Explanation:B is correct because it challenges an oversimplified stereotype and gives a more accurate picture of Russian cuisine. It admits that many dishes are hearty, but also mentions variety. The other options repeat words from the first speaker’s line, such as heavy and sour cream, but they make inaccurate or irrelevant claims.
Explanation:C is correct because it directly answers the speaker’s uncertainty: borscht is a soup, but it may be substantial enough to feel like a full meal. The wrong answers misuse details from the line, especially beetroot, main event, and broth, but they describe borscht inaccurately.
Explanation:B is correct because it addresses the real problem: the speaker becomes extremely hungry in the afternoon, so her earlier meals may not be satisfying enough. The idiom running on fumes means having very little energy left. The other answers misleadingly repeat clean, drawer, and snack, but they do not solve the nutritional issue.
Explanation:A is correct because it gives a practical solution to the speaker’s problem: bringing suitable snacks in advance helps avoid overpriced food on the road. The other options repeat the idea of packing food or travelling, but they are impractical, unhealthy, or absurd in this context.
Explanation:C is correct because it explains food price dynamics in a realistic way: transport, energy, labour, and crop costs can all feed through into retail prices. The other answers repeat words like basket, groceries, cook, and monthly prices, but they do not explain why food prices are rising.
Explanation:D is correct because the speaker wants potatoes that are crispy but not deep-fried. An air fryer corresponds to this aim because it can create a crisp texture with much less oil. A blender, a pressure cooker, and a kettle can all be connected with potatoes in some way, but they do not match what the speaker is trying to achieve.
Explanation:B is correct because it accurately explains why a cream-heavy carbonara may not be authentic in the classic sense. The idiom a red flag means a warning sign. The other options repeat food words such as sauce, cream, and pasta, but they make false or irrelevant claims.
Explanation:A is correct because a sauce that separates into greasy puddles has usually lost its emulsion. Heat or overmixing can make the fat separate from the liquid. The other answers repeat words like sauce, greasy, and glossy, but they do not give the correct cooking explanation.
Explanation:C is correct because the speaker has a peanut allergy, so safety comes first. A nutty taste may or may not come from peanuts, but the guest should not eat the sauce until the ingredients are checked. The wrong answers sound connected to the line because they mention allergy, peanuts, nutty taste, and risk, but they give unsafe or illogical advice.
Explanation:B is correct because it responds to both parts of the speaker’s problem: the stew is bland, but oversalting it would be risky. Adding salt gradually is safer, and herbs or acid can brighten the flavour without overdoing the salt. The other answers repeat salt, flat, bland, and flavour, but they do not offer a sensible solution.
Total Questions: 0
Correct Answers: 0
Incorrect Answers: 0
Listen to a conversation between a student and her academic adviser.
M: Nicole. Hello. I have... uh... about twenty minutes. Come in and sit down.
W: Thanks. I wanted to talk about the school psychology program. I’ve been thinking about this for a while, and I’ve decided to change my major to counseling.
M: Really? It’s quite a change from being an accountant to being a counselor!
W: I know. It’s funny, isn’t it? All my life I thought I wanted to run my own business someday. But this year I’ve been working as a volunteer tutor at Garfield Elementary, and I’m just so impressed with what the counselors are doing there.
M: Did you say Garfield?
W: Yes, where those kids in the accident went to school. That was terrible, that accident. It was such a shock to the whole school. But it was eye-opening for me. I had a chance to observe some of the counselors talking to the kids, helping them deal with the tragedy. They—the counselors, that is—they were so, so... they were really amazing. It really got me thinking about... about how to make... how to help people heal. I started thinking, “This is something I’d like to do.”
11(1). Why does the student go to see her adviser?
12(2). What is the student’s attitude toward the school counselors she observed?
11(1). B. The student says that she wants to discuss the school psychology program and has decided to change her major to counseling. Therefore, she visits her adviser because she plans to change her field of study.
12(2). D. The student repeatedly expresses admiration for the counselors. She says that she is “so impressed” with their work and describes them as “really amazing.” Observing them help children cope with a tragedy inspires her to consider counseling as a career.
Questions 13 through 14. Listen to a conversation between a student and a professor.
M: Professor Park?
W: Hello, Tony. How can I help you?
M: Professor Park, I have a problem. My father had to have surgery, and I have to go to Oklahoma. I don’t know how long I’ll be gone. I was wondering if I could take an Incomplete for your class.
W: I’m so sorry to hear about your father. Of course you can take a grade of Incomplete. It means you would have six weeks to make up the term paper and the final exam. There is also a form that you need to fill out that I have to sign.
M: I’ve got the form right here.
W: Oh, then why don’t we take care of it right now?
Questions 15 through 17. Listen to part of a conversation that takes place in the student services office of a university.
M: Excuse me, I’m looking for Janice.
W: I’m Janice. What can I do for you?
M: The cashier in the cafeteria sent me here. I’d like to change my meal plan.
W: What plan do you have now?
M: Two meals a day, breakfast and dinner. But I have an early morning class three days a week, and I don’t have time to eat breakfast in the cafeteria.
W: What, no breakfast? That’s not good!
M: Oh, I still eat! We take turns bringing doughnuts or bagels to have at the break.
W: Glad to hear it. So... uh... what you have now is Plan B. And what did you want to do?
M: Well, I was thinking of switching to dinner only, if I can do that, and get a refund for the breakfast I don’t eat.
W: Do you know about Plan C?
M: Plan C?
W: It’s for lunch and dinner, and costs only twenty dollars more than Plan B.
M: Oh, really? Hmm. That sounds like a good deal.
Questions 18 through 19. Listen to a conversation between a student and a professor.
W: Professor Curtis, may I ask you something?
M: Of course.
W: My daughter was sick yesterday, and I had to stay home with her. I was wondering—could I make up the quiz?
M: I usually don’t do that for quizzes, only for tests.
W: But I’m concerned this will affect my grade. I need to do well in this class.
M: Then I’ve got an idea. If you want to show me what you’ve learned, give me a one-page report summarizing the most important thing you got out of the chapter.
W: Oh, I can do that. That’s even better than a quiz. Thank you, Professor Curtis.
Questions 20 through 22. Listen to a telephone conversation between two graduate students.
W: Hello.
M: Leona? This is Jaspar.
W: Hi! I’ve been waiting for you to call. Could you get Dr. Bryant for next week?
M: Dr. Bryant is on sabbatical, but Professor Slocum says he’d be happy to visit our class.
W: I don’t know Professor Slocum.
M: He’s an expert on the natural history of the region and has written several books on the topic. I think he’ll be an excellent addition to our seminar.
W: Good work, Jaspar! This assignment to invite a guest speaker has turned out to be harder than I thought.
M: But it’s a great assignment, and besides, everyone has to do it. Look at all the professional contacts we’re making!
W: You’re right, it’s very useful. Thanks again, and I’ll see you tomorrow!
13(3). Why does the student go to see his professor?
14(4). What is required for an Incomplete?
15(5). What is the purpose of the conversation?
16(6). Why does the woman say, “What, no breakfast? That’s not good!”?
17(7). Why does the woman tell the man about Plan C?
18(8). Why does the student speak to the professor?
19(9). What does the professor suggest the student do?
20(10). What are the speakers mainly discussing?
21(11). Why does the man say that Professor Slocum is an expert on the natural history of the region and has written several books on the topic?
22(12). What is the man’s opinion of the assignment?
13(3). B. The student must leave school because of a family emergency. He explains that his father needs surgery and that he has to travel to Oklahoma.
14(4). A. The professor explains that an Incomplete allows the student six weeks to complete the term paper and final exam. Therefore, the unfinished work must be completed within a specified period.
15(5). D. The man says directly that he would like to change his meal plan, so the conversation concerns a different meal arrangement.
16(6). C. The woman reacts strongly when she thinks the man does not eat breakfast. Her remark emphasizes that breakfast is important rather than criticizing the cafeteria or the man personally.
17(7). B. The woman introduces Plan C to give the man another meal-plan option. It would provide lunch and dinner instead of breakfast and dinner.
18(8). A. The student missed a quiz because her daughter was ill. She asks the professor whether she can make it up.
19(9). C. Instead of allowing a make-up quiz, the professor asks the student to submit a one-page report summarizing the most important point she learned from the chapter.
20(10). C. The speakers are discussing their assignment to invite a guest speaker and whether Professor Slocum would be suitable.
21(11). A. The man lists Professor Slocum’s expertise and publications to show that he is well qualified to speak at their seminar.
22(12). B. The man considers the assignment useful because it allows the students to make professional contacts in their field.
Beginning Monday, the university dining service will introduce a program called Last Chance Meals. During the final thirty minutes before the main dining hall closes, selected prepared dishes will be sold at half price through the campus dining app. The purpose of the program is to reduce the amount of edible food thrown away each evening. Quantities will vary, and meals cannot be reserved in advance. Students should check the app shortly before closing to see what is available. Please note that regular meal-plan credits cannot be used for these discounted purchases.
1. What is the main purpose of the announcement?
2. What should students do to find out which discounted meals are available?
3. Why does the speaker mention that quantities will vary?
1. B. The speaker states that the purpose of Last Chance Meals is to reduce the amount of edible food discarded at the end of the day.
2. C. Students are told to check the campus dining app shortly before the dining hall closes to see which meals remain available.
3. A. The number and type of unsold meals will be different each day. By saying that quantities will vary, the speaker warns students that particular dishes—or any discounted meals at all—may sell out.
The university is testing a new optional feature in its dining app. Students who create a nutrition profile can receive personalized meal suggestions based on dietary preferences, fitness goals, and food allergies. To activate the service, open the app, select “Meal Recommendations,” and complete the short questionnaire. The system will suggest suitable dishes available in campus dining locations, but it will not place orders automatically. Students with serious allergies should continue checking ingredient labels and speaking with dining staff, since the recommendations are intended as guidance rather than medical advice.
4. What is the announcement mainly about?
5. What must students do before receiving personalized suggestions?
6. Why does the speaker advise students with serious allergies to check ingredient labels?
4. C. The announcement introduces an optional dining-app feature that recommends meals according to students’ preferences, goals, and allergies.
5. A. To activate the feature, students must select “Meal Recommendations” and complete a short questionnaire used to create their nutrition profile.
6. C. The speaker says that the recommendations are guidance rather than medical advice. Students with serious allergies should therefore verify ingredients themselves and consult dining staff.