87 2 ANSWERS AND AUDIO SCRIPTS FOR ACTIVmES, QUIZZES, ANO MOOEL TESTS EXAMPlE A.IIsJru RIIIlnHllArlD SnM." 0wI1. 3 "EM"" Rrot l .'13" T he college is considering a change In the TOEfl requirement It would allow international studenls who score five points below the ClII-oH score of 80 to take a credit dass while Itley'ral!nlshlng their Eng- ~sh courses in the Engl ish Language I nstiMe . Urn , the student thinks that !he new poliCy is a good idea because. , . some students have problems taking a test but they still have the the capacity to lucceOO In the ir credit classes, especially in their major field. And students who qualify will have an aca· demic advisor so theyll be more likely 10 take a class they can handle. So she also suggests that a pan- lime schedule would give students a smoother transition Into a f u l!·~me academic schedule and, uh, it would also motivate students who have bee n In the Institute for a long time end they're getting tired 01 studying English. C,,"kllst 3 tI The talk summarizes the sIluatlon and opinion. tI The point 01 view or posilioo Is clear. tI The talk Is direct and well-<:M"ganlied. tI Th e sentences are logically connected. tI Details and examples support the opinion. tI The speaker expresses complete thoughts. tI The meaning is easy 10 comprehend. tI A wide range of vocabulary Is used. tI Errors if) grammar are minor, tI The talk is within a range 01 1 25-150 words. fXAMItE A.IIsJru RJIIllI1lIIIArlD SIfu." Quantll4 "MrrHs ,.,IEfll u" Myths arB stories from ancient times that offer an explanation for why th ings happened and they oftan have their origin In religion, but legends are stories about more current heroes who realty lived end they repl"esent examples of the best values of their culture. So P aul Bunyan would be consldered a legend because there was probably a big lumberjack, and as the stories about him were told, they got more and more e~a9gerated until he was a gIant who used wagon wheels for buttons on his shin and he could create lakes with hi s big Iootprints. The prolessor says that this legend was appropriate lor Canada and \he Un it ed States during the Westward e)(pansion 01 these countries because \he stories were about recent events and the territories were so vast, a hero would need to be a giant to represent the best val· U BS 01 such a lime and place. Crukl/Sfl tI The talk relates an example to a concept. tI Inaccuracies in the content are minor. tI The talk Is direct and wel l-<:M"ganlzed, tI The sentences are logically connected. tI Details and examples suppan the opinion. tI The speaker expresses complete thoughts. tI The meaning is easy to comprehend. tI A wide range ot vocabulary Is used. tI The speaker paraphrases In hlslher own words. tI The speaker credits the lecturer with wording. tI Errors in grammar are minor. tI The talk Is within a range ot 125- 150 words. lpynght maklr I 674 ANSWERS AND AUDIO SCRIPTS FOR ACTIVITIES, QUIZZES, AND MODEL TESTS EXAMI'U IIESI'DIISE FOR IlITE6RArro ESSAY ff JE7 SrRuIIs" Outline Description • Rivers of wind • 20,000 leet • Avg. 190 mph • Difference temp Ardic/Tropics ~ stOfms Airline trav el , Ftying time W -+ E 1 hr less bc1Iailwind • More fuel + more turbulence for headwind • Storms along currenl Map Je! 5tr&am. I 0Gserip1ion """" t t Rivers or 1 20 , (OJ I OifIerenee , !empe "lU ra A g . I90 I \ "'" - ,- ""'" W"~ Enm,l. Essa, • Airline "'" I '\ Ta ilwind - I I '\ ", ." ",," "" """""" According to the reading, jet streams are 'rivers of wind" that OCC\Ir al altitudes of aboul20,ooo feel and travel at an average speed 01 190 miles per hour. TwO jet streams are allacted by the difference in lamp&fature between the arctic and the trOPICS. ceusi ng sto rm s to devetoo along the ir pathS . When the lei slream moves OUI 01 an area, the weather clears. Airlines conslder the conditions 01 the jel slreams when they are calculaling the Ilying times l or their schedules. For e~ample, (Hl a round-trip flight across the Uniled Stales. Ihe flying lime west to east could be as much as an hour less than the ret urn trip east to w es t because 01 e strong tailwind thaI car- ries the plane with it. Of , conversely, a strong headwind against which the plane has to push. In additiOn, more fuel Is required for a headwind. and more turbulence will be experienced. Furthermore, we a!h&r conditions will be Inlluenced by the positiOn 01 the jet stream relative to the night pattern because stOfms will tend 10 move along with th e current of the jet·stream. EXPl AN T QRy OR EXAMf>lE ANSWERS ANO UOtQ SC R IPTS FOR MODEL TESTSIMODEL TEST. 67S Checklist for In~ra t ~ d &.srf "" The essay IIt'ISWefS the topic question. "" Inaoc:uracies n the COO l enl are minor . "" The essay is direct and weklfganlzecl. w' The sentences 8felOgk:ally mnnecled. w' Details and examples support the main idea . "" The writer expresses complele though ts . "" The meaning is easy 10 comprehend. w' A wide range of vocabulary Is used. "" The writ er paraphrases in lislher own words. "" The writer credits the authot with wording. "" Emws In grarrmar and Idioms are m inor . "" The essay is within a range 0/1 ~225 words . O lltlln~ Comlortable living • Healthy lif estyle-less pressured, less Slress • rtme with lam ily members Large amounts of money • Better standatd of living lot family • M oto opportUnities lor charities My experieooe • Busy lather • Prefer lime with my children """""'"* - , - - Loa I.coa ViIroopofl .1 CO """"" """" ,« """"" """'" . - rl . xpa~ atr = 1 678 ANSWERS AND AUDJO SCRIPTS FOR ACTIVITIES. QUIZZES. AND MQDEl TESTS Ex.""I. &sa, When we ere considering options lor e major field in co llege, the counselors often mention the amount 01 money that we can expect to eam it we make thai career choice. Then it is up to us 10 decide whelher it is Important to make Jarge amounts of money or whether we are satisfied to eam a comfOl't· able living. Certainly. there are good rea&ens for both deel&lons. II we make a lot 01 money. It will be posSible to provide a beller standard of living for oor families. We can live In better homes. our children can go to more prestigious schools and participate In activities or take lessons. we can go on vacations and have experiences thai 'NOU1d be Impossible withool the financial resources thai a high-payir.g job produces. We can enjoy what the material worid has to oHer because we can pay lor i1. Besides supporting oor p8fSOI1a l lilestyles. we can aHord 10 give generously to charities. In conlrast, it we make a comfOl'tabie IMng. the advantages are Jess visible but nonetheless impor- lant. We can part iCi pate in a healthy lifestyle because we will be less pressured. A job that pays less may have a slower pace and lewer responsibilities. l ess stress may allow us to sleep better. There may be fewer demands on our time so we can exercise more and have more meals al home, contributing to good health. The extra time can also be spent with family members instead 01 at the office. We can be atlhe ball game when our child hilS the home N n. In making a personal decision. I am opting for a comfortable living Instead of the high-powered job wilh e larg er salary. As the son of a sucxesslul executiva. I remember elq)8f'lsive vacations that my father paid for but did not participate In because he was 1 00 busy at \\'011(. I preler to spend lime with my children Instead 01 spending money on them. I plan 10 be at the ball gama. "" The essay answ8fS the topic question. "" The point 01 view or position Is clear. "" The essay is direct and well-organlzed. t/ The sentences are logically connected. v Details and examples support the main Idea. "" The writer eKPresses complete thoughts. t/ The meaning Is easy 10 comprehend. "" A wide range 01 vocabulary Is u sed . "" Various types 01 sentences are Included. "" Errors In grammar and idioms are minor. "" The essay is within a range 01300-350 words. EXPLANATORY OR E)(A.MPLE ANSWERS AND AUDIO SCRIPTS FOR MOOEL TESTSIMODEL TE ST 5 679 her theories -make her conservative colleagues cringe. ' Choice C is not correcl because con- servative researchers concentrated on studies of tools and bones and used them to support the ir theories. Choice 0 Is not correct because she uses not only modem cuttural evidence bul also archeological evidence, Includi ng sma ll game bones and tools thai could have been used 10 make nets. 28 . B "Amasslng . . . evldonoe lrom DoIn! Vest o niCe and the neighboring site 01 Pavlov, resea rc he rs . . . propose that human survival there had little to do with men hurt i ng e.pears at big game an i- mars . Instead . . . it (survival] depended largely on women, plants, and a technique of hunling previously Invislble In the archeological evidence .' The pronoun "it' does not reler to Choices A, C, Of O. 29. C In this pa s.s age, suggestions Is a synonym lor "i mp Hcallol'ls: Con text comes trom the cl ause ,hey raise serious questions' in the same sentence. 30. B Because hef views 'make oor conservative colleagues cringe." it must be concluded that her views are not as cons8fVatIV1l. Choice A Is not correcl because she disagrees about the role 01 women as hunters, not as caretakers. Choice C is no t co rrect because she is identilled as an authority on the Ice Age and as an archeologist, not as a biolog ist. Choice 0 Is not correct because she Is a leading authority on hunting and gathering in the Ice Age. 31 . A In this passage , limit is a synonym 101" 'constrain ." Conleid comes lrom the logical supposition In the same sentence. 32. 0 . . . historically paraphrases "In many historical societies· and nol periJoos paraphrases'nor . . . In physical perU .' . did nol requi re great strength pa raphrases 'did not call for brute strength .' and women have been /mpoI1ant participants paraphrases "Women played a key part: 33. 0 "Everybody and their mother could partiC ipate lin net hunting]." Choice A is not correct becau se the Australian hunters were not fishermen, and there Is no evidence tnatthey devet- oped it. Choice B Is not oorred because net hunling did not place young mothers in physiCal peril. Choice C is not corred because net hunting was used to caplure game, not to protect the camp. 34. A T he author mentions Native American and Aborlgi na groups to give examples 01 modern gr oupe in wh ic h womon participato in I"IO t hunting. Cno;oo B ;8 not COITect beeauso the author presents facts, not opinions. Choice C is not corred because the techniques do not place women In perl t but !hey 00 not pro tect them, ellher. ChoIce 0 Is not correct beeause the e.am - ple 01 t he people in the Congo re inforces the inlormation abOIJt the Native American and Ab0- rigine groups. 35. C ' .• . Mbuti in the forests 01 the Conoo report that they capture game every time they layout thelrwovert traps. scooping up 50 percent of the animals encountered ." Choice A is no t correct because nets are valued more than bows and arrows. ChoIce B is not corred becau se they trade the surplus meat with neighbors. Choice 0 Is not corred because vegetables are not menlloned . 36. B " . . . some of their inhabitants whittled bone toots that look much like the awls and net spacers . "Choice A Is true but it Is not mentioned as evidence. Choice C is not correct becau se Sol- ler believes that net hunting was rt'oOfe widesj)fead than lhase two sites. Choice 0 is not correct because the camps stretched Irom Germany to Rus sl a, but the researchers lrom those afeas were not mentioned . 37 . 0 In this pas&tgO, furrcfions Is a synonym kN "roles: Context comes l,om the rere<eno;e 10 "aCllv- itles'ln the same sentence. 38. C A conclusion based on evidence is a trans"ional device tnat conoects the conclusion in the insart sanlence to the evidence In !he previous santences. Choices A and B afe not oo rred becausa the conclusion In the Insert sentence would appear before the evidence. Choice 0 is not correct because the Insel1 sentence would interillpt the relationship between tM first and second sentences In the 1as1 paragraph. 39. Previous Theories: B, C, D Soffer's Theory: E, F, G, I Not used: A, H )pynght mater I 680 ANSWERS AND AUDIO SCRIPTS FOR ACTIVITIES. OUIZZES, AND MODE L TESTS ~ Listening o Model THIS , Lls lenlng Section, CD 7, Tl'8Ck 4, continued on CD 8, Treck 1 Audio Co nl/er ae llon Narrator: Sttldent: Profassor: Student: Prolessor: Student: Prolessor: StlJdent: Prolessor: Siudent: Professor: Student: Professor: Student: Pr olessor: Student: Professor: Student: Professor: Student: Professor: Student: Listen to part 01 a conversation between a studenl and a prolessor. Professor Collins. I'm really sorry . I mean . • . These are my daughters. They're twins. I wouldn' ordinarily bring !hem 10 an appointment, bul the babysitter didn' show up, and I oouldn, leal/e the m. I didn' want to cancel. I hope it's okay. It's okay. I nave three kids of my own , and I've been in !he same situation. Thanks. Well, !hIs shouldn' lake much 01 you r time. I really just nave one question. Al l right. my ~ see . . . 1 here , "Declaratil/e and procedural memory are two broad typeS of memory circuits In tong·tenn memory ," That's right. But you need to distinguish between !hem. Exactly. Okay, well, declarative memory is a memory that links us to a f act. Like a nama or a date or even an experience. So when I remember a professor's name when I see him, tnat's declarative memory? Yes, at its most basic level, it Is . But declarative memory also IncllJdes problem solving. Like loday, when you decided to bring your daught8f9 to my olllce. you were using declaratlve memory to access previous experiences and facts that would allow you to make a decision. Oh. right I remember your example in class. That make s sense f"CoN. You were talking about problem solving by recalling experiences. But wasn, !hat episod ic memory? Very good. Yes, It's cal led episodic memory. But declaratlve memory Includes episod iC memory, which Is the ability to access prior experiences or personal episodes in cor . " ~~ .,, ~ tor the 01 a declsIoo or No t dlreclly, no. Okay. Well, when you ride a bike then, you eren, thin ki ng about the name 01 avery part oltha bike and how to use the handle bars or !he pedals or at least no t e»nselotJsly. N o. But at some level, you 8m remembering how to do these th ings, 90 you am u si ng your memory. And thai would be procedural memory. )pynghled maken 11 ~ ~ EXPlANATORY OR EXAMPlE ANSWERS AND AUDIO SCR JPTS FOR MODEL TESTSIMOOEL TEST 5 681 Professor : Studen!: Professor: Student Professor : Student Professor : Student Professor: Student: Professor: Student : Professor: Student : Professor: Student : Aud io An swer A udi o Ans wer Aud io Answe r Audi o ~eplay A ud io R ep l ay Audio An swer 1. B 2. C 3. C 4. • 5. C Yes. it woukl. Okay, then. Thai's why you said t hat dedara\ivtt memory can be more rapidly learned, but it can also be more rapidly f orgotten-because a fact can come and go in the memo ory. But procedural memory takes repetition aod practice. so it·s harder to unleam. I'm not saying that very well. But you have the idea. Often with declarative memory. you're conSCiously trying 10 remember, but with procedural memory. you're performing a skill without consciously !tying to recall how • . . without each step In the pr ocess . Thers what I mean But . . • y~? Well. I was thinking aboul language. When my girls Went leaming to talk .•. on , I see where you are going. You want to know whether language learning is dedar · alive or procedural . Yeah. What 00 you think? I was thinking ihat maybe iI's both? Because you have to memorize vocabulary, bul eventually, ii 's more like a skill • like riding a bike because you don~ think about each iodivldual WOfd. It's more . more automatlc. , om: DO @:iii .iin ~ And. uh, if you ever need to ask me a questioo aod ii's hard 10 get in 10 see me , just drop me an e-mail. t about thaI, but . . • Why does the woman go to see he r professor? To clarify several t8fms thai she doesn~ underst aod-declaratlve memory and proce· dural memory What do semantic memocy and episodic memory have in common? They are subcategories of declarative memory. When the professor gives the example 01 riding a bicyde. wha t kind 01 memory is he refening lo? Procedural memory listen agaln to past of lhe conversation and then answer the f ollowing questJon . "Um. Do you see what I mean?" · A very good analysis. I think you've gotlhis .· "Okay. W eU . !hanks a lot: Wha l does the student mean when she says this: ·00 you see what t me an?" She wants c:onfinnatioo that ihe professor understands • What does the professor suggest? He offe rs 10 respond 10 additional questions by e- maiL. r.; n9hl~ . """""'"* - , - - Loa I.coa ViIroopofl .1 CO """"" """" ,« """"" """'" . - rl . xpa~ atr. !empe "lU ra A g . I90 I "'" - ,- ""'" W"~ Enm,l. Essa, • Airline "'" I ' Ta ilwind - I I ' ", ." ",,". The essay is within a range 0130 0-3 50 words. EXPLANATORY OR E)(A.MPLE ANSWERS AND AUDIO SCRIPTS FOR MOOEL TESTSIMODEL TE ST 5 679 her theories -make her conservative colleagues