DIAGNOSTIC

TEST
READING"SECTION
Directions
In this section, you will 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 all of the passages and answer the questions. Some 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.
Diagnostic Test

Questions 1-12

Causes"of"Ice"Ages
Geologists have shown that for about 80 percent of the past 2.5 million years, ice-age
conditions have prevailed on the Earth’s surface. During the past one mnNon years, increased
glacial conditions have run in cycles of approximately 100,000 years.
Many different factors may contribute to these increases in glaciation at regular intervals
throughout Earth's more geologically recent history. The three most prominent factors
probably relate to the amount of sunlight that reaches the Earth. This varies over time for
three main reasons. First, the planet wobbles* as it spins, due to the pull of the sun and
moon. Furthermore, the Earth tilts* on its axis and the degree of tilt changes over time.
Finally, the orbit of the Earth around the sun is elliptical and the length of the major axis of
the ellipse changes over a period of about 100,000 years. A mathematician named Mitutin
Milankovitch discovered in the 1930s that the pattern of insolation, or sunlight, predicted by
these eccentricities in the Earth's movement matched the period of the last several eras of
intense glaciation.
These Milankovitch insolation cycles were the dominant theory in ice-age research
for much of the twentieth century despite the fact that the match between periods of peak
insolation and most intense glaciation were not exact. For example, a cycle of 400,000 years
predicted by the Milankovitch theory has never shown up in the climate records obtained
through the study of microfossils deposited on the sea floor. Also, recent analysis has shown
that the insolation theory predicts peaks of sunlight at intervals of 95,000 and 125,000
years. Climatological data does not support this predicted sunlight peaking. Other damaging
evidence was the indication of a precisely measured sudden rise in temperature at a
water-filled cave in Nevada, which preceded the increase in solar radiation that was
supposed to cause it.
These and other problems with the Milankovitch cycles !ed some researchers to seek
alternative explanations for the cyclic arrival of extended ice ages. In the 1990s, it was
discovered that the orbital inclination of the Earth to the sun and planets could also be
responsible for climate changes. If we imagine a flat plane with the sun in the center and
the planets revolving around it, the Earth slowly moves in and out of the flat plane by a few
degrees, repeating the cycle every 100,000 years. Two scientists, Muller and MacDonald,
have proposed that it is this orbital inclination which is ultimately responsible for the periods
of glaciation and warming. They argue that because of the oscillation, the Earth periodically
travels through clouds of debris, in the form of dust and meteoroids. Such debris could
reduce the amount of solar energy reaching the surface of our planet, thus plunging it into
regular cold periods.
The advantage of this theory is that it is not confronted with several of the problems
associated with the Milankovitch theory, in particular, the new theory fits well with the analysis
of ocean sediments taken eight locations around the world. This analysis yielded data
clearly showing the peak of the last several ice ages with a period of 100,000 years and
corresponding to the periods when the Earth's oscillating inclination takes it through clouds of
extraterrestrial debris.
However, many researchers in this field are not yet persuaded by the inclination
hypothesis. The main problem is that the amount of dust that fails to the ground when the
Earth travels through space debris s relatively small - not enough to produce radical climate
changes. Volcanic eruptions, for example, release much greater amounis of ash and dust
and have relatively little effect on climate. Supporters have countered that the by-products
created by the dust as it vaporizes on entering the atmosphere cause subtie changes to the
energy ievels. Nevertheless, the necessary physical proof has yet to be found to convince the
skeptics.
*wobbie: to shake or move from side to side
to be in a sloping position

2
 Diagnostic Test

1. The word " prevailed " in the passage is i| Geologists have shown that for about 80 percent of the
closest in meaning to II past 2.5 million years, ice-age conditions have prevaiied
( X ) fuled | on the Earth's surface. During the past one million
d D existed
I years, increased glacial conditions have run in cycles of
I approximately 100,000 years.
( c ^ ) survived
( 2 ) trium phed

2. What can be inferred from paragraph ^ Many different factors may contribute to these increases
| 2 about the factors that contribute to j in glaciation at regular intervals throughout Earth's more
1 glaciation I geologically recent history. The three most prominent factors
I C ® They affect the Earth's spin. probably relate to the amount of sunlight that reaches the
Earth. This varies over time for three main reasons. First,
s
( X ) They are geologically recent.
the planet wobbles as it spins, due to the pull of the sun and
(c^) Only three factors relate to levels
moon. Furthermore, the Earth tilts on its axis and the degree
of sunlight.
of tilt changes overtime. Finally, the orbit of the Earth around
C5]) Other factors than those relating to
the sun is elliptical and the length of the major axis of the
the sunlight affect ice buildup.
ellipse changes over a period of about 100,000 years. A
Paragraph 2 is marked with an arrow [#]. mathematician named Milutin Miiankovitch discovered in the
1930s that the pattern of insolation, or sunlight, predicted by
these eccentricities in the Earth's movement matched the
period of the last several eras of intense glaciation. |

ij 3. The phrase11these eccentricitiesf in Many different factors may contribute to these increases j
the passage refers to all of the following in glaciation at regular intervals throughout Earth's more I
EXCEPT geologically recent history. The three most prominent factors I
CK) the various movements of the probably relate to the amount of suniight that reaches the |
Earth as it spins Earth. This varies over time for three main reasons. First, I
d D the degree of change in the EarthJs the planet wobbles as it spins, due to the pull of the sun and 1
tilt over time moon. Furthermore, the Earth tilts on its axis and the degree I
of tilt changes over time. Finally, the orbit of the Earth around |
the pattern of insolation matching
the sun is elliptical and the length of the major axis of the t
the Earth's movement
ellipse changes over a period of about 100,000 years. A 1
the changing distance to the sun
mathematician named Milutin Milartkovitch discovered in the |
during the Earth's elliptical orbit
1930s that the pattern of insolation, or sunlight, predicted by |
ijhese ecceniri{ itiesj in the Earth's movement matched the |
period of the last several eras of intense glaciation. |

4. Scientists accepted the Miiankovitch [Refer to the full passage.]

theory even though
( X ) the peaks of sunlight occurred at
intervals of 95,000 and 125,000
years
d D the peaks of insolation and intense
glaciation did not match
C c) there were climate records of a
400,000-year cycle
< 2 ) there were microfossil deposits on
the sea floor
Diagnostic Test

5. In paragraph 4, why does the author ; # These and other problems with the Milankovitch cycles
suggest the image of a flat plane | led some researchers to seek alternative explanations for
CX) To help the reader visualize the I the cyclic arrival of extended ice ages. Jn the 1990s, it was
positions and movements of the Tliscovered that the orbita! inclination of the Earth to the sun
heavenly bodies and planets could also be responsible for climate changes.
CF) To demonstrate to the reader how If we imagine a flat plane with the sun in the center and
the Earth orbits the sun ! the planets revolving around it, the Earth slowly moves
C £) To support the argument that the i in and out of the flat plane by a few degrees, repeating
orbital inclination increases tilting ! the cycle every 100,000 years. Two scientists, Muller and
j MacDonald, have proposed that it is this orbital inclination
CF) To show how the Milankovitch
! which is uitimately responsible for the periods of glaciation
theory doesn't explain the cyclical
and warming. They argue that because of the oscillation,
changes in climate
| the Earth periodically travels through clouds of debris, in the
Paragraph 4 is marked with an arrow [ ] l form of dust and meteoroids. Such debris could reduce the
i amount of solar energy reaching the surface of our planet,
I thus plunging it into regular cold periods.

6. The word “ it ” in the passage refers to i| These and other problems with the Milankovitch cycles
C £) such debris I led some researchers to seek alternative explanations for
Cb]) solar energy I the cyclic arrival of extended ice ages. In the 1990s, it was
I discovered that the orbital inclination of the Earth to the sun
Cc^) the surface
S and planets could also be responsible for climate changes.
C ]) our planet
S if we imagine a flat plane with the sun in the center and
I the planets revolving around it, the Earth slowly moves
I in and out of the flat plane by a few degrees, repeating
the cycle every 100,000 years. Two scientists, Muiier and
MacDonald, have proposed that it is this orbital inclination
which is ultimately responsible for the periods of glaciation
and warming. They argue that because of the oscillation,
the Earth periodically travels through clouds of debris, in the
form of dust and meteoroids. Such debris could reduce the
amount of solar energy reaching the surface of our planet,
thus plunging ilti into regular cold periods.

7. In paragraph 4, the author explains that I! # These and other problems with the Milankovitch cycles
C£) Milankovitch did not know about J led some researchers to seek alternative explanations for
the orbital inclination of the Earth | the cyclic arrival of extended ice ages. In the 1990s, it was
CJD glaciation occurs when the orbital I discovered that the orbital inclination of the Earth to the sun
inclination has entered a new cycle j and planets could also be responsible for climate changes.
( 2 ) the Earth always travels through I if we imagine a flat plane with the sun in the center and
1 the planets revolving around it, the Earth slowly moves
clouds of debris after moving out of
I in and out of the fiat plane by a few degrees, repeating
the plane by a few degrees
i the cycle every 100,000 years. Two scientists, Muiier and
C 5) the amount of solar energy
j MacDonald, have proposed that it is this orbital inclination
reaching the Earth’s surface
J which is ultimately responsible for the periods of glaciation
causes the changes of temperature
| and warming. They argue that because of the osdllation,
Paragraph 4 is marked with an arrow [#]. I the Earth periodically travels through clouds of debris, in the
| form of dust and meteoroids. Such debris could reduce the
I amount of solar energy reaching the surface of our planet,
I thus plunging it into regular cold periods.

4
 Diagnostic Test

8. What problem in the Milankovitch theory [Refer to the full passage.]

was mentioned as being explained by
the Muller and MacDonald theory
( X ) The ciimate records obtained by
studying microfossil deposits not
matching his predicted cycle
CE) The irregularities of the Earth's
movements through orbital
inclinations not following any
pattern
Cc]) The Earth's spin wobbling in
relation to the Earth's oscillating
inclination
Cd^> The peak in the ice ages occurring
at intervals between 95,000 and
125,000 years instead of 400,000

9. The word 'persuaded:1 in the passage is I However, many researchers in this field are not yet
closest in meaning to i persuaded, by the inclination hypothesis. The main problem
(X ) convinced i is that the amount of dust that falls to the ground when
(X ) discouraged the Earth travels through space debris is relatively small -
© affected not enough to produce radical ciimate changes. Volcanic
eruptions, for example, release much greater amounts of
C £) challenged
;| ash and dusi and have relatively little effect on climate.
;J Supporters have countered that the by-products created by
| the dust as it vaporizes on entering the atmosphere cause
subtle changes to the energy levels. Nevertheless, the
I necessary physical proof has yet to be found to convince the
| skeptics.

10. What problem is associated with the [Refer to the full passage.]
Muller and MacDonald theory
( X ) The amount of debris that is
released from volcanoes is
proportional to the amount of
interstellar dust.
d ] ) The amount of ash from
volcanoes and space dust that
vaporizes in the atmosphere is
too small.
C © The amount of dust entering
the atmosphere is less than the
amount of ash and dust released
by volcanoes.
C ]) The by-products created by
vaporized space dust cause
relevant changes to the energy
levels.

5
Diagnostic Test

;11. Look at the four squares [ ] that Many different factors may contribute to these increases p
indicate where the foSiowing sentence •in glaciation at regular intervals throughout Earth's more
could be added to the passage. < geo ogica y recent history The three mos prominent
factors probably relate to the amount of suniight that reaches )"
When the Earth is at its furthest from
the Earth. This varies overtime for three main reasons. First, i
U h e sun , le ss su n ligh t re a ch es 泛he i-.? .i

i the planet wobbles as it spins, due to the puli of the sun and
su rf a c e .
moon. ^ Furthermore, the Earth tilts on its axis and the
Where would the sentence best fit l degree of tilt changes over time. H Finally, the orbit of the
) Earth around the sun is elliptical and the length of the major <"
Choose the letter of the square that shows
il axis of the ellipse changes over a period of about 100,000
! where the sentence should be added.
j years. H A mathematician named Milutin Miiankovitch !
| discovered in the 1930s that the pattern of insolation, or
sunlight, predicted by these eccentricities in the Earth's <"
j movement matched the period of the last several eras of "
[ intense glaciation.

12. Directions: Select the appropriate phrases from the answer choices and match
them to the flaws n the ce-age theories to which they relate. TWO of the answer
choices wil! 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 full passage.

Answ er Choic es Flaws in the M iiankovitch

( X ) Data of climate records not Cyc le s Theory
coinciding with predicted
intervals of sunlight
(X ) Temperature rises occurring
before the increase of sunlight
The irregularities of the Earth's
movement during its orbit around
the sun
C ® The inconsistency between the Flaws in the Muller and
periods of sunlight and glaciation M acDonald Theory
( T ) The relatively mild effect of
volcanic eruptions on the climate
CE) The orbita inclination of Earth
through clouds of debris
C © The relatively small amount of
interstellar debris reaching Earth
CK) The Sack of clear support from
ocean sediment data
( T ) The lack of physical evidence
in support of the effects of the
inclination hypothesis
Questions 1B-26

1 Bird Migration i|
The phenomenon of seasonal bird migration has been known about for thousands of
years, but it is still not fully understood by scientists. Not all birds migrate, but generaliy
speaking the more northerly the breeding ground, the more likely is it that a species wii!
: migrate south for the winter. The main reason for this annual shifting of residence is that !
I during the northern winters food becomes scarce and the cold temperatures make survival j
difficult. Some species are well adapted to these harsh conditions, but for those that aren't,
moving south to warmer conditions is advantageous.
Changes in the weather can trigger the start of the journey south, although birds in the
Northern Hemisphere seem to know when it is time to migrate south before the winter. In ;
! some species at least, the changes in the length of the day cause glands in the birds' bodies
; to secrete hormones that produce other changes, which ready the birds for the long flight
south. At this time fat starts to accumulate under the skin, and this provides a store of energy ::
1 for the long flight when they will be expending more calories flying than they can obtain ^
during their brief rest stops. i|
< !rt fact, bird-migration patterns are more complex than the simple pattern implied above. ;|
Birds that breed in the Southern Hemisphere migrate north to wintering grounds. Other <
birds travel on an approximately east-west path since milder climates can often be found )
] in Goastal areas of continental regions. Some birds find conditions more suitable at lower j
altitudes in a mountainous region and so migrate to lower levels in winter. '!
i| Perhaps the most mysterious and as yet not totally understood aspect of bird migration
is how birds can navigate such long distances and arrive so precisely at their destination. |
| Various possibilities exist. The most obvious explanation is that they learn the topographic* l
•I features of their route. However, it is not feasible that this method could be used for crossing
.! larger stretches of water or very long trips across whole continents. Another possible
explanation is that some birds may use magnetic fields. Scientists have actually detected tiny ;|
crystals of magnetite in the olfaciory* tract of some species, and homing pigeons have been j
| shown to follow magnetic field lines of the Earth. |
A further possibility is that birds can detect the polarization patterns in sunlight. Some Sight l
waves from the sun are absorbed in the atmosphere, and some pass through. The resulting ;|
i pattern of light waves forms a large bowtie-shaped image in the sky. The image has fuzzy <
r ends and is sometimes known as Haidinger's brush after the discoverer of the effect. The i|
il image is oriented in a north and south direction and is visible at sunset. Although birds may
Hnot see this shape, they can discern gradations of polarization, which give them a kind of |
compass for determining directions. j
Scientists believe that some birds navigate by use of star positions; this has been
y established with at least one species. In a series of studies, caged birds were subjected to
the projection of the nighttime Northern Hemisphere inside a planetarium. All stars rotate ;!
around Polaris, the pole star, and this movement seemed to give the birds the information
! they needed to orientate themselves in the correct direction. However, some recent research
| contradicts this. Perhaps it is not the lack of movement of the pole star but rather the
constellation patterns that guide them. It has also been found that when fewer stars were
j visible on the planetarium ceiling, the birds' sense of direction became poorer. And this, too , 0"
implies that the genera! star pattern does have some bearing on orientation.
The current state of research suggests that ail of the above-mentioned methods probably
. have an influence on bird migration. Different species use one, some, or even all methods at "
different times and in various situations. )

i ^topographic: relating to the natural features of land |

li ^olfactory: connected with the sense of smeli
Diagnostic Test

13. In paragraph 1, it is understood that # The phenomenon of seasonal bird migration has been
some birds don't migrate south in the | known about for thousands of years, but it is still not fully
winter because they I understood by scientists. Not all birds migrate, but generally
( X ) already live in warmer conditions' | speaking the more northerly the breeding ground, the more
live in areas that have an | likely is it that a species will migrate south for the winter.
abundant food supply J The main reason for this annual shifting of residence is that
have difficulty surviving the frigid | during the northern winters food becomes scarce and the
temperatures 1 coid temperatures make survival difficult. Some species are
| well adapted to these harsh conditions, but for those that
Cd]) are suited to the difficult
I aren't, moving south to warmer conditions is advantageous.
conditions
Paragraph 1 is marked with an arrow [ ].

14. The word "those" in the passage refers | The phenomenon of seasonal bird migration has been
to j"known about for thousands of years, but it is still not fully
CX) northern winters i understood by scientists. Not all birds migrate, but generally
C§^) cold temperatures speaking the more northe y the breeding ground, the more
C c) harsh conditions
j likely is it that a species will migrate south for the winter
j The main reason for this annual shifting of residence is that
C2) some bird species
j during the northern winters food becomes scarce and the
coid temperatures make survival difficult. Some species are
i well adapted to these harsh conditions, but for those that
J aren't, moving south to warmer conditions is advantageous.

f 15. According to paragraph 2, what are the ^ Changes in the weather can trigger the start of the
results of changes in the weather I journey south, although birds in the Northern Hemisphere
( X ) The change in the length of the ij seem to know when it is time to migrate south before the
day l winter. In some species at least, the changes in the length
CT) The secretion of hormones by the of the day cause glands in the birds" bodies to secrete
I
birds ij hormones that produce other changes, which ready the birds
( 2 ) The expenditure of calories | for the long flight south. At this time fat starts to accumulate
ij under the skin, and this provides a store of energy for the
The onset of migration
long flight when they will be expending more calories flying
Paragraph 2 is marked with an arrow [ ]• [j than they can obtain during their brief rest stops.
, ............. ,v ?7V/. v,v., ................................... , — } ,

16. The word "accumulate” n the passage ii Changes in the weather can trigger the start of the journey
is closest in meaning to j south, although birds in the Northern Hemisphere seem to I
(X ) build up know when it is time to migrate south before the winter, in
® fill in 5] some species at least, the changes in the length of the day
| cause glands in the birds' bodies to secrete hormones that
Cc]) break up
]produce other changes, which ready the birds for the long
cutback
flight south. At this time fat starts to accurrtu! te : under the
| skin, and this provides a store of energy for the long flight
(j when they will be expending more calories flying than they
S can obtain during their brief rest stops.
 Diagnostic Test

Ail of the bird migration patterns are [Refer to the full passage.]
mentioned in the passage EXCEPT
( X ) the migration north from the
Southern Hemisphere
( b^) the migration east or west toward
milder climates
C © the migration from mountainous
regions to lower altitudes
CE) the migration from east to west
towards hotter climates.

18. The word ''precisely'* in the passage is Perhaps the most mysterious and as yet not totally
closest in meaning to understood aspect of bird migration is how birds can
( X ) finally navigate such long distances and arrive so ^precisely at their
CE) exactly destination. Various possibilities exist. The most obvious
explanation is that they learn the topographic features of
entirely
their route. However, it is not feasible that this method could
( 2 ) decisively
| be used for crossing larger stretches of water or very long
| trips across whole continents. Another possible explanation
I is that some birds may use magnetic fields. Scientists have
1 actually detected tiny crystals of magnetite in the olfactory
I tract of some species, and homing pigeons have been
shown to follow magnetic field lines of the Earth.

19. It can be inferred that polarization [Refer to the full passage.]

patterns
(X ) absorb sunlight
CD are tied in the center
C c]) are invisible at night
( ]) cause a m agnetic force

20. Why does the author mention [Refer to the full passage.]
Haidinger’s brush
( X ) To understand the phenomenon
( T ) To describe the pattern
( © To explain what birds see
(D^> To define the fuzzy ends
Diagnostic Test

21. The word " subjected" in the passage is Scientists believe that some birds navigate by use of
closest in meaning to j star positions; this has been established with at least orte
(X ) exposed species. In a series of studies, caged birds were subjected
CE) subjugated < t’
cTthe projection of the nighttime Northern Hemisphere
i inside a planetarium. All stars rotate around Polaris, the l{
constrained
pole star, and this movement seemed to give the birds the
C £) invited
p information they needed to orientate themselves in the S|
! correct direction. However, some recent research contradicts |
this. Perhaps it is not the lack of movement of the poie star t)
l but rather the constellation patterns that guide them, it has H
Halso been found that when fewer stars were visible on the |
planetarium ceiling, the birds' sense of direction became
i! poorer. And this, too, implies that the general star pattern
8 does have some bearing on orientation.

22. According to paragraph 6, how do I ^ Scientists believe that some birds navigate by use of
some birds navigate during the night I star positions; this has been established with at least one
C£) By using a projection of the star S species. In a series of studies, caged birds were subjected
positions I to the projection of the nighttime Northern Hemisphere
Cb]) By circling around the poie star I inside a planetarium. Al! stars rotate around Polaris, the
I pole star, and this movement seemed to give the birds the
C 2 ) y orientating themselves using
| information they needed to orientate themselves in the
the constellations
| correct direction. However, some recent research contradicts
C ^) By getting their bearings from a
| this. Perhaps it is not the lack of movement of the pole star
few visible stars
but rather the constellation patterns that guide them, it has
Paragraph 6 is marked with an arrow [ ]. also been found that when fewer stars were visible on the
planetarium ceiling, the birds' sense of direction became
poorer. And this, too, implies that the general star pattern
^ does have some bearing on orientation.

10
 Diagnostic Test

j 23. Which of the sentences below best Scientists believe that some birds navigate by use of
: expresses the essentia! information star positions; this has been established with at least one
in the highlighted sentence in the species. In a series of studies, caged birds were subjected to
passage incorrect choices change the the projection of the ni httime Northern Hemisphere inside a
meaning in important ways or leave out planetarium. AII stars rotate around Polaris, the pole star,
essential information. and this movement seeme give the birds the information
'4 _ they needed to orientate themselves in the correct direction.
Ca j Birds needing to orientate
themselves in the right direction However, some recent research contradicts this. Perhaps
; seemed to use the information it is not the lack of movement of the pole star but rather
j they get from the stars that rotate the constellation patterns that guide them. It has also been
around Polaris. found that when fewer stars were visible on the planetarium
j ( T ) The pole star seemed to be used ceiling, the birds1sense of direction became poorer. And this,
j by birds to get the information too, implies that the general star pattern does have some
| they needed because they were bearing on orientation.
:j able to orientate themselves using
:j the star's rotation in the correct
I direction.
( 2 > Birds needing to correct the
II Polaris direction in which to
l orientate themselves seemed to
use the fact that all stars rotate.
The stars rotating in the correct
direction around the po!e star is
what seemed to give the birds
the information they needed for
1 orientating themselves to Polaris.

| 24. The word "this" in the passage Scientists believe that some birds navigate by use of
i| refers to star positions; this has been established with at least one
I" 0
! (X ) The number of stars that were species. In a series of studies, caged birds were subjected to
l visible jj the projection of the nighttime Northern Hemisphere inside
d ] ) The relative loss of the birds* i a planetarium. All stars rotate around Polaris, the pole star,
i| sense of direction and this movement seemed to give the birds the information
Cc^> The constellation patterns that <
they needed to orientate themselves in the correct direction.
However, some recent research contradicts this. Perhaps
;! guide birds i
it is not the lack of movement of the pole star but rather
Cd^ The po!e star's stationary position j
i^l the constellation patterns that guide them, it has also been
found that when fewer stars were visible on the planetarium
ceiling, the birds' sense of direction became poorer. And
Ihis, too, implies that the general star pattern does have
some bearing on orientation.

11
Diagnostic Test

] 25. Look at the four squares [H] that | Perhaps the most mysterious and as yet not totally
indicate where the following sentence | understood aspect of bird migration is how birds can
could be added to the passage. | navigate such tong distances and arrive so precisely at their
i destination. Various possibilities exist. The most obvious
Over short distances the birds could 1
explanation is that they learn the topographic features of
; recognize particular landscapes such as |
their route. @ However, it is not feasible that this method
river vaileys and shapes of hills, |
^ 1 could be used for crossing larger stretches of water or very
; Where would the sentence best fit | long trips across whole continents. H Another possible
) 1 explanation is that some birds may use magnetic fields0 "
Choose the tetter of the square that shows |
Scientists have actually detected tiny crystals of magnetite
where the sentence should be added. 1
in the olfactory tract of some species, and homing pigeons
have been shown to follow magnetic field lines of the Earth.

26. Directions: An introductory sentence for a brief summary of the passage is provided
below. Complete the summary by selecting the THREE 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. This question is worth 2 points.

Write the letters of the answer choices in the spaces where they belong,.
Refer to the full passage. !
Scientists have proposed several methods that birds use for orientating
themselves during fheir seasonal migrations. :

Answer Choices

(X ) Birds not only migrate north Cd]) The principal reason for birds to
or south depending on which migrate is that most bird species j
hemisphere they live in, are not adapted to the harsh
but they also migrate along winter conditions and the scarcity i
coastal regions or in and out of of food during that season.
mountainous areas. ( T ) The star patterns and the way
CE) Birds' ability to detect gradations the stars rotate around the fixed !
of polarization patterns in position of the pole star could
sunlight could give them a way give birds the direction in which ::
for determining directions, to navigate.
Cc^) Changes in both the weather and ( T ) Birds may use their knowledge
the length of day can cause the of the features of the landscape, I
birds' bodies to make physical although this seems unlikely
changes to prepare them for the given the distances that birds
long flights. migrate.

12
 Diagnostic Test

Questions"27-39

Radon
Radon is a radioactive gas that is invisible and odorless. It forms during the decay of
uranium-238, and in decaying, itself produces solid heavy metal radioactive particles of 0"
polonium, lead, and bismuth. The parent element, uranium, is distributed in rocks and soils in ;"
many regions of the world, although usually in negligible* amounts. However, concentrations
- of this element occur in certain rocks, and under certain conditions it is dissolved by
: underground water and carried over great distances before seeping into other rocks and soils. i
Since radon is a gas, it can move from the ground into the air, where it is dispersed by the i]
i winds. If it infiltrates buildings, however, it can build up over time and lead to serious health
! problems. In fact, the radon itself is chemically inert and so does not enter into chemical
j reactions with other substances. It is readily dissolved in blood and circulates through
the body until it is expelled, usually before it has had time to decay. The health problems i|
H associated with radon activity arise from the radioactive products of its disintegration, !
mentioned above. !|
The products of the decay process, especially polonium-218 and polonium-214, emit radiation, l
! which kids or damages living ceils, causing genetic mutations and cancer. These radon progeny ;;
are not dispersed harmlessiy like radon itself but accumulate as the radon decays. Outside the !
I body, these solid materials can attach themselves to dust particles and surfaces throughout |
a building and then be inhaled. The decay products can also stick to tobacco leaves during j
:j growth and then enter the body when the tobacco is smoked, inside the body these dangerous
i by-products of radon become lodged in lung tissue and the bronchial tubes. As these decay, they |i
emit alpha and beta particles and gamma rays. Of these, the alpha particles can do the most H
damage since they are the bulkiest of the three and therefore cannot penetrate very far into living
;| tissue. Because of this relative immobility, concentrations of the particle form and damage cells in ;
the immediate area. Beta particles and gamma rays are less dangerous since they travel further il
J and are less concentrated in the tissues.
The primary way that radon penetrates buildings is through foundations. It enters through [|
!i cracks in basement floors, drains, loose-fitting pipes, and exposed soil areas. Radon also s!
finds its way into water, although if the water is exposed to the atmosphere or agitated, the
i radon disperses into the air. Because of this, concentrations of this uranium daughter are ;j
not high in rivers, but water drawn from underground sources into homes can have elevated <
j^ levels. n!

in the United States. Major scientific organizations believe it contributes to approximately 12

percent of the incidence in the United States alone. It is true that some research has cast <"
doubt on the likelihood of residential radon accumulations contributing to cancer rates. Other ;l
larger scale studies contradict the neutral findings. For example, a recent study of 68,000 ;|
underground miners who were exposed to high levels of radon shows that they are five times
j more likely to die of lung cancer than the general population. Smokers, whose incidence of )
j lung cancer is significantly higher than the nonsmoking population, are even more at risk if
they are exposed to high levels of radon.
It is now possible to have buildings tested for radon accumulation. In an average home, this )
i; is about 1.3 picocuries* per liter, which is considered an acceptable although not a totally safe :j
level. If these levels are above 4 picocuries per liter of air, then homeowners are advised to
| reduce the amount seeping into the living space. This can be achieved through various means
; including concrete sealing and the installation of active ventilation systems. It is not possible to
| completely eradicate traces of radon since the natural outdoors level averages 0.4 picocuries <
per liter, but minimizing the amount is a prudent preventative measure.
|
i "negligible: too small to be important
: *picocurie: a level of radiation activity

13
Diagnostic Test

! 27. The phrase “this element11in the Radon is a radioactive gas that is invisible and odorless.
| passage refers to : It forms during the decay of uranium-238, and in decayingr
lead itseff produces solid heavy metal radioactive particles of |
d D radon : polonium, lead, and bismuth. The parent element, uranium,. |
uranium is distributedin rocks and soils n many regions of the |
world, although usually in negligible amounts. However, j
C S) polonium
| concentrations of this element occur in certain rocks, and j
1 under certain conditions it is dissolved by underground water |
|| and carried over great distances before seeping into other j
1 rocks and soils. ,

si 28, The word “seeping” in the passage is | Radon is a radioactive gas that is invisible and odorless.
closest in meaning to | It forms during the decay of uranium-238, and in decaying,
Ca ) leaking ::itself produces solid heavy metal radioactive particles of
CE) spilling | polonium, lead, and bismuth. The parent element, uranium,
i C c) releasing J is distributed in rocks and soils in many regions of ihe
world, although usually in negligible amounts. However, "
Cd^) erupting
j concentrations of this element occur in certain rocks, and
j under certain conditions it is dissolved by underground water
1 and carried over great distances before seeping; into other
I rocks and soils.

i 29. In paragraph 2, what can be inferred 1 # Since radon is a gas, it can move from the ground into ^
about the relationship of radon and j the air, where it is dispersed by the winds. If it infiltrates
health problems | buildings, however, it can build up over time and lead to ]
(2 ) The gas has to have time to | serious health problems. In fact, the radon itself is chemically ;;
) decay in order to cause health I inert and so does not enter into chemical reactions with
problems. 1 other substances, it is readily dissolved in blood and <
C £) Since radon is chemically inert, it | circulates through the body until it is expeHed, usually before
cannot iead to health problems. | it has had time to decay. The health problems associated
)
(© As a gas, radon disperses in the | with radon activity arise from the radioactive products of its
| disintegration, mentioned above.
wind and consequently isn't a
health problem. 1 |
1 (i
C ^) The gas has to disintegrate before
it can seep into buildings.
Paragraph 2 is marked with an arrow [#].

14
 Diagnostic Test

30. The word ' disintegration/' in the Since radon is a gas, it can move from the ground into
" passage is closest in meaning to the air, where it is dispersed by the winds. If it infiltrates
(X ) breakdown buildings, however, it can build up over time and lead to
Cb]) coiiapse serious health problems. !n fact, the radon itself is chemically
inert and so does not enter into chemical reactions with other
(c^) corrosion
substances. It is readily dissolved in blood and circulates
CE) failure
through the body untii it is expelled usually before it has
had time to decay. The health problems associated with
radon activity arise from the radioactive products of its
^disintegration..:, mentioned above.

31. Health problems associated with radon [Refer to the full passage.]
are caused by
( X ) radioactive uranium
certain heavy m etals
(c^) decaying gases
( 2 ) som e chem ical reactions

32. Which of the sentences below best I The products of the decay process, especially
expresses the essential information po!onium-218 and po!onium-214, emit radiation, which
in the highlighted sentence Incorrect j kills or damages living cells, causing genetic mutations
choices change the meaning in and cancer these radon progeny are not dispersed:
important ways or leave out essential harmlessty like radon itself but accumulate as the radon;
information. | |decaysii Outside the body, these solid materials can attach
( X ) Unlike the radon, which is j themselves to dust particles and surfaces throughout a
scattered without danger, its j building and then be inhaled. The decay products can also
products accumulate as the radon j| stick to tobacco leaves during growth and then enter the
disintegrates. ] body when the tobacco is smoked. Inside the body these
Cb } Like the radon itself, the decay | dangerous by-products of radon become lodged in lung
products are scattered safely and !| tissue and the bronchial tubes. As these decay, they emit
accumulate as the radon decays. alpha and beta particles and gamma rays. Of these, the
© Like the decaying radon, the alpha particles can do the most damage since they are the
progeny are dispersed in bulkiest of the three and therefore cannot penetrate very
accumulations, which can cause Si far into living tissue. Because of this relative immobility,
harm. concentrations of the particle form and damage cells in
the immediate area. Beta particles and gamma rays are
Unlike the dispersed radon, which
II less dangerous since they travel further and are less
accumulates safely, the products
concentrated in the tissues.
of decay are dangerous.

15
Diagnostic Test

33. According to paragraph 3, some :: ^ The products of the decay process, especially
products of decay cause damage < poionium-218 and polonium-214, emit radiation, which
because they ;i kills or damages living cells, causing genetic mutations and
( X ) emit gamma rays cancer, These radon progeny are not dispersed harmlessly
(X ) cannot penetrate living tissue very ! like radon itself but accumulate as the radon decays. Outside
deeply | the body, these solid materials can attach themselves to dust
Cc]) are highly mobile particles and surfaces throughout a building and then be
inhaled. The decay products can also stick to tobacco leaves
CE) seep into houses and form <
during growth and then enter the body when the tobacco is
concentrations of radiation
smoked. Inside the body these dangerous by-products of
Paragraph 3 is marked with an arrow [#]. radon become lodged in lung tissue and the bronchial tubes.
As these decay, they emit alpha and beta particles and
gamma rays. Of these, the alpha particles can do the most
damage since they are the bulkiest of the three and therefore
cannot penetrate very far into living tissue. Because of this
relative immobility, concentrations of the particle form and
damage cells in the immediate area. Beta particles and
gamma rays are less dangerous since they travel further and
are less concentrated in the tissues.

h 34. The phrase " uranium

.... daughter1
. 1in the i The primary way that radon penetrates buildings is |
passage refers to | through foundations. It enters through cracks in basement H
\ (X ) water j floors, drains, loose-fitting pipes, and exposed soil areas. |
CE) radon jl Radon also finds its way into water, although if the water is f!
j exposed to the atmosphere or agitated, the radon disperses f
1 particles
i into the air. Because of this, concentrations of this uranium
I C S) air
: daughter are not high in rivers, but water drawn from I
j underground sources into homes can have elevated levels, p.

35. According to the passage, all of the || [Refer to the full passage.]
following are true about radon EXCEPT ji
C j) it is invisible i|
C§]) it cannot be detected
C 5) it cannot be smelled 'i
C ]) it is radioactive ij

16
 Diagnostic Test

I 36. It can-be understood from paragraph 6 ^ it is now possible to have buildings tested for radon
| that accumulation. In an average home, this is about 1.3
i
I ( 2 ) reducing the amount of radon in picocuries per liter, which is considered an acceptable
| your home is pointless because of although not a totally safe level. If these levels are above 4
| the amount of radon outside picocuries per liter of air, then homeowners are advised to
i d D even though it is possible to test reduce Ehe amount seeping into the living space. This can be
j buildings for radon accumulation, achieved through various means including concrete sealing
j it is not possible to minimize the and the instaliation of active ventilation systems. It is not
| level of radiation activity possible to completely eradicate traces of radon since the
natural outdoors level averages 0.4 picocuries per liter, but
| the use of concrete sealing and
minimizing the amount is a prudent preventative measure.
I active ventilation systems can
| reduce the amount of radon to an
| acceptable level
I CE) using concrete sealing and
| installing active ventilation
i systems reduces the amount of
| usable living space
I Paragraph 6 is marked with an arrow [#].

I 37. The word" prudent” in the passage is It is now possible to have buildings tested for radon
| closest in meaning to accumulation. In an average home, this is about 1.3
| <X ) sensible picocuries per liter, which is considered an acceptable
I necessary although not a totally safe level, if these levels are above 4
picocuries per titer of air, then homeowners are advised to
| C © practical
reduce the amount seeping into the living space. This can be
1 ( 2 ) realistic
achieved through various means including concrete sealing
and the installation of active ventilation systems. It is not
possible to completely eradicate traces of radon since the
natural outdoors level averages 0.4 picocuries per liter, but
j minimizing the amount is a fprudent preventative measure.
. .

38. Look at the four squares [H] that The chief health risk from inhaling radon or its daughter
indicate where the following sentence products is iung cancer. 0 Scientists have concluded that
could be added to the passage. exposure to this carcinogen is the second leading cause
of this disease in the United States. B Major scientific
But this research has been criticized for
organizations believe it contributes to approximately 12
being based on too few subje cts.
percent of the incidence in the United States alone. It is
Where would the sentence best fit true that some research has cast doubt on the likelihood
of residential radon accumulations contributing to cancer
Choose the letter of the square that shows
rates. S Other larger scale studies contradict the neutral
where the sentence should be added.
findings. For example, a recent study of 68,000 underground
miners who were exposed to high levels of radon shows
that they are five times more likely to die of lung cancer
1 than the genera! population. H Smokers, whose incidence
j of lung cancer is significantly higher than the nonsmoking
} population, are even more at risk if they are exposed to high
1 levels of radon.

17
Diagnostic Test

I 39. Directions: An introductory sentence for a brief summary of the passage is provided
below. Complete the summary by selecting the HREE answer choices that express
j the most important ideas in the passage. Some sentences do not belong in the
j summary because they express ideas that ar^ not presented in the passage or are
| minor ideas in the passage. This question is wotlh 2 points.
I Write the Setters of the answer choices in :the spaces where they befong.
Refer to the fu I passage.

Radon can seep into a building, where its decay products can lead to health
problems,

Answer Choices

(X ) Although radon can enter a The by-product alpha particles

building in many different ways, are too heavy to disperse
it also escapes through cracks through the tissues, so they
in the foundations. accumulate in the lungs where
( X ) Concentrations of the radon they kill or damage lung ceils.
by-products attach themselves Ce ) Radon does not cause lung
to particles in the air inside cancer because it is chemically
buildings and are breathed into inert and therefore readily
the lungs. dissolves in the blood, where it
Cc]) People who smoke or work eventually is expelled from the
in mines are at greater risks body.
of getting lung cancer that is ( T ) Preventative measures can be
related to alpha particles than taken to reduce the amount
those who work in buildings. of exposure to radon in living
spaces, but it is not possible to
completely eliminate the gas
from the atmosphere.

18
LISTENING"SECTION
Directions
t

This section measures your ability to understand conversations and lectures in

English. You will hear each conversation or lecture on!y one time. After each
conversation or lecture, you wili answer some questions about it.
The questions typically ask about the main idea and supporting details. Some
questions ask about a speakers 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 wil! see this icon: . This means that you will hear, but not
see, part of the question.
Some questions have special directions. These directions appear in a gray box.
Most questions are worth one point. A question worth more than one point will have
specia 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.

STARTS
Diagnostic Test

Questions 1-6
Listen to part of a lecture in an American government class.

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

1. What is the lecture mainly about 2. According to the professor, who becomes
( X ) A method in Alaska for ensuring fair an elector
election results (X ) A U.S. senator or representative
CF) An important feature of the U.S. (X ) A trained member of the public
presidential election C © A member of a political party
C © The essential criteria used for choosing A candidate for political office
a candidate
C [) A comparison of different voting
systems

i 3. Why does the professor say this: " i 4. Why does the professor use the example of g
| ® To clear up a possible confusion Alaska in the lecture
(I 0
I CO he p explain the exact number of (X ) To explain the number of electors each 0
1 electors state has
| C 2) To correct something she said earlier (B^> To show why states with sma!!
| C S) To remind students of the electors' populations are powerful
1 duties C © 0 remind students of the number of
) electors in certain states
Cd^j To develop the students' understanding
it of electoral politics

5. Which candidate wins the presidential 6. What does the professor mean when she ;
election says this: Q
( X ) The one who wins the most states (X ) Many voters reject this system of
CE) The one who wins the biggest states choosing the president.
Cc^) The one who receives the most votes ;
Critics of the voting system have pointedvi

from the public out weaknesses.

C D The one who receives the most votes ( c y Students have made several objections
from electors to the voting system.
Cp]) Flaws in this voting system are not a “
disadvantage.
20
 Diagnostic Test

Questions"7-11
Listen to a conversation between a student and a professor.

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

7. Why does the student go to see the Why does the professor suggest that the
professor student go to the Computer Center
C ® To apologize for arriving late (X ) To talk to Miriam at the information desk
d ^ ) To turn in her proposal to the professor d ] ) To get help setting up the statistical
Cc^) To get help in analyzing her statistics analysis
Cd^> To discuss improvements for her To make changes to her statistical
proposal results
To define her subjects' linguistic abilities

9. According to the professor, what information I 10. Why does the professor say this:
li
should the student add in her proposal (X ) To illustrate a flaw in the studenfs
Choose 2 answers. proposal
@ How the analysis will be done C§]) To compare two language groups
[|] How she got the statistics into a ( ^ ) To demonstrate international students'
meaningful form differing linguistic levels
How the subjects will be selected ( 2 ) To suggest the kind of test the student
How she will contact the international should give her subjects
students

11. What does the professor imply about the

people who will decide on the grant money
(X ) They will not approve of her getting
help in analyzing her statistics.
( T ) They will question what stress patterns
she will study.
s Cc^) They will be influenced by her
definition of her subjects.
( g ) They will not understand who her
subjects will be.
21
Diagnostic Test

Questions 12-17
Listen to part of a discussion in a business correspondence ciass.

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

a 12. What is the discussion mainly about j 13. Listen again to part of the discussion. Then
| Ca ) The procedures for sending e-maii j answer the question.
I messages in the business world Why does the professor say this:
(X ) The etiquette to use when writing a j C © To avoid an argument between the
I formal business letter i students who have differing opinions
I
| C c) The reasons for using e-mails instead l d ^ ) To imply that different businesses deal
I of formal tetters 1 with mail differently
p" C S) The types of e-mails used in the To bring up a different situation that
1 business world may have to be dealt with in business
C S) To indicate that most businesses have
to make policy changes

14. What can be inferred about the students | 15. Listen again to part of the discussion. Then i
CX) They have come to an agreement | answer the question. J
about internal e-mail use. 1 Why does the professor ask this: 1
__ |
Cb ) They are both experienced in using 1 She wants to go back to a previous lesson. |
e-mail techniques. | (X ) She is leading the students to a different |
C ^ )" They frequently get annoyed with each j so ution to the problem. |
other's way of doing things. 1 C c) She thinks that the students have
C © They are in disagreement with the I forgotten an essential part of |
professor's solutions. I communication. |
Cp^> She is highlighting points that the |
students must learn for a test. ^

22
 Diagnostic Test

16. According to the discussion, which way both 17. Which of the following are valid points about
protects customer identity and promotes messages sent to a group address instead
customer personalization of individual addresses
<X ) Sending the customers a group Choose 2 answeiu
message 0 The customer's identity is protected.
Cb]) Writing to the customers individually Individual addresses are hidden.
C © Using the blind copy feature The message appears personal.
Cd^) Putting al! the addresses into the he address takes a long time to type.
receiver box

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

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

18. What is the lecture mainly about 19. According to the professor, what effect did
C £) How London's life and work are the absence of a father have on London
contrasted (X ) ^ affected his relationship with his
Cb]) How London's life influenced his work mother.
Cc^) London's political writings ( T ) It caused him to commit crimes.
London’s early adventures !t influenced aspects of his writing.
Cd^> It prepared him for a life of adventure.

23
Diagnostic Test

20. What does the professor mean when he ^ [{ 21 Why does the professor think that London
says this: read so many books
(X ) He thinks many of the students in the (X> London wanted to learn from other
class are" poor. 汾 ^ Writers.
( T ) He is joking that some of the students CK) London was enrolled at a university.
may not be happy at college. London needed to use other writers’
He believes that some students are not " ideas.
enjoying the class. ; CF) London had few ways of gaining real
He is implying that some students will | experience.
imitate London's behavior. ii

22. What does the professor imply about 23. What does the professor think of London's
London’s success work
( X ) He was immediately successfui as a (X ) Most of London's work is excellent.
writer. Most of London's work is careless.
Cb} He was successful only in later life. (C^) Much of London's work is not very
Cc^) He worked hard to achieve success. good.
C ]) He never really achieved much Much of London’s work is very modern
success.

Q u e st io n s 24-29
Listen to a discussion in an anthropology class.

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

24
 Diagnostic Test

24. What is the main purpose ofthe lecture? 25. Why does the professor say this:
( X ) To provide a framework for (X ) To remind students of a previously
understanding early human culture made point
C b ]) To show how Cro-M agnon people CF) To check whether students are
became dominant following the lecture
C D To emphasize the importance of C ]) To ensure that students understand a
language in human evolution term
Cp]) To introduce the question of the fate of C S) To provide an example of the
the Neanderthal people Neanderthal's body structure

26. Why does the professor refer to the What does the professor NOT mention
Neanderthal's ability to make and transport about the Neanderthal's use of language
fire Their range of speech sounds
( X ) To emphasize that they were not as < T ) The shape of their vocal tracts
advanced as the Cro-Magnon C c) The development of their brains
d D To argue that they were sophisticated CD]) Their inability to speak
toolmakers
( © To show that they were relatively
unintelligent
i To support her view that they were not
as backward as some people have
claimed

Indicate whether each sentence below describes Neanderthal or Cro-Magnon

characteristics.
C h e c k the correGtbox for{eaehiStatement^

Neanderthal Cro-M agnon

Ca ) They developed tocls with handles.

CC) They used bows and arrows.

Cc^) They produced unsophisticated

art forms.

25
Diagnostic Test

29, According to the professor, why is a

comparison of Neanderthal and modern
human DNA useful
, ( X ) To examine which diseases caused the
extinction of Neanderthals |
CK) To determine whether Neanderthals |
interbred with the Cro-Magnon I
C c j To discover the origin of Neanderthal
people
_ U
: CD]) To learn how they could have survived
in a severe climate

Q u e st io ns 3 0 -3 4
Listen to part of a conversation at a campus police station.

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

30. Why did the student go to the campus i 31 What can be inferred about the student
police CX) He didn't know he was parking illegally.
(X ) To report a stolen vehicle (T ) He lives in a student dormitory.
dD To ask about his right of appeal : Cc]) He uses a wheelchair.
C© To get advice on writing a police report (2 ) He drives to campus.
C ]) To complain about the lack of
handicapped parking places

26
 Diagnostic Test

32. Listen again to part of the conversation. ii 33. Listen again to part of the conversation.
Then answer the question. Then answer the question.
What does the officer mean when she says Why does the officer say this: f l
this: (X ) To make sure the rtian knows what he
(X ) She is apologizing forth© towing. can do
(X ) She is empathizing with the student's d D To give the man an excuse for
situation. ;; breaking the rules
She regrets that the student broke the ;; C ^) To introduce the circumstances in
law. which people appeal
She is worried about the student's ( 5 ) To offer the man help in writing an
appeal. appeal

a 34. What will the student probably do

| ( X ) Write a letter of appeal
Pay the fine immediately
| C © Pa k in the faculty parking lot
I Cd^) Request a handicapped sticker

S TO P

27
Diagnostic Test

SPEAiOMG SECIIOri]
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
wifi 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 wiil 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 clearly
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 wi!l be asked
a question about what you heard. Your response will be scored on your ability to speak
clearly and coherentiy 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 wiil be told to
begin your response.

28
 Diagnostic Test

START
1. Please listen carefully.

You may begin to prepare your response after the beep.

Please begin speaking after the beep.
S TO P

START ►
2. Please listen carefully.

TOEFL Speaking Question 2 of;6 >

SV-
1

What kind of friend is better - one who is very similar to you or

one who is very different Which kind of friend do you prefer 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 speaking after the beep.
STO PS

29
Diagnostic Test

START ^
3. Please listen carefully.
The University of the Rockies is announcing its annual job fair. Read the announcement
from the Career Services Center. You will have 45;^G nds to read the announcement.
Begin reading now.
PAUSE i (for 45 seconds)

Reading Time: 45 seconds

Education Jo b Fair
Saturday, October 9 9:00 a.m.-12:00 p.m,
Washington Center
The University of the Rockies has been offering our
Placement Abroad Services for prospective teachers since 1980.
This program is sponsored by the University of the Rockies'
Career Services Center. Originally initiated to provide American
schools abroad with certified teachers, the Placement Abroad
Services now includes the U of R Recruitment Fair, credential
and referral services, and the ''Careers in Education" publication.
We are dedicated to providing our graduates in Education the
opportunity to meet and interview with recruitment staff from
international schools. This service is free for all U of R students
and alumni.

Now listen to two students as they discuss the announcement.

30
 Diagnostic Test

Now get ready to answer the question.

i /i <<* i "
a
0 i[n iE :::::i:r:;::[:i:[]::::i^ ^ ^ ^ ^ ^ B
0 s ::4: .: ; <

The man expresses his opinion about whether the woman should
attend the job fair. State his opinion and explain the reasons he
gives for his opinion.

Preparation time: 30 seconds

Response time: 60 seconds

You may begin to prepare your response after the beep.

Please begin speaking after the beep.
STOP!

START ►
4. Please listen carefully.
Read the passage about misconceptions in mathematics. You have 45 seconds to read
the passage. Begin reading now.
PAUSE IB (for 45 seconds)
O
TOEFL Speaking

Reading Time: 45 seconds

M athematics and Children's M isconceptions

Analyses of children's misconceptions in mathematics
indicate that children have considerable difficulties in dealing
with fractions. Given the choice of 50 percent and 25 percent, and
asked to choose which number is higher, children will correctly
choose 50 percent. However, given the choice of \ and
they will incorrectly choose Their reasoning is that since 4
is a larger number than 2, \ is larger than Considering this
misconception, it is highly likely that the correct answers they
give to percentage questions aren't based on understanding the
concept of percentages. Holding onto the misconception that
| is a larger number than the child often miscalculates the
simple addition problem of \ plus coming up with the answer
of \ instead of § or 1.

31
Diagnostic Test

Now listen to part of a lecture on this topic in a math education class.

>< 汾

∼y!

Now get ready to answer the question.

r'V

The professor describes the mistakes that are made in teaching

children mathematics. Explain how these mistakes relate to the
problems that children have in understanding fractions.

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

32
 Diagnostic Test

STARTS
5. Please listen carefully.
Listen to a conversation between two students.

I —— —

Now get ready to answer the question.

TOEFLSpeaking 0uestion5ofS

The students discuss several ways to memorize vocabulary.

Summarize the ways. Then state which of the ways you prefer
and explain why.

Preparation time: 20 seconds

Response time: 60 seconds

You m ay begin to prepare yo u r response afte r th e beep.

Please begin speaking afte r th e beep.

STOPS

33
Diagnostic Test

START ^
6. Please listen carefully.
Listen to part of a lecture in an earth science class.

Now get ready to answer the question.

Using the information in the lecture, explain the three atmospheric

phenomena that the lecturer discusses.

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

34
 Diagnostic Test

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

Directions
For this task, you will have three minutes to read a passage about an academic topic. You
may take notes on the passage while you read. Then you will listen to a lecture about the
same topic. White 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 personal 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.
Typically, an effective response will be 150 to 225 words long. Your response will be
judged on the quality of your writing and on the completeness and accuracy of the
content, ff 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.

35
Diagnostic Test

INTEGRATED TASK
Directions: 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.

T_ _ f.. '^ GI*'*) 1-j

Productivity and Rewards

An important management principle is that when behavior
is rewarded, it tends to be repeated. It follows that in many
business enterprises, the approach to getting employees to work
hard or improve productivity is to reward them with money or
company stock. In addition, some enterprises use other forms of
compensation such as special privileges or perhaps promotion
or job reassignments or even company-paid luxury vacations
and other bonuses in kind. All such rewards are usually tied in
to some index of performance, which precisely calculates the
relative amount of increased productivity.
Whatever the type of reward given, managerial consultants
point out that the promise of such incentives improves employee
attitudes, motivation, and productivity. Typical business
handbooks describing compensation methods advocate
giving the greatest rewards to those who perform the best. For
example, a well-known academic text on incentives points out
that “the closer the link between job performance and rewards,
the greater the motivational effect.11
Advocates of improving productivity through rewards tacitly
accept that people are rather like physical bodies that require the
application of some external motivating force to be set in motion.
Furthermore, they argue that any such incentives must have a
high perceived value to the employee and must also be perceived
as within the reach of that person. If the productivity goal appears
beyond the reach of the person striving for the reward, then the
motivational effect will be owe and productivity may decline. But
if the reward system is correctly structured, productivity experts
argue, it is possible to persuade people to achieve remarkable
results.

36
 Diagnostic Test

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

STOP!

Directions: You have 20 minutes to plan and v/riie your response.

Ybur response will be judged based on the quality of your writing and
cr. hew well your response presents the points in the ieciure and tr.eir
relationship to the reading passage. Typicaliv. an effective response v;il!
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 reading.
[Reading passage reappears
A!
during writing time. Refer to the
full passage on the previous
page.]

37
Diagnostic Test

Writirig"Based"on"Knowledge"and"Experience
D ir e c t io n s

For this task, you will 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 you essay.
Typically, an effective essay will Gontain a minimum of 300 words. Your essay wiil be
judged on the quality of your writing. This includes the development of your ideas, the
organization of your essay, and the quality and accuracy of the language you use to
express your ideas.
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.

IN D E P E N D E N T W R IT IN G TASK
Q- if' s>

[ Dir©c£ions; Read the question : m 汾

hbelow. You have 30 minutes
I to plan write, and revise your |
| essay. Typically, an effective ]
response contains a minimum
of 300 words.
Question:
Do you agree or disagree with the
following statement
Childhood is the happiest time
of a person's life.
Use specific reasons and
examples to support your opinion.

V:

38