Section B
Directions: In this section, you will hear 3 short passages. At the end of each passage, you will hear some questions. Both the passage and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A), B), C) and D). Then mark the corresponding letter on the Answer Sheet 2 with a single line through the centre.
Passage 1
OK, in the last class we talked about the classification of trees and we ended up with a basic description of angiosperm. You remember that those are plants with true flowers and seeds that develop into fruits. The common broad leaf trees we have on campus fall into this category. But our pines don't. Now I hope you all followed my advice and wore comfortable shoes because as I said today we are going to do a little field study. To get started let me describe a couple of broadleaf trees we have in front of us. I'm sure you've all noticed that this big tree next to Brett Hall. It's a black walnut that must be 80 feet tall. As a matter of fact there is a plaque identifying it. It is the tallest black walnut in the state. And from here we can see the beautiful archway of trees at the commons. They are American elms. The ones along the commons were planted when the college was founded 120 years ago. They have distinctive dark green leaves that look lopsided because the two sides of the leaf are unequal. I want you to notice the elm right outside the Jackson Hall. Some of the leaves have withered and turned yellow, maybe due to Dutch elm disease. Only a few branches seem affective so far but if this tree is sick it'll have to be cut down. Well, let's move on and I'll describe what we see as we go.
Q26. What are the students going to do during this class period?
Q27. In what class is this lecture probably being given?
Q28. What is remarkable about the black walnut tree outside Brett Hall?
Q29. What is the problem with the elm tree near Jackson Hall?
Passage 2
What was the most popular mix about the United States in the 19th Century was that of the free and simple life of the farmer. It was said that the farmers worked hard on their own land to produce whatever their families' needed. They might sometimes trade with their neighbors, but in general they could get along just fine by relying on themselves, not on commercial ties with others. This is how Thomas Jefferson idealized the farmers at the beginning of the 19th century. And at that time, this may have been close to the truth especially on the frontier. But by the mid century sweeping changes in agriculture were well under way as farmers began to specialize in the raising of crops such as cotton or corn or wheat. By late in the century revolutionary inventions in farm machinery had vastly increased the production of specialized crops and extensive network of railroads had linked farmers throughout the country to markets in the east and even overseas. By raising and selling specialized crops, farmers could afford more and more finer goods and achieve much higher standards of living but at a price. Now farmers were no longer dependent just on the weather and their own efforts, their lives were increasingly controlled by the banks, which had power to grant or deny loans for new machinery, and by the railroads which set the rates for shipping their crops to the market. As businessmen, farmers now had to worry about national economic depression and the implement of world supply and demand on for example, the of price of wheat in hands. And so by the end of the 19th century, the era Jefferson's independent farmer had come to a close.
Q30. What is the main topic of the talk?
Q31. According to the professor, what was the major change in agriculture during the 19th century?
Q32. According to the professor, what was one result of the increased use of machinery on farms of the United States?
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