TOEFL аудирование тест №3

Directions

This section measures your ability to understand conversations and lectures in English. You will hear each conversation or lecture only one time. After each conversation or lecture, you will answer some questions about it.
The questions typically ask about the main idea and supporting details. Some questions ask about a speaker's purpose or attitude. Answer the questions based on what is stated or implied by the speakers.
You may take notes while you listen. You may use your notes to help you answer the questions. Your notes will not be scored.
In some questions, you will see this icon: ??? . This means that you will hear, but not see, part of the question.
Some questions have special directions. These directions appear in a gray box.
Most questions are worth one point. A question worth more than one point will have special instructions indicating how many points you can receive.
You will have 20 minutes to answer the questions in this section.

Now get ready to listen. You may take notes.

START

Questions 1-6

Listen to part of a lecture in a biology class.

Now get ready to answer the questions. You may use your notes to help you answer.

1. What is the lecture mainly about? How the tide affects the estuarine environment How the adaptations of estuarine organisms developed How the salinity of water is associated with maintaining the right balance How organisms have adapted to differing concentrations of water and salt

2. Listen again to part of the lecture. Then answer the question. What does the professor imply when he says this: ??? The students probably know the term already. The students should have kept better notes. The term is not relevant to the lecture. The term is in their class notes.

3. What two adaptations are mentioned that allow crabs to survive in the estuary environment? Choose 2 answers Their hard shells keep out water and salt. Their gills and skin adjust to changes rapidly. They can burrow into the soft mud. Their internal organs regulate salt intake.

4. Listen again to part of the lecture. Then answer the question. Why does the professor says this:??? To test the students' understanding of osmoregulators To find out if the students understand how blue crabs breed To show a discrepancy in the behavioral pattern of the crab To give the students an opportunity to ask questions

5. Indicate whether each word or phrase below describes a physiological adaptation or behavioral adaptation. Check the correct box for each statement.
	Physiological	Behavioral
migrating osmoregulating dropping leaves burrowing into mud

6. The adaptations of which estuarine creature are NOT discussed in the lecture? fish birds plants invertebrates

Questions 7-11

Listen to a conversation between a student and a professor.

Now get ready to answer the questions. You may use your notes to help you answer.

7. Why does the student go to see the professor? To discuss degree requirements To get advice about changing degrees To ask about American Sign Language To inform the professor of changes in his degree program

8.Listen again to part of the conversation. Then answer the question. What can be inferred about the professor? She does not understand why the student has come to her office. She expects the student to have a background in linguistics. She advises students getting degrees in linguistics. She is not sure why students want to switch majors.

9. Why does the student want to change degree programs? He wants to study languages in Peru. He's worried about financing his studies. He enjoyed his English teaching experience. He likes helping people with speech disorders.

10.Listen again to part of the conversation. Then answer the question. Why does the professor say this: ??? To avoid giving the student false hopes To influence the student's choice of languages To suggest that the student may have false information To point out to the student the reasons to be cautious

11. What can be inferred about the student? He may not be able to finance a change in degree programs. He does not intend to take a heavier course load to graduate on schedule. He has highlighted all the prerequisites for upper-level courses. He wants to look at all the options for other language courses.

Questions 12-17

Listen to a discussion in an education class.

Now get ready to answer the questions. You may use your notes to help you answer.

12. What is the discussion mainly about? The kinds of questions that encourage thought processes The factors that discourage students from asking questions The personality traits of a particular professor in the faculty The way classroom size affects students' abilities to form questions

13. Why does the professor say this: ??? He is expecting the students to consider an answer to his questions. He is preparing the students for the discussion that he wants them to take up. He is giving an example of the kinds of questions teachers ask students. He is telling the students the kinds of questions students should ask themselves.

14. Listen again to part of the discussion. Then answer the question. What can be inferred about the students? They both question the professor's classification of the pressure of feeling stupid. The woman doesn't agree with the man that class size is an aspect of appearing stupid. The man is convinced that it is better to ask questions in a small class. They have different reasons for considering class size as a negative pressure.

15. Why does Lisa mention Professor Clarkson? To make fun of his course To give an example of time pressure To praise his style of answering questions To encourage the others to take his course

16. In the discussion, the professor elicits different reasons why students don't ask questions. Indicate whether each of the following is one of the discussed fears. Check the correct box for each statement
	Yes	No
Fear of asking too many questions Fear of being considered stupid Fear of being the victim of a joke Fear of making a mistake Fear of wasting a professor's time

17. Listen again to part of the discussion. Then answer the question. Why does the professor say this: ??? To change the group discussion assignment to a different topic To challenge the students to reconsider the pressures they have mentioned To inform the students that they have not done a good job of listing the pressures To indicate to the students that they are not limited to the pressures written on the board

Questions 18-23

Listen to a lecture in a history of ideas class.

Now get ready to answer the questions. You may use your notes to help you answer.

18. What is the lecture mainly about? A theory about criminal personality development A system for evaluating personality theory A method of psychological analysis A comparison of early psychological theories

19. What points does the professor make about Gall's phrenological theory? Choose 2 answers Abilities were evenly distributed in the brain. Each part of the brain was used for a different ability. The shape of the skull corresponded to brain shape. The shape of the brain was less important than the size.

20. Listen again to part of the lecture. Then answer the question. Why does the professor say this: ??? To express her disagreement with the students' opinions To agree that many people might think this theory is strange To test the students' understanding of the concepts To remind the students of a previous unusual idea

21. According to the professor, how did phrenologists approach evidence? They carefully examined evidence that did not fit with their theory. They were not interested in seeking confirmation of their claims. They only accepted the evidence that seemed to fit their claims. They looked for evidence that they knew was false.

22. What does the professor imply about phrenology? It was once more highly thought of than today. It was mainly a waste of research time. It was never more than a minority interest. It was usually on the receiving end of satirical humor.

23. According to the professor, which of the following modern beliefs was contributed to by phrenology? Certain organs within the brain are responsible for certain kinds of behavior. The power of the brain is related to the size and shape of the organ. The shape of the skull is determined by the shape of the brain. Certain abilities are related to specific areas of the brain.

Questions 24-29

Listen to a discussion in an astronomy class.

Now get ready to answer the questions. You may use your notes to help you answer.

24. What is the discussion mainly about? The differences between conditions on Mars and conditions on Earth The possibility of radically transforming the conditions on Mars The necessity of human migration in the search for new resources The ethical problems arising from the human settlement of Mars

25. Why does the professor say this: ??? To express doubt about the possibility of terraforming To criticize the science community for wasting resources To indicate that terraforming would be a technologically amazing feat To encourage students to think clearly about the need for terraforming

26. Why does the professor mention the migration of Europeans to the Americas? To emphasize that people like to explore new regions To give an example of the fact that population pressures cause migrations To provide background information on the need to terraform Mars To argue that the settlement of the Americas was a valuable use of resources

27. According to the professor, why is Mars the planet that scientists want to terraform? Choose 2 answers It is nearer to Earth than other planets. Its atmospheric conditions are rather similar to those on Earth. The other planets are unsuitable for several reasons. Mars contains water and its surface is solid.

28. Listen again to part of the discussion. Then answer the question. Why does the professor say this: ??? He wants to focus on the technological considerations of terraforming. He thinks the ethical considerations are not relevant to classroom discussion. He thinks the students know his opinion about the right way to use Earth's resources. He wants the students to make up their own minds about the ethics of terraforming.

29. Which of the following is NOT mentioned as a method of terraforming Mars? Crashing ammonia-rich asteroids onto the planet's surface Introducing oxygen-releasing plants from Earth Heating the surface with sunlight reflected from orbiting mirrors Building greenhouse gas producing factories on the Martian surface

Questions 30-34

Listen to part of a conversation between a student and a research coordinator.

Now get ready to answer the questions. You may use your notes to help you answer.

30. Why has the student gone to see the research coordinator? To investigate food disorders To find out where the Pharmacology Lab is To participate in an experiment To volunteer for making weekly breakfasts

31. Why does the research coordinator ask the student personal questions? To make sure the student fits all the requirements To test if the student has read the announcement correctly To see if the student understands the experiment To help the student decide whether she wants to participate

32. Listen again to part of the conversation. Then answer the question. Why does the student say this: ??? Because she gets ill infrequently Because she can only know about her current health Because she intends to stay well for the week Because her bout with flu is over

33. Which of the following topics does the research coordinator NOT ask the student about? Her susceptibility to allergies Her use of medications Her preferences for snacks Her current health situation

34. What example does the research coordinator give of the breakfast that will be provided? Pickled onions or grasshoppers Candy bars or potato chips Yogurt or nuts Eggs or cereal