FULL-LENGTH MOCKTEST 2

TOEFL 137 FULL LENGTH TEST 1

 READING SECTION - 35 MINS

PASSAGE 1

TOEFL 138 FULL LENGTH TEST 1

 e Coriolis Force
In the early part of the twentieth century, the Norwegian scientist and polar explorer Fridtjof Nansen
noted that icebergs did not follow the path of the wind as common sense had assumed. Instead
they tended to move to the right side of the direction in which the wind blew. A student of Nansen’s,
V. W. Ekman, showed that the rotation of the Earth leading to an inertial force known as the Coriolis
force was responsible for this phenomenon. He further demonstrated that in the Northern
Hemisphere the deflection was toward the right of the prevailing wind, and in the Southern
Hemisphere the deflection was toward the left. The icebergs observed by Nansen were moved by
ocean currents that also moved at an angle to the prevailing wind.

The Coriolis force itself is caused by the fact that the Earth rotates on its axis once per day, and
hence all points on the planet have the same rotational velocity; that is, they take one whole day to
complete a rotational circle. However, since a complete rotation around the Earth is shorter the
further one is away from the equator, different points on the Earth travel at different speeds
depending on degree of latitude. For example, a point on the equator travels the whole distance
around the sphere (about 40,000 kilometers) whereas a point near the poles will travel a much
shorter distance. Therefore, we can say that the linear speed of a point depends on its latitude
above or below the equator. Thus the actual linear speed of a point on the surface is faster the
nearer that point is to the equator.

Now if an untethered object (or current) is moving northward away from the equator in the Northern
Hemisphere, it will also maintain the initial speed imparted to it by the eastward rotation of the Earth.
That eastward deflection is faster at the equator than at more northerly (or southerly) latitudes, and
thus, when the object reaches a more northerly point, it will be traveling faster in an eastward
direction than the surrounding ground or water. The moving object will appear to be forced away
from its path by some mysterious phenomenon. In reality the ground is simply moving at a different
speed from the original speed at the object’s (or current’s) home position. The resulting direction of
movement will therefore be at an angle H of about 45 degrees to the original direction, so an object
traveling north will move to the right in the Northern Hemisphere and to the left in the Southern
Hemisphere with respect to the rotating Earth. An object traveling south will be deflected to the left
in the Northern Hemisphere and to the right in the Southern Hemisphere.

As the surface water in the ocean is moved by the wind, it tends to veer* off at an angle of 45
degrees to the right or left. This movement exerts a drag on the water immediately below it, and the
Coriolis force causes this layer to move and also to deflect to the right or left. This layer in turn drags
the layer below, which in turn is deflected. At successively deeper layers, the water is deflected in
relation to the layer above until at a depth of around 150 meters, the water is moving in a direction
opposite to the surface water. At successively greater depths, the frictional forces between layers
reduce the energy of the flow, causing water to move more slowly the deeper the layer. The
resulting deflections produce a spiral pattern known as the Ekman spiral. The net movement of
water is roughly at 90 degrees from the wind direction and is known as Ekman transport.

TOEFL 139 FULL LENGTH TEST 1

1. The phrase “path of the wind” in the 1st paragraph of passage is closest in meaning to
(A) wind strength
(B) wind variation
(C) wind direction
(D) wind phenomenon

2. The word “rotates” in the 2nd paragraph of passage is closest in meaning to

(A) spins
(B) travels
(C) twirls
(D) swivels

3. We can infer that rotational velocity is

(A) the same as speed in kph
(B) different at different latitudes
(C) the same at different latitudes
(D) dependent on latitude

4. In paragraph 2, the author explains the differences in linear speed by

(A) arguing that an object moving north moves faster
(B) describing the linear velocity of the Earth
(C) identifying the eastward deflection of a current
(D) relating speed to the distance of a point from the equator

TOEFL 140 FULL LENGTH TEST 1

5. According to the passage, a point near the equator in the Northern Hemisphere travels
(A) at the same speed as any other point
(B) faster than a point at a higher latitude
(C) slower than a point in the Southern Hemisphere
(D) at different speeds in different seasons

6. Look at the four squares [ ] that indicate where the following sentence could be added to the
passage.
And conversely, if the object is traveling southward toward the equator, it will be moving more
slowly than the surrounding land or water.
Where would the sentence best fit?
Choose the letter of the square [ ] that shows where the sentence should be added.
Now if an untethered object (or current) is moving northward away from the equator
in the Northern Hemisphere, it will also maintain the initial speed imparted to it by
the eastward rotation of the Earth. [A] That eastward deflection is faster at the
equator than at more northerly (or southerly) latitudes, and thus, when the object
reaches a more northerly point, it will be traveling faster in an eastward direction
than the surrounding ground or water. [B] The moving object will appear to be
forced away from its path by some mysterious phenomenon. In reality the ground is
simply moving at a different speed from the original speed at the object’s (or
current’s) home position. [C] The resulting direction of movement will therefore be
at an angle H of about 45 degrees to the original direction, so an object traveling
north will move to the right in the Northern Hemisphere and to the left in the Southern
Hemisphere with respect to the rotating Earth. [D] An object traveling south will be
deflected to the left in the Northern Hemisphere and to the right in the Southern
Hemisphere.

7. According to paragraph 4, where does water move in a direction contrary to surface layers of water?
(A) Directly below the surface
(B) At 90 degrees to the surface
(C) At all depths below the surface
(D) At 150 meters below the surface

8. The word “deflected” in the 4th paragraph of passage is closest in meaning to

(A) turned
(B) pushed
(C) shoved
(D) urged

TOEFL 141 FULL LENGTH TEST 1

9. Based on the information in paragraphs 1 and 4, which of the following best explains the term “Coriolis
force”?
(A) The force that creates currents
(B) The force that moves icebergs
(C) The force that opposes wind movement
(D) The force that deflects ocean water

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

Write the letters of the answer choices in the spaces where they belong. Refer to the full passage

Different linear speeds at different latitudes on the Earth cause the prevailing winds in the
Earth’s Northern and Southern Hemispheres to deflect water movements, thus creating
Ekman spirals







Answer Choices

(A) Due to the Coriolis force, icebergs move at a right angle to the prevailing wind.
(B) Because of the Earth’s rotation, objects moving away from or toward the equator travel at
different speeds in relation to fixed points at different latitudes.
(C) In order to reach the correct destination, an airplane pilot must adjust direction to compensate
for the Coriolis force.
(D) Because of deflection and differences in linear speed, ocean currents move at an angle to the
wind.
(E) Water at successively lower levels is deflected at an angle to the layer immediately above it, and
this creates a spiral.
(F) Due to upwelling of water, marine life is rich in areas where Ekman spirals operate.

TOEFL 142 FULL LENGTH TEST 1

PASSAGE 2

Cellular Slime Molds

Cellular slime molds are extraordinary life forms that exhibit features of both fungi and protozoa,
although often classed for convenience with fungi. At one time they were regarded as organisms of
ambiguous taxonomic status, but more recent analysis of DNA sequences has shown that slime
molds should be regarded as inhabiting their own separate kingdom. Their uniqueness lies in their
unusual life cycle, which alternates between a feeding stage in which the organism is essentially
unicellular and a reproductive stage in which the organism adopts a multicellular structure. At the
first stage they are free-living, separate amoebae, usually inhabiting the forest floor and ingesting
bacteria found in rotting wood, dung, or damp soil. But their food supplies are relatively easily
exhausted since the cells’ movements are restricted and their food requirements rather large.

When the cells become starved of nutrition, the organism initiates a new genetic program that
permits the cells to eventually find a new, food-rich environment. At this point, the single-celled
amoebae combine together to form what will eventually become a multicellular creature. The
mechanism by which the individual members become a single entity is essentially chemical in nature.
At first, a few of the amoebae start to produce periodic chemical pulses that are detected, amplified,
and relayed to the surrounding members, which then move toward the pulse origin. In time, these
cells form many streams of cells, which then come together to form a single hemispherical mass.
This mass sticks together through the secretion of adhesion molecules.

The mass now develops a tip, which elongates into a finger-like structure of about 1 or 2 millimeters
in length. This structure eventually falls over to form a miniature slug, moving as a single entity
orienting itself toward light. During this period the cells within the mass differentiate into two distinct
kinds of cell. Some become prestalk cells which later form into a vertical stalk, and others form
prespore cells, which become the spore head.

As the organism migrates, it leaves behind a track of slime rather like a garden slug. Once a
favorable location has been found with a fresh source of bacteria to feed on, the migration stops and
the colony metamorphoses into a fungus-like organism in a process known as “culmination.” The
front cells turn into a stalk, and the back cells climb up the stalk and form a spherical-shaped head
known as the sorocarp. This final fruiting body is about 2 millimeters in height. The head develops
into spores, which are dispersed into the environment and form the next generation of amoebae
cells. Then the life cycle is repeated. Usually the stalk disappears once the spores have been released.

The process by which the originally identical cells of the slime mold become transformed into
multicellular structures composed of two different cell types — spore and stalk — is of great interest
to developmental biologists since it is analogous* to an important process found in higher organisms
in which organs with highly specialized functions are formed from unspecialized stem cells. Early
experiments showed which parts of the slime mold organism contributed to the eventual stalk and
which parts to the head. Scientists stained the front part of a slug with a red dye and attached it to
the back part of a different slug. The hybrid creature developed as normal. The experimenters then
noted that the stalk of the fruiting body was stained red and that the spore head was unstained.
Clearly, the anterior part of the organism culminated in the stalk and the posterior part in the spore
head. Nowadays, experiments using DNA technology and fluorescent proteins or enzymes to label
the prespore and prestalk cells have been undertaken. This more molecular approach gives more
precise results than using staining dyes but has essentially backed up the results of the earlier dye
studies.
*analogous: similar

TOEFL 143 FULL LENGTH TEST 1

11. According to paragraph 1, how the slime mold should be classified used to be
(A) unknown
(B) uncertain
(C) controversial
(D) unfamiliar

12. The word “ingesting” in paragraph 1 is closest in meaning to

(A) chewing
(B) catching
(C) absorbing
(D) consuming

13. According to the passage, what is unusual about the slime molds’ life cycle?
(A) They inhabit their own kingdom.
(B) They are organisms whose classification is ambiguous.
(C) They alternate between unicellular and multicellular structures.
(D) They are free-living organisms.

14. According to the passage, what is the primary reason the cells need to combine into a single larger
creature?
(A) To move to find a new food source
(B) To slow the rate of ingesting food
(C) To become separate creatures
(D) To create their own kingdom

TOEFL 144 FULL LENGTH TEST 1

15. Look at the four squares [ ] indicate where the following sentence could be added to the passage.
Starvation is reached when the population of cells is high in relation to the abundance of the food
source.
Where would the sentence best fit?
Choose the letter of the square [ ] that shows where the sentence should be added.
When the cells become starved of nutrition, the organism initiates a new genetic
program that permits the cells to eventually find a new, food-rich environment. [A]
At this point, the single-celled amoebae combine together to form what will eventually
become a multicellular creature. [B] The mechanism by which the individual
members become a single entity is essentially chemical in nature. [C] At first, a few
of the amoebae start to produce periodic chemical pulses that are detected,
amplified, and relayed to the surrounding members, which then move toward the
pulse origin. [D] In time, these cells form many streams of cells, which then come
together to form a single hemispherical mass. This mass sticks together through the
secretion of adhesion molecules.

16. All of the following are mentioned in paragraph 4 as being parts of the multicellular slug EXCEPT
(A) the head
(B) the stalk
(C) legs
(D) spores

17. In paragraph 4 why does the author refer to the fungus-like organism as a fruiting body?
(A) Because it has become one entity
(B) Because it is 2 millimeters in height
(C) Because it now has a stalk and head
(D) Because it has reached its reproductive stage

18. Which of the sentences below best expresses the essential information in the highlighted sentence in
paragraph 4? Incorrect answer choices change the meaning in important ways or leave out essential
information.
(A) The next generation of amoebae cells disperses into the environment by attaching themselves
to spores on the head.
(B) After the spores that form the head are scattered around the area, they develop into a new
generation of amoebae cells.
(C) The spores develop into amoebae cells and then become spread around the head of the slug.
(D) The spores spread throughout an area and develop into a new generation of amoebae cells.

TOEFL 145 FULL LENGTH TEST 1

19. It can be inferred that developmental biologists are especially interested in the slime mold because
(A) the change in degree of specialization in its cells helps them to understand cell development in
more complex organisms
(B) it is convenient to perform experiments on a creature that is composed of two different cell
types
(C) scientists could form hybrid organisms in their experiments using the same process that slime
mold uses to transform itself
(D) it is easy to find specimens on which to perform experiments

20. Directions: Select the appropriate phrases from the answer choices and match them to the stage of
slime mold life cycle to which they relate. TWO of the answer choices will NOT be used. This question
is worth 4 points.

Write the letters of the answer choices in the spaces where they belong. Refer to the full passage

Answer Choices Unspecialized Cells

(A) Alteration between feeding and reproduction 

(B) Bacteria-consuming amoebae inhabiting the

forest floor 

(C) Culmination of dyed cells in stalk and head 

(D) Development of sorocarp 

(E) Dispersal of spores Specialized Cells

(F) Mass formed through the secretion of
adhesion molecules 

(G) Migration oriented to fresh source of food 

(H) Production of chemical pulses causing

members to merge 

(I) Transformation of cells into stalk and head

TOEFL 146 FULL LENGTH TEST 1

 LISTENING SECTION - 36 MINS

LISTEN AUDIO TRACK

QUESTIONS 1-5 - CONVERSATION

1. Why does the student go to see his adviser?

(A) To find out if he can change one of his classes
(B) To ask her for a letter of recommendation
(C) To check the time of his registration appointment
(D) To learn if he still has required courses to take

2. Why does the adviser say this: LISTEN

(A) To invite the student to attend a meeting with her
(B) To let the student know that she will have to leave soon
(C) To announce that she will be speaking at meeting
(D) To explain why she cannot help the student right now

3. What does the student want to do next year?

(A) Change his major field of study
(B) Study at the university
(C) Work as a weather forecaster
(D) Become a professional golf player

4. In which subject areas must the student take courses next semester?
Click on two answers
Social science
Natural science
Humanities

Physical education

TOEFL 147 FULL LENGTH TEST 1

5. What does the student imply about golf?
(A) Golf is his favorite leisure activity.
(B) He enjoys playing golf with his boss.
(C) He would like to know more about golf.
(D) He has never played golf before.

LISTEN AUDIO TRACK

QUESTIONS 6—11 –BIOLOGY

6. What is the lecture mainly about?

(A) The components of the immune system
(B) Why some people are immune from disease
(C) A severe type of immune response
(D) Dangers of different types of shock

7. According to the professor, what can initiate anaphylaxis?

Click on two answers

Alcohol

Bee venom
Peanuts

A virus

8. Why does the professor tell a story about a little girl at a birthday party?
(A) To find out which students have children
(B) To frighten the class with facts about bees
(C) To change the topic of the discussion
(D) To stress the serious effects of an allergy

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

Why does the professor say this:

(A) To stress the mysterious nature of severe immune responses

(B) To argue that anaphylaxis is mainly the result of bad luck
(C) To point out that scientists disagree over what causes allergies

TOEFL 148 FULL LENGTH TEST 1

 (D) To suggest that people are crazy to eat offending substances

TOEFL 149 FULL LENGTH TEST 1

10. The professor describes what happens during anaphylactic shock. Indicate whether each sentence
below is a step in the process.
For each sentence, click in the correct box

Yes No

The chest feels tight and breathing is difficult.

The face and throat begin to swell.

Fatty particles attach to the walls of blood vessels.

The body releases histamine into the bloodstream.

The blood pressure rises dangerously high.

11. What can be inferred about surviving anaphylaxis?

(A) It is impossible for children to survive anaphylaxis.
(B) Only a few people have ever survived anaphylaxis.
(C) Survival depends on immediate medical treatment.
(D) The professor knows someone who - survived the disease.

LISTEN AUDIO TRACK

QUESTIONS 12—17 - UNITED STATES HISTORY

12. What is the talk main1 about?

(A) American farm life in the early twentieth century
(B) The history of a successful business innovation
(C) Differences between the rural and urban way of life
(D) The effects of mail—order catalogs on rural America

13. How did the mail-order business begin?

(A) A businessman sent a catalog to a large number of farmers.
(B) The railroads started delivering goods to isolated rural areas.
(C) The post office added new services to promote ordering by mail.
(D) A group of farmers organized a method of cooperative buying.
TOEFL 150 FULL LENGTH TEST 1
14. Why does the professor mention Rural Free Delivery and Parcel Post?
(A) To give examples of early mail-order houses
(B) To compare the benefits of two different types of services
(C) To explain how these services helped the mail-order business
(D) To describe the origins of the concept of customer service

15. According to the professor, what two factors led to the similarity of goods available nationwide?
Click on two answers
The mass production of goods
The wide distribution of catalogs
The growing interest in regional styles
The desire to copy designer fashions

16. What does the professor mean when she says this: Listen
(A) Immigrants were-required to buy a textbook to learn English.
(B) Most of the people who used mail-order catalogs were immigrants.
(C) The Sears catalog taught immigrants about American culture.
(D) People immigrated to America for its economic opportunities.

17. Based on the information in the talk, would the professor most likely agree or disagree with each
statement below?
For each sentence, click in the correct box

Agree Disagree

Nineteenth-century farm families had the same

cultural opportunities as city residents.

Mail-order companies changed the lives of farm

families across the country.

Clothing ordered from mail-order catalogs was more

fashionable than clothing bought in department stores.

The Sears catalog provided an important

illustration of American

TOEFL 151 FULL LENGTH TEST 1

LISTEN AUDIO TRACK

QUESTIONS 18-22 – CONVERSATION

18. What is the main subject of the conversation?

(A) The importance of pure water
(B) Factors that affect the color of water
(C) How the human eye perceives color
(D) The colors of the light spectrum

19. What does the student mean when she says this: Listen
(A) She does not believe that water is colorless.
(B) She has difficulty seeing certain colors.
(C) It is possible to see through water only if it is clear.
(D) It is interesting to look at things underwater.

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

Why does the student say this:

(A) To express her fear of very deep water

(B) To explain why she likes the color of the ocean
(C) To change the topic of the conversation
(D) To check her understanding of what the tutor said

21. According to the conversation, what factors influence the color of water?
Click on two answers

Waves on the surface

The depth of the water
Sediments in the water
The water temperature

TOEFL 152 FULL LENGTH TEST 1

22. What can be inferred about a lake with brown water?
(A) The lake is not safe for swimming.
(B) The lake has a sandy bottom.
(C) The water contains suspended particles.
(D) The water is very deep in the center of the lake.

LISTEN AUDIO TRACK

QUESTIONS 23—28 – COMMUNICATIONS

23. According to the professor, how did children acquire their culture throughout most of history?
(A) By experiencing life in another country
(B) By watching cultural programs on television
(C) By going to the museum and the library
(D) By listening to parents and grandparents

24. What does the professor mean by the term “cultural narrator”?
(A) The voice that tells a story on a television program
(B) The medium that conveys a culture’s values and beliefs
(C) A book that is considered a classic in its field
(D) A scholar who states theories about popular culture

25. According to the professor, why did Marshall McLuhan study popular culture?
(A) McLuhan wanted to understand the values of his students.
(B) McLuhan needed an interesting topic for his dissertation.
(C) McLuhan wanted to write stories for a popular magazine.
(D) McLuhan enjoyed watching television with his family.

26. What is the professor’s opinion of The Medium is the Message?

(A) It is a good source of information about cultural history.
(B) Its ideas are becoming less relevant today than in the past.
(C) It was the first book to argue that television was bad for society.
(D) It will influence how the students think about communication.

TOEFL 153 FULL LENGTH TEST 1

27. Listen again to part of the lecture. Then answer the question.
Why does the professor say this:

(A) To compare different ways of conveying a message

(B) To explain an important theory of communications
(C) To show that miscommunication is a serious problem
(D) To introduce a controversial topic of conversation

28. Listen again to part of the lecture. Then answer the question.
What does the professor imply about the effects of the media on society?

(A) The media did not affect society before the twentieth century.
(B) Television has a mostly negative effect on human behavior.
(C) The media’s effects are of widespread interest and concern.
(D) The Internet will be the most influential medium in the future.

TOEFL 154 FULL LENGTH TEST 1

 SPEAKING SECTION – 16 MINS

QUESTION 1: Some students take one long examination at the end of a course. Others have several shorter
tests throughout the course. Which situation do you think is better for students and why? Include
details and examples in your explanation.
Preparation Time -15 seconds; Response Time - 45 seconds

QUESTION 2: In this question, you will read a short passage about a campus situation, listen to a conversation,
and then speak in response to a question about what you have read and heard. After you hear the
question, you have 30 seconds to prepare your response and 60 seconds to speak.
Reading Time - 45 seconds

Volunteers Needed for Conference

Students are needed to work as volunteers during the university’s 2-day conference on global
warming, April 6-7. Volunteer positions are available to set up conference rooms, assist guest
speakers, and work at the information booth. Volunteers are asked to work a 2-hour shift on the day
before the conference or on either day during the conference. In return, volunteers receive a free
conference T-shirt and admission to the reception for guest speakers on April 7. To volunteer, go to
the planning meeting on March 15 or talk to Steve in the Environmental Studies office.

Now cover the passage and question. Listen to the recording. When you hear the question, uncover the
question and begin preparing your response.

LISTEN AUDIO TRACK

Question :
The man expresses his opinion about the peer feedback group. State his opinion and explain the reasons he
gives for holding that opinion.
Preparation Time - 30 seconds ; Response Time - 60 seconds

TOEFL 155 FULL LENGTH TEST 1

QUESTION 3: In this question, you will read a short passage on an academic subject, listen to a lecture on the
same topic, and then speak in response to a question about what you have read and heard. After
you hear the question, you have 30 seconds to prepare your response and 60 seconds to speak.
Reading Time - 45 seconds

The Chase Film

During the silent film era, filmmakers looked for original stories that they could tell expressively in
the new medium of film. This was easiest if the story was simple to tell and simple for the audience
to follow. These conditions were ideally fulfilled by the chase film, which flourished internationally
in the years 1903 to 1913. All that filmmakers needed to do was to establish some offense—a theft,
an insult, or a boy’s naughty behavior—and then launch a humorous chase after the offender. The
chase could be extended for several minutes, through any number of successive scenes and
situations.

Now cover the passage and question. Listen to the recording. When you hear the question, uncover the
question and begin preparing your response.

LISTEN AUDIO TRACK

Question :
Describe the effect of historical events on different cohorts, and explain how the Great Depression influenced
two cohorts that were close in age.
Preparation Time - 30 seconds; Response Time - 60 seconds

QUESTION 4: In this question, you will listen to part of a lecture. You will then be asked to summarize important
information from the lecture. To make this practice more like the real test, cover the question
during the lecture. After you hear the question, you have 20 seconds to prepare your response
and 60 seconds to speak

LISTEN AUDIO TRACK

Question :
Using points and examples from the talk, explain how immunization works and how vaccines were developed
against various diseases.
Preparation Time - 20 seconds; Response Time - 60 seconds

TOEFL 156 FULL LENGTH TEST 1

 WRITING SECTION –
30 MINS
INTEGRATED
WRITING
Reading Time - 3 minutes

Evidence that some animals possess self-awareness comes from a series of experiments in which
apes appear to recognize themselves in mirrors. When chimpanzees were first exposed to a mirror
they would react to their image as if it were another chimpanzee, with vocalizations and threatening
gestures. Eventually, however, they appeared to progress from viewing the image as another chimp
to viewing it as themselves. They would stand before the mirror and groom themselves, make
faces, and stick out their tongues. Sometimes they just used the mirror to explore parts of their
bodies they normally could not see, such as their backs and the insides of their mouths. These
results imply that chimpanzees are self-aware because they have a concept of self and are able to
recognize the image in the mirror as their own.

One study tried to test more systematically the mirror-recognition ability of chimpanzees by using a
procedure called the “mark test.” For ten days, chimpanzees were exposed to a mirror. On the
eleventh day, they were given a sleeping drug, and researchers marked one eyebrow and one ear
on each animal with a bright red dye. The chimpanzees were then watched to see what they would
do when they woke up and noticed the red mark. First the chimps were placed in their cage without
the mirror. On average, they touched the marked areas only once during a half-hour. Then the
mirror was brought in, and the chimpanzees on average touched the marked spots seven times in a
half-hour. Some of them touched the marked spots while they looked at their image in the mirror,
and then sniffed or examined their fingers. The researchers concluded that the chimpanzees
recognized the red mark as being on their own bodies.

Now cover the passage and question. Listen to the recording. When you hear the question,
uncover thepassage and question and begin your response.

LISTEN AUDIO TRACK

Question :
Summarize the points made in the lecture, explaining how they illustrate points made in the reading

TOEFL 157 FULL LENGTH TEST 1

TOEFL 158 FULL LENGTH TEST 1