Toefl ibt internet based test 2006 - 2007 part 23 pdf

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ACADEMIC
SKILLS
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 1
50-225
words
.
Compare
your
synthesis
with
the
example answer in
Chapter
7
on
page 533.
_I

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 I
hatthe
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
st
ructures caJled
m~ochondria
,
which codes
most
of
the
In
herited traits
from
ancestors.
Mos
t
01
these sltJdies
demon
strate that the diversity
among
human populations
is
very
small as compared with other species.
They
conclude that
there was onty

one
small population from which all
other
populations
de
scended. From their
point
01
view, the evidence
supports
the theory that modern
humans
migrated from a relatively
small
area
in Africa
almosl
l
50,OOO
years
ago
, moving along a route through the Middle East
100,000 years
ago
,
and
slowly
populat
ing 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. T
hus
,
~
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
Act
i
vity
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.
2.
Identify the secoudary source.
3.
Decide
whether the task is

eJdensiOn
or
contrast
4. Determine the specific relationship between the primary
and
seoondary sources.
Read
the passage
and
take notes- 3 minutes
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.
Citing
the
lact that the wealthy

and
better-educated sectors
01
society already controlled
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
limit the number
of
children they brought into the work! once
they
understood
the
relationship between their life style and the size
01
their lamlly.
1110
ACADEMIC
SKI
U S
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
doubt on the Ideas in the reading
passage
.
,
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
to
think about the steps while you are going through them, and if it takes you longer than the
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.
Practice using the procedure agaln. Write another synthesis
01
a reading and a lecture. Try
to
stay within the time limits to complete the activity. Compara your synthesis with the example
answer In
Chapter 7 on page 535.
-

Crop circtes 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
th
irty 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
number of hoaxers
who have been discovered
or
who have admitted to having been a part of
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
been identified. Apparently, they flattened the crops by tromping through the
rJ&ld
wi
th
heavy
boots
or
by fastening planks of wood onto their boots to create Intricate patterns without mak-
Ing
footprints. In several experiments, most notably the 1998 demonstration supported by the
Discovery Chan ne

t,
a group of trained
ci
rcle
makers was paid to create patterns.
The
Disco
v-
SYNTHESIZING
15
1
ery
Channel test in
New
Zealand
was
moonted
to
prove
that it
was
possible
for
tea
ms
10
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 f
eet
In
diameter. Critics pointed
out
that
the
location
lent itself to secrecy,
un
like
othel'"
more populated sites
where
circles
had
been
discovered.
They
also criticized
the
demonstration because,

although
the
team
WOI1<ed
at
night,
the
area
was
very well-lighted.
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
tha
t
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
aga

in. Write another synthesis
of
a reading
and
a lecture. T
ry
10
stay within
the
time limits
to
complete
the
activity.
Compare
your
synthesis
with
the
example
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.

Th
is
usu-
ally
involves a plan
to
share
resources
for
mutual
benefit
For
example,
one
company
may
have
financial
resources
and
another
company
may
have
technical expertise.
By
cootlining
these
resources, both oompanles
would

Increase
profit
In some
cases
,
one
company
may
possess
a
brand
name
that
would provide a marketing
advantage
to
another
company
Whose
product is relatively
unknown
but
has
huge
sales potential.
In
othel'"
cases
, Intemallonal strat
e-

gic
al
li
ances
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
a rapidly changing business environment.
When
a mutual
goal
has
been
attained,
the
aUiance
may
no
longer
be
beneficial,
and,
un~ke
mergers
or
joint ventures,
which
have

more
Iong-tenn
implications,
partners in
an
alliance
ca
n
come
together
for
short-tenn collaboration
and
then
1
52
ACADEMIC SKILLS
realign themselves with other strategic panners when t
he
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
Act
i
vity
40
, CD 3, Track 6
Summarize the major points
in
the reading, eKPIaining how the lecture supports these ideas.
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. D
on'
look
al
the tong distance you have yat to
travel. Celebrate the long distance that
you
have already traveled. Tl1en
you
will
have
the energy and the courage to keep going.
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
in length.
This Is the long format l
or
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
an
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-assist
ed
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.
'"
1
54
MODEL
TEST
2:
PROORESS

TEST
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
opening up the prospects
01
Canadian Industrial developmen
t.
!al
Long
the preserve
of
the
lur

trade, the Canadian Shield and the western
Cofdilleras
became
a treasury of minerals,
li
mber
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 Nipi
SSing
in 1903 and touched o
ff
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 imag
i-
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
rush in 1898, unsellied subarctic frontier had a population of
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 sionili-
cance of the Klondike slrike was somewhat exaggerated and short·lived, the
tales of sudden riches, heroic and tragic axploits, and the rowdiness and law-

lessness of the mining frontier were Immortalized through popular
fiction
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
jus
t as vital to national development.
The
Douglas lir,
spruce, and cedar stands
01
British Columbia along with the white pine forests
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
the development
of
the

pulp and , which made Canada one
of
the
world's leading exporters of newsprint.
the fast
flowing
rivers
01
the Shield and Cordilleras could readily
be
harnessed as sources of 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
OntariO Hydro-Electric Power Commission (now Ontario Hydro) In 1906 to dis-
tribute and eventually to produce this vilal source of energy.