Toefl ibt internet based test 2006 - 2007 part 23 pdf

Take as much time as you need to complete the synthesis.. Compare your synthesis with the example answer in Chapter 7 on page 533.. Now that you have read the explanation of human migrat

Use the procedure to write a synthesis of a reading and a lecture Take as much time as you need to complete the synthesis Write 150-225 words Compare your synthesis with the example answer in Chapter 7 on page 533

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The Out of Africa hypothesis, atso called the replacement hypothesis, contends that

mod-em humans originated in Africa, probably from a common ancestor From there, they migrated

to other regions, eventually replacing the populations of Neanderthals and other groups of ear-tier humans that may have survived

Geneticists who support the replacement hypothesis argue Ihatthe similarities snared by all of the modem human populations conlirm the existence of a common gene pool, and per haps even one common lemakl ancestor They point to the fact that many modern human traits have evolved within the past 200,000 years as evidence of the repiacement hypothesis Furthermore, they cite studies of DNA in cell structures caJled m~ochondria , which codes most

of the Inherited traits from ancestors Most 01 these sltJdies demonstrate that the diversity among human populations is very small as compared with other species They conc l ude that there was onty one small population from which all other populations descended From their point 01 view, the evidence supports the theory that modern humans migrated from a relatively small area in Africa almosl l50,OOO years ago, moving along a route through the Middle East 100,000 years ago, and slowly populating regions throughout the world by displacing the com-munities of less developed humanlike species that they encountered

Pafeoanthropologists concede that, to date, the oldest lossil remains of modern Homo sapiens have been found in Africa, with the next oldest discovered in the Middle East Euro-pean fossils are dated at about 50,000 years after the African fossils Thus, ~ would appear that the replacement hypothf'J!;i!; Is subslantlaled by archaeological evidence

Now that you have read the explanation of human migration patterns in the reading, listen to part of a lec\tJre on a similar topic

o Activity 37 , CO 3 , Track 3

Summarize the major points in the reading and explain how the lecturer casts doubt on those points

Work within time limits

II you ara synthesizing for an assignment that is due in several weeks, you will have plenty 01 time to think, write, and revise, but il you ara synthesizing information lor a test question, you will have to wOO within lime limits, and you need to understand what those limits are

SYNTHESIZING 14 _S!wH,

The procedure Is listed again but thiS time the time limits are shown Pay anention to the tim-ing when you practice using the procedure

Read the assignment or lest question - 1 0 seconds

1 Identify the primary source

3 Decide whether the task is eJdensiOn or contrast

4 Determine the specific relationship between the primary and seoondary sources

Listen to the lecture and take notes-3-5 minutes

Plan and write a synlhesis-20 minutes

5 Summarize the primary source

6 Create a transition senlence to connect the primary source with the secondary source

7 Summarize the seoondary source while making relerences to the primary source

PIAent:t At".", 38

Use the procedure again to write another synthesis 01 a reading and a Iect1Jre Write 150 225 WOlds Try to stay within the time limits to complete the activity ItIis time Compare your syn-thesis with the example answer in Chapter 7 on page 534

-In 1798 , Thomas Malthus published an Essay on the Principle 01 Population , 81guably one

of the most important wOO\s ever written on the consequences 01 population growth

Accord-ing to Malthus without intervention, population will tend to exceed the supply of Iood because, whereas population increases exponentially Iood supplies do not He also observed thai dis-asters, disease, lamine, and war could have a beneficial effect on population by incteasing mortality rates and thus slowing population growth In addition he pointed out that the sector

01 the population at the highest standard 01 living lended to eXefcise preventive measures to control fertility, but the sector at the lowest standard 01 living had ItIe largest number 01 chil-dren, thereby relinquishing any possibility of Improyement in living conditions, and perhaps even serving as a stimulus for the disease and other lactors that chad< population growth

population, Malthus pointed out the benelits 01 univefsaJ education to solve the population

problem He recommended raising the minimum wage and providing an incentive lor the poor

to choose between haYing more children, which they could support at a low standard of living,

or haYing smaller lamilies which they could provide with a higher standard 01 living Matthus believed that the ambition to improve their standard 01 living would direct those at the lowest income levels to lmit the number of children they brought into the work! once they understood

the relationship between their life style and the size 01 their lamlly

1M,.,

Now that you have read the explanation of population in the reading, listen 10 part of a lecture

on a similar topic

( ) Activity 38, CD 3, Track 4

"."""

SUmmarize the majoJ points in the lecture that you have just heard, explaining how they cast

, Practice using the procedure

For a plan to be usellJl, you need to practice using it With a little practice, the procedure will

feel very natural 10 you With a lot 01 practice, it will become automatic

Continue using the procedure 10 gain competence and confidence Remembef, if you still have

time limit to complete the synthesis, you have two more practice activities in this chapter In addition, all of the model tests have opportunities for you to practice synthesis It will get easier

stay within the time limits to complete the activity Compara your synthesis with the example answer In Chapter 7 on page 535

-Crop circte s are not a modem phenomenon As earty as the late t7th century, circular designs were found in grain crops and recorded in academic te:tls However, the large number oIayewitness reports lrom England to Australia since 1970 has encouraged a more thorough examination of this phenomenon To date, reports of more than 10,000 crop circles Irom

almost thirty oountries have been collected Within the past thirty years, the designs have increased in complexity, including rings, lines and geometrical figuras

One 01 the problems associated with a serious scientifIC study of crop circles is the large

elaborate deceptions Besides the famous team of Doug and Dave, who were attributed with

creating a large number 01 circles in Britain, groups in New Zealand and in North America have

boots or by fastening planks of wood onto their boots to create Intricate patterns without

Discovery Chan net, a group of trained ci rcle makers was paid to create patterns The Disco

v-SYNTHESIZING 151

cre-ate patterns in a relatively short period of time In less than lour hours, they were able to make

100 circles intefS&Ctlng in a pattern thirty feet In diameter Critics pointed out that the location lent itself to secrecy, unlike othel'" more populated sites where circles had been discovered They also criticized the demonstration because, although the team WOI1<ed at night, the area

Now that you have read the passage on crop circles, fisten to pari 01 a lecture on a similar

topic

n Activity 39, CD 3, Tl1Ick 5

SlJmmarize the map- points In the lecture that you have just heard, explaining how they cast

doubt on the ideas in the reading passage

I'IA&nt:I 'ctiMn 4D

Practice using the procedure again Write another synthesis of a reading and a lecture Try 10

answer in Chapter 7 on page 536

-In an age 01 globalization, collaboration and strategic alliances may be essential to

suc-cess Of course, there have traditionally beef1 a number of ways to cooperate, Including merg-ers in which two companies form a legal union, or a joint venture wtlefe several companies

pool resources to create a separate entity However, a strategic alliance is much less involved than either a merger or a joint venture Quite simply, a strategic alliance is a mutual agreement

between two or more companies in order to wort!; more effectively toward their goals This usu-ally involves a plan to share resources for mutual benefit For example, one company may

these resources, both oompanles would Increase profit In some cases, one company may

product is relatively unknown but has huge sales potential In othel'" cases, Intemallonal strat

e-gic alliances open new markets abroad to COIT"IpBIlies that have a product but lack expertise in

advertising for that market segment

As compared with other options lor oooperallon, the major advantage 01 strategic alliances

is that they may be easily formed and easily dissolved, which makes them a perlect vehicle in

may no longer be beneficial, and, un~ke mergers or joint ventures, which have more Iong-tenn

implications, partners in an alliance can come together for short-tenn collaboration and then

realign themselves with other strategic panners when the markets shift or new technologies require different strategies

Now that you have read the passage 00 business oollaboration listen to part 01 a lecture 00 a similar topic

o Activity 40, CD 3, Tra c k 6

ADVISOR ' S OFFICE

Perspective means "the way you view experiences." Have you heard the story

about the teacup? Two people sit down at a table Tl1ere Is only enough tea lor one

cup so they each have half a cup 01 tea to drink One p8fSOll looks at the cup and

says, "Oh my, the cup is half empty." Tl1e other person looks at the cup and says,

'"Oh, look, the cup is half lull." Which kind 01 person are you?

At this point in your review, it is easy to become discouraged However, il you

choose the "hall full" perspective, you will have more energy to continue your

stud-ies Yes, there Is certainly a lot to review II you understand halt 01 the strategies,

you have a choice You can say, "Oh my, I know only hall 01 this." Instead, you can

say, "Oh look, I already know hall 01 thlsl" You choose

My advice is IJeI~vfl in yourstllf Don' look al the tong distance you have yat to

travel Celebrate the long distance that you have already traveled Tl1en you will

ttet mater

MODEL TEST 2: PROGRESS TEST

READING SECTION

The Reading section tests your ability to understand reading passages like those in college

textbooks The passages are about 700 words i n length

This Is the long format lor the Reading section On the long formal, you will respond to live

passages After each passage , you will answer 12 - 14 questions about it Only three passages

will be graded The other passages are part of an experimental section for future lests

Because you will now know which passages wilt be graded, you must try to cIo your best on all

of them

Most questions are worth 1 point, but the last question in each passage is worth more than

1 point

You will have 100 minutes to read all 01 the passages and a n swer the questions You may lake

notes while you read, but notes are not graded You may use your notes to answer the

ques-tions Some passages may include a WOI'd or phrase thai is under1lned in blue Click on the word or phrase to see a glossary definition or turplanaUofl

Choose the best answer for multiple-choice questions FOllow !he directions on the page or on the screen !of computer-assisted questions Click on Next 10 go to the neld question Click on

Back to return to the previous question You may return to previous questions lor all 01 the passages in !he same reading part, but after you go to the neld part, you will not be able to return to passages in a previous part Be sure thai you have answeted all of the questions for the passages in each part before you click on Next at the end of the passage 10 move 10 lhe neld pan

You can click on Review 10 see a chart of lhe questions you have answered and the questions

you have nol answered in each part From this screen, you can return 10 the question you want

to answer in the part that is open

A clock on the screen will show you how much time you have to complete the Reading section

'"

PART I

1IutI1"" " 1IaoIIrca MlllRInll"_' e" •• "

.at While the mucl'l-anlicipaled expansion of the westem frontier was unlokling in accofdance with the d6sign of the Natlonal Pulicy, a ~ north6m frontl6r was

!al Long the preserve of the lur trade, the Canadian Shield and the western Cofdilleras became a treasury of minerals, limber and hydroelectric power In the

late 19th and earty 20th centuries As early as 1883, CPR !Canadian Pacific Rail -wayl oonstruction crews blasting through the rugged terrain of northern Ontario diSCClVefed copper and nickel deposits in the vicinity of Sudbury rm As refining processes, uses, and markets lor the metal developed, Sudbury became the

world's largest nickel producer_ The building of the Temiskaming and Northern

Ontario Railway led to the discovery 01 rich silver deposits around Cobalt north of Lake NipiSSing in 1903 and touched off a mining boom that spread northward to Kirkland Lake and the Porcupine district ICl AIIhough the economlc Importance

of these mining operations was enduring, they did not capture the public

imagi-nation to the same extent as the Klondike gold rush of the late 1 B90s IDl

.at Fortune-seekers lrom ali parts 01 the world llocked to the Klondike and Yukon River II to lor gold starting in 1896 At the height of the gold

about 30,000, more than hall 01 whiCtl was concentrated in the newly estab-lished town of Dawson In the same year, the lederal government created the

Yukoo Territory, administered by an appointed commissioner, in an effort to ward off the prospect 01 annexation to Alaska Even il the economic

tales of sudden riches, heroic and tragic axploits, and the rowdiness and

lolklore, notably the poetic verses of Robert w Service •

.at Perhaps less romantic than the mining booms, the exploitation of forest and waler resources was just as vital to national development The Douglas lir,

of Ontario satisfied construction demands on the treeless prairies as well as in the growing cilies and towns of central Canada and the United States British Columbia's forests also supplied lumber to Asia In addition the softwood forest wealth of the Cordilleras and the Shield was a valuable source of pulpwood lor

hydroelec-tric power, replacing coal in the booming factones of central Canada as well as

in the evolving mining and pulp and paper industries The age of electricity under public ownership and control was ushered in by the creation of the

-tribute and eventually to produce this vilal source of energy