Conversation 1
1. What is the conversation mainly about?
A. The student’s eligibility to graduate next semester
B. The student’s difficulties in registering for classes
C. A difficult class the student must take next semester
D. Possible elective choices in the student’s degree program
2. According to the woman, why was the program’s curriculum changed?
A. To attract more international students to the program
B. To reflect the growing importance of international business
C. To take advantage of the expertise of new faculty members
D. To give students a stronger background in management
3. What does the woman imply about the new departmental requirements?
A. They will not affect the student’s plans for graduation
B. They will not be officially approved by the department until next year
C. They will be limited to students specializing in the international business
D. They will be similar to recent changes made in other departments at the university
4. Why does the woman mention writing a letter?
A. To point out the best way for the student to contact the dean’s office
B. To confirm that a personal letter is a graduation requirement
C. To indicate that she is willing to provide the student with further assistance
D. To emphasize that the student will need special permission to graduate
5. Why does the woman say this
A. To suggest that the student has not fulfilled all of his requirements
B. To indicate one of the new graduation requirements
C. To find out the student’s opinion about a particular class
D. To be sure that the student has taken a required class
Lecture 1
6. What is the main purpose of the lecture?
A. To explain the government’s role in the regulating assisted migration
B. To discuss ways in which plants and animals adapt to climate change
C. To discuss a controversial approach to conserving plant and animal species
D. To describe a recently discovered consequence of global warming
7. According to the professor, what problem is assisted migration intended to overcome?
A. To diminishing amount of undeveloped land that species can migrate through
B. The relative lack of nutrients available in cooler latitudes and higher elevations
C. The increase in alternations between cool and warm periods
D. Competition from other species in certain native habitats
8. What point does the professor make when she discusses the cane toad?
A. Translocated species sometimes die out from lack of food
B. Translocated species may spread too quickly in their new environment
C. Several techniques are available to achieve assisted migration
D. Animal species are often easier to translocate than plant species are
9. What does the professor imply when she mentions translocating networking of species?
A. There are aspects of interdependency that are unknown
B. Some species evolve in ways that help them survive in new habitats
C. It is difficult to know how far to move a network of species from its native habitat
D. Many assisted-migration plans should involve the translocation of just one species
10. What does the professor imply about the government’s role in regulating assisted migration in the United States?
A. The government should continue to encourage assisted migration
B. The government has created policies that have proved unhelpful
C. The government should follow the example set by other countries
D. The government needs to increase its involvement in the issue
11. What is the professor’s attitude toward the effort to save the Florida torreya?
A. She is glad that some conservationists are willing to take a chance on assisted migration
B. She is concerned because it may have unintended consequences
C. She is surprised because other species are more endangered than Florida torreya is
D. She expects the effort will have to be repeated several times before it succeeds
Lecture 2
12 What is the lecture mainly about?
A. The influence of the Romantic style of music on eastern European composers
B. The relationship between nationalism and popular music in the early 1900s
C. The popularity of folk music in Austria-Hungary during the early 1900s
D. The influence of folk music on the compositions of one Hungarian composer
13. What does the professor imply about romantic music in Austria-Hungary in the early 1900s?
A. It was not as popular there as it was in other European countries
B. It motivated Bart’k to listen to other types of music
C. It was listened to in the countryside more than it was in the cities
D. Its popularity was due to the work of Bart’k and other ethnomusicologists
14. Why does the professor mention local celebrations in the countryside?
A. To show how folk music influenced composers throughout Eastern Europe
B. To give an example of when performances of Bart’k music took place
C. To give an example of occasions when Bart’k had an opportunity to hear folk music
D. To talk about why romantic music was popular in the countryside
15. What was Bart’k original goal when he started to travel through eastern Europe?
A. To promote his ballet, the wooden prince
B. To document the local popular music
C. To discover which musical elements were popular in all countries
D. To find unusual musical elements he could use in his own compositions
16. According to the professor, why was Bart’k music popular in Austria-Hungary?
A. Bart’k music was considered more sophisticated than other concert-hall music
B. Bart’k compositions incorporated music from the local culture
C. People were familiar with the Romantic elements Bart’k included in his music
D. Bart’k took advantage of the popularity of ballet there and wrote many new ballets
17. What does the professor mean when he says this:
A. He wants to change the topic of discussion
B. He wants to acknowledge that the students may not be familiar with Bart’k’s music
C. He believes the students should already be familiar with the term ‘glissando’
D. He will use an example of glissando to help define the term
Conversation 2
18. Why does the man go to see the professor?
A. To find out how to distinguish between different types of whale songs
B. To request permission to change the topic of his paper
C. To discuss the difference between using the internet and using books to find sources
D. To get help locating some information for his paper
19. What is the topic of the man’s paper?
A. How whales hold their breath
B. Whale migration patterns
C. Characteristic of whale habitats
D. The differences between the circulatory system of whales and that of other mammals
20. What is the professor’s attitude toward the man’s question about how whales hold their breath?
A. She thinks he does not need to spend a lot of time looking for the answer
B. She is surprised because she has already addressed this question in class
C. She dismissed it as unimportant
D. She is pleased that has a plan to obtain the answer himself
21. Why does the professor mention the limited time students have to complete their papers?
A. To suggest that looking at research on the internet is a good way to save time
B. To point out that the library has reduced the amount of time it is open each day
C. To indicate her expectations for the amount of research to be done for the paper
D. To emphasize the important of starting to write the paper a couple of weeks before it is due
22. According to the professor, how does a whale conserve oxygen while underwater?
Click on 2 answers
A. Its heart rate decreases
B. Its lung capacity temporarily increases
C. It slows the pace of its swimming
D. Blood flow to certain organs is decreased
Lecture 3
23. What’s the lecture mainly about?
A. The history of language in ancient Egypt
B. The process that was used to create hieroglyphic writing
C. The competition between two scholars to solve an archaeological puzzle
D. The circumstances that led to the solution of an archaeological puzzle
24. What was demotic script used for in ancient Egypt?
A. Decorations on temples and monuments
B. Administrative documents
C. Illustration for stories
D. Representations of objects
25. Why was ancient Egyptian hieroglyphic writing difficult for scholars to interpret?
A. The language that it was based on was no longer used
B. The same words were often represented by several different symbols
C. It consisted of a mixture of three different languages
D. Only fragments of it were found
26. What is the professor’s opinion about Thomas Young’s word with hieroglyphs?
A. She feels that Young has not received the credit he deserves
B. She is amazed that Young’s conclusion about hieroglyphs was correct
C. She is surprised that Young did not recognize his own accomplishments
D. She thinks that Young’s work was not careful enough to be taken seriously
27. According to the professor, what led to the decoding of the Rosetta Stone?
A. A hieroglyph that represented the name of a person
B. A written and oral description of a historical event
C. The realization that each hieroglyph represented a different object or concept
D. The discovery that the word for “Sun” is written the same way in Greek, demotic, and 栠椀攀爀漀最氀礀瀀栀椀挀猀
28. How did Young’s and Champollion’s studies of hieroglyphs differ from earlier studies of hieroglyphic writing?
A. Young and Champollion had access to large collections of hieroglyphic writing
B. Young and Champollion both guessed that hieroglyphs were symbols for sounds
C. Young and Champollion both spoke Greek and Coptic
D. Young and Champollion shared their research with one another
Lecture 4
29. What’s the lecture mainly about?
A. The professor’s recent research on play and brain development
B. Differing explanations of the reasons for play
C. Examples of two distinct types of play fighting
D. Differences in the play behaviors of various animal specials
30. One of the students brings up the example of play fighting among wolf pups. What does this example lead him to believe?
A. That wolves are especially violent animals
B. That the play-as-preparation hypothesis is probably correct
C. That wolves seldom engage in self-handicapping
D. That the results of a recent study are probably not reliable
31. Which statement best expresses the professor’s opinion of the play-as-preparation hypothesis?
A. It is well supported by available evidence
B. It may apply only to certain species of animals
C. It does not explain some important aspects of play
D. It is particularly useful explaining human behavior
32. What does the professor imply about self-handicapping?
Click on 2 answers
A. It commonly occurs in play but not in other activities
B. It applies only to animal species that do not hunt for food
C. It has been observed only in laboratory settings
D. It contradicts the play-as-preparation hypothesis
33. The professor discusses a study on the relationship between brain growth and play. What does that study conclude?
A. Patterns of brain growth are similar in animals that play and animals that do not play
B. Excessive brain growth can sometimes limit an animal’s behavioral vocabulary
C. Animals that do not play have less-developed brains than animals that play
D. Animals without well-developed brains are seldom observed playing
34. What does the student mean when she says this:
A. She is not familiar with the play behavior of wolf pups
B. She doubts that wolf pups fight as much as the other students implies
C. She is not sure that she correctly understood the reading assignment
D.
She disagrees with the other student’s opinion about play behavior
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