Toefl iBT

Test of 4 hours duration

Test Format
Test Section Number of Questions Timing
Reading 35 passages, 1214 questions each 60100 minutes
Listening 46 lectures, 6 questions each 6090 minutes
23 conversations, 5 questions each
R!"# 10 minutes
$pea%ing 6 tas%s& 2 independent and 4 integrated 20 minutes
'riting 1 integrated tas% 20 minutes
1 independent tas% 30 minutes
Reading Section
Purpose of reading:
1- Reading to (ind in(ormation&
) !((ective scanning te*t (or the %e+ (acts and important in(ormation,
) -ncreasing reading (luenc+ and rate,
2) .asic comprehension &
) /nderstanding the general topic or main idea , ma0or points important (acts and details
voca.ular+ in conte*t, and pronoun re(erences 1The nouns that pronouns refer to in a
passage).
- Making interferences about what is implied in a passage.
3- reading to learn:
- recognizing the organization and purpose of a passage
- understanding relationships between ideas
- organizing information into a category chart or a summary in order to recall major
points details.
- interfering how ideas throughout the passage connect.
Reading Section Format
ength of !ach Passage Number of Passages and Questions Timing
"ppro*imatel+ 200 3ords 35 passages, 1214 questions per passage,60 100 minutes,
ll T!"#$ passages are classified into three
basic categories based on author purpose: %&) "'position( %)) rgumentation( and
%3) *istorical
+ommon types of organization you should be able to recognize are
classification
comparison,contrast
cause,effect
problem,solution.
T"!F Reading Question T#pes
Basic $nformation and $nferencing %uestions 111 to 13 questions per set4
1, 5actual -n(ormation questions 13 to 6 questions per set4
2, 6egative 5actual -n(ormation questions 10 to 2 questions per set4
3, -n(erence questions 10 to 2 questions per set4
4, Rhetorical 7urpose questions 10 to 2 questions per set4
5, 8oca.ular+ questions 13 to 5 questions per set4
6, Re(erence questions 10 to 2 questions per set4
2, $entence $impli(ication questions 10 to 1 question per set4
9, -nsert :e*t question 10 to 1 question per set4
Reading to earn %uestions 11 per set4
9, 7rose $ummar+
10, 5ill in a :a.le
:+pe 1& (actual in(ormation questions&
-n(ormation 1(acts, details, de(initions4are e*plicitl+ stated on the passage,
#actual information -uestions are often phrased in one of these ways:
- ccording to the paragraph( which of the following is true of ./
- The author0s description of . mentions which of the following/
- ccording to the paragraph( . occurred because . . .
- ccording to the paragraph( . did 1 because . . .
- ccording to the paragraph( why did . do 1/
- The author0s description of . mentions which of the following/
P&SS&'! !()!RPT: ;, , , $culptures must, (or e*ample, .e sta.le, 3hich requires an
understanding o( the properties o( mass, 3eight distri.ution, and stress, 7aintings must
have rigid stretchers so that the canvas 3ill .e taut, and the paint must not deteriorate,
crac%, or discolor, :hese are pro.lems that must .e overcome .+ the artist .ecause the+
tend to intrude upon his or her conception o( the 3or%, 5or e*ample, in the earl+ -talian
Renaissance, .ron<e statues o( horses 3ith a raised (oreleg usuall+ had a cannon.all
under that hoo(, :his 3as done .ecause the cannon.all 3as needed to support the
3eight o( the leg, -n other 3ords, the demands o( the la3s o( ph+sics, not the sculptor=s
aesthetic intentions, placed the .all there, :hat this device 3as a necessar+ structural
compromise is clear (rom the (act that the cannon.all quic%l+ disappeared 3hen
sculptors learned ho3 to strengthen the internal structure o( a statue 3ith iron .races
1iron .eing much stronger than .ron<e4 , , , ;
"ccording to paragraph 2, sculptors in the -talian Renaissance stopped using cannon.alls
in .ron<e statues o( horses .ecause
_ the+ .egan using a material that made the statues 3eigh less
_ the+ (ound a 3a+ to strengthen the statues internall+
_ the aesthetic tastes o( the pu.lic had changed over time
_ the cannon.alls added too much 3eight to the statues
!*planation
The -uestion tells you to look for the answer in paragraph ). You do not need to
skim the entire passage to find the relevant information.
+hoice & says that sculptors stopped putting cannonballs under the raised
legs of horses in statues because they learned how make the statue weigh less
and
not re-uire support for the leg. The passage does not mention making the
statues
weigh less2 it says that sculptors learned a better way to support the weight.
+hoice 3 says that the change occurred only because people0s taste changed(
meaning that the cannonballs were ne3er structurally necessary. That directly
contradicts the passage. +hoice 4 says that the cannonballs weakened the
structure
of the statues. This choice also contradicts the passage. +hoice ) correctly
identifies the reason the passage gi3es for the change: sculptors de3eloped a
way
to strengthen the statue from the inside( making the cannonballs physically
unnecessary.
:+pe 2& negative (actual in(ormation questions&
:he+ as% +ou 3hat in(o is true and 3hat in(o is 6>: true or not included in the passage,
?uestions such as&
- ccording to the passage( which of the following is 5!T true of ./
- The author0s description of . mentions all of the following ".+"6T.
Tips:
&- #irst you need to check carefully the passage more than #actual information
-uestion. The three choices that are mentioned in the passage may be spread
across a paragraph or se3eral paragraphs.
)- the correct answer is either directly contradicts one or more statement in the
passage or is not mentioned at all.
!*ample :
P&SS&'! !()!RPT: ;:he /nited $tates in the 1900=s 3as (ull o( practical, hard3or%ing
people 3ho did not consider the arts@(rom theater to painting@use(ul occupations, -n
addition, the pu.lic=s attitude that !uropean art 3as .etter than "merican art .oth
discouraged and in(uriated "merican artists, -n the earl+ 1900=s there 3as a strong
(eeling among artists that the /nited $tates 3as long overdue in developing art that did
not reproduce !uropean traditions, !ver+.od+ agreed that the heart and soul o( the ne3
countr+ should .e re(lected in its art, ut opinions di((ered a.out 3hat this art 3ould .e
li%e and ho3 it 3ould develop,A
"ccording to paragraph 1, all o( the (ollo3ing 3ere true o( "merican art in the late
1900=s and earl+ 1900=s !BC!7:&
_ Dost "mericans thought art 3as unimportant,
_ "merican art generall+ copied !uropean st+les and traditions,
_ Dost "mericans considered "merican art in(erior to !uropean art,
_ "merican art 3as ver+ popular 3ith !uropean audiences,
!*planation
7ometimes in 5egati3e #actual 8nformation -uestions( it is necessary to check
the entire passage in order to make sure that your choice is not mentioned.
*owe3er(
in this e'ample( the -uestion is limited to one paragraph( so your answer
should be based just on the information in that paragraph. +hoice & is a
restatement
of the first sentence in the paragraph: since most mericans did not think
that the arts were useful occupations( they considered them unimportant. +hoice
) makes the same point as the third sentence: 9. . . the :nited 7tates was long
o3erdue in de3eloping art that did not reproduce "uropean traditions; means
that up to this point in history( merican art did reproduce "uropean traditions.
+hoice 3 is a restatement of the second sentence in the paragraph: merican
artists were frustrated because of 9the public0s attitude that "uropean art was
better
than merican art. . . .; +hoice 4 is not mentioned anywhere in the paragraph.
<ecause you are asked to identify the choice that is 5!T mentioned in the
passage
or that contradicts the passage( the correct answer is choice 4.
Type 3: interference question
8t measures the ability to comprehend an argument that is implied but not
e'plicitly stated in the te't.
- =hich of the following can be inferred about ./
- The author of the passage implies that . . . .
- =hich of the following can be inferred from paragraph & about ./
Tips:
- Make sure your answer does not contradict the main idea of the passage.
- >on0t choose an answer just because it seems important or true. The correct
answer must be inferable from the passage.
- 1ou should be able to defend your choice by pointing to e'plicitly stated
information in the passage that leads to the inference you ha3e selected.
P&SS&'! !()!RPT: ;, , , :he nineteenth centur+ .rought 3ith it a .urst o( ne3 discoveries
and inventions that revolutioni<ed the candle industr+ and made lighting availa.le
to all, -n the earl+)to)mid)nineteenth centur+, a process 3as developed to re(ine tallo3
1(at (rom animals4 3ith al%ali and sul(uric acid, :he result 3as a product called stearin,
$tearin is harder and .urns longer than unre(ined tallo3, :his .rea%through meant that it
3as possi.le to ma%e tallo3 candles that 3ould not produce the usual smo%e and rancid
odor, $tearins 3ere also derived (rom palm oils, so vegeta.le 3a*es as 3ell as animal
(ats could .e used to ma%e candles , , , ;
'hich o( the (ollo3ing can .e in(erred (rom paragraph 1 a.out candles .e(ore the
nineteenth centur+E
_ :he+ did not smo%e 3hen the+ 3ere .urned,
_ :he+ produced a pleasant odor as the+ .urned,
_ :he+ 3ere not availa.le to all,
_ :he+ contained sul(uric acid,
!*planation
8n the first sentence from the e'cerpt the author says that 9new disco3eries and
in3entions; made 9lighting a3ailable to all.; The only kind of lighting discussed in
the passage is candles. 8f the new disco3eries were important because they
made
candles a3ailable to all( we can infer that before the disco3eries( candles were
not
a3ailable to e3eryone. Therefore( choice 3 is an inference about candles we can
make from the passage. +hoices & and ) can be eliminated because they
e'plicitly
contradict the passage %9the usual smoke; and 9rancid odor;). +hoice 4 can be
eliminated because sulfuric acid was first used to make stearin in the nineteenth
century( not before the nineteenth century.
Type 4: Rhetorical purpose question

1ou are asked why the author presented a particular piece of information in a
particular place or manner.
7ometimes you will be asked to identify the relation of one paragraph to the
other. #or instance( the second paragraph may gi3e e'amples to support a
statement in the first paragraph.
"'amples:
- The author discusses . in paragraph ) in order to . . .
- =hy does the author mention ./
- The author uses . as an e'ample of . . .
Tips:
- ?now the definitions of these words or phrases( which are often used to
describe different kinds of rhetorical purposes: 9definition(; 9e'ample(;
9to illustrate(; 9to e'plain(; 9to contrast(; 9to refute(; 9to note(; 9to criticize(;
9function of.;
- @hetorical 6urpose -uestions usually do not ask about the o3erall organization
of the reading passage. 8nstead( they typically focus on the logical
links between sentences and paragraphs.
P&SS&'! !()!RPT: ;, , , $ensitivit+ to ph+sical la3s is thus an important consideration
(or the ma%er o( applied)art o.0ects, -t is o(ten ta%en (or granted that this is also true (or
the ma%er o( (ine)art o.0ects, :his assumption misses a signi(icant di((erence .et3een
the t3o disciplines, 5ine)art o.0ects are not constrained .+ the la3s o( ph+sics in the
same 3a+ that applied)art o.0ects are, ecause their primar+ purpose is not (unctional,
the+ are onl+ limited in terms o( the materials used to ma%e them, $culptures must, (or
e*ample, .e sta.le, 3hich requires an understanding o( the properties o( mass, 3eight
distri.ution, and stress, 7aintings must have rigid stretchers so that the canvas 3ill .e
taut, and the paint must not deteriorate, crac%, or discolor, :hese are pro.lems that must
.e overcome .+ the artist .ecause the+ tend to intrude upon his or her conception o( the
3or%, 5or e*ample, in the earl+ -talian Renaissance, .ron<e statues o( horses 3ith a
raised (oreleg usuall+ had a cannon.all under that hoo(, :his 3as done .ecause the
cannon.all 3as needed to support the 3eight o( the leg , , , ;
'h+ does the author discuss the .ron<e statues o( horses created .+ artists in the
earl+ -talian RenaissanceE
_ :o provide an e*ample o( a pro.lem related to the la3s o( ph+sics that a (ine
artist must overcome
_ :o argue that (ine artists are unconcerned 3ith the la3s o( ph+sics
_ :o contrast the relative sophistication o( modern artists in solving pro.lems related
to the la3s o( ph+sics
_ :o note an e*ceptional piece o( art constructed 3ithout the aid o( technolog+
!*planation
1ou should note that the sentence that first mentions 9bronze statues of horses;
begins 9#or e'ample . . .; The author is gi3ing an e'ample of something he has
introduced earlier in the paragraph. The paragraph o3erall contrasts how the
constraints of physical laws affect the fine arts differently from applied arts or
crafts. The fine artist is not concerned with making an object that is useful( so he
or she is less constrained than the applied artist. *owe3er( because e3en a
finearts
object is made of some material( the artist must take into account the physical
properties of the material. 8n the passage( the author uses the e'ample of the
bronze statues of horses to discuss how artists had to include some support for
the raised foreleg of the horse because of the physical properties of the bronze.
7o the correct answer is choice &.
Type 5: vocabulary questions:
!n the T!"#$ i<T( some words in the
passage that are unusual( technical( or ha3e special meanings in the conte't of
the topic are defined for you. 8f you click on the word in the passage( a definition
will appear in a bo'. 8n this book( words of this type are defined at the end of the
passage. 5aturally( words that are tested as 3ocabulary -uestions are not
defined
for you.
"'amples :
- The word . in the passage is closest in meaning to
- 8n the case of a phrase( the -uestion might be:
- 8n stating .( the author means that
Tips :
- the meaning as it is used in the passage. >o not choose an answer just because
it can be a correct meaning of the word2 understand which meaning the author is
using in the passage.
- @eread the sentence in the passage( substituting the word or phrase you
ha3e chosen. +onfirm that the sentence still makes sense in the conte't
of the whole passage.
P&SS&'! !()!RPT: ;-n the animal 3orld the tas% o( moving a.out is (ul(illed in man+
3a+s, 5or some animals locomotion is accomplished .+ changes in .od+ shape , , ,A
:he 3ord locomotion in the passage is closest in meaning to
_ evolution
_ movement
_ survival
_ escape
!*planation
Locomotion means 9the ability to mo3e from place to place.; 8n this e'ample( it is
a way of restating the phrase 9the task of mo3ing; in the preceding sentence. 7o
the correct answer is choice ).
P&SS&'! !()!RPT: ;$ome poisonous sna%e .ites need to .e treated immediatel+ or
the victim 3ill su((er paral+sis , , ,A
-n stating that the victim 3ill su((er paral+sis the author means that the victim 3ill
_ lose the a.ilit+ to move
_ .ecome unconscious
_ undergo shoc%
_ (eel great pain
!*planation
8n this e'ample( both the words tested from the passage and the possible
answers
are phrases. Paralysis means 9the inability to mo3e(; so if the poison from a
snake
bite causes someone to 9suffer paralysis(; that person will 9lose the ability to
mo3e.; The correct answer is choice &.
Type : reference questions:
@eferential relationships between words in the passage %pronouns( or which(
thisA).
The word . in the passage refers to
The four answer choices will be words or phrases from the passage. !nly one
choice is the word to which the highlighted word refers.
Tips :
b 8f the @eference -uestion is about a pronoun( make sure your answer is
the same number %singular or plural) and case %first person( second person(
third person) as the highlighted pronoun.
b 7ubstitute your choice for the highlighted word or words in the sentence.
>oes it 3iolate any grammar rules/ >oes it make sense/
!*amples P&SS&'! !()!RPT: ;, , , :hese la3s are universal in their application,
regardless o( cul )
tural .elie(s, geograph+, or climate, -( pots have no .ottoms or have large openings in
their sides, the+ could hardl+ .e considered containers in an+ traditional sense, $ince the
la3s o( ph+sics, not some ar.itrar+ decision, have determined the general (orm o(
applied)art o.0ects, the+ (ollo3 .asic patterns, so much so that (unctional (orms can var+
onl+ 3ithin certain limits , , , ;
:he 3ord the+ in the passage re(ers to
_ applied)art o.0ects
_ the la3s o( ph+sics
_ containers
_ the sides o( pots
!*planation
This is an e'ample of a simple pronoun-referent item. The highlighted word they
refers to the phrase 9applied-art objects(; which immediately precedes it( so
choice & is the correct answer.
!ften the grammatical referent for a pronoun will be separated from the
pronoun.
8t may be located in a preceding clause or e3en in the preceding sentence.
P&SS&'! !()!RPT: ;, , , :he (irst 3ee%l+ ne3spaper in the colonies 3as the oston
Fa<ette, esta.lished in 1219, the same +ear that mar%ed the appearance o( 7hiladelphia=s
(irst ne3spaper, the "merican Dercur+, 3here the +oung en0amin 5ran%lin
3or%ed, + 1260 oston had 4 ne3spapers and 5 other printing esta.lishmentsG
7hiladelphia, 2 ne3spapers and 3 other pressesG and 6e3 Hor%, 3 ne3spapers, :he distri.ution,
i( not the sale, o( ne3spapers 3as assisted .+ the esta.lishment o(
a postal service in 1210, 3hich had a net3or% o( some 65 o((ices .+ 1220, serving all
13 colonies , , ,A
:he 3ord 3hich in the passage re(ers to
_ distri.ution
_ sale
_ ne3spaper
_ postal service
!*planation
8n this e'ample( the highlighted word is a relati3e pronoun( the grammatical
subject of the relati3e clause 9which had a network of some BC offices . . .; The
relati3e clause is describing the postal ser3ice( so choice 4 is the correct answer.
P&SS&'! !()!RPT: ;, , , Roots anchor the plant in one o( t3o 3a+s or sometimes .+ a
com.ination o( the t3o, :he (irst is .+ occup+ing a large volume o( shallo3 soil
around the plant=s .ase 3ith a (i.rous root s+stem, one consisting o( man+ thin, pro(usel+
.ranched roots, $ince these %inds o( roots gro3 relativel+ close to the soil sur(ace,
the+ e((ectivel+ control soil erosion, Frass roots are especiall+ 3ell suited to this
purpose, 5i.rous roots capture 3ater as it .egins to percolate into the ground and so
must dra3 their mineral supplies (rom the sur(ace soil .e(ore the nutrients are
leached to lo3er levels , , ,A
:he phrase this purpose in the passage re(ers to
_ com.ining t3o root s+stems
_ (eeding the plant
_ preventing soil erosion
_ leaching nutrients
!*planation
8n the e'ample( the highlighted words are a phrase containing a demonstrati3e
adjecti3e (this) and a noun (purpose). <ecause a fibrous root system can keep soil
in place( it can be used to stop erosion( and grassroots are a fibrous root system.
The sentence could be reworded as 9Drass roots are especially well suited to
pre3enting
soil erosion(; so choice 3 is the correct answer.
Type !: "entence simplification questions:
- =hich of the following best e'presses the essential information in the
highlighted sentence/ Incorrect answer choices change the meaning in
important ways or lea3e out essential information.
Tips:
- Make sure you understand both ways a choice can be incorrect:
- 8t contradicts something in the highlighted sentence.
- 8t lea3es out something important from the highlighted sentence.
- Make sure your answer does not contradict the main argument of the
paragraph in which the sentence occurs( or the passage as a whole.
!*ample P&SS&'! !()!RPT: ;, , , "lthough 3e no3 tend to re(er to the various cra(ts
according to
the materials used to construct them@cla+, glass, 3ood, (i.er, and metal@it 3as once
common to thin% o( cra(ts in terms o( (unction, 3hich led to their .eing %no3n as the
;applied arts,A "pproaching cra(ts (rom the point o( vie3 o( (unction, 3e can divide them
into simple categories& containers, shelters, and supports, :here is no 3a+ around the
(act that containers, shelters, and supports must .e (unctional, :he applied arts are thus
.ound .+ the la3s o( ph+sics, 3hich pertain to .oth the materials used in their ma%ing
and the su.stances and things to .e contained, supported, and sheltered, :hese la3s are
universal in their application, regardless o( cultural .elie(s, geograph+, or climate, -( a pot
has no .ottom or has large openings in its sides, it could hardl+ .e considered a
container in an+ traditional sense+ Since the la,s of ph#sics- not some arbitrar# decision-
ha.e determined the general form of applied-art ob/ects- the# follo, basic patterns- so
much so that functional forms can .ar# onl# ,ithin certain limits+ uildings 3ithout
roo(s, (or e*ample, are unusual .ecause the+ depart (rom the norm, Io3ever, not all
(unctional o.0ects are e*actl+ ali%eG that is 3h+ 3e recogni<e a $hang J+nast+ vase as
.eing di((erent (rom an -nca vase, 'hat varies is not the .asic (orm .ut the incidental
details that do not o.struct the o.0ect=s primar+ (unction , , ,A
'hich o( the (ollo3ing .est e*presses the essential in(ormation in the highlighted
sentenceE -ncorrect ans3er choices change the meaning in important 3a+s or leave
out essential in(ormation,
_ 5unctional applied)art o.0ects cannot var+ much (rom the .asic patterns determined
.+ the la3s o( ph+sics,
_ :he (unction o( applied)art o.0ects is determined .+ .asic patterns in the la3s o(
ph+sics,
_ $ince (unctional applied)art o.0ects var+ onl+ 3ithin certain limits, ar.itrar+ decisions
cannot have determined their general (orm,
_ :he general (orm o( applied)art o.0ects is limited .+ some ar.itrar+ decision that
is not determined .+ the la3s o( ph+sics,
!*planation
8t is important to note that the -uestion says that incorrect answers change the
original meaning of the sentence or lea3e out essential information. 8n this
e'ample(
choice 4 changes the meaning of the sentence to its opposite2 it says that the
form of functional objects is arbitrary( when the highlighted sentence says that
the forms of functional objects are never arbitrary. +hoice ) also changes the
meaning. 8t says that the functions of applied-art objects are determined by
physical
laws. The highlighted sentence says that the form of the object is determined
by physical laws but the function is determined by people. +hoice 3 lea3es out an
important idea from the highlighted sentence. $ike the highlighted sentence( it
says that the form of functional objects is not arbitrary( but it does not say that it
is physical laws that determine basic form. !nly choice & makes the same point
as the highlighted sentence and includes all the essential meaning.
T#pe 0: $nsert Te*t Questions+
Loo% at the (our squares KEL that indicate 3here the (ollo3ing sentence could .e
added to the passage,
12ou ,ill see a sentence in bold+3
'here 3ould the sentence .est (itE
1our job is to click on one of the s-uares and insert the sentence in the te't.
Tips:
- Try the sentence in each of the places indicated by the s-uares. 1ou can place
and replace the sentence as many times as you want.
- $ook at the structure of the sentence you are inserting. 6ay special attention to
connecting words2 they can pro3ide important information about where the
sentence should be placed.
- #re-uently used connecting words:
!n the other hand( #urther( or #urthermore( 7imilarly( #or e'ample( Therefore( in
contrast
!n the contrary( 8n other words( finally( as a result
- Make sure that the inserted sentence connects logically to both the sentence
before it and the sentence after it( and that any pronouns agree with the nouns
they refer to.
P&SS&'! !()!RPT 4$T5 !(&6P! SQ7&R!S: ;$cholars o((er three related .ut
di((erent opinions a.out this pu<<le, E >ne opinion is that the paintings 3ere a record o( the
seasonal migrations made .+ herds, E ecause some paintings 3ere made directl+ over
others, o.literating them, it is pro.a.le that a painting=s value ended 3ith the migration it
pictured, E /n(ortunatel+, this e*planation (ails to e*plain the hidden locations, unless
the migrations 3ere cele.rated 3ith secret ceremonies, EA
Loo% at the (our squares KEL that indicate 3here the (ollo3ing sentence could .e added to the
passage,
&ll three of them ha.e strengths and ,ea8nesses- but none ade%uatel# ans,ers all of the
%uestions the paintings present+
'here 3ould the sentence .est (itE
_ $cholars o((er three related .ut di((erent opinions a.out this pu<<le, &ll three of them ha.e
strengths and ,ea8nesses- but none ade%uatel# ans,ers all of the %uestions the paintings
present+ >ne opinion is that the paintings 3ere a record o( the seasonal migrations made .+
herds, E ecause some paintings 3ere made directl+ over others, o.literating them, it is pro.a.le
that a painting=s value ended 3ith the migration it pictured, E /n(ortunatel+, this e*planation (ails
to e*plain the hidden locations, unless the migrations 3ere cele.rated 3ith secret ceremonies, E
_ $cholars o((er three related .ut di((erent opinions a.out this pu<<le, E >ne opinion is that the
paintings 3ere a record o( the seasonal migrations made .+ herds, &ll three of them ha.e
strengths and ,ea8nesses- but none ade%uatel# ans,ers all of the %uestions the paintings
present+ ecause some paintings 3ere made directl+ over others, o.literating them, it is pro.a.le
that a painting=s value ended 3ith the migration it pictured, E /n(ortunatel+, this e*planation (ails
to e*plain the hidden locations, unless the migrations 3ere cele.rated 3ith secret ceremonies,E
_ $cholars o((er three related .ut di((erent opinions a.out this pu<<le, E >ne opinion is that the
paintings 3ere a record o( the seasonal migrations made .+ herds,E ecause some paintings
3ere made directl+ over others, o.literating them, it is pro.a.le that a painting=s value ended 3ith
the migration it pictured, &ll three of them ha.e strengths and ,ea8nesses- but none
ade%uatel# ans,ers all of the %uestions the paintings present+ /n(ortunatel+, this
e*planation (ails to e*plain the hidden locations, unless the migrations 3ere cele.rated 3ith
secret ceremonies,E
_ $cholars o((er three related .ut di((erent opinions a.out this pu<<le, E >ne opinion is that the
paintings 3ere a record o( the seasonal migrations made .+ herds, E ecause some paintings
3ere made directl+ over others, o.literating them, it is pro.a.le that a painting=s value ended 3ith
the migration it pictured, E /n(ortunatel+, this e*planation (ails to e*plain the hidden locations,
unless the migrations 3ere cele.rated 3ith secret ceremonies, &ll three of them ha.e strengths
and ,ea8nesses- but none ade%uatel# ans,ers all of the %uestions the paintings present+
!*planation
8n this e'ample( choice & is the correct answer. The new sentence makes sense
only if it occurs in the first position( after the first sentence. 8n that place( 9ll
three of them; refers back to 9three related but different opinions.; The
information
in the sentence is a commentary on all three of the 9opinions;2 the opinions
are related( but none is a complete e'planation. $ogically( this e3aluation of all
three opinions must come either as an introduction to the three opinions( or as a
conclusion about all three. !nly the introductory position is a3ailable( because
the paragraph does not include all three opinions.
Reading to learn: These -uestions re-uire you to demonstrate an understanding of
the passage as a whole( not just specific information within it.
- recognizing the organization and purpose of the passage
- organizing the information in the passage into a mental framework
- distinguishing major from minor ideas and essential from nonessential
information
- understanding rhetorical functions such as cause-effect relationships( compare-
contrast relationships( arguments( and the like.
!n the T!"#$ i<T test( each reading passage will ha3e one @eading to $earn
item. 8t will be either a 6rose 7ummary or a #ill in a Table item( ne3er both.

Reading to learn:
ecause the 7rose $ummar+ question as%s +ou to sho3 an understanding o( the di((erent parts
o( the passage it is necessar+ to read the entire passage, 7arts o( the (ollo3ing passage have
alread+ .een used to illustrate other question t+pes,
&PP$!9 &RTS &N9 F$N! &RTS
"lthough 3e no3 tend to re(er to the various cra(ts according to the materials used to construct
them@cla+, glass, 3ood, (i.er, and metal@it 3as once common to thin% o( cra(ts in terms o(
(unction, 3hich led to their .eing %no3n as the ;applied arts,A "pproaching cra(ts (rom the point o(
vie3 o( (unction, 3e can divide them into simple categories& containers, shelters, and supports,
:here is no 3a+ around the (act that containers, shelters, and supports must .e (unctional, :he
applied arts are thus .ound .+ the la3s o( ph+sics, 3hich pertain to .oth the materials used in
their ma%ing and the su.stances and things to .e contained, supported, and sheltered, :hese
la3s are universal in their application, regardless o( cultural .elie(s, geograph+, or climate, -( a pot
has no .ottom or has large openings in its sides, it could hardl+ .e considered a container in an+
traditional sense, $ince the la3s o( ph+sics, not some ar.itrar+ decision, have determined the
general (orm o( applied)art o.0ects, the+ (ollo3 .asic patterns, so much so that (unctional (orms
can var+ onl+ 3ithin certain limits, uildings 3ithout roo(s, (or e*ample, are unusual .ecause the+
depart (rom the norm,
Io3ever, not all (unctional o.0ects are e*actl+ ali%eG that is 3h+ 3e recogni<e a $hang J+nast+
vase as .eing di((erent (rom an -nca vase, 'hat varies is not the .asic (orm .ut the incidental
details that do not o.struct the o.0ect=s primar+ (unction,
$ensitivit+ to ph+sical la3s is thus an important consideration (or the ma%er o( applied)art o.0ects,
-t is o(ten ta%en (or granted that this is also true (or the ma%er o( (ine)art o.0ects, :his assumption
misses a signi(icant di((erence .et3een the t3o disciplines,
9-Pose a
summary
10- Fill in table
5ine)art o.0ects are not constrained .+ the la3s o( ph+sics in the same 3a+ that applied)art
o.0ects are, ecause their primar+ purpose is not (unctional, the+ are onl+ limited in terms o( the
materials used to ma%e them, $culptures must, (or e*ample, .e sta.le, 3hich requires an
understanding o( the properties o( mass, 3eight distri.ution, and stress, 7aintings must have rigid
stretchers so that the canvas 3ill .e taut, and the paint must not deteriorate, crac%, or discolor,
:hese are pro.lems that must .e overcome .+ the artist .ecause the+ tend to intrude upon his or
her conception o( the 3or%, 5or e*ample, in the earl+ -talian Renaissance, .ron<e statues o(
horses 3ith a raised (oreleg usuall+ had a cannon.all under that hoo(, :his 3as done .ecause
the cannon.all 3as needed to support the 3eight o( the leg, -n other 3ords, the demands o( the
la3s o( ph+sics, not the sculptor=s aesthetic intentions, placed the .all there, :hat this device 3as
a necessar+ structural compromise is clear (rom the (act that the cannon.all quic%l+ disappeared
3hen sculptors learned ho3 to strengthen the internal structure o( a statue 3ith iron .races 1iron
.eing much stronger than .ron<e4,
!ven though the (ine arts in the t3entieth centur+ o(ten treat materials in ne3 3a+s, the .asic
di((erence in attitude o( artists in relation to their materials in the (ine arts and the applied arts
remains relativel+ constant, -t 3ould there(ore not .e too great an e*aggeration to sa+ that
practitioners o( the (ine arts 3or% to overcome the limitations o( their materials, 3hereas those
engaged in the applied arts 3or% in concert 3ith their materials,
"n introductor+ sentence (or a .rie( summar+ o( the passage is provided .elo3,
Complete the summar+ .+ selecting the :IR!! ans3er choices that e*press the most important
ideas in the passage, $ome sentences do not .elong in the summar+ .ecause the+ e*press
ideas that are not presented in the passage or are minor ideas in the passage, This %uestion is
,orth : points+
This passage discusses fundamental differences bet,een applied-art ob/ects and fine-art
ob/ects+
b
b
b
Answer Choices
1, "pplied)art o.0ects (ul(ill (unctions, such as containing or sheltering, and o.0ects 3ith the same
(unction have similar characteristics .ecause the+ are constrained .+ their purpose,
2, -t is eas+ to recogni<e that $hang J+nast+ vases are di((erent (rom -nca vases,
3, 5ine)art o.0ects are not (unctional, so the+ are limited onl+ .+ the properties o( the materials
used,
4, Renaissance sculptors learned to use iron .races to strengthen the internal structures o(
.ron<e statues,
5, -n the t3entieth centur+, (ine artists and applied artists .ecame more similar to one another in
their attitudes to3ard their materials,
6, -n all periods, (ine artists tend to challenge the ph+sical limitations o( their materials 3hile
applied artists tend to cooperate 3ith the ph+sical properties o( their materials,
!*planation
Correct Choices
Choice 1: pplied art objects fulfill functions( such as containing or sheltering(
and objects with the same function ha3e similar characteristics because they are constrained by their
purpose.
!planation: s the introductory sentence states( the passage is mainly a contrast of applied-art objects
and fine-art objects. The main point of contrast is functionality: applied-art objects are functional( whereas
fine-art objects are not.
The first part of the passage e'plains the conse-uences of functionality for the materials and 9basic forms;
of applied-art objects. The second part of the passage e'plains the conse-uences of not being functional to
the materials and forms of fine-art objects. good summary of the passage must include the definition of
9applied-art objects; and the major conse-uence %objects
with the same function will follow similar patterns)( so +hoice & should be included.
Choice ": #ine-art objects are not functional( so they are limited only by the properties of the materials
used.
!planation: <ecause the passage contrasts applied art objects and fine-art objects( a good summary
should include the basic difference. 8ncluding
+hoice 3 in the summary pro3ides the basic contrast discussed in the passage: applied art objects are
functional2 fine-art objects are not. #ine-art objects are not as constrained as applied-art objects because
they do not ha3e to perform a function.
Choice #: 8n all periods( fine artists tend to challenge the physical limitations of their materials( while
applied artists tend to cooperate with the physical properties of their materials.
!planation: The last paragraph of the passage presents a further conse-uence of the basic contrast
between applied-art objects and fine-art objects. This is the difference between the attitude of fine artists
toward their materials and the attitude of applied artists toward their materials. good summary will
include this last contrast.
Incorrect Choices
Choice$: 8t is easy to recognize that 7hang >ynasty 3ases are different from 8nca 3ases.
!planation: lthough this statement is true( it is not the main point of the first paragraph or of the
passage. 8n fact( it contrasts with the main point of the paragraph: objects that ha3e the same function are
all similar. The last sentence
of the first paragraph says that the 7hang >ynasty 3ase and the 8nca 3ase are different in 9incidental
details(; but the 9basic form; is the same.
8ncluding +hoice ) in the summary misrepresents the passage.
Choice %: @enaissance sculptors learned to use iron braces to strengthen the internal structures of bronze
statues.
!planation: +hoice 4 summarizes the information in sentences F( &G( and && of paragraph ). =ithin the
conte't of the passage( this information helps you understand the meaning of the limitations that
materials can impose on fine artists. *owe3er( remember that the directions say to choose the statements
that e'press the most important ideas in the passage. The e'ample is less important than the general
statements of difference. 8f +hoice 4 is included( then +hoice & or 3 or B would be left out and the
summary would be missing an essential point of contrast between fine arts and applied arts.
Choice &: 8n the twentieth century( fine artists and applied artists became more similar to one another in
their attitudes toward their materials.
!planation: This choice should be e'cluded because it is not supported by the passage. 8t is a misreading
of paragraph 3( which says that the difference in attitude between fine artists and applied artists has not
changed. !b3iously( a choice that contradicts the information or argument in the passage should not be
part of your summary.
Type #$: fill in a table question:
Table Rules
Tables can ha3e ) or 3 columns,rows containing bullets representing either C or E correct answer choices.
7o there are four possible types of tables( as follow:
Type &: )-column,row table with C correct answer choices
Type ): 3-column,row table with C correct answer choices
Type 3: )-column,row table with E correct answer choices
Type 4: 3-column,row table with E correct answer choices
There will always be more answer choices than correct answers. 7ome answer choices will not be used.
%or tables &ith 5 correct ans&ers %both type & and type ))( you can earn up to a total of 3 points( depending
on how many correct answers you select and correctly place. #or G( &( or ) correct answers you will recei3e
no credit. #or 3 correct answers you will recei3e & point2 for 4 correct answers you will recei3e ) points2
and for all C correct answers you will recei3e the entire 3 points.
%or tables &ith ! correct ans&ers %both type 3 and type 4)( you can earn up to a total of 4 points( depending
on how
many correct answers you select and correctly place. #or G( &( )( or 3 correct answers you will recei3e no
credit. #or 4 correct answers you will recei3e & point2 for C correct answers you will recei3e ) points2 for B
correct answers you will recei3e 3 points( and for all E correct answers you will recei3e the entire 4 points.
"'ample:
6ote& :he passage used (or this e*ample is the same one that 3as used a.ove (or the
7rose $ummar+ e*ample question, -n an actual test, +ou 3ill not receive .oth a 7rose
$ummar+ question and a 5ill in a :a.le question a.out the same passage,
9irections: Complete the ta.le .elo3 to summari<e in(ormation a.out the t3o t+pes o( art discussed in the passage,
Datch the appropriate statements to the t+pes o( art 3ith 3hich the+ are associated, This %uestion is ,orth ; points+
T2P!S "F &RT ST&T!6!NTS
:he "pplied "rts Select ;
b
b
b
:he 5ine "rts Select :
b
b
Statements
"n o.0ect=s purpose is primaril+ aesthetic,
>.0ects serve a (unctional purpose,
:he incidental details o( o.0ects do not var+,
"rtists 3or% to overcome the limitations o( their materials,
:he .asic (orm o( o.0ects varies little across cultures,
"rtists 3or% in concert 3ith their materials,
"n o.0ect=s place o( origin is di((icult to determine,
Jrag +our ans3er choices to the spaces 3here the+ .elong, 1:his question t+pe (ills the computer screen, :o see the
passage, clic% on <ie, Te*t,4
)orrectl# )ompleted Table
9irections: Complete the ta.le .elo3 to summari<e in(ormation a.out the t3o t+pes
o( art discussed in the passage, Datch the appropriate statements to the t+pes o( art
3ith 3hich the+ are associated, This %uestion is ,orth ; points+
T2P!S "F &RT ST&T!6!NTS
:he "pplied "rts Select ;
- >.0ects serve a (unctional purpose,
- :he .asic (orm o( o.0ects varies little across cultures,
- "rtists 3or% in concert 3ith their materials,
:he 5ine "rts Select :
- "n o.0ect=s purpose is primaril+ aesthetic,
- "rtists 3or% to overcome the limitations o( their materials
!*planation
Correct Choices
Choice 1: n object0s purpose is primarily aesthetic. %#ine rts)
!planation: This is an e'ample of a correct answer that re-uires you to identify an abstract concept based
on te't information and paraphrases of te't information.
8n paragraph )( sentence C( the passage states that the primary purpose of #ine rt is not function. Then(
in paragraph )( sentence &&( the passage mentions a situation in which a sculptor had to sacrifice an
aesthetic purpose due to the laws of physics. 6utting these statements together( the reader can infer that
fine artists( such as sculptors( are primarily concerned with aesthetics.
Choice $: !bjects ser3e a functional purpose. %pplied rts)
!planation: This is stated more directly than the pre3ious correct answer. 6aragraph
&( sentences &( )( and 3 make it clear how important function is in the applied arts. t the same time(
paragraph ) states that #ine rts are not concerned with function( so the only correct place for this
statement is in the pplied rts category.
Choice %: rtists work to o3ercome the limitations of their materials. %#ine rts)
!planation: This is stated e'plicitly in the last paragraph of the passage. 8n that paragraph( it is made
clear that this applies only to practitioners of the fine arts.
Choice &: The basic form of objects 3aries little across cultures. %pplied rts)
!planation: 8n paragraph &( sentence C( the passage states that certain laws of physics are uni3ersal.
Then in sentence E( that idea is further de3eloped with the statement that functional forms can 3ary only
within limits. #rom these two sentences( you can conclude that because of the laws of physics and the
need for functionality( the basic forms of applied art objects will 3ary little across cultures.
Choice #: rtists work in concert with their materials. %pplied rts)
!planation: This is stated e'plicitly in the last paragraph of the passage. 8n that paragraph( it is made
clear that this applies only to practitioners of the applied arts.
Incorrect Choices
Choice ": The incidental details of objects do not 3ary.
!planation: This idea is e'plicitly refuted by the last sentence of paragraph & in reference to the applied
arts. That sentence %referring only to applied arts) states that the incidental details of such objects do 3ary(
so this answer cannot be placed in the applied arts category. This subject is not discussed at all in
reference to fine art objects( so it cannot be correctly placed in that category either.
Choice ': n object0s place of origin is difficult to determine.
!planation: This answer choice is implicitly refuted in reference to applied arts in the ne't to last sentence
of paragraph &. That sentence notes that both
7hang >ynasty and 8nca 3ases are identifiable as such based upon differences in detail. <y inference( then(
it seems that it is not difficult to determine an applied-art object0s place of origin. $ike the pre3ious
incorrect answer( this idea is not discussed at all in reference to fine art objects( so it cannot be correctly
placed in that category either.
8n general these topics are di3ided into four major categories:
'rts
(ife "cience
)hysical "cience
"ocial "cience
&rts lectures may be on topics such as:
rchitecture
8ndustrial design,art
+ity planning
+rafts: wea3ing( knitting( fabrics( furniture( car3ing( mosaics( ceramics( etc2 folk and tribal art
+a3e,rock art
Music and music history
6hotography
$iterature and authors
<ooks( newspapers( magazines( journals
ife Science lectures may be on topics such as:
"'tinction of or conser3ation efforts for animals and plants
#ish and other a-uatic organisms
<acteria and other one-celled organisms
Hiruses
Medical techni-ues
6ublic health
6hysiology of sensory organs
<iochemistry nimal beha3ior( e.g.( migration( food foraging( defensi3e beha3ior
*abitats and the adaptation of animals and plants to them
5utrition and its impact on the body
nimal communication
Ph#sical Science lectures may be on topics such as:
=eather and atmosphere
!ceanography
Dlaciers( glacial landforms( ice ages
>eserts and other e'treme en3ironments
6ollution( alternati3e energy( en3ironmental policy
!ther planets0 atmospheres
stronomy and cosmology
6roperties of light( optics
6roperties of sound
"lectromagnetic radiation
6article physics
Technology of TH( radio( radar
Math
+hemistry of inorganic things
+omputer science
7eismology %plate structure( earth-uakes( tectonics( continental drift( structure of 3olcanoes)
Social Science lectures may be on topics such as:
nthropology of non-industrialized ci3ilizations
"arly writing systems
*istorical linguistics
<usiness( management( marketing( accounting
TH,radio as mass communication
7ocial beha3ior of groups( community dynamics( communal beha3ior
+hild de3elopment
"ducation
Modern history %including the history of urbanization and industrialization and their economic and social
effects).
T"!F istening Question T#pes
Basic )omprehension Questions
1, Fist)Content
2, Fist)7urpose
3, Jetail
Pragmatic 7nderstanding Questions
4, /nderstanding the 5unction o( 'hat -s $aid
5, /nderstanding the $pea%er=s "ttitude
)onnecting $nformation Questions
6, /nderstanding >rgani<ation
2, Connecting Content
9, Da%ing -n(erences
Basic comprehension Questions:
Type #: gist*content question +about the general idea,.
- =hat problem does the man ha3e/
- =hat are the speakers mainly discussing/
- =hat is the main topic of the lecture/
- =hat is the lecture mainly about/
- =hat aspect of . does the professor mainly discuss/
"'cerpt from a longer listening passage:
Professor
, , , $o the !arth=s sur(ace is made up o( these huge segments, these tectonic plates,
"nd these plates move, rightE ut ho3 can, uh, motion o( plates, do +ou thin%, in(luence climate
on the !arthE "gain, all o( +ou pro.a.l+ read this section in the .oo%, - hope, .ut, uh, uh, ho3@
ho3 can 0ust motion o( the plates impact the climateE
, , , 'hen a plate move, i( there=s landmass on the plate, then the landmass moves too, o%a+E
:hat=s 3h+ continents shi(t their positions, .ecause the plates the+=re on move, $o as a landmass
moves a3a+ (rom the equator, its climate 3ould get colder, $o, right no3 3e have a continent@
the landmass "ntarctica@that=s on a pole,
$o that=s dramaticall+ in(luencing the climate in "ntarctica, /m, there 3as a time 3hen most o(
the landmasses 3ere closer to a poleG the+ 3eren=t so close to the !quator,
/h, ma+.e 200 million +ears ago "ntarctica 3as attached to the $outh "merican continent, oh
and "(rica 3as attached too and the three o( them .egan moving a3a+ (rom the equator together,
, , , -n the Iimala+as, :hat 3as 3here t3o continental plates collided, :3o continents on separate
plates, /m, 3hen this, uh, -ndian, uh, uh, plate collided 3ith the
"sian plate, it 3asn=t until then that 3e created the Iimala+as, 'hen 3e did that, then 3e started
creating the t+pe o( cold climate that 3e see there no3, 'asn=t there until this area 3as upli(ted,
$o again, that=s something else that plate tectonics pla+ a critical role in, 6o3 these processes
are relativel+ slo3G the, uh, Iimala+as are still rising, .ut on the order o( millimeters per +ear, $o
the+=re not dramaticall+ in(luencing climate on +our@the time scale o( +our li(etime, ut over the
last (e3 thousands o(@tens o( thousands o( +ears, uh@hundreds o( thousands o( +ears@+es,
the+=ve dramaticall+ in(luenced it,
/h, another important thing@num.er three@on ho3 plate tectonics have in(luenced climate is
ho3 the+=ve in(luenced@3e tal%ed a.out ho3 changing landmasses can a((ect atmospheric
circulation patterns, .ut i( +ou alter 3here the landmasses are connected, it can impact oceanic,
uh, uh, uh, circulation patterns,
, , , /m, so, uh, these other processes, i(@i( 3e 3ere to disconnect 6orth and $outh "merica
rights through the middle, sa+, through 7anama that 3ould dramaticall+ in(luence climate in 6orth
and $outh "merica@pro.a.l+ the 3hole glo.e, $o suddenl+ no3 as the t3o continents graduall+
move apart, +ou can have di((erent circulation patterns in the ocean .et3een the t3o, $o, uh, that
might cause a dramatic change in climate i( that 3ere to happen, 0ust as 3e=ve had happen here
in "ntarctica to separate, uh, (rom $outh "merica,
'hat is the main topic o( the tal%E
_ :he di((erences in climate that occur in di((erent countries
_ Io3 movement o( the earth=s plates can a((ect climate
_ 'h+ the ocean has less a((ect on climate than previousl+ thought
_ :he histor+ o( the climate o( the region 3here the college is located
!*planation
+hoice ) is the answer that best represents the main topic of the passage. The
professor uses ntarctica and the *imalayas as e'amples to make his general point
that climate is affected by plate tectonics( the mo3ement of "arth0s plates.
5ote that for Dist-+ontent -uestions the correct answer and the incorrect choices can
sometimes be worded more abstractly.
!*ample The following Dist-+ontent -uestion refers to the same lecture:
'hat is the main topic o( the tal%E
_ " climate e*periment and its results
_ " geologic process and its e((ect
_ Io3 a theor+ 3as disproved
_ Io3 land movement is measured
!*planation
!nce again( the correct answer is choice ). "3en though the wording is 3ery different(
it basically says the same thing as choice ) in the pre3ious e'ample: geologic
process %mo3ement of the earth0s plates) has an effect %changes in climate).
Type - .ist purpose /uestions:
:nderstanding what the students0 problem is and how it will be sol3ed will help you
answer the gist purpose -uestion.
Narrator
Listen to a conversation .et3een a pro(essor and a student,
Student
- 3as hoping +ou could loo% over m+ note cards (or m+ presentation , , , 0ust to see 3hat +ou thin% o( it,
Professor
>%a+, so re(resh m+ memor+& 3hat=s +our presentation a.outE
Student
:3o models o( decision ma%ing , , ,
Professor
>h, +es@the classical and the administrative model,
Student
Heah, that=s it,
Professor
"nd 3hat=s the point o( +our tal%E
Student
-=m gonna tal% a.out the advantages and disadvantages o( .oth models,
Professor
ut 3hat=s the point o( +our tal%E "re +ou going to sa+ that one=s .etter than the otherE
Student
'ell - thin% the administrative model=s de(initel+ more realistic, ut - don=t thin% it=s complete, -t=s %ind o( a tool , , , a tool to
see 3hat can go 3rong,
Professor
>%a+, so 3hat=s the point o( +our tal%E 'hat are +ou tr+ing to convince me to .elieveE
Student
'ell, uh, the classical model@+ou shouldn=t use it .+ itsel(, " lot o( companies 0ust tr+ to (ollo3 the classical model, .ut
the+ should reall+ use .oth models together,
Professor
>%a+, good, $o let me ta%e a loo% at +our notes here, , , , >h t+ped notes, , , , 'o3 +ou=ve got a lot pac%ed in here, "re
+ou sure +ou=re going to .e a.le to (ollo3 this during +our tal%E
Student
>h, sure that=s 3h+ - t+ped them, .ecause other3ise , , , 3ell m+ hand3riting=s not ver+ clear,
'h+ does the student visit the pro(essorE
_ :o get some note cards (or his presentation
_ :o sho3 her some e*amples o( common errors in research
_ :o revie3 the notes (or his presentation 3ith her
_ :o as% (or help in (inding a topic (or his presentation
!*planation
=hile much of the con3ersation is concerned with the content of the man0s presentation( the best answer
to the -uestion 9=hy does the man 3isit the professor/; is choice 3: To re3iew the notes for his
presentation with her.
T#pe ;: 9etail Questions:
- ccording to the professor( what is one way that . can affect 1/
- =hat is ./
- =hat resulted from the in3ention of the ./
- ccording to the professor( what is the main problem with the . theory/
Tips:
Refer to your notes.
You &ill be asked about minor points.
0ncorrect responses &ill include some &ords and phrases from the listening passage.
0f you are unsure of the correct response1 decide &hich one of choices is the most
consistent &ith the main idea of the conversation or lecture.
Professor
/h, other things that glaciers can do is, uh, as the+ retreat, instead o( depositing some till, uh,
scraped up soil, in the area, the+ might leave a .ig ice .loc% and it .rea%s o(( and as the ice .loc%
melts it leaves a depression 3hich can .ecome a la%e, :hese are called %ettle la%es, :hese are
ver+ critical ecos+stems in this region, um .ecause uh uh the+ support some unique .iological
diversit+, these %ettle la%es do,
:he Freat La%es are li%e this, the+ 3ere le(t over (rom the 7leist@(rom the 7leistocene glaciers,
uh, the Freat La%es used to .e a lot .igger as the glaciers 3ere retreating, some o( the la%es
3ere as much as a hundred (eet higher in elevation, :he .each o( a (ormer higher stage o( La%e
!rie 3as a.out (i(t+ miles a3a+ (rom 3here the .each@the current .each o( La%e !rie is right
no3, $o - 0ust 3anted to tell +ou a little .it more a.out glaciers and some positi.e things uh that
3e get (rom climate change, li%e the ecos+stems that develop in these %ettle la%es, and ho3 3e
can loo% at them in an environmental perspective , , ,
'hat are %ettle la%esE
_ La%es that (orm in the center o( a volcano
_ La%es that have .een damaged .+ the greenhouse e((ect
_ La%es (ormed .+ unusuall+ large amounts o( precipitation
_ La%es (ormed 3hen pieces o( glaciers melt
Io3 did the glaciers a((ect the Freat La%esE
_ :he+ made the Freat la%es smaller,
_ :he+ made the Freat La%es deeper,
_ :he+ reduced the .iodiversit+ o( the Freat La%es,
_ :he+ 3idened the .eaches around the Freat La%es,
!*planation
:he ans3er to the (irst question is (ound in the .eginning o( the lecture 3hen the pro(essor
e*plains 3hat a %ettle la%e is, Remem.er that ne3 terminolog+ is o(ten tested in Jetail questions,
:he ans3er to the second question is (ound later in the lecture 3here the pro(essor sa+s, ;, , , the
Freat La%es used to .e a lot .igger as the glaciers 3ere retreating , , ,;
)ragmatic 2nderstanding questions:
These types of -uestions test how well you understand the function of an utterance
or the stance( or attitude that the speaker e'presses.
T#pe 4: 7nderstanding the Function of 4hat $s Said Questions+
- =hat does the professor imply when he says this :% replay)
- =hat can be inferred from the professor0s response to the student/ ()eplay)
- =hat is the purpose of the woman0s response/ ()eplay)
- =hy does the student say this: (replay)
"'cerpt from a con3ersation between a male student and a female housing office
secretary. They are discussing his dorm fees.
Narrator
Listen again to a part o( the conversation, :hen ans3er the question,
Student
>%a+, -=ll 0ust pa+ 3ith a credit card, KpauseL "nd 3here do - do that atE
Secretar#
"t, um, the housing o((ice,
Student
Iousing o((ice, all right,
Secretar#
Jo +ou %no3 3here the+ areE
Narrator
'hat is the 3oman tr+ing to (ind out (rom the manE
_ 'here the housing o((ice is
_ "ppro*imatel+ ho3 (ar a3a+ the housing o((ice is
_ 'hether she needs to tell him 3here the housing o((ice is
_ 'hether he has .een to the housing o((ice alread+
!*planation
The pragmatic function of the woman0s -uestion is to ask the man whether or not he
needs to be told the location of the housing office. The best answer for this -uestion
is choice 3.
Type 5: 2nderstanding the "peaker3s 'ttitude /uestions:
bout a speaker0s like or dislikes or reasons for an'iety or amusement.
- =hat can be inferred about the student/
- =hat is the professor0s attitude toward ./
- =hat is the professor0s opinion of ./
- =hat can be inferred about the student when she says this: (replay)
- =hat does the woman mean when she says this: (replay)
Pay attention to the spea*er+s tone of voice. ,oes the spea*er sound apologetic-
Confused- nthusiastic-
Example:
"'cerpt from a con3ersation between a male student and his female ad3isor. 8n this part of a longer
con3ersation( they are discussing the student0s job.
&d.isor
'ell, good, $o, .oo%store isn=t 3or%ing outE
Student
>h, .oo%store=s 3or%ing out (ine, - 0ust -@this pa+s almost dou.le 3hat the .oo%store does,
&d.isor
>h 3o3M
Student
Heah, 7lus credit,
&d.isor
6lus credit.
Student
"nd it=s more hours, 3hich , , , :he .oo%store=s@- mean it=s a decent 0o. Nn all, !ver+.od+
- 3or% 3ith , , , that part=s greatG it=s 0ust , , , - mean -=m shelving .oo%s and %ind o( hanging out and not doing much else , ,
, i( it 3eren=t (or the people, it=d .e totall+ .oring,
Narrator
'hat is the student=s attitude to3ard the people he currentl+ 3or%s 3ithE
_ Ie (inds them .oring,
_ Ie li%es them,
_ Ie is anno+ed .+ them,
_ Ie does not have much in common 3ith them,
!*planation
8n this e'ample it may be easy to confuse the student0s attitude toward his job with his attitude toward the
people he works with. The correct answer is choice ). The student is bored with the job( not the people he
works with
)onnecting $nformation Questions
Type : 2nderstanding 4rgani5ation /uestions.
1, Io3 does the pro(essor organi<e the in(ormation that she presents to the classE
_ -n the order in 3hich the events occurred
2, Io3 does the pro(essor clari(+ the points he ma%es a.out De*icoE
_ + comparing De*ico to a neigh.oring countr+,
3, =hy does the professor discuss ./
4. =hy does the professor mention ./
#unctions may include indicating or signaling a topic shift( connecting a main topic to
a subtopic( pro3iding an introduction or a conclusion( gi3ing an e'ample( starting a
digression( or e3en making a joke.
Tips for 7nderstanding "rgani=ation Questions
- Iuestions that ask about the o3erall organization of the passage are more likely to
be found after lectures than after con3ersations. @efer to your notes to answer these
-uestions. 8t may not ha3e been apparent from the start that the professor organized
the information %for e'ample) chronologically( or from least to most comple'( or in
some other way.
- 6ay attention to comparisons made by the professor. 8n the following e'ample the
professor is discussing the structure of plants. *e uses steel and the steel girders in a
new building to make a point. =hen the professor mentions something that is
seemingly off-topic( you should ask yourself what point the professor is making.
Professor
$o, 3e have reproductive parts@the seeds, the (ruit)3alls@3e have lea( parts, .ut the great
ma0orit+ o( plant (i.ers come (rom vasculature 3ithin the stem , , , (i.ers that occur in stem
material, "nd 3hat 3e do is consider these (i.ers K(alse startL@.asicall+ the+=re 3hat are called
bast (i.ers, ast (i.ers, 6o3 .asicall+ .ast (i.ers are parts o( the plant that the plant uses to
maintain vertical structure,
:hin% a.out it this 3a+& 3hat=s the (irst thing +ou see 3hen +ou see a .uilding .eing .uilt , , , uh
3hat=s the (irst thing the+ put upE esides the (oundation o( courseE :he metal)3or%, rightE :he+
put all those steel girders up there, the (rame3or%, >#, 3ell, thin% o( K(alse startL@.ast (i.ers
.asicall+ constitute the structural (rame3or% to support the stem o( the plant, >#E $o as the plant
gro3s, it .asicall+ .uilds a girder s+stem 3ithin that plant, li%e steel, so to spea%,
$o suppose +ou cut across the stem o( one o( these plants, ta%e a loo% at ho3 the .ast (i.ers are
arranged, so +ou=re loo%ing at a cross)section , , , +ou=ll see that the (i.ers run verticall+ side).+)
side, /p and do3n ne*t to each other, (orming a %ind o( tu.e, 3hich is signi(icant , , , Ncause,
3hich is ph+sicall+ stronger@a solid rod or a tu.eE :he tu.e@ph+sics tells +ou that, 'hat=s
essentiall+ happening@3ell, the plant is (orming a structural ring o( these .ast (i.ers all around
the stem, and that shape allo3s (or structural rigidit+, .ut also allo3s (or .ending and motion,
'h+ does the pro(essor tal% a.out steelE
_ :o identi(+ the su.stance that has replaced (i.er products,
_ :o e*plain a method (or separating (i.ers (rom a plant,
_ :o compare the chemical structure o( (i.ers to metals,
_ :o illustrate the (unction o( (i.ers in a plant=s stem,
'h+ does the pro(essor mention a tu.eE
_ :o e*plain ho3 some (i.ers are arranged in a plant,
_ :o sho3 ho3 plants carr+ 3ater to gro3ing (i.ers,
_ :o descri.e an e*periment involving plant (i.ers,
_ :o e*plain 3h+ some plant stems cannot .end,
!*planation
The lecture is about plants and plant fibers( not steel girders. The professor mentions
steel girders only to compare them to the structural framework of fibers in a plant.
The best answer to the first -uestion is choice 4. $ikewise( the second -uestion also
concerns the professor0s attempts to help the students 3isualize a plant0s structure.
The best answer to the second -uestion is choice &.
Type !: 6onnecting 6ontent /uestions
+onnecting +ontent -uestions are typically phrased as follows:
- =hat is the likely outcome of doing procedure . before procedure 1/
- =hat can be inferred about ./
- =hat does the professor imply about ./
Tip for )onnecting )ontent Questions
- Iuestions that re-uire you to fill in a chart or table or put e3ents in order fall into
this category. s you listen to the lectures accompanying this study guide( pay
attention to the way you format your notes. +learly identifying terms and their
definitions as well as steps in a process will help you answer -uestions of this type.
Narrator
'hat t+pe o( s+mmetr+ do these animals haveE 7lace a chec%mar% in the correct .o*,
&s#mmetr# Radial S#mmetr# Bilateral S#mmetr#
!arth3orm @
Iuman @
$ponge @
$ea "nemone @ @
1ou may ha3e to predict an outcome( draw a logical conclusion( e'trapolate some
additional information( infer a cause-and-effect relationship( or specify some
particular se-uence of e3ents.
!*ample:
Professor
>#, 6eptune and its moons, 6eptune has several moons, .ut there=s onl+ , , , 3e=ll pro.a.l+ onl+
3orr+ a.out t3o o( them, the t3o (airl+ interesting ones, :he (irst one=s :riton, $o +ou have this
little struggle 3ith the 3ord :itan 3hich is the .ig moon o( $aturn and the name :riton 3hich is
the .ig moon o( 6eptune, :riton it=s it=s the onl+ large moon in the solar s+stem to go .ac%3ards,
to go around its 3hat 3e call its parent planet, in this case 6eptune, the 3rong 3a+, >#E !ver+
other large moon or.its the parent planet in the same countercloc%3ise direction , , , same as
most o( the other .odies in the solar s+stem, ut this moon , , , the reverse direction, 3hich is
per(ectl+ ># as (ar as the la3s o( gravit+ are concerned, ut it indicates some sort o( peculiar
event in the earl+ solar s+stem that gave this moon a motion in contrast to the general spin o( the
ra3 material that it 3as (ormed (rom,
:he other moon or.iting 6eptune that - 3ant to tal% a.out is 6ereid K6!!R ee ihdL,
6ereid is, 6ereid has the most eccentric or.it, the most lopsided elliptical t+pe or.it (or a large
moon in the solar s+stem, :he others tend more li%e circular or.its,
, , , Joes it mean that the planets 7luto and 6eptune might have .een related someho3 in the
past and then dri(ted slo3l+ into their present or.its, -( 7luto , , , did
7luto ever .elongs to the 6eptune s+stemE Jo 6eptune=s moons represent 7luto t+pe .odies that
have .een captured .+ 6eptuneE 'as some sort o( , , , 3as 7luto the o.0ect that disrupted the
6eptune s+stem at some point in the pastE
-t=s reall+ hard to prove an+ o( those things, ut no3 3e=re starting to appreciate that there=s quite
a (e3 0unior 7lutos out there, 6ot .ig enough to reall+ call a planet, .ut large enough that the+=re
signi(icant in histor+ o( the earl+ solar s+stem, $o 3e=ll come .ac% to those 3hen 3e tal% a.out
comets and other small .odies in the (ringes o( the outer solar s+stem,
'hat does the pro(essor impl+ a.out the or.its o( :riton and 6ereidE
_ :he+ used to .e closer together,
_ :he+ might provide evidence o( an undiscovered planet,
_ :he+ might reverse directions in the (uture,
_ :he+ might have .een changed .+ some unusual event,
!*planation
8n +onnecting +ontent -uestions you will ha3e to use information from more than one
place in the listening passage. 8n this e'ample( the professor describes the orbits of
Triton and 5ereid. 8n both cases he refers to e3ents in the early solar system that
might ha3e changed or disrupted their orbits. The best answer for this -uestion is
choice 4( 9They might ha3e been changed by some unusual e3ent.;
Type 7: 8aking 0nterference /uestions
- =hat does the professor imply about ./
- =hat will the student probably do ne't/
- =hat can be inferred about ./
- =hat does the professor imply when he says this: %replay)
Tip:
8n most cases the answer you choose will use 3ocabulary not found in the listening
passage.
"'ample:
Professor
Jada is o(ten considered under the .roader categor+ o( 5antas+, -t=s one o( the earl+ directions in
the 5antas+ st+le, :he term ;JadaA itsel( is a nonsense 3ord@it has no meaning , , , and 3here
the 3ord originated isn=t %no3n, :he ;philosoph+A .ehind the ;JadaA movement 3as to create
3or%s that conve+ed the concept o( a.surdit+@the art3or% 3as meant to shoc% the pu.lic .+
presenting the ridiculous a.surd concepts,
Jada artists re0ected reason@or rational thought, :he+ did not .elieve that rational thought 3ould
help solve social pro.lems , , ,
, , , 'hen he turned to Jada, he quit painting and devoted himsel( to ma%ing a t+pe o( sculpture
he re(erred to as a ;read+)madeA , , , pro.a.l+ .ecause the+ 3ere constructed o( readil+ availa.le
o.0ects, , , , "t the time, man+ people reacted to
Jadaism .+ sa+ing that the 3or%s 3ere not art at all , , , and in (act, that=s e*actl+ ho3
Juchamp and others conceived o( it@as a (orm o( ;6>6)artA , , , or "6:-)art,
Juchamp also too% a reproduction o( Ja8inci=s (amous painting, the Dona Lisa, and he dre3 a
mustache and goatee on the su.0ect=s (ace, :reating this masterpiece 3ith such disrespect 3as
another 3a+, Juchamp 3as challenging the esta.lished cultural standards o( his da+,
'hat does the pro(essor impl+ a.out the philosoph+ o( the Jada movementE
_ -t 3as not ta%en seriousl+ .+ most artists,
_ -t varied (rom one countr+ to another,
_ -t challenged people=s concept o( 3hat art is,
_ -t 3as .ased on a realistic st+le o( art,
!*planation
5ote the highlighted portions of the listening passage. 1ou can see that >adaism was
meant to challenge the public0s conception of what art was meant to be. The best
answer to the -uestion is choice 3.