SPEAKING SECTION 1 97 () Now listen to a Short conversation between a student and her friend. Quest ion Desaibe Ihe woman's problem and the two suggestions Ihal her friend makes about how to hand le it. What do you think the woman should do, and why ? Preparation Time: 20 seconds Aecoroing Time: 60 seconds 1M MOOEL TEST 2: PFlOGRESS TEST rou,-_ .:';;_') 0 _ _ w _~' ' '- , ~. - . . Now listen to part of a lecture in a sociology class. The professor is discussing the criteria for using older research references. au Uon Using the main points and examples fr om the lecture, describe the two criteria for using an older research reference presented by the professor. Preparalion Time: 20 seconds Recording Time: 60 seconds M P' v WRmNG S ECTION 1"" WRITING SECTION The Writing section tests your ability to write essays In English similar to those that you would write in college oourses. During the test, you will write two essays. The Integrated essay asks for your response to an academic reading passage and a lecture on the same topic. You may take notes as you read and lis ten, but notes ",re not 9f11ded. You may use your notes to write the essay . Th$ lecture will be spoken, but the directions and the questions will be written. You will have 20 minutes to plan , wri te , and revise your response. Typically, a good essay for the integrated topic will requi re that you write 150-225 words. The independent essay usually asks for your opinion about a familiar topic. You wi ll have 30 minutes to plan, write, and revise your response. Typically, a good essay for the Indepen- dent topic: wi U requi re that you write 300-350 words. A clock on the screen wi ll show you how much time you have to complete each essay. 1.1 , .1Int &aJ 14Th , "", T.r You have 20 minutes to plan, write, and revise your response to a reading passage and a lec- ture on the same topic. Rrs t., read the passage and take notes. Then, listen to the lecture and take notes. Rnally, write your response 10 !he writing question. Typically, a good response will require thai you write 150-225 word s. Reading Pasuge Ttme : 3 minutes 00 compulers think? It isn't a new question. In fact, Alan Tu ring , a British ma~ tid "'n , proposed an experimenl to answElf the question in 1950 , and the test, known as the Turing Test, is stiU used today. In the experiment., a group of people are asked to interact with something in another room through a c0m- puter termina l. They don't know whether It Is anothElf person or a computElf that they are interactlng with. They can ask any questions that they want. They can type their questions on to a computer screen, or they can ask their questions by speaking into a microphone. In response, they see the answers on a computer screeo or they hear them played back by a voice synthesizer. At the end of the lest, !he people have to decide whether they have been talking 10 a person or to a computer. If they judge the computer to be a person, or If they can't detennine the difference, then the machine has passed the Turing Test . Since 1950, a number 01 contests have been organized In which machines are chailenged to the Turing Test . In 1990, Hugh Loebner sponsored a prize to be awarded by the Cambridge Center for Behaviofl1l Stuclies-a gold medal and a cash award 01 $100,000 to the designer 01 the computer that oould pass the Turing Test ; however, so far, no computer has passed the test. ,I ." 200 MOOE L T ES T 2: PROGRE SS TEST (') Model Tut 2, Wrttlng Section, CD 4, Track 2 Ttl U' I. · W .; ;;. :;. -;, .;;7 . . ' .' ' ,- () Now Usten to a lecture Of! the same topic as the passage that you have just read. Queatlon SUmmarize the main points in the reading passage, and then explain how the lecture casts doubt on tho ido3$ in the reading. , ".".", &ay " FMII'y 1'fIts" Quesllon Read and think about the follOwing statement: Pets should be treated like family members. Do you agree or disagree with this statement? Give reasons to support your op i nio n. Thla la the end of Model Tut 2. To clMck your answerl, ret to ~ Explanetory or Example Anawe and AudIo Scrtpta for Model Tuta : Model Test 2." Chapter 7, pages 58&-616. " p REVIEW OF TOEFL ® SECTIONS READING OVERVIEW OF THE IIEAIIIIIG SEenON The Reading section tests your ability to understand reading passages like those In college textbooks. The passages are about 700 words in length. There are two formals lor the Reading section. On the short format, yoo will respond to three passages. On the long formal, you will respond to fIVe passages. After each passage, you will answer 12- 14 questions about it. Only three passages will be graded. The other passages are part 01 an experimental section lor future tests. Because you will not know which passages will be graded, you must try to do your best on all ollham . Most questions are worth one point, but the last question in each passage is worth more than one point. You wiU have 60 minutes to read all of the passages and answer the questions on the short for- mat 800100 minutes to read all of the passages and answer the questions on the long format. You may take notes whi le you read, but notes are not graded. You may use your notes to answer the questions. Some passages may Include a wOfd or phrase that is under1 i ned in blue. Click on the word Of phrase to see a glossary definition or explanation. Choose the best answer for multipllKhoice questions. Follow the directions on the page or on the screen fOf computer-assisted questions. Click on Next to go to the next question. Click on Back to return to the previous question. You may return to previous questions for all of the passages in the same reading pa rt , but after you go to the next part, you may not return to pas- sages in a previous pa rt . Be sure that you have answered all of the questions for the passages in each part before you click. on Next allhe end of the passage to move to the next part. Yoo can click on Rev iew to see a chart of the questions you have answered and the questions you have not answered In each part. From this screen, you can rel um to the question you want to answer In the part that is open. A clock on the screen will Show you hOw much time you have to complete the ReadillQ section . , ct II( 202 REVIEW OF TOEFL- 1BT SECTIONS REVIEW Of PROBLEMS fOR THE READING SECTION ~ Prompts A prompt for the Readi ng sectiCHl is usually a passage from an undergraduate college textbook In one of the natural sciences, social sciences, humanities, or arts . The length of the passage is lrom 650 10 800 words. II there are technical words, they are explained In a glossary alter the passage. There are either three or five prompts in the Reading section with twelve to fourteen questions after each prompt. When you are presented with three prompts, all three will be graded. When you are presented wi th five prompts. only three will be graded, and two will be used lor experimental purposes, You should do your best on aU live prompts because you will not know which of them wil l be graded. Problems 1-14 in th is review refer 10 the following prompt: " PrtNIut:etS , COllSllntllrs , antllJtH:otnpOSllfS " -+ Organisms that are capable of using carbon dioxide as theirlib!i source of carbon are callao 8utotrophs (sell·feeders), or produ c ers . These are the pLaniS . They Chem ically fix carbon through photosynthesis. Organisms Ihat depend on producers as t he ir carbon source are called heterotrophs (feed on others), or c onsumers . Generally, these are animals. From the producers, which manufacture their own food, energy flows through the system along a Cir' cuit called the food chain , reaching consumers and eventually decomposers. Ecosystems generally are structured in a food web, a complex network of interconnected food chains, comprising both strong interactions and weak interactions between species in the food web. Primary consumers feed on producers. tal Because producers are always plants, t he primary consumer is called an herbiv ore , or plant eater. A ca mi vore Is a secondary consumer and primarily eats meat. [B] A consumer that feeds on both producers (plan ts) and consumers (meat) is called an omn ivore. ~ Decomposers are the final link in the chain. They renew the entire system by releasing inorganic materials from organic debris. IDl Decomposer s are bacteria and fungi that digest and recycle the organic debris and waste In the environment. In addition, the detritus feedefS- worms, mites, termites, cen· tipedes, and others- participate like a small army of worke rs, Waste products, dead plants and animals, and" other organic remains are the principal food source for all these delritivores. 1no rganic compounds are released in the process and the cycle continues. -+ An example of a complex community is the oceanic food web that includes krill, a primary consumer. Krill is a shrimplike crustacean thaI is a major food for an interrelated group of organisms. including whales. fish. seabirds, seals, and squid in the Antarctic region. All of these organisms partiCipate in numer' ous other food Chains as well, some consuming and some being consumed. Phvtoolaokton begin this Chain by harvesting solar energy in photosynthesis. Phytoplankton are eaten by herbivorous zooplankton such as krill and other organisms. Krill are eaten by consumers at the next trophic level. Because krill Male ehra~n a' ~rTl prav~ READING 203 are a protein-rich, plentiful food, increasingly factory sh i ps seek them out. such as those from Japan and Russia, : I '~ \ 'I 'I ", I , ' mI!jan Efficiency In a Food Web Any assessment of wor1d food resources depends on the level of consumer being targeted. Let us use humans as an example. Many people can be fed if wheat is eaten directly. However, if the grain is lirst fed to cattle (herbivores) and then we eat the beef, the yield of available food energy is cut by 90% (810 kg of grain is reduced to 82 kg 01 meat); lar lewer people can be led from the same laod area. In terms of energy, only about 1 0% 01 the kilOcalOries (food calories, not heat calories) in plant matter survive from the primary to the secondary trophic level. WIlen humans consume meat instead of grain, there is a lurther lOss of b io mass aod added ineffICiency . More energy Is lost to the environment at each progressive step in the food chain. You can see that an omn ivorous diet such as ours is quite expensive in terms of biomass and energy. ~ Food web concepts are becoming po li t ic ized as wo r1d lood Issues grow more critical. Today , approximately half of the cultivated acreage in the Uniled States and canada is planted for animal consumption-beef and dairy canle, hogs, chickens, aod turKeys. Livestock feed Includes approximately 80"10 of the ann u al com aod nonexported soybean harvest, In addition, some laods cl eared 01 rain forest in Central and South America were converted 10 pasture to pro- duce beef lor export to restaurants, stores, and fa st-Iood oullets In developed counlrles. Thus, lifestyle decisions aod dietary pattems In North America aod Europe are perpetuating inefficient food webs, not to mention the destructi on 01 valuable resources, both here and overseas. Clearty, some food webs are exceptionally si mple , such as eating grains directly, whereas are more complex. The home ga rdener's tomatoes may be eaten by a tomato homwo rm. which is then plucked off by a pass ing Ro bi n, which is later eaten by a hawK-and so it goes, In endless cycles. Glossary phytoplankto n: a plant that lives in the sea and produces its own en ergy so urce trophic level: category mea su red in steps away from the energy Inpot in an ecosystem M al chr, ny '"Sk pravv . Aecoroing Time: 60 seconds 1M MOOEL TEST 2: PFlOGRESS TEST rou ,-_ .:';;_') 0 _ _ w _~' ' &apos ;- , ~. - . . Now listen to part of a lecture in a sociology. Model Tuta : Model Test 2." Chapter 7, pages 58& ;-6 16. " p REVIEW OF TOEFL ® SECTIONS READING OVERVIEW OF THE IIEAIIIIIG SEenON The Reading section tests your ability. and the test, known as the Turing Test, is stiU used today. In the experiment., a group of people are asked to interact with something in another room through a c0m- puter