Toefl ibt internet based test 2006 - 2007 part 41 pptx

MOOEL
TE
ST
31READI
NG
SECTlON
275
can get more sunlight
and
rain. Some mosses, lerns, and many vines also
make use
01 the surfaces
01
trees in this way.
In the ocean, many sha
rh
have a smaller fish known as a remora attached
to them. Remoras have
a sycker
on
the top
01
their heads that Ihey can use
10
attach
10
the shark.
In
this way. they can hitchhike a ride
as
the shark swims

along. When the shark feeds, the remora Irees ilSell and obtains small bits
01
food that the shark misses. Then. the remora reattaches. The shark does not
appear to be
positively or negatively affected by remor
as.
-+
Mutualism
Is another kind
01
symbiotic relationship and
Is
8i:!blalY
beneli·
cial lo both
species involved.
In
many mutualislic relationships, the relationship
is obligatory:
the species cannot live without each other. In others. the species
can exist separately but are more successlul
when they are
in
volved in a mutu·
alistic relationship. Some species of Acacia. a thorny tree, provide lood in the
l
Q(
m of sugar soluiions
in
tittle structures on

th
eir siems. Certain species 01 ants
feed
on
the solutions and live
in
the tree, which they will protect from olher ani·
mals by attacking any animal that begins to feed on the tree. Both organisms
benefrt; the ants receive food and a place to live. and t
he
tree is protected from
an
imals that would use it
as
food.
-+
One soil nutlient that is usually a li
mi
ting factor for plant growlh is nitrogen.
Many kinds of plants,
suc
h as beans, clover, and alder trees, have bacteria thaI
live
in
their roots In little nodules. The roots fo
rm
these nodules when they are
infected with certain kinds of bacte
ri
a. The bacteria do nol cause disease

bu
l
provide the plants with nitrogen-contalni
ng
molecules that the plants can use
for growth.
The nitrogen-fixing bacteria from Iho living silo ond nutrlonts that tho
plants
provide, and the plants benef
itlrom
the nitrogen they receive.
Glossary
sucker: an adaptation for sucking nourishment or sticking to a surface
nodules: growths
In
the form of
knOts
1. TIle word
!leWes
In
the passage
Is
closest
In
meaning to
CD
requests
<D
pursues
([)

obtains
CD
rejects
2. The word
It
in the passage refers to
CD
ho
st
<D
organism
([)
parasite
CD
relationship
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1<11
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~y
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DEL
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3. The word relatively
in
the passage
Is

closest
In
meani
ng
to
<D
comparatively
<D routinely
<D
adversely
CD
frequently
4. Which
of
the sentences below best expresses the information
in
the
highlighted statement
in
the
passage? The other choices change
the
mean
ing
or leave out Importantlnformatlon.
CD
A parasite
is
less likely to destroy the host when it auaches itself at first.
CD

Parasites that have lived on a hosllor a long time have probably done a
lot
of damage.
CD
The
most
destructive phase
for
a host is when the parasite first invades it.
CD
The relationship between a parasite
and
a host will evolve over time.
5. The word tolerate
in
the
passage is closest
in
meaning
10
CD
permit
<D oppose
<D
prom
CD
avoid
6. According
10
paragraph 3. how

do
ectoparasites survive?
<D
They live
in
mold
and
mildew
on
their hosts.
CD
They digest food
in
the iflleslines of their hosts.
<D
They l
ive
on
the nutrients
In
their bacterial hosts.
CD
They inhabit the
ou
tside parts of their hosts.
Paragraph
3
is
marked with an arrow [-+].
7.

WhiCh
of the following
is
mentioned
as
an
example of a commensal relationship?
<D
Orchids
CD
Mistletoe
'"
An"
CD
Fungus
6.
Th
e word actually
in
the passage
is
closest
in
meaning to
<D
fr
equently
CD
initially
CD

really
CD
usually
Malc'ltll chrancnv
a'
~rTl
prav~
MODEL TEST
~EAO
I
NG
SECTION 777
9.
10
paragraph 7, why does
the
authOr use the example of the Acacia tree?
(!)
To
demonstrate
how
ants
survive
by
living io trees
(I)
To
explain
how
two species can benelit fr

om
contact
<D
To
show
the relationship
between
plants and animals
<D::l
To
present a problem that
occurs
often
In
nature
Paragraph 7 1s marked with an arrow (
-+
).
10
. According to paragraph e, how does bacteria affect beans and clover?
a:>
It
causes many of the plants to die.
m It limits the growth of young plants.
<D
It
supplies nitrogen to the cr
ops
.
CD>

It infects the roots with harmful nodules.
Paragraph
8
is
marked with an arrow (
-+
).
11.
LOOk
at the lour
sq
uares ( _
)that
show where the lollowing sentence could be inserted in
the
passage.
They
live
on
the
feathers
of
bird
s
or
th
e
fur
of
IInl

mllls
.
Where could the sentence best be added?
Click on a square
,_
) to Insert the sentence In the passage.
12.
In which of the following chapters would this passage most probably appear?
a:>
Environment and Organisms
a> Pollution and Policies
<D Human Influences
on
Ecosystems
G> Energy Resources
'01
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278
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13.
Dir
ect
ion
.:
Complete the table by matching the phrases on the left with the headings on
the right.
$elect the appropriate answer choices and drag them to the type

01
relationship
to which
Ihey reler.
TWO
01
the answer choices will NOT be used.
Th
is question Is worth
4
po
l
n/
s.
To
delete an answer choice, click on it.
To
see
the passage, click on Vi
ew
Text.
An
s
wer
Cho
ice
s
!aI
One species benefits and the
other is not harmed.

!D1
Both species benefit
lrom
their
contact.
!CI
Both species harm each other in
the relationship.
IDl
One
species is harmed while the other
species benefits.
lEI
Often
one
of
the species is destroyed
by
the relationship.
[EJ
During evolution, this relationship may
become symbiotic.
IGJ
Both species may requi
re
their relationship
lor
survival.
IBl
tn this relatiOnship, the host

may
evolve
defenses
10 avoid harm.
rn
Bo
th species are more s
UCC8ssful
when
they form this relationship.
PART
II
RutlI.g 2 "
Clrlllzation
"
Paras
iti
c
•
•
•
Co
mmen
sal
•
•
•
Mutu
a
li

st lc
•
Between
4000
and
3000
B.C., signifiCant lechnolOgical develOpments began
to transfoon tho Neolithic towns. The invention
of
writing enabled records to be
kepi, and the use of metals
marked a new level of human control over the envi·
ronment and its resources. Already before
4000
B.C., craftspeople had discov-
ered that metal-bearing rocks could be heated to liquefy melals, which could then
be
caslin
molds to produce tools and weapons that were more useful than stone
Instruments.
Although copper was the first metal to be utilized in producing tools,
atter
4000
B
.C.
craftspeople In western Asia discovered that a combination of cap-
per and tin produced bronze, a
much
harder and more durable
melalltian

copper.
Ifi widespread use has
led
historians to speak of a Bronze Age Ir
om
around 3000
to
t200
B.C
when brooze was increasingly replaced by iron.
M 1
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MOOEL TEST 3IREADING
SEC
TI
ON 279
-+
At first, Neolithic settlements were
haIJ:Iy;
more than villages. But
as
their
Inhabitants
mastered the art of farming. they gradually began to give birth to
more
comple)( human societies.
As
wealth increased, such societies began to

develop armies and to build walled cities. By the beginning 01 the Bronze Age.
the concentration of larger numbers
of
people In the river valleys of
Mesopotamia and Egypt was leading to a whole new pattern
lor
human Iile.
-+
As we have seen, early human beings formed small groups that developed
a simple culture that enabled them to sulVive.
As
human societies grew and
developed greater complexity, a new form of human e)(istence-called civiliza·
tion-came
inlo being. A civilization is a complex culture in which I
bers of human share a number of common elements.
These include (1)
an
II
i economic, social,
cultural, and religious development; (2) a distinct religious structure; the gods
were deemed
~iI.1
10
the community'S success, and professional priestly
classes,
as
stewards
of
the gods' property, regulated relations with the gods;

(3) new political and military slrtJctures; an organized government bureaucracy
arose
to
meet the admlnlsuatlve demands
01
the growing population while
armies were
organized
to
gain land and power; (4) a new social structure based
on
economic power; while kings and
an
upper class of priests, poliUcalleaders,
and warriors dominated, there also e)(isted large groups
01
free people (farm-
ers, artisans, craftspeople) and at the very bottom, socially, a class 01 slaves;
(5) the development
of
writing; kings, priests, merChants, and artisans used
writing
to
keep records; and (6) new forms of significant artistic and intellectual
activity,
suCh
as
monumental architectural structures,
uStial1y
religious, occu-

pied a
Pftifiiiiiiit!place
in urban environments.
-+
Why early civilizations developed remains diHicult
to
explain.
iAl
Since civi-
Ilzalions developed independently in
In
dia, China, Mesopotamia, and Egypt,
can general causes be identified that
would e)(plain why all of these civilizations
emerged?
[BI
A number of possible explanations
01
the beginning of civilization
have been suggested. A theory of chaJlenge and response maintains
th
at chal-
lenges forced human beings
10
make efforts that resulted
In
the rise of civiliza-
tion.
Some scholars ha

e adhered to a material e)(pianalion.
!CI
Materiallorces,
such as the growth of food surpluses, made possible the
specialization of labor
and development of large communities with bureaucratic organization. [Ill But
the area of the Fertile Crescent, in which Mesopotamian civilization emerged.
was
nol
naturally conducive
10
agriculture. Abundant food could only be pro-
duced with a massive human effort
to
carefully manage the water, an effort that
created
the need lor organization and bureaucratic control and led
to
civilized
cities. Some historians have argued that nonmaterial forces, primarily
religious,
provided the
se
nse of unity and purpose that made such organized
aCl
ivities
possible. Finally, some
SCholars
doubt that we are capable of ever discovering
the actual causes of early civilization.

Mille
1<11
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~y
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T
ESTS
14
. Which of the
fo
llowing is the best definition of a civilization?
<D
Neolithic towns and cities
(I)
Types of complex cultures
CD
An agricultural community
<D
large
population centers
15. The word
l1s
in the passage refers to
<Dco
pper
<D

bronze
CD
metal
(]I)
iron
16. According to paragraph 2, what happens as societies become more prosperous?
<D
More goods are produced.
<D
Walled cities are built.
CD
laws
are instituted.
<D
The size of families Increased.
Paragraph
2 is marked with
an
arrow [
-+1.
17
. The word hardly in the passage
is
closest in meaning to
<D
frequently
<D
Ukely
CD
barely

<D obviously
18. Why does. the author mention Neolithic towns in paragraph 2?
<D To give an example of a civilization
<D
To explain the Invention of writing systems
CD
To argue that they should be classified as villages
Q)
To
conlrastthem with the civilizations that evolved
Paragraph 21s marked with an arrow [
-+
J.
19. According to paragraph 3, how was the class system structured?
<D
An upper class and a lower class
(I)
Slaves. free people. and a ruling class
~
A king.
an
army. and slaves
<D
Intellectuals and uneducated farmers and workers
Paragraph
3
is
marked with
an
arrow 1

-+
1.
Mill
rial chrancny
il
'
sk~ml
pravv
i
MOOEL
TEST
3I1'lEAOING
SECTION
211
20
. Which of
the
sentences below best
exp!'8SS8s
the Information in
the
highlighted statement
in
the
passage?
Th
e other choices
change
the meaning or leave out important information.
ex>

Mesopotamian and Egyptian civilizations exhibit the majority of the charac1eristics
identified
by historians.
(I)
The characteristics that historians have identified are
not
found in
the
Egyptian and
Mesopotamian cultures.
CD
Civilizations In Mesopotamia and Egypl were identified by historians who were study-
ing the characteristics 01 early cultures.
cJI) The identifICation of
most
historical civilizations includes either Egypt or Mesopotamia
on the
list
21
. The word
crucial
in the passage Is closest in meaning
to
Q)
fundamental
(I)
arbitrary
CD
disruptive
cJI) suitable

22
. The word prominent in the passage is closest in meaning to
Q)
weak
<D
important
CD
small
'"
new
23. According to paragraph 4. how
can
the independent development
of
civilization in different
geographic regions
be
explained?
Q)
Scholars agree that food surpluses encouraged populations
10
be
concentrated in cer-
tain areas.
<D There are sever
allheories
that explain the
rise
of civilization in the ancient world.
CD

The
model of civilization was probably carried from one region to another along trade
routes.
<D
Historians attribute the emer
gence
01
early
cit
i
es
at about the
same
time
as
a
coincidence.
Paragraph
4
is
marked with an arrow [
-tJ,
24. All of the fo
ll
owing are cited as reasons
why
civilizations developed EXCEPT
Q)
Religious prac1ices unified the population.
<D

The
management of water required organization.
CD
A major climate change made living in groups necessary.
CD>
Extra
focx;f
resulted in
the
expansion of
population
centers.
,I
."