PART 1: READING 1.1 Reading 1 Read the passage. Then choose the correct answers. 1 The human societies that have the fewest social divisions are known as hunting and gathering societies. As the name implies, these groups depend on hunting and gathering for their survival. In some, the men hunt animals and the women gather plants. In others, both men and women (and children) gather plants, the men hunt large animals, and both men and women hunt small animals. Beyond this basic division of labor by sex, there are few social divisions. The groups usually have a shaman, an individual thought to be able to influence spiritual forces, but shamans, too, must help obtain food. 2 In addition to sex, the major unit of organization within the group is the family. Most members of the group are related by shared ancestors or marriage. Because the family is the only social structure in these societies, it performs many functions that in modern societies are divided among different institutions. Thus, the family distributes food to its members, educates its children (especially in food skills), gives medicine to the sick, and so on. 3 Hunting and gathering groups remain small because they must rely on food that grows naturally (they do not plant crops; they only gather what is already there). Once they have gathered the food from an area, they must move to another place to find more food. They usually consist of only 25 to 40 people. They place a high value on food sharing, which is essential to their survival. Some groups run a high risk of having their food supply destroyed by disease, bad weather, fire, or some other natural disaster. 4 Hunters and gatherers are the most equal of all societies. Because the food that they hunt and gather cannot be preserved or stored, the people cannot accumulate possessions. Thus, no one becomes wealthier than anyone else. There are no rulers, and most decisions are arrived at through discussion. Because their needs are basic and they do not accumulate possessions, hunters and gatherers have the most leisure time of all human groups. 5 All human groups were once hunters and gatherers, and until several hundred years ago, such societies were common. Their way of life ended when other groups took over the areas on which they depended for their food. Today only a few remain, such as the Pygmies of central Africa, the San of the Namibian desert, and the Aborigines of Australia. Copyright 2010 by Educational Testing Service. Permission granted to reproduce for classroom use. 2
1. According to paragraph 1, in hunting and gathering societies, social divisions are mainly based on. a. different responsibilities for finding food b. how many possessions a person has c. the size of a person s family d. the ability to influence spiritual forces 2. According to the text, in hunting and gathering societies, the most important social structure is. a. education b. government c. family d. religion 3. In paragraph 3, which of the following qualities does the author say is very important to people in hunting and gathering societies? a. creativity b. courage c. individuality d. sharing 4. According to paragraph 4, people in hunting and gathering societies CANNOT. a. store food for future use b. make decisions as a group c. meet their basic needs d. enjoy very much leisure time 5. In paragraph 4, the word possessions is closest in meaning to. a. knowledge b. property c. sickness d. relationships 6. It can be inferred from the passage that hunting and gathering societies. a. were limited in the past to Africa and Australia b. no longer exist c. are the oldest form of human society d. easily coexist with farming societies Copyright 2010 by Educational Testing Service. Permission granted to reproduce for classroom use. 3
1.2 Reading 2 Read the passage. Then choose the correct answers. 1 What Are the Results of Interactions Between Predators and Their Prey? Predators are animals that kill and eat other organisms. The organisms that predators eat are called prey. Ecologists sometimes include herbivorous animals (animals that eat plants) in the general category of predators because herbivores can have a major influence on the size and distribution of plant populations. Here we will define predation in its broadest sense to include the cow that eats grass, the zebra mussel that eats microscopic algae, the goby fish that eats the zebra mussel, and the bat that eats a moth. Most predators are either larger than their prey, or they are smaller and hunt collectively, as wolves do when bringing down an elk. Predators are generally less abundant than their prey. 2 Predator-Prey Interactions Shape Evolutionary Adaptations To survive, predators must eat and prey must avoid becoming food. Therefore, predator and prey populations exert intense environmental pressure on one another, resulting in coevolution. As prey become more difficult to catch, predators must become more adept at hunting. Coevolution has given the mountain lion sharp claws, and it has given the fawn the mountain lion hunts the behavior of lying still as it awaits its mother. It has produced the keen eyesight of the hawk and the earthy camouflage coloration of its small mammal prey. Coevolution of predators and prey has also given rise to the bright colors of the poison arrow frog and the coral snake. In the next section, we examine an example of the evolutionary results of predator-prey interactions. 3 Some Predators and Prey Have Evolved Counteracting Behaviors Bat and moth adaptations provide an excellent example of how both physical structures and behaviors are molded by coevolution. Both bats and moths are nocturnal (they are quiet during the day and active at night), and bats hunt moths as prey. Bats have evolved a system for sensing their surroundings at night, called echolocation. In echolocation, bats emit very high-pitched and high-frequency sound pulses that only they can hear. The bats navigate and hunt by listening to the sound as it reflects off surrounding surfaces and then by interpreting the returning echoes as a mental image. In response, some species of moths have evolved simple ears (most insects do not have ears) that are able to detect the sounds that bats use in echolocation. When they hear a bat, these moths change their flying patterns, flying erratically or dropping to the ground. The bats, in turn, have evolved the ability to change their sound pulses to a range that the moths cannot hear. Some moths have evolved a way to interfere with the bats echolocation by producing their own highfrequency clicks. In response, when hunting a clicking moth, a bat may turn off its own sound pulses temporarily and locate the moth by following the moth s clicks. Copyright 2010 by Educational Testing Service. Permission granted to reproduce for classroom use. 4
7. In paragraph 1, which organism is mentioned to show that an organism can be either predator or prey, depending on the situation? a. the cow b. the zebra mussel c. the wolf d. the elk 8. In paragraph 1, the use of the word collectively means that wolves hunt. a. in a group b. in disguise c. using surprise d. only one species of prey 9. Which of the following statements defines coevolution? a. Evolutionary change in one species results in evolutionary change in another species. b. Two species develop similar structures and behaviors at the same time. c. One species becomes completely dependent on another species to survive. d. A prey species evolves to become a predator species. 10. According to paragraph 3, echolocation is the use of sound to. a. confuse or stun prey b. imitate other animals c. find objects in space d. warn prey that a predator is near 11. According to paragraph 3, which ability did bats develop in response to the development of simple ears in moths? a. the ability to locate other types of prey b. the ability to hunt during the day c. the ability to imitate the moth s sound pulses d. the ability to change the frequency of the sound pulses they emit 12. The phrase interfere with in paragraph 3 is closest in meaning to. a. listen to b. disturb c. control d. find Copyright 2010 by Educational Testing Service. Permission granted to reproduce for classroom use. 5
1.3 Reading 3 Read the passage. Then choose the correct answers. 1 The Aral Sea is a large, freshwater lake that lies on the border between Uzbekistan and Kazakhstan in central Asia. The setting is the Turkistan desert, a middle-latitude desert in the rain shadow of Afghanistan s high mountains. In this region of interior drainage, two large rivers, the Amu Darya and the Syr Darya, carry water from the mountains of northern Afghanistan across the desert to the Aral Sea. Water leaves the sea by evaporation. Consequently, the total volume of the water body is a function of the balance between river inflow and evaporation. 2 In 1960 the Aral Sea was one of the world s largest inland water bodies, covering an area of approximately 68,000 square kilometers (26,000 square miles). By the year 2000 the area covered by the Aral Sea had become less than half its 1960 size, its volume reduced by 80 percent. By about 2010 all that will remain will be three shallow remnants. 3 What caused the Aral Sea to evaporate over the past 40 years? As recently as 1965, the Aral Sea received about 50 cubic kilometers (12 cubic miles) of fresh water per year. By the early 1980s this number had declined to nearly zero. The reason was that the waters of the Amu Darya and Syr Darya had been diverted to supply a major expansion of irrigated agriculture in this dry realm. 4 The intensive irrigation has greatly increased agricultural productivity, but not without significant costs. The deltas of the two major rivers have lost their wetlands, and wildlife has disappeared. The once thriving fishing industry has been eliminated, and the 24 species of fish that once inhabited the Aral Sea are no longer there. The shoreline is now tens of kilometers from the towns that were once fishing centers. 5 The shrinking sea has exposed millions of acres of former seabed to sun and wind. The surface is covered with salt and agrochemicals brought by the rivers. Strong winds routinely pick up thousands of tons of newly exposed materials every year and deposit them throughout the region. This process has not only contributed to a significant reduction in air quality for the region s population, but has also appreciably reduced crop yields due to the deposits of salt-rich sediments on farmable land. 6 The shrinking Aral Sea has had a noticeable impact on climate. Without the moderating effect of a large water body, there are greater extremes of temperature, a shorter growing season, and reduced local precipitation. These changes have caused many farms to switch from growing cotton to growing rice, which demands even more diverted water. Copyright 2010 by Educational Testing Service. Permission granted to reproduce for classroom use. 6
7 Environmental experts agree that the current situation cannot be sustained. Could this crisis be reversed if enough fresh water were once again to flow into the Aral Sea? Prospects appear grim. Experts estimate that restoring the Aral Sea to about twice its present size would require stopping all irrigation from the two major rivers for 50 years. This cannot be done without ruining the economies of the countries that rely on that water. 13. The word consequently in paragraph 1 is closest in meaning to. a. as a result b. fortunately c. at the same time d. previously 14. Look at the four boxes [ ] in the excerpt from the reading passage. Where in the passage could the following sentence be added? Only the Caspian Sea, Lake Superior, and Lake Victoria exceeded its size. Write the letter of the box here:. [A] In 1960 the Aral Sea was one of the world s largest inland water bodies, covering an area of approximately 67,000 square kilometers (26,000 square miles). [B] By the year 2000 the area covered by the Aral Sea had become less than half its 1960 size, its volume reduced by 80 percent. [C] By about 2010 all that will remain will be three shallow remnants. [D] 15. Why did the Aral Sea begin to shrink? a. Precipitation falling on the Afghan mountains decreased. b. Climate changes caused the rate of evaporation to increase. c. Water was diverted from the inflowing rivers for farming. d. Precipitation in the Turkistan desert decreased. 16. According to paragraph 5, why have crop yields been reduced on the land surrounding the Amu Darya and the Syr Darya? a. The Aral Sea no longer provides the land with fresh water for irrigation. b. The farmers have stopped using chemical fertilizers. c. The salt content of the soil has increased. d. Erosion due to wind has increased. Copyright 2010 by Educational Testing Service. Permission granted to reproduce for classroom use. 7
17. The word routinely in paragraph 5 is closest in meaning to. a. forcefully b. necessarily c. unfortunately d. regularly ) 18. According to paragraph 6, what is one reason why many farms have begun to grow rice instead of cotton? a. Rice requires less water. b. Rice is cheaper to grow. c. Rice needs a shorter growing season. d. Rice has less impact on climate. Copyright 2010 by Educational Testing Service. Permission granted to reproduce for classroom use. 8
PART 2: LISTENING 2.1 Listening 1 Listen to part of a lecture in a marine biology class. Then choose the correct answers. You may use your notes to help you answer. 19. What does the professor mainly discuss? a. The two primary sources of salt in seawater b. Natural processes that contribute to the composition of seawater c. The wide variety of minerals found in seawater d. Why the composition of seawater has changed over time 20. According to the professor, what are two sources for the minerals found in the world s oceans? (Choose 2 answers.) a. volcanic eruptions b. rocks c. rainfall d. polar ice 21. Why does the professor talk about oceans in the polar regions? a. To show the relationship between rainfall and ice formation b. To show that the salt content in some oceans can change c. To show that chemicals other than salt are also present in seawater d. To give an example of oceans that are well mixed 22. Listen again to part of the lecture. Then answer the question. Why does the professor say this? a. To stress that students should remember the exact number b. To acknowledge that many experts think the percentage is higher c. To admit that the percentage is very small d. To suggest that the amount of minerals in seawater is significant Copyright 2010 by Educational Testing Service. Permission granted to reproduce for classroom use. 9
2.2 Listening 2 Listen to part of a lecture in an elementary education class. Then choose the correct answers. You may use your notes to help you answer. 23. What is the lecture mainly about? a. Two similar models for elementary education b. Current research on the approaches of Montessori schools c. Methods for teaching children who have learning disabilities d. Montessori s contribution in transforming elementary education 24. What problems did Montessori identify about the school systems of her time? (Choose 2 answers.) a. Teachers were not strict enough. b. Teaching methods were not effective. c. The classroom environment was not suitable for small children. d. Children were asked to do too much work without supervision. 25. Why was Montessori s professional background important? a. It caused her to question the radical approaches of teachers. b. It caused her to increase parent involvement at schools. c. It gave her access to different types of elementary schools. d. It gave her access to children who needed help. 26. Listen again to part of the lecture. Then answer the question. Why does the professor say this? a. To agree that Montessori s reasoning was not clear in the past b. To find out whether or not the students understand a point c. To emphasize the difference between historic and contemporary perspectives d. To point out a problem with Montessori s original theory Copyright 2010 by Educational Testing Service. Permission granted to reproduce for classroom use. 10
2.3 Listening 3 Listen to part of a lecture in a film history class. Then choose the correct answers. You may use your notes to help you answer. 27. What is the main purpose of the lecture? a. To provide an introduction to a movie b. To point out the differences between a novel and a movie c. To explain why particular themes are found in both a novel and a movie d. To explain why a novel was controversial in the past 28. What point does the professor make when she talks about actors visiting a migrant labor camp? a. The Grapes of Wrath was not made in Hollywood. b. The director tried to make The Grapes of Wrath realistic. c. The actors in The Grapes of Wrath were not professionals. d. There are many similarities between the book and movie versions of The Grapes of Wrath. 29. What does the professor imply about the movie version of The Grapes of Wrath? a. It was more popular than the novel. b. It was not as believable as the novel. c. It was more controversial than the novel. d. It did not make its points as effectively as the novel did. 30. What are two themes in The Grapes of Wrath mentioned by the professor? (Choose 2 answers.) a. The unity of the family b. The prevention of ecological disasters c. The weaknesses of the American economic system d. Improvements in the lives of migrant farm workers Copyright 2010 by Educational Testing Service. Permission granted to reproduce for classroom use. 11
PART 3: WRITING Use the space below to respond to the question. Write as much as you can in the time allowed. You should state, explain, and support your answer. Your response will be scored on: whether your answer is supported grammar vocabulary organization Do you prefer to be alone in your free time or do you prefer to be with other people in your free time? Use specific reasons to support your choice. Copyright 2010 by Educational Testing Service. Permission granted to reproduce for classroom use. 12