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G. Yes, it is, Ted. And that problem presents a somewhat larger challenge to the governments and their agencies.

M. Please go on.

Q. What does the man mean?

 

4.) A.) He prefers to talk another time B.) He wants the woman to go away

C.) He would like the woman to continue D.) He doesn't know what to think

 

W. Excuse me. I was in line here first.

M. Oh, I'm sorry. I didn't realize that you were waiting.

Q. What will the man probably do?

 

5.) A.) Accept the woman's apology B.) Allow the woman to go ahead of him

C.) Apologize to the woman D.) Go to the front of the line

 

M. The neighbors are going to have another party.

W. Not again!

Q. What does the woman imply?

 

6.) A.) The neighbors have parties often B.) She does not like her neighbors

C.) The neighbors' party is disturbing her D.) She will not be invited to the neighbors' party

 

ANSWERS: 1-D; 2-C; 3-D; 4-C; 5-B; 6-A

 

 

Part B. In this section, you will hear a single, longer conversation involving the instructor of an environmental science class (Dr. Green) and two of his students (Ted and Joanne), followed by a series of questions. Choose the best answer to each of the questions.

 

G. Let's begin our discussion today by defining acid rain. Joanne?

J. Acid rain is, uh, pollution that results when sulfur dioxide and nitrogen oxide mix with the water vapor in the atmosphere.

G. Good. But why do we call it acid rain, then?

J. Oh, well, sulfur dioxide and nitrogen oxide combine with water vapor and form sulfuric acid and nitric acid.

G. And the acid corrodes the environment?

J. It does. According to the book, acid reaches the Earth as rain, sleet, snow, fog, or even mist, but we call all of these various forms of pollution acid rain.

G. Exactly right. Now, who can explain how the sulfur dioxide and nitrogen oxide are introduced into the atmosphere in the first place? Ted?

T. Fossil fuels, mostly. Right?

G. Right. Could you elaborate on that a little?

T. Sure. The fossil fuels can be the result of natural events such as volcanic eruptions or forest fires, but most of the time, they are introduced into the atmosphere by industrial processes like the smelting of metals or burning of oil, coal, and gas.

G. Anything else we should add to that? Yes, Joanne?

J. Dr. Green, I think it's important to mention the extent of the damage to areas like the Great Lakes.

G. Good point, Joanne. Acidity in the water and on the shorelines has all but eliminated some of the fish populations once found in the Great Lakes region along the United States-Canadian border. Any other damaging effects?

T. I'm an agriculture major, Dr. Green, so I am more familiar with the large concentrations of acids that have been deposited in the soil around the Great Lakes.

G. And what has happened to the vegetation in that region?

T. Well, the rain has caused a chemical change in the soil, which is absorbed by the roots of plants. The plants don't get the nutrients they need, and as a consequence, they die, and uh ...



G. Yes?

T. And it just occurred to me that acid rain is having an adverse effect not only on the environment but also on the economy, especially forestry and agriculture.

G. Excellent deduction. Now, let me give you the good news. In the Great Lakes region that was mentioned in our book, an Air Quality Accord was signed by Canada and the United States about ten years ago to establish limits for the amount of acidic deposits that may flow across international boundaries. Since then, many companies on both sides of the border have installed equipment that limits sulfur dioxide emissions, and some have even changed to fuels that are lower in sulfur content.

T. Excuse me. Isn't it automobile emissions that accounts for a big percentage of the nitrogen oxide?

G. Yes, it is, Ted. And that problem presents a somewhat larger challenge to the governments and their agencies.

Q. What is the topic of this discussion?

 

7.) A.) Air pollution B.) Acid rain

C.) Fossil fuels D.) The Great Lakes

 

Q. What is acid rain?

 

8.) A.) Precipitation that is polluted by sulfuric acid and nitric acid.

B.) Rain that falls after a long period of severe drought.

C.) Large concentrations of acid in the soil around the Great Lakes.

D.) Water vapor that is mixed with a high concentration of sulfur.

 

Q. In which TWO ways has the environment been damaged along the Great Lakes? (mark two answers)

 

9.) A.) The air now contains dangerous levels of carbon monoxide

B.) Weather patterns have been disturbed

C.) Water resources have been polluted

D.) The soil has been depleted of nutrients.

 

Q. What are the conditions of the Air Quality Accord?

 

10.) A.) Companies in the United States must control pollution that could affect Canadian resources

B.) There are limits placed on the quantity of acidic deposits that can cross the border

C.) Governments and agencies will regulate automobile emissions

D.) Fuels cannot contain any sulfur near the border.

 

ANSWERS: 7-B; 8-A; 9-C & D; 10-B

Part C. In this section, you will hear a single talk followed by several questions. Choose the best answer to each of the questions.

 

When Edward Sapir was teaching at Yale, Benjamin Lee Whorf enrolled in his class. Whorf was recognized for his investigation of the Hopi language, including his authorship of a grammar book and dictionary. Even in his early publications, it is clear that he was developing the theory that the very different grammar of Hopi might indicate a different manner of conceiving and perceiving the word on the part of the native speaker of Hopi.

In 1936, he wrote "An American Indian Model of the Universe," which explored the implications of the Hopi verb system with regard to the Hopi conception of space and time.

Whorf is probably best known for his article "The Relation of Habitual thought and Behavior to Language" and for the three articles that appeared in 1941 in the Technology Review.

In these articles, he proposed what he called the principle of "linguistic relativity," which states, at least as a hypothesis, that the grammar of a language influences the manner in which the speaker understands reality and behaves with respect to it.

Since the theory did not emerge until after Whorf has begun to study with Sapir, and since Sapir had most certainly shared in the development of the idea, it came to be called the Sapir-Whorf Hypothesis.

Q. What central theme does the lecture examine?

 

11.) A.) The relationship between language and culture. B.) The culture of Hopi society

C.) Native American cultures. D.) The life of Benjamin Lee Whorf.

 

Q. Which languages did Whorf use in his research?

 

12.) A.) European languages B.) South American languages

C.) Native American languages D.) Computer languages

 

Q. According to the lecturer, what is linguistic relativity?

 

13.) A.) All languages are related. B.) All Native American languages are related.

C.) Language influences the manner in which an individual understands reality.

D.) Language and culture are not related.

 

Q. What is another name for linguistic relativity?

 

14.) A.) The Sapir Hypothesis B.) The Sapir-Whorf Hypothesis

C.) The Sapir-Whorf-Boas Hypothesis D.) The American Indian Model of the Universe

 

ANSWERS: 11-A; 12-C; 13-C; 14-B

 

 

II.) Structure and Written Expression (18 minutes)

 


Date: 2016-01-03; view: 983


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