Student: Well, Ive finished one year of my university program here at Jamestown University and have been considering changing to another school. I was hoping you could give me some advice about doing it.
Advisor: I'm sure I can help. So, what institution were you thinking of?
Student: I've been considering Trenton University because I could stay with my family nearby and I feel I've been away from them far too long. I've already checked with Trenton and they'll accept all the credits I've completed during the past year and they offer nearly the exact program that Jamestown does.
Advisor: Well, maybe I should first find out more about the reason why you want to transfer. Tell me, what would you say are the main reasons you came to Jamestown in the first place?
Student: I'm a business major and I heard good things about the business programs here, but I guess at first I chose because I wanted to get far away from home. It seemed like a good idea at the time, but I'm not sure now that I made the right choice.
Advisor: I've heard really great things about Trenton, but one consideration is that at Trenton you'd have to restart all over again. Not your courses, but you've learned lot in the last year about campus life here. You'd have to go through that process again.
Student: Yeah, I realize that, but I'm familiar with Trenton because my brother and sister have already graduated from there and I spent some time on campus with them.
Advisor: I understand that you're feeling quite homesick now and maybe you hope that family will offer you some additional support that you're not getting here. Freshman year is the most difficult, and I even wanted to give up and leave home in my first year. Almost any student will tell you, however, that the second year is much easier and more comfortable and by the time they're seniors, they're extremely glad they decided to stay and not pack it in.
Student: Was your sophomore year really that much better?
Advisor: Absolutely. Your credits will transfer to Trenton and you won't lose any time, but regardless of the presence of your family, in many ways you'll be starting over and you may find you'll regret your decision.
Student: I hadn't really considered that. Maybe it's best for me to give Jamestown one more year. I could always transfer next year if my second year isn't as good as you say it is for most people.
Advisor: It's true. I think another year could be good for you.
Student: Thanks a lot Mr. Carston. I'll have to give this a bit more thought, but I think staying may be my best option.
Advisor: No problem Bill. If you need some more information or decide to transfer and need some help, please come back and see me any time.
Narrator:
Now get ready to answer questions 1 through 6.
1.
Why does the student go to see his advisor?
2.
What is stated in the conversation about Trenton University?
3.
What are the reasons the student gives for wanting to transfer to Trenton University?
4.
Listen again to part of the conversation.
Then answer the question.
Advisor: Well, maybe I should first find out more about the reason why you want to transfer. Tell me, what would you say are the main reasons you came to Jamestown in the first place?
Student: I'm a business major and I heard good things about the business programs here, but I guess at first I chose because I wanted to get far away from home. It seemed like a good idea at the time, but I'm not sure now that I made the right choice.
What might the student mean when he says this:
Student: It seemed like a good idea at the time, but I'm not sure now that I made the right choice.
5.
Listen again to part of the conversation.
Then answer the question.
Advisor: Freshman year is the most difficult, and I even wanted to give up and leave home in my first year when I started university. Almost any student will tell you, however, that the second year is much easier and more comfortable and by the time they're seniors, they're extremely glad they decided to stay and not pack it in.
Which sentence best expresses what the advisor might say to the student?
6.
What will the student most likely do?
Listening 2
Narrator:
Questions 7 through 11. Listen to part of a lecture from a life sciences class.
Professor: There are numerous techniques which birds use to communicate with each other such as singing, dancing, making flamboyant displays of colorful feathers or even building decorative nests. What they are trying to communicate can also vary and can include trying to attract a mate or defending territory from other invading birds.
The sounds birds make are usually referred to as "calls" or 'songs". Calls can be in various forms such as cheeps, honks, chirps or tweets. Most birds are capable of making only a single type of these sounds, which communicates a simple message such as "Look out!" or "I'm over here!" This ability starts soon after birth when babies in the nest begin cheeping to show that they are hungry or hurt, much as mammal or human babies do when they cry or whimper.
Songbirds, in contrast to those which can only make single "calls", are able to string together multiple sounds in series to form complex melodies or "songs". A very good example of this type of bird is the nightingale. It's usually only the males that can sing and they do so for two main reasons: to defend territory or attract a potential mate. Male birds will sometimes have singing contests with other males of the same species in order to decide who will get a certain prime territory. One interesting phenomenon is that although female songbirds rarely sing themselves, some will mimic the songs of their mate to warn them that an intruder is approaching.
Birds can also use non-verbal rather than auditory communication to get a message across. Some, like the peacock perform elaborate dances with their extremely decorative, elongated feathers, most of which are useless for flying. Other birds such as the Australian male bowerbird, which has relatively drab and unspectacular coloration, compensates for this by building enormously complex bowers, or nests, which contain numerous colorful gifts in the form of leaves, petals, fruit and nuts in hopes that a female will accept their offer and mate.
Whether using songs or visual forms to impart a message, birds are extremely effective at relaying information. As bird communication is studied more and more, its function becomes clearer and scientists are discovering just how complex and sophisticated this communication is.
Narrator:
Now get ready to answer questions 7 through 11.
7.
What is the main topic of this lecture?
8.
Listen again to part of the conversation.
Then answer the question.
Professor: Most birds are capable of making only a single type of these sounds, which communicates a simple message such as "Look out!" or "I'm over here!" This ability starts soon after birth when babies in the nest begin cheeping to show that they are hungry or hurt, much as mammal or human babies do when they cry or whimper.
What does the speaker imply when she says this:
Professor: …much as mammal or human babies do when they cry or whimper.
9.
What is stated in the lecture about songs that birds create?
10.
Drag the appropriate description of each form of bird communication to the box below the name of the bird.
11.
Is each type of bird communication discussed in the lecture?
Listening 3
Narrator:
Questions 12 through 17. Listen to a lecture from an American Literature class.
Professor: Ok everyone. Let's get started. Last time we looked at the second of four authors on our schedule, L. Frank Baum, and his classic The Wizard of Oz series. Today, in keeping with our look at children's writers, I'd like to focus on another great American literary figure who was a poet and writer as well a musician, Carl Sandburg, paying attention to his contribution as a writer of children's books. Does anyone know anything about him?
Student 1: Was he originally American? His name sounds Scandinavian.
Professor: His parents were from Sweden, but Sandburg was born in the central U.S. in Galesburg, Illinois in 1878. The new immigrants instilled a strong European work ethic in their children and as many immigrants of the day did, they focused on the possibility of achieving the American Dream through hard work and determination. Sandburg certainly felt this was so, yet surprisingly he dropped out of school after the eighth grade and went to work to support his family. By 1896, he caught the travel bug and left home to travel from place to place.
Student 1: I heard that he travelled by train. I mean, jumped inside open freight cars on trains without paying like they used to do around that time. Weren't the people who did that called hobos?
Professor: Yes, though Sandburg wouldn't make it his life's calling. He rode trains all across the middle of America for a few years and when he returned to Galesburg, he enlisted in the army during the Spanish-American War. He never saw any action, however, and later dropped out of his first year of studies at West Point Military Academy. Back home, at Lombard College he realized how much he loved both reading and writing poetry; however, he once again left college without graduating and decided to travel through the states. While travelling again in the U.S., he met his future wife, Lilian Steichen, in Milwaukee, Wisconsin and they had three daughters together. Sandburg, like most fathers, read his daughters fairy tales full of stories of kings, queens, and talking animals. He believed, however, that American children could not necessarily relate to this European-based fantasy and was inspired to write American fairy tales which would contain objects such as skyscrapers or trains. Why do you think Sandburg found this idea of great importance?
Student 2: I guess by the early twentieth century, the U.S. had its own distinct identity separate from Europe and not many children could relate to or would ever see a king or queen or even the castles in traditional fairy tales. Maybe children could just connect more with what was around them. Things they actually saw every day.
Professor: That's exactly right. Sandburg's most famous children's book was The Rutabaga Tales, which he created for his daughters out of his desire to create a true American fairy tale. The book is full of fantastic characters with unusual names such as Wing Tip the Spick and Ax Me No Questions and unlike its European counterpart, The Rutabaga Tales contains no perfect princesses and evil witches.
Still, it has to be remembered that Sandburg was more than just a children's writer as he would win three Pulitzer Prizes: one for his biography of Abraham Lincoln and two for his poetry. Carl Sandburg continued to write until his death in North Carolina in 1967.
Narrator:
Now get ready to answer questions 12 through 17.
12.
What is the main topic of this lecture?
13.
What is stated in the conversation about Sandburg's life before he began writing?
14.
Listen again to part of the conversation.
Then answer the question.
Student 1: I heard that he travelled by train. I mean, jumped inside open freight cars on trains without paying like the used to do around that time. Weren't the people who did that called hobos?
Professor: Yes, though Sandburg wouldn't make it his life's calling. He rode trains all across the middle of America for a few years and when he returned to Galesburg, he enlisted in the army during the Spanish-American War.
What does the professor mean when he says this:
Professor: Yes, though Sandburg wouldn't make it his life's calling.
15.
Which of the following are discussed in the lecture?
16.
What will the professor most likely talk about next?
17.
What point is made in the lecture about America's society and people in the early 20th century?
Listening 4
Narrator:
Questions 18 through 23. Listen to a conversation between two university students.
James: Hey there Beth. I was wondering if you were headed to the job fair coming up this weekend.
Beth: Absolutely. If I don't find some kind of work after the end of Summer, I'm going to be completely strapped for cash next semester. You going, too?
James: Well, I don't think I'm as desperate as you to get a job because I worked part-time through this semester and I guess my old job in my hometown is waiting for me between now and September. Still, I do need to start looking for something in my field. I can't work in my dad's shop forever with a business degree under my belt.
Beth: What's your dad do?
James: He has a hardware store, and as much as I know he'd love for me to end up there and take it over, he's finally realized that I want to do other things after I graduate. I mean, it's a great business, but I see myself running my own international business one day.
Beth: I'm sure there will be a lot of choices at the job fair. I saw a list of the companies that are coming and it looks quite impressive.
James: Yeah. I saw that, too. I have a couple in mind already I absolutely must talk to.
Beth: Have you ever thought about working with your dad's store and trying to turn it into something bigger? I mean, you could expand and perhaps grow into an international market with what you'll learn at school.
James: I had thought about that a little bit, but I suppose I've just worked there for so many years growing up that I need to try something else first. Also, there's a lot of physical work involved at his shop. I don't know that I want to be around that kind of manual labor forever.
Beth: Is your dad really ok with your decision not to be part of the family business?
James: Hmm. He seems to be. Look, we've had our heated discussions and I wouldn't say he's thrilled, but now at least he's pretty supportive and says I need to take whatever path I have to and see where it leads. Yet, I know in his heart he'll still hold out for me to work for him.
Beth: Which brings us back to the job fair. So, you want to find a career. Hopefully you'll get some information that will help you make a good decision. I've made about 8 different appointments starting at 10:00. How about you?
James: Oh. I didn't know we had to make appointments.
Beth: You don't, but it guarantees that you can see the companies you want to. Most of them take appointments and will have staff to answer individual questions. If it's like last year, it'll be really crowded.
James: Well, I don't know if I'll have time, so I may just risk it and see what's available when I get there. You definitely sound a lot more organized than I am.
Beth: Show some initiative! There's still time if you want to book with some companies.
James: I'll see how it goes today. Anyway, I have to get to class. See you at the fair I guess.
Beth: For sure!
Narrator:
Now get ready to answer questions 18 through 23.
18.
Why is the female student so serious about going to the job fair?
19.
What is stated in the conversation about the male student's job situation?
20.
Listen again to part of the conversation.
Then answer the question.
James: Well, I don't think I'm as desperate as you to get a job because I worked part-time through this semester and I guess my old job in my hometown is waiting for me between now and September. Still, I do need to start looking for something in my field. I can't work in my dad's shop forever with a business degree under my belt.
What does the male student mean when he says this:
James: I can't work in my dad's shop forever with a business degree under my belt.
21.
Listen again to part of the conversation.
Then answer the question.
Beth: Is your dad really ok with your decision not to be part of the family business?
James: Hmm. He seems to be. Look, we've had our heated discussions and I wouldn't say he's thrilled, but now at least he's pretty supportive and says I need to take whatever path I have to and see where it leads. Yet, I know in his heart he'll still hold out for me to work for him.
Which sentence best expresses how the male student might feel about his father?
22.
Listen again to part of the conversation.
Then answer the question.
James: Well, I don't know if I'll have time, so I may just risk it and see what's available when I get there. You definitely sound a lot more organized than I am.
Beth: Show some initiative! There's still time if you want to book with some companies.
How does the female student seem to feel when she says this:
Beth: Show some initiative! There's still time if you want to book with some companies.
23.
What will the male student most likely do?
Listening 5
Narrator:
Questions 24 through 28. Listen to part of a lecture in a science class.
Professor: Surprisingly, the idea that cleanliness is extremely important in a hospital, especially while operating, has only been discussed over the last 100 years or so. Today, of course, one cannot imagine using equipment such as scalpels and needles without it being properly cleaned and sterilized so that all possible bacteria has been removed. If instruments like these are not cleaned, they need to be thrown away. First easy question. What can happen if proper precautions are not taken? Tom?
Student 1: Diseases could be spread from one patient to the next. I guess like AIDS or hepatitis or maybe it could even result in some kind of infection.
Professor: Yes, and death is even a possible consequence. The safest way to ensure this doesn't happen is for hospitals to use one-time items like needles, but for other items like scalpels, they use automated machines such as the autoclave. The autoclave is a pressurized, sealed unit that uses steam at over 120 degrees Celsius to neutralize unwanted substances from equipment which is placed inside. Some are quite small like the unit pictured here (beep - to indicate picture) while others are on a large industrial scale. Regardless of size, autoclaves use a very similar process to common stove-top pressure cookers that can be found in many homes. Most importantly, the autoclave must remain sealed. Why do you think that is?
Student 2: The pressure that builds up inside allows water to be heated above the boiling point, above 100 degrees Celsius. Water in an open pot can't get any hotter after it starts boiling.
Professor: Exactly, Renata. I hope everyone is paying attention to our star pupil here. At 90 degrees, water is starting to boil and is evaporating a great deal; however, the process of evaporation cools the remaining water such that the water can never really get above 105 degrees or so. With added pressure, the temperature of water can exceed its natural boiling point. This pressure is created by the evaporating water, which has nowhere to go and builds up inside the autoclave. Next, extreme heat, known as latent heat, built up in the super-hot steam is then transferred to the objects placed inside the autoclave and makes its way into the bacteria which need to be destroyed. To make sure there is no air trapped inside smaller areas of objects, some autoclaves have an added vacuum feature that can suck the air out entirely before the process begins. To ensure that the autoclave has done its job properly, three possible types of indicators are used. Chemical indicators will change color once the correct temperature has been reached while physical indicators will move the needle on a gauge like a thermometer. Biological indicators, on the other hand, consist of small containers of bacteria placed inside the autoclave. If they show no signs of germination, that is if the bacteria have not spread or reproduced themselves, the autoclave has been successful. (beep - to indicate return to initial picture)
Despite the effectiveness of the autoclave, professionals still rely on other tested techniques to assist in keeping things clean. Instruments are still washed in special soap and hot water before being placed inside, in the same way as many people rinse plates and bowls before placing them in a dishwasher.
Narrator:
Now get ready to answer questions 24 through 28.
24.
What is the subject of this lecture?
25.
According to the lecture, what can happen if proper cleaning and sterilization do not occur?
26.
Listen again to part of the conversation.
Then answer the question.
Student 2: The pressure that builds and the lack of evaporation allow water to be heated above the boiling point, 100 degrees Celsius. Water in an open pot can't get any hotter after it starts boiling.
Professor: Exactly, Renata. I hope everyone is paying attention to our star pupil here.
How does the professor seem to feel about the student's response when he says this:
Professor: Exactly, Renata. I hope everyone is paying attention to our star pupil here.
27.
In the talk, the speaker discusses how an autoclave works. Put these parts of the process in the correct order.
28.
Drag the appropriate result to the box below the type of indicator.
Listening 6
Narrator:
Questions 29 through 33. Listen to part of a lecture from a Social Science class.
Professor: Horses have been an important part of people's lives for centuries across so many different cultures, yet finding out when and where they were domesticated has been a difficult task. Although cave paintings show evidence of horses in early human's lives as far back as over 30,000 years ago through cave paintings, they were not really domesticated until much later, perhaps between the fifth and second millennium BC. While some evidence points at domestication around 3,600 BC in the area near modern day Kazakhstan, other data collected may indicate that this happened even earlier in Russia or the Ukraine after which the horses were moved into the Kazak steppes.
One reason for this inability to pin down an exact location or date is that no tangible evidence has been found in the form of saddles, riding gear or related artifacts; however, archaeologists have found some horse bones which hint that animals had been domesticated. The skeletons of these horses, when compared to other wild horses of the day, are much more slender and, therefore, more similar to modern horses. This would make the animals much more useful for the people of the time, who could have used them as a source of meat and milk as well as for physical labour. Marks on the horses' teeth are also possible indications of domestication and may mean that these horses had bridles or such devices placed in their mouths to help control them, as is done today. Unfortunately, all of this evidence doesn't absolutely point to domestication and could simply show proof that horses were kept in captivity. Evidence of horse manure or droppings that suggests horses were kept in enclosed areas, for example, doesn't necessarily show signs of domestication. Animals such as lions are kept in a zoo, yet no one would argue that they have been domesticated.
Overall, what it comes down to is how one wants to define domestication. Some experts believe that once an animal is bred in captivity it can truly be said to be domesticated. Others state that domestication is most likely a gradual process whereby some horses may have been raised perhaps almost as pets and eventually ridden. Archaeological evidence shows us that horses were definitely a part of human's lives as a source of food much earlier than was originally thought. What is unclear, however, is when the transition occurred between people using horses as food and using them for other purposes such as in our first definite evidence of domestication, pictures of horses pulling chariots around 2,000 BC. Unless more physical evidence can be found, we may never know for sure when this evolution from wild to tamed animal came about.
Narrator:
Now get ready to answer questions 29 through 33.
29.
What best expresses the main idea of this lecture?
30.
How were horses most likely used before being fully domesticated?
31.
Which of the following are used as possible evidence of horse domestication in the lecture?
32.
According to the lecture, are the following statements true (T) or false (F)?
33.
What do some experts say is the point at which an animal has become domesticated?
This is the end of the listening section.
Speaking
Speaking 1
See Speaking Section Directions
Narrator:
Question 1. Read the question. On a piece of paper, take notes on the main points of a response. Then respond to the question
Describe a subject in school that you found interesting. What interested you about it the most and why? Include details and examples to support your explanation.
You will have 15 seconds to prepare your response and 45 seconds to answer.
Speaking 2
Narrator:
Question 2. Read the question. On a piece of paper, take notes on the main points of a response. Then respond to the question
Do you agree or disagree with the following statement:
Governments should use more of their taxpayers' money to support the arts such as music or theatre.
Include details and examples to support your position.
You will have 15 seconds to prepare your response and 45 seconds to answer.
Speaking 3
Narrator:
Question 3. A University Board has decided to raise tuition. Read the email sent out to students. On a piece of paper, take notes on the main points of the reading passage.
Narrator:
Listen to a conversation between two students about the email.
Thomas: Hey Rebecca. You're in class a bit early. Class doesn't start for an hour and I thought I'd be the only one here.
Rebecca: Hi, Thomas. I was in the cafeteria, where I usually study before class, but it was so incredibly noisy today. I saw some signs they had about a demonstration they're organizing against the new tuition increases coming up next semester.
Thomas: Tuition increase?! Since when? I didn't know.
Rebecca: Really? There've been signs about it all over campus and I think we all got emails sent to our school accounts.
Thomas: I didn't see them. Didn't we just have an increase last year? This is totally unfair.
Rebecca: They decided not to cut programs instead, so I don't think it's all that bad. It's only a 2 percent increase.
Thomas: But I don't really use any programs on campus. Don't you think it would be fairer just to charge people more who want to use those extra services? It feels like I'm being penalized just because other people are choosing to use services I'm not.
Rebecca: Well, I use the gym and I belong to a university funded Literary Club, so I see the benefit of keeping things like that going. Besides, the increase is also designed to help keep class sizes low.
Thomas: I guess that's one good thing about it. They have been getting bigger lately and I was wondering how big they'd let them get.
Rebecca: The other part of the email was about freezing staff salaries. I think that's at all faculty levels, too. I mean, I can't think of any other time or at another school where they've been willing to do that.
Thomas: Really? It does seem unusual. Hey, what time is that demonstration?
Rebecca: It's Friday at 2:00. Are you actually thinking of going?
Thomas: I am, but first I'd like to find out a bit more about this increase and what it'll mean to me. Maybe it's like you say, but I want to hear someone else's point of view.
Rebecca: In that case, you should get over to the cafeteria right away before class starts. I think they're still organizing.
Narrator:
Now answer the following question:
How do the students react to the information about the tuition increase? State their opinions and their reasons for holding those opinions.
You will have 30 seconds to prepare your response and 60 seconds to answer.
Speaking 4
Narrator:
Question 4. Now read the passage about early bicycles. On a piece of paper, take notes on the main points of the reading passage.
Narrator:
Now listen to a lecture on this topic in a Mechanical Engineering class.
Professor: As we can see from the reading, the first bicycles were only barely recognizable compared to today's machines. It wasn't until the 1860's that a pedal and crank system was added, yet, despite their initial popularity, these were heavy machines that proved difficult to steer. An all metal machine called the "penny-farthing" was finally developed in the 1870's by British engineer James Starley, and this became the first of these creations to be referred to as a bicycle, meaning, of course, "two wheels". Although this was the first model to have easier riding rubber tires, the front one was much, much larger than the small rear tire, which made the bike very difficult to get onto and steer.
Engineers, including Starley, continued working on making bicycles safer, and a decade later came up with a design which is more recognizable today. The 1880's saw the Starley Rover unveiled with two wheels the same size and a seat directly above two pedals between them. This bike also included a chain that connected to the rear tire. By the 1890's and in part because of all the improved road systems built to accommodate another new machine, the ever-expanding automobile, there was a bicycle craze that swept over Europe and throughout the world. Bikes would continue to develop and many features were added such as suspension, air-filled tires, changeable gears and new, more effective braking systems.
Narrator:
Now answer the following question:
What does the speaker say about how the designs of early bicycles evolved?
You will have 30 seconds to prepare your response and 60 seconds to answer.
Speaking 5
Narrator:
Question 5. Listen to a conversation between a student and her advisor.
Abigail: Mr. Simpson, have you got a moment?
Advisor: Sure thing Abigail.
Abigail: It's about credit hours for my Business degree. I'm really not sure that I have enough to actually graduate, or at least not the ones I need.
Advisor: What do you mean?
Abigail: I thought I only needed one more required class, Economics 435? Well, I didn't see before that it had a prerequisite. I need Economics 301 and I haven't taken it yet. And this is my last semester coming up.
Advisor: Why not take them together. You can actually take economics 301 as a co-requisite if your grades are good enough, which they are.
Abigail: Really? I didn't realize that. It's a possibility, but the problem is I was hoping to take another elective course, an accounting course, because I heard it really helps in getting a job. I'd hate to miss that one if it means no work after I graduate.
Advisor: Well, why don't you have any room left in your schedule now for another course.
Abigail: I took a few too many electives early on that I didn't really need, so now I'm stuck with mainly required courses.
Advisor: You are in a bit of trouble. Well, another option, if you have time, is to take the prerequisite now and Economics 435 over the Summer after you finish this semester. You can still graduate at the end of the next semester because we have a Summer session Graduation option.
Abigail: Uhh. I have a job all lined up over the Summer. I don't know if I'd have the time. It just seems so difficult now.
Advisor: Well, you did create the problem, but there are ways out of it. It will just take some sort of sacrifice from you.
Abigail: You're right. Thanks a lot Mr. Simpson
Advisor: You're welcome Abigail. Let me know what you decide.
Narrator:
Now answer the following question:
The student discusses two possible solutions to her problem with her advisor. Describe the problem and the two solutions given. Then state which of the two solutions you prefer and explain why.
You will have 20 seconds to prepare your response and 60 seconds to answer.
Speaking 6
Narrator:
Question 6. Listen to part of a university lecture in a Biology class.
Professor: We've looked at unusual mammals the past few classes, in particular, marsupials like kangaroos and koalas. The smallest subclass, however, are know as monotremes, the best-known of which are the odd looking duck-billed platypus and the spiny anteater, or echidna. Although fossil records show they used to be quite widespread, monotremes are now restricted to Australia and New Guinea.
Just like other mammals, they are covered in fur and have a heart that has four separate chambers As they they evolved, however, they split away and developed a set of interesting, non-mammal-like characteristics. One of the main differences is that monotremes excrete, that is remove waste from their bodies, from a single hole. Another dissimilarity is they have very low metabolic rates (the amount of energy they need to use to survive). Most surprisingly though, they lay eggs rather than give birth to live babies.
These animals are also quite unique in appearance, especially the platypus. It's so unusual looking that many naturalists in the late 1700's actually believed it was a fake created as some kind of joke. Imagine seeing it for the first time. It actually does look like someone simply stuck together the parts of a duck and a beaver like a jig-saw puzzle. Its duck-like mouth is, however, a very sensitive instrument which it uses to locate food in the dirty water where it lives. It's thick fur is resistant to water and it is an excellent swimmer because of its webbed feet and wide, beaver-like tail.
The echidna, on the other hand, is a completely different looking animal. Unlike the dirty water where the platypus calls home, it lives in forests and uses its powerful claws to dig for insects such as ants or termites. Similar to other anteaters, its mouth is extended and toothless and contains a long, sticky tongue. Like another spike-covered animal, the hedgehog, they will roll into a ball when danger is around.
Narrator:
Now answer the following question:
Using points and examples from the talk, explain how the platypus and echidna are similar and yet quite different types of monotremes.
You will have 20 seconds to prepare your response and 60 seconds to answer.
This is the end of the speaking section
Writing
Writing 1
See Writing Section Directions
Narrator:
Read the passage about solar power. On a piece of paper, take notes on the main points of the reading passage.
Now listen to part of a lecture on the topic you just read about.
Professor: After reading about all the benefits of solar power, you probably think that this sounds great, maybe too great. Too good to be true? Well, on first inspection it does seem to be the solution to many of our world's energy problems. Of course, when we look deeper, there are some rather significant problems with generating electricity from the Sun.
First of all, there is no denying that solar power is environmentally friendly. There are no major side effects to the environment, except for the land needed to lay out the flat solar cells which do the work. It is clean and effective.
Where the problem begins, however, is when we look at the "unlimited supply" argument. True, the Sun will be around long after you, I or thousands of generations have lived and died, but how much sunlight is needed to produce energy? Quite a lot, actually, and there is an incredible dependence on the Sun shining brightly for long periods of time for this to work. Well, as those of us living in the United States and Europe can confirm, this is not a completely reliable event. Atmospheric pollution, cloud cover and most importantly, darkness at night can make solar power quite ineffective or even impossible. Try getting a sun-tan during a rain or snow storm. The solution to this problem is expensive battery back-ups, which only adds to the total set-up costs.
This brings us to our second major problem: cost. True, solar power cheaply produces electricity as long as the Sun shines and requires no extra fuel to make this happen. However, the initial purchase and installation costs for solar power systems are so high that it could take quite a while, years in some cases, to see any savings from even the smallest of these systems. Few city or state governments may be willing to invest the huge sums needed to begin large scale solar projects when cheap, effective technologies exist that are able to do the job despite their environmental drawbacks.
It's true that as technology progresses, it becomes more cost effective, and perhaps in the near future, solar power systems will be cheaper to install and more reliable regardless of weather or season. Perhaps in time, the extremely high potential of this energy source can be properly exploited.
Narrator:
Now answer the following question:
Summarize the points made in the lecture you just heard, explaining how they challenge points made in the reading about solar power.
Writing 2
Narrator:
Read the question. Take notes on the main points of a response then write your response.
Do you agree or disagree with the following statement:
People can be equally successful in life whether or not they receive a formal university education.
Use specific reasons and details to support your response.
This is the end of the test.
