Welcome to your TOEFL Reading Comprehension Section (2)
COLONIZING THE AMERICAS VIA THE NORTHWEST COAST
It has long been accepted that the Americas were colonized by a migration of
peoples from Asia slowly traveling across a land bridge called Beringia (now the Bering Strait
between northeastern Asia and Alaska) during the last Ice Age. The first water craft theory
about this migration was that around 11,000-12,000 years ago there was an ice-free corridor
stretching from eastern Beringia to the areas of North America south of the great northern
glaciers. It was this midcontinental corridor between two massive ice sheets—the Laurentide
to the east and the Cordilleran to the west—that enabled the southward migration. But belief
In this ice-free corridor began to crumble when paleoecologist Glen MacDonald demon-
strated that some of the most important radiocarbon dates used to support the existence of
an ice-free corridor were incorrect. He persuasively argued that such an ice-free corridor did
not exist until much later, when the continental ice began its final retreat.
Support is growing for the alternative theory that people using watercraft, possibly
skin boats, moved southward from BerIngla along the Gulf of Alaska and then southward
along the Northwest Coast of North America possibly as early as 16,000 years ago.
This route would have enabled humans to enter southern areas of the Americas prior
to the melting of the continental glaciers. Until the early 1970s, most archaeologists
did not consider the coast a possible migration route into the Americas because geol-
ogists originally believed that during the last Ice Age the entire Northwest Coast was
covered by glacial ice. It had been assumed that the ice extended westward from the
Alaskan/Canadian mountains to the very edge of the continental shelf—the flat, sub-
merged part of the continent that extends into the ocean. This would have created
a barrier of ice extending from the Alaska Peninsula, through the Gulf of Alaska and
southward along the Northwest Coast of North America to what Is today the state of
Washington.
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The most influential proponent of the coastal migration route has been Canadian
archaeologist Knut Fladmark. He theorized that with the use of watercraft, people
gradually colonized unglaciated refuges and areas along the continental shelf exposed
by the lower sea level. Fladmark's hypothesis received additional support from the
fact that the greatest diversity In Native American languages occurs along the west
coast of the Americas, suggesting that this region has been settled the longest.
More recent geologic studies documented deglaciation and the existence of ice-
free areas throughout major coastal areas of British Columbia, Canada, by 13,000 years
ago. Research now indicates that sizable areas of southeastern Alaska along the inner
continental shelf were not covered by ice toward the end of the last Ice Age. One study
suggests that except for a 250-mile coastal area between southwestern British Columbia
and Washington State, the Northwest Coast of North America was largely free of ice by
approximately 16,000 years ago. Vast areas along the coast may have been deglaciated
beginning around 16,000 years ago, possibly providing a coastal corridor for the move-
ment of plants, animals, and humans sometime between 13,000 and 14,000 years ago.
The coastal hypothesis has gained increasing support in recent years because
the remains of large land animals, such as caribou and brown bears, have been found
in southeastern Alaska dating between 10,000 and 12,500 years ago. This is the
time period in which most scientists formerly believed the area to be inhospitable
for humans. It has been suggested that if the environment were capable of support-
ing breeding populations of bears, there would have been enough food resources
to support humans. Fladmark and others believe that the first human colonization of
America occurred by boat along the Northwest Coast during the very late Ice Age,
possibly as early as 14,000 years ago. The most recent geologic evidence indicates
that it may have been possible for people to colonize ice-free regions along the con-
tinental shelf that were still exposed by the lower sea level between 13,000 and
14,000 years ago.
The coastal hypothesis suggests an economy based on marine mammal hunting,
saltwater fishing, shellfish gathering, and the use of watercraft. Because of the barrier
of ice to the east, the Pacific Ocean to the west, and populated areas to the north, there
may have been a greater impetus for people to move in a southerly direction.
Directions: Now answer the questions.
It has long been accepted that the Americas were colonized by a migration of peo-
ples from Asia, slowly traveling across a land bridge called Beringia (now the Bering Strait
between northeastern Asia and Alaska) during the last Ice Age. The first water craft theory
about this migration was that around 11,000-12,000 years ago there was an Ice-free corridor
stretching from eastern Beringia to the areas of North America south of the great northern
glaciers. It was this midcontinental corridor between two massive ice sheets—the Laurentide
to the east and the Cordilleran to the west—that enabled the southward migration. But
belief in this ice-free corridor began to crumble when paleoecologist Glen MacDonald dem-
onstrated that some of the most important radiocarbon dates used to support the existence
of an ice-free corridor were Incorrect. He persuasively argued that such an ice-free corridor
did not exist until much later, when the continental ice began its final retreat.
1-) According to paragraph 1, the theory that people first migrated to the Americas by way of an ice-free corridor was seriously called into question by
2-) The word "persuasively" in the passage is closest in meaning to
3-) Paragraph 2 begins by presenting a theory and then goes on to
4-) The phrase "prior to" is closest in meaning to
5-) Paragraph 2 supports the idea that, before the 1970s, most archaeologists held which of the following views about the earliest people to reach the Americas?
6-) Which of the sentences below best expresses the essential information in the highlighted sentence in the passage? Incorrect choices change the meaning in important ways or leave out essential information.
More recent geologic studies documented deglaciation and the existence of ice-free
areas throughout the major coastal areas of British Columbia, Canada, by 13,000 years
ago. Research now indicates that sizable areas of southeastern Alaska along the inner
continental shelf were not covered by ice toward the end of the last Ice Age. One study
suggests that except for a 250-mile coastal area between southwestern British Columbia
and Washington State, the Northwest Coast of North America was largely free of ice by
approximately 16,000 years ago. Vast areas along the coast may have been deglaciated
beginning around 16,000 years ago, possibly providing a coastal corridor for the move-
ment of plants, animals, and humans sometime between 13,000 and 14,000 years ago.
7-) The author's purpose in paragraph 4 is to
😎 The word "Vast" in the passage is closest in meaning to
9-) According to paragraph 5, the discovery of the remains of large land animals supports the coastal hypothesis by providing evidence that
10-) The word "inhospitable" in the passage is closest in meaning to
11-) According to paragraph 5, the most recent geologic research provides support for a first colonization of America dating as far back as
12-) The word "Impetus" in the passage is closest in meaning to
13-) Directions: Look at the part of the passage that is displayed above. The letters (A), (B), (C), and (D) indicate where the following
Moreover, other evidence suggests that even if an ice-free corridor did exist, it
would have lacked the resources needed for human colonization.
Where would the sentence best fit?
REFLECTION IN TEACHING
Teachers, it is thought, benefit from the practice of reflection, the conscious act of
thinking deeply about and carefully examining the interactions and events within their
own classrooms. Educators T. Wildman and J. Niles (1987) describe a scheme for devel-
oping reflective practice in experienced teachers. This was justified by the view that
reflective practice could help teachers to feel more intellectually involved in their role
and work in teaching and enable them to cope with the paucity of scientific fact and the
uncertainty of knowledge in the discipline of teaching.
Wildman and Niles were particularly interested in investigating the conditions under
which reflection might flourish—a subject on which there is little guidance in the litera-
ture. They designed an experimental strategy for a group of teachers in Virginia and
worked with 40 practicing teachers over several years. They were concerned that many
would be "drawn to these new, refreshing conceptions of teaching only to find that
the void between the abstractions and the realities of teacher reflection is too great to
bridge. Reflection on a complex task such as teaching is not easy." The teachers were
taken through a program of talking about teaching events, moving on to reflecting about
specific issues in a supported, and later an independent, manner.
Wildman and Niles observed that systematic reflection on teaching required a sound
ability to understand classroom events in an objective manner. They describe the initial
understanding in the teachers with whom they were working as being "utilitarian .
and not rich or detailed enough to drive systematic reflection." Teachers rarely have the
time or opportunities to view their own or the teaching of others in an objective manner.
Further observation revealed the tendency of teachers to evaluate events rather than
review the contributory factors in a considered manner by, in effect, standing outside the
situation.
Helping this group of teachers to revise their thinking about classroom events became
central. This process took time and patience and effective trainers. The researchers esti-
mate that the initial training of the teachers to view events objectively took between 20
and 30 hours, with the same number of hours again being required to practice the skills
of reflection.
Wildman and Niles identify three principles that facilitate reflective practice in a teach-
ing situation. The first is support from administrators in an education system, enabling
teachers to understand the requirements of reflective practice and how it relates to teach-
ing students. The second is the availability of sufficient time and space. The teachers in
the program described how they found it difficult to put aside the immediate demands
of others in order to give themselves the time they needed to develop their reflective
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skills. The third is the development of a collaborative environment with support from
other teachers. Support and encouragement were also required to help teachers in the
program cope with aspects of their professional life with which they were not comfort-
able. Wildman and Niles make a summary comment "Perhaps the most important thing
we learned is the idea of the teacher-as-reflective-practitioner will not happen simply
because it is a good or even compelling idea."
The work of Wildman and Niles suggests the importance of recognizing some of the
difficulties of instituting reflective practice. Others have noted this, making a similar point
about the teaching profession's cultural inhibitions about reflective practice. Zeichner
and Liston (1987) point out the inconsistency between the role of the teacher as a (reflec-
tive) professional decision maker and the more usual role of the teacher as a technician,
putting into practice the ideas of others. More basic than the cultural issues is the matter
of motivation. Becoming a reflective practitioner requires extra work (Jaworski,1993) and
has only vaguely defined goals with, perhaps, little initially perceivable reward and the
threat of vulnerability. Few have directly questioned what might lead a teacher to want
to become reflective. Apparently, the most obvious reason for teachers to work toward
reflective practice is that teacher educators think it is a good thing. There appear to
be many unexplored matters about the motivation to reflect—for example, the value of
externally motivated reflection as opposed to that of teachers who might reflect by habit.
Directions: Now answer the questions.
Teachers, it is thought, benefit from the practice of reflection, the conscious act of
thinking deeply about and carefully examining the interactions and events within their
own classrooms. Educators T. Wildman and J. Niles (1987) describe a scheme for devel-
oping reflective practice in experienced teachers. This was justified by the view that
reflective practice could help teachers to feel more intellectually involved in their role
and work in teaching and enable them to cope with the paucity of scientific fact and the
uncertainty of knowledge in the discipline of teaching.
14-) The word "justified" in the passage is closest in meaning to
15-) According to paragraph 1, it was believed that reflection could help teachers
16-) The word "flourish" in the passage is closest in meaning to
17-) All of the following are mentioned about the experimental strategy described In paragraph 2 EXCEPT:
18-) According to paragraph 2, Wildman and Niles worried that the teachers they were working with might feel that
19-) The word "objective" in the passage is closest in meaning to