?
  • A. Their paintings were used to illustrate scientific journals.
  • B. They had studied science at university before becoming artists.
  • C. They were interested in exploring the natural world through their art.
  • D. They were interested in experimenting with nuances of color.


  1. Why does the professor tell the story about his own painting of some vegetables?
  • A. To emphasize the importance of planning the composition of a still-life painting
  • B. To encourage the use of a variety of objects in a still-life painting
  • C. To capture the attention of students who are not interested in still-life paintings
  • D. To reassure the students that still-life paintings are not difficult to execute


  1. What point does the professor make about negative space in still-life paintings?
  • A. It is overused in many still-life paintings.
  • B. It contributes to the balance in the composition of a still-life painting.
  • C. It often causes still-life paintings to look deliberately planned.
  • D. It may detract from the simplicity of the composition of a still-life painting.


  1. Why does the professor say this: 🎧
  • A. To clarify the first step of painting a still life
  • B. To explain why he decided to become a still-life artist
  • C. To introduce a painting he is going to describe
  • D. To convince students that painting a still life can be rewarding


Conversation 2

Get A New Campus Job

Listen to a conversation between a student and a university employee at the campus employment office.


  1. Why does the student go to the employment office?
  • A. To get feedback from his previous supervisor
  • B. To try to have his work hours reduced
  • C. To find out about getting an on-campus job
  • D. To compare various job offers that he has received


  1. Why does the university employee seem surprised at the student’s request for on-campus jobs?
  • A. Because she knows he is interested in off-campus jobs
  • B. Because she expected him to apply earlier in the semester
  • C. Because she knows he recently quit an on-campus job
  • D. Because she thought he already had an on-campus job


  1. What does the student imply about the job he had at the library last year?
  • A. It did not require as much training as jobs in restaurants.
  • B. It did not pay as well as jobs in restaurants.
  • C. It offered a flexible work schedule for students.
  • D. It convinced him to become a librarian in the future.


  1. Why does the student mention his friend Suzanne?
  • A. To compare his restaurant job with her job at the photograph lab
  • B. To suggest that he wants to work with her
  • C. To explain why students do not want to have janitorial jobs
  • D. To explain why he thinks there is a job opening


  1. What can be inferred about the woman when she says this: 🎧
  • A. She believes that there is no way to confirm that information.
  • B. She is concerned about information security.
  • C. She doubts the accuracy of the information.
  • D. She does not find the information helpful.

Lecture 3

Symbiotic Relationship

Listen to part of a lecture in a biology class.


  1. What is the professor mainly discussing?
  • A. Different ways that scientists use the term “symbiosis”
  • B. A specific kind of symbiotic relationship between organisms
  • C. A butterfly species that competes with another insect species
  • D. Reasons why symbiosis is considered a subtype of mutualism


  1. What does the professor imply about the term “symbiosis”?
  • A. It is often used with too narrow a meaning.
  • B. It is used incorrectly in the students’ textbook.
  • C. The original definition is difficult to understand.
  • D. It is applied only to organisms of the same species.


  1. How do the butterflies mentioned by the professor facilitate the relationship between caterpillars and ants of a certain species?
  • A. The butterflies have a sweet smell that attracts the ants.
  • B. The butterflies lay their eggs under rocks where the ants lay their eggs.
  • C. The butterflies lay their eggs on plants where the ants are present.
  • D. The butterflies identify a food source for both ants and caterpillars.


  1. In the example the professor mentions, how do the ants benefit from their interaction with the caterpillars?
  • A. The caterpillars protect the ants’ eggs from predators.
  • B. The caterpillars help the ants find a particular plant.
  • C. The caterpillars produce a liquid to prevent ants from getting infections.
  • D. The caterpillars produce a liquid from a species gland to feed the ants.


  1. What aspect of mutualism does the professor illustrate with the example of the caterpillars and the ants?
  • A. Both organisms need the relationship for survival.
  • B. It is not necessary for both organisms to benefit equally from the relationship.
  • C. There is more benefit for the organism that is less dependent on the relationship.
  • D. The relationship does not need to be beneficial to both organisms.


  1. What can be inferred about the student when she says this: 🎧
  • A. She needs more time to think about the answer.
  • B. She is almost certain that caterpillars produce honey.
  • C. She thinks her statement may be misunderstood.
  • D. She doubts that her statement is correct.

Lecture 4

Volcanic Anomaly

Listen to part of a lecture in an Earth Science class. The class has been discussing volcanoes.


  1. What is the lecture mainly about?
  • A. Ways to determine the ages of volcanic islands
  • B. Criteria for classifying various types of volcanoes
  • C. Explanations for why volcanoes occur in some locations
  • D. Methods for measuring magma produced by volcanoes


  1. According to the professor, why was the hot spot theory originally proposed?
  • A. To explain prolonged volcanic activity far from plate boundaries
  • B. To explain why volcanoes form both on land and in the ocean
  • C. To explain variations in the amounts of magma produced by volcanoes
  • D. To explain why volcanoes may become inactive after millions of years


  1. Why does the professor describe moving a sheet of heavy paper over a candle?
  • A. To clarify that plumes do not produce great amounts of heat
  • B. To describe an experiment he would like the students to conduct
  • C. To illustrate one hypothesis for the way some volcanic anomalies are formed
  • D. To emphasize the thinness of some of Earth’s tectonic plates


  1. Why does the professor discuss how high one of the Hawaiian Islands rises above the ocean floor?
  • A. To provide evidence supporting the plume hypothesis
  • B. To compare the Hawaiian Island to other volcanic islands in the Pacific Ocean
  • C. To point out a common difference between volcanic mountains and other types of mountains
  • D. To emphasize that hotspot volcanoes can produce large amounts of magma


  1. According to the crack hypothesis, what causes a hot spot?
  • A. Hot magma rises from deep in Earth to melt a piece of the crust.
  • B. Hot magma flows out through a break in the side of an active volcano.
  • C. Hot magma flows up through spaces created between tectonic plates as they move.
  • D. Hot magma flows up at a point where a tectonic plate has been stretched thin.


  1. What is the professor’s opinion of the two main hypotheses he presents?
  • A. Neither hypothesis can explain the formation of the Hawaiian Islands.
  • B. Each hypothesis accounts for some, but not all volcanic anomalies.
  • C. Each hypothesis explains the formation of more volcanoes than plate tectonics does.
  • D. The studies supporting the crack hypothesis are more convincing than those supporting the plume hypothesis.

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