Exptalnlng how they provide evidence for the Information In the reading, summarize the points made in the lecture you nave jusl heard.. 7 Summarize the points made in the lecture you hav
Trang 1526 ANSWERS AND AUDIO SCRIPTS FOR ACTlVmES, QUIZZES, AND MOOEL TESTS
1 0
2 A
3 •
•• A
5 C
6 •
7 A
8 C
s ,
According to the lecturer, fossils ciorumenl the evolutoo of the horse, roviding informalion aboul
the climate and migration patterns Geologists claim that horses appeared on Earth millions of years
before hOOllln beings A horse known as the ardlltheres had migrated to Europe In the Miocene from
North America Following the same route, the hlpparion migrated to Europe tater In the Ptiocene When
the hlpparion invaded Europe, the anchitheres did not survive In contrast, the hipparion developed Into
a sturdy animal, like modem breeds 01 horses Ironically, horses were already e~t l nct In North Am&rica
by the Pleistocene and Europeans returned the horse to the American colonies on snips
1 1IadI.,
50% The function and responsibilities of the Fed
40% The composition of the Fed
10% A comparison 01 the Fed to a fourth branch of govemment
Although lhe summary below Is actually closer to 50%, ~, 20% it still maintains a reasonably accu·
rale emphasis
s ,
The function of the Federal Reserve System is to regulate money aod credit by bUying aod selling
government securities, thereby Influeoclng periods of recession and In!tatoo Moreover, the Fed
c0op-erates with the Department of the Treasury to Issue new coins and paper notes to banks and particl·
pales In international financiat policies through member banks overseas
The Fed Includes lwetve district reserve banks and branches all national commercial banks and
credit unions as well as several committees and councils, Including the powerful board 01 governors
appointed by the President
Because o its powerful membership, the Fed has been compared to a fourth branch of govern·
ment, bvI the President's policies are usually Implemented
)pynghlOO mater I
Trang 2ANSWERS ANO AUOIO SCRIPTS FOR PRACTICE ACTIVITIES IN CHAPTER 3 52i
10 store water, an opening where the water can shoot up, and cracks in the ground for the water to go back down inlo a pool Geysers are in New Zealand, Iceland, and the United Stales Old Faithful in Yellowstone Is the most famous geyser,
56 "
This Is a good summary The oonlenl is accurate, and all the major points are included The problem here is thatlhe writer did noIloIlow the order in the original so the points are not In the same sequence and they are difficult to follow •
So: ,2
This Is a good summary becaU$8 it is briel, Il$eS the same organization 8$ the original includes the major points, reports the oontent accurately, paraphrases using the summarizer's own worcIs, and maintains an
objective point 01 view that does not include the opInloos 01 the person summarizing the Original
s ,S
This is not raally a summary 01 the original passage Instead o a factual report, this paragraph Includes opinions and judgments thai the original author did 001 express
ThiS summary is not paraphrased Sentences are copied from the original The summary would not be scored and 00 credit would be assigned This is the most serious problem In summarizing
SIt e.y 5
The problem In ttvs summary is the emphasis Too much attention Is given to Information in the first paragraph of the OrigInal readrig, whereas points from the second paragraph are not included Facts from the third and fourth paragraphs are only brielly mentioned
""""" AI:rmrr 31
1 Summarize the points In the lecture, eJCplalning how they support the data In the reading
2 Explain the model described In the read~ and then shoW how the lecture contradicts It
3 Exptalnlng how they provide evidence for the Information In the reading, summarize the points made in the lecture you nave jusl heard
4 Summarize the hypothesis oullined In the reading, explaining how the lecture supports It
5 Summarize the major points in the reading , expiaining how the lecture COfllradicts them
6 Explain how the lecturer's view substantiates the opinions expressed in the readioo
7 Summarize the points made in the lecture you have just heard, explaining how they differ from the points made in the reading
8 Summarize the points from the lec!ttre, explaining how they cast doubt on the reading
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Trang 353(J ANSWERS AND AUDIO SCRIPTS FOR ACTIVITIES OUIZZES AND MODEL TESTS
9 Referring to the main points in the lecture, summarize the professor's opinion, contrasting It with
the views elqlressed In the reading,
to Summarize the coocept in the reading, referring to the examples provided in the lecture you have
just heard
1 Summarize the points that the lecturer makes, explaining how they $IJpnnrt the Information In the
reading
Agreement
2 Explain the theory proposed in the reading, and then OO!Jtrasl the Ideas In the theory with the views
expressed In the lecture
DIsagreement
3 Summarize the points macle in the lecture you have Just heard, explaining how they suppor1 the
information in the reading
Agreement
4 Referring to the main points In the lecture, summarize the professor's views, OO!Juasting them with
the opinion expressed In the reading,
Disagreement
5 Summarize the hypotheSis outlined in the lecture, explaining how the reading casts dpubl on its
velidity
Disagreement
6 Summarize the points in the lecture you have Just heard, referring to the e!t8mOles provided In the
reading
Agreement
7 Summarize the major points in the reading, explaining how the lecture coptradic1s them
Disagreement
8, Explain how the lecturer's Ideas differ from tho$e In the reading
DIsagreement
9 Summarize the points made in the iecttJre you have Just heard, elCplalnlng how they reinforce the
points mads in!he reading
Agreement
1 Summarize the points from the Ject\jre, elCplainlng how they 1":.1111 doob! on the reading
Dlsagreemen
Advantages
Secondary source: The disadvantages of cooperative learning in schools
Disadvantages
2 Primary source: All explanation oIlheoretieallinguistics
Explanation
Secondary source: All explanation of applied ~nguiSliCs
Contrast
Issue/SituatiOrVProbIem
Secondary source: The Workl Heanh Organization's campaign agalnsl smallpox
SoIutiOnlExample
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Trang 4ANSWERS AND AUDIO SCRIPTS FOR PRACTICe Acnvmes IN CHAPTER 3 531
4 Primary source: The problem of noise pollution in a lactJnoIogical society
P"""'m
Secondary source: European noise ordl!"l8nces thai Ilmij noise pollUllon
SoIution/Exampia
Coo<o~
Secondary source: The marbling plan for Toyota In the United States
Case Study
Thoo<y
Secondary source: A Harvard University study on flow
7 Primary source: The impact 01 a larga meleor on Earth
Cause
Secondary source: The disappearance of dinosaurs after the meteor
Result
8 Prim8Jy source: Nuclear power plants are dangerous
Opinion
Secondary source: Nuclear power is a good source of energy
Contrasting opinion
9 Primary source: Oualitativa research designs In the social sciences
Thoo<yiCo«ept
Secondary source: The Hawthorne eHect as a limiting lactor In qualitative research
ExampielOlsadvantage
IssueJSUuation
Secondary source: The sIZe, price, and power 01 modem computers
ComparlsonlContrast
n Acllvlty 34, CD 3, Track 2 Usten to part of a leCIure in a biology class
People call it a bear, buI the koala is really a marsupial So, II is much more like a kangaroo than ills like
a bear Here·s what I mean First the koala has a gestatiOn periOd 01 only about 35 days belore it Is
born Then a tiny pirlk, fur1&s9 crealure about 19 mimmel8f51ong makes its way lrom the birth canal into the mother's pouch where It attaches Itself to one of two nipples So It stays In the pouch to oomplele it's
developmenl, and six to seven months laler, it pokes lis head ouI and explores e short distance from the mother, Jumping back into the pooch un~11t reaches eight months wtlen I! Is too big to fl!, and lor another
lour months I! r\cIes on the mother's back or hangs from hef stomach until It lil"lally becomes indepen-dent at about one yearold By !hen, ills about the same size as a Taddy Bear and looks remarkably like
Native to Australia, the koala lives In Irees and Is a skillful climber II sleeps in the branches during the day, and at nlghl, I! combs the trees for Ita laVOrite meal-eucalyptus leaves
)pynght mater I
Trang 5532 ANSWERS AND AUDIO SCRIPTS FOR ACT I VmES QUIZZES AND MODEL TESTS
4 What is the SpecifIC relationship between the primal)' and seconde.ry soorces? A definition and an
ell8mple
clevelopmenl Marsupials emerge alter a short gestation and lind their way from the birth canal to the
mother's pouch, where they attach themselves to one oftha nipples to nurse until they are ruDy
longer
additional pelvic bones thaI StJpport the pouch
induS-trial production In the 19th century i:i Henry Fool's assembly lne According to the lecturer •
3 Transition sentence 1 0 connect the advantages with the disadvantages 00 the other hand, stone
4 Trll11sition sentence to conned one concept with another In a contrast In contrasl agrarian
6 Transition sentence to conned a buSiness concept with a case study of a restaurant franchise The
8 Transition sentence to connect one opinion with 811 opposiog opinion The case that the United
States should oonv8f1 to metrics is strong Howeyer B rase maY be made l or !be oooos;ng view thaI
resources is gold According to the lecturer, IJOId mining
Jpynqhtoo m llr JI
Trang 6ANSWERS AND AUDIO SCRIPTS FOfI PRACTICE ACTIVITIES IN CHAPTER 3 533
PtlA&TICE Acmm' 31
n Activity 37, CD 3, Track 3, Now that you have read the explanation 01 human migration pat· terns In the reading Nstllfl to part 01 a lecture on a similar topic
Okay, today I want to talk to you about a hypotheSis that explains where humans might have evolved
and how they might have migrated around the wOOd It's an alternative hypotheSis to the replacement
hypolhesis thai you read about earllE)( it's called the multiregioflal hypothesis but I've also heard it relerred to as the continuity hypothesis Now, according to the IiCillfllists who support this view , modem humans spread throughout Eurasia about a million years ago and regional populations retained some
unique anatomlcalleaturas IOf hundredsol thousands 01 years, but they also eKchanged some Inherited traits with neighboring populations when they mated with them And we call this eKchange 01 traits 98fI8
flow
So through this gene flow, certain characteristics that we consider crucial to modem mankind were inherited, as 101' eKample an Increase In brain size with an accompanying change in the skull And
and lhis gena flow resulted in Ihe avolution 01 the ealty humans whose remains ara found fhroughout Europe and Asia as well as AfriCa
Now, scientists who support this theory contend that the populations that migrated were linked by gene flow so that the featur" that all pooplo have In common spread throughout tho world Tho rola·
lively slight diff8fences among modem people would have been caused by hundreds 01 thousands of years 01 regional evolution Bul actually, rese81Chers who SUPfX>/1 the continuity hypothesis tend to
locus on the genetic similarities among human populations wOOd·wlde, not the differences We're really
amazingly similar as a species And the lossils of archaic and modem humans in some regiol'lS do sug
gest a continuous evolution in regionallraits, like the cheekbone structure, for e:uunple, which Is further evidence that modem humans may have evolved over a broad area among multiple groups of human ancestors
Sy.-Summarize the major points in the reading and eKplaln how the lecturer casts doubt on those points
According to \he replacement hypothesis, also called the Out 01 AlriCa hypothesis, modem humans evolved from a common ancestor In Africa As they migrated to ASia and Eurooe and finally SPread
throughout the world, they replaced the less evolved populations that they encountered Proatlor this hypothesis comes from both genetic and paleontological research, The large number 01 genetic: traits
thai human populations have in common are confirmed by DNA investigations in mitochondria struc· tures tn addition, !he oldest fossils Identified as modem human remalns have been discovered In AfriCa
Nevertheless, the lecturer casts doubt on the replacement theory, offering Ihe continuity hypothesis
as an alternative Also known as the multi regiOnal hypothesis, the continuity hypolhesis proposes that advanced human populations migrated and mated with less advanced regiOnal populations, introducing
new traits Into lhese populations Because the regional populations were not replaced, they retained some of their unique characteristics The exchange oIlralts, referred to as gene flow, accounts fOf the genetic similarity 01 modem human beings The retention 01 regional genetic material eKplalns why
some traits such as Cheel\bone structure are limited to discrete populations, and casts doubt on the replacement hypothesis, The fact that modern human remalns are found in widespread sites also
sup-pons the alternative hypothesis that the lecturer presents
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Trang 7S34 ANSWERS AND AUDIO SCRIPTS FOR ACTtVmES , QUIZZES , AND MODEL TeSTS
( ) Activity 38, CD 3, TI'Kk 4 Now that you have read the explanation of population In the reading,
Nsten to part of a lecture on a similar topic
Well it is certainly true that Malthus has had an III IOOTlOUS Impact on the study of population, and in lact
many of his predictions about limitations on population appeared to be true lor a time but right now the
major debate in economic population theory Is bet eon a group who believes that population growth
has reached a critical mass and can no longer be controlled through tho events and kHces that Malthus
predicted and, on the other side 01 the debate a group thai views ~ control as part of a Ia1ger
dem0-graphic transition HlH'e's wnat I mean Demographic transition is a model in which large populations
lTIO\Ie from Stage 1 with \I'IH'Y nigh birth and death rates like Malthus predicted, to Stage 21n which the
birth rates remain high but tho death rates begin to decline mostty because of progress in IoocI
produc-tion, sanitation methods, and medical treatment, all ollhese modem advances that oould not have been
predicted when Matthus was deVeloping his theory So, the population grows vety rapidly In Stage 2
Okay, in Stage 3 population continues to increase because, although the birth rate decreases the
death rate also decreases, so fewer people are born, but they tend to live longer Now Stage 4 is the
point al which the population Increases very sIowty, Of it may even start to decline because both the
birth rate and death rates are even lower than in the previous stage So we see this in Japan, Europe,
and North Amerk:a In tact In Europe, we see something that appears to be a Stage 5 In Europe, the
decline In the birth rate has dropped to a level 01 1.7 whIctlls below the 2.0 replaooment level lor a
oou-pie So, unless immigration rates inaease, Europe's population may be an Indication of Mure
demo-graphies lor other industrialized regions
Summarize the major points In the lecture that you have just heard, explaining how they cast doubt on
the Ideas In the reading passage
ADouditog to the lecturer, one modem view asserts that wend population has reached a "critical mass."
and the limiting Ioro&s Ma/thus had poqued to control population, such as war , SlalVBIion, disease, and
disasters can no longer stem the growth In contrast another group 01 EICOI'IOI'rMsts argues lhat population
control Is part 01 a live slE1Q8 demograptk transition model, From Stage 1 In IOIttilIarge bifIh rates and
death rates interact someMlai like MaIthus prGdicted, populations move into Stage 2, characterized by
Y8IY rapid gn:tow1h as all!SUltol' impio.ements in sanitation, agriculture, and medicine, By Stage 3 both the
birth and death rates decrease, a trend that oontinues in Stage 4 u the population growth slows at even
declines At Stage 5 birth rates fall below repIaoement levels, and even with deciI WIg death rates, the
population begins to deaease The lecturer notes that the industriailed areas 01' Japan and Nof1tI
Amer-Ica are in Stage 4 whereas Europe appears 10 be rnQ'\/Wlg from Stage 4 to Stage 5
Since Malthus pointed cui that populations at the highest level of the economy exerd$e oontroIs as
a resull of education and a desire to preserve their standard of living he did, in a way, predict the trends
lor the Industrialized world: however, he certainly did not foresee advances In agricullure, public health,
and medicine that would Inftl.l8oce population, According to the lecturer, is predic:tiolls are not valid lor
the criIic:aI mass model and are 8COJrate ooIy lor the beginning staoes 01 the demographic: transition
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