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TOEFL iBT

TEST 7

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This section measures your ability to understand academic passages in English. The Reading section is divided into separately timed parts. Most questions are worth 1 point, but the last question for each passage is worth more than 1 point. The directions for the last question indicate how many points you may receive. You will now begin the Reading section. There are three passages in the section. You should allow 20 minutes to read each passage and answer the questions about it. You should allow 60 minutes to complete the entire section.

READING

DIRECTIONS

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CIRCADIAN RHYTHMS Taken from the Latin words for "about one day,' the word "circadian" is a term describing biological processes that occur in twenty-four-hour cycles. The nature of the Earth's rotation divides time into periods of light and darkness, and since the effect is global, these rhythms affect species across the planet. The twenty-four-hour cycles regulating the physiological functions of many organisms are known as circadian rhythms. Sleeping patterns, eating habits, hormone production, and other biological activities in such organisms as bacteria, plants, and humans are all influenced by circadian rhythms. Because it is advantageous for organisms to operate on a twenty-four-hour cycle that mimics the rotational period of the Earth, diverse species have evolved internal mechanisms that maintain circadian rhythms. Although these internal clocks perform similar functions, the genes that control their operation often vary significantly between species. This fact suggests that circadian rhythms are a result of convergent evolution - the process of unrelated species developing similar adaptations in response to similar pressures in their environments. The presence of circadian clocks in a wide variety of organisms supports the idea that circadian rhythms are important from an evolutionary standpoint. In nature, the evolution of circadian rhythms has contributed to species’ survival, as these clocks prepare organisms for cyclical events in their environment and therefore help them to anticipate the availability of food and light, the risk of predators, and the best conditions for survival. An example of an evolutionary advantage linked to circadian rhythms is the tendency of insects to come out of their pupal cases near dawn, a time of day when the temperature is low and the air is moist These two conditions help prevent the insect from drying out as it emerges and opens its wings for the first time. Among organisms that live together in large groups, circadian rhythms are essential for the maintenance of social order and the coordination of tasks. In bee colonies, worker bees do not develop circadian rhythms until they become foragers. Inside the hive, it is advantageous for non-forager bees — like nurse bees, for example, which spend their time working within the hive, performing caregiving tasks that require constant attention-to lack circadian rhythms and maintain their duties twenty-four hours a day. Outside the hive, however, bees require circadian rhythms to keep them synchronized with the cycles of day and night that other organisms follow. As foragers, bees search for food on a rhythmic schedule guided by circadian rhythms that ensure that forager bees are active during the best food-gathering times. In humans, circadian rhythms synchronize the body with the cycle of day and night. This is accomplished by a master biological clock located in a part of the brain called the suprachrasmatic nucleus (SCN). The SCN is linked with the eye and keeps track of the time of day by interpreting information about light and darkness, which it receives from cells in the retina. The SCN uses this information to regulate hormones, body temperature, alertness, and sleep patterns. Body temperature is lowest during sleep and may range as much as two degrees Fahrenheit over the course of a day. Blood pressure is higher during the morning

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than in the evening. A person's pain tolerance peaks during the afternoon. Heart attacks most often occur in the morning, and asthma attacks most often occur at night. All of these aspects of human life are to some degree governed by circadian rhythms. Although the SCN takes cues from sunlight in order to keep the body's internal clock aligned with the external environment, the body would maintain a near-twenty-four-hour rhythm without any hints to indicate time. When volunteers submitted themselves to an isolated environment that eliminated all time cues, their sleep cycles and body temperatures continued to operate on circadian rhythms. Research has shown that circadian rhythms persist even when all temporal hints are removed from an individual's environment. The effects of circadian rhythms that are out of balance with the cycle of night and day are still being researched, but evidence has suggested that there are some negative consequences. Asynchronous circadian rhythms are believed to be factors contributing to sleep disorders, heart problems, gastrointestinal disorders, and diabetes. Glossary: *suprachrasmatic nucleus (SCN) : an area in the brain's hypothalamus that regulates circadian rhythms

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Paragraph 1 Taken from the Latin words for "about one day,' the word "circadian" is a term describing biological processes that occur in twenty-four-hour cycles. The nature of the Earth's rotation divides time into periods of light and darkness, and since the effect is global, these rhythms affect species across the planet. The twenty-four-hour cycles regulating the physiological functions of many organisms are known as circadian rhythms. Sleeping patterns, eating habits, hormone production, and other biological activities in such organisms as bacteria, plants, and humans are all influenced by circadian rhythms. 1. Why does the author mention Latin words in paragraph 1?

(A) To introduce the origin of the term circadian (B) To explain that circadian rhythms have studied for a long time (C) To introduce the scientist credited with discovering circadian rhythms (D) To support the idea that circadian rhythms have not changed over time

Paragraph 2 Because it is advantageous for organisms to operate on a twenty-four-hour cycle that mimics the rotational period of the Earth, diverse species have evolved internal mechanisms that maintain circadian rhythms. Although these internal clocks perform similar functions, the genes that control their operation often vary significantly between species. This fact suggests that circadian rhythms are a result of convergent evolution - the process of unrelated species developing similar adaptations in response to similar pressures in their environments. 2. According to paragraph 2, what is convergent evolution?

(A) The independent evolution of comparable structures in separate types of organisms

(B) The process of two different species crossbreeding to form one species (C) The evolution of an internal biological-clock mechanism (D) The similarities between several species that evolved from a single

ancestor 3. The word their in the passage refers to

(A) circadian rhythms (B) species (C) adaptations (D) pressures

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Paragraph 3 The presence of circadian clocks in a wide variety of organisms supports the idea that circadian rhythms are important from an evolutionary standpoint. In nature, the evolution of circadian rhythms has contributed to species’ survival, as these clocks prepare organisms for cyclical events in their environment bnd therefore help them to anticipate the availability of food and light, the risk of predators, and the best conditions for survival. An example of an evolutionary advantage linked to circadian rhythms is the tendency of insects to come out of their pupal cases near dawn, a time of day when the temperature is low and the air is moist These two conditions help prevent the insect from drying out as it emerges and opens its wings for the first time. 4. The word standpoint in the passage is closest in meaning to

(A) place (B) perspective (C) expectation (D) result

5. Which of the sentences below best expresses the essential information in the highlighted sentence in the passage? Incorrect choices change the meaning in important ways or leave out essential information.

(A) Species survive best when they are aware of their environment and well adapted to it.

(B) Operating on a cyclical rhythm similar to their environments helps species find food and stay safe.

(C) Circadian rhythms help increase species' sensitivity to changes in their surroundings.

(D) In the history of the planet, species with circadian rhythms have survived longer than species without these rhythms.

6. According to the passage, all of the following demonstrate evolutionary advantages of circadian rhythms EXCEPT

(A) insects that emerge from pupal cases in the early morning (B) species that are active while their natural enemies are inactive (C) forager bees that search for food on a rhythmic schedule (D) human beings who require less sleep than most people

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Paragraph 4 Among organisms that live together in large groups, circadian rhythms are essential for the maintenance of social order and the coordination of tasks. In bee colonies, worker bees do not develop circadian rhythms until they become foragers. Inside the hive, it is advantageous for non-forager bees — like nurse bees, for example, which spend their time working within the hive, performing caregiving tasks that require constant attention - to lack circadian rhythms and maintain their duties twenty-four hours a day. Outside the hive, however, bees require circadian rhythms to keep them synchronized with the cycles of day and night that other organisms follow. As foragers, bees search for food on a rhythmic schedule guided by circadian rhythms that ensure that forager bees are active during the best food-gathering times. 7. According to paragraph 4, why is it important that nurse bees lack circadian rhythms?

(A) Social order in the hive depends on them working the opposite hours of forager bees.

(B) They need to follow the cycle of day and night outside the hive. (C) They need to be available to gather food whenever the hive needs it. (D) Their duties need to be performed at all times.

8. The word coordination in the passage is closest in meaning to

(A) instruction (B) organization (C) development (D) evaluation

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Paragraph 6 Although the SCN takes cues from sunlight in order to keep the body's internal clock aligned with the external environment, the body would maintain a near-twenty-four-hour rhythm without any hints to indicate time. When volunteers submitted themselves to an isolated environment that eliminated all time cues, their sleep cycles and body temperatures continued to operate on circadian rhythms. Research has shown that circadian rhythms persist even when all temporal hints are removed from an individual's environment. 9. Which of the following can be inferred from paragraph 6 about the short-term effect of a completely dark environment on circadian rhythms?

(A) It causes circadian rhythms to slow down and stop. (B) It causes an organism's biological clock to reset itself. (C) It causes little change in circadian rhythms. (D) It causes circadian rhythms to stop regulating sleep cycles.

10. The word eliminated in the passage is closest in meaning to

(A) removed (B) hid (C) rearranged (D) slowed

Paragraph 7 The effects of circadian rhythms that are out of balance with the cycle of night and day are still being researched, but evidence has suggested that there are some negative consequences. Asynchronous circadian rhythms are believed to be factors contributing to sleep disorders, heart problems, gastrointestinal disorders, and diabetes. 11. What can be inferred from paragraph 7 about the relationship between circadian rhythms and health?

(A) People who do not have circadian rhythms are less likely to develop health conditions.

(B) The circadian rhythms of people with good health are most likely balanced with the cycle of day and night

(C) Circadian rhythms have not been shown to have an effect on people's health.

(D) People who experience sleep disorders and diabetes are likely to develop asynchronous circadian rhythms.

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Paragraph 5 In humans, circadian rhythms synchronize the body with the cycle of day and night. This is accomplished by a master biological clock located in a part of the brain called the suprachrasmatic nucleus (SCN). The SCN is linked with the eye and keeps track of the time of day by interpreting information about light and darkness, which it receives from cells in the retina. A The SCN uses this information to regulate hormones, body temperature, alertness, and sleep patterns. B Body temperature is lowest during sleep and may range as much as two degrees Fahrenheit over the course of a day. C Blood pressure is higher during the morning than in the evening. A person's pain tolerance peaks during the afternoon. D Heart attacks most often occur in the morning, and asthma attacks most often occur at night. All of these aspects of human life are to some degree governed by circadian rhythms. 12. Look at the four squares [■] that indicate where the following sentence could be added to the passage. All of these rhythmic biological functions depend on the SCN to guide the body through its daily cycles. Where would the sentence best fit? Click on a square [■] to add the sentence to the passage.

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13. Directions: An introductory sentence for a brief summary of the passage is provided below. Complete the summary by selecting the THREE answer choices that express the most important ideas in the passage. Some sentences do not belong in the summary because they express ideas that are not presented in the passage or are minor ideas in the passage. This question is worth 2 points. Circadian rhythms are universal, beneficial, and powerful influences on daily life on Earth.

Answer Choices

(A) Circadian rhythms are named for their twenty-four hour cycle, which mimics the Earth's rotational period.

(B) From bacteria to humans, dissimilar species across the planet have evolved circadian rhythms that synchronize them with the Earth's twenty-four-hour cycle.

(C) The SCN is responsible for controlling the body's master biological clock, which helps establish sleep patterns and handles body temperature.

(D) Maintaining social order, increasing species’ chances of survival, and preparing people for daily routines, circadian rhythms are advantageous in many respects.

(E) Circadian rhythms use light to synchronize themselves with the Earth's cycle, but they are capable of continuing even without any hints from the external environment.

(F) Researchers are not certain how asynchronous circadian rhythms affect the body, but they suspect that organisms are unable to function properly with imbalanced circadian rhythms.

Drag your answer choices to the spaces where they belong. To remove an answer choice, click on it. To review the passage, click on View Text.

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THE ANCIENT PUEBLOANS The Ancient Puebloans, a Native American people, are probably most recognized for their architecture-distinctive jacal (a frame of sticks covered with clay) and sandstone structures constructed atop desert plateaus and within rocky canyon walls. Due to the abundance of water, the Ancient Puebloans initially inhabited the Four Corners region of the United States. This vast area in the southwestern part of the country covered parts of modern-day New Mexico, Arizona, Colorado, and Utah. As the population of Ancient Puebloans grew, their cultural center gradually moved south in the fourteenth century, into central Arizona and the Rio Grande Valley in New Mexico. To archaeologists, this cultural shift is somewhat mysterious, as there is little archaeological evidence that explains why the Ancient Puebloans left their communities in the north and migrated south. Archaeologists are also uncertain about when Ancient Puebloan culture began; most agree that it was well established in the Four Corners region by at least 1 AD, though some trace its origins as far back as 1500 BC. The Ancient Puebloans were the predecessors of today's Pueblo peoples, who consist of about 25 groups, including Hopi, Zuni, Taos, and Acoma. Because the different groups of modern Pueblos speak different languages, there is no single term for their common ancestors. The Hopi call their ancestors Hisatsinom. Although Ancient Puebloans are commonly referred to by the term Anasazi, a name used by archaeologists to describe the Ancient Puebloans' shared culture, many Pueblos consider this term offensive. Anasazi is actually from the language of the Navajo, meaning "ancient enemy,” "ancient outsider,” or "ancient foreigner.” In the beginning, the Ancient Puebloans were nomadic hunters and gatherers but later settled down to become an agricultural society, building permanent, complex communities. Early architecture was constructed using jacai, which was formed from a wooden framework covered with clay. These structures were fortified with rocks, and the roofs were covered with branches and mud and were supported by beams of wood. The Ancient Puebloans also constructed storage structures of stone to guard their food supplies. Using stone hammers to shape sandstone blocks for construction, they later moved from jacal homes to larger, multi-level stone buildings, eventually carving them into cliffs — most likely for protection against enemies. The Ancient Puebloans initially resided in small clusters of families. As the civilization grew, families gradually became clans, then tribes. Small groups of households composed early communities that eventually expanded into hamlets, villages, and then towns. It is believed that the Ancient Puebloan population experienced a period of dramatic growth, causing communities to join together in order to efficiently regulate their food and water supplies. As the Ancient Puebloan population grew, so too did their infrastructure, whereby complex trading routes, some hundreds of miles in length, were established, allowing them to travel far away to trade goods. Moreover, such elaborate routes enabled Ancient Puebloan culture to further develop through interaction and communication with other cultures. With the establishment of permanent communities, the Ancient Puebloans began to focus on complicated crafts. Subsequently, Ancient Puebloan culture and art flourished, as seen in numerous

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baskets and pottery crafts, which were functional as well as aesthetic. From about 1000 to 1300 AD, Ancient Puebloan culture is believed to have reached a climax, particularly in the areas of pottery, weaving, and architecture. After this time, however, the Ancient Puebloans departed this region, leaving behind architectural symbols of their culture in the form of their dwellings. What caused the Ancient Puebloans to leave is not entirely clear to archaeologists. By 1300 the Four Corners area of the Ancient Puebloans was abandoned. The dominant lingering proof that the once prosperous Ancient Puebloan culture existed is in the structural remains scattered throughout the southwestern United States. There are several theories that attempt to explain the departure of the Ancient Puebloans: devastating drought, food shortages, and political conflict. Scientists have found evidence that there were several severe droughts that corresponded with major shifts in the Ancient Puebloan population. Droughts at the end of the thirteenth century may ha\/e been the ultimate cause of the Ancient Puebloans' migration. Food shortages also may have resulted from the depletion of natural resources, deforestation, and land scarcity. Archaeologists also suspect that there may have been political friction, perhaps caused by the aforementioned environmental factors or by competition with other cultures, and that the resulting social changes in the culture of the Ancient Puebloans led to southern migration. As many as ten thousand of the Ancient Puebloans may have moved southward into the Rio Grande Valley, which is where Spaniards encountered them a few hundred years later and called them pueblos, meaning "towns" in Spanish. Additional evidence can be found in the testimonies still told by the descendants of the legendary Ancient Puebloans. According to modern Pueblos, some Ancient Puebloans migrated to southern Arizona and New Mexico, integrating into Hopi and Zuni communities there.

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Paragraph 1 The Ancient Puebloans, a Native American people, are probably most recognized for their architecture-distinctive jacal (a frame of sticks covered with clay) and sandstone structures constructed atop desert plateaus and within rocky canyon walls. Due to the abundance of water, the Ancient Puebloans initially inhabited the Four Corners region of the United States. This vast area in the southwestern part of the country covered parts of modern-day New Mexico, Arizona, Colorado, and Utah. As the population of Ancient Puebloans grew, their cultural center gradually moved south in the fourteenth century, into central Arizona and the Rio Grande Valley in New Mexico. To archaeologists, this cultural shift is somewhat mysterious, as there is little archaeological evidence that explains why the Ancient Puebloans left their communities in the north and migrated south. Archaeologists are also uncertain about when Ancient Puebloan culture began; most agree that it was well established in the Four Corners region by at least 1 AD, though some trace its origins as far back as 1500 BC.

14. What can be inferred from paragraph 1 about the origin of Ancient Puebloan culture?

(A) It may have begun later than 1500 BC. (B) It did not begin in the American Southwest. (C) The date cannot be estimated. (D) It may have emerged from an earlier civilization.

Paragraph 2 The Ancient Puebloans were the predecessors of today's Pueblo peoples, who consist of about 25 groups, including Hopi, Zuni, Taos, and Acoma. Because the different groups of modern Pueblos speak different languages, there is no single term for their common ancestors. The Hopi call their ancestors Hisatsinom. Although Ancient Puebloans are commonly referred to by the term Anasazi, a name used by archaeologists to describe the Ancient Puebloans' shared culture, many Pueblos consider this term offensive. Anasazi is actually from the language of the Navajo, meaning "ancient enemy,” "ancient outsider,” or "ancient foreigner.” 15. The word predecessors in the passage is closest in meaning to

(A) offspring (B) governments (C) families (D) ancestors

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16. According to paragraph 2, there is no Pueblo term for their culture's ancestors because

(A) Pueblo cultures have not needed a term for their ancestors. (B) Pueblo groups do not share a common language. (C) Pueblos have borrowed words from other languages. (D) Pueblo language is no longer spoken.

17. What can be inferred from paragraph 2 about the term Anasazi?

(A) It is less common than the term "Ancient Puebloans. (B) It is only used by the Navajo. (C) It is preferred over the term Hisatsinom by Puebloans. (D) It is less appropriate than the term "Ancient Puebloans."

Paragraph 3 In the beginning, the Ancient Puebloans were nomadic hunters and gatherers but later settled down to become an agricultural society, building permanent, complex communities. Early architecture was constructed using jacai, which was formed from a wooden framework covered with clay. These structures were fortified with rocks, and the roofs were covered with branches and mud and were supported by beams of wood. The Ancient Puebloans also constructed storage structures of stone to guard their food supplies. Using stone hammers to shape sandstone blocks for construction, they later moved from jacal homes to larger, multi-level stone buildings, eventually carving them into cliffs — most likely for protection against enemies. 18. The word fortified in the passage is closest in meaning to

(A) strengthened (B) blocked (C) hidden (D) decorated

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Paragraph 4 The Ancient Puebloans initially resided in small clusters of families. As the civilization grew, families gradually became clans, then tribes. Small groups of households composed early communities that eventually expanded into hamlets, villages, and then towns. It is believed that the Ancient Puebloan population experienced a period of dramatic growth, causing communities to join together in order to efficiently regulate their food and water supplies. As the Ancient Puebloan population grew, so too did their infrastructure, whereby complex trading routes, some hundreds of miles in length, were established, allowing them to travel far away to trade goods. Moreover, such elaborate routes enabled Ancient Puebloan culture to further develop through interaction and communication with other cultures. With the establishment of permanent communities, the Ancient Puebloans began to focus on complicated crafts. Subsequently, Ancient Puebloan culture and art flourished, as seen in numerous baskets and pottery crafts, which were functional as well as aesthetic. From about 1000 to 1300 AD, Ancient Puebloan culture is believed to have reached a climax, particularly in the areas of pottery, weaving, and architecture. After this time, however, the Ancient Puebloans departed this region, leaving behind architectural symbols of their culture in the form of their dwellings. 19. The word that in the passage refers to

(A) groups (B) households (C) communities (D) hamlets

20. Why does the author mention food and water supplies in paragraph 4?

(A) To introduce a theory about why the Ancient Puebloans left the Four Corners region

(B) To suggest that fear of raids by other groups was an everyday concern (C) To explain what caused the Ancient Puebloans to settle in large

communities (D) To indicate that the Ancient Puebloans were a wealthy civilization

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21. The word flourished in the passage is closest in meaning to

(A) lengthened (B) thrived (C) emerged (D) changed

22. According to the passage, what happened to the Ancient Puebloans between 1000 and 1300 AD?

(A) They left the region that then culture had inhabited for centuries. (B) They experienced a drought that caused a political conflict. (C) They merged with the Hopi and Zuni to form a larger civilization. (D) They reached the highest point in the history of their civilization.

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Paragraph 5 What caused the Ancient Puebloans to leave is not entirely clear to archaeologists. By 1300 the Four Corners area of the Ancient Puebloans was abandoned. The dominant lingering proof that the once prosperous Ancient Puebloan culture existed is in the structural remains scattered throughout the southwestern United States. There are several theories that attempt to explain the departure of the Ancient Puebloans: devastating drought, food shortages, and political conflict. Scientists have found evidence that there were several severe droughts that corresponded with major shifts in the Ancient Puebloan population. Droughts at the end of the thirteenth century may ha\/e been the ultimate cause of the Ancient Puebloans' migration. Food shortages also may have resulted from the depletion of natural resources, deforestation, and land scarcity. Archaeologists also suspect that there may have been political friction, perhaps caused by the aforementioned environmental factors or by competition with other cultures, and that the resulting social changes in the culture of the Ancient Puebloans led to southern migration. As many as ten thousand of the Ancient Puebloans may have moved southward into the Rio Grande Valley, which is where Spaniards encountered them a few hundred years later and called them pueblos, meaning "towns" in Spanish. Additional evidence can be found in the testimonies still told by the descendants of the legendary Ancient Puebloans. According to modern Pueblos, some Ancient Puebloans migrated to southern Arizona and New Mexico, integrating into Hopi and Zuni communities there. 23. The word lingering in the passage is closest in meaning to

(A) clear (B) important (C) remaining (D) surprising

24. Which of the sentences below best expresses the essential information in the highlighted sentence in the passage? Incorrect choices change the meaning in important ways or leave out essential information.

(A) Ten thousand of the Ancient Puebloans traveled south to trade with the Spaniards who had recently arrived.

(B) The Spaniards who met the relocated Ancient Puebloans in the south gave them the name pueblos.

(C) Pueblo is a Spanish word for Native Americans who live in small communities or towns.

(D) The Spaniards traveled north to meet the Ancient Puebloans they had heard about while in the Rio Grande Valley.

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Paragraph 3 In the beginning, the Ancient Puebloans were nomadic hunters and gatherers but later settled down to become an agricultural society, building permanent, complex communities. Early architecture was constructed using jacal, which was formed from a wooden framework covered with clay. These structures were fortified with rocks, and the roofs were covered with branches and mud and were supported by beams of wood. A The Ancient Puebloans also constructed storage structures of stone to guard their food supplies. B Using stone hammers to shape sandstone blocks for construction, they later moved from jacal homes to larger, multi-level stone buildings, eventually carving them into cliffs — most likely for protection against enemies. C The Ancient Puebloans initially resided in small clusters of families. D As the civilization grew, families gradually became clans, then tribes. Small groups of households composed early communities that eventually expanded into hamlets, villages, and then towns. It is believed that the Ancient Puebloan population experienced a period of dramatic growth, causing communities to join together in order to efficiently regulate their food and water supplies. 25. Look at the four squares [■] that indicate where the following sentence could be added to the passage. Where would the sentence best fit? Click on a square [■] to add the sentence to the passage. Such dwellings had other advantages as well because cliff dwellings provided extra protection from weather and did not take up land that could be used for agriculture.

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26. Directions: An introductory sentence for a brief summary of the passage is provided below. Complete the summary by selecting the THREE answer choices that express the most important ideas in the passage. Some sentences do not belong in the summary because they express ideas that are not presented in the passage or are minor ideas in the passage. This question is worth 2 points. Although archaeologists have evidence about the origin and expansion of the Ancient Puebloan population, they still wonder about the reason for its departure from the Four Corners region.

Answer Choices

(A) It is estimated that the Ancient Puebloans first appeared in the fertile Four Corners region around 2000 to 3500 years ago.

(B) Until the fourteenth century, the Ancient Puebloans were relatively unknown to archaeologists.

(C) Architecture and crafts in the Four Corners region reveal the Ancient Puebloans' cultural growth.

(D) Archaeologists cannot prove why the Ancient Puebloan population departed from the Four Corners region.

(E) Archaeologists have discovered that the Ancient Puebloans left the Four Corners region when they ran out of natural resources.

(F) Pottery and handicrafts are the only evidence left to suggest that the Ancient Puebloans were once a prosperous civilization.

Drag your answer choices to the spaces where they belong. To remove an answer choice, click on it. To review the passage, click on View Text.

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MUSIC AND THE INDUSTRIAL REVOLUTION The Industrial Revolution began with the introduction of steam power and mechanized manufacturing in the second half of the eighteenth century. This quickly led to the innovations of machine tools and factory assembly lines. Later, steamships and the railroad allowed supplies and products to be transferred expeditiously to distant destinations. Roughly defined as the period from 1760 to 1830 and beyond, the Industrial Revolution utterly transformed the technologies and economics of the world. But such changes were not simply limited to production; cultural institutions were profoundly affected as well. A study of Western music during this time demonstrates how thoroughly the consequences of the Industrial Revolution permeated people's lives. Western music in the eighteenth and nineteenth centuries is categorized into two periods: Classical and Romantic. The Classical era is commonly demarcated as 1730-1820, before and concurrent with the early stages of the Industrial Revolution. Famous composers such as Mozart and Haydn were active during this time frame. They produced pieces written for soloists, small chamber music ensembles, and the limited full orchestras of the time. The style of the music developed by Classical composers was fundamentally shaped by their intended audience. In the eighteenth century, musicians wrote and presented music only for high society — the aristocracy, fellow musicians, and the Church. The great majority of the population had no exposure to music other than traditional folk songs. Most composers were actually retained by noblemen or other powerful people as servants to provide music for their courts. Not only were concerts held in these formal settings; most people who attended a performance had at least some background knowledge of the musical principles of order and symmetry that were accepted at the time. For these reasons, Classical composers tended to adhere strictly to the established forms and rules assigned to the particular types of pieces they created. The structure of a composition was of equal or typically more importance than the emotional result of the music. At the turn of the nineteenth century, when the myriad technological advancements of the Industrial Revolution were really beginning to affect the lives of ordinary people, Classicism in Western music was gradually giving way to a new style - Romanticism. The Romantic period usually dates from 1820 to about 1910. Though some basic forms carried over from the Classical period, there were significant changes on many levels. Most obviously, improved manufacturing processes developed during the Industrial Revolution translated into better-quality instruments. Pianos, violins, and other stringed instruments were built stronger and louder. In particular, the woodwinds benefited from newly introduced mechanical components, giving them a much more appealing sound, and they became quite popular. The end result was a greatly expanded orchestra with a wide variety of instruments. Composers such as Brahms, Wagner, and Tchaikovsky were the dominant creators of this period.

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Another dramatic outcome of the Industrial Revolution was the rise of the middle class, a segment of society with enough expendable income to pay to attend concerts and recitals. Larger, more elaborate concerts were held, and this shift altered the music itself. Composers experimented with stretching and even breaking the limits of the old Classical rules. Popular Romantic ideals of imagination and emotion were reflected in the music. Folk tunes were even utilized to relate to a broader audience. Also during this time, musicians and composers lost their roles as servants to the aristocracy and gained celebrity status as more and more people were exposed to their work. The transference of music from high to middle classes not only manifested itself in large orchestral performances, but on a much smaller scale as well. In addition to enabling the creation of higher quality instruments, the Industrial Revolution also introduced their mass production. Ordinary people could now afford to buy their own pianos, violins, and guitars. In many homes, the parlor room was the center of family life, and during the Romantic period, it became the frequent site of solo and ensemble performances. Such events served as entertainment for guests, musical education for children, and an occupation for many musicians who made a living performing in these private spaces. Music which once had existed only within aristocratic courts was now being heard in middle-class homes throughout the Western world.

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Paragraph 1 The Industrial Revolution began with the introduction of steam power and mechanized manufacturing in the second half of the eighteenth century. This quickly led to the innovations of machine tools and factory assembly lines. Later, steamships and the railroad allowed supplies and products to be transferred expeditiously to distant destinations. Roughly defined as the period from 1760 to 1830 and beyond, the Industrial Revolution utterly transformed the technologies and economics of the world. But such changes were not simply limited to production; cultural institutions were profoundly affected as well. A study of Western music during this time demonstrates how thoroughly the consequences of the Industrial Revolution permeated people's lives. 27. The word profoundly in the passage is closest in meaning to

(A) badly (B) occasionally (C) greatly (D) hardly

28. What can be inferred from paragraph 1 about the Industrial Revolution?

(A) It improved manufacturing using traditional technologies. (B) There is no definitive date for its endpoint. (C) It utilized the railroad more than it did steamships. (D) The reach of its effects is still not fully understood.

Paragraph 2 Western music in the eighteenth and nineteenth centuries is categorized into two periods: Classical and Romantic. The Classical era is commonly demarcated as 1730-1820, before and concurrent with the early stages of the Industrial Revolution. Famous composers such as Mozart and Haydn were active during this time frame. They produced pieces written for soloists, small chamber music ensembles, and the limited full orchestras of the time. 29. The word demarcated in the passage is closest in meaning to

(A) measured (B) denied (C) followed (D) protected

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Paragraph 3 The style of the music developed by Classical composers was fundamentally shaped by their intended audience. In the eighteenth century, musicians wrote and presented music only for high society — the aristocracy, fellow musicians, and the Church. The great majority of the population had no exposure to music other than traditional folk songs. Most composers were actually retained by noblemen or other powerful people as servants to provide music for their courts. Not only were concerts held in these formal settings; most people who attended a performance had at least some background knowledge of the musical principles of order and symmetry that were accepted at the time. For these reasons, Classical composers tended to adhere strictly to the established forms and rules assigned to the particular types of pieces they created. The structure of a composition was of equal or typically more importance than the emotional result of the music. 30. According to paragraph 3, performances during the Classical period

(A) were opportunities for composers to showcase new forms (B) were formal occasions both in location and musical style (C) featured music of a predominantly religious nature (D) included formalized versions of traditional folk songs

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Paragraph 4 At the turn of the nineteenth century, when the myriad technological advancements of the Industrial Revolution were really beginning to affect the lives of ordinary people, Classicism in Western music was gradually giving way to a new style - Romanticism. The Romantic period usually dates from 1820 to about 1910. Though some basic forms carried over from the Classical period, there were significant changes on many levels. Most obviously, improved manufacturing processes developed during the Industrial Revolution translated into better-quality instruments. Pianos, violins, and other stringed instruments were built stronger and louder. In particular, the woodwinds benefited from newly introduced mechanical components, giving them a much more appealing sound, and they became quite popular. The end result was a greatly expanded orchestra with a wide variety of instruments. Composers such as Brahms, Wagner, and Tchaikovsky were the dominant creators of this period. 31. Which of the sentences below best expresses the essential information in the highlighted sentence in the passage? Incorrect choices change the meaning in important ways or leave out essential information.

(A) The progression from Classical to Romantic music around 1800 was a gradual one, but many people soon took note of it.

(B) It was the shift from Classicism to Romanticism that encouraged the acceptance of the Industrial Revolution by ordinary people in the Western world.

(C) At the end of the eighteenth and beginning of the nineteenth centuries, technological innovations from the Industrial Revolution changed music forever.

(D) Western music was transitioning from Classical to Romantic as the Industrial Revolution started to make its way into people's lives around 1800.

32. Based on information from paragraph 4 about the relationship between the Classical and Romantic periods, it can be inferred that

(A) Romantic music bore no resemblance to that from the Classical period (B) there were more composers creating music during the Romantic period (C) Romantic music included the piano whereas Classical music did not (D) woodwind instruments were used more frequently in Romantic music

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Paragraph 5 Another dramatic outcome of the Industrial Revolution was the rise of the middle class, a segment of society with enough expendable income to pay to attend concerts and recitals. Larger, more elaborate concerts were held, and this shift altered the music itself. Composers experimented with stretching and even breaking the limits of the old Classical rules. Popular Romantic ideals of imagination and emotion were reflected in the music. Folk tunes were even utilized to relate to a broader audience. Also during this time, musicians and composers lost their roles as servants to the aristocracy and gained celebrity status as more and more people were exposed to their work. 33. The word expendable in the passage is closest in meaning to

(A) extra (B) excellent (C) exact (D) expensive

34. Why does the author mention celebrity status in paragraph 5?

(A) To explain that some composers were more widely accepted than others (B) To give an example of the subject matter of many popular folk songs (C) To contrast the position of musicians in the Romantic and Classical

periods (D) To describe the diminishing importance of the aristocracy in society in

the Romantic era 35. The word their in the passage refers to

(A) audience (B) musicians and composers (C) servants (D) aristocracy

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Paragraph 6 The transference of music from high to middle classes not only manifested itself in large orchestral performances, but on a much smaller scale as well. In addition to enabling the creation of higher quality instruments, the Industrial Revolution also introduced their mass production. Ordinary people could now afford to buy their own pianos, violins, and guitars. In many homes, the parlor room was the center of family life, and during the Romantic period, it became the frequent site of solo and ensemble performances. Such events served as entertainment for guests, musical education for children, and an occupation for many musicians who made a living performing in these private spaces. Music which once had existed only within aristocratic courts was now being heard in middle-class homes throughout the Western world. 36. The word manifested in the passage is closest in meaning to

(A) destroyed (B) advertised (C) supported (D) displayed

37. According to paragraph 6, what led the home to become a site for musical presentations?

(A) The increased production and availability of instruments (B) The desire of families to educate their children in music (C) The great wealth accumulated by the middle classes (D) The growing number of musicians looking for work

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Paragraph 5 Another dramatic outcome of the Industrial Revolution was the rise of the middle class, a segment of society with enough expendable income to pay to attend concerts and recitals. A Larger, more elaborate concerts were held, and this shift altered the music itself. B Composers experimented with stretching and even breaking the limits of the old Classical rules. C Popular Romantic ideals of imagination and emotion were reflected in the music. D Folk tunes were even utilized to relate to a broader audience. Also during this time, musicians and composers lost their roles as servants to the aristocracy and gained celebrity status as more and more people were exposed to their work. 38. Look at the four squares [■] that indicate where the following sentence could be added to the passage. This new, sizable audience meant that musical performances no longer had to be organized to cater solely to high society. Where would the sentence best fit? Click on a square [■] to add the sentence to the passage.

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39. Directions: Complete the table by matching the statements below. Select the appropriate statements from the answer choices and match them to the musical period to which they relate. TWO of the answer choices will NOT be used. This question is worth 4 points. Classical Period

Romantic Period

Answer Choices

(A) Music for soloists did not exist. (B) Musicians depended on the patronage of the wealthy. (C) Emotions evoked by music were more important than its format. (D) Orchestras typically included fewer instruments. (E) Most music was composed by the middle class. (F) Composers made use of folk melodies. (G) Audiences were familiar with formal music theory. (H) Perfection of musical structure was the primary goal. (I) Quality instruments were accessible for private use.

Drag your answer choices to the spaces where they belong. To remove an answer choice, click on it. To review the passage, click on View Text.

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NOW GO ON TO THE LISTENING TEST!

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Play Audio Track 07-01

This section measures your ability to understand conversations and lectures in English. The Listening section is divided into separately timed parts. In each part, you will listen to 1 conversation and 2 lectures. You will hear each conversation or lecture only one time. After each conversation or lecture, you will answer some questions about it. The questions typically ask about the main idea and supporting details. Some questions ask about a speaker’s purpose or attitude. Answer the questions based on what is stated or implied by the speakers. You may take notes while you listen. You may use your notes to help you answer the questions. Your notes will not be scored. If you need to change the volume while you listen, click on the Volume icon at the top of the screen.

In some questions, you will see this icon: This means that you will hear, but not see, part of the question. Some of the questions have special directions. These directions appear in a gray box on the screen. Most questions are worth 1 point. If a question is worth more than 1 point, it will have special directions that indicate how many points you can receive. A clock at the top of the screen will show you how much time is remaining. The clock will not count down while you are listening. The clock will count down only while you are answering the questions.

LISTENING

DIRECTIONS

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LISTENING DIRECTIONS

Play Audio Track 07-02 In this part, you will listen to 2 conversation and 4 lectures. You must answer each question. After you answer, click on Next. Then click on OK to confirm your answer and go on to the next question. After you click on OK, you cannot return to previous questions. You may now begin this part of the Listening Section. You will have 60 minutes to answer the questions. Click on Continue to go on.

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Listen to part of a conversation between a student and a professor.

Play Audio Track 07-03

CONVERSATION

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1. Why does the student want to talk to the professor?

(A) To ask about making a change to an assignment (B) To ask for more tips on conducting an interview (C) To ask for another copy of a handout (D) To ask about the purpose of an assignment

2. Why is the student reluctant to interview an elderly stranger?

(A) He feels uncomfortable around people he does not know. (B) He thinks it will be difficult to find an appropriate person. (C) He dislikes spending time at nursing homes. (D) He would rather interview his own grandmother.

3. What does the professor imply about the person the student wants to interview?

(A) The student already knows too much about her life. (B) She is not old enough for the purpose of the assignment. (C) She will be a very interesting person to interview. (D) The student will feel uncomfortable if he interviews her.

4. What idea does the professor recommend to the student?

(A) That he complete an alternative assignment (B) That he interview a grandfather instead (C) That he conduct the interview with a partner (D) That he do the assignment like everyone else

Listen again to part of the conversation. Then answer the question.

5. Why does the professor say this:

(A) To encourage the student to be creative with the assignment (B) To clarify a confusing detail about the assignment (C) To imply that the student’s idea is not acceptable (D) To indicate that there are many options available to the student

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Listen to part of a lecture in an economics class.

Play Audio Track 07-04

ECONOMICS

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6. What is the lecture mainly about?

(A) The use of laws to control citizens’ behavior during colonial times (B) Fashion in the North American colonies (C) The purpose of taxes on cigarettes and alcohol (D) The difference between excise taxes and sumptuary laws

7. Why does the professor mention excise taxes?

(A) To contrast them with the sumptuary laws that once existed in the American colonies

(B) To show how the government currently influences people’s behavior (C) To complain about an unjust policy of the current government (D) To explain the different ways that governments raise revenue

8. According to the professor, what was the purpose of the 1651 Massachusetts sumptuary law?

(A) To prevent people from engaging in health-damaging activities (B) To help financially support the lowest economic classes (C) To punish poor people who dressed above their status (D) To discourage forms of class discrimination

9. According to the professor, why did sumptuary laws fail?

(A) The rich, new merchant class began to ignore the laws. (B) The existing aristocracy lost its social power. (C) The production of silks became an international trade. (D) The excessive fashions were replaced by simpler styles.

Listen again to part of the lecture. Then answer the question.

10. What does the professor imply when he says this:

(A) The government’s practice of taxing cigarettes is oppressive. (B) He would start smoking if the price of cigarettes went down. (C) He strongly supports many forms of government taxes. (D) The cost of cigarettes influenced his decision to quit smoking.

Listen again to part of the lecture. Then answer the question.

11. What does the professor mean when he says this:

(A) He wants the students to remember the purpose of taxation. (B) He does not think the students are familiar with this use of the word

“excessive.” (C) He does not think that lace and silks are excessive. (D) He wants the students to think about why lace and silks were considered

excessive.

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Listen to part of a discussion in an ecology class.

Play Audio Track 07-05

FILM STUDIES

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12. What is the talk mainly about?

(A) How different species of insects use substrate vibration (B) How substrate vibration helps thornbugs find sources of food (C) How female thornbugs use substrate vibration to fight predators (D) How thornbugs use substrate vibration in different situations

13. According to the professor, how do potential thornbug mates locate each other?

(A) They create a long trail of tree sap. (B) They send messages back and forth. (C) They cut slits into the bark of trees. (D) They send vibrations through the air.

14. What does the professor imply about newly hatched thornbugs?

(A) They cannot send substrate vibrations. (B) They can fly from branch to branch. (C) They work together to fight predators. (D) They are unable to defend themselves.

15. What does the professor say a female thornbug uses her hind legs for?

(A) To attract a mate (B) To fight predators (C) To feed on tree sap (D) To jump in the air

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16. Why does the professor mention human speech and the sound of a barking dog?

(A) To show how sounds that travel through the air differ from substrate vibrations

(B) To suggest that substrate vibrations are an effective form of communication

(C) To indicate the difference between the substrate vibrations of different insects

(D) To demonstrate how humans sometimes communicate with substrate vibrations

17. What does the student mean when she says this:

(A) She has never heard the words in the term before. (B) She does not want to make a guess about the meaning of the term. (C) She thinks she can probably figure out the meaning of the term. (D) She knows the meaning of the term but cannot remember it.

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____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Listen to part of a conversation between two students.

Play Audio Track 07-06

CONVERSATION

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18. What is the man’s problem?

(A) He does not know how to find the computer lab. (B) He is not prepared for his midterm. (C) He cannot study because he lost his book. (D) He cannot find his username and password.

19. What advice for the future does the woman suggest?

(A) Going to the computer lab instead of going to class (B) Borrowing a classmate’s notes and studying the book (C) Going to class and then using the computer lab (D) Dropping the course and taking something else

20. What does the woman imply about learning to use computers?

(A) Many students practice their skills in the computer lab. (B) It is too expensive and not worth the money. (C) Some people find it to be an easy task. (D) It is difficult to accomplish without actually using computers.

Listen again to part of the conversation. Then answer the question. 21. What is the man’s attitude toward his computer class?

(A) He is bored with the subject matter. (B) He is frustrated by the lack of equipment. (C) He dislikes the instructor of the course. (D) He finds it too time-consuming.

Listen again to part of the conversation. Then answer the question.

22. What does the woman mean when she says this:

(A) Few people know about the computer lab. (B) The computer lab is easy to use. (C) The man should have known about the computer lab. (D) The computer lab is hard to find.

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Listen to a part of a lecture in a literature class.

Play Audio Track 07-07

LITERATURE

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23. What aspect of Alcott’s writing does the professor mainly discuss?

(A) The use of symbolism to portray women in nineteenth-century America (B) The revolutionary ideas portrayed in her writing (C) The contradictions between Little Women and Alcott’s life (D) The use of the autobiographical form to write about radical ideas

24. Why does the professor mention abolition and suffrage?

(A) To indicate that Alcott grew up in a progressive environment (B) To suggest that Alcott was primarily interested in activism, not writing (C) To give an example of topics that Alcott frequently wrote about (D) To explain why Alcott’s writing was considered revolutionary

25. Why is it strange that Little Women supports traditional gender roles?

(A) The author was not a traditional woman. (B) It was written in the nineteenth century. (C) The author came from a traditional family. (D) It was not a common characteristic of conduct fiction.

26. How was Little Women received by the public?

(A) It did not earn much attention. (B) It was perceived as overly moralizing. (C) It was initially disregarded but later became famous. (D) It was accepted as a work of conduct fiction.

Listen again to part of the lecture. Then answer the question.

27. What does the professor mean when he says this:

(A) He thinks he misstated a fact. (B) He wants the students to start taking notes. (C) He wants to introduce a new topic for discussion. (D) He wants to return to the main topic.

Listen again to part of the lecture. Then answer the question.

28. Why does the professor say this:

(A) To imply that Alcott wanted to be more like the characters in Little Women

(B) To suggest that Alcott felt as though she had failed as a writer (C) To demonstrate that Alcott’s life did not follow the morals prescribed in

her novel (D) To explain why Alcott chose a career as a conduct fiction writer

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Listen to part of a discussion in a linguistics class.

Play Audio Track 07-08

LINGUISTICS

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29. What is the talk mainly about?

(A) When and how human language first began (B) How hand gestures are used instead of language (C) Different ways that Homo erectus communicated (D) Evidence that early human ancestors could talk

30. What does the professor say modern linguists believe?

(A) That human speech began more than 2.5 million years ago (B) That human speech evolved from animal sounds (C) That the ability to speak is instinctual in humans (D) That some animals will eventually evolve speech

31. According to the professor, why is it difficult to find proof that human ancestors could talk?

(A) Because modern scientists do not have any bones from ancient ancestors

(B) Because there are many different species of early humans (C) Because most modern linguists do not believe in evolution (D) Because organs of speech production do not fossilize

32. Why does the professor mention the curvature at the base of the skull?

(A) To demonstrate a way that modern humans differ from Homo erectus (B) To suggest that fossilized remains prove that human language is innate (C) To emphasize the differences between modern apes and other animals (D) To give an example of a skeletal feature that indicates the ability to

speak 33. What does the professor imply about Homo erectus?

(A) They could not stand upright and walk on two legs. (B) They may have communicated with hand gestures. (C) They did not have the physical capacity for speech. (D) They were the very first species to stand upright.

Listen again to part of the lecture. Then answer the question.

34. Why does the professor say this:

(A) To remind the students there is no proof about the evolution of language (B) To persuade the students to support a particular theory (C) To dismiss her previous statement as a mistake (D) To indicate that she agrees with the hand-gesture theory

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NOW TAKE A 10-MINUTE BREAK!

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NOW GO ON TO THE SPEAKING TEST!

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The following Speaking section of the test will last approximately 20 minutes. To complete it, you will need a recording device that you can play back to listen to your responses. During the test, you will answer six speaking questions. Two of the questions ask about familiar topics. Four questions ask about short conversations, lectures, and reading passages. You may take notes as you listen to the conversations and lectures. The questions and the reading passages are printed here. The time you will have to prepare your response and to speak is printed below each question. You should answer all of the questions as completely as possible in the time allowed. The preparation time begins immediately after you hear the question. You will be told when to begin to prepare and when to begin speaking.

SPEAKING

DIRECTIONS

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TOEFL iBT ÇIKMIŞ SORULARI SET 1 KİTAP 2 ONLINETOEFL.ORG

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TASK 1. You will now be asked a question about a familiar topic. After you hear the question, you will have 15 seconds to prepare your response and 45 seconds to speak. Now play Track 07-1Q to hear Question 1

Describe the experience which has positive effect in your life. Please offer your explanation and details.

Preparation Time: 15 Seconds Response Time: 45 Seconds

TASK 2. You will now be asked to give your opinion about a familiar topic. After you hear the question, you will have 15 seconds to prepare your response and 45 seconds to speak. Now play Track 07-2Q to hear Question 2

Do you prefer to work at home or at office? Please give specific reasons and details to explain your answer.

Preparation Time: 15 Seconds Response Time: 45 Seconds

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TASK 3. You will now read a short passage and then listen to a conversation on the same topic. You will then be asked a question about them. After you hear the question, you will have 30 seconds to prepare your response and 60 seconds to speak.

Reading Time: 45 Seconds

A Student's Notice on Bulletin Board

The university has many cafeterias, most of which, large or small, offer fresh food, choices and entertainment. Eating in the cafeterias is not only convenient, but also delicious. However, a student has currently put up a notice to complain about the food quality and variety in the cafeteria on the university bulletin board. Her reasoning is that the dining room also provides students with snacks and junk food besides the regular and healthy diet. She strongly recommends that more fruits and vegetables instead of snacks be made available in the cafeteria. Therefore, students would be healthier if they have plenty of good qual ity food. Plus, they would not waste their money on junk food.

Now listen to two students as they discuss the complaint letter. 07-3LIS

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Now play Track 07-3Q to hear Question 3

The man expresses his opinion of the compliant letter. State his opinion and explain the reasons he gives for holding that opinion.

Preparation Time: 30 Seconds Response Time: 60 Seconds

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ONLINETOEFL.ORG TOEFL iBT ÇIKMIŞ SORULARI SET 1 KİTAP 2

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TASK 4. You will now read a short passage and then listen to a talk on the same academic topic. You will then be asked a question about them. After you hear the question, you will have 30 seconds to prepare your response and 60 seconds to speak.

Reading Time: 45 Seconds

Altruism

Altruism is a well-documented animal behavior, in which an an imal sacrifices its own well-being for the benefit or safety of another animal. This behavior appears most obviously in kin relationships but may also be evident amongst wider social groups. For example, in many bird and mammal species, individuals that spy a predator will give alarm calls to other members of the group even though such action would seem to bring the attention of the predator to them. However, alarm ca llers may actually benefit by causing the group to panic, allowing the caller to slip away in the ensuing confusion.

Now listen to part of a talk on this topic in a biology class. 07-4LIS

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Now play Track 07-4Q to hear Question 4

The professor takes an example to illustrate the phenomenon of ''Altruism". Explain how this example is related to the reading passage.

Preparation Time: 30 Seconds Response Time: 60 Seconds

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TASK 5. You will now listen to a conversation. You will then be asked a question about it. After you hear the question, you will have 20 seconds to prepare your response and 60 seconds to speak. Now listen to a conversation between two students. 07-5LIS

Now play Track 07-5Q to hear Question 5

Briefly summarize the problem and two possible solutions. Then state which solution you recommend and explain why.

Preparation Time: 20 Seconds Response Time: 60 Seconds

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TOEFL iBT ÇIKMIŞ SORULARI SET 1 KİTAP 2 ONLINETOEFL.ORG

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TASK 6. You will now listen to part of a lecture. You will then be asked a question about it. After you hear the question, you will have 20 seconds to prepare your response and 60 seconds to speak. Now listen to part of a talk in a business class. 07-6LIS

Now play Track 07-6Q to hear Question 6

Using the points and examples from the lecture, explain how the business network benefits business organizations.

Preparation Time: 20 Seconds Response Time: 60 Seconds

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This section measures your ability to use writing to communicate in an academic environment. There will be two writing tasks. For the first writing task, you will read a passage and listen to a lecture and then answer a question based on what you have read and heard. For the second task, you will answer a question based on your own knowledge and experience.

WRITING

DIRECTIONS

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TOEFL iBT ÇIKMIŞ SORULARI SET 1 KİTAP 2 ONLINETOEFL.ORG

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TASK 1: Writing Based on Reading and Listening

For this task, you will read a passage about an academic topic and you will listen to a lecture about the same topic. You may take notes while you read and listen. Then you will write a response to a question that asks you about the relationship between the lecture you heard and the reading passage. Try to answer the question as completely as possible using information from the reading passage and the lecture. The question does not ask you to express your personal opinion. You may refer to the reading passage again when you write. You may use your notes to help you answer the question. Typically, an effective response will be 150 to 225 words. Your response will be judged on the quality of your writing and on the completeness and accuracy of the content. You should allow 3 minutes to read the passage. Then listen to the lecture. Then allow 20 minutes to plan and write your response.

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READING You will have 3 minutes to read the passage.

It used to be the case that at most universities only a few students received the highest grades. But professors today routinely give a majority of their students grade that looks far beyond their real performance. This is sometimes known as "grade inflation". Although this practice has its critics, it seems virtually irreversible. Actually, grade inflation has become a brick in the building of general social expectations and it can no more be changed at this point for quite a few reasons. First, since most students today are getting accustomed to receiving higher grades, they have taken the fact of receiving big scores as granted. Therefore, once professors start to grade strictly, some students may be frustrated by the scores lower than expected and then lose interest in their further academic pursuits. Second, professors have the concern that once they stop granting inflated scores to less qualified students, there is a good chance that they may also receive lower evaluations from those students as a result. Usually, students' evaluation matters a lot in determining if a professor will get a promotion or simply keep his position in the future. Third, high marks help students sell in the job market, because employers generally believe that good scores stand for high qualities of the students. Therefore, students receiving inflated grades have apparent advantages over those who are graded strictly in school.

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LISTENING Now listen to part of a lecture on the topic you just read about.

Play Audio Track Write 7

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Question Summarize the points made in the lecture, being sure to specifically explain how they cast doubt on points made in the reading passage. You must finish your answer in 20 minutes. _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________________________________________________________________________________

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TASK 2: Writing Based on Knowledge and Experience Directions: For this task, you will write an essay in response to a question that asks you to state, explain, and support your opinion on an issue. Typically, an effective essay will contain a minimum of 300 words. Your essay will be judged on the quality of your writing. This includes the development of your ideas, the organization of your essay, and the quality and accuracy of the language you use to express your ideas. You have 30 minutes to plan and complete your essay.

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Question

Do you agree or disagree with the following statement? It is not realistic that people expect to work in the same company or for the same employer for their whole life. Use specific reasons and examples to support your answer. _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________________________________________________________________________________

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