Tài liệu How to prepare for the toefl part 66 docx

MODEL TEST MOMPUTER-ASSISTED TOEFL 653 Let me write Elderhostel on the board for you. Elderhostel. To date, hundreds of thousands of students from sixty to one hundred years old have partici- pated in Elderhostel. Students usually live in dormitories, eat in cafeterias, and attend social, recreational, and cultural functions. All services available to students during the academic year are offered to Elderhostel students. Registration fees vary from as little as twenty dollars to as much as three hundred dollars, excluding books and transportation to the campus or commu- nity site. For many senior citizens, Elderhostel offers the opportunity for lifelong learning, companionship, and fun. If you know someone sixty years old or older and you think they might enjoy learning, call your local college. There is probably an Elderhostel program right in your community. ( Now get ready to answer the questions ( Audio 39. What is Elderhostel? Answer (C) "One of the most successful educational programs for adults is the Elderhostel. . . . " Choice (A) is not correct because the classes are taught by highly qualified faculty at the host college, not by retired professors. Although Elderhostel was originally a summer program, Choice (B) is not correct because it is now offered year round. Choice (D) is not correct because Elderhostel is an educational program with travel included, not a travel program. Audio 40. Which of the statements is true of Elderhostel? Answer (B) (D) "Although courses are not offered for credit, and no exams are required, the classes are taught by highly qualified faculty at the host college." Choice (A) is not correct because the cours- es are not offered for credit. Choice (C) is not correct because Elderhostel is for people over the age of sixty. Audio 41. Which of the people in the picture would most probably be enrolled in an Elderhostel program? Answer (C) "Elderhostel [is] designed for students over the age of sixty." Choice (C) is a person sixty years or older. The other people in the pictures, Choices (A), (B), and (D), are too young to enroll in Elderhostel. Audio 42. What should you do if you are interested in finding out more about Elderhostel? Answer (B) ". . . call your local college." Choices (A), (C), and (D) are not mentioned and may not be con- cluded from information in the talk. 654 EXPLANATORY ANSWERS AND AUDIO SCRIPTS Audio Lecture Narrator: Listen to part of a lecture in an earth science class. The professor will talk about pyrite. I will be putting another specimen in the mineral lab for you after today's lecture. It is pyrite, also known as iron disulfide, but more commonly called fool's gold. This is a very fine example of pyrite because this particular specimen shows the well-defined cubic or isometric crystal formations quite well. There are a lot of flat facets on the face of this pyrite. As you can see, the mineral is a brassy yellow with some green and brown streaks run- ning through it, and it has a metallic luster. It does, in fact, look a little bit like gold, doesn't it? But really, pyrite and gold have very different scientific properties. Pyrite is much harder than gold-about 6 on the Mohs scale. As you will recall, gold is quite soft only about 3 on the Mohs scale. And pyrite is much more brittle than gold, too. But what if you are on a dig, and you want to tell the difference? Well, all you have to do is heat your sample. Gold will not react at all, but pyrite will smoke and produce an unpleasant odor, a little like sulfuric acid, which is, in fact, made from pyrite. And when pyrite is struck with a hammer, it will create sparks. Actually, the term pyrite is derived from the Greek word for fire, and there is speculation that mankind may have used pyrite to make the first fires for cooking and heating. Large deposits of pyrite are found throughout the world, in igneous rocks in all lunds of geo- logical environments. It is a very common mineral. And, yes, the resemblance of pyrite to gold causes prospectors worldwide to mistake fool's gold for real gold. Now get ready to answer the questions Audio 43. What problem does the lecturer point out? Answer (A) ". . . the resemblance of pyrite to gold causes prospectors worldwide to mistake fool's gold [pyrite] for real gold." Choice (C) is not correct because it is a very common mineral. Choice (D) is not correct because the specimen [of pyrite] shows well-defined crystal formations. Choice (B) is true, but it is referred to as an advantageous characteristic, not a problem. MODEL TEST &COMPUTER-ASSISTED TOEFL 655 Audio 44. What will the professor do with the specimen he has brought to class? Answer (D) "I will be putting another specimen in the mineral lab for you after today's lecture." Choices (A), (B), and (C) are not mentioned and may not be concluded from information in the lecture. Audio 45. Select the specimen that is most similar to the one that the professor showed in class. Answer (C) Choice (C) is the most similar to the specimen that the professor showed in class. Choices (A) and (B) are not minerals. Audio 46. Identify the properties of pyrite. Answer (B) (C) ". . . pyrite is much more brittle than gold . . . and when pyrite is struck with a hammer, it will create sparks." Choice (A) refers to a property of gold, not to that of pyrite. Choice (D) is not correct because pyrite is found in all kinds of geological environments and is considered a very common mineral. Audio 47. What is an easy way to identify pyrite? Answer (A) ". . . all you have to do [to tell the difference between pyrite and gold] is heat your sample." Choic- es (B) and (D) refer to the smell of sulfuric acid that pyrite produces when heated, but using acid or smelling the sample are not mentioned as tests for pyrite. Choice (C) refers to the description of the pyrite specimen that the professor has brought to class. However, the fact that so many prospectors worldwide mistake pyrite for gold implies that pyrite cannot be identified by looking at it. Audio Conversation Narrator: Listen to part of a conversation on campus between two students. Man: Woman: Man: Woman: Man: Woman: Man: Woman: Man: Woman: Excuse me. Has anyone turned in a calculus book? I don't think so. Where did you leave it? I'm not sure. I was sitting over there by the window, and I think I left it under the table. But it isn't there now. When did you lose it? Today? Yes, just about an hour ago when I was in here for lunch. I didn't notice until I got to the library to study for my test. That's too bad. Well, listen, sometimes people don't turn in lost items to us. There's a lost-and-found in the Student Union by the entrance to the auditorium. Maybe some- one found your book and took it there. Maybe. Do you know where the Student Union is? Yes, I do. Thanks a lot for your help. You're welcome. Oh, wait. Another thing. If you don't find it there today, you should probably check again tomorrow. Sometimes people get busy, and don't get over there right away to turn something in. 656 EXPLANATORY ANSWERS AND AUDIO SCRIPTS Man: Good idea. Thanks again. Woman: Good luck. I hope it's there. Now get ready to answer the questions Audio 48. What prompted this conversation? ~nswer (C) Since the man begins the conversation by asking whether anyone has turned in a lost book, it must be concluded that the lost book is the reason for the conversation. Choice (A) is true, but it is not the reason for the conversation. Choice (B) is not correct because the man knows where the Stu- dent Union is. Choice (D) is not mentioned and may not be concluded from information in the con- versation. Audio 49: Where does the man think he left his book? Answer (C) ". . . I think I left it [my book] under the table. . . when I was in here [the cafeteria]." Choice (B) refers to the location of the lost-and-found, not to where the man left his book. Choice (D) refers to where the man noticed that his book was missing. Choice (A) is not mentioned and may not be con- cluded from information in the conversation. Audio 50. What does the woman suggest that the man do? Answer (A) (D) "There's a lost-and-found in the Student Union. . . . If you don't find it there today, you should probably check again tomorrow." Choices (B) and (C) are not mentioned and may not be concluded from information in the conversation. Section 2: Structure 1. (C) Similar is used after the two nouns pro- toplasm and glue to compare them. Choice (A) is redundant because the pronoun they is used consecutively after the nouns to which it refers. Choice (B) has the same meaning as the correct answer, but similar to is used before, not after, the second noun compared. Choice (D) does not have a verb. 2. (D) Oil is a noncount noun because it is a liquid that can change shape, depending on the shape of the container. 3. (C) Every sentence must have a main verb. Choices (A), (B), and (D) are not main verbs. 4. (D) In order to refer to a gallon of water being moved to a higher place, raise not rise should be used. To raise means to move to a higher place. To rise means to go up without assistance; to increase. 5. (D) Unless introduces a subject and verb that express a change in conditions. Choices (A), (B), and (C) do not have a subject and verb. 6. (A) The word order for a passive sentence is BE followed by a participle. Choice (B) is a participle, but the form of BE is missing. Choice (C) is redundant because the pro- noun it is used consecutively after the sub- ject path. Choice (D) is an -ing form, not a passive. MODEL TEST 8-COMPUTER-ASSISTED TOEFL 657 7. (B) From introduces cause. Choices (A), (C), and (D) are not idiomatic. 8. (A) Wholly should be As a whole. As a whole means generally. Wholly means com- pletely. 9. (A) More than is used before a specific number to express an estimate. "As many as two hundred" would also be correct. 10. (A) There introduces inverted order, but there must still be agreement between sub- ject and verb. Is should be are to agree with the plural subject, so many variables. 11. (D) No article before a noncount noun or a plural count noun means all. Choice (A) would be an incomplete sentence because it is missing a main verb. Choices (B) and (C) contain articles and would change the mean- ing of the sentence. 12. (D) Either an -ing form or an infinitive may be used as the subject of a sentence. Choice (A) is an infinitive that means to establish, not to identify. Choice (B) is a verb word. Choice (C) is a noun. "To find would also be correct. 13. (D) By expresses means before an -ing form. Provide should be providing. 14. (D) Had and a participle in the condition re- quires would have and a participle in the re- sult. Will should be would. 15. (D) Besides is used before a noun or an ad- jective. It means in addition to. Choices (A) and (C) include the word beside, which means near, not besides. In Choice (B), the word besides is used after, not before, the noun. 16. (D) No is used before a noun phrase like def- inite shape. Not in Choice (A) should be used before a verb. None in Choice (B) and nothing in Choice (C) are pronouns that are used instead of the noun phrase. 17. (D) To difSer from is a verb that expresses dif- ference. Because Choices (A) and (C) are not verbs, the sentence would not have a main verb in it. Choice (B) is a verb, but the prepo- sition from is missing. "A dolphin is different from a porpoise" would also be correct. 18. (C) Do is usually used before complements that describe work and chores. Make should be do before the complement research. 19. (B) That most natural time units are not sim- ple multiples of each other functions as the noun phrase subject of the main verb is. Choice (A) is redundant because the pro- noun it is used consecutively after the noun phrase subject. In Choice (C), the usual sub- ject-verb-object order of English sentences is reversed. Choice (D) does not include a main verb. 20. (C) Believe should be belief. Believe is a verb. Belief is a noun. 21. (C) A negative phrase introduces inverted order. Only afrer requires an auxiliary verb, subject, and main verb. In Choices (A) and (D) the subject precedes the auxiliary. In Choice (B) there is no subject. 22. (D) A present tense verb is used after when to express future. Will limit should be limit. 23. (C) Because the verb to fail requires an infinitive in the complement, recognizing should be to recognize. 24. (A) An introductory phrase should immedi- ately precede the subject noun that it modi- fies. It does not have a main verb. Choices (B) and (C) contain both subjects and verbs. Choice (D) does not modify the subject noun, Carl Sandburg. 25. (C) Ideas in a series should be expressed by parallel structures. Writing should be to write to provide for parallelism with the infinitives to understand and to read. Section 3: Reading 1. (D) The other choices are secondary ideas that are used to develop the main idea, "Seismography." Choices (A), (B), and (C) are important to the discussion as they relate to the Richter scale. 2. (B) The Richter scale was developed "to measure the amplitude of the largest trace " Choices (A) and (D) refer to the placement of the seismograph in order to record the amplitude. Choice (C) refers to the numerical reference that estimates the degree of damage. 3. (C) In the context of this passage, standard could best be replaced by conventional. Choices (A), (B), and (D) are not accepted definitions of the word. 4. (A) The "tables have been formulated to demonstrate the magnitude of any earth- quake . ." Choice (D) refers to the release of 658 EXPLANATORY ANSWERS AND AUDIO SCRIPTS energy, one of the factors that is considered in formulating the magnitude. Choices (B) and (C) are not mentioned in reference to the value of the tables. 5. (B) " each number on the Richter scale represents an earthquake ten times as strong as one of the next lower magnitude." Choices (A), (C), and (D) are not correct because each magnitude is ten times stronger than the previous one. 6. "An earthquake that reads 4 to 5.5 would be expected to cause localized damage, and those [earthquakes] of magnitude 2 on the Richter scale may be felt." Other choices would change the meaning of the sentence. 7. (A) Choice (A) is a restatement of the sentence referred to in the passage. Site means location. Choices (B), (C), and (D) would change the meaning of the original sentence. 8. In the context of this passage, the word is closest in meaning to m. No other words or phrases in the bold text are close to the meaning of the word 9. (B) In the context of this passage, BetZcta is closest in meaning to EWi no notice. Choices (A), (C), and (D) are not ac- cepted definitions of the word. 10. (D) Because the author states that "Earth- quakes of Mercalli 2 or 3 are basically the same as those of Richter 3 or 4" and "mea- surements of I1 or 12 on the Mercalli scale can be roughly correlated with magnitudes of 8 or 9 on the Richter scale," it must be con- cluded that the two scales are different but can be compared. Choice (A) is not correct be- cause two scales of measurement describe earthquakes in quantitative terms. Choice (B) is not correct because the Richter scale mea- sures the amplitude of the largest trace, and the Mercalli scale measures the intensity of the shaking. Choice (C) is not correct because most earthquakes are so minor that they pass undetected. 11. (C) " the Richter scale,. . .developed and introduced by American seismologist Charles R. Richter in 1935." Choices (A) and (B) are both mentioned in the reference to the Richter scale. Choice (D) refers to the purpose of the scale, which is "to measure the amplitude of the largest trace " Choice (C) refers to the Mercalli scale, not to the Richter scale. 12. (B) The passage mainly discusses Charles Ives' life, including references to the details referred to in Choices (A), (C), and (D). 13. (B) " the use of dissonance and special ef- fects was just too different for the musical mainstream." Choice (A) is true but is not a reason that the public did not appreciate his music. Choice (D) is not correct because he wrote music. In Choice (C), although the performers felt his music was unplayable, there is no reference to the fact that they did not play it well. 14. In the context of this passage, the phrase cm~n~En~is is closest in meaning to the word dissonanE. No other words or phrases in the bold text are close to the meaning of the word 8f7mmmE. 15. (D) "Even the few conductors and perform- ers he tried to interest in his compositions felt that they [the compositions] were un- playable." Choices (A), (B), and (C) would change the meaning of the sentence. 16. (C) " he became a successful insurance executive . ." Choice (A) refers to his fa- ther's profession. Choice (B) refers to Hora- tio Parker's profession. Although it is true that Ives published his own music as in Choice (D), he did not make a living from it. 17. (A) In the context of this passage, Wc? is closest in meaning to accepted. Choices (B), (C), and (D) are not accepted definitions of the word. 18. (A) " he published his work privately and distributed it free." Choice (C) refers to the fact that he occasionally hired musicians to play his works, but they were private, not public performances. Choices (B) and (D) are not mentioned and may not be concluded from information in the passage. 19. (D) Choice (A) refers to the fact that Ives ". quoted, combined, insinuated, and dis- torted familiar hymns, marches, and battle songs " Choice (B) refers to the fact that Ives was ". . .experimenting with polytonali- ty . . .and dissonance . ." Choice (C) refers to the fact that "the few conductors and per- formers he tried to interest in his composi- MODEL TEST 8-COMPUTER-ASSISTED TOEFL 659 tions felt that they were unplayable." Choice (D) is not correct'because Ives became "fa- mous" near the end of his life and "received the Pulitzer Prize." 20. (D) " the greatest music composed by an American." Choice (A) is not correct be- cause the reviews were laudatory. Choices (B) and (C) refer to Ives' music prior to the Concord Sonata performance. 21. "John Kirkpatrick played Concord Sonata in Town Hall . . One reviewer proclaimed it [Concord Sonata] 'the greatest music com- posed by an American.' " Other choices would change the meaning of the sentence. 22. "Instead, he became a successful insurance executive, building his company into the largest agency in the country in only two decades. Even during such a busy time in his career, he still dedicated himself to compos- ing music in the evenings, on weekends, and during vacations." The connection between the two sentences is the reference to "build- ing his company into the largest agency" and "such a busy time in his career." Chronological order requires the second sentence to follow the first. 23. (C) Because the author states that bats are "not .dirty .groom themselves care- fully and help reforest barren land," it must be concluded that the author views bats as clean, helpful members of the animal world. Choice (A) is not correct because bats are not dirty and only rarely carry ra- bies. Choice (B) is not correct because bats are not the monsters that they are portrayed in vampire films. Choice (D) is not correct because bats consume pests, pollinate plants, and reforest land, all of which are important contributions to the animal world. 24. (B) " the majority [of bats] eat fruit, in- sects, spiders or other small animals." Choice (A) is not correct because of the fact that only three species rely on blood meals. Choice (D) is not correct because bats eat small, not large, animals. Choice (C) is not mentioned and may not be concluded from information in the passage. 25. In the context of this passage, the word lflI@ is closest in meaning to m. No other words or phrases in the bold text are close to the meaning of the word en'bni'iVilS. 26. (C) "They .help reforest .barren land by excreting millions of undigested seeds." Choices (A), (B), and (D) all refer to the ac- tivities of bats, but not to how they reforest the land. 27. (D) "Of the hundreds of species of bats, only three rely on blood meals." Choice (A) is not correct because bats pollinate many varieties of plant life. Choice (B) is not correct be- cause bats assume specialized roles within their social system. Choice (C) is not correct because almost all bats use echolocation. 28. (A) In the context of this passage, 3nit is closest in meaning to ~ATI. Choices (B), (C), and (D) are not accepted definitions of the word. 29. (A) "As these signals bounce off objects in their path, an echo is detected by the bats' sensitive ears .[and] they .undertake cor- rective or evasive action." Choice (B) refers to one of the roles of bats within their social system, not to their navigational skills. Choice (C) is not correct because the num- ber fifty refers to the number of high- pitched squeaks per minute, not to the num- ber of times bats beat their wings. Choice (D) is true, but the specific noises they hear are the echoes referred to in Choice (A). 30. (C) "As these signals bounce off objects in their path, an echo is detected by the bats' sensitive ears that informs them [the bats] of the direction, distance, and nature of obsta- cles ." Other choices would change the meaning of the sentence. 3 1. "In fact, all species of bats can see, probably about as well as human beings." Quotation from sentence 6, paragraph 2. 32. "Within their social systems, bats assume specialized roles. Some [bats] may guard the entrance to their caves, others may scout for food, and still others may warn the colony of approaching danger.'' Other choices would change the meaning of the sentence. 33. "It is a little known fact that bats are highly social creatures. Aggregation during the day may vary from small groups consisting of a single male and a dozen or more females to huge colonies of many thousands or even millions of individuals, hanging upside down in caves or in hollow trees, buildings, and other protected shelters." The connec- 660 EXPLANATORY ANSWERS AND AUDIO SCRIPTS tion between the two sentences is the social nature of bats. The first sentence is a general statement followed by examples in the sec- ond sentence. 34. (B) The passage includes descriptions of various kinds of population centers. Choices (A) and (D) are two kinds of population cen- ters described in the passage. Choice (C) refers to the source of the information about population centers, not to the topic of the passage. 35. (B) ". more Americans live in the suburbs of large metropolitan areas than in the cities themselves." Choice (A) is not correct be- cause more Americans live in the suburbs. Choices (C) and (D) are not mentioned and may not be concluded from information in the passage. 36. In the context of this passage, the word livT is closest in meaning to miB3. No other words or phrases in the bold text are close to the meaning of the word Te3@. 37. (A) "The Bureau of the Census regards any area with more than 2500 people as an urban area . ." Choice (B) refers to an MSA, not to an urban area. The number in Choice (C) refers to megapolises, not to urban areas. Choice (D) refers to the definition of a megapolis. 38. (A) " the political boundaries are less sig- nificant than the social and economic rela- tionships and the transportation and commu- nication systems " Because the political boundaries are less significant, it must be concluded that the factors in Choices (B), (C), and (D) are more significant. 42. " the Bureau reports more than 280 MSAs, which together account for 75 per- cent of the US population." Quotation from sentence 1, paragraph 3. Paragraph 2 defines an MSA by the number of people living in it but does not contain any references to the total population living in all MSAs. 43. (A) In the context of this passage, the phrase ties7KZti"cm is closest in meaning to the word adjacent. Choices (B), (C), and (D) describe megapolises, but they are not close in meaning to the word 44. (D) " the Bureau recognizes eighteen megapolises, that is, continuous adjacent metropolitan areas." Choices (A), (B), and (C) are not correct because a megapolis in- cludes more than one adjacent city. 45. (A) "One of the most obvious megapolises [is]. . . the Eastern Corridor . . Another megapolis that is growing rapidly is the California coast " Choice (B) refers to the population of all the MSAs, not to the popu- lation of the Eastern Corridor and the California coast. Choice (C) is true, but it is not the reason that the Eastern Corridor and the California coast are mentioned. Choice (D) is not mentioned and may not be con- cluded from information in the passage. Writing Section Question: Read and think about the following statement: The college years are the best time in a person's life. Do you agree or disagree with the state- ment? Give reasons to support your opinion. 39. (C) In the context of this passage, ?Rfwa* Outline is closest in meaning to ufi&'. Choices (A), College not best (B), and (D) are not accepted definitions of . Stress the word. Decisions career, job, marriage 40. In the context of this passage, the word %&"a Competition is closest in meaning to m. No other Dependence words or phrases in the bold text are close to Family the meaning of the word loCalE. Debts 41. (C) " an MSA is any area that contains a The best is yet to be city and its [the city's] surrounding suburbs and has a total population of 50,000. " Other choices would change the meaning of the sentence. MODEL TEST &COMPUTER-ASSISTED TOEFL 661 College years not best Dependence The best is yet to be Example Essay I disagree that the college years are the best time in a person's life. Admittedly, college often corresponds with a time when people are young, healthy, and physically strong, and those attributes are highly regarded in Western cultures; however, the college years must also be viewed as a period of high stress and a certain uncomfortable dependence. Stress converges on college students from many directions. First, there is the pressure to choose a major field of study and, ultimately, to select a career, choices that will affect the rest of their lives. These choices often coincide with an- other life choice-the selection of a marriage partner. In combination, the stress associated with such important decisions can be very high. Second, there is the daily stress from competition in the classroom, exacerbated by staying up too late studying for tests, preparing papers, and reading assignments. It is well documented that college students tend to gain weight and suffer from many stress-related illnesses. In addition to the stressful environment, most college students are not financially independent. Many rely on their families for funding, a cir- cumstance that is often uncomfortable for young adults. Asking for money usually requires an ex- planation of why it is needed. In other words, fi- nancial dependence for college results in depen- dence in other areas of life at a time when young people are beginning to think for themselves and are old enough to be independent. Besides the embarrassment involved in negotiating for ne- cessities, there is often a strict budget. For some students, there is also a debt to repay. As a college student myself, I view this time of life as an opportunity to prepare for the next, and more important, stage of life, when I am in- dependent and productive. 1 am eager to begin working and earning my own way. I look for- ward to the years after college with the hope that the best is yet to be. 662 EXPLANATORY ANSWERS AND AUDIO SCRIPTS Listening Section This is the Listening Section of the Next Generation TOEFL Model Test. This section tests your ability to understand campus conversations and academic lectures. During the test, you will respond to two conversations and four lectures. You will hear each conversation and lecture one time. You may take notes while you listen. You may use your notes to answer the questions. After each conversation or lec- ture, you will have five or six questions to answer. Choose the best answer for multiple-choice ques- tions. ~ollow the directions on the page or on the screen for computer-assisted questions. Click on OK and Next to go to the next question. You cannot return to previous questions. You have 25 minutes to an- swer all of the questions. A clock on the screen will show you how much time you have to complete your answers for the section. The clock does not count the time you are listening to the conversations and lectures. Independent Listening 1: "Career Counseling" Audw Conversation Narrator: Now get ready to listen to a conversation and take notes about it. Listen to a conversation on campus between two students. They are both in their last year of college. Man: Woman: Man: Woman: Man: Woman: Man: Woman: Man: Woman: Man: Woman: I wish I were as sure about my future as you seem to be. I . . . I really don't know what I want'to do after I graduate. Well, have you talked with a counselor over at the Office of Career Development? No. . . . I talked to my academic advisor, though. That's good, but it's really better to see someone who specializes in helping people make career decisions. You see, an academic advisor is there to help you work out your academic program. You know, figure out what your major is going to be and which courses to take and all that. But a career counselor has a lot of experience and resources to help you decide what you want to do in the work world. Did you see a career counselor? I sure did. Last semester. I was . . . well, I didn't even know what I would be good at, for a career, I mean. So I made an appointment at the Office of Career Development, and I talked with a counselor. Do you remember who it was? Sure. It was Ruth Jackson. Oh, but since I'm interested in careers for math majors, probably I should see someone else. Not really. Any of the counselors can help you. Look, first I took some aptitude tests and something called a . . . uh . . . I think it was called a career inventory. Anyway, I took several tests, and then the counselor gave me some ideas about different careers. I even went to some group sessions with some other students for a few weeks. Mrs. Jack- son was the group leader, so um that's how I met her, and then I just sort of naturally started making my appointments with her when I needed some advice. It sounds like it took a lot of time. I'm so busy already. Well, it did take time. Probably three hours for the tests, and I think I went to maybe four group sessions, and then I saw Ruth a couple of times. I guess about nine or ten hours probably. But it was worth it. . Select the specimen that is most similar to the one that the professor showed in class. Answer (C) Choice (C) is the most similar to the specimen that the. items to us. There's a lost-and-found in the Student Union by the entrance to the auditorium. Maybe some- one found your book and took it there.