Practice Test 1

33. According to paragraph 4, why was it ^ Both in Egypt and Mesopotamia, the periodic floods
easy for people to grow food near large of great rivers such as the Nile and the Tigris-Euphrates
rivers? not only supplied water to the fields but also brought
( X ) Flooding eroded the soil. down fresh soil in the form of fertile muddy sediments.
C E ) The soil was continuously This sediment was deposited on flood plains around
enriched. such rivers, thus annually restoring the fruitfulness of the
land. This regular flooding and sediment deposit allowed
© Surplus crops were regular.
these early farmers to continue cultivating the same fields
The population was large enough.
repeatedly for generations without exhausting the fertility
I Paragraph 4 is marked with an arrow [ ^ ] . of the soil, and crop surpluses were, therefore, available to
I
I allow an increase in population and a growth in trade and
skills development. The area available for cultivation was
expanded when people learned to draw off the river water
into man-made irrigation canals and ditches, watering and
fertilizing larger and larger areas of land. I

| 34. According to paragraph 4, why did 丨丨昤 Both irt Egypt and Mesopotamia, the periodic floods
1 early Neolithic people build irrigation I of great rivers such as the Nile and the Tigris-Euphrates
| ditches? | not only supplied water to the fields but also brought
J (X ) To increase the growing areas I down fresh soil in the form of fertile muddy sediments.
I (T^) To enlarge the fertilized areas I This sediment was deposited on flood plains around
I such rivers, thus annually restoring the fruitfulness of the
(2 ) To produce crop surpluses
I land. This regular flooding and sediment deposit allowed
C© To water the early canals
I these early farmers to continue cultivating the same fields
Paragraph 4 is marked with an arrow [峰 ]. I repeatedly for generations without exhausting the fertility
1 of the soil, and crop surpluses were, therefore, available to
allow an increase in population and a growth in trade and
skills development. The area available for cultivation was
expanded when people learned to draw off the river water
into man-made irrigation canals and ditches, watering and
fertilizing larger and larger areas of land.
娜ik

l"*1*S' …一 a. 一— 丨....一
35. The word t[；Th isf in the passage i The practice of artificial irrigation affected the soil
refers to | in various ways, but not always for the good. Since the
irrigation channels were often shallow, there was frequently a great |
( X ) hot climate loss of water through evaporation in a hot climate. This could
lead to a marked increase in soil salinity, since the salts
(^ e v a p o r a tio n
I held in solution or suspension were deposited as the water
loss of water
I evaporated, and too much salinity could eventually damage
I the soil. But overall the effect of the irrigation system was
I
I
to create an artificial environment - and to some extent an
r.
I artificial climate - with a range of conditions that favored |
I both human experiment and agricultural development. |
S Beyond this, settled agriculture led to the development j
1 I of property rights and hence to a legal framework and 1
1 j mechanisms to enforce laws. This in turn led to a more |
j j extensive and hierarchical government organization and j
I J hence to the development of large, stable communities. j

457
Practice Test 1

36. According to paragraph 5, what The practice of artificial irrigation affected the soil
negative effect did the building of in various ways, but not always for the good. Since the
irrigation ditches create? channels were often shallow, there was frequently a great
( X ) Too much salt in the soil loss of water through evaporation in a hot climate. This could
A worsening climate lead to a marked increase in soil salinity, since the salts
held in solution or suspension were deposited as the water
Cc^) Destruction of settlements
evaporated, and too much salinity could eventually damage
( 2 ) Too much experimentation
the soil. But overall the effect of the irrigation system was
Paragraph 5 is marked with an arrow [峰 ]. to create an artificial environment —and to some extent an
artificial climate - with a range of conditions that favored
both human experiment and agricuttura! development.
Beyond this, settled agriculture led to the development
of property rights and hence to a legal framework and
mechanisms to enforce laws. This in turn led to a more
extensive and hierarchical government organization and
hence to the development of iarge, stable communities.

37. What can be inferred from paragraph 5 # The practice of artificial irrigation affected the soil
about the development of an organized i：in various ways, but not always for the good. Since the
government? ：: channels were often shallow, there was frequently a great
C £ ) Stable communities function best ■ loss of water through evaporation in a hot climate. This could ；
with a hierarchical government. ; lead to a marked increase in soil salinity, since the salts
C C ) Human experiment is most often held in solution or suspension were deposited as the water ,
practiced if government enforces evaporated, and too much salinity could eventually damage
laws. : the soil. But overall the effect of the irrigation system was
i to create an artificial environment - and to some extent an j
( c ] ) An organized government is
： artificial climate - with a range of conditions that favored |
necessary to extend artificial
i both human experiment and agricultural development. |
irrigation.
Beyond this, settled agriculture led to the development ||
( 2 ) The need to enforce property
of property rights and hence to a legal framework and |
laws required government
: : mechanisms to enforce laws. This in turn led to a more |
organization.
: extensive and hierarchical government organization and ：j
Paragraph 5 is marked with an arrow [峰 ]. ：： hence to the development of large, stable communities. ;]

38. Look at the four squares H ] that B Both in Egypt and Mesopotamia, the periodic floods of ：l
indicate where the following sentence great rivers such as the Nile and the Tigris-Euphrates not |
could be added to the passage. only supplied water to the fields but also brought down |
fresh soil in the form of fertile muddy sediments. H This j
In much of the Middle East region, the
sediment was deposited on flood plains around such rivers, |
earth was mainly watered not by rain
thus annually restoring the fruitfu丨ness of the land _ This I
but by natural irrigation.
regular flooding and sediment deposit allowed these early j
Where would the sentence best fit? farmers to continue cultivating the same fields repeatedly ；|
Choose the 丨etter of the square that shows for generations without exhausting the fertility of the soil, j
and crop surpluses were, therefore, available to aiiow an j
where the sentence should be added.
increase in population and a growth in trade and skills J
development. H The area available for cultivation was 1
expanded when people learned to draw off the river water j
into man-made irrigation canais and ditches, watering and 1
fertilizing larger and larger areas of land. ^
il

458
：39. Directions: An introductory sentence of a brief summary of the passage is provided
：
below. Complete the summary by selecting the T H R E E answer choices that express
the most important ideas in the passage. Some sentences do not belong in the
summary because they express ideas that are not presented in the passage or are
;； minor ideas in the passage. T h is question is worth 2 points,
?；：i

-iWrite^the：
letters^oMhe；
answer；choices in the-spaces ：
where；
they；
belong.;
：
Refer to the fu" passage.

During the Neolithic period, people started to dom esticate anim als, grow
crops, and build permanent se ttlem en ts, 丨
eading eventually to the beginnings
of civilization.

A nsw er C h o ices

( X ) It is likely that early hunters Cp]) We know that early people

ate wild grasses and later learned how to cultivate grasses
understood how to cultivate, since they developed a simple
reap, and grind grain. type of grinding mill.
( X ) The floodwaters of rivers in the ( T ) The large increase in the number
Middle East enriched the soil, of irrigation canals led to the
which led to food surpluses and worsening of the soil condition
an enlarged population. due to deposits of salt.
® At one time, people in the C E ) Artificial irrigation increased the
Eastern Mediterranean region arable area, and despite some
lived by hunting animals, negative effects, overall this
catching fish, and gathering development led to improvement
edible plants. in life and eventually to an
organized government system.
Practice Test 1

USTE_WG SECTION.........................................
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^ 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: f j . This means that you will hear, but not
see, part of the question.

Som e 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 畛

46 0
 Practice Test 1

Q uestions 1 -6
Listen to part of a lecture in a business studies class.
<y- fi i- ^ i X ' . . _ _ _ i 心
■&

\|...................................................
*__ __ . .j ..................~|

Now get ready to answer the questions. You may use your notes to help you answer.
ii'...... ..................... . ........ … ...... ..一、 ………
..一 y
|| 1. What is the lecture mainly about? i
| i
I (A ) A method for evaluating outcomes |
I dD A technique for avoiding controversy |
| C© A comparison of beneficial inputs |
j CK) A formula for sidestepping failure j
1 i

i i ^i
In the lecture, the professor describes some costs and benefits of investing in new
machinery. Indicate whether each of the following is a cost or a benefit for a company
planning on making an investment decision.

Check the correct box for each statement. ；

--

C ost Benefit

C K ) The new machine has lower energy

consumption than the old one.

d ^ ) The insurance payments are higher

for the new machine.

® The new machine produces higher-

quality products.

Additional floor space is required for

the new machine.

( X ) The new machine has more safety

features than the old one.

461
Practice Test 1

3. Why does the professor mention the 4. Why does the professor say this:
introduction of machinery? ( X ) She thinks some costs are difficult to
C X ) To underline the importance of see.
monetary units d D She does not think the analysis is
C F ) To help explain how costs and benefits complicated.
are worked out C 〇D She wants students to understand the
:丨 C © ^"° show that many machines are too ioss of money.
expensive She does not think ail benefits are reaiiy
To emphasize the financial side of benefits.
business decisions

5. Listen again to part of the lecture. Then 6. According to the professor, how does CBA
answer the question. evaluate subjective things?
Why does the professor say this: 〇 C A ) By asking people what something is
C a ^) T o verify how tricky it is to apply C BA to worth
a transportation business C K ) By studying how people use money
( b^) T o introduce impressive software for C 〇 ) By subtracting costs from benefits
building roads C g ) By asking experts for their opinions
C © To show how to calculate the building of
a new road
( 2 ) To give an example of an analysis done
in the public domain

Q uestions 7-11
Listen to a conversation between a student and a professor.

TOEFL Listening . 麟 爾

462
 Practice Test 1

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

7， Why does the student go to see her 8. Listen again to part of the conversation. Then
professor? answer the question.
C £ ) To pick up her research paper Why does the professor say this:
( T ) To get advice on citing sources (X ) To show how experts are biased
To get feedback on her research paper ( T ) To explain why the Web site is bad
Cp^) To discuss the nutritional value of C © To encourage the student to visit the
chocolate professor
( 2 ) To indicate that she needs to pay
attention to other details

9. Why does Dr. Johnson criticize the student's 10. Listen again to part of the conversation.
use of a university Web site? Then answer the question.
(X ) The research was put together by Why does the professor say this: 〇
students. C k ) To encourage the student to I
investigate the claims further |
The professor was not an expert in the ii ：!
field. To indicate that the research on |
( © The Web site wasn't from a prestigious chocolate was well funded |
university. C 〇]) To encourage the student to be closed- |
C d ^ The Web site did not have the .edu minded about the study I
domain in its address. (D^) To explain that the research suggests I
salt should be added to chocolate I

L 1二，
• 二"•二二二二;■:二 •二I：
：
!；-二二厂广二-.二：‘二二:二]

11. What does the professor say about the

research sponsored by a company?
( X ) It is biased.
C H ) It is not well funded.

盡
Mgnsr
C ^ ) It should be repeatable.
C ^ ) It should be thrown out.

463
Practice Test 1

Q u e stio n s 12-17

Listen to part of a lecture in an architecture class.

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

B 13. What can be said about the nature of Prairie

I 12. What is the lecture mainly about? i1.:!
( X ) The first skyscrapers in America i* School architecture? 1
( X ) The influence of the English Arts and ^ Choose 2 answers, j
Crafts movement 囚 It tried to harmonize with nature. j
Cc^> The Prairie School of Architecture ^ 回 it was mostly expressed inlarge public j
C 〇]) Oriental motifs in American buildings. j
architecture [c] It was mainly concerned with domestic j
living spaces. J
\ 回 It was Midwestern American in nature |
with no foreign influences. |

14. Listen again to part of the lecture. Then 15. According to the professor, how did the I
answer the question. Prairie School architects make living space j
Why does the professor say this: more compatible with human needs? j
( X ) To introduce a new discussion topic for Choose 2 answers. |
....... ；|
the lecture [a] Through the use of vertical windows |
C E ) To suggest that the name of the school [|] By abolishing closed interior corners j
is slightly inappropriate 回 Through the use of elaborate |
(C^) To find out whether the students have ornamentation |
understood the concept of prairie
T o express disagreement with the
回 By decreasingthe number of separate j
rooms I
stated aims of the Prairie School
architects

46 4
 Practice Test 1

J 16. What does the professor say about the 17. Why does the professor mention traditional
蘭 use of ornam号 ntation by Prairie School Japanese houses?
l architects? .1 C £ ) To contrast Japanese architectural
I ( X ) They liked colorful designs and a n design with the Prairie School design
I variety of decorations. ( X ) To show the relationship between
| ( X ) They tended to use ornamentation only Japanese use of space and overall
j if it complemented a design. ；j ornamentation
j C © The only ornamentation they used was ；i C g ) To give an example of how turned-up
I based on Japanese models. ■! roof edges don't blend in with the
I ( 2 ) The only decoration they permitted ：! horizontal tines of the flat prairies
I was in furniture design. ；| C 〇]) To show how the influence of Oriental
themes was expressed in the Prairie
I ■ 1 School designs
I y
1 I

Q uestions 1 8 -2 3
Listen to part of a lecture in a psychology class.

Now get ready to answer the questions. You may use your notes to help you answer.
丨臟m 议纖.
...
... . 取

jj 18. What aspect of a meme's behavior does the 19. Why does the professor say this: 〇
I professor mainly discuss? ( X ) To find out if students already know the
1
I ( X ) its genetic structure | main points
I d ] > Its ability to disappear C X ) To suggest that some of the
j Cc^> Its physical appearance information is controversial
I C 〇) Its tendency to be copied C g ) To hint that most of the discussion is
wrong
To explain why gene theory is
considered out of date
Practice Test 1

20. What does the professor say about memes? 21 Listen again to part of the lecture. Then
( X ) They will eventualiy disappear. answer the question.
C X ) They cause us to mutate. Why does the professor say this: 〇
They are passed on to other people. ( X ) To make a joke about what could be
C 〇]) They are usually harmful. considered as a meme
C b ^) To indicate that important ideas could
be transferred by memes
To show how memes can be used for
the preparation of food
C d } T o show a contrast between the idea of
constructing bridges and making fires

22. What does the professor imply about the 23. Which of the following is NOT true about
importance of memes in our minds? memes?
( X ) Memes are related to our thoughts, ( X ) Memes can be found in our genes.
d ] ) Memes are controlled by our brains. C E ) Memes can be passed on to other
Cc^) Memes and emotions are identical people.
Memes are necessary for our Memes can represent true or false
emotions. ideas.
C 〇D Memes can die out.

Q uestions 24-29
Listen to part of a lecture in an anthropology class.

466
 Practice Test 1

Mow get ready to answer the questons. You may use your notes to help you answer.

24. What is the main topic of the lecture? 25. What does the professor imply about the
C X ) Reasons for the disappearance of the term Anasazi?
Anasazi culture ( X ) tt should not be used.
C E ) Reasons for the fighting between C ^ ) There are better alternatives.
different cultures It is not a wel卜known name.
Reasons for environmental ( d^) It is no longer acceptable to some
degradation people.
C 2 ) Reasons for the development of the
Anasazi culture

26. According to the professor, why did the I 21. Why does the professor say this:
Anasazi start making pottery?
I
I ( X ) She was trying to recall where in the
( X ) They wanted to trade with other | lecture she was,
cultures. | ( X ) She was unsure which culture she was
They wanted to develop artistic skills. j describing.
C ^ ) Pottery is better for keeping food. I (C^) She realized that the students were nol
C © Their baskets were ineffective. I listening carefully.
| C d ) She forgot to tell the students about
J road-building techniques.

28. Based on the information in the discussion, indicate whether each of the following
is accepted by most scientists.

Check the correct box for each statement

Yes No

蓋
(X ) They left their villages because of the spread of diseases.

2
io
C T ) They left their villages because of invaders.

C 〇j) They left their villages because of lack of resources.

l—
.

29. What does the professor imply about the

Anasazi's use of their environment?
( X ) They were aware of the damage they
were causing.
C 2 ) They did not protect their environment
well.
® They tried to manage their resources
properly.
C S ) They were sophisticated in their use of
resources.

467
Practice Test 1

Questions 30-34
Listen to part of a conversation between two students.

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

i| 30. What are the students mainly discussing? 31. Why does the woman say this: 〇
j'j ( X ) The importance of being presumed CKy To invite the man to accompany her
innocent ( X ) To let the man know she doesn't have
(W ) Court procedure in criminal cases much time
jl C © The definitions of some legal terms 〇 To ask the man if he would like to meet
;; C 〇]) Legal rights of defendants her roommate
C £ ) To check that the man has finished his
test review

32. According to the conversation, which of the 33. What can be inferred about the value of
following statements are correct? circumstantial evidence for prosecutors?

Choose 2 answers. ( X ) It is useful but never sufficient for

gaining a conviction.
0 The defendant tries to show that he or
( X ) All court cases require it.
she is not guilty.
C © Prosecutors often use it to gain a
[b ] The prosecutor usually works for the
conviction.
government.
C d ]) Without direct evidence, it is unreliable.
[c] The plaintiff is often convicted.
回 The burden of proof rests with the jury.

34. According to the conversation, what do most

people think about circumstantial evidence?
C a ) !t is better than direct evidence for
gaining a conviction.
C F ) it is not very useful for gaining a
conviction.
C 〇]) It cannot be used in criminal court cases.
It is very persuasive 丨 n court cases.

STO P 鼷

46 8
SPEAKING SECTION
Directions
in this section of the test, you will be able to demonstrate your ability to speak about a
variety of topics. You will answer six questions by recording your response. Answer each
of the questions as completely as possible.

In questions 1 and 2, you will first hear a statement or question about familiar topics. You
will then speak about these topics. Your response will be scored on your ability to speak
clearly and coherently about the topics.

In questions 3 and 4, you will first read a short text. You will then listen to a talk on the
same topic.

You will be asked a question about what you have read and heard. You will need to
combine appropriate information from the text and the talk to provide a complete
answer to the question. Your response will be scored on your ability to speak dearly
and coherently and on your ability to accurately convey information about what you
read and heard.

In questions 5 and 6, you will listen to part of a conversation or a lecture. You will be asked
a question about what you heard. Your response will be scored on your ability to speak
clearly and coherently and on your ability to accurately convey information about what
you heard.

You may take notes while you read and while you listen to the conversations and lectures.
You may use your notes to help prepare your response.

Listen carefully to the directions for each question. For each question you will be given a
short time to prepare your response. When the preparation time is up, you will be told to
begin your response.
Practice Test 1

STARTS
1. Piease listen carefully.

腳埤藤 , .r 1 i 1*1
：

Describe a skill you have that will be important for your success
in the modern world, and explain why this skill is so important
Include details and examples to support your expianation.

Preparation time: 15 seconds

Response time: 45 seconds

You may begin to prepare your response after the beep.

Piease begin speaking after the beep.

STOP 腿

STARTS

2. Please listen carefully.

! Some people work for a business, and some people work in their
[ own business. Which would you prefer to do and why? Include
| details and examples in your explanation.

Preparation time: 15 seconds

Response time: 45 seconds

You may begin to prepare your response after the beep.

Please begin speak 丨
ng after the beep,

STOP 圓
START ►
3. Please listen carefully.

The University of the Rockies Financial Aid Office has posted information about work-study
grants. You wii! have 45 seconds to read the announcement；Begin reading now.

P A U S E IS (for 45 seconds)

Reading Time: 45 seconds

Financial Aid Office Announcement

The Work-Study Program gives undergraduate and graduate
students the opportunity to earn money on campus to pay for
their education-related expenses. The pay is based on minimum
wage, but can be higher, based on the job requirements.
Students can earn up to $3,000 per year depending on financial
need. To be eligible for consideration in the program, a student
must be registered as a full-time student and must be able to
demonstrate financial need. To obtain more information or to
apply for one of the listed jobs, contact the Financial Aid Office
in Buxley Hall.

Now listen to two students as they discuss the announcement.

O
TOEFL Speaking Guestton 3 of €
Practice Test 1

Now get ready to answer the question.

r_ jii 卽 .:r:齡 !:!J <ijhl ? j ?I»Vit ■;I*»'ii' *1

The woman expresses her desire for a work-study job. State

the requirements necessary for taking part in the program and
explain the advantages discussed.

Preparation time: 30 seconds

Response time: 60 seconds

You may begin to prepare your response after the beep.

Please begin speaking after the beep.

STO P]

STA RT >

4. Please listen carefully.

Read the passage about symbiotic relationships. You have 45 seconds to read the passage.
Begin reading now.

P A U S E SI (for 45 seconds)

Reading Time: 45 seconds

i Symbiotic Relationships
I
j Symbiosis refers to an intimate relationship between two
! organisms. This term does not indicate whether the relationship
j is beneficial or harmful to the organisms involved. Mutual
j symbiosis, or mutualism, occurs when both species gain some
j benefit from the relationship, whereas parasitism consists of a
I relationship in which one of the organisms benefits, while the
| other one is harmed. A third symbiotic relationship is that of
| commensalism. In commensalism, the relationship is beneficial
I to one of the organisms while the other neither benefits nor
| is harmed. A commensal organism can be either obligate or
j facultative. The obligate commensal cannot survive without
j its symbiotic partner. The facultative commensal can be found
j either living with its symbiotic partner or on its own.

472
Now listen to part of a lecture on this topic in a biology class.

Now get ready to answer the question.

The professor gives two examples of symbiotic relationships

that change. Explain both examples in terms of what the original
symbiotic relationship was and what symbiotic relationship it
became.

Preparation time: 30 seconds

Response time: 60 seconds

You may begin to prepare your response after the beep.

Please begin speaking after the beep.

STO P*
Practice Test 1

STA RTS

5. Please listen carefully.

Listen to a conversation between two students.

Now get ready to answer the question.

The students discuss the man's options. Describe his problem.

Then state which of the options you prefer and explain why.

Preparation time: 20 seconds

Response time: 60 seconds

You may begin to prepare your response after the beep.

Please begin speaking after the beep.

ST O P 圈

474
 Practice Test 1

STA R T ►

6. Please iisten carefully.

Listen to part of a lecture in a cultural studies class.

Now get ready to answer the question.

Using points and examples from the lecture, explain how the
media has contributed to misconceptions about the real world.

Preparation time: 20 seconds

Response time: 60 seconds

You may begin to prepare your response after the beep.

Please begin speaking after the beep.

STOP 画
Practice Test 1

WRITING SECTION
Directions
This section measures your ability to use writing to communicate in an academic
environment. There will be two writing tasks.

For the first writing task, you will read a passage and listen to a lecture, and then
answer a question based on what you have read and heard. For the second writing
task, you will answer a question based on your own knowledge and experience.

Now read the directions for the first writing task.

Writing Based on Reading and Listening

D irections

For this task, you will have three minutes to read a passage about an academic topic. You
may take notes on the passage whiie you read. Then you wi!i listen to a lecture about the
same topic. While you listen, you may also take notes.

Then you will have 20 minutes to write a response to a question that asks you about the
relationship between the lecture you heard and the reading passage. Try to answer the
question as completely as possible using information from the reading passage and the
lecture. The question does not ask you to express your persona! opinion. You can refer to
the reading passage again when it is time for you to write. You may use your notes to help
you answer the question.

Typicaily, an effective response will be 150 to 225 words long. Your response will be
judged on the quality of your writing and on the compieteness and accuracy of the
content. If you finish your response before time is up, go on to the second writing task.

On the day of the test, you will be required to type your response into a computer.
Therefore, if you are taking this test in the book, practice typing your response on
a computer.

476
IN T E G R A T E D T A S K

DSrec 言ions: You have three minutes to read and take notes from the reading
passage. Next, listen to the related lecture and take notes. Then write your
response.
O ■
〇

Asthm a

Asthma is usually seen as a condition whose symptoms can

be adequately controlled with the right medicines. Researchers
point out that it is an intermittent disorder, characterized by
temporary bouts of inflammation of the airways, which lead to
typical symptoms such as wheezing, coughing, and shortness of
breath; after each episode (often known as an attack), symptoms
subside and the airways return to normal.
Asthmatics tend to be susceptible to certain triggers in the
environment. These include but are not restricted to animal
fur, pollen, cigarette smoke, house dust mites, and perfumes.
Attacks can also be brought on by exercise, emotional stress, or
a variety of other factors including respiratory infections such as
the common cold.
During an episode of asthma, the bronchial tubes and the
smaller tubes dividing off from these, known as bronchioles,
become narrow or blocked and as a result air can't get in or out
of the lungs easily. There are two basic causes behind bronchial
narrowing: either the bronchi and bronchioles are squeezed
by muscles wrapped around them rather like elastic bands, or
they become blocked by mucus and swelling inside the tubes
themselves. When the bronchi are constricted, the condition is
called bronchoconstriction. Occasional squeezing of the bronchi
is normal, but in asthma sufferers these muscles may react too
sensitively to environmental triggers. It is also a normal function
of the bronchial tubes to produce mucus and, in concert with
tiny hairs called cilia, to trap inhaled irritants and remove them
from the body, thus protecting the lungs. But some asthmatics
produce an overabundance of mucus, and this results in blocked
airways and consequent asthmatic symptoms.
Practice Test 1

START >

Now listen to part of a lecture on the topic you just read about.

STO P-
CL, ^ 'Q

丨Directions: You have 20 m inutes to plan and write your response.

； Your response will be judged based on the quality of your writing and
| on how well your response presents the points in the lecture and their
relationship to the reading passage* Typica!!yf an effective response will
be 150 to 225 words.
Question: Summarize the points made in the lecture you just heard,
explaining how they cast doubt on the points made in the reacting.
I [Reading passage reappears
during writing time. Refer to the
I full passage on the previous
page.]

478
Writing Based on Knowledge and Experience
D irectio n s

For this task, you wii! write an essay in response to a question that asks you to state,
explain, and support your opinion on an issue. You will have 30 minutes to plan, write,
and revise your essay.

Typically, an effective essay wii! contain a minimum of 300 words. Your essay will be
judged on the quality of your writing. This includes the development of your ideas, the
organization X5f your essay, and the quality and accuracy of the language you use to
express your ideas.

On the day of the test, you wii! be required to type your response into a computer.
Therefore, if you are taking this test in the book, practice typing your response on
a computer.

INDEPEN DEN T W RITING TA SK

TOEFL Writing CkTcsti〇TT2 af 2

Directions: Re^d the question

1oelo'.v. You *iave 30 minutes
! to plan, write, and revise your
: essay. Typicsiiy. an effective
_response contains a minimum
of 300 v/ords.
Question:
The widespread use of the
Internet has given people
access to information on
a level never experienced
before. How does this
increase in the availability of
information influence life in
today’s world?
Use specific reasons and
examples to support your
opinion.
Directions
!n this section, you wil! read three passages and answer reading comprehension questions
about each passage. Most questions are worth one point, but the last question in each set
is worth more than one point. The directions indicate how many points you may receive.

You have 60 minutes to read ail of the passages and answer the questions. Som e passages
include a word or phrase followed by an asterisk (*). Go to the bottom of the page to see a
definition or an explanation of these words or phrases.
Practice Test 2

Questions 1-12

Two Atom ic C lo cks

The nucleus of a radioactive atom disintegrates spontaneously and forms an atom of
： a different element while emitting radiation in the process. The original atom is called the
parent isotope* and its stable product is called the daughter or progeny isotope. For example,
rubidiuin-87 decays by emitting an eiectron from its nucleus to form a stable daughter called
strontium-87. Because the rate of nuclear decay is constant regardless of temperature 、
and pressure conditions, radioactive decay provides a dependable way of keeping time.
Radioactive isotopes alter from one type of atom to another at a fixed rate from the moment
； they are created anywhere in the universe. Since we can calculate the decay rate and also
count the number of newly formed progeny atoms and the remaining parent atoms, we can
; use the ratio as a kind of dock to measure the age of minerals and other materials.
The rate at which a radioactive element decays is known as the half-life of the element.
丁his is the time necessary for one-half of the origina丨number of radioactive atoms in a sample
: t o decay into a daughter product After two half-lives, the number of atoms remaining after the

first half-life will have decayed by half again. Thus, the number of remaining parent atoms is :丨
； reduced geomeiricaily over time. With some elements, the half-life is very long. Rubidium-87, ;
■ for example, has a half-life that has been estimated at nearly 48.8 billion years, much longer
i than the current estimated age of the universe. With other elements, this period can be as short
;： as a few days or even minutes. If we know the half-life of a decaying element, it is possible to
：calculate the ratio of parent to stable progeny that will remain after any given period of time. ;：
：
Geologists use a sensitive instrument called a mass spectrometer to detect tiny quantities
：： of the isotopes of the parent and progeny atoms. By measuring the ratio of these, they
> can calculate the age of the rock in which the rubidium originally crystallized. Because the
number of progeny is growing as the parent is decaying and this is occurring at a constant
；rate, after one-half life the ratio is one parent io one progeny. After two half-lives the ratio is
； 1 to 3.
Rubidium-87 has often been used to date rocks since it is a widespread element. Various ；|
elements including rubidium are incorporated into minerals as they crystallize from magma* ：|
丨）〇「 metamorphic rock. During this process the rubidium is separated from any strontium 4
^ progeny that existed before the rock formed and so we know that the measurable alteration [：j
from parent to progeny can be dated from this point. A s the radioactive decay of rubidium-87 ：1
begins, new progeny atoms of strontium-87 start to accumulate in the rock. In the dating ：|
：; of rocks using these elements, it is important that the rock sample has not been altered
: subsequent to its formation by other geologic processes or contamination of any kind. Rocks j
: as old as 4 ‘6 biHiort years can be dated with some degree of reliability using this method.
Another radioactive element usefu 丨for dating is carbon-14, which decays into nitrogen-14- >
：； With a half-life of 5,730 years, carbon-14 decays much more rapidly than rubidium-87
and so is useful for measuring the ages of objects from the recent historical and geologic
past, such as fossils, bones, wood, and other organic materials. Whereas rubidium-87 is
incorporatedinto rocks during thei「formation, carbon-14, which is an essential element of the
■ cells of organisms, becomes incorporated into living tissues as organisms grow. The ratio of ；
. carbon-14 to stable carbon 丨 sotopes in the organism is the same as it 丨s in the atmosphere. ;
When a living organism dies, no more carbon dioxide is absorbed and so no new carbon
isotopes are added. The daughter nitrogen-14 isotope, existing in gaseous form, leaks out of
： the dead organism, and thus, we cannot use it to compare the ratio of original to daughter as
: is done with rubidium-87 and its daughter. However, as the amount of carbon-14 in the dead
organism becomes less over time, we can compare the proportion of this isotope remaining
: with the proportion that is in the atmosphere and from this calculate the approximate number

482
 Practice Test 2

| of years since the organism has died. Dating dead organic material by this method is
moderately reliable in samples up to about 50,000 years old, but beyond that the accuracy
becomes unreliable.

| *isotope: one of the differing forms of an atomic element

fj *magma: materia! that is in liquid form and which cools on the Earth's surface to form rock

1. The word ^alterf in the passage is The nucleus of a radioactive atom disintegrates
closest in meaning to spontaneously and forms an atom of a different element
( X ) adapt while emitting radiation in the process. The original atom
change is called the parent isotope and its stable product is called
the daughter or progeny isotope. For exam ple, 「 ubidium-87
C D revise
〇
decays by emitting an electron from its nucleus to form
( 2 ) vary
a stable daughter called strontium-87. Because the rate
of nuclear decay is constant regardless of temperature
and pressure conditions, radioactive decay provides a
dependable way of keeping time. Radioactive isotopes alter:
from one type of atom to another at a fixed rate from the
moment they are created anywhere in the universe. Since
we can calculate the decay rate and also count the number
of newly formed progeny atoms and the remaining parent
atoms, we can use the ratio as a kind of clock to measure
the age of minerals and other materials.

2. The rate of nuclear decay in rubidium-87 [Refer to the full passage.]

C X ) is always the same
changes over time
depends on temperature
C 〇^) depends on temperature and
pressure

i ■"a .
3. The word “ 丁his ” in the passage refers to tj The rate at which a radioactive element decays is known
( X ) element I as the half-life of the element Th is ：is the time necessary
half-life | for one-half of the original number of radioactive atoms in a
|j sample to decay into a daughter product. After two half-lives,
C c ) rate
| the number of atoms remaining after the first ha 丨 Wife w"l
Cp]) time
j have decayed by half again. Thus, the number of remaining
| parent atoms is reduced geometrically over time. With
j some elements, the ha!f~life is very long. Rubidium-87, for
I example, has a halMife that has been estimated at nearly
| 48.8 billion years, much longer than the current estimated
age of the universe. With other elements, this period can be
as short as a few days or even minutes. If we know the half-
life of a decaying element, it is possible to calculate the ratio
of parent to stable progeny that will remain after any given
period of time.

483
Practice Test 2

4. The half-life of an element [Refer to the full passage.]

( X ) is a reliable way of measuring "
sample size
( T ) is a measure of decay rate in
radioactive elements
( © is considered an unreliable way of
calculating age
( J ) is approximately half the age of the ：
atoms it contains

：5. What can be inferred about the reliability ：:

； [Refer to the full passage.]
of using radioactive atoms to calculate
ages of rock samples?
( X ) The reliability increases over time.
The reliability decreases with older
samples.
C c]) The reliability of the parent atom is
greater than the progeny.
C 〇2) The reliability of the progeny atom
is greater than the parent.

6. According to the passage, from what [Refer to the full passage.]

point can we measure the ages of
r； rocks?
(X ) From the point at which
rubidium-87 became part of
^ the rock structure
From the point at which
::: stroniium-87 started to decay
丨 ： C 〇D From the point at which the rocks
； ： rubidium-87 and strontium-87
joined
C 〇]) From the point at which !ater
contamination entered the rock
samples

484
厂
Practice Test 2

7. The word 11essential " in the passage is i Another radioactive element useful for dating is
closest in meaning to i carbon-14, which decays into nitrogen-14. With a half-life
CA) redundant j of 5,730 years, carbon-14 decays much more rapidly than
(X ) stable i rubidium-87 and so is useful for measuring the ages of
^ objects from the recent historical and geologic past, such
CC] ) dependable
； as fossils, bones, wood, and other organic materials.
CD] ) vital
| Whereas rubidium-87 is incorporated into rocks during
i their formation, carbon-14, which is an essential element
of the ceils of organisms, becomes incorporated into living
； tissues as organisms grow. The ratio of carbon-14 to stable
i carbon isotopes in the organism is the same as it is in
；j the atmosphere. When a living organism dies, no more
：! carbon dioxide is absorbed and so no new carbon isotopes
are added. The daughter nitrogen-14 isotope, existing in
5 gaseous form, leaks out of the dead organism, and thus, we
I cannot use it to compare the ratio of original to daughter as
is done with rubidium-87 and its daughter. However, as the
amount of carbon-14 in the dead organism becomes less
over time, we can compare the proportion of this isotope
remaining with the proportion that is in the atmosphere and
from this calculate the approximate number of years since
the organism has died. Dating dead organic material by this
method is moderately reliable in samples up to about 50,000
years old, but beyond that the accuracy becomes unreliable.

8. According to paragraph 5, what happens :i 晬 Another radioactive element useful for dating is
to an organism after it dies? carbon-14, which decays into nitrogen-14. Wiih a half-life
C a ^> ^ tends to deteriorate rapidly. of 5,730 years, carbon-14 decays much more rapidly than
C b^> The various carbon isotopes rubidium-87 and so is useful for measuring the ages of
decay. objects from the recent historical and geologic past, such
as fossils, bones, wood, and other organic materials.
The supply of carbon-14 is no
:i Whereas rubidium-87 is incorporated into rocks during
longer replenished.
! their formation, carbon-14, which is an essential element
The stable carbon isotopes
；j of the cells of organisms, becomes incorporated into living
deteriorate.
：| tissues as organisms grow. The ratio of carbon-14 to stable
Paragraph 5 is marked with an arrow [蛛 ]. ；| carbon isotopes in the organism is the same as it is in
^ the atmosphere. When a living organism dies, no more
h carbon dioxide is absorbed and so no new carbon isotopes
are added. The daughter nitrogen-14 isotope, existing in
gaseous form, leaks out of the dead organism, and thus, we
i cannot use it to compare the ratio of original to daughter as
is done with rubidium-87 and its daughter. However, as the
] amount of carbon-14 in the dead organism becomes less
over time, we can compare the proportion of this isotope
；j remaining with the proportion that is in the atmosphere and
from this calculate the approximate number of years since
the organism has died. Dating dead organic materia! by this
1 method is moderately reliable in samples up to about 50,000
years old, but beyond that the accuracy becomes unreliable.

48 5
Practice Test 2

9. According to paragraph 5, why can't # Another radioactive element useful for da言 ing is
scientists compare the ratio of carbon-14 carbon-14, which decays into nitrogen-14. With a half-life
to nitrogen-14? of 5,730 years, carbon-14 decays much more rapidly than
C £ ) The amount of nitrogen-14 is not rubidiun>87 and so is useful for measuring the ages of
predictable. ： objects from the recent historical and geoiogic past, such
( X ) The ratio of these two elements as fossils, bones, wood, and other organic materials.
doesn’t change. ； Whereas rubidium-87 is incorporated into rocks during ■
；
their formation, carbon-14, which is an essential element
C c ) Nitrogen-14 has an unpredictable
of the cells of organisms, becomes incorporated into living :丨
decay rate.
；: tissues as organisms grow. The ratio of carbon-14 to stable \
(D^) Carbon-14 tends to evaporate too
： carbon isotopes in the organism is the same as it is in
quickly.
； the atmosphere. When a living organism dies, no more ;
Paragraph 5 is marked with an arrow [峰 ]. ■；carbon dioxide is absorbed and so no new carbon isotopes
：； are added. The daughter nitrogen-14 isotope, existing in ;;
'■ gaseous form, leaks out of the dead organism, and thus, we !
；s cannot use it to compare the ratio of original to daughter as
is done with rubidium-87 and its daughter. However, as the |
: amount of carbon-14 in the dead organism becomes less %
； ：overtime, we can compare the proportion of this isotope |
remaining with the proportion that is in the atmosphere and ；)
=； from this calculate the approximate number of years since I
：； the organism has died. Dating dead organic material by this j
; method is moderately reliable in samples up to about 50,000 |
i-
; years old, but beyond that the accuracy becomes unreliable. 1

；10. According to paragraph 5, the amount ：： # Another radioactive element useful for dating is
of carbon-14 in an organism ； ：carbon-14, which decays into nitrogen-14. With a half-life
( X ) replaces other carbon isotopes p of 5,730 years, carbon-14 decays much more rapidly than
after an organism dies j：：rubidium-87 and so is useful for measuring the ages of

d l ) tends to be the same as the other B objects from the recent historical and geologic past, such
carbon isotopes as fossils, bones, wood, and other organic materials.
：; Whereas rubidium-87 is incorporated into rocks during
C © increases rapidly when an
: : their formation, carbon-14, which is an essentia 丨element
organism dies
of the cells of organisms, becomes incorporated into living
C g ) deteriorates from the moment of
■ tissues as organisms grow. The ratio of carbon-14 to stable
death
: carbon isotopes in the organism is the same as it is in
： Paragraph 5 is marked with an arrow [^ ]. :； the atmosphere. When a living organism dies, no more
carbon dioxide is absorbed and so no new carbon isotopes
; are added. The daughter nitrogen-14 isotope, existing in
： gaseous form, leaks out of the dead organism, and thus, we
cannot use it to compare the ratio of original to daughter as
is done with rubidium-87 and its daughter. However, as the
amount of carbon-14 in the dead organism becomes less
over time, we can compare the proportion of this isotope
remaining with the proportion that is in the atmosphere and
from this calculate the approximate number of years since
the organism has died. Dating dead organic material by this
method is moderately reliable in samples up to about 50,000
years old, but beyond that the accuracy becomes unreliable.

486
 Practice Test 2

i l l Look at the four squares H 3 that Another radioactive element useful for dating is
I indicate where the following sentence ：carbon-14, which decays into nitrogen-14. H With a half-
| could be added to the passage. ； life of 5,730 years, carbon-14 decays much more rapidiy
|| ; than rub idinm-87 and so is useful for measuring the ages
| Both the unstable carbon-14 and
l of objects from the recent historical and geologic past,
| stable carbon isotopes are taken in
such as fossils, bones, wood, and other organic materials.
| from the carbon dioxide present in
Whereas rubidium-87 is incorporated into rocks during
| the atmosphere.
their formation, carbon-14, which is an essential element
I
I Where would the sentence best fit? of the cells of organisms, becomes incorporated into iiving
I tissues as organisms grow. M The ratio of carbon-14 to
f Choose the letter of the square that shows
stable carbon isotopes in the organism is the same as it is
l where the sentence should be added.
in the atmosphere. H When a living organism dies, no more
carbon dioxide is absorbed and so no new carbon isotopes
are added. 0 The daughter nitrogen-14 isotope, existing in
j gaseous form, leaks out of the dead organism, and thus, we
： cannot use it to compare the ratio of original to daughter as
| is done with rubidium-87 and its daughter. However, as the
j amount of carbon-14 in the dead organism becomes less
! over time, we Gan compare the proportion of this isotope
j remaining with the proportion that is in the atmosphere and
i from this calculate the approximate number of years since
! the organism has died. Dating dead organic material by this
； method is moderately reliable in samples up to about 50,000
| years old, but beyond that the accuracy becomes unreliable.

12. Directions: Select the appropriate phrases from the answer choices and match the
dating technique to which they relate. TWO of the answer choices will NOT be used.
Th is question is worth 4 points.

Write the letters of the answer choices in the spaces where they belong. ；
Refer to the fu!i passage.

Answ er C h o ices Rubidium -87

( X ) Can be used for dating artifacts
made of bones or wood
Destroys progeny isotopes
Cc^) Essential to iiving organisms
Has a haif-life of billions of
years
Carbon-14
( X ) Incorporated into minerals when
they crystallized
CE) Progeny cannot be used for
dating
C g ^) Unreliable for dating samples
( S ) Used for dating dead trees
( T ) Used for dating rocks

487