Toefl ibt internet based test 2006 - 2007 part 56 doc

380 MORe MODeL te S TS 4. What does the student mean when she says this: n (!) She wants confirmation that the professor understands. (J) She is worried that the professor may not be able to remember. eD She remembers something else that she needs to say. <D She disagrees with the professor's example about vocabulary. 5. What does the profeSSQ( suggest? CD He wants the woman to co me back to his office again. (J) He expects the woman to ask questions in writing. eD He offers to respond to additional questions by e-mail. aD He does not think that the woman will have more questions. Ustn/., 2 LIt", ,."., CI.u" It!ER.·u~ (~ '.',! .;,,, -" '1 '., ' , ~ \, ~ , :! -" "- , MOOEL TEST 5IlISTENI NG SECTION 381 TlXFl-U"_ ® 0:; (:) GD 6. What Is the discussion malnly about? <D The life of author Jonathan Swift CD A narrative of the fourth voyage of Gulliver <D A description 01 the Houyhnhnms (D The literature 01 the 1700s 7. What does Gulliver learn about himself? <D He is like the Yahoos in many way s. CD He does not want 10 return to England. <D He wants to write about his experience. (D He Is alraid of the Houyhnhnm. ~ " 8. In the discussion, the professor describes the characteristics of the Yahoos. Indicate whether each of the following is one 01 their characteristics. Click In th e correct box for each sentence. y" No A They eat llowers. B They have a foul odor. e They engage in an immoral l if estyle. 0 They are satirical caricatures of humans. E They live in trees. 382 MORE MODEL TESTS 9. Why doos the professor say this: 0 <l) She is criticizi ng the author. <D She is asking the students a question. <0 She is preparing 10 draw a conclusloo. aD She is changing the subject. 10. According 10 the professor, what kind of book Is Gulliver's Travels? <l) A biography 01 Jonathan Swift <D A satire about mankind <0 A history of politics in Eng land aD A children's story about animals 11 . What can we Infer about the literature of the period? Q;) Satire was very popular. <D Most books were nonfiction. <0 It copied the style of Swift <lD The tone was not very serious. ro n U ""'II , ;:~ /_ • ~ , • • , 4 . - MODEL TEST 5ILISTENING SE CTlON 383 TO[F\.·u.oo o "_ _ ~ _' ; , ""0" , 12. What Is th is di scussion malnly about? Cl> How to exploit nonrenewable mi nerai resources CD The explo i tation 01 minerals In protected environments <0 Polluti on as a by-product of mi neral exploltatlon <D The economic a nd envi ronmental costs 01 exp loillng mi nera ls - , 13. Accord i ng to the professor, what are two prob l ems that can be antici pated when roads are cut inlo an area lor mini ng ? Cl i ck on 2 an s wer choice s. !AI The tabor Is difficult to retain. IS] The na tural l andscape is damaged. ICl The ro adbeds create waste piles. (Dl The ecosystem is disturbed. 14 . Why does the professor say th is: (') Cl> As encouragement for a more complele answer CD Because he doesn't ullderstand the student's answer <0 To give another student an opportunity 10 spe ak <D For po si tive re inforcement of a correct answer }O h a r 384 MORE MODEL TEST S 15. What option is proposed as an alternative when all of the mineral reSCHJrces in easily accessible locations have been depleted? <D Converting to nonrenewable resources <I> Concentrating on conservation of the resources CP Oeveloping synthetic resources to replace mineralS <I> Usillg new technology to search the area again 16 . What does the professor Imply about the environmental costs of mineral exploitation? <D He thinks thai the environmental costs are less than the economic costs. CD He regrets that the environment Is damaged durillg mineral exploitation. CP He opposes mineral exploitation when it is done close to urban areas. <D He believes in exploiting the resources in national parks and historic reserves. 17. What does the professor want the students to do in this class session? <D Usten carefully and take notes <D Bring in alternative ideas to present <D Ask questions and draw conclusions <D Prepare for a quiz at the end PART II LIIt''''1f, 4 " PrtJfIssM'I OffIc ," TO[fl·U._ ,_-:;" ,/:' ~ ~ 'I ,-;;',:', , . 1;, I·-I ,. • h maEr MODEL TEST 511.JSTENING SECTION 385 18 . Why does tile student go to the professor's office? Q) To change his schedule <D To apply for a job <D To Introduce himself <l) To help the professor 19. What does the professor mean when she says this: n CD She does not want the man 10 be uncomfortable . (J) She thinks that the responSibilities are [ 00 difficult. <Do She Is coocerned that the man will be bored. CD> She Is worried that the man will not try to help her. 20. What experience does the man have that may be helpful? <D He knows how to operate the 9radlng machine. (J) He has answered the telephooe in a law office. <D He has used computer programs for office work. CD> He has been a work·study student in another office. 21. What is the pay for the work·study position? Q) An hourly rate lor sixteen hours per week regardless 01 the activity. (J) An hourty rate lor the time spent WOt1<ing but not lor studying. <D A higher rate lor worklng and a lower rate lor studying. CD> A weekty rate depending on the number of hours work¢ . 22 . What can we assume about the meeting? Q) The professor was impressed, with the student. (J) The student is not interested in the opportunity. <D The secretary will not need to Int erview the student. CD> The work is very diffICUlt to accomplish. nghled aler MODEL TEST MJST ENING SECTJON 387 26. What does the professor mean when she says this about Beethoven: " CD She doubts that Beethoven could have written the quartets. CD She Is in admiration of Beethoven's exceptional talent. co She thinks thatlhe later quartets could have been improved. CD She is inviting the students 10 question her Information. 27 . Why does the professor mention ImpresSionism? CD She is comparing the experimentation In art with that In music. CD She is making a transition Into a discussion of art in the Modern Period . CO She is giving an example of the work of the Romantics. CD She is telling a stOfy that includes some of the Impressionist pa inter s. 28 . H ow did the professor organi ze the lecture? CD She compared different types of mu si cal co mpo sitions. CD She arranged the information in chronological order. cr:> She argued the advantages and disadvantages. CD She responded to questions that the students asked. LlItHIIfII 6 ClIII" JOHl"l _ R::::;' ~, ;;:. -:.,~ . " ,, ' / . - J- h . '.',! .;,,, -& quot; '1 '., ' , ~ , ~ , :! -& quot; " ;- , MOOEL TEST 5IlISTENI NG SECTION 381 TlXFl-U"_ ® 0:; (:) GD 6. What Is the discussion malnly. at the end PART II LIIt''''1f, 4 " PrtJfIssM'I OffIc ," TO[fl·U._ , _-: ;" ,/:' ~ ~ 'I ,-; ;',:', , . 1;, I·-I ,. . asked. LlItHIIfII 6 ClIII" JOHl"l _ R::::;' ~, ;;:. -: .,~ . " ,, ' / . - J- h