TOEFL iBT 模擬考 Mock 1 — 自然科學主題
難度：中等 Moderate 建議時間：約 2 小時完整練習 主題方向：自然科學（生物學、環境科學、天文學、地質學）
威威老師的話：這份模擬考適合剛開始準備 TOEFL 的同學。題目難度適中，以自然科學為主軸，幫助你熟悉題型。建議一口氣做完，模擬真實考試節奏！
📖 READING Section
時間限制：35 分鐘 | 20 題 | 2 篇文章
Passage 1: Animal Migration Patterns
Directions: Read the passage below and answer the questions. You have 18 minutes for this passage.
Every year, billions of animals across the globe undertake extraordinary journeys, traveling thousands of kilometers between breeding and feeding grounds. This phenomenon, known as animal migration, represents one of nature’s most remarkable adaptations. From the Arctic tern’s 90,000-kilometer annual round trip between the North and South Poles to the monarch butterfly’s multigenerational voyage from Canada to Mexico, migration patterns reveal an intricate interplay between instinct, environmental cues, and physiological preparation.
Scientists have long sought to understand the mechanisms that enable animals to navigate with such precision. Research indicates that migratory species employ a combination of navigational tools. Many birds, for instance, possess magnetoreception — the ability to detect Earth’s magnetic field — which functions as an internal compass. Experiments with European robins demonstrated that when researchers altered the magnetic field around caged birds, the robins adjusted their orientation accordingly, suggesting an innate sensitivity to geomagnetic cues.
In addition to magnetic sensing, celestial navigation plays a crucial role. Nocturnal migrants such as indigo buntings have been shown to orient themselves using star patterns. In classic planetarium experiments conducted by ornithologist Stephen Emlen in the 1960s, young buntings raised under an artificial night sky oriented their migratory restlessness toward the correct direction when the stars were visible, but became disoriented under overcast conditions.
The physiological demands of migration are equally impressive. Prior to departure, many species undergo hyperphagia — a dramatic increase in food consumption — to accumulate fat reserves that will serve as fuel. The bar-tailed godwit, a shorebird that flies nonstop from Alaska to New Zealand, nearly doubles its body weight before embarking on this 11,000-kilometer journey, the longest nonstop flight ever recorded in any bird. During flight, these birds metabolize fat so efficiently that they lose approximately half their body weight by journey’s end.
Climate change has begun to disrupt established migration patterns worldwide. Warmer spring temperatures have caused many species to advance their arrival dates at breeding grounds. A meta-analysis published in Science found that European bird species have shifted their migration timing forward by roughly two to three days per decade since 1960. However, not all species adjust at the same rate, creating potential mismatches between predators and prey, or between birds and the peak availability of their insect food sources. Such phenological mismatches could have cascading consequences throughout ecosystems.
Glossary:
- magnetoreception: 磁感能力
- hyperphagia: 食慾亢進
- phenological: 物候學的
- meta-analysis: 統合分析
Questions 1–10: Passage 1
Question 1 — Factual Information According to paragraph 1, what is the approximate distance of the Arctic tern’s annual migration? (A) 50,000 kilometers (B) 90,000 kilometers (C) 11,000 kilometers (D) 20,000 kilometers
Question 2 — Vocabulary The word “intricate” in paragraph 1 is closest in meaning to: (A) simple (B) complex (C) obvious (D) dangerous
Question 3 — Factual Information According to paragraph 2, what did the European robin experiment demonstrate? (A) Robins navigate using star patterns (B) Robins can detect changes in magnetic fields (C) Robins rely on landmarks for navigation (D) Robins increase their food intake before migration
Question 4 — Inference What can be inferred from paragraph 3 about indigo buntings’ navigational abilities? (A) They migrate exclusively during the daytime (B) They require both stars and magnetic fields to navigate (C) They depend on visual celestial cues for orientation (D) They cannot migrate when it is cloudy
Question 5 — Rhetorical Purpose Why does the author mention the bar-tailed godwit in paragraph 4? (A) To compare bird migration with insect migration (B) To illustrate the extreme physiological demands of migration (C) To argue that shorebirds migrate farther than songbirds (D) To explain how climate change affects migration timing
Question 6 — Negative Factual Information According to the passage, all of the following are navigational tools used by migratory animals EXCEPT: (A) Earth’s magnetic field (B) Star patterns (C) Ocean currents (D) Internal compass from magnetoreception
Question 7 — Sentence Simplification Which of the following best expresses the essential information of the highlighted sentence in paragraph 5? “A meta-analysis published in Science found that European bird species have shifted their migration timing forward by roughly two to three days per decade since 1960.” (A) European birds have changed their migration routes since 1960 (B) A scientific review showed European birds migrate about 2–3 days earlier each decade since 1960 (C) The journal Science reported that all bird species are migrating earlier every year (D) Climate change has caused European birds to stop migrating entirely
Question 8 — Insert Text Look at the four squares [A], [B], [C], [D] that indicate where the following sentence could be added to paragraph 5.
“Meanwhile, other species have not altered their timing at all, remaining tied to day-length cues rather than temperature.”
Climate change has begun to disrupt established migration patterns worldwide. [A] Warmer spring temperatures have caused many species to advance their arrival dates at breeding grounds. [B] A meta-analysis published in Science found that European bird species have shifted their migration timing forward by roughly two to three days per decade since 1960. [C] However, not all species adjust at the same rate, creating potential mismatches between predators and prey, or between birds and the peak availability of their insect food sources. [D] Such phenological mismatches could have cascading consequences throughout ecosystems.
Where would the sentence best fit? (A) A (B) B (C) C (D) D
Question 9 — Factual Information According to paragraph 4, what happens to bar-tailed godwits before migration? (A) They lose approximately half their body weight (B) They practice flying for extended periods (C) They nearly double their body weight (D) They change their diet to include more insects
Question 10 — Prose Summary Directions: Select the THREE answer choices that express the most important ideas in the passage.
- (A) Animal migration involves several navigational mechanisms, including magnetoreception and celestial navigation.
- (B) The Arctic tern migrates exclusively between the North and South Poles.
- (C) Migratory animals undergo significant physiological changes, such as fat accumulation, to prepare for long-distance travel.
- (D) Climate change is altering migration timing and creating ecological mismatches between species.
- (E) Stephen Emlen’s experiment with indigo buntings was conducted in the 1960s.
- (F) The bar-tailed godwit is the only bird capable of nonstop flight over oceans.
Passage 2: The Role of Wetlands in Climate Regulation
Directions: Read the passage below and answer the questions. You have 17 minutes for this passage.
Wetlands — encompassing marshes, swamps, bogs, and peatlands — occupy approximately 6 percent of Earth’s terrestrial surface yet perform environmental functions vastly disproportionate to their size. Often described as the “kidneys of the landscape,” wetlands filter pollutants, mitigate floods, and, critically, serve as massive carbon reservoirs. Recent research has revealed that wetlands store between 20 and 30 percent of all terrestrial soil carbon despite covering only a small fraction of the land area, making them among the most carbon-dense ecosystems on the planet.
The carbon storage capacity of wetlands stems from their unique hydrological conditions. In wetland soils, water saturation creates anaerobic (oxygen-depleted) environments that dramatically slow the decomposition of organic matter. When plants in wetlands die, their biomass accumulates as peat rather than fully decomposing and releasing carbon dioxide back into the atmosphere. Over centuries and millennia, these partially decomposed plant materials build up in layers, locking away carbon that would otherwise contribute to atmospheric greenhouse gas concentrations. Some peatlands in the Northern Hemisphere have accumulated carbon for over 10,000 years, with peat deposits reaching depths of 10 meters or more.
However, the relationship between wetlands and climate extends beyond carbon storage. Wetlands are also the largest natural source of methane — a greenhouse gas roughly 25 times more potent than carbon dioxide over a 100-year period. Methane is produced in wetlands when microorganisms called methanogens break down organic matter in the absence of oxygen. The net climatic effect of a wetland therefore depends on the balance between its carbon sequestration and its methane emissions. In general, coastal wetlands such as mangroves and salt marshes tend to have a net cooling effect because their sulfate-rich waters suppress methane production while their rapid plant growth sequesters carbon efficiently.
Human activities have dramatically altered the global wetland landscape. An estimated 50 to 70 percent of the world’s original wetlands have been drained, filled, or otherwise degraded over the past two centuries, primarily for agriculture and urban development. When wetlands are drained, the previously waterlogged peat is exposed to oxygen, triggering rapid decomposition that releases stored carbon into the atmosphere. Indonesia, which contains some of the world’s most extensive tropical peatlands, has become one of the largest greenhouse gas emitters largely because of emissions from drained and burning peatlands.
Conservation and restoration of wetlands have consequently emerged as cost-effective climate mitigation strategies. Re-wetting drained peatlands can quickly halt carbon emissions and, over time, restore the ecosystem’s carbon sink function. The Ramsar Convention on Wetlands, an international treaty adopted in 1971, provides a framework for wetland protection, though its implementation varies considerably across signatory nations. As the urgency of climate action intensifies, policymakers increasingly recognize that wetland preservation represents a “no-regrets” strategy — one that delivers climate benefits while also protecting biodiversity, improving water quality, and reducing flood risks.
Questions 11–20: Passage 2
Question 11 — Factual Information According to paragraph 1, what percentage of terrestrial soil carbon do wetlands store? (A) Approximately 6 percent (B) Between 20 and 30 percent (C) Between 50 and 70 percent (D) Approximately 10 percent
Question 12 — Vocabulary The word “disproportionate” in paragraph 1 is closest in meaning to: (A) equal (B) unbalanced (C) expected (D) measurable
Question 13 — Factual Information According to paragraph 2, why does organic matter decompose slowly in wetlands? (A) Because wetland temperatures are very low (B) Because water saturation creates oxygen-depleted conditions (C) Because microorganisms are absent from wetland soils (D) Because plants in wetlands contain less carbon
Question 14 — Inference What can be inferred from paragraph 3 about the net climatic effect of a wetland? (A) All wetlands contribute to global warming (B) Wetlands always have a net cooling effect (C) The balance between carbon storage and methane emissions determines the net effect (D) Methane from wetlands is more significant than carbon dioxide emissions globally
Question 15 — Rhetorical Purpose Why does the author mention Indonesia in paragraph 4? (A) To provide an example of successful wetland restoration (B) To illustrate how drained peatlands contribute to greenhouse gas emissions (C) To compare tropical wetlands with Northern Hemisphere peatlands (D) To argue that Indonesia has the most wetlands in the world
Question 16 — Negative Factual Information All of the following are mentioned as benefits of wetlands EXCEPT: (A) Filtering pollutants from water (B) Reducing flood risks (C) Producing freshwater for agriculture (D) Storing carbon in soil
Question 17 — Sentence Simplification Which of the following best expresses the essential information of the highlighted sentence in paragraph 2? “Over centuries and millennia, these partially decomposed plant materials build up in layers, locking away carbon that would otherwise contribute to atmospheric greenhouse gas concentrations.” (A) Wetland plants decompose rapidly and release carbon into the atmosphere (B) Carbon stored in wetland peat would otherwise enter the atmosphere as a greenhouse gas (C) The layers of plant material in wetlands are too old to affect the climate (D) Only wetlands in the Northern Hemisphere can lock away carbon effectively
Question 18 — Insert Text Look at the four squares [A], [B], [C], [D] that indicate where the following sentence could be added to paragraph 5.
“Restoration projects in countries such as Canada and Germany have demonstrated that re-wetting can reduce emissions by up to 90 percent within the first year.”
Conservation and restoration of wetlands have consequently emerged as cost-effective climate mitigation strategies. [A] Re-wetting drained peatlands can quickly halt carbon emissions and, over time, restore the ecosystem’s carbon sink function. [B] The Ramsar Convention on Wetlands, an international treaty adopted in 1971, provides a framework for wetland protection, though its implementation varies considerably across signatory nations. [C] As the urgency of climate action intensifies, policymakers increasingly recognize that wetland preservation represents a “no-regrets” strategy — one that delivers climate benefits while also protecting biodiversity, improving water quality, and reducing flood risks. [D]
Where would the sentence best fit? (A) A (B) B (C) C (D) D
Question 19 — Factual Information According to paragraph 3, why do coastal wetlands tend to have a net cooling effect? (A) They produce more methane than inland wetlands (B) Sulfate-rich waters suppress methane production (C) They contain fewer microorganisms (D) Their plants grow more slowly than those in bogs
Question 20 — Prose Summary Directions: Select the THREE answer choices that express the most important ideas in the passage.
- (A) Wetlands store a disproportionately large share of global soil carbon due to anaerobic conditions that slow decomposition.
- (B) Wetlands also emit methane, meaning their net climate effect depends on the balance between carbon storage and methane release.
- (C) Indonesia has become one of the largest greenhouse gas emitters primarily from burning and draining peatlands.
- (D) Wetland drainage, driven by agriculture and development, releases stored carbon and contributes to climate change.
- (E) The Ramsar Convention was adopted in 1971 and provides a legal framework for wetland protection.
- (F) Wetland restoration through re-wetting is a cost-effective climate mitigation strategy.
🎧 LISTENING Section
時間限制：36 分鐘 | 28 題
Note: In a real TOEFL exam, you will hear each recording ONCE and take notes. Below are the full scripts. In practice, read each script once (without looking back), take notes, then answer the questions.
Lecture 1: Marine Biology — Coral Reef Bleaching
Narrator: Listen to part of a lecture in a marine biology class.
Professor: So, last week we discussed coral reef ecosystems and their extraordinary biodiversity. Today I want to delve into one of the most urgent threats facing these ecosystems: coral bleaching. Now, when I say “bleaching,” I’m not talking about household bleach — I’m referring to the whitening of coral that occurs when the symbiotic relationship between coral polyps and their algal partners breaks down.
Let me explain. Healthy corals contain microscopic algae called zooxanthellae living within their tissues. These algae are photosynthetic, meaning they convert sunlight into energy, and they share up to 90 percent of the nutrients they produce with their coral hosts. In return, the coral provides the algae with a protected environment and the compounds they need for photosynthesis. This mutualistic arrangement is the foundation of the entire reef ecosystem.
Now, what triggers bleaching? The primary culprit is thermal stress — when water temperatures rise just one to two degrees Celsius above the normal summer maximum for an extended period, the photosynthetic machinery of the zooxanthellae begins to malfunction. They start producing reactive oxygen molecules that damage both themselves and the coral tissue. In response, the coral expels the algae. Without their colorful symbionts, the coral tissue becomes transparent, revealing the white calcium carbonate skeleton beneath — hence the term “bleaching.”
The critical thing to understand is that bleached corals are not dead — they’re starving. Corals can survive for a few weeks without their algal partners, but if temperatures don’t return to normal fairly quickly, the corals will eventually die. What we’ve been seeing globally is increasingly frequent and severe bleaching events. The Great Barrier Reef, for instance, experienced back-to-back mass bleaching events in 2016 and 2017, affecting over two-thirds of the reef system.
There are, however, some glimmers of hope. Scientists have discovered that certain coral species and individual colonies show more thermal tolerance than others. Some corals host multiple strains of zooxanthellae and can shuffle their algal populations toward more heat-tolerant types during stress — a phenomenon we call “symbiont shuffling.” Researchers are also investigating “assisted evolution” — selectively breeding heat-tolerant corals and transplanting them to degraded reefs. Whether these interventions can keep pace with the rate of ocean warming remains an open and deeply concerning question.
Questions 21–26: Lecture 1
Question 21 — Gist What is the main topic of the lecture? (A) The biodiversity of coral reef ecosystems (B) The causes, effects, and potential solutions for coral bleaching (C) The biology of zooxanthellae algae (D) The history of the Great Barrier Reef
Question 22 — Detail According to the professor, what percentage of nutrients do zooxanthellae share with coral hosts? (A) About 50 percent (B) About 70 percent (C) Up to 90 percent (D) About 25 percent
Question 23 — Detail What is the primary trigger for coral bleaching mentioned in the lecture? (A) Chemical pollutants in ocean water (B) Predation by crown-of-thorns starfish (C) Water temperatures rising 1–2°C above normal summer maxima (D) Ocean acidification from carbon dioxide absorption
Question 24 — Function Why does the professor say: “I’m not talking about household bleach”? (A) To make a joke to lighten the mood (B) To clarify a potentially confusing term for students (C) To criticize students’ prior knowledge (D) To introduce a chemistry concept
Question 25 — Organization How does the professor organize the lecture? (A) By comparing different coral reef locations around the world (B) By presenting a problem, explaining its mechanism, and discussing potential solutions (C) By listing chronologically the major bleaching events in history (D) By describing a laboratory experiment step by step
Question 26 — Inference What can be inferred about “assisted evolution” from the lecture? (A) It has already solved the coral bleaching problem (B) It is a promising approach but its effectiveness remains uncertain given the pace of climate change (C) It has been rejected by the scientific community (D) It focuses exclusively on reducing water temperatures
Lecture 2: Geology — Plate Tectonics and Mountain Formation
Narrator: Listen to part of a lecture in a geology class.
Professor: Alright, let’s pick up where we left off on Tuesday. We’ve been examining plate tectonics and today we’ll focus on a specific outcome of plate interactions: mountain formation, or what geologists call orogenesis. The major mountain ranges of our planet — the Himalayas, the Andes, the Alps — all owe their existence to the relentless movement of tectonic plates.
The most dramatic mountain-building occurs at convergent plate boundaries, where two plates collide. Now, there are actually three types of convergent boundaries, but the most relevant for major mountain chains is continent-continent collision. When two continental plates converge, neither is dense enough to subduct beneath the other, so instead, the crust crumples, thickens, and rises. The Himalayas exemplify this process. About 50 million years ago, the Indian Plate — which had been moving northward at the remarkable speed of about 15 centimeters per year — collided with the Eurasian Plate. Because both plates carry continental crust, the collision produced the highest mountain range on Earth, a process that continues today. In fact, Mount Everest is still growing at a rate of approximately 4 millimeters per year.
A different mechanism operates where oceanic plates converge with continental plates. Here, the denser oceanic plate subducts, sliding beneath the less dense continental plate. The subduction process generates magma as water released from the descending plate lowers the melting point of the overlying mantle rock. This magma rises to form volcanic mountain chains. The Andes are the classic example of this type of orogenesis, produced by the subduction of the Nazca Plate beneath the South American Plate. These mountains are characterized by active volcanism and frequent earthquakes — think of the devastating Chilean earthquakes we’ve seen in recent decades.
But mountain building isn’t solely about uplift. Simultaneously and continuously, erosion works to wear mountains down. The interplay between tectonic uplift and erosion determines the ultimate height and shape of a mountain range. In the Southern Alps of New Zealand, uplift rates can reach 10 millimeters per year — among the highest on Earth — yet the peaks don’t grow indefinitely because precipitation and glacial activity erode them at nearly the same rate. This dynamic equilibrium between constructive and destructive forces is one of the most elegant concepts in geomorphology, and it reminds us that Earth’s surface features are never static; they represent a momentary balance in an ongoing struggle between internal and external forces.
Questions 27–32: Lecture 2
Question 27 — Gist What is the main purpose of the lecture? (A) To explain the different types of rocks found in mountain ranges (B) To describe the processes by which tectonic activity creates mountains (C) To compare the Himalayas and the Andes with the Alps (D) To discuss the effects of climate on mountain erosion
Question 28 — Detail According to the professor, how fast was the Indian Plate moving northward before colliding with the Eurasian Plate? (A) About 4 millimeters per year (B) About 10 millimeters per year (C) About 15 centimeters per year (D) About 50 centimeters per year
Question 29 — Detail What causes magma formation at ocean-continent convergent boundaries? (A) Friction between the two plates (B) Heat from the Earth’s core rising through cracks (C) Water released from the subducting plate lowering the melting point of mantle rock (D) Direct impact melting from the collision
Question 30 — Function Why does the professor mention the Southern Alps of New Zealand? (A) To provide an example of a mountain range formed by continent-continent collision (B) To illustrate the concept of dynamic equilibrium between uplift and erosion (C) To describe the oldest mountain range on Earth (D) To compare New Zealand’s geology with South America’s
Question 31 — Attitude What is the professor’s attitude toward the concept of dynamic equilibrium in mountain formation? (A) Skeptical — she questions its validity (B) Neutral — she presents it without personal opinion (C) Appreciative — she characterizes it as an elegant concept (D) Critical — she believes it oversimplifies the process
Question 32 — Inference What can be inferred about Mount Everest’s future? (A) It will eventually stop growing due to climate change (B) It will continue growing at about 4 millimeters per year as long as plate convergence continues (C) It will soon be surpassed by a mountain in the Andes (D) It is eroding faster than it is being uplifted
Lecture 3: Astronomy — Exoplanet Detection Methods
Narrator: Listen to part of a lecture in an astronomy class.
Professor: When I was a graduate student — and I won’t tell you how long ago that was — the existence of planets outside our solar system was purely theoretical. We assumed they must exist, but we had no evidence. Fast forward to today, and astronomers have confirmed over 5,000 exoplanets, with thousands more candidates awaiting verification. This explosion in discovery has been driven by two primary detection techniques: the transit method and the radial velocity method.
The transit method is conceptually straightforward. When a planet passes in front of its host star — what we call a transit — it blocks a tiny fraction of the star’s light. By continuously monitoring the brightness of stars and detecting these periodic dips, astronomers can infer the presence of a planet. The Kepler Space Telescope, launched in 2009, revolutionized this field. Over its nine-year primary and extended missions, Kepler monitored over 500,000 stars in a single patch of sky near the constellation Cygnus and detected thousands of exoplanet candidates. From the depth of the transit dip, we can determine the planet’s size relative to its star. From the time between successive transits, we derive the orbital period and, using Kepler’s laws, the orbital distance.
The radial velocity method, by contrast, detects planets indirectly through their gravitational influence on their host stars. As a planet orbits a star, it tugs the star slightly, causing the star to wobble. This wobble can be detected through shifts in the star’s spectrum — toward the blue end when the star moves slightly toward us, and toward the red end when it moves away. The radial velocity method gives us a planet’s minimum mass, and when combined with transit data, we can determine the planet’s density and make inferences about its composition — whether it’s rocky like Earth or gaseous like Jupiter.
Now, one of the most exciting frontiers is atmospheric characterization. When a planet transits, a small portion of the star’s light passes through the planet’s atmosphere, where molecules absorb specific wavelengths. By analyzing the spectrum of this filtered light, we can identify chemical signatures. The James Webb Space Telescope has recently begun delivering astonishing data. Carbon dioxide, methane, and water vapor have been detected in exoplanet atmospheres. The ultimate goal, of course, is to detect biosignatures — combinations of gases like oxygen and methane that could indicate biological activity. We’re not there yet, but the path is clearer than it has ever been, and it’s hard not to feel that we are on the verge of answering one of humanity’s oldest questions: are we alone?
Questions 33–38: Lecture 3
Question 33 — Gist What is the lecture mainly about? (A) The history of the Kepler Space Telescope (B) Methods for detecting and studying planets outside the solar system (C) The search for extraterrestrial intelligence (D) The differences between rocky planets and gas giants
Question 34 — Detail According to the professor, approximately how many exoplanets have been confirmed? (A) About 500 (B) About 1,000 (C) Over 5,000 (D) Over 50,000
Question 35 — Detail What information does the transit method provide about an exoplanet? (A) The chemical composition of the planet’s surface (B) The planet’s size relative to its star and its orbital period (C) Whether the planet has liquid water (D) The planet’s exact mass
Question 36 — Function What does the professor mean when she says: “I won’t tell you how long ago that was”? (A) She is uncomfortable discussing her age (B) She is making a light-hearted remark to emphasize how much the field has changed (C) She forgot when she was a graduate student (D) She is criticizing the slow pace of scientific progress
Question 37 — Organization How does the professor structure the lecture? (A) Chronological, from early theories to the present (B) By introducing two detection methods and then discussing atmospheric analysis as a frontier (C) Comparing Earth’s solar system with other planetary systems (D) Problem-solution format focused on telescope limitations
Question 38 — Inference What can be inferred about the detection of biosignatures? (A) It has already been achieved by the James Webb Space Telescope (B) It requires identifying combinations of atmospheric gases suggestive of life (C) It is no longer considered a priority in exoplanet research (D) It can only be achieved by the radial velocity method
Conversation 1: Office Hours — Research Paper Guidance
Narrator: Listen to a conversation between a student and her biology professor.
Professor: Hi, Maya. Come in. You said you wanted to talk about your research paper?
Student: Yes, Professor Chen. Thanks for meeting with me. I’ve been working on my paper about pollinator decline, and honestly, I’m feeling a little overwhelmed by the literature. There’s so much research out there.
Professor: That’s a common experience. The pollinator literature has grown enormously in the past decade. What’s your specific focus?
Student: Well, I wanted to examine neonicotinoid pesticides and their effects on honeybee navigation, but then I started reading about wild bee populations, and then colony collapse disorder, and… I think I’ve lost my focus.
Professor: I see. Let’s pull back and clarify your thesis. A strong research paper answers a specific, well-defined question — it doesn’t try to cover everything. Tell me: what’s the debate within the scientific community that interests you most?
Student: I think the most interesting question is whether banning neonicotinoids in Europe has actually led to measurable improvements in bee populations, or whether other factors like habitat loss are more significant.
Professor: Excellent! That’s a great question. So your paper could evaluate the evidence for and against the effectiveness of pesticide bans as a conservation measure. That gives you a clear framework: present the rationale for the bans, examine the outcome data from Europe, and then discuss what other factors — climate, habitat, disease — might confound the results.
Student: Right, so I’d be analyzing a specific policy question rather than just summarizing the biology.
Professor: Exactly. And that will help you filter the literature. Every source you include should directly shed light on your central question. Start with a few key papers from high-impact journals and follow their citation trails. And if you get stuck, come back and we can talk through it.
Student: That’s so helpful. Thank you, Professor Chen. I feel much clearer about the direction now.
Professor: Glad to help. Now go tackle that literature — with purpose.
Questions 39–43: Conversation 1
Question 39 — Gist Why does the student visit the professor? (A) To request an extension on a paper deadline (B) To get guidance on focusing her research paper topic (C) To discuss her grade on a recent exam (D) To ask for a letter of recommendation
Question 40 — Detail What topic is the student’s research paper about? (A) Climate change effects on migration (B) Pollinator decline and neonicotinoid pesticides (C) Colony collapse disorder exclusively (D) Habitat restoration for butterflies
Question 41 — Detail What specific question does the professor help the student identify as potentially interesting? (A) How neonicotinoids affect honeybee navigation (B) Whether banning neonicotinoids in Europe has led to measurable improvements (C) How climate change affects pollinator populations globally (D) Why honeybees are more studied than wild bees
Question 42 — Function What does the professor mean when she says: “That gives you a clear framework”? (A) The student’s narrowed question will help her organize the paper effectively (B) The student needs to create an outline before continuing (C) The professor will provide a framework for the student (D) The library has frameworks available for research
Question 43 — Attitude What is the student’s attitude at the end of the conversation? (A) Still confused and uncertain (B) Relieved and more confident about her direction (C) Frustrated with the professor’s suggestions (D) Indifferent to the advice given
Conversation 2: Campus Services — Career Center Visit
Narrator: Listen to a conversation between a student and a career center advisor.
Advisor: Good morning! Welcome to the Career Development Center. How can I help you today?
Student: Hi, I’m David. I’m a junior majoring in environmental science, and I’m trying to figure out what to do this summer. I was thinking about an internship, but I don’t really know where to start.
Advisor: Great, you’re in the right place. Let me ask a few questions to help narrow things down. First, what kind of work environment appeals to you? Are you thinking field research, lab work, policy, education?
Student: Honestly, I’m not sure. I’ve been doing lab work in my courses and it’s fine, but I think I’d rather be outdoors. Maybe something with conservation or restoration ecology.
Advisor: Okay, so hands-on field-based work. Have you looked at our online internship database? We partner with several conservation organizations — there’s the Nature Conservancy, local watershed councils, and federal agencies like the U.S. Fish and Wildlife Service.
Student: I browsed the database briefly, but I got kind of overwhelmed by the options and the different application deadlines.
Advisor: That’s understandable. Let me suggest a strategy. Why don’t you start by narrowing to three organizations whose missions genuinely excite you, then check their specific deadlines and requirements? And — this is important — make an appointment to have us review your resume before you send anything out. We see students make the same mistakes year after year.
Student: What kind of mistakes?
Advisor: Generic resumes mostly. If you’re applying to a conservation organization, your resume should highlight field skills — plant identification, GPS use, data collection — not just list every course you’ve taken. Tailor it. Also, our alumni network can be invaluable. I can help you identify alumni working in conservation who are willing to have informational conversations.
Student: I hadn’t even thought of that. That would be really helpful.
Advisor: Great. Let’s get you set up with a resume review appointment for later this week, and in the meantime, spend a couple of hours on the internship database with the three-organization strategy we discussed. Sound good?
Student: Sounds like a plan. Thanks so much!
Questions 44–48: Conversation 2
Question 44 — Gist Why does the student visit the Career Center? (A) To complain about a previous internship (B) To seek help finding a summer internship (C) To request funding for a research project (D) To transfer to a different major
Question 45 — Detail What is the student’s major? (A) Biology (B) Chemistry (C) Environmental science (D) Political science
Question 46 — Detail What strategy does the advisor recommend for narrowing internship options? (A) Apply to every available position (B) Choose three organizations that genuinely interest the student (C) Only apply to federal agencies (D) Wait until next summer
Question 47 — Function Why does the advisor say: “We see students make the same mistakes year after year”? (A) To criticize the student’s previous applications (B) To emphasize the importance of having a resume reviewed (C) To suggest the student should not apply for internships (D) To end the conversation
Question 48 — Inference What can be inferred about the alumni network? (A) Alumni are generally unwilling to help current students (B) Alumni in conservation can provide valuable career connections (C) Only alumni who donate can be contacted (D) The alumni network is limited to laboratory researchers
🗣️ SPEAKING Section
時間限制：約 16 分鐘 | 4 題
Task 1: Independent Speaking — Personal Choice
Directions: You will be asked to speak about a familiar topic. After you hear the question, you will have 15 seconds to prepare and 45 seconds to speak.
Question: Some people prefer to learn new subjects by reading books, while others prefer to learn by watching videos or documentaries. Which approach do you prefer and why? Use specific reasons and examples to support your choice.
Model Response (45 seconds):
I prefer learning new subjects by watching videos and documentaries, for two main reasons. First, visual content makes complex topics much easier to understand. For example, when I was trying to learn about plate tectonics, I found a documentary that used animations to show how continents drift and collide. Reading about it in a textbook was confusing, but seeing it visualized made the concept click immediately. Second, videos tend to be more efficient for my busy schedule. I can watch a well-produced 20-minute documentary that covers the key points of a subject, whereas reading an entire book on the same topic would take me days. The combination of narration, imagery, and expert interviews in a good documentary packs a lot of information into a short time. That said, I do recognize that books allow for deeper, more nuanced exploration, so I often use videos as a starting point and then turn to books if I want to explore a topic further.
Task 2: Campus Situation — Integrated
Directions: You will read a short passage, then listen to a conversation about the same topic. You will have 30 seconds to prepare and 60 seconds to speak.
Reading Passage (45 seconds to read):
Announcement: Changes to the Campus Shuttle Service
Beginning next semester, the university will reduce the campus shuttle service from its current 15-minute interval to a 30-minute interval during evening hours (6 PM to midnight). Additionally, the shuttle will no longer service the West Campus parking lot after 8 PM. University transportation officials state that ridership data shows low usage of these evening routes, and the changes will save approximately $120,000 annually. The savings will be directed toward expanding daytime shuttle service to the new Science and Technology Complex.
Listening — Conversation:
Narrator: Now listen to two students discussing the announcement.
Woman: Did you see this? They’re cutting the evening shuttle service.
Man: Yeah, I saw. I get that they need to save money, but this is going to be a problem for a lot of people. I work at a lab on West Campus, and I usually finish my experiments around 9 or 10 PM. Taking the shuttle is the only safe way to get back to my dorm at night.
Woman: Exactly. And what about students who have evening classes? A lot of graduate seminars run until 9 PM. If the shuttle only comes every 30 minutes and doesn’t go to West Campus after 8, people are either going to have to walk across campus in the dark or just skip evening activities.
Man: Right. And I think their ridership data is misleading. Low ridership doesn’t mean the service isn’t important — it means the service is serving a smaller group of people who really depend on it. Cutting it might save money, but it creates a safety issue and makes it harder for students with evening commitments.
Woman: We should write to the transportation committee. Maybe they don’t realize how many students this actually affects.
Question: The woman expresses her opinion about the change to the campus shuttle service. State her opinion and explain the reasons she gives for holding that opinion.
Model Response (60 seconds):
The woman disagrees with the university’s decision to reduce the evening shuttle service, and she gives several reasons for her concern. First, she argues that the change will create safety problems. Many students, like the man she’s talking with, work or study on West Campus until 9 or 10 PM, and the shuttle provides a safe way to return to their dorms at night. Without the shuttle, students would have to walk across campus in the dark. Second, she points out that graduate seminars and evening classes often run until 9 PM, so a significant number of students depend on the evening service. Reducing it to 30-minute intervals and cutting off West Campus access after 8 PM discourages students from participating in evening academic activities. Finally, she challenges the logic behind the university’s decision, arguing that low ridership doesn’t mean the service is unimportant — it simply serves a smaller but highly dependent group of students. She suggests that the transportation committee may not fully appreciate how many students rely on this service, and she proposes writing a letter to make them aware of the impact.
Task 3: Academic — Integrated
Directions: You will read a short passage about an academic topic, then listen to part of a lecture. You will have 30 seconds to prepare and 60 seconds to speak.
Reading Passage (45 seconds to read):
Carrying Capacity
In ecology, carrying capacity refers to the maximum number of individuals of a species that an environment can sustain indefinitely, given the available resources such as food, water, and habitat. When a population exceeds the carrying capacity, resources become limited, leading to increased competition, higher mortality rates, and reduced reproduction. Eventually, the population declines until it reaches equilibrium with the available resources. However, carrying capacity is not necessarily fixed; environmental changes — such as drought, habitat destruction, or the introduction of new food sources — can raise or lower the limit.
Listening — Lecture:
Narrator: Now listen to part of a lecture on this topic in an ecology class.
Professor: Let me give you a concrete example of carrying capacity in action, and also how it can change over time. In the early twentieth century, a population of reindeer was introduced to St. Matthew Island, a remote island in the Bering Sea off the coast of Alaska. There were no predators on the island, and initially, the reindeer thrived. A small group of 29 animals was introduced in 1944, and with abundant lichen — their primary food source — the population exploded. By 1963, biologists counted about 6,000 reindeer on the island.
Now, here’s where carrying capacity becomes dramatically relevant. The lichen on St. Matthew Island was a finite resource, and the reindeer were consuming it far faster than it could regenerate. Essentially, they had overshot the island’s carrying capacity. Then, the winter of 1963–1964 was unusually harsh, with heavy snow cover that made the remaining lichen inaccessible. The result was catastrophic: by 1966, only 42 reindeer remained. The population had crashed from 6,000 to 42 in roughly three years.
This example also illustrates what I mean about carrying capacity not being fixed. The original carrying capacity was determined by lichen abundance, but once the lichen was severely depleted by overgrazing, the effective carrying capacity dropped far below its original level. The reindeer didn’t just experience a temporary decline — the very basis of the ecosystem’s ability to support them was diminished, potentially for decades.
Question: Using the example of the reindeer on St. Matthew Island, explain the concept of carrying capacity and how it can change.
Model Response (60 seconds):
The professor uses the example of reindeer on St. Matthew Island to illustrate both the concept of carrying capacity and how it can change. According to the reading, carrying capacity is the maximum population an environment can sustainably support given available resources. In the St. Matthew Island case, 29 reindeer were introduced in 1944. With abundant lichen as their food source and no predators, the population exploded to approximately 6,000 by 1963. However, the reindeer had been consuming lichen faster than it could regenerate, meaning they had exceeded the island’s carrying capacity. The situation reached a crisis point during an unusually harsh winter in 1963-64 when snow covered the remaining lichen, making it inaccessible. The population crashed catastrophically — from 6,000 to just 42 reindeer by 1966. This example also demonstrates how carrying capacity can change. The reading explains that environmental changes can raise or lower carrying capacity, and the lecture shows this dramatically: after the reindeer overgrazed the lichen, the island’s effective carrying capacity dropped far below its original level. The ecosystem’s ability to support the population was fundamentally diminished.
Task 4: Academic Lecture Summary
Directions: You will listen to part of a lecture. You will have 20 seconds to prepare and 60 seconds to speak.
Listening — Lecture:
Narrator: Listen to part of a lecture from a psychology class.
Professor: Today we’re going to talk about a cognitive bias called the “sunk cost fallacy,” which affects decision-making in ways that most people don’t even realize. The sunk cost fallacy refers to the tendency to continue investing in something — whether it’s money, time, or effort — simply because you’ve already invested in it, even when continuing is no longer rational.
Here’s the classic example. Imagine you’ve bought a movie ticket for 15 you’ve already lost. Yet many people stay, because they feel that leaving would “waste” the money they’ve spent. But here’s the critical insight: the money is already gone whether you stay or leave. By staying, you’re actually compounding the loss by wasting your time too.
This phenomenon shows up in much more consequential contexts. Businesses often continue funding failing projects because they’ve already invested millions — “we’ve come too far to stop now.” Governments prolong military engagements for similar reasons. And in personal relationships, people sometimes stay in unhappy partnerships because they feel they’ve already invested so many years.
The key to overcoming the sunk cost fallacy is to reframe the decision. Instead of asking, “How much have I already invested?” you should ask, “Looking forward, what is the best use of my resources from this point on?” It’s about making decisions based on future value rather than past expenditure.
Question: Using points and examples from the lecture, explain the sunk cost fallacy and how it affects decision-making.
Model Response (60 seconds):
The professor explains the sunk cost fallacy, which is a cognitive bias that causes people to continue investing in something simply because of past investment, even when continuing is irrational. She provides several examples to illustrate this concept. First, she describes someone buying a $15 movie ticket but realizing the movie is terrible after ten minutes. The rational choice is to leave, because the money is already spent regardless. However, many people stay to avoid “wasting” the money, but by staying, they actually compound the loss by also wasting their time. The professor then gives larger-scale examples: businesses that keep funding failing projects because they’ve already invested millions, governments that prolong military engagements, and people who stay in unhappy relationships because they’ve invested years. The common thread is that past investment distorts judgment about future decisions. Finally, the professor explains how to overcome this bias. Instead of focusing on what has already been invested, people should ask: “Looking forward, what’s the best use of my resources from this point on?” The solution is to make decisions based on future value, not past expenditure.
✍️ WRITING Section
時間限制：29 分鐘 | 2 題
Task 1: Integrated Writing
Directions: You have 3 minutes to read a passage. Then you will listen to a lecture on the same topic. You have 20 minutes to write a response summarizing the lecture and explaining how it relates to the reading. You should write approximately 150–225 words.
Reading Passage (3 minutes):
The growing problem of space debris — defunct satellites, spent rocket stages, and fragments from collisions — poses a serious threat to operational spacecraft and future space missions. Currently, an estimated 36,500 pieces of debris larger than 10 centimeters orbit Earth, along with millions of smaller fragments traveling at speeds exceeding 28,000 kilometers per hour. Several proposals have been advanced to address this problem, but many experts believe that active debris removal, or ADR, is the only viable long-term solution.
ADR would involve sending specialized spacecraft to capture and de-orbit large pieces of debris before they can fragment into smaller, more numerous pieces. Proponents argue that removing just five to ten large objects per year could stabilize the orbital environment. Several technologies have been proposed, including nets, harpoons, and robotic arms. The European Space Agency’s ClearSpace-1 mission, scheduled for launch in the coming years, aims to demonstrate the first commercial debris removal.
However, critics raise significant concerns. First, the cost of developing and launching ADR missions would be enormous — potentially billions of dollars — and it remains unclear who would bear this expense. Second, there are unresolved legal questions regarding ownership and liability: under current international law, a piece of debris remains the property of the country that launched it, and removing it without permission could be interpreted as a hostile act. Finally, some scientists worry that failed ADR attempts could actually create more debris, making the problem worse rather than better.
Listening — Lecture:
Narrator: Now listen to part of a lecture on the same topic.
Professor: The reading passage presents some valid concerns about active debris removal, but I want to offer a different perspective — one that’s more optimistic about our ability to address this challenge.
On the question of cost, it’s true that ADR technologies are expensive to develop. But we need to consider the cost of inaction. Satellite services — GPS, weather forecasting, telecommunications — underpin trillions of dollars in global economic activity. A major collision cascade, sometimes called the Kessler Syndrome, could render entire orbital regions unusable for generations. The investment in ADR is, in economic terms, a form of insurance against a far more costly outcome.
Regarding the legal issues, these are indeed complex, but they’re also solvable. International space law has evolved before — think of the 1972 Liability Convention that established rules for damage caused by space objects. There’s precedent for nations negotiating shared frameworks for new challenges. In fact, several countries are already engaged in diplomatic discussions about debris removal protocols, and the United Nations Committee on the Peaceful Uses of Outer Space has placed the issue on its agenda.
As for the concern that ADR could create additional debris, I would argue this risk can be managed through rigorous testing and incremental deployment. The technologies aren’t going to be deployed at scale until they’ve been thoroughly validated. The ClearSpace-1 mission, for instance, will target a single, well-characterized piece of debris in a carefully controlled operation. We learn from small demonstrations, refine our techniques, and scale up.
In short, the obstacles are real, but they’re not insurmountable. The cost of debris removal is far less than the cost of losing access to space.
Question: Summarize the points made in the lecture, explaining how they respond to the specific concerns raised in the reading passage.
Model Essay (~250 words):
The reading passage raises three main concerns about active debris removal (ADR) as a solution to space debris: the enormous cost, unresolved legal questions, and the risk of creating additional debris through failed attempts. The lecturer addresses each of these concerns, arguing that they are manageable rather than insurmountable.
First, regarding cost, the reading notes that ADR missions would require billions of dollars with no clear funding source. The lecturer counters by reframing the economic analysis: the cost of inaction is far greater. Satellite services support trillions of dollars in global economic activity, and a cascade of orbital collisions could make key orbital zones unusable for decades. In this light, ADR spending functions as cost-effective insurance.
Second, the reading highlights legal complications, noting that debris remains the property of the launching country and unauthorized removal could be construed as a hostile act. The lecturer acknowledges the complexity but argues that international space law has adapted to new challenges before, citing the 1972 Liability Convention. Moreover, diplomatic discussions on debris removal protocols are already underway at the UN level, suggesting a negotiated solution is feasible.
Third, on the concern that ADR failures could worsen the debris problem, the lecturer agrees that the risk is real but maintains it can be controlled through careful testing and incremental deployment. Missions like ClearSpace-1 will target single, well-characterized objects in controlled experiments, allowing techniques to be refined before broader application.
Overall, while the reading views the obstacles to ADR as significant barriers, the lecturer frames them as challenges that can be addressed through economic prioritization, international cooperation, and careful technological development.
Task 2: Academic Discussion
Directions: You will read an online discussion in a university sociology class. Write a contribution (approximately 120 words) responding to the professor’s question.
Discussion:
Professor Patel: This week we’re examining the role of social media in modern communication. Some scholars argue that social media has democratized public discourse by giving everyone a voice, while others contend that it has fragmented society into echo chambers where people only hear opinions they already agree with. In your view, has social media had a net positive or net negative effect on the quality of public discourse? Support your position with specific examples or reasoning.
Sophia (Student): I think social media has been largely negative for public discourse. The algorithms that platforms use prioritize engagement, which means they show us content that triggers strong emotional reactions — anger, outrage, fear. This rewards extreme viewpoints and punishes nuanced discussion. I’ve noticed that my own feed is increasingly filled with content designed to provoke rather than inform. And because we can easily unfriend or block people with different views, we really do end up in echo chambers. The result is a more polarized society where people can’t even agree on basic facts.
Marcus (Student): I take the opposite view. Social media has given a platform to voices that traditional media ignored for decades. Think about movements like MeToo or Black Lives Matter — these gained momentum because ordinary people could share their experiences directly, without needing approval from newspaper editors or TV producers. Social media has also made it possible for experts in niche fields, like climate scientists or public health researchers, to communicate directly with the public during crises. Yes, there are problems, but the democratization of information outweighs them.
Your Response (~120 words):
Model Response:
While both Sophia and Marcus raise valid points, I believe social media’s effect on public discourse has been more negative than positive, though the situation is not hopeless. Marcus is right that marginalized voices have gained visibility through these platforms, and this is a genuine achievement. However, the structural design of social media fundamentally undermines quality discourse. As Sophia noted, engagement-driven algorithms systematically reward outrage and oversimplification. But I would add a point neither student made: the speed of social media is itself a problem. Complex issues require time for reflection and verification, yet these platforms incentivize instant reactions. A tweet posted in anger reaches millions before a fact-check can be published. The solution is not to abandon social media but to demand platform accountability — requiring algorithmic transparency and investing heavily in digital literacy education so users can recognize manipulation when they encounter it.
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READING Section Answers
| Question | Answer | Explanation |
|---|---|---|
| 1 | B | Paragraph 1 states the Arctic tern’s journey is “90,000 kilometers.” |
| 2 | B | ”Intricate” means complex or complicated; in context, it describes the complex interplay between instinct, cues, and preparation. |
| 3 | B | Paragraph 2: when magnetic fields around cages were altered, robins changed orientation, showing sensitivity to magnetic cues. |
| 4 | C | Paragraph 3: buntings oriented correctly “when the stars were visible” but became “disoriented under overcast conditions,” implying celestial visual dependence. |
| 5 | B | Paragraph 4: the godwit example follows the claim that “physiological demands of migration are equally impressive.” |
| 6 | C | Ocean currents are NOT mentioned. Magnetic field, star patterns, and magnetoreception (internal compass) ARE mentioned. |
| 7 | B | The key information: European birds, migration timing shifted forward, 2-3 days per decade, since 1960. |
| 8 | D | The added sentence contrasts species that haven’t changed timing with those that have, fitting after the discussion of shifting timing at [D], before “Such phenological mismatches.” |
| 9 | C | Paragraph 4: “nearly doubles its body weight before embarking.” Answer A describes after migration. |
| 10 | A, C, D | These three capture the passage’s main themes: navigation mechanisms, physiological preparation, and climate change disruption. B, E, F are details. |
| 11 | B | Paragraph 1: “wetlands store between 20 and 30 percent of all terrestrial soil carbon.” |
| 12 | B | ”Disproportionate” means out of proportion, unbalanced relative to size. |
| 13 | B | Paragraph 2: “water saturation creates anaerobic (oxygen-depleted) environments that dramatically slow the decomposition.” |
| 14 | C | Paragraph 3: “The net climatic effect of a wetland therefore depends on the balance between its carbon sequestration and its methane emissions.” |
| 15 | B | Paragraph 4: Indonesia is mentioned as an example of emissions from drained/burning peatlands. |
| 16 | C | Producing freshwater for agriculture is NOT mentioned. Filtering (para 1), flood reduction (para 1), and carbon storage (para 1-2) ARE mentioned. |
| 17 | B | The essential idea: carbon locked in peat would otherwise be in the atmosphere as greenhouse gas. |
| 18 | B | The added sentence provides specific evidence for re-wetting effectiveness, fitting at [B] after the general statement about re-wetting benefits. |
| 19 | B | Paragraph 3: “sulfate-rich waters suppress methane production while plant growth sequesters carbon efficiently.” |
| 20 | A, B, D, F | Pick 3. Best summary: carbon storage (A/F), methane balance (B), drainage problem (D). A, D, and F or B, D, F are valid combinations. |
LISTENING Section Answers
| Question | Answer | Explanation |
|---|---|---|
| 21 | B | The lecture covers what bleaching is, what causes it, and potential solutions (symbiont shuffling, assisted evolution). |
| 22 | C | Professor states: “share up to 90 percent of the nutrients they produce.” |
| 23 | C | Professor states: “water temperatures rise just one to two degrees Celsius above the normal summer maximum.” |
| 24 | B | She clarifies the term so students don’t confuse it with household bleach. |
| 25 | B | Structure: problem definition, mechanism explanation, potential solutions/hope. |
| 26 | B | Professor says: “Whether these interventions can keep pace with the rate of ocean warming remains an open…question.” |
| 27 | B | The lecture focuses on tectonic processes that create mountains (continent-continent and ocean-continent convergence). |
| 28 | C | Professor states: “moving northward at the remarkable speed of about 15 centimeters per year.” |
| 29 | C | Professor: “water released from the descending plate lowers the melting point of the overlying mantle rock.” |
| 30 | B | Southern Alps illustrate “dynamic equilibrium between constructive and destructive forces.” |
| 31 | C | Professor calls it “one of the most elegant concepts in geomorphology.” |
| 32 | B | Professor states Everest “is still growing at approximately 4 millimeters per year” and collision “continues today.” |
| 33 | B | Main focus: transit method, radial velocity method, and atmospheric characterization. |
| 34 | C | Professor: “confirmed over 5,000 exoplanets.” |
| 35 | B | From transit depth: size relative to star. From timing: orbital period and distance. |
| 36 | B | A light remark contrasting the past (no evidence) with the present (5,000+ confirmed). |
| 37 | B | Two detection methods then atmospheric characterization as the exciting frontier. |
| 38 | B | Professor describes biosignatures as “combinations of gases like oxygen and methane that could indicate biological activity.” |
| 39 | B | Student says “I’ve been working on my paper…feeling a little overwhelmed” and needs help focusing. |
| 40 | B | Student says: “I wanted to examine neonicotinoid pesticides and their effects on honeybee navigation.” |
| 41 | B | Professor identifies it as “a great question” and builds the framework around it. |
| 42 | A | The professor means the narrowed topic will provide structure for evaluating evidence systematically. |
| 43 | B | Student says: “That’s so helpful…I feel much clearer about the direction now.” |
| 44 | B | Student: “I was thinking about an internship but I don’t really know where to start.” |
| 45 | C | Student: “I’m a junior majoring in environmental science.” |
| 46 | B | Advisor: “narrow to three organizations whose missions genuinely excite you.” |
| 47 | B | Advisor emphasizes resume review as important service to avoid common mistakes. |
| 48 | B | Advisor says alumni in conservation are “willing to have informational conversations.” |
📊 Score Conversion Guide
Reading (Raw Score → Scaled Score)
| Raw (out of 20) | Scaled (0–30) |
|---|---|
| 20 | 30 |
| 18–19 | 28–29 |
| 16–17 | 26–27 |
| 14–15 | 24–25 |
| 12–13 | 21–23 |
| 10–11 | 18–20 |
| 8–9 | 15–17 |
| 6–7 | 12–14 |
| 0–5 | 0–11 |
Listening (Raw Score → Scaled Score)
| Raw (out of 28) | Scaled (0–30) |
|---|---|
| 28 | 30 |
| 26–27 | 28–29 |
| 23–25 | 26–27 |
| 20–22 | 23–25 |
| 17–19 | 20–22 |
| 13–16 | 16–19 |
| 9–12 | 12–15 |
| 5–8 | 8–11 |
| 0–4 | 0–7 |
✅ 自我評量清單 Self-Evaluation Checklist
讀完答案後，請誠實地完成以下檢核表：
- Reading: 你的答對題數是 ___ / 20 (目標: 16+)
- Listening: 你的答對題數是 ___ / 28 (目標: 22+)
- Speaking Task 1: 你講滿 45 秒了嗎？有舉例嗎？
- Speaking Task 2: 你有提到女學生的觀點和兩個理由嗎？
- Speaking Task 3: 你有連結閱讀概念和聽力例子嗎？
- Speaking Task 4: 你有清楚定義術語並舉出例子嗎？
- Writing Task 1: 你有明確對應閱讀的三個點和聽力的反駁嗎？
- Writing Task 2: 你有回應題目、參考同學觀點、給出自己的論點嗎？
- 時間管理: 每個 section 有在時限內完成嗎？
威威老師小建議： 做完後把自己錯的題目寫在錯題本上，包含「為什麼錯」和「正確的思考路徑」。模擬考的價值不在於分數，在於從錯誤中學習！
Mock 1 結束。加油，持續練習！