阶段评估
Essential T-N02
V1.00.20220110
Part 1
Reading
阶段评估 Essential T-N02
R1
Sensing Airflow
Sensing the flow of air over the body can be useful to an animal that flies. On a large scale, if an animal can sense the
speed and direction of the relative wind, it can keep itself aligned with its intended flight direction by correcting for
the transient effects of wind gusts. On a much finer scale, if an animal could detect the fine details of airflows,
particularly on its wings, it could, in principle, adjust its movements to optimize its wing stroke. Biologists have
demonstrated a variety of large-scale wind sensors in flying animals, but they have not yet found any fine-scale
mechanisms.
We know much more about insect wind sensors than about those of vertebrates. This surprising situation is largely
because of the constraints of the insect exoskeleton (outer casing) and the relative simplicity of the insect nervous
system. The exoskeleton forms a rigid body covering, so that every sensory receptor must have some structural
specialization to allow it to detect anything outside the body. Often, these modifications take the form of a hair. Some
biologists have become quite adept at determining what type of stimulus—wind, sound, odors—triggers a given hair,
and how that hair’s sensation are used by the insect’s brain.
Most flying insects use either their antennae or wind-sensitive hairs on their heads as large-scale wind detectors.
Desert locusts (large grasshoppers) have been favorite subjects of researchers interested in wind sensing. In locusts,
wind-sensitive hairs on the head trigger reflex steering responses, which is probably their function in other insects as
well. Antennae are alternate wind sensors in many insects. Insects use their antennae for all sorts of sensing—smell,
hearing, touch—and aphids, flies, bees, grasshoppers, and moths use them for wind sensing as well. When insects use
their antennae to detect wind, they typically hold their antennae in a characteristic orientation during flight. If wind
strikes them from some orientation other than head-on, the relative wind deflects the antennae slightly. A nerve at
the base of the antenna senses this deflection, and the insect uses this sensation to trigger a steering reflex.
The insects studied so far seem to use both antennae and head hairs for wind sensing. But why bother? Having more
than one system may simply be redundant, so that if a predator happened to bite off the antennae, the head hairs
could take over their functions, but this kind of redundancy is rare in biology. The two systems may detect slightly
different aspects of the relative wind, for example, the antennae might be more sensitive to speed, while the hairs
detect direction. Or the antennae might respond more to horizontal gusts and the head hairs to vertical gusts. They
also probably operate on different scales; the hairs may respond to smaller, quicker disturbances, while the larger
antennae respond to larger, more prolonged changes.
Birds and bats surely have sensing abilities similar to those of insects, but these abilities are more difficult to study in
birds and bats. Their tactile sensors (sensors for detecting touch) are much denser and more numerous than those of
insects, and they are not necessarily associated with obvious structural modifications—birds and bats have no
obstructing exoskeleton. Moreover, the complexity of vertebrate nervous systems means that researchers have much
more difficulty demonstrating a physiological connection between a stimulus (like a change in wind direction) and a
particular steering response. These animals may not even have specialized wind sensors (sensors that only detect
wind). For instance, although humans are not fliers, a person can easily determine the direction of a brisk wind just
from the sensation of the wind on his or her skin. Because birds and bats actually have an important use for such
sensations, they ought to be at least as good as humans at detecting the speed and direction of wind on their faces.
In addition, fur or feathers could make very sensitive small-scale flow detectors if coupled with a sensitive tactile nerve
ending (as are many vertebrate hairs). As yet, however, biologists have done little or no work trying to connect wind
sensing with flight steering behavior in birds and bats, and have not searched for small-scale flow sensors.
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阶段评估 Essential T-N02
1. According to paragraph 1, large-scale wind sensors
help a flying animal to
A. determine how fast it needs to fly to make use of
the relative wind
B. avoid being caught in wind gusts
C. maintain its course when hit by passing wind gusts
D. adjust its movements for effective wing stroke
Paragraph 1: Sensing the flow of air over the body can
be useful to an animal that flies. On a large scale, if an
animal can sense the speed and direction of the
relative wind, it can keep itself aligned with its
intended flight direction by correcting for the transient
effects of wind gusts. On a much finer scale, if an
animal could detect the fine details of airflows,
particularly on its wings, it could, in principle, adjust its
movements to optimize its wing stroke. Biologists have
demonstrated a variety of large-scale wind sensors in
flying animals, but they have not yet found any finescale mechanisms.
2. Which of the following can be inferred from
paragraph 2 about the insect exoskeleton?
A. It is less rigid in insects with simple nervous systems
than in insects with more complex nervous systems.
B. It prevents the insect nervous system from detecting
external stimuli except through special structures.
C. Its rigidity determines how effective insect sensory
receptors are at detecting external stimuli.
D. It controls where in the insect brain sensory
information is sent.
Paragraph 2: We know much more about insect wind
sensors than about those of vertebrates. This
surprising situation is largely because of the
constraints of the insect exoskeleton (outer casing)
and the relative simplicity of the insect nervous
system. The exoskeleton forms a rigid body covering,
so that every sensory receptor must have some
structural specialization to allow it to detect anything
outside the body. Often, these modifications take the
form of a hair. Some biologists have become quite
adept at determining what type of stimulus—wind,
sound, odors—triggers a given hair, and how that
hair’s sensation are used by the insect’s brain.
3. According to paragraph 2, scientists have sometimes
been able to tell which of the following about insects?
A. Exactly how many structural specializations a
specific insect has
B. How often a stimulus must occur before it triggers a
given hair
C. Why sensory modifications often take the form of a
hair
D. How a hair’s sensations are used by the insect brain
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阶段评估 Essential T-N02
4. According to paragraph 3, what indicates that a
flying insect is using its antennae for wind sensing?
A. The specific location of the antennae on the insect’s
head
B. The way the insect holds its antennae while flying
C. The size and shape of the insect’s antennae
D. The increased sensitivity of the nerves at the base
of the antennae
Paragraph 3: Most flying insects use either their
antennae or wind-sensitive hairs on their heads as
large-scale wind detectors. Desert locusts (large
grasshoppers) have been favorite subjects of
researchers interested in wind sensing. In locusts,
wind-sensitive hairs on the head trigger reflex steering
responses, which is probably their function in other
insects as well. Antennae are alternate wind sensors in
many insects. Insects use their antennae for all sorts of
sensing—smell, hearing, touch—and aphids, flies,
bees, grasshoppers, and moths use them for wind
sensing as well. When insects use their antennae to
detect wind, they typically hold their antennae in a
characteristic orientation during flight. If wind strikes
them from some orientation other than head-on, the
relative wind deflects the antennae slightly. A nerve at
the base of the antenna senses this deflection, and the
insect uses this sensation to trigger a steering reflex.
5. According to paragraph 3, what happens when the
antennae of a flying insect are deflected by wind?
A. The deflection is detected by sensitive hairs on the
insect’s head.
B. The antennae stop responding to smell, sounds, and
touch and focus completely on wind sensing.
C. The deflection produces a sensation that triggers a
steering reflex.
D. The insect adjusts its antennae so that they point in
the direction of the relative wind.
6. Why does the author point out that having “both
antennae and head hairs for wind sensing” is a “kind of
redundancy” that is “rare in biology”?
A. To challenge the idea that insect antennae detect
exactly the same aspects of the wind that insect head
hairs do
B. To point out a specific way in which the insects
studied so far differ from most other insects
C. To explain why it is thought that the insects studied
so far are likely to have predators that bite off their
antennae
D. To argue that it is unnecessary for the insects
studied so far to have two different mechanisms for
sensing wind
Paragraph 4: The insects studied so far seem to use
both antennae and head hairs for wind sensing. But
why bother? Having more than one system may simply
be redundant, so that if a predator happened to bite
off the antennae, the head hairs could take over their
functions, but this kind of redundancy is rare in
biology. The two systems may detect slightly different
aspects of the relative wind, for example, the antennae
might be more sensitive to speed, while the hairs
detect direction. Or the antennae might respond more
to horizontal gusts and the head hairs to vertical gusts.
They also probably operate on different scales; the
hairs may respond to smaller, quicker disturbances,
while the larger antennae respond to larger, more
prolonged changes.
7. According to paragraph 4, head hairs may be better
than antennae at performing all of the following
functions EXCEPT
A. sensing wind speed
B. responding to brief changes in the wind
C. sensing the direction of the wind
D. responding to vertical gusts of wind
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阶段评估 Essential T-N02
8. According to paragraph 5, wind-sensing abilities are
more difficult to study in birds and bats than in insects
for each of the following reasons EXCEPT:
A. Birds and bats have far more tactile sensors that are
capable of detecting wind than insects have.
B. The nervous systems of birds and bats are much
more complex than those of insects.
C. Birds and bats are less affected by wind than insects
are.
D. The tactile sensors of birds and bats are not always
connected to body structures that have a clear sensory
function.
Paragraph 5: Birds and bats surely have sensing
abilities similar to those of insects, but these abilities
are more difficult to study in birds and bats. Their
tactile sensors (sensors for detecting touch) are much
denser and more numerous than those of insects, and
they are not necessarily associated with obvious
structural modifications—birds and bats have no
obstructing exoskeleton. Moreover, the complexity of
vertebrate nervous systems means that researchers
have much more difficulty demonstrating a
physiological connection between a stimulus (like a
change in wind direction) and a particular steering
response. These animals may not even have
specialized wind sensors (sensors that only detect
wind). For instance, although humans are not fliers, a
person can easily determine the direction of a brisk
wind just from the sensation of the wind on his or her
skin. Because birds and bats actually have an
important use for such sensations, they ought to be at
least as good as humans at detecting the speed and
direction of wind on their faces. In addition, fur or
feathers could make very sensitive small-scale flow
detectors if coupled with a sensitive tactile nerve
ending (as are many vertebrate hairs). As yet, however,
biologists have done little or no work trying to connect
wind sensing with flight steering behavior in birds and
bats, and have not searched for small-scale flow
sensors.
9. Look at the four squares [■] that indicate where the
following sentence could be added to the passage.
A more likely explanation is that each one has its own
function.
Where would the sentence best fit? Click on a square
[■] to add the sentence to the passage.
Paragraph 4: The insects studied so far seem to use
both antennae and head hairs for wind sensing. But
why bother? Having more than one system may simply
be redundant, so that if a predator happened to bite
off the antennae, the head hairs could take over their
functions, but this kind of redundancy is rare in
biology. ■The two systems may detect slightly
different aspects of the relative wind, for example, the
antennae might be more sensitive to speed, while the
hairs detect direction. ■Or the antennae might
respond more to horizontal gusts and the head hairs to
vertical gusts. ■They also probably operate on
different scales; the hairs may respond to smaller,
quicker disturbances, while the larger antennae
respond to larger, more prolonged changes. ■
A. square 1
B. square 2
C. square 3
D. square 4
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阶段评估 Essential T-N02
10. 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.
Sensing airflow can be very useful to an animal that flies, particularly in terms of triggering flight-steering behavior.
●
●
●
Answer Choices
A. Insects detect outside stimuli through specialized structures—often hairs—that transmit signals to the nervous
system, thereby triggering behavioral responses.
B. Animals that can detect the fine details of airflow on their wings are better at steering than animals that sense wind
speed only, but animals that can do both have the best steering response.
C. In addition to using wind-sensitive hairs, insects use antennae as large-scale wind detectors, with a nerve at the
base of the antenna triggering a steering reflex.
D. If an insect’s antennae are bitten off by predators, insects can then grow new head hairs that develop the function
of wind sensing.
E. Flying animals have primary as well as secondary wind sensors, using the primary sensors in moderate wind
conditions and the secondary sensors in extreme wind conditions.
F. Flight-steering behavior has not yet been linked to wind sensing in birds and bats, whose complex nervous systems
and tactile sensors make study difficult.
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阶段评估 Essential T-N02
R2
Farming New England in Colonial Times
When in the seventeenth and eighteenth centuries European settlers arrived in new England, the northeastern part
of the United States, forest was the dominant form of vegetative cover, making agriculture difficult. Initially, the
Europeans went in search of areas already cleared by Native Americans (the original inhabitants of the continent) that
would be suitable for planting crops, to thereby save themselves from the backbreaking labor involved in clearing
forestland.
Eventually, however, population growth outstripped the supply of cleared land, forcing the European settlers to cut
down more forest themselves. For most of the settlers, cleared, arable land was the landscape most familiar to them
from life back across the ocean. It took time to become accustomed to the hard labor involved in cutting down the
woods. In the northern colonies, trees were usually chopped down, although occasionally a technique known as
girdling was used. Girdling, a practice far more common in the South, involved cutting a horizontal channel all the way
around the tree, which stopped the flow of sap, the liquid the carries food to all parts of a plant. Deprived of sap, the
leaves would die and the branches eventually fell off, leaving the surrounding land dry and suitable for planting.
New Englanders, however, generally clear-cut the forest, in part because the demand for fuel wood and lumber
encouraged it. The market for potash, an alkaline substance that came from burning hardwood trees, also strongly
motivated farmers to cut and burn the woods. Used to manufacture soap, glass, and gunpowder and to bleach linens
and print calicoes, potash served a range of industrial uses but at the expense of farms, which lost the nutrients that
the wood ashes would otherwise have released back into the soil had they not been exported to market.
With their very existence dependent on the successful production of food, farmers had little, if any, time for removing
stumps and stones. Instead, they adapted to the half-cleared fields by planting corn (maize) and grass; both grew well
in such an environment. A pattern of “extensive” farming began to emerge. Rather than carefully tending arable land,
engaging in crop rotation, manuring, and removing all stumps and stones—all recognized as part of proper agricultural
practice in Europe—New England farmers simply exploited the soil and then forged ahead with the clearing of new
land. Cutting down trees remained hard work, but it was easier to partially clear the land, plant it, and then move on
to another small plot than to constantly improve the soil on the field to the high Old World (European) standards. The
settlers were too busy figuring out how to produce food rapidly to worry about efficient agricultural practices.
Early on, the settlers adopted the Native American practice of planting corn along with beans and pumpkins or squash.
These plants reinforced on another, resulting in high agricultural yields. The stalks of corn facilitated the growth of
beans by giving them a structure to climb. The beans replenished the nitrogen that the corn drained out of the soil,
bolstering fertility. And the pumpkins were a valuable source of food in the pioneer environment. After a few seasons,
however, the settlers slowly began the process of transforming New England into an image of the Old World, planting
European grains such as wheat and rye alongside the maize, a crop they never abandoned, in part because it proved
a more reliable source of food.
New England, unlike the South, did not center its economy on an export crop like tobacco. Nor were its soils as fertile
as those in the mid-Atlantic area (south of New England), which by the eighteenth century was the great grainproducing region of the colonies. Instead, New England’s soil had a moisture content that made it especially suited for
growing grass. Grass played the pivotal role in the region’s farm ecology: the grass fed cattle that, in turn, produced
manure that was spread over the fields as fertilizer for growing corn and other crops. Grass and cattle thus helped to
maintain soil fertility—the key to reproducing a sustainable form of farm life—by recycling nutrients back into the
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阶段评估 Essential T-N02
fields.
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阶段评估 Essential T-N02
1. According to paragraph 1, European settlers were
interested in areas that had already been cleared by
Native Americans because
A. they believed that the most fertile soil was to be
found in those areas
B. they wanted to locate their fields where they would
do as little damage to the forest as possible
C. clearing forestland to create fields was extremely
hard work
D. it took some time before a newly cleared area
became suitable for planting crops
Paragraph 1: When in the seventeenth and eighteenth
centuries European settlers arrived in new England,
the northeastern part of the United States, forest was
the dominant form of vegetative cover, making
agriculture difficult. Initially, the Europeans went in
search of areas already cleared by Native Americans
(the original inhabitants of the continent) that would
be suitable for planting crops, to thereby save
themselves from the backbreaking labor involved in
clearing forestland.
2. According to paragraph 2, European settlers finally
started to cut down forest themselves because
A. they had discovered effective new techniques for
cutting down trees
B. they wanted to create landscapes that were more
like those of Europe
C. they needed to replenish their supply of wood
D. they had used up the available cleared land
Paragraph 2: Eventually, however, population growth
outstripped the supply of cleared land, forcing the
European settlers to cut down more forest themselves.
For most of the settlers, cleared, arable land was the
landscape most familiar to them from life back across
the ocean. It took time to become accustomed to the
hard labor involved in cutting down the woods. In the
northern colonies, trees were usually chopped down,
although occasionally a technique known as girdling
was used. Girdling, a practice far more common in the
South, involved cutting a horizontal channel all the way
around the tree, which stopped the flow of sap, the
liquid the carries food to all parts of a plant. Deprived
of sap, the leaves would die and the branches
eventually fell off, leaving the surrounding land dry and
suitable for planting.
3. According to paragraph 2, girdling worked by
A. splitting the tree in half vertically
B. removing all the branches from a tree
C. keeping sap from reaching the tree’s leaves and
branches
D. preventing the tree from absorbing water from the
ground
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阶段评估 Essential T-N02
4. Which of the sentences below best express the
essential information in the highlighted sentence in
the passage? Incorrect choices change the meaning in
important ways or leave out essential information.
A. Potash from wood ash was used in manufacturing
many industrial products, and it was also used to
restore nutrients that had been lost from farm soil.
B. The use of potash in the manufacture of a wide
range of industrial products meant that farmers could
make a good profit by exporting the ashes from the
wood they burned.
C. Farms suffered when wood ashes were converted
into potash instead of being exported to market for
profit.
D. Potash had many industrial uses, but when wood
ashes were sold for potash, farms suffered from the
loss of the nutrients that the ashes would have
restored the soil.
Paragraph 3: New Englanders, however, generally
clear-cut the forest, in part because the demand for
fuel wood and lumber encouraged it. The market for
potash, an alkaline substance that came from burning
hardwood trees, also strongly motivated farmers to
cut and burn the woods. Used to manufacture soap,
glass, and gunpowder and to bleach linens and print
calicoes, potash served a range of industrial uses but
at the expense of farms, which lost the nutrients that
the wood ashes would otherwise have released back
into the soil had they not been exported to market.
5. According to paragraph 3, one advantage of cutting
down trees rather than gridling them was that cutting
down trees
A. supplied marketable products
B. reduced the risk of fire
C. added alkaline substances to the soil
D. preserved nutrients in the soil
6. Why does the author discuss the settler’s need to
“produce food rapidly”?
A. To emphasize the contrast between early and later
farming practices among New England farmers
B. To help explain why the settlers did not follow
established European farming practices
C. To support the idea that the settlers cut down trees
to clear the land only because they had no other choice
D. To argue that the settlers were able to survive
because of their economical practices
Paragraph 4: With their very existence dependent on
the successful production of food, farmers had little, if
any, time for removing stumps and stones. Instead,
they adapted to the half-cleared fields by planting corn
(maize) and grass; both grew well in such an
environment. A pattern of “extensive” farming began
to emerge. Rather than carefully tending arable land,
engaging in crop rotation, manuring, and removing all
stumps and stones—all recognized as part of proper
agricultural practice in Europe—New England farmers
simply exploited the soil and then forged ahead with
the clearing of new land. Cutting down trees remained
hard work, but it was easier to partially clear the land,
plant it, and then move on to another small plot than
to constantly improve the soil on the field to the high
Old World (European) standards. The settlers were too
busy figuring out how to produce food rapidly to worry
about efficient agricultural practices.
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阶段评估 Essential T-N02
7. According to paragraph 5, which of the following
best describes an agricultural practice of the settlers?
A. They abandoned European grains, which were not
as productive as corn.
B. They planted certain crops close together to support
and improve growth.
C. They create structures to protect and cover corn and
bean crops.
D. They planted more corn than other crops because it
supplied the soil with nitrogen.
Paragraph 5: Early on, the settlers adopted the Native
American practice of planting corn along with beans
and pumpkins or squash. These plants reinforced on
another, resulting in high agricultural yields. The stalks
of corn facilitated the growth of beans by giving them
a structure to climb. The beans replenished the
nitrogen that the corn drained out of the soil,
bolstering fertility. And the pumpkins were a valuable
source of food in the pioneer environment. After a few
seasons, however, the settlers slowly began the
process of transforming New England into an image of
the Old World, planting European grains such as wheat
and rye alongside the maize, a crop they never
abandoned, in part because it proved a more reliable
source of food.
8. According to paragraph 6, grass grew particularly
well in the New England region because of
A. the widespread practice of keeping cattle in the
fields
B. the regular recycling of nutrients back into the fields
C. the amount of water in the soil
D. the fertility of the soil
Paragraph 6: New England, unlike the South, did not
center its economy on an export crop like tobacco. Nor
were its soils as fertile as those in the mid-Atlantic area
(south of New England), which by the eighteenth
century was the great grain-producing region of the
colonies. Instead, New England’s soil had a moisture
content that made it especially suited for growing
grass. Grass played the pivotal role in the region’s farm
ecology: the grass fed cattle that, in turn, produced
manure that was spread over the fields as fertilizer for
growing corn and other crops. Grass and cattle thus
helped to maintain soil fertility—the key to
reproducing a sustainable form of farm life—by
recycling nutrients back into the fields.
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阶段评估 Essential T-N02
9. Look at the four squares [■] that indicate where the
following sentence could be added to the passage.
This way of farming differed considerably from the
European system.
Where would the sentence best fit? Click on a square
[■] to add the sentence to the passage.
Paragraph 4: With their very existence dependent on
the successful production of food, farmers had little, if
any, time for removing stumps and stones. Instead,
they adapted to the half-cleared fields by planting corn
(maize) and grass; both grew well in such an
environment. ■A pattern of “extensive” farming began
to emerge. ■Rather than carefully tending arable land,
engaging in crop rotation, manuring, and removing all
stumps and stones—all recognized as part of proper
agricultural practice in Europe—New England farmers
simply exploited the soil and then forged ahead with
the clearing of new land. ■Cutting down trees
remained hard work, but it was easier to partially clear
the land, plant it, and then move on to another small
plot than to constantly improve the soil on the field to
the high Old World (European) standards. ■The
settlers were too busy figuring out how to produce
food rapidly to worry about efficient agricultural
practices.
A. square 1
B. square 2
C. square 3
D. square 4
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阶段评估 Essential T-N02
10. 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.
When European colonists settled New England, they tended to farm areas already cleared by Native Americans.
●
●
●
Answer Choices
A. Once the supply of suitable cleared land ran out, the settlers had to clear new land before they could plant, generally
converting the trees they removed into lumber, fuel, or potash.
B. The settler’s attempt to follow what, in Europe, was considered proper farming practices was soon abandoned as
they discovered that food could be grown more efficiently in other ways.
C. Because clearing fields took time and the need for food was pressing, farmers were forced to resort to extensive
farming practices rather than follow their old European farming system.
D. After planting corn (maize) enough times to drain the excess nitrogen out of the soil, the settlers were able to grow
more familiar European crops such as wheat and rye.
E. The settlers developed a farm ecology that eventually made the region more productive than the South or even the
mid-Atlantic area.
F. The soil was not particularly fertile, but grass grew well and fed cattle that produced manure, which in turn served
as fertilizer for crops and recycled nutrients back into the soil.
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Part 2
Listening
阶段评估 Essential T-N02
C1
1. Why does the man go to talk to the librarian?
A. To request help with finding storage for some of his study materials
B. To ask how renovations will affect the area where he works
C. To request permission to take his study materials out of the library during the renovation
D. To sign up for a study carrel on the third floor of the library
2. According to the librarian, how will the planned renovation improve the library?
Click on 2 answers.
A. There will be more study areas for students.
B. More carrels will be provided for undergraduates.
C. There will be room for a larger collection of journals.
D. The building will be more environmentally friendly.
3. What does the librarian imply about the availability of study carrels during renovations?
A. All the carrels will probably be assigned to graduate students.
B. Carrels will be assigned on a first-come, first-served basis.
C. The student will probably be able to keep the carrel he has been using.
D. Only students doing special projects will be given a study carrel.
4. What is the man’s attitude toward working in the general study area?
Click on 2 answers.
A. He believes it is a good temporary solution.
B. He does not think he would have enough space to work.
C. He is concerned that he would no longer be able to store his materials overnight.
D. He is worried that the noise from the area would distract him.
5. What does the librarian suggest that the man do?
A. Get permission to use a professor’s study carrel.
B. Ask his professor for more time to complete his work.
C. Speak directly to the library administrator.
D. Ask a professor to support his request for a study carrel.
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阶段评估 Essential T-N02
L1
6. What is the lecture mainly about?
A. The development of the field of landscape design
B. Factors that influenced the development of Central Park
C. Why parks in England eventually became open to the public
D. How the designs for Central Park changed over time
7. What is the professor’s opinion of royal parks that existed prior to the late 1700s?
A. They were not enough of them in urban areas.
B. They were beneficial even though not everyone had access to them.
C. They should have been established to protect wildlife.
D. They were not good models for future urban parks.
8. Why does the professor mention articles about gardening and interior design?
A. To demonstrate how both fields have affected the design of public parks
B. To emphasize how the two fields have changed over time
C. To help explain the popularity of articles about public parks in the mid-1800s
D. To show how Frederick Law Olmsted’s ideas have been influential in many areas
9. Why is it surprising that Olmsted came to be the driving force behind Central Park?
A. He was a journalist rather than a landscape designer.
B. The design he submitted for the park was originally rejected.
C. The parks he designed in Europe were not very popular.
D. Few people in New York read his newspaper article about parks.
10. What point does the professor make about Birkenhead Park?
A. Olmsted first learned about it by reading a newspaper article.
B. It was built long before parks became popular in other parts of England.
C. It was Olmsted’s inspiration for designing a similar park in America.
D. It provided separate pathways for vehicles and pedestrians.
11. What does the professor imply about the debate over Olmsted’s proposal?
A. It showed off Olmsted’s stubbornness in refusing to compromise his ideas.
B. It caused delays in the completion of the park.
C. It was motivated largely by economic considerations.
D. It led to the inclusion of ideas from some of the losing plans.
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阶段评估 Essential T-N02
L2
12. What is the main purpose of the lecture?
A. To examine the use of photographs in advertising
B. To examine the effect of using art images in product packaging
C. To explain why the use of art is not appropriate for all types of marketing
D. To compare the effect of using art images to that of using celebrity images in advertising
13. Why does the professor mention a philosophy class?
A. To emphasize the importance of considering differing opinions on the nature of art
B. To provide the context in which a research project took place
C. To explain why the results of a study are not applicable to a business class
D. To explain why she will not discuss definitions of art
14. According to the professor, what might influence consumers’ decisions about whether an image is a work of art?
Click on 2 answers.
A. Whether expression is its main purpose
B. How much skill was required to create it
C. Where the work is displayed
D. What type of scene is presented in the image
15. What is the professor’s attitude toward the first experiment?
A. She is worried that the participants may have been too distracted to respond accurately.
B. She is not convinced that the same strategy would work in the marketplace.
C. She thinks that using actual products would have added to the validity of the experiment.
D. She thinks it is valuable because it was conducted in a real-world setting.
16. What aspect of the art infusion effect was the second experiment designed to explore?
A. Whether the art infusion effect is influenced by the content of the art used
B. Whether the art infusion effect is influenced by the type of product
C. How placement of an image influences consumers’ attitudes toward a product
D. How to change consumers’ attitudes toward a work of art
17. How do the results of the second experiment relate to the first experiment?
A. They call the results of the first experiment into question.
B. They suggest that the design of the first experiment was flawed.
C. They support the results of the first experiment.
D. They show that the art infusion effect is stronger for some products than for others.
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阶段评估 Essential T-N02
C2
1. Why does the student go to see the professor?
A. To discuss a research paper that he recently submitted
B. To ask how some planets come to have more than one moon
C. To ask a question about the pronunciation of an unusual term
D. To ask about a celestial object he recently learned about
2. What detail about Cruithne cause the man to initially doubt that it could be a moon?
A. Its size
B. Its distance from the Sun
C. Its age
D. Its origin as an asteroid
3. What differences between Earth’s orbit and Cruithne’s orbit does the professor mention?
Click on 2 answers.
A. Earth’s orbit takes a little longer to complete than Cruithne’s orbit does.
B. Earth’s orbit has a more regular shape than Cruithne’s orbit does.
C. Unlike Earth, Cruithne orbits at a constant speed.
D. Unlike Earth, Cruithne never orbits the Sun directly.
4. What can be inferred from the speakers’ discussion of many moons that escape the gravity of the planet they
orbit?
A. Such celestial objects will begin orbiting the Sun for the first time.
B. Such celestial objects will return periodically to the planet that they orbited.
C. Such celestial objects no longer resemble asteroids.
D. Such celestial objects are no longer considered to be moons.
5. What opinion does the professor express about the blog that she and the man discuss?
A. The blog will be a good source for the man’s research.
B. The blog is accurate but not relevant to the man’s research.
C. The blog is acceptable only for recreational reading.
D. The man should not be reading the blog.
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阶段评估 Essential T-N02
L3
6. What is the main purpose of the lecture?
A. To demonstrate the difficulties of communicating across species
B. To discuss characteristics that all forms of animal communication have in common
C. To present evidence that some animals listen to the communication of other species
D. To cast doubt on a long-held theory about animal communication
7. Why does the professor mention bird watching?
A. To point out a characteristic of bird communication that is not found in mammals
B. To support a hypothesis about communication between different species of birds
C. To point out the link between a common activity and scientific research
D. To use a common activity to introduce the concept of eavesdropping
8. According to the professor, how was the experiment with the red squirrels different from previous studies on
alarm calls?
A. It focused on interactions between birds and mammals.
B. It involved live observations of jays rather than recordings.
C. It was the first time that jays demonstrated their ability to understand squirrel vocalizations.
D. It showed that red squirrels and jays can use similar communication strategies.
9. What behaviors in the red squirrels were used to measure anti-predator behavior?
Click on 2 answers.
A. Increased vocalizations
B. Pauses in chewing
C. Rapid head and body movements
D. Defensive postures
10. What was the main hypothesis of the food gathering experiment with gray squirrels?
A. Gray squirrels would communicate to other squirrels where nuts were hidden.
B. Gray squirrels would avoid areas frequented by jays.
C. Gray squirrels would collect less food in the presence of jays.
D. Gray squirrels would hide more food than usual when they heard hays nearby.
11. What does the professor imply when she says this:
A. She doubts that jays actually steal enough food to impact the behavior of gray squirrels.
B. She questions whether gray squirrels can distinguish jays’ songs from other birds’ songs.
C. She believes that some animal species may be confused by the information they obtain by eavesdropping.
D. She thinks that eavesdropping by one animal species could influence how and when members of another animal
species communicate
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