A

Population ecology is...concerned...with...is paraphrased into...can be studied in population ecology; ...not...solely with the human population is paraphrased into Any species of life....

C

Clues: Factors that decrease populations are...too many competitors for resources....

B

Clues: ...indirect indicators, such as the number of nests....

D

Clues: Another important population characteristic, dispersion, is the pattern of spacing among individuals within the population's geographical boundaries.

A

Range means territory in this context. Clues: ...within the population's geographical boundaries; ...habitats...; ...areas....

D

Patches means small areas in this context. Clues: ...gathered...; ...clumped under logs...; ...swarm in great numbers...; ...swim in large schools.... A patch is a small piece or part of something; in this context, it is a small part of a habitat.

B

The passage does not give territorial disputes as a reason for clumping. All of the other answers are given: Clumping often results from the irregular distribution of resources...; Clumping may also be associated with mating, safety...; Crane flies, for example, swarm in great numbers, a behavior that increases mating chances, and some fish swim in large schools so they are less likely to be eaten by predators.

B

Set up means establish in this context. Clues: ...uniform distribution is usually caused by...social interactions that——individual territories for feeding, breeding, or resting. Animals establish territories that result in uniform spacing.

A

You can infer that birds competing for a place to build their nests would probably result in a uniform dispersion pattern. Clues: In animal populations, uniform distribution is usually caused by competition for some resource or by social interactions that set up individual territories for feeding, breeding, or resting.

C

Clues: ...random spacing may be seen where neither strong attraction nor strong repulsion exists among individuals...; Each individual's location is independent of the locations of other individuals.

A

Repulsion means avoidance in this context. Clues: While clumping and uniform patterns occur where there are direct interactions..., random spacing may be seen where neither strong attraction nor strong ——exists among individuals.... Neither...nor indicates alternative or opposing ideas; therefore, strong attraction and strong repulsion are different or opposite in meaning. Also, attraction and avoidance are direct interactions, which characterize clumping and uniform patterns, but not random dispersion.

A

The author's purpose is to identify factors affecting population dispersion. Clues: ...by emigrating from one area and immigrating to another with more favorable environmental conditions, thus altering the population's dispersion.

D

In the added sentence, For example is a transition that introduces the example of one of the sampling techniques to estimate densities and total population sizes, mentioned in the previous sentence. In the added sentence, they refers to Ecologists in a previous sentence.

A, B, E

Key information: The characteristics of a population are shaped by its size and by the interactions among individuals and between individuals and their environment; An important characteristic of any population is its density; Another important population characteristic, dispersion...; Individuals may be spread across the environment in three possible dispersion patterns: clumped, uniform, or random; ...often results from the irregular distribution of resources...; ...may also be associated with mating, safety, or other social behavior; ...usually caused by competition for some resource or by social interactions...; Populations change in size, structure, and distribution as they respond to changes in environmental conditions. Answers (C) and (D) are minor ideas; answer (F) is not mentioned.

C

You can infer that the Icelandic sagas may not be historically accurate. Clues: Although some historians doubt their accuracy, the sagas....

B

Set eyes on means observe in this context. Clues: ...discovered a coastline he described as wooded and hilly. Although Bjarni did not go ashore, this discovery...; Bjarni's account of his voyage.... Bjarni observed the coastline, but did not go ashore (walk on land).

B

Clues: ...Leif Eriksson and his men first landed in a place they called Stoneland, which was probably the rocky, barren Labrador coast of North America.

A

Abundant means numerous in this context. Clues: ...Vinland...land of abundant vines and wild grapes. Leif Eriksson may have named the place Vinland because there were a lot of vines and grapes.

D

They established the first European colony in North America at Vinland...is paraphrased into Eriksson's Vinland was the first European colony in North America.... ...the precise location of which remains a subject of scholarly dispute to this day is paraphrased into...but scholars still disagree over exactly where it was.

C

The author's purpose is to provide evidence of a plan to start a colony. Clues: ...evidently with a longer stay in mind...; The party of 160 made several landings and eventually found a place with vines, where they settled at a site...; the Norse attempt at colonization.

B

Thwarted means ended in this context. Clues: ...hostile encounters with the local aboriginal tribes...; The continuing prospect of attack and growing dissension in the settlement...; ...they departed their settlement....

D

Clues: ...they departed their settlement; however; Greenlanders continued to make occasional visits there in later years, using it as a fishing camp.

C

Clues: Encouraged by an alternative interpretation of "vin" as meaning "meadow"....

C

Substantial means strong in this context. Clues: ...no temporary camp. Sod walls and sod roofs built over a timber frame...permanent occupation.

A

The paragraphs support the statement that the structures and artifacts are sound evidence of a Norse colony. Clues: ...bronze and stone tools of Norse origin, ...concluded that the grassland called L'Anse aux Meadows was, if not the Vinland of the sagas, then certainly a Norse settlement of some kind, ...buildings with features similar to those found in Norse structures in Greenland and Iceland.

B

In the added sentence, They refers to Leif Eriksson and his men in the previous sentence. In the added sentence, the time marker then and the idea sailed south to Woodland logically follow first landed in a place they called Stoneland in the previous sentence. In the next sentence, The party finally landed in a place they called Vinland follows the added sentence in time order and sequence of ideas.

A, C, F

Key information: The Norse made the first documented European voyages to North America, and there is evidence of these visits in the medieval sagas...; The Icelandic sagas relate how the Norse captain Leif Eriksson...landed to the west of Greenland. The sagas also describe Thorfinn Karlsefni's attempt to colonize a place called Vinland; According to the sagas, Leif Eriksson and his men first landed in a place...which was probably the rocky, barren Labrador coast of North America. The party finally landed in a place they called Vinland...; ...a few years later; would serve as home base for Thorfinn Karlsefni...; They passed two years at Vinland, exploring the coast, building huts...; Ingstad excavated the remains of eight sod huts, together with bronze and stone tools of Norse origin. He concluded that the grassland called L'Anse aux Meadows was...certainly a Norse settlement of some kind; The eight huts included three long, narrow buildings with features similar to those found in Norse structures in Greenland and Iceland. Answers (B) and (E) are minor ideas; answer (D) is not mentioned.

C

Give way to means become in this context. Clues: ...children undergo a major change...; ...the simplest forms of learning——learning that involves more complex mental processes; ...a transition....

B

The passage does not state that children between the ages of five and seven typically experience an interest in morality and rules. All of the other answers are given: ...the period from five to seven years old is a transition to operational thought...a new set of rational-thinking skills; ...fundamental growth in the brain and stabilization of brain-wave rhythms...; ...an increase in the rates of height acquired and weight gained.

D

You can infer that cognitive development during the five-seven shift is related to biological developments in the child's brain. Clues: Because several cognitive changes occur in children between ages five and seven, this period is called the five-seven shift. The shift is biological in nature and involves fundamental growth in the brain and stabilization of brain-wave rhythms into a basically adult pattern.

B

The author's purpose is to give examples of symbols that children can understand. Clues: ...children can understand and use symbols. They have developed the ability to use words, gestures, and pictures to stand for "real life" objects....

C

Peak means high point in this context. Clues: ...continues to evolve, reaching a peak...; ...become capable of concrete operations.

B

Appreciate means understand in this context. Clues: ...a new set of abilities allows children to reason systematically...; ...enables the child to——the relations among a series of actions upon objects. For example, the child understands that a scene can be viewed from a different perspective...; The child also understands....

D

Clues: ...children become capable of concrete operations. When this happens, they can solve problems by using rational thought...; ...a new set of abilities allows children to reason systematically about the world of objects, quantity...space....

A

Hallmark means characteristic in this context. Clues: ...the most widely known hallmark of the five-seven shift, an understanding of conservation.... The passage discusses several characteristics of the five-seven shift; the ability to understand conservation is a well known characteristic.

A

Children younger than five years old...is paraphrased in Before the age of five.... ...cannot understand conservation...is paraphrased into...they are incapable of understanding conservation. ...so they invariably say that the spread-out row has more coins than the other row is paraphrased into...children think the longer line has more coins because....

C

The author's purpose is to give a variation on a classic experiment by Piaget. In the previous paragraph, the author describes one of Piaget's classic experiments on the conservation of quantity. Then the author describes another variation of the experiment. Clues: ...there are other ways to set up the task. In a similar experiment....

A

You can infer that children who easily solve the water task have already experienced the five-seven shift. Solving the task shows that they understand conservation, which means they have reached the level of development resulting from the five-seven shift. Clues: Such experiments show a difference between children of five years and children of eight years. The older children can solve the task promptly...; The younger children...cannot do what the five-seven shift will do for them naturally

A

In the added sentence, For instance is a transition that introduces an example of conservation, mentioned in the previous sentence. In the added sentence, the fact that when sand is poured back and forth between containers of different sizes and shapes, the quantity of sand does not change illustrates the idea that some properties stay the same despite changes in appearance, mentioned in the previous sentence.

C, G    A, D, F

Before the Five-Seven Shift: ...the simplest forms of learning...; ...a five-year-old child is able to focus attention on only one quality of an object at a time...; Children younger than five years old cannot understand conservation
   After the Five-Seven Shift: The shift is biological in nature and involves...stabilization of brain-wave rhythms into a basically adult pattern; The child also understands that objects can be rearranged and still have the same quantity...; The older children can solve the task promptly.... Answer (B) is inaccurate both before and after the five-seven shift; answer (E) is not mentioned.

B

The passage does not state that rotation of annual crops contributes to soil degradation. All of the other answers are given: One important factor affecting the productivity of soils over time is agriculture; Poor management practices lead to soil compaction and soil pollution as well as loss of soil cover; One of the most critical soil quality problems related to irrigation is the increase in concentration of dissolved salts; ...unless the water drains properly, it collects underground and gradually raises the water table closer to the surface....

A

Deplete means reduce in this context. Clues: ...the average quality of land has decreased, reducing potential productivity...; Crops——soil fertility by consuming nutrients, and this eventually reduces crop yields. The prefix de- = down, away.

D

Within the scientific community, there is little doubt... is paraphrased into Most scientists agree.... ...that soil quality is diminishing in many areas around the world is paraphrased into...that soil degradation is occurring in many parts of the world.

D

You can infer that annual crops on common property lands may decrease soil fertility and agricultural productivity. Clues: The loss of soil fertility has caused a slowing in the growth of agricultural productivity; Annual crops tend to degrade soils' more...; ...common property lands generally suffer more degradation....

C

Clues: ...irrigation can lead to sharp drops in crop productivity in the long run by causing excessive salt buildup...; One of the most critical soil quality problems related to irrigation is the increase in concentration of dissolved salts.

A

Clues: ...the increase in concentration of dissolved salts. This process, salinization...; Salt buildup can stunt crop growth, decrease yields, kill crop plants....

D

Stunt means limit in this context. Clues: Salt buildup can stunt crop growth, decrease yields, kill crop plants, and eventually make the land unproductive. In general, salt buildup is harmful.

C

Waterlogging means that the soil holds too much water. Clues: ...farmers apply heavy amounts of irrigation water...; ...unless the water drains properly, it collects underground and gradually raises the water table closer to the surface...; ...wet deserts; ...prevents water from flowing through the ground.

B

Clues: ...unless the water drains properly, it collects underground and gradually raises the water table closer to the surface, thereby bringing salts to the surface and concentrating them. Waterlogging causes salinization near the surface.

B

Envelops means surrounds in this context. Clues: ...unless the water drains properly, it collects underground and gradually raises the water table closer to the surface...; Saltwater then——the fragile root systems of plants.... When saltwater rises close to the surface, it surrounds the roots of plants.

A

The author's purpose is to illustrate the effect of a small amount of erosion, only 2.5 centimeters of topsoil. Clues: ...the loss of just 2.5 centimeters of topsoil reduces corn and wheat yields by 6 percent.

D

In the added sentence, they and their refer to salts such as sodium chloride in the previous sentence. The added sentence introduces the topic of a number of serious problems caused by salt buildup, which the next sentence develops with examples: ...stunt crop growth, decrease yields, kill crop plants, and eventually make the land unproductive.

C, D, F

Key information: One important factor affecting the productivity of soils over time is agriculture; Poor management practices lead to soil compaction and soil pollution as well as loss of soil cover..., irrigation can lead to sharp drops in crop productivity in the long run by causing excessive salt buildup and rising water tables; One of the most critical soil quality problems related to irrigation is the increase in concentration of dissolved salts; Another serious soil problem is erosion...; ...the loss of just 2.5 centimeters of topsoil reduces corn and wheat yields.... Answers (A) and (E) are minor ideas; answer (B) is not mentioned.

C

[听力原文]
   W: Excuse me. Do you work for The Hilltop Journal?
   M: Yes. I'm Dan MacGregor, the managing editor.
   W: Nice to meet you. My name is Rhonda Davis—
   M: Hello, Rhonda.
   W: —and I'm interested in writing for the campus paper.
   M: Are you in the journalism program?
   W: No, but I'm an English major with an interest in the performing arts. I'm interested—I'd like to write arts reviews, stories about...uh...concerts and films and events in the arts. I've already done a lot of this kind of writing.
   M: Hmm. We've already got a couple of journalism students who write reviews.
   W: Do you have to be a journalism major to write for The Journal?
   M: Strictly speaking, no. But it helps to be endorsed by a professor in the journalism department. It's like this. You see, we're not a big paper to start out with, and the administration just cut our funding, and there are lots of students who want to write for us, so I'm afraid it's pretty competitive.
   W: Really? I guess I didn't know the full situation.
   M: Yeah. We all wish it were different, actually, but you could still try. I mean, you could talk to one of the journalism professors, and show them some of your writing. If they endorse it, you could come back here. I just couldn't guarantee anything at present. Like I said, our budget was cut, and we had to reduce the size of our paper.
   W: Well ... Okay, I thought I'd try. Thanks.
   M: Wait. Before you go, here's something else you could try. If you really want to write reviews, you should send something to The Clarion.
   W: The city newspaper?
   M: Yeah, that's right. They sometimes print reviews by students. And if they print a few of your stories, they might end up offering you a regular column. It happened before to students from this college.
   W: Really? The Clarion. Well, that's good to know. What would I do, just send something, like, to the editor?
   M: Send it to the features editor. That's the person who edits the Living section, where they print the reviews.
   W: Thanks! I really appreciate the information.
   M: Do book reviews interest you? Because I think they were looking for a person to review books by local authors. They might have found somebody already for that, but anyway, you could ask about it.
   W: Actually, I would be very interested in writing book reviews. As an English major, I've got a lot of experience with that!
   M: I can imagine.
   W: Thank you so much. You've been very helpful.
   M: No problem. I wish you luck.

   Why does the woman go to the campus newspaper office?

   The woman is inquiring about writing arts reviews for the paper. She says ...I'm interested in writing for the campus paper; I'm interested—I'd like to write arts reviews, stories about...concerts and films and events in the arts.

D

[听力原文]
   Why does the man say this:
   "Hmm. We've already got a couple of journalism students who write reviews."

   The man's purpose is to inform her that the paper does not need another reviewer. The woman wants to write arts reviews, but the man says they already have a couple of journalism students who write reviews. He explains further by saying You see, we're not a big paper to start out with, and the administration just cut our funding, and there are lots of students who want to write for us, so I'm afraid it's pretty competitive.

A

[听力原文]
   Listen again to part of the conversation. Then answer the question.
   "...you could talk to one of the journalism professors, and show them some of your writing. If they endorse it, you could come back here. I just couldn't guarantee anything at present. Like I said, our budget was cut, and we had to reduce the size of our paper."
   What does the man mean when he says this:
   "I just couldn't guarantee anything at present."

   The man means that he probably cannot offer her a job now. The woman wants to write reviews for the campus paper, but the man says he couldn't guarantee anything (a job) at present. He explains further by saying...our budget was cut, and we had to reduce the size of our paper.

C

[听力原文]
   What does the man say about the city newspaper?

   The man says If you really want to write reviews, you should send something to The Clarion; They sometimes print reviews by students. The Clarion is the name of the city newspaper.

D

[听力原文]
   What will the woman probably do?

   The woman wants to write reviews for a newspaper, and the man advises her to send some of her writing to the city newspaper, The Clarion. The woman says Thanks! I really appreciate the information; Actually, I would be very interested in writing book reviews. You can predict that she will contact the city newspaper about writing book reviews.

D

[听力原文]
   W1: For centuries, people have told stories to explain the moving lights in the night sky—the curtains of greenish-white light with pink fringe. People described these lights as the breath of the Earth, powerful spirits, or angel light. Early explorers wrote about the "bloody red" and "ghostly green" lights. These lights, of course, are the aurora borealis—the northern lights—and in the south, the aurora australis. Have any of you seen the auroras?
   W2: I have. Several times when I lived in Alaska. I've photographed them, too. Mostly they were greenish-yellow, but once they were kind of purple. So beautiful!
   W1: Most auroras are green or yellow or white, but sometimes they take colors from violet to pink to red. The auroras can be seen at any time of the year, with the right atmospheric conditions. They're most often seen near the North and South Poles, during times of maximum solar activity. The closer to the North or South Pole you are, the better you can see the lights. The auroras occur in the ionosphere. The ionosphere is the layer of the upper atmosphere where, uh, where high—energy solar radiation strips electrons from oxygen and nitrogen atoms, and leaves them as positively charged ions. The auroras are the result of a complex interaction between the solar wind and the Earth's magnetic field. Here's what happens. The sun's heat charges the particles in the solar wind, a stream of electrically charged subatomic particles that continually emanates from the sun. As, uh, as the solar wind approaches Earth, it's deflected by Earth's magnetic field and diverted north and south towards the magnetic poles. The interaction between the solar wind and the magnetic field generates beams of electrons. These electrons collide with atoms and molecules within the ionosphere near Earth's magnetic poles. The collisions rip apart molecules and excite atoms. So then oxygen and nitrogen atoms in the ionosphere become "excited," or ionized. The auroras happen when, uh, when these ionized atoms return to their normal state from their excited, energized states. The ions combine with free electrons. As they do so, they emit radiation. Part of this radiation is visible light: the aurora borealis and aurora australis. Yes, Simon?
   M: Um...it's just like electricity.
   W1: Yes, that's right. The auroras are an electrical phenomenon. As you know, an electrical generator has two components: a conductor and a magnetic field. To generate electricity, the conductor has to move across the field to produce a force. With the auroras, the conductor is the solar wind carrying a stream of charged particles.
   M: So, what happens is, when, uh, when the charged particles reach Earth's magnetic field, they, uh, move along in the field towards the North and South Poles. They collide with atmospheric gases, create a force, and eventually release the energy.
   W1: Exactly. The particles collide with oxygen and nitrogen in the atmosphere, and the oxygen and nitrogen atoms get excited. And then, when the particles get de-excited and return to their normal state, they emit the auroras by releasing energy in the form of light. Oxygen releases either dark red or ghostly green. Nitrogen emits rosy pink or magenta. The activity of the auroras varies with the sun's activity. When the sun is quiet, the auroras can be seen only in a small area. When the sun is active, however, the aurora borealis can be seen across southern Canada and the northern United States.

   What aspect of the auroras does the class mainly discuss?

   The class mainly discusses what causes the auroras. The professor says The auroras are the result of a complex interaction between the solar wind and the Earth's magnetic field. Here's what happens; The auroras happen when these ionized atoms return to their normal state from their excited, energized states; ... they emit radiation. Part of this radiation is visible light: the aurora borealis and aurora australis.

C

[听力原文]
   Why does the professor say this:
   "The auroras can be seen at any time of the year, with the right atmospheric conditions. They're most often seen near the North and South Poles, during times of maximum solar activity. The closer to the North or South Pole you are, the better you can see the lights."

   The professor's purpose is to point out where the auroras are most visible. She says They're most often seen near the North and South Poles.... If you are closer to the North or South Pole, you will be better able to see them.

B

[听力原文]
   What is the professor's main point about the auroras?

   The professor's main point is that the auroras result from the solar wind interacting with Earth's magnetic field. She says The auroras are the result of a complex interaction between the solar wind and the Earth's magnetic field; The interaction between the solar wind and the magnetic field generates beams of electrons. These electrons collide with atoms and molecules within the ionosphere near Earth's magnetic poles.

A

[听力原文]
   Why does the professor say this:
   "As you know, an electrical generator has two components: a conductor and a magnetic field. To generate electricity, the conductor has to move across the field to produce a force. With the auroras, the conductor is the solar wind carrying a stream of charged particles."

   The professor's purpose is to explain how the auroras are electrical in nature. The student says it's just like electricity, and the professor responds by explaining how electricity is generated by the solar wind, carrying a stream of charged particles and moving across a magnetic field.

AC

[听力原文]
   Which of the following statements describe factors in the formation of auroras?

   One factor in the formation of auroras is that oxygen and nitrogen atoms in the ionosphere become "excited": ...oxygen and nitrogen atoms in the ionosphere become "excited," or ionized. Another factor is that charged particles de-energize and emit radiation as visible light: The auroras happen when these ionized atoms return to their normal state from their excited, energized states. The ions combine with free electrons. As they do so, they emit radiation. Part of this radiation is visible light....

B

[听力原文]
   Listen again to part of the lecture. Then answer the question.
   "The particles collide with oxygen and nitrogen in the atmosphere, and the oxygen and nitrogen atoms get excited. And then, when the particles get de—excited and return to their normal state, they emit the auroras by releasing energy in the form of light. Oxygen releases either dark red or ghostly green. Nitrogen emits rosy pink or magenta."
   What can be inferred about the auroras?

   The professor says Oxygen releases either dark red or ghostly green. Nitrogen emits rosy pink or magenta. You can infer that the color of auroras is related to the gas involved.

C

[听力原文]
   M: At the heart of the system of government called "democracy" is the institution of elections. The electoral system is the basic machinery by which popular government is exercised. And at the heart of the electoral system are political parties that organize voters and compete for support on issues.
   Participating in democratic politics means joining or supporting a political party. It means taking sides on central political issues. Political parties are the mechanism for selecting candidates and gaining support at the polls. Parties vary significantly in different countries, but all parties have certain common features. Political parties are voluntary organizations, generally national in scope, made up of people who agree to some degree on public policies. In the United States and Canada, political parties are stable, and each party tends to embrace a wide range of views and interests. The democratic institutions of these countries operate essentially on a two-party system. Why a two-party system? Or, should I say why has the two-party system prevailed in so many democratic states? For one thing, the essence of politics is debate; there must be someone to debate with. A one-party system means one party monopolizes power and talks only to itself. A one-party system can only be totalitarian, and therefore quite distinct from democracy. Yes, Sandra?
   W: Isn't it true that another reason we have two parties is because, uh, because liberal and conservative attitudes are basic human—uh, I mean they're a basic part of our nature. In fact, almost everything that we think or do seems to come down to having—to there being two different ways of seeing the world.
   M: That's an interesting idea. We even have the saying, "There are two sides to every coin." In every democratic society, there are generally two dominant parties: one for each side of the coin. In the United States, it's the Democrats and the Republicans. In Canada, it's the Liberals and the Conservatives. In both countries, the two parties are balanced enough so the minority party can become the majority by gaining an additional small share of the votes. The two parties have lasted so long because they have the ability to adjust to changes in events and in public opinion. But in addition to the two major parties, there are also several smaller parties on the margins of political power. There are lots of political factions that sometimes compete at elections. Parties are closely associated with various pressure groups, interest groups, lobbies, occupational organizations, and other groups that want to influence the decisions of the state. The purpose of each major party is to capture the legislative and executive organs of the state in order to get the party's policies accepted. The aim of parties is to win elections. However, winning an election isn't the same thing as capturing the power of the state. What really happens is, the state captures the winning party. Why is this? Well, for one thing, the experience of government tends to soften the contrasts of political debate. Government is a responsible business, while politics is a game with teams competing for victory.
   W: Excuse me, Dr. Reed, but isn't it—I mean, then what you're really saying is, government and politics aren't the same thing. You said that government is a serious business, but politics is like a game.
   M: Right! Politics is a game. In politics, teams and individuals take risks, and there are winners and losers. Competition is the essence of politics. But with government, collaboration and compromise are necessary because the job has got to get done. So, why do we need political parties? We need parties because, for one reason, the process of policy formation takes place there. Parties maintain research offices and establish connections with press and citizens groups. This is how political parties develop information and thinking on major issues. The major parties retain enough differences so they can appeal to different groups of voters, and so they can offer alternatives to the independent voters who don't vote purely on the basis of party loyalty. However, the party platforms tend to balance each other in the types of issues they take up. For example, when one party introduces a plan for education reform, the other party generally takes up education as well.

   How does the professor develop the topic of political parties?

   The professor describes political parties in a two-party system. He says The democratic institutions of these countries' operate essentially on a two-party system. Why a two-party system? Or, should I say why has the two-party system prevailed in so many democratic states?; In every democratic society, there are generally two dominant parties...; The two parties have lasted so long because they have the ability to adjust to changes in events and in public opinion.

C

[听力原文]
   Listen again to part of the lecture. Then answer the question.
   "Why a two-party system? Or, should I say why has the two-party system prevailed in so many democratic states? For one thing, the essence of politics is debate; there must be someone to debate with. A one-party system means one party monopolizes power and talks only to itself. A one-party system can only be totalitarian, and therefore quite distinct from democracy."
   Why does the professor say this:
   "Why a two-party system? Or, should I say why has the two-party system prevailed in so many democratic states?"

   The professor's purpose is to introduce a point that he will make. His point is that the two-party system has succeeded in democratic states because the essence of politics is debate, so there must be another party to debate with.

A

[听力原文]
   Listen again to part of the lecture. Then answer the question.
   "There are lots of political factions that sometimes compete at elections. Parties are closely associated with various pressure groups, interest groups, lobbies, occupational organizations, and other groups that want to influence the decisions of the state."
   What does the professor imply about political parties?

   The professor implies that parties make decisions based on the interests of several organizations. He says that parties are closely associated with various groups and organizations that want to influence the decisions of the state, implying that these organizations influence the decisions made by parties.

BD

[听力原文]
   Which two of the following statements describe political parties?

   Political parties organize voters and compete for support on issues: ...political parties that organize voters and compete for support on issues. Their research offices develop positions and policies: ...the process of policy formation takes place there. Parties maintain research offices and establish connections with press and citizens groups. This is how political parties develop information and thinking on major issues.

C

[听力原文]
   What does the professor mean when he says this:
   "In politics, teams and individuals take risks, and there are winners and losers. Competition is the essence of politics.
   But with government, collaboration and compromise are necessary because the job has got to get done."

   The professor means that politics is about competition, while government is about responsibility. He says that politics is like a game with winners and losers and that politics is based on competition. However, government must be responsible, and collaboration and compromise are necessary because the job has got to get done.

A

[听力原文]
   Why does the professor say this:
   "However, the party platforms tend to balance each other in the types of issues they take up. For example, when one party introduces a plan for education reform, the other party generally takes up education as well."

   The professor's purpose is to show how major parties usually deal with the same issues. He says ...the party platforms tend to balance each other in the types of issues they take up, and he mentions education reform as an example of an issue that both parties deal with.

B

[听力原文]
   M: Hi, professor, do you have a minute?
   W: Sure. What can I do for you, Lucas?
   M: Today I was talking with some friends, and someone brought up the term "lingua franca," and there was some confusion about what it meant. One guy said it was sort of a jargon, but someone else thought it was when one language borrowed words from another. Anyway, it got me thinking, so I thought I'd ask you.
   W: All right. Well, both people were close. A lingua franca is a little like jargon because it's a language used in a specific context, usually trade between people from different language backgrounds. And it does include words borrowed from various languages.
   M: That's cool.
   W: A lingua franca is a common language used by people who speak different languages. There are a lot of places in the world where everybody's first or native language is different, and the people need to communicate with other groups, so everybody starts using one language for social or commercial relationships.
   M: That makes sense. It's a language that connects them all.
   W: Yes.
   M: So where did the name "lingua franca" come from?
   W: The name came from one of the first languages to be used that way, back in the Middle Ages. All the countries with ports on the Mediterranean Sea needed a common trade language, so a new language sort of evolved that was basically Italian, mixed with French, Spanish, and words from other languages. It was called Lingua Franca, which meant "Frankish language." After that, the name came to mean all languages used as a common language. Most lingua francas have been trade languages.
   M: So, any language can be a lingua franca if it connects people with different languages?
   W: Yes, that's right.
   M: Then English could be considered a lingua franca because English is an international business language.
   W: English is a good example. Another is Swahili. There are hundreds of tribes in East Africa, and each tribe speaks a different language, so most of the people learn at least some Swahili as a second language. Swahili is the language understood in every marketplace in East Africa.
   M: Interesting. And...uh...isn't there some other language like that...I think it's called something like "pigeon"...you know, like the bird.
   W: It's not "pigeon" like the bird! It's a different word. Here, let me show you. It has the same pronunciation, but a different spelling. A "pidgin" is a type of language, a simplified language that's a mixture of two or more languages. A pidgin language contains words from both languages. There are several pidgins based on English in different parts of the world. This was because people from English-speaking countries had to communicate with the local people. Pidgins have a simple grammar and vocabulary, so they're easy to learn.
   M: This is giving me an idea for my term paper. Would this be a good idea, I mean, pidgins or lingua francas, or maybe both?
   W: Hmm. What do you think?
   M: I guess I'd better start doing some reading.
   W: Ah! Well, let me know how it goes.

   Why does the student go to see the professor?

   The student's purpose is to clarify the meaning of a linguistic term. He says...someone brought up the term "lingua franca," and there was some confusion about what it meant. One guy said it was sort of a jargon, but someone else thought it was when one language borrowed words from another. Anyway, it got me thinking, so I thought I'd ask you.

AD

[听力原文]
   Which of the following sentences describe a lingua franca?

   A lingua franca most often develops as a language of trade: A lingua franca is...a language used in a specific context, usually trade; Most lingua franca is have been trade languages. A lingua franca connects people whose native languages are different: A lingua franca is a common language used by people who speak different languages, It's a language that connects them all.

B

[听力原文]
   What does the professor say about Swahili?

   The professor says There are hundreds of tribes in East Africa, and each tribe speaks' a different language, so most of the people learn at least some Swahili as a second language. Swahili is the language understood in every marketplace in East Africa.

C

[听力原文]
   Why does the professor say this:
   "It's not "pigeon" like the bird! It's a different word.
   Here, let me show you. It has the same pronunciation, but a different spelling."

   The professor's purpose is to correct the student's misunderstanding of a word. The student thinks the word for a type of language is "pigeon," like the bird with a similar-sounding name. The professor shows him the correct word, "pidgin."

D

[听力原文]
   Listen again to part of the conversation. Then answer the question.
   "This is giving me an idea for my term paper. Would this be a good idea, I mean, pidgins or lingua francas, or maybe both?"
   "Hmm. What do you think?"
   "I guess I'd better start doing some reading."
   "Ah! Well, let me know how it goes."
   What will the student probably do?

   The speakers have been discussing lingua francas and pidgins. The student says This is giving me an idea for my term paper; I guess I'd better start doing some reading. You can predict that he will learn more about the topics just discussed.

A

[听力原文]
   M1: Life satisfaction, which can be defined as general happiness or well being, is related to several demographic and personal qualities. While there's no single element that guarantees high life satisfaction for everyone, happiness does seem to consist of many things—certain factors—that each person weighs differently. So, what is it that makes people satisfied with their lives? What factors can predict happiness?
   W: Well, I think your age and your health are important. When you're young, your health is good, and that makes you feel good about yourself.
   M2: Education is important, and your job. A higher level of education leads to a better job and a better income.
   M1: Hmm. Health, education, income—all of these are reliable predictors of life satisfaction. However, it's interesting to note that health is a more significant predictor among older adults than among the young. And income is more likely to predict satisfaction among middle-aged or older adults than among young adults. So we can say that age is significant because the elements that make up life satisfaction differ from one age group to the next. Okay. Let's talk about the research. Several studies have concluded that certain factors are reliable predictors of life satisfaction. One of these, as we've said, is health, especially your perception of your own health rather than your doctor's objective assessment. Another predictor of life satisfaction is a feeling of being in charge of your own life, a sense of having authority over your decisions. People who feel they have some choices and options are generally happier than those who feel their lives are controlled by others, or by chance, or by luck. But the largest predictor of life satisfaction appears to be the adequacy of our social relationships. And it's the perceived quality rather than the quantity of social interactions that's most strongly related to happiness.
   M2: That rings true for me. I have two friends that I've known since grade school. We're like brothers. We'd do anything for each other.
   W: I agree, Having friends is really important. And I think it's better to have a few close friends than a lot of acquaintances. One of my best friends is my mother. We can talk about anything, and she gives me a lot of support and encouragement.
   M1: The research confirms that satisfaction with social relationships—especially marriage and family relationships—is more closely linked to overall life satisfaction than either demographic factors, such as age, or other key aspects of life, such as occupation and income. This is true even among highly educated people, who typically have a very high commitment to their work. The quality of social support available in close personal relationships affects our ability to handle stress and life changes. The people close to us have a tremendous influence on our happiness throughout our lives. The research suggests that family background and relationships in early adulthood are predictors of psychological health or success at midlife. For example, one study of middle-aged adults showed that the happiest and most successful of them had grown up in warm, supportive, intellectually stimulating families.
   M2: So the people who age well are the ones who started out well.
   M1: Yes. You could certainly say that's true. Your personal relationships and experiences as a young adult help shape who you are at midlife. But for older adults, it's interesting to note that happiness is more directly related to midlife experiences than it is to experiences in early adulthood. People who start out with certain advantages have a greater chance of experiencing further advantages; however, it's what you do with the experiences—both positive and negative—that will determine your long-term life satisfaction. If you feel in control of your life, if you feel you have choices, then you probably feel more able to deal with whatever life throws at you. Life satisfaction is not something preordained from childhood or early adulthood, but rather something created out of the opportunities available over the course of your life.
   W: When you feel in charge, you're more satisfied with your life.
   M1: Exactly.

   What is the professor's main point in the discussion?

   The professor's main point is that research suggests that certain factors can predict life satisfaction. The professor says Let's talk about the research. Several studies have concluded that certain factors are reliable predictors' of life satisfaction. One of these...; Another predictor of life satisfaction is...; But the largest predictor of life satisfaction appears to be...; The research confirms that...; The research suggests that....

BC

[听力原文]
   According to the discussion, which of the following are reliable predictors of life satisfaction?

   One reliable predictor of life satisfaction is a sense of personal control: Another predictor of life satisfaction is a feeling of being in charge of your own life, a sense of having authority over your decisions. Another is the quality of social relationships: But the largest predictor of life satisfaction appears to be the adequacy of our social relationships. And it's the perceived quality rather than the quantity of social interactions that's most strongly related to happiness.

B

[听力原文]
   Listen again to part of the discussion. Then answer the question.
   "That rings true for me. I have two friends that I've known since grade school. We're like brothers. We'd do anything for each other."
   "I agree. Having friends is really important. And I think it's better to have a few close friends than a lot of acquaintances. One of my best friends is my mother. We can talk about anything, and she gives me a lot of support and encouragement."
   What point are the students illustrating?

   The students are illustrating the point that the perceived quality of relationships is more important than the quantity. The man says he has two friends who are like brothers. The woman says...I think it's better to have a few close friends than a lot of acquaintances.

A

[听力原文]
   What does the professor say about social relationships?

   The professor says The quality of social support available in close personal relationships affects our ability to handle stress and life changes. The people close to us have a tremendous influence on our happiness throughout our lives.

D

[听力原文]
   What does the professor mean when he says this:
   "Your personal relationships and experiences as a young adult help shape who you are at midlife. But for older adults, it's interesting to note that happiness is more directly related to midlife experiences than it is to experiences in early adulthood."

   The professor means that experiences at each stage of life influence the next stage. Experiences in young adulthood help shape (influence) experiences at midlife (middle age); and midlife experiences influence life satisfaction in old age.

A

[听力原文]
   Listen again to part of the discussion. Then answer the question.
   "People who start out with certain advantages have a greater chance of experiencing further advantages; however, it's what you do with the experiences—both positive and negative—that will determine your long-term life satisfaction. If you feel in control of your life, if you feel you have choices, then you probably feel more able to deal with whatever life throws at you."
    What does the professor imply about long-term life satisfaction?


   The professor implies that long-term life satisfaction is influenced by the decisions made throughout life. He says ...it's what you do with the experiences (the decisions you make) ...that will determine your long term life satisfaction.

D

[听力原文]
   Chemistry is sometimes called the central science. This isn't surprising, since most of the processes going on around us involve chemical changes. Here are just a few of them:
   A plant grows by changing simple substances into more complex substances.
   The steel in a car rusts.
   Eggs, sugar, flour, and baking powder are mixed and baked into a cake.
   Emissions from a power plant cause the formation of acid rain.
   Chemistry is the science that deals with the materials of the universe and the changes these materials go through. Chemistry is at the heart of our efforts to create new materials to make our lives better—for example, to produce new sources of energy. Chemists work on a lot of different things. Some examine the fundamental particles of matter. Others are looking for molecules in space. Still others are looking for ways to control the diseases that threaten our food supply or us.
   But whatever the work, all chemists need certain skills. When my former students come back to visit me, they all say the same thing. They say that what's essential in their success is an understanding of the fundamentals, the ability to solve problems, and the ability to communicate.
   Some people think education is just storing information in the brain. A lot of students just want to memorize lists of facts and then sort of spit it all out on tests. Of course, storing facts in the brain is important. The language of chemistry is unfamiliar at first, and you do have to memorize a lot of terms and definitions. You have to learn the vocabulary before you can communicate. Memorizing facts is important, but it's just the beginning of education. Don't stop there. Don't be afraid to do some thinking of your own, and don't be afraid to trust yourself to figure things out. Analytical thinking is the center of education.
   Chemistry courses have a reputation for being difficult. This isn't surprising, since chemical systems are, well, complicated. Don't expect to understand everything right away. Just remember that even experienced chemists don't understand everything at first. It's not a disaster to make a mistake, but it could be, if you don't learn from your mistake.
   To solve a typical chemistry problem, you have to go through the given information and decide what information is really important. If you can't do one of the homework problems, don't just look up the answer in the back of the book. That's not how you learn. You'll learn more if you go back and review the relevant material, and then try the problem again. Don't be afraid to struggle with it. If you do struggle with the problems, then find a classmate to work with, and struggle together. Actually, this is kind of a good way to learn about how scientists work together, trying one thing and then another until they come up with a solution.
   It takes time to learn chemistry. You might not understand everything at first, and you might not be able to do the problems the first time you try. You might feel frustrated when you make a mistake. Just keep working—and learning from your mistakes—and you'll make steady progress.

   What is the main purpose of the talk?

   The main purpose of the talk is to introduce the students to the study of chemistry. The professor says Chemistry is the science that deals with the materials of the universe and the changes these materials go through; Chemistry courses have a reputation for being difficult; Don't expect to understand everything right away; To solve a typical chemistry problem...; It takes time to learn chemistry.

B

[听力原文]
   According to the professor, why is chemistry sometimes called the central science?

   The professor says Chemistry is sometimes called the central science. This isn't surprising, since most of the processes going on around us involve chemical changes. She then lists examples of chemical processes.

A

[听力原文]
   Listen again to part of the talk. Then answer the question. "But whatever the work, all chemists need certain skills. When my former students come back to visit me, they all say the same thing. They say that what's essential in their success is an understanding of the fundamentals, the ability to solve problems, and the ability to communicate." Why does the professor mention her former students?

   The professor's purpose is to introduce basic skills that all chemists need: an understanding of the fundamentals, the ability to solve problems, and the ability to communicate.

D

[听力原文]
   What does the professor imply about memorizing information?

   The professor implies that memorizing information is not the most important part of education. She says Some people think education is just storing information in the brain. A lot of students just want to memorize lists of facts...; Memorizing facts is important, but it's just the beginning of education; Analytical thinking is the center of education.

B

[听力原文]
   Listen again to part of the talk. Then answer the question. "You'll learn more if you go back and review the relevant material, and then try the problem again. Don't be afraid to struggle with it. If you do struggle with the problems, then find a classmate to work with, and struggle together. Actually, this is kind of a good way to learn about how scientists work together, trying one thing and then another until they come up with a solution."
   Why does the professor Say this:
   "Actually, this is kind of a good way to learn about how scientists work together, trying one thing and then another until they come up with a solution."

   The professor's purpose is to show that studying with others is useful in the sciences. She recommends working with a classmate on the homework problems because that is a good way to learn about how scientists work together.

C

[听力原文]
   What does the professor imply about making mistakes?

   The professor implies that mistakes can be a part of the learning process. She says You might feel frustrated when you make a mistake. Just keep working—and learning from your mistakes—and you'll make steady progress.