How To Master Skills For The TOEFL IBT Listening Basic - NK [PDF]

Zitiervorschau

brary

28 7

ved

How to

Master Skills f°r the iBT

How to

Er-

Master Skills'

Lifsp 11

.

iBT

7;n3 ;See-1

TAN TAO UNIVERSITY LIBRAR1

@2,041-cos-c

Authors: Monika N. Kushwaha MA in Educational Psychology, Teachers College, Columbia University Jasmine C. Swaney MA in Creative Writing, University of East Anglia, Norwich, England Christine F. Houck

MS in Education (TESOL), University of Pennsylvania

Contributing Writers: Gerald de la Salle

MA in Adult Education, Central Michigan University; TESOL Certificate, Canadian Institute of English

Tony Covello

BA in Political Science, Beloit College, Wisconsin; ICAL TESL/TEFL Certificate, London, UK

Director of Product Development: E2K A creative group that provides quality contents and educational services in English for ESL and EFL students

How to Master Skills for the

TOEFL® iBT Listening Basic Publisher: Hyosup Chung Editorial Director: Hyunja Kim Editors: Hwagohn Kim, Jun Hwang Proofreader: Michael A. Putlack Cover Design: Hyejung Sohn Interior Design: Sumin Lee, Moonhee Heo Copyright © 2007 Darakwon, Inc. First Published in January, 2007 Published in Vietnam, 2007 This edition is published in Vietnam under a licence Agreement between Darakwon, Inc. Korea and Nhan Tri Viet Co., Ltd. Vietnam, arranged through Imprima Korea Agency. "Authorized edition for sales in Vietnam only" All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the copyright owner.

How to

Master Skills for the

To

Ea' ;.5ee."2,‘,73 8451' 0411100111.L Christine F. Houck I E2K Swaney .440.10,

C.

V-sX'

NHA XUAT BAN TONG HOP THANH PHO HO CHI MINH

NTV Ding ty TNHH

Nhan Tri Viet

t

si-Amill1111111M

Introduction How to Use This Book

6 10

PART 1 Basic Comprehension Unit 1

Listening for Main Ideas

15

Climatology / Geography / Art / History Unit 2 Listening for Main Purpose

39

Psychology / Biology / History / Sports Unit 3

Listening for Major Details

63

Botany / English Literature / Art

PART 2 Pragmatic Understanding Unit 4 Understanding the Function of What Is Said

89

Ecology / Philosophy / Math / Music Unit 5 Understanding the Speaker's Attitude

113

Health / Politics / Nutrition / Sociology

PART 3 Connecting Information Unit 6

Understanding Organization

139

Seismology / Biology / Geology / Music Unit 7

Connecting Content

163

Geology / Ecology / History / Art Unit 8

Making Inferences

187

Health / Psychology / Literature / Writing

Vocabulary Wrap-up

211

Actual Test

221

Answer Book

235

Introduction A. Information on the TOEFL® iBT 1. The Format of the TOEFL® iBT Section

Reading

Listening

Number of Questions • 3-5 Passages - approximately 700 words each - 12-14 questions per passage

Timing

Score

60-100 min.

30 points

60-90 min.

30 points

• 2-3 Conversations - 12-25 exchanges each (3 min.) - 5 questions per conversation • 4-6 Lectures - 500-800 words each (3-5 min.) - 6 questions per lecture

BREAK

5 min. • 2 Independent Tasks (preparation: 15 sec. / response: 45 sec.) 0 1 personal experience 1 personal choice/opinion

Speaking

• 2 Integrated Tasks: Read-Listen-Speak (preparation: 30 sec. / response: 60 sec.) 0 1 campus situation topic - reading: 75-100 words (45 sec.) - conversation: 150-180 words (60-80 sec.) 0 1 academic course topic - reading: 75-100 words (45 sec.) - lecture: 150-220 words (60-90 sec.)

20 min.

30 points

50 min.

30 points

• 2 Integrated Tasks: Listen-Speak (preparation: 20 sec. / response: 60 sec.) o 1 campus situation topic - conversation: 180-220 words (60-90 sec.) 6) 1 academic course topic - lecture: 230-280 words (90-120 sec.)

Writing

• 1 Integrated Task: Read-Listen-Write (20 min.) - reading: 230-300 words (3 min.) - lecture: 230-300 words (2 min.) - a summary of 150-225 words • 1 Independent Task (30 min.) - a minimum 300-word essay

6

2. What Is New about the TOEFL® iBT? (1) The TOEFL® iBT is delivered through the Internet in secure test centers around the world at the same time. (2) It tests all four language skills and is taken in the order of Reading, Listening, Speaking, and Writing, with a 5-minute break in the middle. (3) The test is 4.0-4.5 hours long, and all of the four test sections will be completed in one day. (4) Note-taking is allowed throughout the entire test, including the Reading section. At the end of the test, all notes are collected and destroyed at the test center. Compared with the computer-based test (CBT) and paper-based test (PBT), the TOEFL® iBT has no Structure section. Grammar is tested indirectly on questions and tasks in each section. (6) In the Listening section, one lecture may be spoken with a British or Australian accent. (7) There are integrated tasks requiring test takers to combine more than one language skill in the Speaking and Writing sections. (8) In the Speaking section, test takers wear headphones and speak into a microphone when they respond. The responses are recorded and transmitted to ETS's Online Scoring Network. (9) In the Writing section, test takers must type their responses. Handwriting is not possible. (10)Test scores will be reported online. Test takers can see their scores online 15 business days after the test and also receive a copy of their score report by mail.

B. Information on the Listening Section The Listening section of the TOEFL® iBT measures test takers' ability to understand spoken English in English-speaking colleges and universities. This section has 2-3 conversations that are 12-25 exchanges (about 3 minutes) long and 4-6 lectures that are 500-800 words (3-5 minutes) long. Each conversation is followed by 5 questions and each lecture by 6 questions. Therefore, test takers have to answer 34 to 51 questions in total. The time allotted to the Listening section is 60 to 90 minutes, including the time spent listening to the conversations and lectures and answering the questions.

1. Types of Listening Passages (1) Conversations _ Between a student and a professor or a teaching assistant during office hours _ Between a student with a person related to school services such as a librarian, housing director, bookstore employee, etc.

7

(2) Lectures

_ Monologue lectures delivered by a professor unilaterally _ Interactive lectures with one or two students asking questions or making comments * One lecture may be spoken with a British or Australian accent.

Types of Questions tions

(1) Listening for Main Ideas _ This type of question asks you to identify the overall topic or main idea of a lecture or conversation. (2) Listening for Main Purpose _ This type of question asks you why the speakers are having a conversation or why a lecture is given. (3) Listening for Major Details _ This type of question asks you to understand specific details or facts from a conversation or lecture. PcaL, Lilatic Understanding Questions

(4) Understanding the Function of What Is Said This type of question asks you why a speaker mentions some point in the conversation or lecture. This involves replaying part of the listening passage. (5) Understanding the Speaker's Attitude _ This type of question asks you what a speaker's feelings, opinions, or degree of certainty is about some issue, idea, or person. This may involve replaying part of the listening passage. Information Questions

(6) Understanding Organization _ This type of question asks you how the listening passage is organized or how two portions of the listening passage are related to each other.

8

(7) Connecting Content This type of question asks you to classify or sequence information in a different way from the way it was presented in the listening passage. (8) Making Inferences _ This type of question asks you to draw a conclusion based on information given in the listening passage.

Question Formats There are four question formats in the Listening section: (1) Traditional multiple-choice questions with four answer choices and one correct answer (2) Multiple-choice questions with more than one answer (3) Questions that ask test takers to make the order of events or steps in a process (4) Questions that ask test takers to match objects or text to categories in a chart

9

How to Master Skills for the TOEFL® iBT Listening Basic is designed to be used either as a textbook for a TOEFL® iBT listening preparation course or as a tool for individual learners who are preparing for the TOEFL® test on their own. With a total of 8 units, this book is organized to prepare you for the test with a comprehensive understanding of the test and thorough analysis of every question type. Each unit consists of 8 parts and provides a stepby-step program that provides question-solving strategies and the development of test-taking abilities. Here is a description of each unit.

Overview

Listening for Main Ideas

This part is designed to prepare you for the type of question the unit covers. You will be given a full description of the question type and its application in the passage. You also will be given some useful tips as well as an illustrated introduction and sample.

[Sample lB Question

Cm,

c••••••■ •••rn•weerte...•e•I•Vm•volreo...“••••

Listening Skill Practice This part of the book offers you the basic techniques you need in order to become a smart listener. In each unit, you will be given well-prepared instructions on some of the fundamental listening skills you need, such as content, word recognition, linking, chunking, and intonation. As you build your knowledge, this part will increasingly give you the confidence you need in order to get a high score on the TOEFL iBT listening section.

10

0 Livening Shill

not I 1,....Intatn•

Pracdce

.=wa

Pr.. OW

nom an•••■■ ••••••■ ••••■•• •••,•••/......•••4,.....•.111W•••■ ••■

• Fa. el Carden .tls *AM

•••■11..1••••,441,.... •Vos....••■• ■••■10•1101/■•■•11■114 •■■••••.•■•

■ ''•Ier■•• ant lin Wm, el •

.•••■••: ••■•••=1.••■■■M•07... •TN•u•••, •filiMM.V...0•••......

• • .ntent .rds In IM UMW

••,,,•;•••.4,....,!......1.••••■:•••••• •

••••1*•••:••••.-:•••••;•••••,.1......::..

ft. Wm. .1,•••:7••••••■• ■•••■ •••••• 1,a mai

o Basic Drill

Ci Beak Mill

A

The purpose of this part is for you to make sure you understand the new types of questions that were described in the overview. You will be given a chance to confirm your understanding in short lectures and conversations before starting on the practice exercises. You will listen to some simple lectures or conversations, answer the questions, and then choose the correct phrases after listening a second time.

49

Wien to al Ma way, mew...m.1,am

111 tarn lartaaaaasta.

nY a a ta. NI pa aale. "1 1.1:177 ,1a1.....a....adaakelaalaaa *3,m. aida.. Maw *W.Va. Idea 1 i1.1.11,1ao nava* la. Woll.nr aler.,....,......r. j

roaa ritawa lama ay a a e

.1 Vale

CMS

{

ththwa

...draw Cm

114.....110.anaana. ...a. a a...

th no thaw.. • avow mow gums athw wow wwww. we with wthwitenwimithwilewriwwwwwthow 11.). alwo ea an. ban wan, . wo paw worth c.a. thw we mom w iwwww.ww, *no *row maws

Inaaal.afarna fa.. Ina ana. a alga f kalr.1.10.41.rnaa I at... af.....1111....,,atakimaad

Practice with Short Passages

This part is the first of the practice exercises in each unit. It is a halfway step before practicing with the long lectures and conversations. A graphic organizer will help you understand the material, and definitions of difficult words are also given to help you solve the questions. You first solve the questions and then fill in the blanks after listening a second time.

oe 11.a. Tama, am 14 .1.60. .0.2,71.11 biraeas ay.. a la. h. a .....111.111a.

et Practice with Long Passages This part is the second of the practice exercises in each unit. As in the previous section, a graphic organizer is offered, and important words are listed to help increase your understanding. You first solve the questions and then fill in the blanks after listening a second time. You can also make sure that you understand everything by using the summary below.

0 Pranthe

with Lath& Passages

Law with awe*. aw

tio

MIMI=

aly.(.1.16,11a

I

aa.matalaballada 1061a0 w.a ma.. a owner •

1.

TM

•

-

Wawa.

TM

ada.......af

lea Isale la Carl

11

43 Integrated Listening & Speaking The TOEFL® iBT is different from previous tests in that it is more integrated than ever. So in this part, you are given the chance to experience the iBT style study by linking your listening skills with your speaking skills. Listen to the lectures again, and answer the questions. But remember! This time you have to say the answers. There is no writing.

0 Integrated Lifted., S SpeaddAg ,a3 3333s, gm.3331.6.3.333.3,33333.3.3.33,3,33. 333, 33. 10.83,03 Yr . 133.33* 'NT

•

.3 3h. onpar. and answer the 133* ■33 your*

late•ladurW61.20e.333131,*..M.Y.33..3

33.0793•3■13.3 * OW.

3. 3

mIlusion my.

0611V Ow.

n.iteemilm

%.3.1133...1•11....310.11.••■••••1 a Moilir3p;;/-1;■■•■■• —E

Mini TOEFL iBT This part gives you a chance to experience an actual TOEFL® iBT test. You will be given two passages with 3 questions each. The topics are similar to those on the actual test, as are the questions.

O Firm

TOEFL IBT

easel 1.11.10 fie al agrole•Men beNew3.13■11eints. T.3

33.1.13/ AM MOM Mder3,4104,

.33/ 4.33•131

o Vocabulary Review This part offers you a chance to review some of the words and phrases you need to remember after finishing each unit. Vocabulary words for each unit are also provided at the back of the book to help you prepare for each unit.

12

PA7

Basic comprehension of the listening passage is tested in three ways: listening for main ideas, listening for main purpose, and listening for major details. Listening for the main ideas is to identify the overall topic of the contents while listening for the main purpose is to search for the reason behind the contents. In detail questions, you must understand and remember explicit details or facts from a lecture or conversation.

• Unit 1 Listening for Main Ideas Climatology / Geography / Art / History

• Unit 2 Listening for Main Purpose Psychology / Biology / History / Sports

• Unit 3 Listening for Major Details Botany / English Literature / Art

Listening for Main Ideas

Ck1Grk4C4W

■Introduction ■

U nderstanding the main idea of a lecture or a conversation is to identify the overall topic or basic idea of the contents. It may be expressed explicitly in the head of the contents or stated indirectly throughout the whole of the contents. In the latter case, you need to generalize or synthesize the information in the given contents.

■Useful Tips • Focus on the beginning part of the lecture or conversation. • Listen carefully to the key words that can lead you to the main idea. • Try to verify the main idea with examples, explanations, and summaries. • Try to figure out what problem and solution the speakers are talking about in the conversation. • Avoid answers which cover only a small portion of the listening or which are not relevant to the listening. • Avoid answers which are too general, and make the most of your notes.

■Question Types 1. What problem does the man have? 2. What are the speakers mainly discussing? 3. What is the main topic of the lecture? 4. What is the lecture mainly about? 5. What aspect of X does the professor mainly discuss?

Unit 1 I Listening for Main Ideas

c, artipt.e

Questlen.

What is the main topic of the lecture? (A) Identical cells (B) Chromosomes (C) Mitosis (0) Parent cells

Script Today, we are going to discuss mitosis. Mitosis is the process of cell division. As a result of cell division, two daughter cells are produced from a single parent cell. The daughter cells are identical to one another and to the original parent cell. Mitosis includes four phases, called prophase, metaphase, anaphase, and telophase. Let's look at prophase first.

Correct Answer

The answer for the above question is (C) because at the beginning of the lecture, the teacher mentions that he is going to talk about mitosis. Usually you can find main ideas at the beginning of lectures.

17

1 sue] i

Practice

• Focusing on Content Words Content words are words that have the most information in a sentence. These words include nouns, main verbs, adjectives, adverbs, question words, and demonstratives. In English, content words are usually emphasized. Stressed syllables in content words are longer, louder, and higher in pitch than unstressed ones.

• Kinds of Content Words Nouns:

student, professor, topic, biology, etc. - Your teacher loves to start off classes with quizzes.

Main verbs:

discuss, talk, mean, surround, go, etc. - He studies the evolution of communication and the nature of meaning.

Adjectives:

interesting, amazing, difficult, good, etc. - It was a difficult task to complete by Sunday.

Adverbs:

thoroughly, slowly, consequently, therefore, however, etc. - The situation is slowly improving, and people are noticing.

Question words: who, what, when, where, why, how, which - Why don't you go see a doctor? Demonstratives: this, that, these, those - Needless to say, we did not get much sleep this night.

• Content Words in the Context • • • • • • 1. University students pay a lot of money for their educations. • • • • • • 2. Do you think it is harder to speak or to hear a new language? • • • • • • • • 3. There will be two written tests and one oral test during this semester. • • • • • • 4. Students participate in an intern program during summer vacation.

18

Unit 1 I Listening for Main Ideas

Skill Practice

01-02

A. Underline the content words in the following sentences. Then, listen to each sentence, and check your answers.

c)

Example: University students pay a lot of money for their educations. (6 words)

1. We went over the course requirements last time. (5 words) 2. Each place on the earth has different patterns of weather events. (7 words) 3. She wants to help children by doing a fundraising campaign. (5 words) 4. They can tutor other students who need help for the preparation of the course and the test. (8 words)

B. Listen to the following dialog, and underline the content words. You must find more than thirty content words. C) W: Would you tell me why it is so important to understand Greek mythology in your class? I don't know why I should write a paper about the birth of Aphrodite. M: Hey, Cindy. Greek myths are not simple and funny old stories. They have tons of characters and events, which have fertilized our lives, culture, and environment for two thousand years. So, you can get the essential feeling from that topic for your work just like the former great writers did.

C. Listen to part of a lecture, and fill in the blanks with suitable content words. C) , especially Florence in the was As you know, the to many places throughout part of Italy. It gradually by the 1600s. However, for many years, or even centuries, Italian opera in , and many non-Italian composers was thought to be their works.

19

0 •

1

ll

Listen to part of a conversation, and answer the question. 1. What are the speakers mainly discussing?

CD Why the woman is taking the shuttle C) Where the man's next class is © The woman's class schedule l© The location of the man's class Listen again, and choose the correct words. I wish that the (shovel / shuttle) bus would hurry and get here. I'm going to be late for my next class. Why don't you just walk there instead? Or is your class just too far away to get (there on time / they're in time)? (Unfortunately / Fortunately), my class is on the other side of campus. If I (walked / worked) there, it would take about (thirteen minutes / thirty minutes) to arrive. Well, I guess it is impossible to walk. Well, I'm late for (my own class / my home class). I'll see you later.

2. What are the speakers mainly discussing? CD Mr. Jenkins' newest project C) The student's term paper © How to write a first draft © The way the woman writes Listen again, and choose the correct words. Mr. Jenkins, I've finished the first draft of my (time paper / term paper) and was hoping you could check it over for me. You're (already / really) done? That may be the fastest anyone's ever (completed / completion) a first draft. Well, I like to get started early on my projects. So, is it possible for you to (look it over / look at it) and tell me what needs to be (returned / rewritten)? Sure, but I don't have time now. How about if I return it to you (next week / next work)?

20

Unit 1

I Listening for Main Ideas

Listen to part of a lecture, and answer the question.

1. What is the main topic of the talk? ® How Napoleon died C) Napoleon's final battle (1) Why Waterloo became well-known CD Napoleon's banishment to Waterloo Listen again, and choose the correct words. There is a small town in Belgium (cold Waterloo / called Waterloo). This small town became very (famous / infamous) because of Napoleon's (last battle / less battle). A lot of (his souls / his soldiers) were killed and injured at Waterloo. As a result, he (was moved / was removed) from his (emperor's thrown / emperor's throne) and sent to Saint Helena, where he died in 1821.

2. What is the talk mainly about?

01-06

CA) Radiation from the sun CD The functions of air (

The collision of meteorites

C) The range of the atmosphere Listen again, and choose the correct words. The atmosphere is a mixture of (different gases / different liquids) and aerosols. We usually call it (gas / air). The atmosphere is very (useful to our lives / important to our lives), and we cannot live without it. Almost every (loving creature / living creature) on Earth (breath / breathes) it. It surrounds Earth and protects us from (deadly rays /deadly weapons) and radiation from space.

TAN TAO UNIVERSITY LIBRARY 21

0

1 1 z_l_L_1_1

■

Listen to part of a conversation, and answer the questions.

Vv11_11

S_11 01 1_ i --11

0-e-c

freshman (n)

Campus

a first-year student

Big place Many buildings

Freshman

hold on (v) to wait; to stop

sociology (n)

Classroom #607

New student

the study of society and social behavior

Helper: student She had the same problem

1. What is the man's problem? C) He lost his campus map. C) He is late for his class. C) He cannot find his classroom. C) He cannot find the room on the map. 2. How did the man solve his problem? C) He went to the administrator's office to ask the way. C) He just found the way accidentally. C) His girlfriend knew how to get there. C) A female student showed him because she was going the same way. 3. Listen again, and fill in the blanks. M: Hi. Do you know where

is? I am

W: 607? Hmm... Maybe I can help you. Follow me. There is a campus map. Okay... Here it is... Let's see. Number 607... Oh... We are heading the same way. Just follow me. I will show you the way. M: Thanks a lot. It's really

on this campus.

W: Right, I had the same problem last year have in that room? M: I have

. What class do you

. The teacher's name is James Smith.

W: Oh really? I had the same class last year. The teacher is very strict, isn't he? But he gives good grades.

22

Unit 1 I Listening for Main Ideas

{131 Listen to part of a conversation, and answer the questions. 0 1-08 Teacher

Mathematical Ideas (n) a study in the historical development of mathematical thinking

A.\

Interesting Lecture Lecture Summary

0 nervous of (a)

Listen to lectures carefully Homework

worried about; anxious about

Good Grade

9 thoroughly (ad) completely

O grade (n) an academic mark; a score

Students

1. What is the man's problem? ® He cannot do his homework on time. C) Mathematical Ideas is difficult for him. © He did not receive a good grade. © He did not read the textbook before the test. 2. What does the man have to do to get a good grade? CD Listen to the lectures carefully and do well on the homework C) Only study the summaries of the lectures © He cannot get a good grade because the test is so hard. C) He has to study the textbook and the summaries of the lectures carefully. 3. Listen again, and fill in the blanks. M: I am going to have subject because I am

this semester. I am a little bit math.

that

W: Mathematical Ideas? Don't worry. I had that class last semester. The lectures were the course. , and the teacher made the students very You will love M: Well, I don't know. Wasn't the test difficult? W:

. If you . The teacher always will be you study them thoroughly, you will math, but I got a good grade!

, the test of his lecture every class. If read the textbook. I was bad at

the lectures and

M: I see. Thank you so much for your advice. It has really helped me.

23

II Listen to part of a lecture, and answer the questions.

physical geography (n)

Biology

the study of the natural features of the earth's surface

Astronomy Physical Geography Earth Science Energy and other things on Earth

Chemistry

astronomy (n) the scientific study of outer space

Climatology Other sciences

climatology (n) the scientific study of the climate

1

1. What is the main topic of the lecture? CD Energy 103 Physical geography © The universe ® Science 2. Which

statement is correct about physical geography?

® It is the study of the universe. C) Physical geography uses many other sciences. C) Many other sciences use it to combine their ideas. ® Energy is the biggest subject of physical geography. 3. Listen

again, and fill in the blanks.

Hello, my name is Jenny Smith. I will be for this semester. Um... Since this is your first class, I want to talk about . What is physical geography? Does anybody have any ideas? Basically it's a But it differs from others in that it uses ideas from . For example, you will find information from , and many other sciences in physical geography. Does it sound scary? Actually, you don't really need to worry about it. Fundamentally, this is a geography class. So we just will use . We will not go into the details of those subjects. Okay... now let me show you some examples... turn to page 11. Chapter one. Energy.

24

Unit 1 I Listening for Main Ideas

Listen to part of a lecture, and answer the questions.

Test & Grades

semester (n)

Handouts

Class Participation

one of the two periods that make up a school year. hand out (v) to give out; to distribute participation (n)

Oral Test

Written Tests

5 questions

40 multiple-choice questions

the act of taking part in an activity or event

Good Grade

1. What is the teacher mainly talking about? ® The written tests ED The summary of a lecture © Final grades © Tests and grades 2. What do students have to do to get good grades? C) They must study the handouts and actively participate in the class. C) They must get a good score on the written test. © They have to study more for the oral test. © Only class participation is important. 3.

Listen again, and fill in the blanks. . There will be Okay... Now let's talk about . The oral this semester. Each written test will have . Uh... Some of you may think the tests are too difficult with test will have , there will be a summary too many questions. But that is not so. handout every class this semester. And if you study them well, then the tests will be very , the written and oral tests will be just easy. And . Active class participation is the most important thing So, please listen to my lectures carefully, ask many questions, and discuss the topics with your classmates and me during the class. It will be very good for you to I

25

ME Listen to part of a conversation, and answer the questions.

8000

SCHOOL

suggest (v) to put forward a plan or idea recommendation (n) advice; proposal

Academic Skills Center

Students

application (n) request; claim

Experienced students help other students.

Help Classes & tests

1. What are the students talking about? (1) Applying for a course t® Participating in after-school activities C Having tutors for the course E Getting a teacher's recommendation letter 2. What is the Academic Skills Center? CK) It's similar to a private school.

® It's a place where people can learn technical skills. © It's a special school program for advanced students. I® It's a free service that the school provides to students who need tutoring.

26

Unit 1 I Listening for Main Ideas

3. Listen again, and fill in the blanks. M: Hey, Jenny. Can I talk to you for a minute? I think I need

for this class.

W: I know. That's what I was thinking, too. It is really difficult to study without any help. Actually, one of my friends told me that she . She suggested that I go to the if I need help. M: Really? What is the Academic Skills Center? W: She says there are

and

to prepare for

M: Are they W: No, they are . But they received so they work there at the teachers' M: That sounds really good. Do we W: No, it is a can just walk in and

for it?

that the school provides for

We . The school will for both tutors and students. Actually, I am going there now. Do you want to come with me?

M: Of course. Let's go.

4. Complete the following summary with the words below. Tutors at the Academic Skills Center are students who have At a , they can tutor other students who need , and the school makes course and tests. The and students in their

with high grades. of a tutors

the schedules for

passed certain courses

tutoring service is free

best interests

help for the preparation

teacher's recommendation

27

B I Listen to part of a conversation, and answer the questions.

8800

volunteer (n)

Financial Support

Jamie

- Clothes - School supplies

Fundraising Ted 1 help

1.

Children who need help

What are the speakers mainly discussing?

CD Helping parents C;) Helping children who need help CD Going to college C) Helping teachers who need help 2.

How does Jamie want to help the children who need help?

(1) By visiting the services regularly C) By being a close friend to them © By babysitting them C), By running a fundraising campaign

28

someone who does work without being paid for it

underpriviledge (a) deprived; disadvantaged

Unit 1 I Listening for Main Ideas

3. Listen again, and fill in the blanks. Ml: Jamie, what is that you're working on? in my free time, don't you? Well, I'm M2: You know I do some right now because of a special event that's coming up next week. Ml: Really? What is this event that you're talking about? M2: I do a lot of work with to buy clothes or raise some money for them. That's a don't have the same

. These kids don't have enough money . So we're going to hold a to try to

, Jamie. It's so good of you to try to help other people who that we do.

M2: Yes, I just hope it can help them a little bit. M1: So, is there anything that I can do to assist you on this project? I've never done anything like this, but . But if you M2: Well, if you don't have any time, you could always just , you can attend the fundraiser. But how about helping me want to with this banner right now? M1: Yeah, I can do that, Jamie. Let's start the fundraising campaign. M2: Wow, I am

. And I will help you to

. Thank you very much, Ted.

4. Complete the following summary with the words below. to help underprivileged children Jamie is preparing for that will advertise the event. At the fundraiser, he's planning to He's . His friend is going to help to buy the children various things so that he can assist with the project as well. him

who need help

raise some money

making a banner

organize the event

an upcoming fundraiser

that they need

29

C

Listen to part of a lecture, and answer the questions.

0000

6000

Course Requirements

requirement (n)

Previous reading

something needed; what is necessary

Discussion participation

an outline of topics for a course of study

syllabus (n)

Course requirements

—> Good grade

Oral presentation

L

Course paper

0 oral (a) spoken; not written

submit (v) to give something to somebody; to hand in; to turn in

specific (a) detailed; exact; clear

1. What is the main topic of the lecture?

®

The reading assignment C) The course requirements for good marks © The course paper for the end of the semester ® Questions about a specific topic for the course paper 2. How can students receive a good grade?

®

Students must submit as many written papers as possible. ® The oral presentation must cover various subjects. © Students have to try hard to achieve the four major requirements. C) Students need to write a course paper about the broad topics discussed in class.

30

Unit 1 I Listening for Main Ideas

3. Listen again, and fill in the blanks. Okay, class. These are the four major requirements you have to remember during this course. Now I'm going to tell you once again. So please remember, and do not forget. Okay? First, you have to be prepared to before each class. Second, during the class, you have to about the

t

contents. Sometimes you have to challenge a person when you disagree with him or her. Third, every two weeks, you need to on the syllabus and . And finally, on the last day of the term, you have . Papers must be more specific than the broad topics discussed in class. Hmm... Now, I know how all you guys must feel now. It sounds really difficult, doesn't it? But these are the rules in my class. If you want to get a good grade, you have to try to meet these requirements.

4. Complete the following summary with the words below. . First, students must read the According to the teacher, the is based on before class. Next, they must actively participate in regularly. And lastly, they have to Third, they need to make at the end of the course. The teacher guarantees these are the keys to a good grade.

discussions during the class

final grade

write a term paper

oral presentations

four standards

reading materials

31

Listen to part of a lecture, and answer the questions.

000

00

Climatology

What Collected weather conditions

climate (n) the general weather condition

global (a)

Climate

Where Certain places on the earth

relating to all the world; worldwide

temperature (n) the degree of heat or cold

decade (n) a period of ten years

How Changes over the years

1. What is the lecture mainly about? CD Weather CD Temperature CD Seasons C) Climate 2. What is the global climate? CD The different kinds of weather CD It is a combination of worldwide climates. (1) Places with the same temperature CD A climate which is really cold

32

environment (n) the surroundings that we live in

Unit 1 I Listening for Main Ideas

3. Listen again, and fill in the blanks. , first W: Okay, class. Now, before we start we need to know about climate. What is climate? What is the definition of climate? Do you have any ideas? M: I think it is a collection of weather. in W: Yes, that is a correct answer. Actually, climate is the a certain place on Earth. Let's take some examples and make it clearer. Hmm... You know the aurora at the North Pole. Do you think it is a climate? No, it is not a climate. It is not even weather. What about global climate? Is there such a thing as a of the climates of the planet ? Yes, there is. It's added up. For example, when Earth is getting hotter, we can say, "All of the global ." So, there is a global climate. Hmm... climates are on Earth. And we live in Actually there are . It can get As the seasons gradually change, our rain. We can even have more or warmer or colder. Or we can have less

4. Complete the following summary with the words below. place on The lecturer says that climate is the general pattern of collected on this planet, and people live in one type of climate or Earth. There is a another. Climate

every year in accordance with

weather in a certain

wide variety of climates

seasonal changes

gradually changes

33

1

11 1:C_C-1-Z_IIC"Cl_

7-

Li_ .,T,1-,C-11 1 n

n 0-

In this section, you will study speaking with the previous lectures you just listened to. First, you will hear the lectures you listened to previously. Then you will be asked to answer some questions based on the listening sections. But remember you have to say the answers. There is no writing.

Listen to a lecture while looking at the organizer, and answer the questions in your own words.

r Previous reading j r

Discussion participation j Co e requirements

Good grade Oral presentation Course paper ■

1. What does the course require a student to do to receive a good grade? (1) It requires doing (2) The major course requirements are 2. What does a student first have to do before class? (1) Students need to (2)

before class. is the first thing to do.

3. What do students have to do when they disagree with each other? (1) They should (2)

34

is the thing they have to do.

Unit 1 I Listening for Main Ideas

ri Listen to a lecture while looking at the organizer, and answer the questions in your own words. 01-16

What Collected weather conditions

Climate

Where Certain places on the earth

How Changes over years, decades, or centuries

1. What are the students mostly confused about? (1) They often get confused about

and

(2) The confusion is mostly about

and

2. What is climate? (1) It is a (2) Climate is a 3. How does the climate change? (1) The climate changes (2) It changes

35

1\ JD

1

c

1, 1

1 1

Listen to part of a conversation between two students.

01-17

1. What is the main topic of this conversation? ® The lecture is very difficult, and both students need help.

ED Living in a dorm is not a very pleasant experience for both. © They are planning for spring break together. ® New life at college is a challenge for both. 2. Why did they decide to see the RA? CD To help other students ED To become roommates CI) To introduce themselves to other students CD To plan spring break together 3. Listen again to part of the conversation, and answer the question. Why does student B say this?

n

® Student A doesn't understand what student B said. ® He cannot hear what student A said. © He is actually nervous about college life. ® He does not like college life.

36

C

Unit 1 I Listening for Main Ideas

Listen to part of a lecture in an art class.

4. What is the lecture mainly about? C) Picasso's great masterpiece C) Picasso's great talent Ci) The Second World War C) The brutality of war 5. According to the lecture, why do the most well-known scholars still find the meaning of the painting beyond their understanding? ® Picasso completed the painting in only two months. C) The bombardment of Guernica was so brutal. C) The painting has a complexity of symbolism. CD The painting was made during the Second World War. 6. Listen again to part of the lecture, and answer the question. What does the professor imply when she says this? ED The painting expresses the brutality of war directly. The painting shows people during peacetime. (9 The painting does not show the bombing. CD The painting conceals real images of war, but it contains many symbols of the war.

37

Vo cab ary

ew

A Choose and write the correct word that matches each definition.

display

briefly

approval

explore

decade

recommendation

nervous

bombardment

disturb

opportunity

participate

combine

evolution

wrench

c specific

1. ,SpeC_IWC

detailed and exact

2.

a period of ten years

3.

a suggestion that someone should have or use something because it's good

4.

to examine thoroughly

5.

shortly; in a concise manner

6.

to destroy the peace or tranquility of

7.

sensitive; excitable; timid

8.

a process to a more advanced stage

9.

a time or place favorable for executing a purpose

10.

to mix different elements together

11.

to pull or twist violently in order to move or remove

12.

to take part in or to join in

13.

a strong and continuous bombing attack

14.

a formal or official statement that something is acceptable

15.

to put something in a particular place to be seen

rim Fill in the blanks using the words below and match the right expressions. Q1-19 Let me introduce

On the contrary,

It's really hard to

No later than the class session,

Let's talk about

I am not really good at

1. Lee

',Ie. ;ne1-c)claC,e

• your topics must be approved by me.

2. •

4.

•

5.

•

6.

38

• science.

3.

• global warming, for example, has changed a lot in the Arctic in recent years. four major requirements during this course. • find the classrooms on this campus. tests first.

Listening for Main Purpose

■Introduction Understanding the purpose of a lecture or a conversation is being able to identify the reason behind the contents. This type of question easily occurs with conversations rather than lectures. As in the main idea, the purpose may be expressed explicitly in the beginning of the contents or stated indirectly and spread throughout the contents. In the latter, you need to generalize or synthesize information in the given contents.

■Useful Tips • Focus on the reason behind the lecture or conversation. • Listen carefully to the end of casual talks. • Try to verify the purpose with the following solution. • Avoid answers that cover only a small portion of the listening or which are not relevant to the listening. • Avoid answers that are too general, and make the most of your notes.

■Question Types 1. Why does the student visit the professor? 2. Why does the student visit the registrar's office? 3. Why did the professor ask to see the student? 4. Why does the professor explain X?

40

Unit 2 I Listening for Main Purpose VOLUME - HELP L'1,1

17,1

cani.[Ae [-L72:1- 0,Liestien

Why does the student visit the lecturer? (A) Because the student could not catch up with the class (B) Because the lecturer wanted to see the student (C) Because the student wants to transfer to another class (D) Because the student does not know the assignment

Script Wl: Ms. Andrews? W2: Yes, Catherine? Wl: I have a couple of questions about class today. W2: Okay, what can I help you with? Wl: Well, we went over the different Excel functions today, but some of the stuff didn't make sense to me. I think it's because this is only my second class. I think I missed something from an earlier class. W2: Ah, right. We did cover some of the groundwork for this lesson last week. Wi: That makes sense. I didn't understand how everyone already knew which formulas to enter. W2: Of course. If you take a look at Chapter 2 in your book, I think it will help you a lot. Then, if you're still having trouble, we can tackle that later. Wl: Thanks, Ms. Andrews!

tarred Answer

The answer for the above question is (A). The reason Catherine visited Ms. Andrews is that she didn't quite understand today's class. Since she had missed a few classes, she wanted to catch up with the class lessons.

41

1,1s -ce.11111,2-

1

S

ice

)-1-act

• Focusing on Structure Words Structure words are not very important words. They are small, simple words that make the sentence correct grammatically. They give the sentence its correct form or structure. These words include pronouns, prepositions, articles, "be" verbs, conjunctions, and auxiliary verbs. In English, structure words are usually deemphasized. When contents words are emphasized and structure words are deemphasized, the contrast helps the listener to hear the important words. 1. Kinds of structure words • pronouns:

I, you, he, she, it, they, etc.

• prepositions:

of, to, at, for, in, on, with, by, etc.

* articles:

a(n), the

• "be" verbs:

am, are, is, was, were

• conjunctions:

and, but, or, for, so, however, therefore, etc.

• auxiliary verbs: can, have, do, will, shall, would, could, might, etc.

Auxiliary verbs such as 'will' and 'have' and some forms of the 'be' verb often display the loss of a consonant and a vowel. They will — They'll

They have — They've

It is — It's

3. When contracted, the auxiliaries 'would' and tad' are contracted as follows: I would — I'd

He had — He'd

4. Contractions are also formed with auxiliary verbs and 'not'. Because the contractions with 'not' are stressed, the strong form of the auxiliary is used. She cannot — She can't

He is not — He isn't

5. There are a large number of two-word verbs in English. The more accurate term is phrasal verbs. They are called that because the verb itself is actually kind of a phrase, verb + particle(s), and some of these verbs consist of as many as three words. It is so important in listening comprehension to listen and distinguish the particle that is employed in the phrasal verb. You can become familiar with these kinds of verbs through plenty of practice. Several examples are shown below.

42

Unit 2 I Listening for Main Purpose

Two-word verb

meaning

Two-word verb

meaning

figure out

find the solution

hang up

end a telephone call

fill up

fill completely with gas, water, coffee, etc.

pick up

lift

get over

recover from an illness

put on

put clothes on one's body

hand in

give homework, tests, papers, etc. to a teacher

run into

meet by chance

i

Skill Practice 01-2 A. Listen and fill in the blanks with the word in the parenthesis.

n

1. I

run in that race. (can / can't)

2. I

figure out which is the right answer for that puzzle. (can / can't)

3. You

also record the call number of the book. (should / shouldn't)

4. You

talk that loudly in the hospital. (should / shouldn't)

B. Listen to the following dialog, and fill in the blanks with the correct answers.

n

: Hi, Jim. Long time no see. When was the last time we saw each other? at

M2: Well, it's been a pretty long time. Do you remember when we the gym? Ml: I'm sorry. I

remember when that was. Was it last summer?

M2: Yes, we had talked a lot about going to college. Also, we even our future jobs.

C. Listen to part of a lecture, and fill in the blanks with the suitable words.

n

Okay, students. We'll Beethoven's deafness today. It is not known for sure when he began to go deaf. But he kept the fact a secret until 1801 when he you imagine how deeply he suffered wrote a friend about his "miserable life." from that? He was totally deaf by 1818. That means his greatest work, the Ninth Symphony, was done without him being able to hear. That symphony was written in 1822. The fact that one of the greatest symphonies in the world was by an old, deaf person be kept in our minds.

43

B ssic D,-;1

LA]

Listen to part of a conversation, and answer the question. Why does the male student ask about the summer vacation trip? C) To lend a book to his friend cip To go on vacation with his friend © To explain about the book C) To tell his friend about his trip Listen again, and choose the correct words. M: Jenny! Are you and your friends going to Malaysia this summer vacation? W: Yes, we are. We are going to a (coastal area / coast area). Why? Do you want to join] us? M: No, I just (want to lent you / wanted to lend you) one of my books. It's called "The Dos and Don'ts in (South Asia / South Asian) Countries." It helped me a lot during (my last trip / my lost trip). Do you want to read it? W: (Dos and don'ts / Dons and don'ts)! That sounds interesting. Yes, I want to read it. Can I (borrow it / burrow it)?

2. Why does the man talk with the woman? C) To go to the party with the woman C) Because making Jack-o'-lanterns is fun © To talk about Halloween costumes © To borrow the woman's costume from last year Listen again, and choose the correct words. M: I bought a pumpkin, and I will make a Jack-o'-lantern tomorrow. W: Oh, is Halloween already coming? M: Yeah, the (school facts / school faculty) is letting us use the gym for the Halloween party. I am (so excited / so exciting) about it, but I have not decided yet what (customs to wear / costume to wear) this year. I don't want to wear just a (plain vampire / plane vampire) costume like last year. Have you (deciding what to wear / decided what to wear)? You looked so great in the Cat Woman costume last year. W: Me? No. Last year's party was great, but I will (be at home / be on home) this year.

44

Unit 2 I Listening for Main Purpose

Listen to part of a lecture, and answer the question.

What is the main purpose of the lecture? CI) To create a business relationship C) To talk about the importance of neighbors To explain the main reason for sharing food To keep peaceful relationships with friends

cp

Listen again, and choose the correct words. People of all cultures (sheer food / share food) to create and (maintain friendships / make friendships) with others. When we invite each other into our homes, we (often except / often expect) to have fun eating with each other. We also go out to have dinner or (meet for lunch / meat for lunch) for many social reasons. Sharing food (carries affection / carried effects), familiarity, and (good willing / good will).

2. Why does the speaker say this? 01-25 (fa-) To insist that silent films were more beautiful C) To explain how movies were before the late 1920s C) To say that the actors in the 1920s were good at acting C) To suggest an old, soundless film Listen again, and choose the correct words. It would (be bored / be boring) if there were no sound when you watched a movie. But most films were silent before the late 1920s. It required a (greater emphasis / great emphasize) on body language and (face impressions / facial expressions) so the (audios / audience) could understand better (what actors / what acts) were feeling and (portraits on screen / portraying on screen).

45

1)-1-2_cu1ce \yid, Short IA

Listen to part of a conversation, and answer the questions.

besides (ad)

Cindy Brings lunch

in any case Concerned about food because of bad memory

cafeteria (n1

Cafeteria

a restaurant where you serve yourself and pay the cashier

- Good food - Clean

John Eats lunch in cafeteria Likes cafeteria

Why does Cindy ask John about the cafeteria? ® She is curious to see it. C) She was looking for a place to eat. (12) She wants to know the location for Jenny. C) John is not having lunch today. 2. Why doesn't Cindy want the food at the cafeteria? (A) The cafeteria is not clean. C) She is sick from food poisoning. C) John got sick from eating at the cafeteria. C) She has a bad memory about the food. 3. Listen again, and fill in the blanks. W: John, do you know where it is.

? Jenny asked me seconds ago. But I don't know

M: The cafeteria? It's of Building C. Does Jenny want to go there? Then she can come with me. I am on my way there now. By the way, what about you? W: Not at the cafeteria. I that the food at the cafeteria is okay.

. Besides, I don't like cafeteria food. I doubt

M: What do you mean? The food is okay. Besides, how can you say that if you have never been there before? W: Well, I don't know. It is just a bad memory. I got food poisoning since then, I just don't go. M: Oh, yeah? Then you should come with me someday.

. Ever , Cindy. mwomomosOeir

46

Unit 2 I Listening for Main Purpose

L EI

Listen to part of a conversation, and answer the questions.

CLONING

sociology (n) the study and classification of human societies

Scientific Point

Religious Point

cloning (n) making identical copies

ethics (n)

Unexpected Turnout

motivation based on ideas of right and wrong

unexpected (a)

Positive Side

Negative Side

Help people who need vital body parts

Playing God

unforeseen

turnout In) produce touchy (a) sensitive

1. Why do the students discuss cloning? CD Because it is a very suprising subject CD Because the students do not know about it CD Because a student has trouble finding the right topic for sociology class ED Because they admire scientists 2. Which reason does Jason say that cloning is bad? CD It helps sick people. CD It enables vital body parts to grow. © People are too religious. CD It ruins the spirit of God. 3. Listen again, and fill in the blanks. Ml: Did you choose a topic for the next sociology class? M2: Yes,

. What about you? Any progress?

Ml: No, not really. You know me as something impossible. Hue... By the way, do you have Tell me. How are you going to develop the topic?

. It is coming to

M2: Well, actually it is quite simple. The bad side and the good side. For example, some people say it is good because it While others say it is bad because it damages the spirit of God. Moreover, there because things can have an are people saying in science. M1: Hmm... That

. I think the teacher will like your idea, Jason.

47

Listen to part of a lecture, and answer the questions.

assassination (n)

EMPEROR

killing

innovation (n)

ARMY

Dignified titles Land grants Retirement benefits

MEDICAL SCHOOL

a creation resulting from study and experimentation

dignified (a) self-respecting

retirement (n)

War - Injuries

Innovations

the state of being retired from one's business or occupation

I Doctors

1. What is the main purpose of the lecture? CD To illustrate how Roman doctors were in the first century CD To show how great the Roman emperor was CD To explain why the Roman army was so strong ® To compare Roman doctors with modern doctors 2. Why did Roman doctors attend the army's medical school according to the lecture? ® The civil war was important. C They were keys to the army. CD They had fairly low status. c The Roman army did not have doctors. 3. Listen again, and fill in the blanks. Okay, class. Today we will talk about As we noted in our previous class, there was a fifteen-year-long war after Julius Caesar was assassinated. The war was severe. The number of injured was so many. There were so many that to give medical care to those in need. It was around this time that the new emperor, Augustus, started thinking about . He realized that medical care was key to the empire and especially an army. , he needed better doctors. So he started making the profession look more enticing. All army doctors were and were given dignified titles, land grants, and special retirement benefits. Before this,

48

Unit 2 I Listening for Main Purpose

Listen to part of a lecture, and answer the questions.

clarify (v) make clear

intentional (a) by knowing purpose

Handball violation

No foul

1. What is the main purpose of this talk? ® To show how the referee is important to the game C) To make the game more fun ED To explain handball violations in soccer C) To declare who the best soccer player is 2. What will follow this lecture? C) The role of intentions in handball violations C) Handball violations by goalkeepers © The referee in soccer games CD A soccer game without rules 3. Listen again, and fill in the blanks. Okay, now let's talk about handball violations. I bet you all know that when you play soccer. It is called a 'handball violation'. You . Only cannot touch any part of the ball the goalkeeper can touch the ball with his hands. A handball violation includes using any . Until here, this is all you know. Now, part of the body . In the middle of the I want to ask you some questions. First, . But game, a player kicks the ball, and the ball touches . Now, is it a handball violation? I want you to think about he didn't it. Here goes another question. What if the kicker did that intentionally? 9

49

L-rami

Nv11:11

1 o.

A Listen to part of a conversation, and answer the questions.

0

Male Student

concerned (a) involved in or affected by

outlines

•

wink (n)

•

response (n)

the blink of an eye an answer or reply

Midterm Exam 3 days left

Visiting Office Other Students outlines

1. What is the main purpose of this conversation? The man shows how he is well-prepared for the test. ED The man believes the woman does not understand his problem. ® The man wants to know if the teacher can review his outline before the test. The teacher is very busy with the students. 2. Why does the woman think everything will work out just fine?

CD The man looks concerned. Ci) The teacher will look at the man's outlines before the exam. ® The teacher has many students to help. ® The man already has outlines for the exam.

50

Unit 2 I Listening for Main Purpose

Listen again, and fill in the blanks.

M: The midterm is right have a good idea for me?

, but I'm not fully

. Do you

W: You still have three days! M: Yeah, but three days will fly past W: How about the outline for the test? If you already have it, you shouldn't be so worried about it. M: I know.

, I have some outlines already.

W: Then, what's the real problem? M: I am just not sure if they are going to be fine. W: Didn't you ask the teacher for help? He said he would be happy to look at the outlines before the exam. M: I know. The real problem is that I found out that there were many students to see him. I guess it is too late. W: I wouldn't say that! Send your outline to him by e-mail. He said e-mail would for him. And I am sure you will M: Really? How come I don't remember that! W: Come on! Listen. I think three days is enough to You've been studying hard for his class, so everything will work out just fine. ./

4. Complete the following summary with the words below. the midterm There are three days left until the midterm exam. The man is now . He already has some outlines to write because he feels he is . The woman suggests but he finds the teacher will have no time to look at The woman believes the man will that the man send the teacher his outlines before the exam.

his outlines

receive the teacher's response

by e-mail

during the exam

worrying about

not fully prepared

51

Listen to part of a conversation, and answer the questions.

0

equipment (n)

Student A A weeklong rafting trip I

Student B Spring break

the necessary things for an expedition or voyage

t

in control of

in charge of ( Rafting: dangerous rapids

Rafting: incredible, interesting

rapids (n) a part of a river where the current is very fast paddle (v) - wearing a life vest - swimming; feet first in the water

to propel a canoe or small boat with a short, light oar used without an oarlock

1. Why is the student asking his friend about rafting? C) He likes rafting. CD He works for the camp ground. © He has nothing to do for spring break. C) He wants to know if rafting is dangerous. 2. According to the conversation, why did they go feet first when they fell in the water? C) To go fast in the water CD To avoid hitting a rock or something C) To have more fun C) To pull the raft

52

Unit 2 I Listening for Main Purpose

3. Listen again, and fill in the blanks. Ml: I am thinking about rafting during my dangerous. Have you

, but I am not sure if it is

M2: Yeah, actually. My friends and I did a weeklong rafting trip in Delaware. I don't remember the name of the river. Ml: Did anything

2

. It was exciting, but it was very rough, so a few M2: Yeah, we went friends fell in. It was still very dangerous because of many rocks in the water. Ml: Wow, it sounds dangerous. So what M2: The water was moving quickly. If you're going head first, you could hit a rock or over something. So they tried to go feet first. And then we quickly to them and pulled them back in. Ml: Hmm... I don't know now if I am going to go rafting. , so all you have

M2: Ha ha... Don't worry. Everyone wore a life vest. . It will be fun. to do Okay, I will try it. Thanks for the tip.

4. Complete the following summary with the words below. if he would go rafting during his spring break. He wants to know Student A did not with on a from student B if it is dangerous. Student B talks about his friends. Once his friends fell in the water when they went through rapids, hitting rocks when he falls in no one got hurt. Student B explains to student A water.

fast-moving

his experience

decide

how to avoid

rafting trip

but fortunately

53

Listen to part of a lecture, and answer the questions.

Gee

00 0

Psychology

Q complicated (a) difficult to analyze or understand

Nation Borders Rights to natural resources Injustices in the past

o Disagreement Cannot resolve peacefully

Human rights

Nation

disagreement (n) a difference of opinion or sentiment

WAR

O negotiation (n) a discussion intended to produce an agreement

Another version of instinctive animal behavior

clear the air (phr) to make differences or negative emotions go away

What is the lecturer trying to show the students? C) War is necessary in human history. C) Nations always solve their disagreements peacefully. C) Negotiations are always difficult. CD War happens because of human nature. 2. According to the lecture, what is not a reason for one nation to argue with another nation? E Human rights CD Hunting and gathering CD Injustices in the past C) Borders

54

Unit 2 I Listening for Main Purpose

3. Listen again, and fill in the blanks. Why do countries go to war? That is a complicated question. There have been thousands . Each one has its own causes. In general, of wars wars between nations and societies start a lot like fights between two people. There is a disagreement over something. When people disagree, they usually try to ; other times peacefully through negotiations; Sometimes they when they don't. With countries, you cannot just that can't be resolved things go wrong. War happens when peacefully. There are many things nations argue over: borders, rights to natural resources, , human rights, and many others. The list goes on and on. War is as old . Hunter and gatherer tribes from thousands of years ago fought with as each other over access to food and water. Some psychologists believe war is the human version of

4. Complete the following summary with the words below. when there is a disagreement. It is like a fight between two people. War is a . There , natural resources, injustices in the past, and Nations everything. Animals have instinctive behavior, and are so many issues that it is , wars have of animal behavior. Since humans war is the happened.

human version

human rights

fight between nations

organized society

hard to list

argue over borders

55

ill

Listen to part of a lecture, and answer the questions.

8000

Midterm Exam

Professor

Non-definitive Answers wet-organized

midterm (a) in the middle of an academic term

definitive (a)

Good Grade

Critical Thinking Ability to Combine Ideas

The Midterm Exam Questions

Students

open-book, open-note

trial outlines, notes, test results

supplying or being a final or conclusive settlement

critical (a) forming or having the nature of a turning point

compile (v) to put together; to construct; to build

Why does the professor explain the midterm exam? Ci=_‘) He wants to help student think critically.

C) He wants to be a good lecturer. C) He wants to help the students get good grades. C) He wants to see the students' outlines for the exam. According to the lecture, why does the professor suggest the students write trial outlines before the exam? q_() He feels comfortable looking at the students' outlines. C) He wants to see their notes and lab test results. C) It helps student to combine definitive answers for the exam. (I) It helps the students to organize their answers well.

56

Unit 2 I Listening for Main Purpose

3. Listen again, and fill in the blanks. next week. The exam will be Now, as you know already, there will be a an open-book, open-note, and . But you can't use a classmate . Many of the questions on this exam don't have definitive or me and your ability to answers. I wish to assess your A poorly organized answer will not get the same grade as a well-organized answer. Here are some good ways to study for the exam. First of all, it would be better for you to and your lecture notes. That means you may need to lab test results if you have not done that already. I strongly suggest that . I would be happy to look at your outlines before the exam. I think it will . Just stop by my office. make you feel

4. Complete the following summary with the words below. . It requires critical thinking ability and the ability to The midterm exam will be an to , but the answers must be combine ideas. That is why there are no for the test. The trial and receive good grades. It is better to be outline will be very useful, and the teacher wants to

help on it

definitive answers

lab test results

well-organized

prepared with notes

open resources test

57

P") -L111t- d

S21:e.n III

LSI

1

In this section, you will study speaking with the previous lectures you just listened to. First, you will hear the lectures you listened to previously. Then you will be asked to answer some questions based on the listening sections. But remember you have to say the answers. There is no writing.

Listen to a lecture while looking at the organizer, and answer the questions in your own words.

Nation Borders Rights to natural resources Injustices in the past

Disagreement

WAR

Cannot resolve peacefully

Human rights

Another version of instinctive animal behavior

Nation

1. Why do countries go to war? (1) They go to war when they can't resolve (2) They go to war when

peacefully.

between countries cannot be resolved

2. What do countries usually have disagreements over? (1) They argue over (2) There are unlimited

, and for war.

3. What does the lecturer say about human nature? (1) War happens because humans have a version of (2) Animals sometimes kill each other to

58

, and so do humans.

Unit

B

2 I Listening for Main Purpose

Listen to a lecture while looking at the organizer, and answer the questions in your own words. 0

-35

Non-definitive Answers

Professor

well-organized

Critical Thinking

Good Grade

Ability to Combine Ideas The Midterm Exam Questions

Students

open-book, open-note

trial outlines, notes, test results

Why does the professor tell the students that they should not worry about the exam? test.

) The exam will be an

and the

except

(2) Students can use every

2. Why do students need to collect notes and lab tests? (1) Students need to

them before the exam.

and

(2) Organizing and reviewing notes and lab tests will help the students to

for the

exam. 3. Why do the answers have to be well-organized? (1) They show the students'

to combine

(2) The teacher wishes to see how the students

the ideas from the answers.

59

0 Mini TOEFL iBT

Listen to part of a conversation between two students.

1. What is the main purpose of this conversation? ® To set an appointment for fencing practice ED To finish the project for the science fair at school CD To help Peter's father clean the garage ® To study sociology together on Tuesday 2. Which of the following is not true according to the conversation? Jim is not as busy as Peter is. ED Jim is a little bit lazy about his English essay. ED Peter is very occupied with his busy schedule. CD Peter is not a good friend to Jim. 3. Listen again to part of the conversation, and answer the question. (--) Why can't Peter practice fencing with Jim on Tuesday? ® He has to study for the sociology exam all day. C) He has to finish his essay. © He has an exam, soccer practice, and homework during the day. ® He has sociology class all day.

60

Unit 2 I Listening for Main Purpose

Listen to part of a lecture in a biology class.

4. What is the main purpose of this lecture?

® To promote blood donating C) To understand the human body and its mechanisms © To illustrate the functions of living cells C) To explain why people have different types of blood 5. According to the professor, what was the main reason that patients donated their own blood? To keep the body healthy C) To make new blood in the bones Ci) To have a perfect blood match for transfusions © To donate blood to other people 6. Listen again to part of the lecture, and answer the question. What point does the professor make when she says this? (-) C) Humans have a lot of blood in their bodies. C) The blood delivers essential elements and removes harmful waste. © Blood has a life cycle like all living organisms do. © The human body would stop working without blood.

61

Nio cab al

ReYinNi.

Choose and write the correct word that matches each definition. familiarity

B_

digest

transfusion

argue

nourishment

1. wound

any break in the skin or an organ

2. 3. 4. 5. 6.

to debate or discuss a source of materials to nourish the body acting or produced without reasoning to give an incentive transferring the blood of one man into another

7.

a close or warm friendship

8.

very necessary; highly important; essential

9.

by conscious design or purpose

10. 11. 12. 13.

important in effect or meaning to take in or absorb through one's body to take action in order to protect something to influence something or someone to change in some way

14.

to provide someone or something with the food that is necessary

15.

to present or contribute in an effort to help

Fill in the blanks using the words below and match the right expressions.

0 1-38

I remember As a matter of fact,

1. A)at-

2.

a5 c:D/c/

• you knew that you weren't supposed to use your hands.

•

• put a wall between you and your neighbors when things go wrong.

3. 4.

• he said e-mail would work better for him. •

5.

6.

62

organized society. •

•

I already have some outlines to write.

• an international icon for peace.

-

Listening for Major Details

'

V

■Introduction In detail questions, you must understand and remember explicit details or facts from a lecture or conversation. These details are typically related to the main idea of the text by giving examples and elaborating on a topic or many other supporting statements. Questions are mostly asked about major details from the conversation or lecture, not minor ones.

■Useful Tips • No question type needs note taking more than detail questions. Make most of your notes about details. • Listen carefully to the major details of the conversation or lecture, not the minor ones. • The answer to the detail question is mostly written in paraphrased sentence form from the text. • If you are not sure of the correct response, decide which one of the choices is the most consistent with the main idea of the conversation or lecture.

■Question Types r

**\

1. Accor=ding to the professor, what is one way that X can affect Y? 2. What are X? 3. What resulted from the invention of the X? 4. According to the professor, what is the main problem with the X theory?

64

Unit 3 I Listening for Major Details

[GT uestion.

02-01

According to the conversation, who manufactured the first commercial modems? (A) Bell 103 (B) AT&T (C) The North American air defense (D) Technology Communications

Script I heard that the modem was invented much earlier than I thought. Really? When was it invented? It was invented during the 1950s for the North American air defense. And it was digital. Wow! That is pretty impressive. I know that AT&T produced commercial modems in 1962. They were called the Bell 103. IA: Yeah, it usually takes a decade for the general public to see what the military uses. W: I think that's always the case. And it is funny that you mentioned a decade. E-mail was invented ten years after the first commercial modem was introduced. You are right. But e-mail did not get popular until the early 1990s. Technology really takes time to take off.

Correct Answer

The correct response to the above question is (B). If the students listen carefully, they won't have any difficulty in picking out the right answer.

65

sa:c-n 111 0-

CC'

Linking In a dictionary, words are given in isolation. In natural connected speech, however, words within the same phrase or sentence are often connected into sound groups. Connecting groups of words is referred to as linking. Linking is a way of joining the pronunciation of two words so that they are easy to speak and so that they flow together smoothly. If you recognize and use linking, two things will happen: (1) You will understand what you are told. (2) What you say will be understood more easily.

There are basically five types of linking: 1. Consonants to Vowels We link words ending with a consonant sound to words beginning with a vowel sound. The consonant seems to become part of the following word. live in

with it

pull out

push out

back up

2, Consonants to Consonants When a word that ends with a stop consonant is followed by a word that begins with a consonant, the stop consonant at the end of the first word is usually kept unreleased, and there seems to be a pause or a sudden stoppage of breath in between. This is known as "open juncture." lap dog

get by

light glass

bad case

old man

3. Identical Consonants The two identical and adjacent consonants are pronounced as one long consonant. This is another case of "open juncture." hit two

tough fight

some money

black cat

big girl

4. Vowels to Vowels When one word ends with a vowel sound such as /iy/, /ey/, /uw/, or /ow/ and the next word begins with a vowel, another sound, a /w/ or /j/, can be added depending on the particular sounds in order to make a smooth transition. be on

pay up

blue ocean

grow up

5. Vowels to Semi-Vowels When one word ends with a vowel sound such as /iy/, /ey/, /uw/, or /ow/ and

66

Unit 3 I Listening for Major Details

the next word begins with the same semi-vowel, they will be linked like identical consonants. free union

Skill Practice

say yes

who would

go west

02-02

A. Read the following sentences loudly, and circle the linking parts. Then, listen to each sentence, and check your answers.

n

1. A man cannot be said to have succeeded in this life if he does not satisfy one friend. 2. He's been a potter, and he's not bad as a sculptor. 3. Money is merely a convenient medium of exchange, nothing more and nothing less. 4. Better be wise by the misfortunes of others than by your own. 5. Due to the kindness of friends, we have an apartment to stay in here and can easily reach the hospital.

B. Listen to the following dialog, and circle the linking parts.

n

W: Mr. Boyle, can I ask a favor? M: Of course. What can I do for you? W: Actually, I was so sick, so I couldn't attend your class yesterday. Can I have yesterday's material? M: Why not? Here you are.

C. Listen to part of a lecture, and fill in the blanks with suitable words.

c)

the makeup of the Okay, so, if you have no further questions on this, let's surrounded an extremely small, positivelyatom. An atom negatively-charged electrons. Although the nucleus is typically less by a of the atom, the nucleus contains more than than one and 99.9% of the atom's mass. The nuclei consist of positivelyby the so-called strong, or nuclear, force. electrically neutral neutrons

67

1

Listen to part of a conversation, and answer the question. 1. What is the procedure when a library card is lost? ® Just make a new card. ® Cancel the previous one, and never issue it again. © Cancel the lost card, and make a new one. ® Just tell the librarian that the card is lost. Listen again, and choose the correct words. W1: Hi. I need to (cheek out / check out) some books today, but I lost my library card. Did anyone (return / review) it by any chance? W2: Let me check the lost and found. What's your name? W1: Kelly Hamm. W2: Give me a second. Sorry, nobody turned it in. I think we have to cancel your (preview card / previous card) and issue you a new one. W1: Oh, thanks. Please do whatever it takes. Oh... By the way, can you check if anyone has checked out a book with my card? W2: (Certainly / Contain), I'll do that. Meanwhile, just (fill out / feel our) this (appliance / application).

2. What was the problem with the student's writing? ® The information supported the theme. ED The information did not support the theme and was confusing. © The information did not support the introduction and conclusion. ® The information supported nothing. Listen again, and choose the correct words. W: Speaking about your writing, you had a (strong introduction / strong introduce) and (conduction / conclusion), but your body did not support the theme strongly. M: Can you (explaining tale / explain it in detail)? W: Sure. You need to explain and support your theme in the body. Some of the information didn't support the theme, and some parts were (confusing / puzzling). M: I see. Could you underline the parts that were confusing and (miss lead / misleading)? W. I already did. I wrote down some (comments in the margin / commend in the margin). M: Thank you, Mrs. Larson. I'll redo it correctly this time.

68

Unit 3 I Listening for Major Details

Listen to part of a lecture, and answer the question. 1. What was the purpose of the demonstration led by Martin Luther King, Jr.?

02-05

ED The purpose was to fight against racism and segregation. C) The purpose was to fight against the city. CD, The purpose was to fight against the state. ED The purpose was to fight against police officers and firefighters. Listen again, and choose the correct words. In 1963, Martin Luther King, Jr. led a massive (demonstration / presentation) in Birmingham, Alabama. The protest was (about racial / against racism) in the United States. People including children and teenagers took to the streets to fight for their rights. However, (tremendously / tragically), police officers and firefighters tried to stop them with dogs and high-pressure water hoses. They were (vitally attacked / brutally attacked) by dogs and torrents of water from fire hoses. These scenes were shown in newspapers and on televisions around the world. Of course, these scenes (touched person's hurt / touched people's hearts), so the demonstrators gained support against (sensation / segregation). _.,,,,„,

2. How long does the moon take to rotate Earth? C) Exactly 27 days C) 27 days, 7 hours, and 43 minutes © Less than 27 days 127 days and 8 hours Listen again, and choose the correct words. Both the rotation of the moon and its (revolution / evolution) around Earth takes 27 days, 7 hours, and 43 minutes to be exact. Because of this (motion / emotion), the moon appears to move about 13° against the stars each day, or about half of a (agree per our / degree per hour). If you watch the moon over the course of several hours one night, you will notice that its position among the stars will change by a few degrees. The (alter location / changing position) of the moon with (respect to the sun / expect to the son) leads to (longer face / lunar phases).

69

r-I -0,_,C1=1Ce

111

Sll L L

floss-11 p -(:=6:`

Listen to part of a conversation, and answer the questions.

Student

Tutor

Political science is hard.

Help the student to get interested in politics

political science (n) the study of the principles and structure of government and of political institutions regret (v) to be distressed about politics (n) the art or science of government

Get familiar with vocabulary, laws, and events

constitution (n) the system of fundamental laws and principles

1. What subject is the woman concerned about? 1--A

Economics c Political science U.S. politics t© The U.S. Constitution

2. What does the man suggest that the woman do to do well in political science? ® Concentrate on vocabulary, laws, and events Ci) Focus on the vocabulary and laws only C) Concentrate on the vocabulary and events only © Focus on the terms, lawyers, and events Listen again, and fill in the blanks. W: I have a problem . Literally, I know nothing about it and regret taking it. I should have dropped the class. M: Calm down, Jane. Students take classes to learn. W: I know. But I am so clueless. I am just not so into the And again, the words are M: Jane, let me tell you something. Based on my experience, you just need to try. You know, the words may sound difficult, but they are not at all that difficult. Once you , basic laws, and events, political science is a very interesting and easy subject. On top of that, you have me to help you. W: Do you really think so? M: Yes, I'm sure. Everything's up to you. If you think positively and everything will become easy.

70

Unit 3 I Listening for Major Details

rB1

Listen to part of a conversation, and answer the questions. 0 2-08

tough (a) difficult

Cindy

Annie

skip (v) to pass from point to point foreign language (n)

Convinces Cindy to take Spanish class

Next semester

Skip Spanish

a language not spoken by the indigenous people of a certain place fit (v) to provide a place or time for

1. Why doesn't Cindy take Spanish class next semester? ® ® © ®

Because Mr. Rodriguez is not teaching next semester Because Mr. Rodriguez is not teaching anymore Because Mr. Rodriguez is teaching French next semester Because Mr. Rodriguez is teaching English next semester

2. Why is Annie convincing Cindy to continue to take Spanish class next semester?

(11) Because Cindy might forget Spanish ® Because Cindy might not be able to take Spanish anymore © Because Annie wants to take a foreign language with Cindy ® Because Cindy might forget French 3. Listen again, and fill in the blanks.

wi: Annie, what are you taking W2: Well, as you can guess, English, math, science, music, French, and history. W1: Oh wow. W2: I know, but that's what I have got to do. What about you, Cindy? Spanish. W1: Pretty much the same, but W2: You are going to skip a stop using the language.

? Why? You are going to forget it if you

W1: I know, but I heard that Mr. Rodriguez is not going to teach next semester. I would and take his class. W2: You really don't want to be in another teacher's class?

■

W1: Well, I guess I'm used to his teaching style since I have had him for 2 semesters already.

71

Listen to part of a lecture, and answer the questions. 02-09

cell division (n) the process by which a cell divides to form two daughter cells Prophase

phase (n) a stage of development

Metaphase

disappear (v) to vanish

inward (a) Anaphase

inner

produce (v) Telophase

to make

1. What is mitosis? Mitosis is a nuclear division that involves four phases. Mitosis is a cell division that involves four phases. © Mitosis is a cell disruption that involves four phases. ® Mitosis is a cell division that involves three phases. 2. What happens in prophase? () The chromosome duplicates to form chromatids. ® The chromosome duplicates to form centromeres. The chromosomes become inactive. The chromosomes expand. 3. Listen again, and fill in the blanks.

c

72

We are going to discuss mitosis. Mitosis is a process of cell division. As a , two daughter cells are produced . The daughter cells are and to the original parent cell. Mitosis called prophase, metaphase, anaphase, and telophase. Let's discuss each phase here. In prophase, each chromosome duplicates to form two sister chromatids. In metaphase, the chromosomes and are held by microtubules and the centromere. In anaphase, the centromeres divide, and sister chromatids separate and move toward the matching poles. Finally in telophase, daughter chromosomes , and the microtubules disappear. The chromatin . The cytoplasm divides, and the cell membrane pinches inward, producing two daughter cells.

Unit 3 I Listening for Major Details

rb-1 Listen to part of a lecture, and answer the questions. 02-10 native (a) A spy for the British colonists

being such by birth or origin

mediator (n)

Pocahontas

Married John Rolfe

one that reconciles differences between disputants

capture iv) to seize

diplomatic (a) The marriage ended the war.

involving diplomacy or diplomats

1. What role did Pocahontas play between the British colony and the Native Americans? ® Pocahontas was a spy for the British colonists. C) Pocahontas was an agent for the British colonists and the Spanish. © Pocahontas was a spy for the Spanish. CD Pocahontas was a mediator between the British colony and the Spanish. 2. What did the marriage between Pocahontas and John Rolfe do to the war between the British colony and the Native Americans? C) The marriage started a war. q3D The marriage brought freedom. © The marriage brought hatred. CD The marriage ended the war. 3. Listen again, and fill in the blanks. In my opinion, Pocahontas was a spy for the colonists. Yes, she [.. between the British colonists and the Native Americans, but she was more of a spy. As . However, she didn't think of you know, she even herself as a spy, and the colonists didn't trust her much despite her help. In a way, we the Powhatans could say she was a sad spy. Unfortunately, and the colonists. The colonists captured her and brought her to Jamestown. While she and married John was in Jamestown as a hostage, she freely Rolfe. As we all know, this marriage brought the war to its end. What do you think? Was she a mediator or a spy? I believe she was a spy, a spy

73

-

, LQ:

• ..

p:

zit,

c=si•

Listen to part of a conversation, and answer the questions.

6000

struggle (v)

End of Fall Semester

to strive; to give it one's best shot thoroughly (ad)

Miss Davis

Jean

Councilor

Student

Made Jean realize a lesson

Ms. McKenna

completely; carefully earnestly (ad) seriously comment (n) a statement of fact or opinion

Received an A

Earnest, helpful teacher

impossible (a) cannot be done or cannot happen

1. Why does the student like Ms. McKenna so much? Ms. McKenna spoke softly, explained carefully, and answered all the questions seriously. C Ms. McKenna gave good grades to students. © The student knows Ms. McKenna personally. Ca) Ms. McKenna spoke loudly but explained thoroughly. 2. What did the student realize at the end of the conversation? C) Miss Davis made the student realize that nothing is important but math.

Ce 3, The student realized that she can do things if she tries hard. CD Miss Davis made the student realize that Ms. McKenna is a good teacher. @, Miss Davis made the student realize that nothing is possible.

74

Unit 3 I Listening for Major Details

Listen again, and fill in the blanks. Wl: Good afternoon, Miss Davis. I was told by James that you wanted to see me in your office. W2: Oh, I did. Thank you for coming, Jean. Have a seat. (pause) How are you? Is everything going fine? W1: Yes, pretty much. What about you, Miss Davis? I haven't seen you for a while. W2: Yes, I was away for a while. Actually I went to Arizona and met your mother there. Didn't she tell you about it? W1: No, she didn't. But that's great. How is she? W2: She is fine. To me, she is still as exuberant as she was 20 years ago. You will never know how great a teacher your mother was. Anyway, how was your semester? W1: It was fun. The teachers were nice, especially Ms. McKenna. I loved her class. Strange... I never liked math and until I met Ms. McKenna. W2: That's great! How was she so wonderful? W1: She spoke softly and She answered all of the questions . I wish all my teachers were like Ms. McKenna. W2: Many of her students

in the past, too.

W1: Who could have guessed that I could get an A in math? W2: Why not? You are smart. You can get an A in any subject you want as long as you try. W1: I believe so. I should have tried harder instead of giving up and neglecting the hard subjects.

4. Complete the following summary with the expressions below. Miss Davis. When Miss Davis asked The fall semester is over. Jean , she told her that her semester was Jean how her and teaching skill, she was She also added that because of Ms. McKenna's , Jean realized that as long as she tries, an A in math. she can do better in her classes.

semester went

enthusiastic

able to receive

during the conversation

visited her councilor

completed successfully

75

B I Listen to part of a conversation, and answer the questions.

Student

Mr. Nelson

completely (ad) wholly; totally

effort (n)

Thanks Mr. Nelson

Helped Joy

the use of physical or mental energy to do something

amazing (a) causing great surprise or wonder; extraordinary

Satisfied with her grade

tremendously (ad) extremely large in amount, extent, or degree

1. Why is the student grateful to the teacher? Cok) The teacher encouraged and helped the student to do well in her political science class. ® The teacher gave the student a satisfying grade. © The teacher persuaded the student to economize his budg et. The teacher encouraged and helped the student to do well in economics class. 2. What does the teacher believe teachers should do for their students? ® Help students to learn and succeed in the future i© Help students to learn and enjoy life CO Help students to learn and succeed now E Help students to have good grades

76

Unit 3 I Listening for Major Details

3. Listen again, and fill in the blanks. W: Hi. Finally, the semester is over. M: Are you happy that you don't have to come to my class anymore? W: Yes... I'm just kidding. M: You had better be kidding. W: I actually wanted to say thank you. As you know, I was started first. I thought I wouldn't be

when this class , and look what I got.

M: Congratulations. W: Thank you. Without your help, I economics so easy and fun for me.

this class. You made

M: Well, you are the one who tried hard and showing any effort, I probably wouldn't have helped you. W: You

. If you weren't

to put in the effort and try my best.

M: It's my job to help students W: You are an

in the future. . I wish you could teach all my classes.

M: I'm sure you are going to meet

and helpful teachers your school life. Come by whenever you need help.

W: I will. Thank you so much. M: Enjoy your winter break.

4. Complete the following summary with the expressions below. The fall semester is over, and help and help, she could not have doesn't help students who don't

to Mr. Nelson, her , for his throughout the semester. The student believes that without his , Mr. Nelson insists that he

on the other hand

economics teacher

encouragement

make an effort

a student is grateful

completed the class

77

C; Listen to part of a lecture, and answer the questions. 0 2- 3

0 0 0

000

Botany

Plant

humidity (n) dampness

respiration (n)

H2O

an organism exchanging gases with its environment

dissolve (v)

Photosynthesis

to cause to pass into a solution

substance (n)

Creates nutrients

1.

What is a process which involves water in the plants?

C) The process is called photosynthesis. (12) The process is called photo analysis. C) The process is called psychiatry. C) The process is called photography. 2.

What factors play an important role in the plant respiration process?

CD Air movement and humility play vital roles in the respiration process. C) Air movement and humidity play vital roles in the respiration process. (1) Moisture and humidity play vital roles in the respiration process. C) The species and moisture play vital roles in the respiration process.

78

that which has mass and occupies space

Unit 3 I Listening for Major Details

3. Listen again, and fill in the blanks. W:

Today's

. As you all know, water is very important for all the living things on Earth. We can't live without water. So do plants. Water plays . Too much water may cause root damage, and too little may dry them. Depending on the species of the plants, some have the for short period of time while others can store for longer period of time. In addition, air movement and humidity play important roles in the of your plants. Now, I want to talk about a process called photosynthesis.

-"N

Ml: I remember learning it in junior high. Isn't it a process which involves water and sunlight? W: Yes, exactly. Let's see how much you remember what you were taught in junior high. Who can tell us about photosynthesis more in detail? M2: Water is moved upward from the roots to the leaves, carrying W: Anyone else? Ml: These , together with carbon dioxide and dissolved oxygen from the water and sunlight, allow photosynthesis to take place, producing a sugarsucrose. W: Very good!

4. Complete the following summary with the expressions below. that requires without water. One of the major Plants cannot water is called photosynthesis. During the photosynthesis process, water moves from the , carbon to leaves carrying dissolved nutrient and minerals. Then from the water and sunlight dioxide and

dissolved oxygen

roots

respiration processes

complete photosynthesis

with these nutrients

survive

79

D

Listen to part of a lecture, and answer the questions. 02-14

e® e

YENYME

e ®e

Art

bison (n)

Cave Paintings

a buffalo interpret (v) to explain the meaning of 41 schematic (a)

Period

Theme

Color

of, relating to, or in the form of a scheme or diagram tribe (n)

Paleolithic 40,000 years ago

Elders and shamans

Bison, horses, aurochs, and deer

Red, charcoal, yellow, brown, and hematite

a group of people with the same race, language, and customs

1. What is anthropologist Abbe Breuil's interpretation of the animal painting? CD The animal paintings were taken as their gods. CD The animal paintings were taken as symbols of their written language. C) The animal paintings were taken as hunting magic, meant to increase the number of animals. CD The animal paintings were taken as hunting magic, meant to decrease the number of animals. 2. How are the paintings of the humans portrayed when compared to the animals? ® They are more colorful. ® They are more naturalistic. CO They are rare and usually schematic. .j) Most of the paintings are of humans. (r

80

Unit 3 I Listening for Major Details

3. Listen again, and fill in the blanks. . Who can tell

M1: We are going to start chapter 3 today. The chapter is us about cave paintings? M2: The drawings are mostly of animals.

in Ml: Correct. The animals are mostly bison, horses, and deer. The most cave paintings are large, wild animals such as bison, horses, aurochs, and deer. as being hunting magic. Anthropologist Abbe Breuil That is to say, they were meant to increase the number of animals. and are usually schematic rather than the more naturalistic Who can guess when cave painting started? W1: Prehistoric times... Ml: Yes...the paintings were made during the upper Paleolithic, about 40,000 years ago. Let me ask you another question. Who drew the paintings? W1: Artists... M1: Good answer, but who were the artists? What were their positions? W2: M1:

or . The artists were believed to be shamans. The main colors of the paintings were limited to yellow, brown, charcoal, red, hematite, and manganese oxide.

4. Complete the following summary with the expressions below. 40,000 years ago during the upper Paleolithic Cave paintings started such as bison, horses, aurochs, and deer. The Period. The pictures are the yellow, brown, charcoal, red, hematite, and manganese oxide. . The artists were naturalistic animal paintings, the drawings of humans are respected elders and shamans.

believed to be

approximately

contrasted to

more schematic and rare

mainly of animals

colors were limited to

81

0 Integrated Listening & Speaking In this section, you will study speaking with the previous lectures you just listened to. First, you will hear the lectures you listened to previously. Then you will be asked to answer some questions based on the listening sections. But remember you have to say the answers. There is no writing.

Listen to a lecture while looking at the organizer, and answer the questions in your own words. 02-15

Plant

H2O

Photosynthesis

1. What relationship do plants and water have? (1) Too much water can (2)

the plant.

and

play important roles in the plant

process.

2. What steps does the photosynthesis process involve? (1) Water moves upward from the roots to the leaves, carrying dissolved (2) Water and sunlight

a sugar-like

3. Where does photosynthesis take place? (1) Photosynthesis takes place in (2) Photosynthesis takes place in the

82

called sucrose.

and

Unit 3 I Listening for Major Details

al

Listen to a lecture while looking at the organizer, and answer the questions in your own words.

0 2 16

Cave Paintings

Theme

Artist

Bison, horses, aurochs, and deer

Elders and shamans

Period Paleolithic 0,000 years ago

Color Red, charcoal, yellow, brown, and hematite

r4

1. How did anthropologist Abbe Breuil interpret the paintings? (1) She interpreted the paintings as (2) She interpreted the paintings as 2. What is the theme of the paintings? (1) The paintings are mostly of , and

(2) The paintings are mostly of

3. How are the drawings of human and animal paintings compared to one another? (1) The animal paintings are more (2) The drawings of humans are

than the drawings of humans. compared to the animal paintings.

83

1\/111-C__

Listen to part of a conversation between 4 students.

What do the students think is the top priority in deciding the type of fundraising? E The top priority is profits. The top priority is the weather. The top priority is profits and the weather. C) The top priority is the item.

ci)

According to the students, why should they have an unlimited number of items? ® Because too many items will bring chaos Because more items will attract more customers and increase sales C) Because more items will decrease sales ® Because more items will attract fewer customers Listen again to part of the conversation, and answer the question. Why does the man oppose a car wash for fundraising? E A car wash is exhausting. D A car wash takes too much time. © A car wash is out of the question. © A car wash is an easy job.

84

n

Unit 3 I Listening for Major Details

Listen to part of a lecture in a literature class. 02-18

4. What subject is dominant in Virginia Woolf's book A Room of One's Own? (D The subject of pride that helped women writers C® The subject of obstacles and prejudices that hindered women writers CD The subject of women's achievements in literacy © The subjects of the pride and prejudice of women writers 5. What is the important idea expressed in Three Guineas? ® The existence of a men's culture separate from the women's C) The existence of a women's culture separate from the men's © The coexistence of both men and women © The segregation of women 6. Listen again to part of the lecture, and answer the question. What did the man mean when he said this? ® Women had less control over wealth, and they were less publicly significant than men. Women had more control over wealth, and they were more publicly significant than men. © Men had more control over wealth, and they were less publicly significant than women. ® Men had less control over wealth, and they were more publicly significant than women.

85

Re' iew

0 Vo Cal lI

Choose and write the correct word that matches each definition.

penetrate

mediator

segregate

term

dissolve

interpret

earnestly

effort

dispose

substance

semester

hinder

C convert D

approximate

identical

1. ConVeP?

to persuade or induce to adopt a particular religion, faith, or belief

2.

one of two divisions of 15 to 18 weeks each in an academic year

3.

one that reconciles differences between disputants

4.

marked by or showing deep sincerity or seriousness

5.

a word or group of words having a particular meaning

6.

the use of physical or mental energy to do something

7.

being the same

8.

to get rid of; to throw out

9.

to explain the meaning of

10.

that which has mass and occupies space

11.

to be mixed with liquid and disappear or to melt

12.

to make something difficult to progress

13.

to keep things physically or spiritually apart from each other

14.

not precise but close to something

15.

to get into or pass through something

Fill in the blanks using the words below and match the right expressions. 02-19

Once you get to

I'm used to

I'd rather

As I remember

Nothing is ever

Depends on

1. One you seZ

• his teaching style.

2.

86

• water is taken up by the roots and travels up to the leaves.

3.

•

• a dream when you try your best.

4.

•

• wait and take his class.

5.

•

• the plants. Some can store water longer than others.

6.

•

focus on the vocabulary, laws, and events, it will be more interesting.

PART cictrisiai ai 0,-

Pragmatic Understanding questions test understanding of certain features that go beyond basic comprehension. Generally, two question types test pragmatic understanding: Function of What Is Said and Speaker's Attitude. Function of What Is Said questions test whether you can understand the underlying intentions of what is said. And Speaker's Attitude questions test whether you can understand a speaker's attitude or opinion that has not been directly expressed. Pragmatic Understanding questions typically involve the replay of a small portion of the listening passage.

• Unit 4 Understanding the Function of What Is Said Ecology / Philosophy / Math / Music

• Unit 5 Understanding the Speaker's Attitude Health / Politics / Nutrition / Sociology

Understanding the Function of What Is Said

vL=L-A [cA

■Introduction Function of What Is Said questions test whether you can understand the underlying intentions of what is said. The underlying intentions are typically hidden in the context surrounding the text of the question. Frequently, the intentions are acquired by synthesizing the entire text. This question type often involves replaying a portion of the listening passage.

■Useful Tips • Practice reading between the lines. • Try to take notes of the context of a lecture or conversation. • Refer to the tones the speakers are using in a conversation or lecture.

■Question Types 1. What does the professor imply when he says this: (replay) 2. What can be inferred from the professor's response to the student? (replay) 3. What is the purpose of the woman's response? (replay) 4. Why does the student say this: (replay) s

90

Unit 4 I Understanding the Function of What Is Said

Ae

qE-1[1.1 -

Ou.estierl

02-20

Listen again to part of the conversation, and answer the question. n I Why does the male student say this? 1) (A) Because he does not understanding what she is saying (B) Because he still feels nervous about the subject (C) Because he does not know anything about math (D) Because he cannot decide whether he will take the subject or not

Script I am going to have Mathematical Ideas this semester. I am a little bit nervous of that subject because I am not really good at math. vii; Mathematical Ideas? Don't worry. I had that class last semester. The lectures were very interesting, and the teacher made the students feel comfortable in the course. You will love the class. M: Well, I don't know. Wasn't the test difficult? W: Not at all. If you listen carefully to the lectures and do the homework, the test will be easy. The teacher always hands out a summary of his lecture every class. If you study them thoroughly, you will not even need to read the textbook. I was bad at math, but I got a good grade! tato I see. Thank you so much for your advice. It really helped me.

ireci

The answer to the above question is (B). Even though the female student tells him that he will do well in the class, he doesn't have complete confidence. And he also worries about the test.

91

-1,STC- 11. 1 11 0-

(•1K 1

II

1:1

I -1-11,C

a Chunking As words flow into our ears, we assign meanings by chunking the words into thought groups and storing them as meaningful units and phrases in our short-term memory. From these chunks of meaning, or memory markers, we get the gist of the message. Usually, listeners focus on what they understand. Listeners pass over unknown or unintelligible vocabulary words and concentrate instead upon identifying the main idea and following its course of development. Chunking is a way of sorting and organizing information. There are two kinds of signals to mark the end of a thought group: pause and falling pitch. A pause gives listeners time to understand what was said.

a Chunk Developing [Chunking points will be added as the context number goes up.] A: 1. I saw Jane. 2. I saw Jane / with Tom. 3. I saw Jane / with Tom / in the movie theater. 4. I saw Jane / with Tom / in the movie theater / last night. B: 1. I heard a strange sound. 2. I heard a strange sound / downstairs. 3. I heard a strange sound / downstairs, / Dad.

a Chunking Units in the Context 1. You have a very nice site / with great information. 2. Will you show me a shortcut / to the library? 3. All he did / was study / and play basketball. 4. Call today / to schedule a session / with our personal tutor! 5. Robert wants to finish / his lunch / as quickly as passible. 6. They're taking tests, / which is why I'm home / from school.

92

Unit 4 I Understanding the Function of What Is Said

Skill Practice A. Read the following sentences loudly, and put a / mark between the words where you want to chunk. Then, listen to each sentence, and check your answers. c) 1. I never managed to discuss this with my father while he lived. 2. I don't remember when I got home last night. 3. Which color do you like more, black or yellow? 4. When you're young, there's almost no place you can go at night. 5. There's nothing I can do for them except what I can do in the future. 6. Next month we are both supposed to go to Chicago to visit my uncle's.

B. Listen to the following dialog, and put a / mark between the words where you want to chunk. (--) A: Hi, Jamie! How was your presentation in psychology class? B: Oh, it was not so bad. I got the right answers on every single question, even from Mr. Graham. A: That sounds great. Actually, Mr. Graham is very strict on students' presentations. I knew you were so worried about it. Good job!

C. Listen to part of a lecture, and fill in the blanks with suitable words. Then put a / mark between the words where you want to chunk. (3--) materials, you can make a pinhole camera like this. It can and interesting way , and it will provide . To make a pinhole camera, you need only a can or box. If you take a picture with the camera you have built, you'll be very

Using produce

93

Listen to part of a conversation, and answer the question. 1. Why did the woman say this? c) ® Because the store cannot find the book ® Because the store does not have it ED Because the book was sold out in the store © Because the book was carried off to a different location Listen again, and choose the correct words. M: Hi, Evelyn. I'm at the bookstore (looking for / searching for) the book the biology professor told us to read. W: Oh, good. (Have you found it / Have you seen it)? M: No, I can't find it. The store (doesn't carry / doesn't move) the book. What should we do? W: Shoot. (I guess / I suppose) we will have to (borrow the book / burrow the book) from Rob or make photocopies. M: If that (doesn't work out / goes work out), I will ask the teacher tomorrow. W: Okay. I'll call Rob right now.

2. What is the purpose of the professor's statement here? ® She wants him to stop studying. ® She wants him to concentrate on sports now. © She wants him to get help with football. CD She wants him to study. Listen again, and choose the correct words. M: Mrs. Dean, did you want to see me? W7 Yes, Joseph. I just wanted to talk to you about your (class participation / glass participation). M: I know, it has been pretty (rough for me / tough for me) because of football practice. W: I see. I hope you get (plenty of rest / a lot of rest) every day. It is great that you are playing sports, but don't let it (get in the way / get out of the way) of your studying. M: Yes, ma'am. I know that education is more important. I will (pace myself / space myself).

94

Unit 4 I Understanding the Function of What Is Said

Listen to part of a lecture, and answer the question. 1. What can be inferred from the speaker's statement when he says this? ED Pollution is naturally made. CD There is nothing we can do to remove pollution. CD Pollution is manmade. C) The environment shows no signs of damage. Listen again, and choose the correct words. Are we doing enough to protect our environment from pollution? Our environment is (suffering from / buffering from) various kinds of pollution. These negatively (affect / effect) the nature and well-being of all living organisms. The major (pollutants / solutions) include water, air, and noise pollution and soil (contamination / containment). Unfortunately, all this pollution is manmade, and there is no sign of slowing down. We, as (humans / mankind), must work together to reverse the damage we have done to the (environment / nature).

2. Why did the speaker say this?

n

0 2-25

C) Because bullying does not cause harm. CD Because bullying causes social behavior problems and violence. © Because bullying is a part of growing up. (1) Because bullying has positive effects. Listen again, and choose the correct words. In the past, (bullying / cooling) was considered a part of (growing up / glowing up). However, there is an increasing (awareness / knowledge) of the harmful effects of bullying. It causes not only long term (social behavior / social attitude) problems but leads to other types of (violence / aggression). Therefore, schools need to run active (programs to prevent / programs to select) or stop bullying.

95

2-:_lss-J Listen to part of a conversation, and answer the questions. 02-26

inquire Iv)

Student

to ask; to question

Inquires about summer school enrollment

to furnish; to supply

provide (v) 1. Review the schedule of classes 2. Go to school website, or call to enroll 3. Pay the tuition

tuition (n) a fee that students pay to gain a higher education

School Admin. Provides enrollment instructions

1. Why did the school administrator ask this? i) CD To give the student the class schedule

CD To show the student how to pay for the class ED Because the student cannot take summer school if he is not enrolled C) Because the student needs to register if he is not enrolled 2. What is the student trying to find out from the school administrator? CD How to find the schedule of classes C) How to receive help on the tuition CD Direction to the office ED How to register for summer school 3. Listen again, and fill in the blanks. W: Hi, can I help you? M: Hi, I would like to find out W: Are you

for summer school. in this school?

M: Yes, I am. W: Okay, if not, I would have to ask you to register. Since you are already enrolled, look through this schedule of classes, and which classes you Then either go to the school website, or call the number on the schedule to enroll. M: Great. How do I W: Same as in

. You can pay directly online while enrolling, , or pay in person right in this office.

M: Thank you very much.

96

Unit 4 I Understanding the Function of What Is Said

Listen to part of a conversation, and answer the questions. 0 2-27

C_What: going on a trip

plan (n) a scheme; a method

Where: Yosemite

input (n) a contribution; a say

( With whom: his family

Yosemite (n)

C

a U.S. national park

How: camping

( How long: from June 25 to July 2

C

Great place

( Watch out for bears

1. What can be inferred from the man's statement here? (-) CD This is his first trip to Yosemite. (9 He really likes camping. ED He does not like visiting the same place twice. © He wants to go someplace else. 2. What does the woman think about Yosemite? CI) It is an awful place. ED It is a great place. C) It is not worth visiting. © She does not remember. 3. Listen again, and fill in the blanks. W: Hey, Tyler. What are your plans for this summer? M: Oh, I am

to Yosemite.

W: Wow, lucky you. Who are you going with? Are you going to and the

M: I am going with my family, and we are taking W: When are you going? M: We are

and coming back on July 2nd.

W: Have you ever been to Yosemite? M: No, this is my first visit. I really enjoy going to new places. W: Yeah, it is an

. But

M: That's right. I heard about that. I

for the bears! seeing one though.

W: Ha ha. Well, have fun.

97

IC] Listen to part of a Lecture, and answer the questions.

narrative (a)

Narrative speech

of, or in the form of, storytelling

history (n) past events

personal (a) of a person; individual

Name

History

Personal information

1. What did the lecturer mean here? (-) ® You will give general information about the class. ED You will deliver a general speech. CD You will need to find out who you are. ED You will tell the class about yourself. 2. According to the lecture, when does the speech begin?

®

When students turn in the outline CD In one week CD, The week after the outline is due ® The next class 3. Listen again, and fill in the blanks. Hello, class. Welcome to Communications 101. Today, I will go over with you. The topic is "Who Am I?" You will a general idea of who you are. First, your name, what it means, why your parents chose this name, and how you . Next, tell us your history. Where you were born, when you were , where you grew up, and, if you like, how your . Then give us more about yourself. Items should include your , things you like, dislikes, your , goals, dreams, and so forth. Please by the next class. The the week after you turn in your outline.

98

Unit 4 I Understanding the Function of What Is Said

$ Listen to part of a lecture, and answer the questions.

ratio (n)

Ratio

Characteristic

Ratio of length to width of 1.618

Most visually appealing

one value divided by another

geometry (n) the pure mathematics of points and lines and curves and surfaces

Golden Ratio

approximately (ad) around; about

Discovery

Examples

Since the early Greeks

1. Parthenon 2. Wide Screen TV

appealing (a) attractive; inviting

1. Why did the lecturer say this?

CD Because this ratio is the most appealing and pleasing to the eye CD, Because this ratio is new C) Because this ratio is for a certain group of people C) Because the Greeks liked this ratio the most 2. According to the lecture, since when have men known about the golden ratio?

CD Since the invention of the TV CD Since the early Greeks C), Since very recently C) Since approximately 1,618 years ago 3. Listen again, and fill in the blanks. or a Okay, class, let's say that you are a designer that needs to design a any ratio, or would you follow a swimming pool. Would you . This ratio has If you are smart and know geometry, you will use the 1.618. Since the early Greeks, it has been known as ratio of a around the most visually appealing ratio to the eye. Therefore, we can us that utilize this ratio, for example, the Greek Parthenon and wide screen TVs. The . Why don't you , and even in golden ratio appears in art, find one around you?

99

z_Lsic

1

;Al Listen to part of a conversation, and answer the questions.

e ®e

Physics - Mr. Brown

Ashley

physics (n) the study of matter

chemistry (n)

Chemistry 1B and lab

Tom may join the chemistry class

the science of the composition, structure, properties. and reactions of matter

join (v) to become part of

calculus (nl

Dan

Calculus

1. Why did the man say this to the woman?

n

Because he wants help from her C) Because he does not need to take the physics class CO Because he wants to take the class with her ED Because he wants to know if she likes Mr. Brown's lectures 2. What does the woman say about the professor? OK) Her friends do not like him. C) She has heard that he is not good. ® Everyone says he is great. (ALT_, His lectures are boring.

100

the study of organisms' functions and parts

Unit 4 I Understanding the Function of What Is Said

-

3. Listen again, and fill in the blanks. es

W: Hi, Dan. What classes are you taking next semester? M: Hey, Ashley. I need to take W: Oh, really? I need to take chemistry, too. I am taking Chemistry 1B and the lab. M: Oh, then let's take the classes together. I am taking the 2-o'clock class. I hope W: No, I didn't. I will sign up for that one, too. I think Tom needs to take that class, too, so I will have him sign up for that class as well. M: That's even better. What else are you taking? W: I need to take physics. M: Physics sounds interesting. Hmm... I should take that class, too. Which professor are you going to take? W: I heard that Brown is really good. All my friends lectures are interesting and engaging. They all liked him quite a bit.

said that his

M: Since I won't have time this semester, I will take it next semester. Let me know W: Sure. I will even tutor you. Ha ha.

Complete the following summary with the words below. they are going to take next semester. Dan and Ashley and Dan are discussing . Therefore, they are going to take the 2-o'clock class Ashley both need to take to take the same class. Ashley is also taking a together. Ashley will with Mr. Brown. Mr. Brown , and Dan would like to know is

physics class

ask their friend Tom

how the class turns out

which classes

chemistry

well liked by many students

101

[B Listen to part of a conversation, and answer the questions. 02-31

Summer baseball training

1. Starts on June 30 2. Bring uniform and gear

training (n) an activity leading to skilled behavior gear (n1

Weekly I Training Schedule

equipment needed for an operation or sports

"Th

Fundamentals Team Games

- Basic skills (throwing, hitting, relays)

Individual - Position training (small group)

0 fundamental (a) being or involving basic facts or principles individual (a) characteristic of or meant for a single person or thing

1. What did Victor's statement imply about the training when he said this? C) C) There will be small group training and team training. C) There will be small group training only. CD There will not be small group training. ED There will be individual training only. 2. Why is David able to go to summer training? C) He quit school. C) His dad finally let him. C) His dad changed the family's summer plans. CD His dad agreed to pay for it.

102

Unit 4 I Understanding the Function of What Is Said

3. Listen again, and fill in the blanks. M1: Hello, Victor. This is David. M2: Hi, what's going on? M1: Do you have the M2: Yeah, I don't know the specifics, but I have training?

. Why? Can you go to the

Ml: Yeah, my summer plans have changed. My dad to the training.

so that I can go

M2: Hey, that's great. Well then, write this down. The need to bring your uniform and gear, of course.

on June 30th. You

Ml: Okay. What is the training schedule like? . The M2: The first 3 days of the week will cover the . And the fundamental training will cover the basic skills like individual training will cover the position we would like to learn in a smaller group. Ml: I see. There will be small group training and team training. How are the team games going to be M2: The last 2 days will have the team games and the individual training. I think the 3 sessions will be

4. Complete the following summary with the words below. because his David calls Victor to find out the summer baseball training. David is dad changed the summer plan. According to Victor, the training starts on June 30th, and a fundamental and individual trainings are needed. The training will be mixed during the week. The fundamental training and team games. , and the individual training will focus on

These three parts

each position

uniform and gear

will consist of

will focus on basic skills

able to go

103

Listen to part of a lecture, and answer the questions. 0 2-32

60049

0000

Music

sonata In)

Mozart's Sonata No. 11

a classical composition for solo instruments

movement In) Movement 1:

Movement 2:

Movement 3:

a major, self-contained part of a symphony or sonata

Andante grazioso

Menuetto

Rondo alla turca

andante fa) at a moderately slow tempo

One theme, six variations — famous melody

Minuet and trio—delicate

Allegretto — varying intensity, accuracy

1. What can be inferred from the student's statement here? c) Turkish music is popular now. C) Turkish music was different back then. © Turkish music is not popular now. C) Turkish music is everywhere. 2. Which music is being taught in this lesson? ® Beethoven's Sonata No. 11 ® Mozart's Sonata No. 11 © Mozart's Sonata No. 20 © Mozart's Concerto No. 1

104

variation In) a repetition of a musical theme with modifications or embellishments

Unit 4 I Understanding the Function of What Is Said

3. Listen again, and fill in the blanks. Wl: We will start on a This piece has

Mozart today. Let's turn to page 6 for Sonata No. 11. : andante grazioso, menuetto, and rondo alla turca.

W2: Is the third movement from the famous Turkish Rondo? W1: Yes, it is. Very good. Do you know why it is called Turkish Rondo? W2: It's supposed to imitate the W1: That's correct. The bands are called Janissary bands, and they were W2: I did not know that the Turkish music was that popular back then. Things are sure different from now. WI: Yes... Time changes. Now going back to the piece... The Andante grazioso is with six variations. Menuetto has a minuet and trio, and its main melody. Rondo Alla Turca is allegretto. Andante grazioso is . And the Rondo Alla Turca should be played Menuetto should be but with accuracy. Since it is very fast paced, you have to with . Also, try not to get faster as you play. You be careful to need to .1

4. Complete the following summary with the words below. Sonata No. 11 by Mozart is a very famous piano piece. This piece has three movements . The first movement starts with a well-known theme, and it that have very six variations. The second movement is a minuet that is the sounds of Rondo because it The third movement is known as the Turkish bands. This piece requires varying intensity, accuracy, and a

followed by

Turkish

resembles

should be played delicately

distinct sounds

consistent pace

105

Listen to part of a lecture, and answer the questions.

02-33

000

000

History

0

To preserve the Union

Objective

objective (n) an aim: a goal preserve (v)

To free slaves

to continue, keep, or maintain

Civil War

I New type of war

Advancement of technologies

Photography

Results of the war

Suffering of the Confederacy

0

advancement (n) a forward step; a development

I

o

suffer (v) to feel pain or distress ego (n)

( Ego booster to the Union

an inflated feeling of pride

1. What did the professor mean when she said this? (-) C) People of different ages fought in the Civil War.

CD The Civil War was the first war ever in history. C) The Civil War introduced new types of war plans, weapons, communications, and transportation. CI) The Civil War was the first war to use war plans, weapons, communications, and transportation. 2. How did the Civil War involve the public? C) The public started fighting with soldiers. CD The public actually helped the soldiers. © The public actually saw the war through photographs. C) The public came to watch the war.

106

Unit 4 I Understanding the Function of What Is Said

Listen again, and fill in the blanks. W: The Civil War occurred from 1861 to 1865 and was fought between the Union and the Confederacy. Although many people think that the Civil War's main objective of the Union. was to free the slaves, the war began to The Civil War also marked the beginning of a whole new generation of modern wars. , weapons, communications, and The Civil War introduced brand new transportation. M: I once heard that the war

to the public as well.

W: That's correct. The war advanced hygiene, medicine, social services, and such. The war was modern not only because it involved a wide variety of resources but the public as well. The people behind the war front received much more detailed information and learned about the M: Why was that? . Therefore, for the first time in history, many W: Photography had been aspects of the war, such as dead bodies and tensions, were As the war came close to an end, the Confederacy suffered a great deal of , and its stand on racism, poverty, and dishonesty also suffered. M: How was the Union's condition? W: The Union lost many of their people, but since they won the war, their were sometimes viewed as conceited.

4. Complete the following summary with the words below. in the South became The Civil War began to keep the Union together, but later an important reason. The war was the first to introduce many modern technological features, for the first time. The . It also involved the public in the thereby of the war hit home thanks to the photographs. As the Union won the war, the while the Union Confederates went through an economic and

advancing social conditions

terrible aspects

boasted about the victory

freeing the slaves

realities of war

social downfall

107

Sp eta_;-,

1-_ 11 rec--1-L-Lued _isucTii

In this section, you will study speaking with the previous lectures you just listened to. First, you will hear the lectures you listened to previously. Then you will be asked to answer some questions based on the listening sections. But remember you have to say the answers. There is no writing.

Listen to a lecture while looking at the organizer, and answer the questions in your own words.

Mozart's Sonata No. 11

Movement 1:

Movement 2:

Movement 3:

Andante grazioso

Menuetto

Rondo alla turca

One theme, six variations — famous melody

Minuet and trio — delicate

Allegretto — varying intensity, accuracy

Describe this music piece. The piece was called

, and it has

has

, and it was composed by

2. What is the characteristic of the first movement? (1) It has a well-known (2) There are

that is repeated in of a single

in the movement.

How should one play the third movement? It should be played with The third movement requires

108

and and

Unit 4 I Understanding the Function of What Is Said

13 I -1I Listen to a lecture while looking at the organizer, and answer the questions in your own words.

To preserve the Union

Objectives To free slaves

Civil War

A new type 1 of war

Advancement of technologies

Photography

Suffering of the Confederacy

Results of the war

Ego booster to the Union

1. What were the main objectives of the Civil War? and to

(1) The objectives of the Civil War were

were the main

and

(2) Preserving objectives of the Civil War. 2. Why was the Civil War the first modern war?

and

(1) The Civil War introduced many

and

(2) The Civil War was the first war in the modern era to use 3. What were the effects on the Union and Confederacy?

(1) The Union enjoyed a (2) The Confederacy

to its

, but the Confederacy

many hardships, but the Union's

was

109

0

Listen to part of a conversation between a student and a counselor.

1. Why did the counselor ask this? C To see if the student likes camping CD To see if their camp level fits the student C) To find out which activities the student is interested in © To persuade the student to come to the camp 2. According to the counselor, what does the camp do to bring campers together? ® Each camper will compete against one another. C) Participants will bring a friend. ED Participants will be grouped into teams. © Each camper will meet everyone. 3. Listen again to part of the conversation, and answer the question. I) How does the counselor describe the camp? CD The camp will be very difficult for the student. CD The camp will be boring for the student. © The camp will be too busy to accept new people. (1) The camp will be challenging but suitable for the student.

110

Unit 4 I Understanding the Function of What Is Said

Listen to part of a lecture in a history class. 0 2-37

-

r

A .'

evylti

4. What did the professor imply when he said this? c, C) The British lost some valuable tea. ED The British unexpectedly gained some valuable tea. CIDI The British lost tea instead of colonies. C The British lost colonies over tea. 5. According to the lecture, what was the real reason for the American Revolution? (I) The Boston Tea Party The British reaction to the Boston Tea Party Disagreements between colonists ® The cheap price of imported tea

c)

6.

Listen again to part of the lecture, and answer the question. Which answer describes the Intolerable Act the best? ® ®

© ©

n

The act provided colonists with the freedom to go to England. The act placed troops in terrible conditions. The act placed more royal officers in the colony. The act undermined the colony's independence.

111

WI Choose and write the correct word that matches each definition. individual

prevent

objective

athletic

terrible

suffer

popular

join

appealing

damage

preserve

intensify

contaminate

corrupt

(J decision

1. deC.;,5;

a conclusion; a judgment

2.

to endure; to feel pain

3.

to spoil physically or stop something from working properly

4.

to save or protect something from damage or decay

5.

to become part of; to take part in

6.

awful; dreadful

7.

to make something dirty or harmful

8.

morally wrong, especially by doing something dishonest

9.

attractive; inviting

10.

to stop; to avoid

11.

of a person

12.

a purpose; a goal

13.

well liked; admired

14.

sporty, healthy, and strong

15.

to become greater in strength, amount, or degree

Fill in the blanks using the words below and match the right expressions. 0 2-38

Since I won't have time,

Have you ever been

I wouldn't mind

Don't let it get in the way of

It's supposed to

I am interested in

1. 2- t,),c:Dzi/

• I will take him next semester.

2.

•

3.

•

4.

•

• to Yosemite?

5.

•

• imitate the sound of Turkish bands.

6.

112

ni; nal

• the outdoor activity camp. seeing one though.

• your studying.

U. HA

-U -notc—rstaudiii tlic= '1•-)L--.='L1 -L-ct1's A tritu

Understanding the Speaker's Attitude

t. Overview

I-

• Introduction Speaker's attitude questions test whether you can understand a speaker's attitude or opinion. This question asks you about the speaker's feelings, likes and dislikes, or reason behind various emotions. Also you are often asked about a speaker's degree of certainty. This question type often involves replaying a portion of the listening passage.

• Useful Tips • Focus on the tone of voice, intonation, and the sentence stress the speakers are using in a conversation or lecture. • Practice distinguishing between referencing and giving personal opinions. • Avoid answers that are too far from the general tone of the lecture or conversation. • Try to take notes on the context of the lecture or conversation. • Pay attention to adjectives and verbs of feeling. 1

• Question Types

i-----

1. What can be inferred about the student? 2. What is the professor's attitude toward X? 3. What is the professor's opinion of X?

4. What can be inferred about the student when she says this: (replay) 5. What does the woman mean when she says this: (replay)

114

Unit 5 I Understanding the Speaker's Attitude

03-01

Sample- E

What is the teacher's opinion about the student's class participation? (A) She thinks he has to participate more. (B) She encourages him to practice football rather than participate in class. (C) She worries about his grades. (D) She is satisfied with his class participation.

Script M: Mrs. Dean, did you want to see me? W: Yes, Joseph. I just wanted to talk to you about your class participation. M: I know. It has been pretty rough for me because of football practice. W: I see. I hope you get plenty of rest every day. It is great that you are playing sports, but don't let it get in the way of your studying. F. Yes, ma'am. I know that education is more important. I will pace myself.

Correct Answer

The correct answer to the above question is (A). Although the teacher understands the student's situation, she still thinks he has to participate more in class.

115

6-..ten n

Pitch and Intonation At the beginning of a conversation, the last content word is usually the focus of the meaning. Focus means to see clearly. The focus word in a sentence has the most emphasis so that the listener can hear it clearly. The focus word is marked by a rise and then a fall. The fall in pitch helps the listeners to recognize the end of a thought group. However, a question may end with a rising or a falling pitch.

Put this in the drawer.

Do you want some coffee?

Where are you going?

After a conversation, the focus changes as each person speaks, so any word can be the focus. The focus changes because the speaker wants to call attention to new information. Old information is already understood and does not need to be emphasized.

I'm looking for my shirt.

(shirt: new information)

What kind of shirt?

(shirt: old information)

It's a green shirt.

(shirt: old information)

Usually the normal emphasis pattern reduces structure words. However, when a speaker feels strongly or wants to disagree with something said before, any word may be emphasized, including structure words. A: I bought a book at the library. N B, No, you borrowed a book from the library.

116

Unit 5 I

Skill Practice Read the following sentences out loud, and mark 4 on the most emphasized or pitched words. Then, listen to each sentence, and check your answers. n I 1. Why is the door locked? 2 Do you want coffee or tea? 1 It will look really nice when it sits on the table. 4. Now, when you read, don't just consider what the author thinks. 5. W: Which is more important, health or wealth? M: You need health and wealth together.

B. Listen to the following dialog, and underline the high pitched words. c) W: What are those workmen doing on the roof of the dorm? M: I was told that they're fitting a solar panel. W: What's that for? M: It's for heating water using just the heat of the sun. It can provide from 30% to 70% of an ordinary home's needs for hot water each year. W: And for free! That's really worth having.

C. Listen to part of a lecture, fill in the blanks with suitable words, and underline the high pitched words. C.") Hurricanes' names are the list in your material. The Atlantic is assigned , with one list used each year. year, the first list begins again. Each name on the list , the name of the very a different letter. first hurricane of the season starts with the letter A, the next starts with the letter B, and so on. The letters "0", "U", "X", "Y", and "Z", , are not used. Is your name among the currently used or retired hurricane names?

117

Ra,SiC D A

Listen to part of a conversation, and answer the question. 1. What does the professor suggest the student do? C) Choose a topic that can be learned C) Choose a more challenging topic © Choose a less challenging topic © Choose a topic that can be done without any effort Listen again, and choose the correct words. W: I have two topics for the project. The first one is on how soil (affects the pH of water / effects the pH of eater), and the second one is on how soil (challenges with deep / changes with depth). M: Which one do you feel more (relaxed / comfortable) with? W: I like the second one, but it is more challenging. M: Will you go with something that is easy or go for something that you can learn and (accomplish more / accommodate more) through putting in more of an (afford / effort)? W: It sounds like you are telling me to do the second one. M: Well, it is up to you. I was just giving you a (suggestion / submission).

2. What does the student think about the computer lab policy? C__, Am He thinks the policy is complicated. CD It is exactly the same as the lab he went to before. (I) It is very different from the lab he went to before. C) It is similar to the lab he went to before. Listen again, and choose the correct words. M: It's my first time here. W: Okay. Just (fill out this application / feel out those complications), and you are registered. M: Thank you. One more thing... Can you tell me how to (us / use) the lab? W: You should either go to any computer or come to the help desk to (reserve a computer / keep computation). The time limit is 2 hours. If you want to (pin an argument / print a document), it costs 2 cents per page. No food or drink is (allowed / permitted). M: Thank you. It's pretty much the same as the old one I (used for / used to) go to before.

118

Unit 5 I Understanding the Speaker's Attitude

Listen to part of a lecture, and answer the question. 1. What is the professor's opinion towards vitamin A? 03-05 ® Vitamin A is the single most effective resource for preventing eye dryness. C) Vitamin A is helpful but uncomfortable. © Vitamin A causes eyes to remain dry at night. © Vitamin A is one of the reasons behind night sight problems and eye dryness. Listen again, and choose the correct words. Vitamin A (plays a vital role / pays a vital roll) in your eyes. It helps your eyes to (administer to night charge / adjust to light changes) so you can see during the day and night. Plus, it also helps your eyes to keep (oyster / moist). Therefore, if you feel uncomfortable (seeing at night / sing at night) or your eyes (dehydrate / feel dry), your eyes need vitamin A. Of course there can be other reasons, but studies have shown us that vitamin A prevents those (illnesses / eel less) from happening drastically.

2. What does the speaker think about the qualifications to be a U.S. presidential candidate? C) The qualifications are easy. ® The qualifications are complex. ED The qualifications are very high. C), There are no qualifications. Listen again, and choose the correct words. The U.S. president is (elected every four years / ejected every for yards). Everyone probably thinks that the qualifications for the (candidates / applicants) are very high. But once you find out what the (cry out / criteria) are, you will have a different idea. First, the candidate has to be a (natural-born / neutral-bone) citizen of the U.S. Second, he or she should be at least 35 years of age and a (legend of the U.S. / resident of the U.S.). for at least 14 years. Since gender and race are not (told / mentioned), anyone who is a natural-born citizen here can dream of being the president.

119

Listen to part of a conversation, and answer the questions.

relaxing (a)

WINTER VACATION

helping you to rest and become less anxious

productive (a)

Man

Woman

Fantastic / productive

Relaxing

effective in achieving specified results

tired (a) fatigued

rent (v)

Went snowboarding /

Watched movies

visited grandparents

to grant temporary occupancy or use of a service

1. What does the woman imply when she says this? ono

cAD

Her weekend was fantastic. Her weekend was very productive. CaD Her weekend was not so exciting. t® Her weekend was very exciting. 2. What does the male student think about his weekend? Ec) It was a productive weekend. C It was a profitable weekend. C) It was an unproductive weekend. OD It was a relaxing weekend. 3. Listen again, and fill in the blanks. M: Hey! Long time no see. W: Hi! How are you? How was your weekend? M: It was

, I had so much fun. I wish it had been longer. How was yours?

W: Oh, you don't want to hear about it. Anyway, what did you do to make it so fantastic? M: Well, I went and went to my house on Sunday. W: How fun! You must have been busy. I wish I had go this weekend. Aren't you tired after that

, too. Maybe I'll

M: A little, but it was a , so I'm okay. I had been planning to visit my grandparents for a long time, and I finally got some time to do so. Speaking of your weekend, did you just stay W: Well, I M: I can see that.

120

and watched them all. That is why my eyes are swollen.

Unit 5 I Understanding the Speaker's Attitude

Listen to part of a conversation, and answer the questions.

0 3-08

borrow (v)

Library

to obtain or receive something on loan

creativity (n) having the ability or power to create

Librarian

Loves to read

favorite (a)

Student

best liked

nonfiction (n) Nonfiction - politics and business

Fiction - Mystery

What does the librarian mean when she says this?

prose works other than fiction

n

®

She doesn't read mystery books at all. CD She prefers fiction over nonfiction. ED She likes fiction more than nonfiction. E She likes nonfiction more than fiction. 2. What did the student always want to do with other mystery book readers?

CD She wanted to go to the library. ED She wanted to buy some books. CD She wanted to discuss the books. C) She wanted to borrow some books. 3. Listen again, and fill in the blanks. W2: Hi, Jennifer. Let's see what you are all these in time? W1 Yes. I'm so

today. Are you sure you can finish

these days. I can read them and guess where the story is leading.

. It is so

W2: Yes, it enhances your creativity and imagination. Do you have a W1: I kind of have one, but I'm trying to read one book of every author's. I'll definitely have one soon. What about you? What are you reading these days? W2: I like mysteries, but I'm more into

that deals with politics and business.

W1: That sounds interesting, too! over time. I W2: Yes, it is interesting. Well you know your interests and might get interested in mysteries like you some day. We will talk about those books when I do. books with someone. W1: That is a wonderful idea. I have always

121

Listen to part of a lecture, and answer the questions.

nutrition (n)

Fiber

a source of nourishment

essential (a) necessary

source (n) basis

relation (n)

— Important for health and digestive systems**

a logical or natural association between two or more things

**Lowers cholesterol levels*"

consume (v)

"*Should be consumed frequently and regularly**

to eat

1. What does the professor mean when he says this?

n

® People are aware that fiber is a good source of nutrients. C) People are not aware that fiber is a good source of nutrients. © People have never heard of fiber. © People seldom hear about fiber. 2. According to the professor, how should fiber be consumed? E Fiber should be consumed regularly. CD Fiber should not be consumed regularly. C) Fiber should not be consumed. CD Fiber should be consumed from time to time. 3. Listen again, and fill in the blanks. Last week, we talked about food and in general. Starting from today, we will go into . We are going to spend 6 weeks studying food and health. We are going to start with fiber. First, I'm sure you have heard a lot about and I'm sure you have heard about the facts that I'm going to talk about now. First of all, fiber is good for the , and it lowers the body's cholesterol level. Foods with fiber are of essential , meaning foods with fiber are good for our health. However, fiber frequently and regularly for

122

Unit 5 I Understanding the Speaker's Attitude

IA Listen to part of a lecture, and answer the questions.

03-10

Poet

create (v) to produce express (y)

To make; to create

to make one's feelings or opinions known portray (v)

Expressed with words

to describe in words intense (a)

Feelings and emotions

extreme in degree mundane (a) ordinary

Marriage, death, love, and the natural world

1. What does the professor imply when she says this? CI ® Our daily lives are not the topics of poetry. ED Our daily lives are depicted in poetry. C) There is no relationship between poetry and our daily lives. C) Poetry is closely related to our daily lives. 2. How much does the professor think that people know about poetry? C) She thinks people know a lot about poetry. C) She thinks people do not know and do not care about poetry. C) She thinks people always look to find out more about poetry. C) She thinks people know very little about poetry. 3. Listen again, and fill in the blanks. , or do you have a Let me ask you a question before I start. Do you love ? Some of you may answer "yes," and some of you may answer "no" to these , but we talk about poems and poetry a lot in our questions. You might . What is written in poetry is a topic of our daily lives. However, we don't have a clear idea of what poetry is. How would you define "poetry?" I believe most . Therefore, what I am going to do is of you are not so , and it the word "poetry"for you. First of all, the word is of Greek means to make or

123

Nvit-,11

,on

Listen to part of a conversation, and answer the questions.

enroll (v) Councilor

Mistake in class schedule

Student

to enter or register in a roll

request (v) to ask for

easier (a)

Thinks the student has a great personality

Okay with changes

posing no difficulty

flexible (a) accommodating

personality (n) Mistake fixed without other changes

character

What was the student's reaction when the councilor informed him that the schedule may change? CA:2) He is okay with the changes. He asked the councilor not to change the schedule. ® He was upset. He yelled at the councilor. 1

What was the councilor's comment on the student's personality? ® The councilor thinks the student is hard to deal with. The councilor thinks the student is easy to deal with. © The councilor thinks the student has a bad personality. l© The councilor thinks the student is too mellow.

124

Unit 5 I Understanding the Speaker's Attitude

3. Listen again, and fill in the blanks. Hi. I got my schedule and found that I was W: Let me see your schedule so I can find out what went wrong. M: Here we go. W: Thank you. What are the classes

, Jake?

M: I requested biology, English, algebra, tennis, art, and American history. W: Hmm, you have chemistry

. I'll fix that now. Give me a second.

M: Am I going to have the same schedule and just going to change the whole schedule? W: Let me check. Sometimes I have to case for you.

, or are you , but hopefully that's not the

M: It wouldn't be a big deal even if you changed my classes around. W: Good. Some students don't like making changes. M: I'm flexible. I'm okay

I get to take all the classes I chose.

W: You are making my life easier. Thanks. M: You're welcome. I'm W: You are an easygoing person with a great personality. I'm almost done here. , there's a biology class during third period, so you get to keep your schedule as is. M: Great!

4. Complete the following summary with the words below. in his schedule. He went to see the councilor to Jake of the students don't like their schedules being switched around. However, Jake in his schedule. The councilor believes that Jake is someone who is a , Jake was able to keep his other classes in the same periods and

luckily

fix his schedule

switched chemistry to biology

pleasure to deal with

found a mistake

doesn't mind changes

. Many

125

Listen to part of a conversation, and answer the questions.

ee s

s

favorite (n)

Student

Councilor

one that enjoys special favors or regard

particular (a)

Major?

not general or universal

specifically (ad)

j

UCLA? The student has a chance.

High GPA & SAT score

in a detailed and exact way

community (n) a group of people

reject (v)

Extracurricular Activities

to refuse

How does the student feel about choosing a major? ® He chose his favorite subject. E® He chose one he is not interested in. CO He is uncertain. © He is certain. 2. Why does the councilor believe the student has a chance to get into UCLA?

ED The student has a high GPA and SAT score with school and community activities. (1) The student has a great personality. CD The student has a good GPA.

(1) The student has a high SAT score.

126

Unit 5

Understanding the Speaker's Attitude

Listen again, and fill in the blanks. M1: What's your favorite subject? M2: I don't have a favorite M1: Well, you were better in math and science than in other subjects. M2: Yes, but I'm not sure whether I want to major in M1: You don't necessarily have to go into math or science specifically. You have options such as accounting, engineering, archeology, and many others. or the other majors you

M2: True, but how do I know just mentioned?

Ml: You can apply as "undecided" and take one of each class as electives once you get into college. Then you can decide M2: I will probably have to do that. Do you think I can get into UCLA with my GPA and SAT score? , but you always need

M1: You have a chance since you have back-ups.

M2: I have to get in, but sometimes you can't have what you want, and you have to M1: Correct, but since you studied hard and you were involved and community volunteer work, I'm sure they won't reject you.

4. Complete the following summary with the words below. . The student hasn't on colleges and a A student went to see a councilor for decided on his major but wants to get into UCLA. The councilor believes that with the student's he desires. The councilor informed GPA and SAT score, he will be able to after he the student that he can apply as "undecided" and choose a major that is since he is take several electives. The councilor also told the student that he

major

advice

get into the college

good at math and science

has many options

suitable for him

127

Listen to part of a lecture, and answer the questions.

eeee

0000

Sociology

Social Issues in Alaska

virtually (ad) almost but not quite

abuse (n) improper use or handling Unhealed psychological and political wounds History of deaths by epidemics & cultural and political deprivation

Lack of mental and emotional well-being

neglect (v) to pay little or no attention to

identity (n) characteristics

emotional (a) of or relating to emotion Domestic violence, alcohol abuse lack of education

What does the professor think is unfortunate? ED The living conditions of Native Americans are privileged. CD The living conditions of Native Americans are underprivileged. © The number of Native Americans has been reduced. t© The living conditions of Native Americans are fair. What does the professor conclude from his lecture? Cij k ) Alaskan natives are losing their communities, cultural identities, and childhood. l©3 Alaskan natives are losing their communication, cultural identities, and childhood. Alaskan natives are losing their communities, continent, and children. ® Alaskan natives have lost everything.

128

Unit 5 I Understanding the Speaker's Attitude

3. Listen again, and fill in the blanks. is the lack of mental and emotional One of the social issues that many of the Native well-being of the native Alaskans. It is Americans are living under poor conditions throughout the country. In the cases of native Alaskans, even virtually entire villages are suffering from a lack of mental and . Alcohol emotional well-being, which includes continuing , homicides, and suicides are frequent among them, which of abuse, course, lead to families falling apart. It is tragic to see that many children are abused and not educated properly. As a matter of fact, the children themselves are abusing alcohol over the time. Since parents are and other chemicals, and the and alcohol abuse, they can't take care of their children, so many children are being taken care of by others or simply neglected. Therefore, we can conclude that Alaskan natives are losing hold of their communities, and most importantly, their childhoods. So you can see how serious the issue is. Plus, rather than making a living for themselves, they are depending on public services and their economy and governing subsidies. They have institutions.

4. Complete the following summary with the words below. . They lack mental and emotional well-being. Native Americans' lives are , domestic violence, homicides, and suicides are the results. In addition, children leads to alcohol their parents. are not properly of themselves, they are also losing and other chemicals abuses. As they their economy and governing institutions.

lose control

alcohol abuse

A lack of education

taken care of by

unprivileged

control of and responsibility for

129

Listen to part of a Lecture, and answer the questions.

0 3-14

0049

6000

Literature

[

fact (n)

Storytelling of an imagined event

knowledge or information based on real occurrences

Fact or reality

content (n) something contained

FICTION

Stir people's emotions

NONFICTION

imaginary (a) having existence only in the imagination

Essay, journal, biography

afterward (ad) at a later time

Novel, fable, comic, movie

biography (n) a person's life story written by another

1, Why does the lecturer believe that everyone must have cried or laughed while reading fiction? (A) Because it moves people's minds. C) Because it is always sad. C) Because it is always funny. CD Because only comics are fiction. 2. How can nonfiction contain false information?

ED The author is always wrong. C) What the author believes to be true is always false. © What the author believes to be true can be ambiguous. © What the author believes to be true can be proven false.

130

Unit 5 I Understanding the Speaker's Attitude

Listen again, and fill in the blanks. W: Class, we are going to . Basically, fiction is the of imagined events, and nonfiction is fact or reality. Specifically, fiction is imagined stories such as novels, fables, fairy tales, cartoons, and comics. These can contain some factual events that are M: What about movies? W: Excellent question. What do you think? M: Fiction. W: Very good! Movies and video games, the ones you guys always play after school, are fiction. Most of them are . Some are based on true stories, but they have added imaginary stories to grab people's attention. Fiction has the ability to . It can give us hope and make us laugh or cry. I'm sure you have cried, laughed hard, or felt so sorry for the characters in the fiction you have read or . However, the facts seen. Finally, contrasted with fiction, nonfiction could contain false information. M: How? believes that what he or she has written is true at that time, but the W: Well, the . Common examples of facts that he or she wrote could be nonfiction works are essays, journals, documentaries, photographs, and biographies.

4. Complete the following summary with the words below. and The difference between fiction and nonfiction is that fiction is , fables, cartoons, comics, and movies nonfiction is based on facts. Fiction includes . Contrasted with and which that can touch people's , journals, documentaries, and biographies and can be fiction, nonfiction includes depending on the information the author has.

emotions

based on created stories

novels

make people laugh and cry

either true or false

essays

131

0 Integrated Listening & Speaking In this section, you will study speaking with the previous lectures you just listened to. First, you will hear the lectures you listened to previously. Then you will be asked to answer some questions based on the listening sections. But remember you have to say the answers. There is no writing.

al Listen to a lecture while looking at the organizer, and answer the questions in your own words.

Social Issues Alaska Psychological and political wounds / History of deaths by epidemics / Cultural and political deprivation

Lack of mental & emotional well-being

Domestic violence / Alcohol abuse / Lack of education

1. Why does the lecturer say it is unfortunate to learn about native Alaskans? (1) Alaskan natives lack

and

well-being.

(2) Alcohol abuse, poor

, and suicide are the results that

, child abuse, and mental health lead to.

2. What does the lecturer say is tragic for the children? behavior.

(1) Children learn their parents' (2) Children

alcohol and other

3. What are the causes of the destruction of native Alaskans? (1) The causes are long (2) The causes are unsettled

132

and and

wounds. deprivation.

Unit 5 I Understanding the Speaker's Attitude

Listen to a lecture while looking at the organizer, and answer the questions in your own words. 03

6

NONFICTION

FICTION

r-

Fact or reality

Storytelling of imagined events

Touch people's emotions

Essay, journal, biography

Novel, fable, comic, movie

1. What is fiction? , cartoons, and comics are fiction. , but they are revised with (2) Some of the fiction is based on (1) Novels,

2. What does fiction do to people? (1) Fiction stirs people's or

(2) Fiction makes people

3. How could nonfiction contain false information? could contribute to false information in the book.

(1) The author's false (2) The

and

could contribute to false information in the book.

133

7\r/H-1“ TOP.1Th

Listen to part of a conversation between two students.

What did the woman think about the field trip? It was an impressive but tiring field trip. C_CM It was a horrible field trip. It was the best, most unforgettable field trip. C It was a fun field trip. 2. How did the woman feel when she saw the masterpieces? Her interest towards impressionism stayed the same. ® She was captivated by the masterpieces. © She liked the masterpieces. 1-51 She lost interest in them. Listen again to part of the conversation, and answer the question. What is the man's attitude towards the Impressionists? ®, He appreciates them, but he is into other kinds of art. ® He loves the Impressionists. He has never appreciated them. ® He appreciates them, and they are his favorite.

134

n

Unit 5 I Understanding the Speaker's Attitude

Listen to part of a lecture in a history class.

03-18

4. Why is the woman student uncertain about the answer? ® She knows the names but not in chronological order. C) She does not know the answers. (11) She only remembers some names. ® She cannot remember a single name. 5. What was the professor's reaction when Justin answered his first question? C) She did not care. C) She was happy that he finally answered a question correctly. CD She was excited and asked Justin to answer the second question. C) She knew Justin was going to answer the question correctly. 6. Listen again to part of the lecture, and answer the question. What did the professor mean by this? ( CD Nobody cares about the answer. (1) It is okay to be wrong as long as you try. CD You have to give the correct answer. CD You have nothing to gain.

135

0 Vocabulary Review II Choose and write the correct word that matches each definition.

mundane

nutrition

proportion

portray

fatigued

definitely

virtually

upheaval

afterward

criterion

neglect

create

favor

( flexible costume

1. 7e),'''6/e

accommodating

2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.

a standard on which you judge or decide something clearly defined ordinary to fail to look after something properly a part considered in relation to the whole almost but not quite tired to prefer something to the other choices available at a later time to describe in words a set of clothes people wear while performing a sudden, violent disruption or upset a source of nourishment to cause something to happen or exist

III Fill in the blanks using the words below and match the right expressions. I have thought of 7 As a matter of fact,

Would you go for

I'm more into

I bet

It wouldn't be a big deal

1. -Z. hcive ehou3he

• something that is easy?

2.

• many of you have cried or laughed when you read fiction.

3. 4. 5. 6.

136

• • • •

• nonfiction that deals with politics and business. • the children themselves are abusing alcohol. • even if you change them around. two topics for the project.

PART Connecting

Connecting Information questions test your ability to integrate information from different parts of the listening passage to make inferences, to draw conclusions, to form generalizations, and to make predictions. To choose the right answer, these question types require you to make connections between or among pieces of information in the text and to identify the relationships among the ideas and details.

• Unit 6 Understanding Organization Seismology / Biology / Geology / Music

• Unit 7 Connecting Content Geology / Ecology / History / Art

• Unit 8 Making Inferences Health / Psychology / Literature / Writing

rr..-7

wr.7

Y."

Understanding Organization

OvEL-kile

■Introduction Organization questions require you to identify the overall organization of the listening passage or the relationship between different portions of the listening passage. In the organization question, you are also asked to recognize the role of specific information such as topic changes, exemplifying, digressing, and inducing introductory and concluding remarks. This is to see whether you know how the specific part of the sentence is related to the whole content. This question type is usually shown in the lecture rather than the conversation and sometimes requires you to choose more than one answer.

■Useful Tips • Typical types of organizations include the following patterns: — giving examples — contrasting — comparing — classifying /categorizing — describing causes and effects — explaining in chronological order • Listen carefully for the transitions that indicate the sequence. • Focus on the relationship between the contents led by the transitional words.

■Question Types 1. How does the professor organize the information about X that he presents to the class? 2. How is the discussion organized? 3. In what order does the speaker describe the topic? 4. Why does the professor discuss X? 5. Why does the professor mention X? 6. Why does the professor talk about X?

140

Unit 6

I Understanding Organization

'7, a,[111.2Le- [PT Question_

How does this lecture explain glaciers? (A) Using a descriptive method (B) Using a comparative method (C) Using a chronological method (D) Using a visual method

Script All right, class. Today we're going to talk about glaciers. Glaciers are rivers of ice that move slowly with gravity. The way a glacier moves depends on the slope of the land. They are created over many thousands of years. Snow falls and accumulates. But it never completely melts. Instead, it thaws a little bit and then ref reezes. Years and years of snowfall create pressure. This pressure forms sheets of ice, which then turn into glaciers. Over time, glaciers leave imprints in the ground, like fossils. Geologists read these imprints. This way, we can tell what the world was like during the Ice Age.

Correct Answer

The correct answer to the above question is (C). The teacher explains how glaciers form through the passing of time.

141

sis.-LL-111 illy

Slc-i 11 P F CLi CC

■ Signal Words and Phrases in Lecture Signal words are those words that provide you with clues as to where the information in a chapter or lecture is going. Their purpose is to help you organize information, recognize key ideas, and notice shifts in focus in the text or lecture as follows. 1. Initiating Topics

2. Main Idea Okay, so... The main point is... And most importantly... To sum up... In other words... To tie this up... There are two reasons why...

The first thing is... Let's begin with... Let me talk about... Now I'd like to give you... Today I would like to... What I'd like to do is... 3. Topic Shifting

5. Supporting Ideas

The next point is... Let me go to... Okay, now... Let's turn to... This leads to... The other thing is... 4. Conclusion or Summary Therefore... Okay, so... In conclusion... As a result... / Finally... In summary... / From this we see... The main point is... In short...

On the other hand... On the contrary... In contrast... For example... As an example... For instance... Similarly... Also... Further... Furthermore... Likewise... In addition to... In order to... Because...

6. Emphasizing important to note most of all a significant factor a primary concern a key feature the main value especially valuable

142

most noteworthy remember that a major event the chief outcome the principal item pay particular attention to the chief factor

a vital force above all a central issue a distinctive quality especially relevant should be noted the most substantial issue

Unit 6 I Understanding Organization

1g Skill Practice

03-21

A. Fill in the blanks with the appropriate signal words in the box. it

1. As I said in the previous lecture, this is a sophisticated problem. needs a profound study. therefore / in order to / on the contrary

2. To the surprise of all the people in the scientific community, the laboratory was it was contaminated by radiation. closed for example / in order to / because 3. Lots of questions are asked in the field of historical linguistics. was English like when it was first used? on the contrary / for example / in conclusion

, what

4. Arteries carry blood with oxygen away from the heart. carry blood without oxygen back to the heart. to sum up / on the contrary / for example

, veins

5. Among all the theories about the infection, through human remains. the first thing / furthermore / in conclusion

I want to talk about is

B. Listen to the following dialog, and underline the signal words. n

W: Okay, class! Let's turn to Chapter 4. Chapter 4 is on organic chemistry. M: Is it different from what we have dealt with so far? W: Sure. There is a huge difference. Remember that organic means "comes from vitality." Let's start with carbon-carbon boning nature.

C. Listen to part of a lecture, and fill in the blanks with the correct words. n give you the origin of waves. Most waves are formed as a result Now the of the wind passing over the water. Wind speed and direction size of the waves. Steady winds blowing over water for a long period will produce , waves can also be formed by moving something , such as a boat or by underwater earthquakes that can create very large, long waves called tsunamis. These can reach heights of up to

143

Aj

Listen to part of a conversation, and answer the question. 1. Why does the receptionist mention a form? (9, So the student can replace his ID. C), So the student does not have to wait. CD So the student can find out his ID number. CD So the receptionist can fill out the form. Listen again, and choose the correct words. M: Hi, I lost my ID. What do I do to (display it / replace it)? W: Fill out your name and social security number on this form, and stand (behind that line / beyond that line). I will (take your pick / take your picture) here. M: I am ready. W. Okay. You are all set. I will print you the new ID (in about a minute / in a while). M: Great. Thank you. W: (Here they are / Here it is). Don't lose it. M: (I won't / I want). Thanks.

2. Why does the woman mention "this morning?" ® Because she needs the computer this morning. C) Because the technician asked her when she needs her computer. © Because she brought the computer in this morning. © Because the technician asked her when the computer crashed. Listen again, and choose the correct words. W: Hi, my computer died on me. Can you (fix it / repair it)? M: Let me (take a peek / take a look). When did this happen? W: This morning while I was working on my homework. I didn't even get to save it. M: Oh... That's not good. Let me see if I can (recover your file / discover your file). W: Do you know (why it cashed / why it crashed)? M: It looks like the hard drive (just went up / just gave up). But your file has been stored in the backup. W: Oh, thank you so much. You have (saved my day / saved my date)!

144

Unit 6 I Understanding Organization

Listen to part of a lecture, and answer the question. 1. How does the lecturer explain earthquakes?

(D By defining terms related to them C) By comparing the land before and after them C) By describing the order of events during one (D By an actual demonstration Listen again, and choose the correct words. "st An earthquake happens when two (adjusting blocks / adjacent blocks) of earth suddenly move. The surface of the movement is called the fault or (fault plane / faulty lane). There are several enormous faults in Los Angeles, California, alone. The (hypocenter / hypothermia), the location where earthquake starts, (located below / sits below) the earth's surface, whereas the epicenter sits on the (earth's surface / earth's face) (right above / directly above) the hypocenter.

2. How is the lecture presented? CAD By comparing DNA and nucleotides C) In chronological order C) By defining the terms C) From the largest to the smallest components Listen again, and choose the correct words. The genetic information of a(n) (higher organism / upper organism) is contained in large molecules called (chronicle / chromosomes). These chromosomes are a package of a very long, continuous, (double helix / double match) DNA. (One stand / One strand) of the helix is a long chain of molecules called nucleotides, and the other helix has the (pairing nucleotides / paring nucleotides) of the opposite helix. There are four types of nucleotides. Each nucleotide has only one (possible game / possible match).

145

0 Practice with Short Passages Listen to part of a conversation, and answer the questions.

0 3-26

invent (v)

Digital communication timeline

to create; to originate

commercial (a)

1950s: Modem invented

1962: Commercial modem manufactured

1990s: E-mail popularized

1972: E-mail invented

of or relating to business or commerce

manufacture (v) y

to produce; to make

1. How is the conversation organized? C) According to the different inventions ® By the inventors' names CD By the place of the inventions C) By different modem uses 2. According to the conversation, who manufactured the first commercial modems? Bell 103 i® AT&T © North American air defense l© Technology Comm. 3. Listen again, and fill in the blanks. M: I heard that the modem was

than I thought.

W: Really? When was it invented? M: It was invented digital.

for the North American air defense. And it was

W: Wow, that is pretty impressive. I know that AT&T produced 1962 called the Bell 103.

in

M: Yeah, it usually takes a decade for the general public to see W: That's always the case. years after the first commercial

a decade. E-mail was invented ten

M: You are right. But e-mail did not get popular until the early 1990s. Technology really takes time to

146

Unit 6 I Understanding Organization

Listen to part of a conversation, and answer the questions.

sensitive (a) perceptive; aware

Book report

author (n) a writer; an originator

language (n) a verbal or written communication method

Author's own

Dickens' influence

1. Colorful language 2. Modern 3. Describes all positions

1. Writing style 2. Social sensitivity

How is the woman going to discuss the book in her report? ® By comparing the main characters

CD By clarifying the difficult passages © By analyzing the book in chronological order C) By comparing and contrasting it with Dickens' works 2. According to the conversation, how much of the book report has the man finished? C) He is halfway done. C) He is still working on the topic. C) He is done with the report. C) He has just started. 3. Listen again, and fill in the blanks. W: How's your book report going? M: Not well. I am still

how to approach the report.

W: I've started on it. I am including how the author's works are

Dickens.

M: That's a good way to go about it. What have you written so far? W: I wrote that his

is similar to that of Dickens' but this author uses more . He also writes on socially sensitive topics that point to Dickens'

influence. M: You should mention that his work is also

Dickens.

. And unlike Dickens, W: Yup. I am going to say that later. He has more the whole story. he describes everyone's position M: I really need to think hard now... You are too good.

147

inel Listen to part of a lecture, and answer the questions.

Bacteria

Other organisms

distinct (a) clearly different habitat (n)

Everywhere

Distinct habitat

home; territory extremely (ad)

Tiny

- ->

Much larger

very; tremendously reproduction (n) breeding; procreation

Protein cell wall Extremely high reproduction rates

Other compounds [ Varying reproduction rates

1. How does this lecture explain bacteria?

® By using a descriptive method ® By using a comparative method © By using a chronological method © By using a visual method 2. Which statement is correct about bacteria? CD Bacteria are only found in certain places. ® Bacteria have the same cell walls as fungus. C) Bacteria multiply at an enormous rate. C® Bacteria are usually large. 3. Listen again, and fill in the blanks. Bacteria are a major group of . The term "bacteria" is applied to such a wide variety of single-cell organisms that it is difficult to define. However, bacteria have many that from other organisms. Bacteria are found nearly everywhere in soil, water, and other organisms with . Most are tiny, being only about 0.5-5.0pm in length. They usually have cell walls like but bacteria walls are made of protein. On the other hand, plants have fiber-based cell walls, and fungus has cell walls similar to insects' bodies. Many bacteria reproduce by simply dividing, thus their explosively

148

Unit 6 I Understanding Organization

Listen to part of a lecture, and answer the questions.

Submarine Volcanoes

submarine (a) underwater; pertaining to the ocean

common (a)

1.Common 2. Many not visible above water 3. Type of rocks

Pillar rocks (Hawaii)

widespread; frequent; general

pillar (n) a column; a post

pillow (n) a cushion; a headrest

1. How are submarine volcanoes illustrated in this lecture?

CD In the order of volcanic events C) By comparing them with other volcano types C) By volcanic rock types (D By lava size 2.

Which type of lava rock formed Hawaii?

C) Pillow CD Pole C) Pillar CD Cushion 3.

Listen again, and fill in the blanks.

, some on the ocean floor. In Submarine volcanoes are will produce the same effects as land volcanoes. However, many will not show any produce different lava rocks due to their depth. signs that than land volcanoes. One type of rocks is pillar rock. These pillars can be is Hawaii. The lava can also form rocks they could become an island. One . These rocks are called pillow lava because they look like round blobs called or pillows. They are formed as hot lava oozes out of the solidified lava crust. These pillow type of lava rocks. types are the

149

0 Practice with Long Passages 1111 Listen to part of a conversation, and answer the questions.

0 3-30

6000

Echolocation Experiment

echolocation (n) emitting a loud sound to find what lies ahead

1.Introduction

Three variables: Frequency, angle, noise

experiment (n) a test; research

2. Experiment

Sound chamber: PC sound card, microphone

introduction (n) an opening; a prologue

variable (n) One changing variable + Two constant variables

3. Conclusion

1. Higher frequency is better 2. Maximum angle 1 L.. 3. Noise affects angle

How does the man present his science project in this conversation?

CD By showing his project to the woman (1), By explaining what a sound chamber is © By explaining the experiment step by step © By comparing his experiment to the woman's 2. Which frequency works the best in this experiment?

CD Medium frequency i® High frequency © Low frequency C) Any frequency works fine.

150

some factor that will affect the outcome of an experiment

frequency (n) how fast a wave moves (in this case, sound waves)

Unit 6 I Understanding Organization

3. Listen again, and fill in the blanks. W: Peter, what are you working on for your M: I am working on echolocation and the variables that affect its accuracy. W: That sounds interesting. How are you

the experiment?

M: I came up with three variables first — sound frequency, the separation angle of the ears, and W: How did you measure these variables? . Then I

M: I built a sound chamber and used a sound card from a PC the sounds. used two W: How did you design the experiment? M: I variable.

while making two variables constant. I did that for each

W: How did the results turn out? Did the results match what you expected? to be the more effective, and M: Yeah, most of the time. I expected the I was right. And the results showed that there is a maximum angle between ears. I affected the maximum angle. also noticed that the W: We really need to study echolocation so we don't harm dolphins. M: You are right on the money. That is why 1 started this project. There are way too many now. manmade things

4. Complete the following summary with the words below. three variables Peter is preparing his science project by studying echolocation. of echolocation. Frequency, angle, and noise were tested in a to the he built. He used a PC sound card and two microphones a higher frequency was better than a lower frequency. Moreover, experiment. His angle in detecting echolocation, and noise level affected the angle. there is a

to carry out

test the accuracy

maximum possible

He designated

results indicated that

sound chamber

151

Listen to part of a conversation, and answer the questions.

03-3

Academic Skills Center

counselor (n) an advisor

Student

Counselor

requirement (n) a necessity; a condition

pass (v) Tutor: Three classes

Requirements: Classes passed with A- or better

to move on; to finish a class successfully

agree (v) Leading workshops

to consent; to be in accord

lead (A Agrees to tutor and lead workshops

Why does the counselor mention the workshops? ® To convince the student to take the workshops ® To see if the student wants to lead the workshops ® To compare the tutoring and workshops To encourage the student to tutor

2. What does the student decide to do at the end of the conversation?

JA He will only tutor. i© He will only lead the workshops. ® He will tutor and lead the workshops. He will not tutor or lead the workshops.

152

to guide or direct

Unit 6 I Understanding Organization

3. Listen again, and fill in the blanks. M: Hi, I would like to are?

tutor here. Can you tell me what the requirements

you have already taken, and you must have W: Sure. You can only passed them with an A- or better. Which classes are you interested in tutoring? M: I would like to tutor Biology 1A, Calculus 1B, and Organic Chemistry 1A. I passed all these classes with As. in science and W: Okay. We need tutors for these classes. We also . Would you be interested in leading these workshops, too? M: Can you give me more information on them? W: Yes, of course. These workshops will teach students effective ways to study and on certain science classes. You, as a leader, will be given before the workshop. M: Will leaders

to study the material before the workshops?

W: Yes. You will be fully prepared before the workshop. M: In that case, I will W: Great! Here is the

also. for both.

4. Complete the following summary with the words below. . He talks to a counselor A student goes to the school Academic Skills Center to with to join. He wants to tutor three classes that to find out an A. The counselor asks the student if he would like to lead the workshops that teach students the center will provide and also review science classes. how to training, the student decides to

the workshops.

tutor and lead

after learning that

he passed

study efficiently

the requirements

register as a tutor

153

Listen to part of a lecture, and answer the questions.

6000

6000

Music

courtesan (n)

La Traviata Violetta (Courtesan)

a woman who takes payment for sex from noble and socially important people (esp. in former times)

Alfredo (Social Elite)

elite (n)

Dumas Novel

1. Relationships with women with shady pasts 2. Wrote on controversial topics

a group of people with high social and intellectual status

Verdi

relationship (n)

Opera

a bond; a connection between people or bodies shady (a) of questionable taste or morality

1. How did the lecturer present Dumas and Verdi in the lecture? By explaining the differences between them ® By explaining the differences between them and the main characters © By explaining the similarities between them C) By explaining the similarities between them and the main characters 2. What are the names of the main characters in this opera? ® Dumas and Alfredo ® Dumas and Verdi © Violetta and Verdi ® Violetta and Alfredo

154

Unit 6 I Understanding Organization

3. Listen again, and fill in the blanks. we will study is La Traviata. The We will start on opera today. The opera was written by Verdi and was based on a novel by Dumas called La Dame Aux , fell in love with a famous Paris courtesan named Camelias. Alfredo, the Violetta. Their whirlwind romance was not welcomed by Alfredo's father. The romance Violetta. Both ended, and Violetta became terribly ill, which led to the . Dumas Verdi and Dumas lived in the same era, and they shared similar wrote the novel based on his own affair with a notorious courtesan. Verdi lived with an opera singer who had a history like Violetta. Both Verdi and Dumas had relationships with and died young. Although the story does not seem scandalous women who back then. These men in our times, it was a socially controversial and of their era and expressed it in art. experienced the dark,

4. Complete the following summary with the words below. a novel by Dumas. The The opera La Traviata was written by Verdi and was with a man named Alfredo. main character, Violetta, is a Paris courtesan that ending. Verdi and Dumas had similar However, their romance meets a relationships with women, just like in the novel and opera they wrote. Even though this story . They used practices, publicly writing about it was a was based on social issues.

based on

art to express

fairly common

bold thing to do

heartbreaking

falls in love

155

Listen to part of a lecture, and answer the questions.

6900

6000

Animal

A baby hippo stranded

4,

[

strand (v) to cut off or leave behind Owen meets Mzee

Rescued by people in Kenya

rescue (v) Animal park

Owen and Mzee's friendship blossoms Hippo comes to an animal park

Nto

1

Giant tortoise named Mzee

Hippo is named Owen

How is the lecture organized? In chronological order ® By comparing the hippo and tortoise C) By comparing Owen and Mzee C) By size 2. How did the tortoise react to the hippo's friendship?

156

friendship (n) the state of being friends

They are inseparable

U He ran away. He returned the friendship. © He disliked the hippo. © He ignored the hippo.

to set free from harm

i blossom (v) to develop, grow, or flourish

inseparable (a) impossible to part

Unit 6 I Understanding Organization

3. Listen again, and fill in the blanks. W: There has been an amazing animal friendship story in recent years. You all remember in Indonesia, right? Well, the same tsunami stranded a the , and people group of hippos near Kenya. Unfortunately, only a baby rescued the hippo. M: What happened to the hippo after W: It was brought to an animal park. They him.

Owen for the person who rescued

M: How did Owen handle his new home? . But when he saw a giant tortoise named W: Well, he was really scared, Mzee, Owen ran behind him and hid there. Mzee was really surprised, but he and became friends with Owen. Their friendship , and now they eat, sleep, and play together all the time. Mzee, the tortoise, is about 130 years old, and he was larger than Owen in the beginning. M: This is such

of friendship.

4. Complete the following summary with the words below. and was rescued by people. The When the tsunami hit Kenya, a baby hippo , Owen ran hippo was brought to an animal park, and the park named him Owen. . Owen's action caught Mzee by surprise, but he to a giant tortoise named Mzee the Owen. They spend most of their time together now. age and species difference and have developed an

they have overcome

for safety

terrified

soon befriended

lost his family

incredible friendship

157

0 Integrated Listening & Speaking In this section, you will study speaking with the previous lectures you just listened to. First, you will hear the lectures you listened to previously. Then you will be asked to answer some questions based on the listening sections. But remember you have to say the answers. There is no writing.

Listen to a lecture while looking at the organizer, and answer the questions in your own words.

La Traviata Violetta (Courtesan)

Alfredo (Social Elite)

1. Relationships with women with shady pasts 2. Wrote on controversial topics

Dumas Novel

Verdi Opera

Describe the two main characters in La Traviata. (1)

is a courtesan who

a social elite named

(2) The main characters are

despite their difference in

status. 2. Who wrote the opera, and what was it based on? (1)

La Traviata

(2) The composer

La Traviata

What did Verdi and Dumas share in common? (1) They both had (2) They shared similar experiences with

158

, and they

about them.

, and they chose to

Unit 6 I Understanding Organization

FBI Listen to a lecture while looking at the organizer, and answer the questions in your own words. 03-35

A baby hippo stranded Owen meets Mzee

1 Rescued by people in Kenya

Animal park Owen and Mzee's friendship blossoms

4,

Giant tortoise named Mzee

Hippo comes to an animal park

Hippo is named Owen

1. How did the baby hippo and the giant tortoise meet? (1) When the baby hippo was (2) The

where

, people

after getting

lived in the park where the

2. What are the names of these animals? (1) The baby

is named

, and the

is named

and Mzee, respectively.

(2) The hippo and tortoise are called

3. What happened when Owen and Mzee met? (1) Owen and Mzee became

, and they are

(2) Their relationship

into an

now.

159

0 Mini TOEFL iBT

Listen to part of a conversation between two students.

0 3-36

1. In this conversation, how do the students present the study they read? E From 20 years ago when the study was first conducted to the year 2002 E® By comparing this study with another one C) By recommendations this study made ® From the least trusted news media to the most trusted news media 2. Why does the man feel that the media will not change much? ® Because people with money and power control the media u Because the media does not accept changes c Because the media will not hire people who can bring about changes ® Because the government controls the media 3. Listen again to part of the conversation, and answer the question. What does the man listen to to get a different source of information? CD, He listens to public radio. CD He listens to private media. CD He listens to a program called "Balance Things out." ED He listens to as many different radio stations as possible.

160

Unit 6 I Understanding Organization

Listen to part of a lecture in a science class.

0 3-37

4. How is the lecture organized? Ci) The lecture compares the effectiveness of different adaptations. C) The lecture is categorized into water and heat adaptations. © The lecture covers a day in desert life with different adaptation examples. CD The lecture covers different parts of the desert to explain different adaptations. 5. According to the lecture, why do desert rabbits have big ears? ® To avoid the sun C) To store water © To remove body heat E To remove water 6. Listen again to part of the lecture, and answer the question. C-) How do kangaroo rats survive the dry desert?

ED By not drinking water but instead by using water from their metabolism C) By reducing water loss through their skin C) By producing concentrated urine C) By breathing less

161

Vu col a A I Choose and write the correct word that matches each definition. tragic

C__ invent

organism

military

adapt

portray

adjacent

amazing

surface

volcano

tolerate

advance

multiply

popular

evaporate

1. ;,•-/v'ene

to create; to originate

2.

next to; neighboring

3.

a life form; a living being

4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.

to accept something or someone although it is not acceptable of the armed forces sad; disastrous being enjoyed or liked by a lot of people to describe; to represent an exterior; an outer layer to change from a liquid state to a gas an opening on the earth's surface where lava is expelled astonishing; remarkable to adjust to a different situation or condition to move forward to make something increase greatly in number or amount

al Fill in the blanks using the words below and match the right expressions. You should mention that

I am still debating on

There has to be a way to

I have a feeling

More and more people seem to be

You are right on the

1. More and more people Seem eo Ze

• how to approach the report.

2. 3. 4. 5. 6.

• his work is also different. • money. • that the media won't change. • curb that mistrust. tuning into public radio lately.

Connecting Content

1 overview ■Introduction Connecting content questions requires you to identify the relationships among ideas in a lecture or conversation. These relationships may be explicitly stated, or you may have to infer them from the words you hear. For example, you may be asked to classify items in categories, identify a sequence of events or steps in a process, or specify relationships among ideas in a dimension different from the way it was presented in the listening passage. In other connecting content questions, you may be required to make inferences about things mentioned in the listening passage and predict an outcome, draw a logical conclusion, or extrapolate some additional information.

■Useful Tips 1 • Pay attention to the way you format your notes. • Focus on the category words, their characteristics, and examples.

■Question Types 1. What is the likely outcome of doing procedure X before procedure Y? 2. What can be inferred about X? 3. What does the professor imply about X?

164

Unit 7 I Connecting Content

1,Saviip Le [PT Question

..-,t,i,,,,t- ,,,,e (1

k am-ti cln

What does the professor imply about radiocarbon dating? (A) Radiocarbon dating is very accurate. (B) Radiocarbon dating is not very accurate. (C) Radiocarbon dating is a dirty job. (D) Radiocarbon dating should be ignored as a hoax.

Script When Europeans first discovered the Magdalenian paintings in Altamira Cave, Spain, in 1879, they were considered to be hoaxes by academics and ignored. Recent reappraisals and the increasing numbers of discoveries, however, have illustrated their authenticity and have indicated high levels of artistry by Upper Paleolithic humans who used only basic tools. The age of the paintings at many sites remains a contentious issue since methods like radiocarbon dating can lead to faulty data by contaminated samples of older or newer material, and caves and rocky overhangs are typically littered with debris from many time periods.

The right answer to the above question is (B). The professor talks about radiocarbon dating because that system is not accurate at telling the exact period of time.

165

0 Listen!

S

Prft.c6ce

• Listening to Numbers and Units When numbers are said in addresses, telephone numbers, and so on, the pause must come at the right time. The pauses could be accompanied with a space or punctuation such as a hyphen, comma, or parentheses. A unit of measurement is a fixed standard quantity, length, or weight that is used for measuring things. Usually, they come right after the number. You should be familiar with various unit systems.

• Numbers 1. Room number: 108, 180A, 118B My dorm room number is 118. Please drop in on me anytime. 2. Price: 1dollar, 4,920 dollars, 25 cents (Quarter), 10 cents (Dime), 5 cents (Nickel), 1 cent (Penny) You should pay 1,990 dollars for this refrigerator. 3. Phone number: 999-1121, 232-0083, 487-3465 Your new phone number is 778-897. Thank you. 4. Year: 1860, 240 A.D., 460 B.C. In 1680, this famous artist was born. 5. Date: Dec. 2, Nov. 21, Saturday, March 31 You have to submit this paper by Dec. 12.

• Units 1. Weight: pound The overall weight of the box is 1,000 pounds. 2. Temperature: Fahrenheit & Celsius The surface temperature varies widely from -250 degrees Fahrenheit to 270 degrees Fahrenheit. 3. Magnitude of an earthquake: Richter scale The earthquakes measured from 7.6 to 7.9 on the Richter scale. 4. Distance in the universe: Light year Polaris is 780 light years away. 5. Light intensity: lux A 50W halogen light source outputs light intensity up to 4,300 ftc/46,000 lux.

166

Unit 7 I Connecting Content

6. Distance: miles The speed limit for motor vehicles is 30 miles per hour. 7. Pixels: pixel The optimum display setting is 1024 x 768 pixels.

■ Skill Practice A. Listen to the following dialog, and fill in the blanks with the correct words. W: Do you know how big Saturn is? km, and it weighs M: How big? Well, its diameter is about than Earth. Actually, it is the second largest planet in size.

more

W: Is it that big? How far from the sun is it? M: It is

away from the sun, and it moves at a speed of 10

B. Choose the right units in the box, and fill in the blanks. meter, kilogram, second, ampere, Kelvin, Newton, Pascal, joule, lux, hertz, hectare

1. energy

2. force

3. area

4. temperature

5. illuminance

6. mass

7. frequency

8. distance

9. pressure

10. electric current

C. Listen to part of a lecture, and fill in the blanks with suitable numbers. , in length and is the longest km, or The Nile River is about river in Africa and in the world. The river begins in the mountains of Africa and flows north to the Mediterranean Sea. The Nile originates in Burundi, south of the equator, and flows northward through northeastern Africa, eventually flowing through Egypt and finally draining into the Mediterranean Sea. The construction , the annual floods were meant that from of the Aswan Dam in the , per second. liters, or controlled. Its average discharge is

167

c D ri-11 [Al Listen to part of a conversation, and answer the question. 1. What can we infer about the student's homework habits? • The teacher always gets angry at this student for not doing her homework. ED It is unusual for the student not to do her homework. C) The student forgets to do her homework all the time. cip The student has a lot of homework to make up. Listen again, and choose the correct words. M: I am a little (concerned / discerned) that you (did return / didn't turn) in your homework

today. W: I'm sorry. I promise I'll (make up / make it up). M: Is everything okay? We've been in school for 4 months now, and this is the first time you (have done / haven't done) your homework. W: I've been (a bit distressed / a little stressed) by my parents' divorce. I'll turn this (work in / work out) tomorrow. I promise.

2. What is the woman planning to do? 0 Use a power drill to put up shelves in her garage. C) Use a plaster wall to hold some special screws. © Put up shelves in the next aisle. cD, Drill holes in her shelves. Listen again, and choose the correct words. M: Can I help you find anything? W: Yeah, I'm looking for a (powerful drill / power drill). NI: (Where are / What are) you going to use it for? W: I've got to (put up / push up) some shelves in my (garbage / garage). The walls are plaster, so I'll need some special screws as well. M: All right, (we have gotten / we've got) everything you need in the (next isle / next aisle).

0.1

168

Unit 7 I Connecting Content

Listen to part of a lecture, and answer the question. 1. Indicate which statements about the Indus Valley Civilization are facts and which are not. Statement

Fact

Not fact

The IVC was located between present-day Pakistan and India. The IVC was located between the Ganges and Jamuna Rivers. Scholars think the IVC was the only ancient civilization in history. The IVC was found by a British man.

Listen again, and choose the correct words. Another ancient civilization is the (India Valley / Indus Valley) Civilization. It was (located in / looked in) the area that is now Pakistan and the northwest part of India. The majority of (its ruins / it's ruined) are found between two rivers. (These rivers / These reverse) are the Indus River and Ghaggar-Hakra River. Scholars believe that the IVC (flowered from / flourished from) 3300 B.C. to 1700 B.C. The IVC (was found / was founded) by a British man in the early 1920s.

2. What can we infer about how hot springs water is heated? 03-44 CD The sun is the reason that hot springs water is warm. C) The water in hot springs is heated in different ways. © Hot springs water is always heated by volcanoes. CD Hot springs water is heated artificially. Listen again, and choose the correct words. Hot springs are a natural (wonderful / wonder of) the world. They are (found / drowned) worldwide. Hot springs (are places / are placed) where hot water comes out of the earth and forms a pool or pond. For some hot springs, the water is hot because it is heated by the earth's (inner surfaces / internal faces). Other hot springs happen because the (water nears / water is near) a volcano. This water is heated because it comes in (contact / can't act) with molten rocks.

169

L-hiLctice

with ShortPas,sages

Listen to part of a conversation, and answer the questions. 0 3-45

orchestra (n)

Receive music for graduation

a group of musicians, especially stringedinstrument players

valid (a) well-grounded or justifiable

■

Go to class with two parts

Choose one part to play for the ceremony

1. What can we infer about why the teacher gave both music parts to the students? ® To confuse the students by making them think they have to play both parts (1) To let the students look over both parts before they choose one CI) To test the students' ability to learn two pieces of music quickly CD To get the students to ask more questions about music 2. Why does the student ask the teacher about the music she received? ® Because she doesn't want to feel silly in class by asking the question then. ED Because she doesn't like the teacher's selection of music for graduation. © Because she is confused about getting both pieces of violin music. CD Because she is excited about playing both parts at the same time. 3. Listen again, and fill in the blanks. W: Hi, Mr. Jones. May I ask you a question? M:

. What's up?

W: I just picked up the music that we're playing about it.

, and I have

M: Okay. W: Well I play the violin , and I got the sheet music for the and the second violin part. So I'm a little confused because I can't play both parts at the M: Of course you can't. Everyone got both parts. We'll be W: Oh, okay. That makes sense. I feel M: Oh, don't worry about it. It was before class.

170

our parts in class today.

now that I've asked about it. . Just make sure you look over _

Unit 7 I Connecting Content

Listen to part of a conversation, and answer the questions. 0 3-46

rent (v) to borrow for a fee

Student needs tuxedo for prom

Is told to go to the rental shop at the mall

tuxedo (n) formal menswear consisting of dress pants, a nice jacket, a vest, and a bowtie

E>

Must go quickly, or the shop will run out

L

1. Why does the teacher tell the student he should go to the rental store quickly? CD The teacher wants the student to model tuxedos for the prom committee. CD The prom is in a few days, so the student has to get his tuxedo quickly. CD The rental store does not have many tuxedos, so they might run out. CD The teacher wants him to compare prices at multiple rental stores. 2. Which statement is probably TRUE about the rental shop at the mall? The rental shop has many tuxedos left, so the student can take his time getting there. C) Most students from the school probably go to this shop to rent tuxedos. C) The rental shop has very few types of tuxedos to choose from. The rental shop is very far away from the school. 3. Listen again, and fill in the blanks. M: Ms. Smith? May I ask you a question? W: Sure, John. What can I M: Well, you're one

with? on the prom committee, right?

W: Yes, I am. if you knew where I could go to rent a tuxedo M: Okay, well I was looking. I don't even know where to there. They have a start at the mall. There's a tuxedo W: Oh, well from. lot of different tuxes you could M: Really? W: Yeah. Oh, but you should You don't want them to rental store is 20 miles

go soon because they only have a before you get there because the

tux

171

C Listen to part of a lecture, and answer the questions. 03-47

endangered (a) Too few left

anything whose existence is threatened extinct (a) no longer in existence

Endangered Species

Extinction

species In) a biological grouping of like creatures

Environmental factors (humans cutting down forests)

1. What causes endangered species to become extinct? C) The small number of these species and negative environmental factors C) People cutting down trees and negative environmental factors C) Humans taking over these species' habitats C) Only negative environmental factors 2. The lecturer talks about cutting down trees. Why does she mention this? C) To give an example of how humans can cause animals to be endangered ci) To review the reasons that endangered animals become extinct C) To discuss how the numbers of certain species diminish (1) To talk about the homelessness of animals Listen again, and fill in the blanks. All right, guys, it's almost the end , and I know you're all a little restless. So I think we should talk about something now. So, today we will talk about endangered animals. Okay, endangered qualify as endangered for two reasons. The first is that there are of them that they may become extinct. The is that environmental factors may cause them to Environmental factors include things that people do to the environment that end up killing these . For example, when people cut down whole forests, they cause a lot of to be homeless and to die.

172

Unit 7 I Connecting Content

D

Listen to part of a lecture, and answer the questions. 0 3-48

explore (vi

Christopher Columbus

to travel over new territory

discovers New World

immunity (nI

Europeans explore and settle New World

Bring diseases that natives don't have

a state of being able to resist disease

trace (v1 to follow or study

Natives start to die out

1. What does the lecturer imply about the reasons why there are so few Native Americans in

America? ®

Christopher Columbus killed all the Native Americans before the rest of the European settlers

arrived in the New World. ED Exposure to European diseases is one reason the Native Americans died out. CD There are many reasons, but the teacher does not specify a particular one. CD The teacher says that there is no particular reason for this phenomenon.

2. What can we learn about the diseases that the lecturer talks about?

ED The Europeans were used to them, but the Native Americans were not. ED The Native Americans caught these diseases from animals in the area. (1) The diseases were deadly to anyone who came in contact with them. Eii) The Europeans were vaccinated against these diseases.

3. Listen again, and fill in the blanks. about why there are so few Native Americans in So I'm sure you guys back to Christopher . We can trace one answer to that question Columbus. See, what happened was that the Native Americans had been living peacefully for centuries. Then, the Europeans, starting with Columbus, began on this and settle in the New World. Now, when they came over, the Europeans the Europeans because all kinds of diseases. These diseases weren't immune. So to them. But the they had built up of Native Americans. these diseases ended up killing large

173

0 Practice with Long Passages •

Listen to part of a conversation, and answer the questions. 03-49

Current Class

Pre-Calculus

Next Year's Options

Calculus

Statistics

College Majors

Natural Science, Engineering, Business, Economics

Social Science, Business, Economics

Solution

John doesn't know his college major.

He will take Calculus.

1. Why is the student having a difficult time deciding which math class he should take? (19 He wants to major in Business, which would require him to learn both calculus and statistics. CI) He does not like math and would prefer not to take any more math courses. (9 He was not doing well in his current Pre-Calculus course. CD, He does not know what he wants to study in college yet. 2. What does the conversation imply about the role of the guidance counselor in high schools? C.) A guidance counselor provides students with a person to talk to about their troubles. CI) A guidance counselor talks to teachers about students they think need help. A guidance counselor helps students make decisions about their education. C) A guidance counselor tells students what to do.

174

Unit 7 I Connecting Content

3. Listen again, and fill in the blanks. Ml: Hey, Mr. Smith? I'm here M2: Hi, John. Come on in. What are we trying to figure out today? next year.

Ml: I have to figure out

M2: All right, we can work that out. Which class are you taking this year? M-I: Well, right now, I'm doing Pre-Calculus. M2: And how are you doing in that class? Ml: Pretty well actually. I think I have an A- going into the final. then. You can either take

M2: Great! Well you've got can take •

, or you

How do I make that decision?

M2: Well, have you thought about what you want to major in at college? Because if you're , I'd say take Calculus. But if you're doing going , I'd say take Statistics. And if you're doing anything anything , you're probably going to need both, so just pick one. •

And what if I don't know about my major in college yet? after Pre-

M2: In that case, you should probably take Calculus. It's Calculus.

4. Complete the following summary with the words below. . He is currently John visits his guidance counselor for advice about and doing well. His guidance counselor tells him that he can taking his next year. The course he chooses should college major. If he chooses to go into natural science or engineering, Calculus would be the , Statistics would be the best. He will need best. If he chooses to both courses for Business or Economics. John doesn't know what he wants to major in yet. The he take Calculus. counselor

depend on

suggests

either take Calculus or Statistics

next year's math course

go into social sciences

Pre-Calculus

175

Listen to part of a conversation, and answer the questions. 03-50

6000

p Exam tomorrow

capital (n) the center of government for a city, state, or country

difficult (a)

Includes states and capitals

50 states and capitals total

not easy

study (v) to review with the intent of committing to memory

Can be difficult to learn j

1. What can we infer about the material this test will cover? CD The material that the test will cover is not discussed in this conversation. C) The test will only cover material that relates to states and their capitals. C) The test will cover state capitals as well as other material. C) The test will not cover any material about state capitals. 2. Why does the student think that learning the state capitals might be difficult? (D Because the student is distracted by the other material that he needs to learn C) Because the teacher has not taught the students the capitals yet Cl) Because the student has trouble memorizing things C) Because there are so many state capitals to learn

176

Unit 7 I Connecting Content

3. Listen again, and fill in the blanks. that we have tomorrow?

M: So, are you ready to study for

? I need to work on those

W: Yeah. Hey, is it all right if we start a bit. I can't believe we have to learn all of them. M: Oh, they're not W: I know, but there are fifty of them!

New York?

M: All right, well let's get to it then. What's W: New York City!

in the world! The capital of New York is Albany.

M: No, man, that's only W: See, I told you I wasn't good at

M: Okay, relax. Let's try another one. How about Indiana? W: Indianapolis? M: Yeah! See, you know this stuff. All right, the

is...

W: Sacramento! M: The capital of Texas? W: Is it Austin? M: Yes, it is. What about North Carolina? W: That one's easy. It's Raleigh! M: There you go! All right, let's cover state capitals in a bit.

, and we'll come back to

4. Complete the following summary with the words below. for a test that they have tomorrow. The test will include the

Two students are

. One student is nervous about the states and capitals part because she . The other student tries to calm the first one. thinks they are difficult and there are his friend on the capitals. After a few capitals, the nervous student is more the states and capitals. They decide to review some other material and come

He starts

back to state capitals later.

preparing to study

states and their capitals

quizzing

comfortable with

too many to learn

177

CI

Listen to part of a lecture, and answer the questions.

Glaciers

Snow falls but doesn't melt

accumulate (v) to grow or increase gravity (n)

Snow thaws and ref reezes

Creates granules

a force that makes things fall towards the planet pressure (n) a force

Snow accumulates

thaw (v) to melt

With pressure over years, glaciers are created

1. What does the lecturer imply about how glaciers are formed?

® Glaciers are formed by pressure and snow over thousands of years. C Little pressure is needed for the creation of glaciers. 1 Glaciers are many granules all pressed together. r© Glaciers are created very quickly.

178

Unit 7 I Connecting Content

2. Order the steps in the process of the creation of glaciers. Step

"

Snow thaws and refreezes. Pressure forms glaciers. Granules accumulate over many years. Snow turns into granules. Snowfall covers mountainous regions.

3. Listen again, and fill in the blanks. W: So yesterday, we started talking about how geological formations take a long time . Does anyone know what . One of these formations is called a glacier is? M: It's a lot of ice! W: Well, kind of. It's certainly a lot of ice, but it's a little more than just that. A glacier is like that moves slowly. The way a glacier moves depends on the slope of the land. A glacier will move with gravity. Okay, so we have to talk about how these glaciers are formed. See what happens is snowfall covers And this snow never completely melts. But, it might thaw a little and then refreeze which changes the snow a little bit. So you have this to granules. Then more snow accumulates. Can anyone guess what happens to the snow that's M: Wouldn't it get really firm? From all the pressure? W: Exactly! So then, over thousands of years, from lots and lots of pressure, these huge sheets of slow-moving ice form. That's how a glacier is made. The cool thing about , kind of like fossils. So we can these glaciers is that they leave imprints tell what the world was like when it was covered by glaciers back

4. Complete the following summary with the words below. Glaciers are

that move slowly with gravity. The way a glacier moves depends on . They are created over many thousands of years. Snow falls and

accumulates. But it never completely melts. Instead, it thaws a little bit and then refreezes. Years . This pressure forms sheets of ice. Over time, glaciers leave and years of snowfall during the Ice , like fossils. This way, we can tell imprints Age.

what the world was like

in the ground

create pressure

rivers of ice

the slope of the land

179

[D i

Listen to part of a lecture, and answer the questions. 0 3-52

VOWME

000

00

Science

device (n) a tool or gadget used to do something

Leonardo da Vinci

famous (a)

Inventor

Mona Lisa

well-known invention (n) a new creation

Airplanes ••■

The Last Supper

Anemoscope

1. What does the lecturer imply about Leonardo da Vinci? CD Da Vinci was not very good at painting or sculptures. C.) Da Vinci built the first airplane that took flight. Ci) Da Vinci had patents on all of his inventions. © Da Vinci was a man with many talents. 2. What can we conclude about da Vinci's many inventions?

ED All of da Vinci's inventions required highly advanced technology that was not available while he was alive. Ci) While some were actually created, most of da Vinci's inventions were too advanced for his time. © Da Vinci invented the largest amount of gadgets during the Renaissance period of Europe. CD Da Vinci's inventions changed the lives of people during the Renaissance.

180

Unit 7 I Connecting Content

Listen again, and fill in the blanks. this week. One of W1 All right, class, so we've been talking about the most famous inventors of the Renaissance was Leonardo da Vinci. Who knows what else da Vinci was famous for? W2: Paintings! He did the Mona Lisa! Wl: That's absolutely right. Da Vinci was the artist who painted the famous Mona Lisa. He also painted The Last Supper and was and so many different art forms. In addition to all this, he was also . He drew sketches of airplanes 400 years before the first plane took flight! were all way before his time. So The thing was, though, that they didn't help people much during his time. Yes? M: What do you mean by "way before his time?" W1: Well he thought these things up, but the technology back then wasn't good enough any of these inventions. Anyway, some of his inventions were actually created. For example, da Vinci created the anemoscope. An anemoscope is a . It also is supposed to tell that tells you which direction before it even does. you W2: So does the anemoscope still exist? W1: No one really uses it anymore. But they did a long time ago.

4. Complete the following summary with the words below. . He lived during the Renaissance. Aside from inventing Leonardo da Vinci was . The Mona Lisa is his most famous things, da Vinci also created painting. Da Vinci's inventions were way ahead of his time. This is why he rarely made the . Some of his inventions were created though. One of them is called the things . It also tells you that anemoscope. This is a device that tells you the wind is going to change but they did a long time ago.

. People don't use anemoscopes anymore,

before it ever does

he invented

which direction the wind is blowing

a famous inventor

many famous pieces of art

181

1

1

„Thep,

In this section, you will study speaking with the previous lectures you just listened to. First, you will hear the lectures you listened to previously. Then you will be asked to answer some questions based on the listening sections. But remember you have to say the answers. There is no writing.

Listen to a lecture while looking at the organizer, and answer the questions in your own words.

Snow falls but doesn't melt

Snow thaws and refreezes

Snow accumulates

With pressure over years, glaciers are created

How long does it take a glacier to form? (1) It takes a glacier (2) Glaciers take 2. What can we learn from reading glacier imprints? (1) Glacier imprints can tell us (2) Reading glacier imprints lets us know What causes glaciers to move? (1) Glaciers move (2) The thing that makes glaciers move

182

Crates granules

Unit 7 I Connecting Content

Listen to a lecture while looking at the organizer, and answer the questions in your own words.

Leonardo da Vinci

Artist

Inventor

Mona Lisa

Airplanes

The Last Supper

E`

Anemoscope

What were some of da Vinci's talents? (1) Da Vinci was good at (2) Da Vinci's talents included What was one of da Vinci's inventions that was actually created? (1) The anemoscope (2) One invention that was created What was da Vinci's most famous painting? (1) Da Vinci's most famous painting (2) Da Vinci painted

183

/1 ; 1' '1 0 1- 1=', 1

0

1 l3'1

Listen to part of a conversation between a cafeteria worker and a student.

O -o1

1. What is the purpose of the cafeteria worker's survey? .® To educate students about the nutritional content of the new cafeteria menu items CD To determine which of the new cafeteria menu items are the most nutritious COD To get a feel for what students think about the new cafeteria menu items © To discuss the purpose of changing the cafeteria's menu 2,

What seems to be the general consensus regarding the new taco bar? ® The students love the way the tacos taste but wish there were more ingredients to choose from. Students seem to think that the idea is good, but the food is not. c The students all think that the taco bar is generally a very bad idea. CD Most students think that tacos they can make are really tasty. Listen again to part of the conversation, and answer the question. C) What is the purpose of this segment of the conversation? C) The cafeteria worker informs his managers about the questions he has asked the students. CD It allows the cafeteria worker to talk to students about the kinds of food they want. CD The student gets the opportunity to tell the managers his suggestion directly. CD The student is able to criticize the foods that they do not like at all.

184

Unit 7 I Connecting Content

Listen to part of a lecture in an ecology class.

4. What can we infer about the deep water zones of lakes? ® The deep water zones of some lakes do not have any life in them, but the deep water zones of other lakes can. ® The deep water zones of all lakes do not have any life in them because they do not have any oxygen. CD The deep water zones have the same amount of life as the middle surface zones of all lakes. CD The deep water zones of all lakes are full of bottom-dwellers and lots of algae. 5. What are the locations of each lake zone? Place an X in the correct box. Deepest part of the lake

Along the lakeshore

Center of the lake

First Zone Second Zone Third Zone

I ) 6. Listen to part of the lecture again, and answer the following question. C What information can we gather about future lessons from this?

(D This is the total amount of information the students will receive about life in deep water zones.

CD Future lessons will include more information about the deep water zones. (11) Some lakes do not have any plants or animals in their deep water zones. ® The deep water zones of some lakes do not have any oxygen in them.

185

cab U._` 11'

y

Write each word next to its matching definition. endangered pressure orchestrate

cy2e;c3,7

a choice

2.

a resolution of choices

3.

to organize; to plan in a productive way

4.

to borrow for a fee

5.

force

6.

to grow well and be healthy

7.

the state of being able to resist disease

8.

the center of government for a city, state, or country

9.

anything whose existence is threatened

10.

to prove that something is true or correct

11.

to grow or increase

12.

well-grounded or justifiable

13.

to travel over new ground

14.

to search for; to track

15.

having a lot of mountains

Complete the sentences by choosing the correct expression.

1.

all the way

one of many

for example

over time

in a bit

to figure out

, snow accumulates on these mountains.

2. I have

which math class to take next year.

3. Let's look over the other material now; we will come back to this topic 4.

, when people cut down whole forests, they cause a lot of animals to become homeless.

5. The answer to that question goes 6. Leonardo da Vinci was

186

back to the fifteenth century. artists who worked during the Renaissance.

U Lilt

1\/1‘3];-iii

11 -11=1 -ffric.c=s

ron Making Inferences CM4[- v[ew ■Introduction Making inference questions requires you to reach a conclusion based on facts presented in the listening passage. In other words, you are to see beyond the lines in the passage and predict the outcome. The questions may be about different things from a simple process to a cause and effect to a comparison and contrast.

■Useful Tips • While taking notes, try to add up the details from the passage to reach a conclusion. • Make efforts to generalize about what you hear in the listening passages. • Try to find out the meaning behind the directly stated words. • Focus on the answers that use vocabulary not found in the listening passages.

■Question Types 1. What does the professor imply about X? 2. What will the student probably do next? 3. What can be inferred about X? 4. What does the professor imply when he says this: (replay)

188

Unit 8 I Making Inferences

04-04

c, a.n..1_,Ac_= iL1 Quest:tun

vt: Y711104. 4144.4

• afie

44 (tia t:Ve 12 ht. Wad again

What can be inferred about the human brain? (A) It is an involuntary organ. (B) It is a secondary organ. (C) It is a primary organ. (D) It is a vulnerable organ.

Script In animals, the brain is the control center of the central nervous system. In most animals, the brain is located in the head, protected by the skull, and close to the primary sensory apparatuses of vision, hearing, taste, and olfaction. In humans, it is an organ of thought. While all vertebrates have a brain, invertebrates have either a centralized brain or collections of individual ganglia. Brains can be extremely complex. The human brain also has a massive number of synaptic connections, allowing for a great deal of parallel processing. For example, the human brain contains more than 100 billion neurons, each linked to as many as 10,000 others.

Correct Answer

The correct answer is (C). The professor first talks about the brains of all the animals and their importance. And then he tells the students that the human brain is the primary organ in the human body.

189

1

Pi-ac6Ce

• Sound Modification Assimilation Assimilation is defined as the process of replacing a sound by another sound under the influence of a third sound that is near it in the word or sentence. Written Form

Spoken Form

Assimilation

—> op meen

that man

t —> p

that cap

> awk keep

t

k

ten minutes

--> tern minits

n

m

—> kart gow

can go

n

good bye

gub bai

good girl

—> gug garl

g

tell me

—> tern mi

1 —> m

give me

—> gim mi

V >m

d

b

When the negative n't is attached to an auxiliary verb, the /t/ is often changed to a short sound at the same place of articulation as the following consonant, and the /n/ assimilates to this consonant. Written Form

Spoken Form

I can't believe it

Assimilation

—> ay kxmp baliyv at

I can't go.

nt —> mp

> ay kxnk gow

nt > nk

2. Deletion of Consonants The final consonants of underlined words are usually unreleased and can even be deleted as shown below. However, clusters created by the addition of grammatical endings are not simplified.

190

Example

Pronunciation

Example

band shell

bxn f el

canned peaches

left field

lef fiyld

laughed hard

next month

neks mAn0

missed chances

Pronunciation kind piytshaz lift hard

i

mist tf zensaz

Unit 8 I Making Inferences

Skill Practice

04-05

A. Read the following sentences out loud, focusing on the underlined words. Then, listen to each sentence. n I 1. We can get the magazine to write something. 2. I can believe you're right, and I feel much better about the past progress. 3. Really good professors won't bring the sense of wonder in a direct way if they are worth anything at all. 4. His parents plan to move next week to start cleaning it up and will live there.

3. Listen to the following dialog, and underline where sound modifications happen. Cr) W: Come in, and sit down. How are you? M: I'm fine, thanks. Have you had a chance to look at my proposal? W: Yes, I have. That's what I mainly want to talk about. M: I wasn't sure whether it was exactly the kind of thing you wanted. W: Oh, have no worries. It's precisely what we need, and you did really good work. M: Well, I must say that's a great relief.

C. Listen to part of a lecture, underline where sound modifications happen, and I fill in the blanks with the correct words. n . Like Earth, Mars has polar ice You'd think Mars would be , volcanoes, canyons, caps and clouds in its atmosphere, seasonal weather from and other recognizable features. However, conditions on Mars . Over the past three decades, spacecraft what we experience on , cold, and sterile beneath its hazy, pink sky. have shown us that Mars is

191

0 Basic Dril Listen to part of a conversation, and answer the question.

What can we infer about the student's feelings about getting around her new school?

CD She is worried that her books will be too heavy to carry all around the building. C) She is concerned that she will not have enough time to get to her classes. C) She is sure that she will be able to make it to each class on time. ® She is afraid that she will get lost in her new school.

Listen again, and choose the correct words. M: We always tell (you students / new students) a bit about the school before they have to start class. (Something / One thing) you need to know is that you have 5 minutes between classes to go to your (locker / locket) and get to your next class. W: But this school's so big! What if (5 minutes isn't / the time isn't) enough? I mean, how can it be if we have to go to our lockers, too? M: Most (students cart I students carry) books for a couple of classes at a time. That makes it a little easier. W: I think I might have to make (a cup of / a couple of) practice runs. I don't want to be late for class!

2. What will the man probably do next? CD Continue to talk to the salesperson about the popularity of the book ® Find the children's section and buy the new Harry Potter book © Buy a copy of the book for himself, not for his niece ® Find the book and read it in the store

Listen again, and choose the correct words. X.5,76:0411.1,

M: (Can you / Can't you) help me find a book that I need? W: Sure. What are (you looking / you cooking) for? M: I need the newest (Hairy Potter / Harry Potter) book for my niece. She loves them. Actually, I like them a lot, too. W: A lot of young children love them. So do adults. (They're I There) wonderful. You'll find those books in the (children's section / kids' section). Just go up the stairs, and make a left. M: (Thanks / Thank you) so much!

192

Unit 8 I Making Inferences

Listen to part of a lecture, and answer the question. 1. What can we infer about the food pyramid? CD The food pyramid tells people exactly what to eat all the time. C) The food pyramid is a useful tool for eating nutritious meals. 0, All doctors believe in the usefulness of the food pyramid. CD The food pyramid is not helpful in trying to stay healthy. Listen again, and choose the correct words. Today, we're going to start talking about (nutrition / nutrients). It is really important to eat healthy foods so that we get the nutrients that (are bodies / our bodies) need to function. An easy way to make sure we get the nutrients we need is (to fall on / to follow) the food pyramid. The (food pyramid / use pyramid) is a chart that tells us how much of which (kinds of foods / kinder foods) we should eat every day. The groups on the food pyramid (include grains / induce pains), fruits, vegetables, dairy products, meat, and fats.

2. What does the lecturer imply when he says "other symptoms include..."

04 09

People with depression show all of the same symptoms. CD People with depression all have different symptoms. CD These are not the only symptoms of depression. ® These are the only symptoms of depression. Listen again, and choose the correct words. One of the most common psychiatric (disc odors / disorders) is depression. Depression (affects as / effect is) much as ten percent of the population at any given time. The most (common / come on) symptoms of depression are (half moons / sad moods) and lack of pleasure from previously enjoyable activities. Other symptoms include changes in appetite, changes in sleep, (feels guilty / feelings of guilt), and loss of energy, among others. (People / Peep hole) who suffer from depression aren't able to function well on a day-to-day basis.

193

1 1-a,c2-0

FA l

NN7

S1 rt 1)-- j_ssTa_o-c-ss

Listen to part of a conversation, and answer the questions.

4-10

advance la)

Preorder yearbook

early

recommend Iv) to suggest

Drop off form and check for $50

Pick up yearbook in two months

1. What can we infer about the value of preordering the yearbook? CD Preordering yearbooks makes the yearbook purchasing process more inconvenient. CD Because preordering is less expensive, it is valuable to preorder one's yearbook. E If a student is definitely going to get a yearbook, preordering is recommended. CD Because preordering is more expensive, it is generally not recommended. 2. What can we infer about the student's frame of mind regarding preordering a yearbook? ® The student has definitely decided that preordering a yearbook is what he wants to do. (1) The student is grateful for the information but still needs time to make a decision. © The student does not think he has enough information to make a decision yet. © The student definitely does not want to preorder a yearbook. Listen again, and fill in the blanks. W: Hi, Ms. Smith. May I ask you a question? M: Of course. What can I do for you? W: I was wondering but I don't know anything.

. I know we have to order them , how much they cost, when to pick them up, or

M: I can give you all that information. You can preorder your yearbook, or you can just buy one . The preorder deadline is in a week, and you just have to drop off your order form and check here. The yearbooks are $50. They'll be here in 2 months, and you can pick yours up here. W: So I still have some time to decide

I want to preorder?

M: Absolutely. But if you know you definitely want a yearbook, I would . That way, everything will be set for you just to pick it up when it gets here.

194

Unit 8 I Making Inferences

131 — Listen to part of a conversation, and answer the questions.

formula (n) a set recipe for a function

Student has questions

function (n)

about missed classes

a computer routine

tackle (v) to approach aggressively

Is told to review missed chapters

Will ask again if she still doesn't understand

What can we infer about prior class sessions?

CD Prior class sessions probably covered the material needed to understand this session. CD Prior class sessions have nothing to do with the material currently being taught. © Prior class sessions relayed information that was taught during earlier semesters. C) Prior class sessions did not cover material that pertained to this class session. 2. What will the student probably do next? C) The student will probably try to understand the current lesson by opening Excel. CID The student will probably continue to talk to her teacher about the topic. CD The student will probably ask classmates about last week's lesson. CD The student will probably read Chapter 2 in her book. Listen again, and fill in the blanks.

W: Mr. Andrews? M: Yes, Catherine? W: I have a

about class today.

M: Okay, what can I help you with? today, but some of the stuff didn't W: Well, we went over make sense to me. I think it's because this is only my second class. I think I missed something M: All right. We did cover some of the groundwork

last week.

W: That makes sense. I didn't understand how everyone already knew M: Of course. If you take a look at Chapter 2 in your book, I think it will help you a lot. , we can tackle that later. Then, if you're

W: Thanks, Mr. Andrews! 195

Listen to part of a lecture, and answer the questions.

Alcohol

04- 2

Most widely used

dangerous (a) unsafe

Caffeine

drug (n)

Nicotine

a substance that alters one's senses

prescription (n)

Alcohol and Other Drugs

Marijuana

a doctor's order for medication

Cocaine Heroine

L

Fatal when mixed Medications )---k with alcohol

What can we infer about the students' reactions to the teacher's list of drugs? The students are surprised to hear that over-the-counter and prescription medications are drugs. E The students are very scared to hear about all the ways in which drugs can kill people. © The students do not believe that any of the drugs that the teacher lists are dangerous. ® The students are skeptical about the fact that caffeine is a drug. 2. The lecturer describes the negative effects of certain drugs. Why does he do this? ® To open discussion on the harmful things drugs do to people CD To elicit a fearful response in terms of the effects of drugs C To show his students that these drugs are dangerous CD To scare his students into never talking about drugs 3. Listen again, and fill in the blanks. Chapter 8 in our health books. This chapter Today, we're going to start this is that is called 'Alcohol and Other Drugs.' Now, the reason the chapter alcohol is a drug. It is one of the most in this country. It has been used for centuries. The we'll be looking at are caffeine, nicotine, marijuana, um, cocaine, heroine, and and prescription medications. I see some surprised looks on your faces . Over-the-counter and prescription medications with alcohol or from taking are definitely drugs. Many people have died from of them. They are very dangerous.

196

Unit 8 I Making Inferences

rbi Listen to part of a lecture, and answer the questions. ancient (a)

Greek Comedies

old; from a past era comedy (n) a humorous drama with a happy ending

Old Comedy

Made fun of people

I

Middle Comedy

New Comedy

tragedy In) a serious drama with a sad ending

Reviewed society

Added aspects of love

1. What can we infer about the use of love before the New Comedy period of Greek theater?

CD Love was mentioned in most plays before the New Comedy period of Greek theater. C) Love was talked about in very graphic terms in Greek New Comedy. © Love was discussed but only when it referred to the love that real people had. CD Before then, the Greeks never really talked about love in comedies. 2. What can we infer about the ways in which the types of comedy differ?

CD The types of comedy differed in that they focused on different politicians. C) The difference between the types of comedy is in the topics they cover. © The types of comedy are different in the countries that they came from. CD The comedies did not differ at all. 3. Listen again, and fill in the blanks. All right, guys. Today, we're

talk about ancient Greek theater. The ancient . The first part we're going to talk about is three divisions. They are old comedy, middle . One of the ways that those types of comedy are different at real people from that time. . See, old comedy

Greeks mostly did comedy. Greek comedy comedy, and is in the topics they Middle comedy mostly focused on reviewing the way society was. It made fun of the way middle comedy. But it also started people lived. New comedy covered to

aspects of love.

197

\7\71' U11

I Oil

P

A Listen to part of a conversation, and answer the questions.

04-14

6000

compare (v)

ZOOLOGY REPORT Goose migration in general.

to judge different things side-by-side

migration (n) the mass movement of animals, especially birds, from one area to another

Short-Distance Bird Migrations

pattern (n) a sequence

Comparison of different species' migrations

specific (a) precise or definite

Why does the professor want to talk to the student? C) The professor wants to request the student's help in writing lessons. i® The professor wants to question the student about her last exam. c The professor wants to discuss the topic of the student's paper. ® The professor wants to criticize the student's paper choice. 2. What can we infer about the professor's approach to working with his students? ® He likes his students but does not pay them much attention. CC He is very harsh and critical about his students' work. © He is very interested and involved with his students. C) He does not care about his students at all.

198

4^..171041MIPPrOMPritOrr ,

Unit 8 I Making Inferences

Listen again, and fill in the blanks. W: Hi, Dr. Adams. You wanted to see me? M: Hi, Sara. Yes, I just wanted to talk to you appointments to talk about their papers.

. I'm making

W: Oh, okay. M: So what are you writing your report on now? W: I'm looking at bird migrations. M: Oh, great. That's

. Are you focusing on anything specific? . You know,

W: I think I've narrowed it down to birds that do geese and those birds. M: Was there a reason you chose that particular topic?

W: Actually, a big part of the decision just came from the fact that I found the most on geese. information on short-distance migration. Oh, and I found M: Okay, well that's a pretty good reason to go with that. So what direction are you taking this report in? . I've found out that all geese W: Well, I thought I'd talk about have the same general migration pattern. So I'm going to discuss that first. Then I'm . Like, I thought I'd compare a few going to talk about different species, like the Canadian goose versus the Hawaiian goose. reading your paper.

M: That sounds good. I'm

4. Complete the following summary with the words below. . The student tells one of his students about her A professor is short-distance bird migrations. The main reason the professor that she will she chose this topic is because she found a lot of information about it. The student will begin . This is because most geese have the same her report by talking about general migration pattern. She will then compare

zoology report

different species of geese

focus the report on

speaking with

goose migration in general

199

Listen to part of a conversation, and answer the questions.

000

admirable (a) worthy of praise

Swimming Lessons

reasonable (a) fair

r

Tuesdays and Thursdays after school

$15 fee for chlorine and other equipment

Must check with gym teacher for available spots

1. What can we infer about the student's prior swimming experiences? ® He has tried swimming before, but he never really learned properly. CD He hates swimming, but his parents are forcing him to learn. © He almost drowned once while swimming as a child. C) He loves to swim and is actually very good at it. 2. What will the student probably do next? C) He will probably ask his parents' permission to take swimming lessons. CD He will probably go to speak to the gym teacher about lessons. (9 He will probably go to the bank to get money for lessons. c) He will probably forget all about swimming lessons.

200

Unit 8 I Making Inferences

3. Listen again, and fill in the blanks. W: Hi, Steve. What can I help you with? , and I was wondering if I could get

M: I'm looking into some information about them. W: Definitely. Is there anything

that you're interested in? . I mean, I never learned

M: Well, I really want to do how to swim properly when I was younger.

W: That's definitely an admirable goal. Let me grab the information about the swimming, and we'll figure out M: Great! W: Okay, so swimming lessons occur twice a week after school on Tuesdays and Thursdays. Can you make those days? M: Yeah, I've got those days free. W: Okay. There's a small fee involved. You get lessons

for $15.

M: That's a really reasonable fee. W: Okay, great. Well, I don't know if there are still any openings available for the lessons. . Let him So what you should do right away is go and see know you want to sign up. It would help if you could take the $15 with you so that M: Okay. Do you think there will still be spots left? W: There should be. It's still pretty early in the game. Just make sure you get to the gym M: All right, I'll do that. Thanks for your help!

4. Complete the following summary with the words below. . Steve would like to take Steve is asking his advisor about . His advisor tells him swimming lessons because he never learned that swimming lessons are on Tuesdays and Thursdays after school. They will cost $15. This fee . The advisor tells Steve to see the gym teacher will help to open for the lessons. Steve is grateful for his advisor's and ask if there are help. pay for chlorine and other equipment

how to swim properly as a kid

available spots

certain after-school activities

201

Listen to part of a lecture, and answer the questions. 04-16

60049

60001

Psychology

blind (a)

Developmental Psychology

unable to see

develop (v)

Infants

to grow and change over time

infant (n)

Vision

a baby between the time when he is born and when he starts talking

vision (n) Legally blind at birth

Not colorblind but can only make out bright colors

Can see large shapes but not detail

the ability to see

What can we infer about what areas developmental psychology covers? CeD Developmental psychology covers human development over the entire lifespan. ED Developmental psychology does not cover infant development at all. © Developmental psychology only covers the development of vision. ED Developmental psychology only covers infant development. 2. What does the professor imply when she says "the physical side of things?" Gap Aspects of development that are not physical in nature

CD Aspects of physics that have to do with development © Aspects of one's psychic development

CD Aspects of physical development

202

Unit 8 I Making Inferences

Listen again, and fill in the blanks. All right, class. Yesterday, I told you that we were going to start looking at a field of . This branch of psychology looks at the psychology called many ways people's minds and bodies develop from before they're even born . So we should just start at the beginning, I think. Let's start with infants. So, as an when a baby is born up until he or she starts talking, the baby infant. Infants can't do a lot of things that older children can do. . Babies are born with really poor vision. Actually, Let's look at . Infants can mostly make out large shapes and stuff, they're legally blind isn't very good. For a long time, but they can't tell detail. Also, psychologists thought infants were colorblind right after birth. As it turns out, research has shown that most babies can, in fact, make out bright colors. For example, an infant can a bright red ball and a bright blue ball. But it would be much to tell the difference between a light blue ball and a dark blue ball. harder Anyway, as infants get older, their sense of sight improves. Some psychologists think , an infant's vision will be almost the same as an adult's. that

4. Complete the following summary with the words below. that looks at how people grow. One thing Developmental psychology is , it has very poor vision. . For example, this field looks at is in , only large shapes. Also, infants can only The baby cannot bright colors. Vision improves as infants get older. At six months, an infant's vision is almost the same as an adult's.

when a baby is born

make out detail

a field of psychology

infants and their growth

make out differences

203

1-61 Listen to part of a Lecture, and answer the questions.

0000

Essay

argument (n)

ESSAYS Introduction

Bring up topic or argument

a point of view or case convince (v) to prove something to someone

Middle

Conclusion

[ Give details about topic or argument

topic (n) a subject

Wrap-up argument

1. What can we infer about the middle of an essay? (2) The middle of an essay repeats the information stated in the introduction. C) The middle of an essay is supposed to support the essay's topic. CD The middle of an essay is the least important piece of the essay. C) The middle of an essay is made up of introductory material. 2. What does the professor imply when he says, "That's where you really get to show off what you know?"

(D The middle part is where the writer can impress the reader with his knowledge. (12) This beginning part is where the writer gets to know the reader. C) This is the part where the writer shows the reader his words. C) The end is where the reader gets to know the writer.

204

Unit 8 I Making Inferences

3. Listen again, and fill in the blanks. M: We're going to spend writing different kinds of essays. First though, we need to talk about what makes an essay good. There are certain things that every essay, , needs to have. Okay, so who can tell me one thing that an essay must have? W: Urn, doesn't every essay need an introduction? M: Of course. Every essay must have an introduction. In the intro, you'll talk about . You might also talk about But if you do, you have to make sure that you're very brief about them. Your introduction shouldn't be more than a paragraph. So what else does an essay need to have? W: A conclusion? M: Absolutely! If you're introducing your topic , you must conclude your argument at the end. The conclusion talks about similar things as the introduction, . You have to make but it's not exactly the same. Here, you have . Yes, do you have a sure that the reader is convinced that question? W: So what happens in the middle? M: The middle's the most important part! That's where you tell your reader all the reasons what you that he or she should agree with you. That's where you really know.

4. Complete the following summary with the words below. . The three main parts of an essay A professor is teaching his class are the introduction, the middle, and the conclusion. The introduction is the beginning of the his topic and arguments. He might begin to talk essay. In this part, the writer first . The conclusion is the part of the essay that comes The writer wraps up his argument in the conclusion. The middle of the essay is his reader that his point of view is correct. This is

at the end

the most important part

how to write a good essay

brings up

where the writer convinces

briefly about his arguments

205

0 Integrated Listening & Speaking In this section, you will study speaking with the previous lectures you just listened to. First, you will hear the lectures you listened to previously. Then you will be asked to answer some questions based on the listening sections. But remember you have to say the answers. There is no writing.

Tt Listen to a lecture while looking at the organizer, and answer the questions in your own words. 04-18

Developmental Psychology

Infants

Vision

Legally blind at birth

Not colorblind but can only make out bright colors

Can see large shapes but not detail

1. What is the focus of developmental psychology? 1) The focus of developmental psychology (2) Developmental psychology focuses

2. What does this lecture teach us about an infant's vision at birth? (1) At birth, an infant's vision (2) An infant has 3. When does an infant's vision get to be as good as an adult's? (1) An infant's vision is almost the same (2) By six months, an infant can

206

Unit 8 I Making Inferences

Listen to a lecture while Looking at the organizer, and answer the questions in your own words.

ESSAYS Introduction

Bring up topic or argument

Middle

Give details about topic or argument

Conclusion

Wrap-up argument

1. What are the three main parts of an essay? (1) The three main parts of an essay (2) The introduction, the middle, and the conclusion are 2. What happens in the introduction? (1) In the introduction, the writer (2) The writer first brings up 3. What is the purpose of the conclusion? (1) The purpose of the conclusion (2) The writer wraps up

207

1\fina

t--

;1-')11'

Listen to part of a conversation between two students.

04-20

What is implied about the reasons the Germans followed Hitler after World War I? ® The Germans followed Hitler because they were told that Hitler could speak well. E© The Germans followed Hitler for a number of political and economic reasons. © The Germans followed Hitler because there was no other leader to follow. © The Germans followed Hitler because they had no other choice. 2. What reason does the student have for meeting with his professor? ® He is confused about the concentration camps that Hitler set up around Europe. l® He is confused about the reason behind Germany's poor economy. CO He is confused about why the Germans let Hitler come to power. © He is confused about the outcomes of the First World War.

n

3. Listen to part of the conversation again, and answer the question. What can we infer about the reasons for Germany's poor economy from the passage? Germany had a poor economy because the Germans were not good businesspeople. ® The German economy was poor because the Allied powers blamed Germany. © Germany's poor economy was caused by the Germans losing World War I. ® Germany's economy was poor because its cities were ruined.

208

Unit 8 I Making Inferences

Listen to part of a lecture in a psychology class. 04-21

4. What can we infer about prior class sessions? The class has discussed narcissistic personality disorder many times now. C) This is not the first time the class has talked about personality disorders. C) The professor is bringing up personality disorders for the first time. ® The class has never talked about personality disorders before. ®

5. How does a person with narcissistic personality disorder act? ®

A person with NPD is very sweet, good-natured, confident, and cares about his friends

and family. A person with NPD does not like company and likes to be left alone. © A person with NPD is very egotistical and makes people around him uncomfortable.

CD ©

A person with NPD throws tantrums and cries a lot.

6. Listen to part of the lecture again, and answer the question. ono l ) What does the professor mean when she says this? c

EL) \- There is no difference between the disruption caused by personality disorders and other psychiatric disorders. C) The disruption caused by personality disorders is different from other psychiatric disorders. © The disruption caused by personality disorders is greater than other psychiatric disorders. The disruption caused by personality disorders is less than other psychiatric disorders. C)

209

\_C\71 eNN).

0. CO-b ULU

Write each word next to its matching definition.

1 El

admirable

drug

C- recommendD

vision

ancient

infant

tackle

convince

migration

tragedy

disorder

stubborn

disruptive

appetite

endanger

1. PeCc)/n/nenct

to suggest

2.

to be disturbing or upsetting

3.

the ability to see

4.

the mass movement of animals, especially birds, from one area to another

5.

a state of being untidy; badly prepared

6.

to approach aggressively

7.

worthy of praise

8.

a desire to eat

9.

old or from a past era

10.

a substance that alters one's senses

11.

to put something or someone in a dangerous situation

12.

a serious drama that has a sad ending

13.

a baby from the time he is born until he starts speaking

14.

to prove something to someone

15.

unwilling to change one's mind

Complete the sentences by choosing the correct expression.

a lot of people

clear stuff up

break it down

do you understand

but instead

like I said

1. Let's use an example to 2. 3.

about this process.

feel very differently from people in power. , you don't need to know every detail about this topic.

4. In order to understand this concept, we're going to need to 5. Now that we've gone over this information, 6. You might think that his argument is strong, that it's full of holes.

210

the concept? , if you look at it closely, you'll notice

This part provides lists of important vocabulary words in each unit. They are essential words for understanding any academic texts. Many of the words are listed with their derivative forms so that students can expand their vocabulary in an effective way. These lists can be used as homework assignments.

U

L

F

L

Step A 7., atmosphere

0 geography

0 climatology

E syllabus

O masterpiece

E aerosol

El participation

LE tapestry

El portion

0 requirement

El aerial

0 bombardment

El wrench

El display

El mixture

0 approval

Step B i

0:vc_412

O radiation

O radiate

O radiate

O radiately

O prediction

O predict

O predictive

O predictively

O inhumane

O inhumanely

O inhumanity O brutality

O brutalize

• brutal

O brutally

O monument

O monumentalize

LE monumental

O monumentally

O symbol

O symbolize

E symbolic

O symbolically

O wise

O wisely

El explanatory

O explanatorily

E nervous

O nervously

E wisdom E explanation

❑ explain

01 nervousness O division

O divide

O divisive

O divisively

O desire

O desire

E desirable

O desirably

O activeness

O activate

E active

O actively

O interest

O interest

O interesting

O interestingly

O advice

❑ advise

• advisable

O advisably

El historical

O historically

E assignable

O assignably

Et strict

O strictly

• vital

O vitally

O history O assignment

❑ assign

O strictness ❑ vitalization

212

O vitalize

Ekkatn..

Unit- `Li 4

: Step A

F.] emphasis

Ei audience

Li facial

El

assassination

E, status

L-.1 dignify

0 resolve

Li

negotiation

E injustice

EL

instinctive

LI

access

E critical

El

fluid

Li

transport

Li

oxygen

[01 tissue

Ell

carbon

0, hormone

Li gland

Li kidney

E organism

L7 mineral

E plasma

El

platelet

:". clot

rii

El

El

donation

autologous

resource

toCD Step B N.L2L.

LT.

OUP

Aid.vc-L-L2

\./eL-L2

0 digestively

0 digest

D digestive

Er nourishment

E nourish

E nourishing

'i- benefit

E benefit

0 beneficial

E beneficially

.0. enticement

IC7 entice

0 enticing

Li

:i comprehension

0 comprehend

E comprehensible

0 comprehensibly

D familiarity

111 familiarize

0 familiar

El familiarly

!' argument

E argue

0 argumentative

0 argumentatively

ri! transportation

0 transport

0 transportable

Ei;

difference

CI differ

0 different

0 differently

7

defense

E defend

0 defensive

0 defensively

■ 11

fortune

0 fortunate

0 fortunately

D

danger

0 endanger

CI dangerous

CI dangerously

E

affection

0 affect

Li

affective

0 effectively

0 necessity

C7 necessitate

0 necessary

El necessarily

Li

E compile

LI

digestion

compilation

enticingly

compilatory

213

Step A tragedy

0 racism

revolution

0 mitosis

identical

0 prophase

metaphase

0 anaphase

0 equatorial

0 microtubules

0 chromosome

0 membrane

0 chromatin

0 pinch

El inward

0 mediator

0 respiration

0 photosynthesis

0 nutrient

0 dissolve

0 anthropologist

0 schematic

0 Paleolithic

El charcoal

El hematite

0 shaman

0 hindrance

0 patriarchal

* Step B

r

Verb

Z dvtL

0 rotation

0 rotate

rotative

El rotatively

0 demonstration

El demonstrate

demonstrative

0 demonstratively

El segregation

0 segregate

LI segregated

O duplicate

El duplicate

0 duplicable

0 researcher

El research

0 researchable

0 disposability

0 dispose

0 disposable

o approximation

0 approximate

0 approximate

El approximately

O conversion

El convert

0 convertible

El convertibly

0 naturalist

El naturalize

0 naturalistic

CI naturalistically

0 earnestness

214

, Z=,_(11L-ottv

earnest

El earnestly

0 respiration

El respire

respiratory

El penetration

El penetrate

penetrative

0 interpretation

0 interpret

0 interpretable

0 interpretably

0 respect

0 respect

7 respectful

0 respectfully

[-Th!Lic-ije L1 Li: VV

(=;__

d

Step A bullying

awareness

rectangular

❑ geometry

architecture

andante

minuet

0 variation

sonata

preserve

hygiene

0 conceit

passion

precision

damage

El reversal

pollution

negatively

humanity

Li awareness

participation

narrative

disguise

0 enroll

tuition

fluctuation

consistent

El authority

* Step B RCS u~l

1M

Verb contaminative

contamination

0 contaminate

corruption

0 corrupt

randomness

0 randomize

E random

❑ randomly

visualization

0 visualize

7 visual

O visually

consideration

0 consider

L considerate

O considerately

0 inform

❑ informative

El informatively

Ei intensify

• intense

O intensely

El= norm

0 normalize

E normal

El normally

LI awe

ID awe

E awesome

0 awesomely

El finalization

0 finalize

E final

O finally

O prevention

0 prevent

[I preventive

C3 preventively

O horror

0 horrify

L horrifying

El horrifyingly

O specification

0 specify

E specific

0 specifically

resist

O resistant

0 resistantly

O inadvertent

O inadvertently

Li information intensity

O resistance O inadvertency

. corruptive

❑ corruptively

215

L! vat c LI Li_c_ie-L-

tall

t1.10, th(.1 S

aker's Attitude

0 Step A Cl vitamin

0 moisture

0 drastic

0 candidate

O criteria

gender

0 resident

0 cholesterol

El fiber

0 consume

0 poetry

0 biography

O enhance

0 homicide

E fable

0 fiction

O portrayal

0 mundane

0 upheaval

0 request

O adjust

0 drastically

0 charter

0 subsidy

O institution

0 revise

0 curriculum

0 establish

* Step B VL.-412 definition

0 define

E1 definitive

0 definitively

El solubility

❑ solubilize

❑ soluble

❑ solubly

0 proportion

❑ proportion

0 proportionate

0 intensification

0 intensify

0 intense

0 intensely

0 negligence

0 neglect

0 neglectful

0 neglectfully

0 favorite

❑ favor

0 favorable

0 favorably

0 imagine

0 imaginary

❑ imaginarily

0 creation

0 create

0 creative

0 creatively

0 qualification

0 qualify

0 qualifying

D digestion

❑ digest

Ei digestive

0 digestively

E motivation

❑ motivate

El motivational

0 motivationally

E suicide

0 suicide

El suicidal

❑ abuse

El abuse

0 abusive

0 abusively

0 sullen

0 sullenly

imaginary

❑ sullenness

216

/=.0A./ cd-12

proportionately

L U L cft_=

-

taLi dLi

CroaL Lt_ attcLi

Step A 0 adjacent

0 enormous

0 hypocenter

0 epicenter

0 molecule

0 nucleotide

0 strand

El bacteria

0 fungi

0 courtesan

0 protein

0 lava

0 pillow

0 blob

0 controversial

0 tortoise

0 conserve

0 evaporation

__ cactus

0 hump

0 scandalous

0 advance

0 suffer

0 suffice

0 contain

0 helix

0 chromosome

Noun

Verb

0 individuality

0 individualize

0 preservation

E preserve

0 completeness

❑ complete

D complete

0 completely

0 popularity

0 popularize

0 popular

❑ popularly

0 joint

0 join

0 joint

❑ jointly

0 negativity

0 negate

0 negative

0 negatively

0 organ

0 organize

0 organic

❑ organically

0 symbol

0 symbolize

0 symbolic

D symbolically

7 explosion

0 explode

0 explosive

0 explosively

0 tolerance

0 tolerate

0 tolerant

0 tolerantly

0 controversy

0 controvert

0 controversial

El controversially

0 variability

E vary

0 variable

0 variably

0 maximization

0 maximize

0 maximum

O maximally

0 multiplication

El multiply

0 multiple

0 individual

0 dehydration

individually

preservatory

217

dit

L21 L

CL ra-t ectit-to Ce.

Step A Li flourish

endanger

0 extinct

qualify

rl glacier

slope

El thaw

imprint

Li mountainous

L.- fossil

Li sculpture

0 device

0 anemoscope

❑ guidance

0 statistics

0 microscopic

0 bacteria

0 trace

0 orchestrate

El pressure

El civilization

0 oxygen

El plaster

0 aisle

0 species

0 orchestra

0 prom

0 gravity

A_cilective

Akiv

No 0 exploration

0 explore

Ll exploratory

❑ immunity

0 immunize

0 immune

Ili validity

0 validate

IT valid

0 accumulation

0 accumulate

0 fame

0 fame

0 famous

0 famously

0 invention

0 invent

0 inventive

0 inventively

0 suggestion

❑ suggest

7 suggestive

0 suggestively

0 comfort

Li comfort

El comfortable

0 comfortably

0 creation

0 create

creative

0 creatively

0 division

- divide

a divisive

E divisively

Cl absolute

0 absolutely

0 absoluteness

218

accumulative

0 validly 0 accumulatively

0 prevention

prevent

0 preventive

❑ preventively

0 ruin

ruin

0 ruinous

CI ruinously

171 existence

exist

0 existent

L [VIaLL- L-10, TIIIIM11119101..

AMIN11110100,

[Step A • dairy

O psychiatric

0 symptom

0 appetite

O prescription

Ei tragedy

0 psychology

O infant

O disorder

CI narcissistic

0 disruptive

D goose

O stubborn

D bother

0 pyramid

O grain

O depression

O caffeine

0 nicotine

O alcohol

O ancient

O poke

0 aspect

O recommend

O formula

O tackle

nutrition

disorder

C) Step B LILO.

VL-L

4114111111104.

Adverb • dangerous

O dangerously

O prescriptive

CI prescriptively

O comedy

O comic / comedic

• comically / -medically

D tragedy

O tragic

O tragically

O danger O prescription

O endanger prescribe

O recommendation

0 recommend

D recommendatory

O formula

D formularize

O formulaic

O formulaically

O function

• function

• functional

O functionally

O development

O develop

O developmental

O developmentally

O conviction

O convince

O convincing

D convincingly

O comparison

O compare

O comparative

O comparatively

O psychological

O psychologically O conclusively

O psychology O conclusion

• conclude

El conclusive

O migration

O migrate

O migrant

O interaction

0 interact

O interactive

0 interactively

219

Listening Section Directions This section measures your ability to understand conversations and lectures in English. The listening section is divided into 2 separately timed parts. In each part you will listen to 1 conversation and 2 lectures. You will hear each conversation or lecture only one time. After each conversation and lecture, you will answer questions about it. The questions typically ask about the main idea and supporting details. Some questions ask about a speaker's purpose or attitude. Answer the questions based on what is stated or implied by the speakers. You may take notes while you listen. You may use your notes to help you answer the questions. Your notes will not be scored. If you need to change the volume while you listen, click on the Volume icon at the top of the screen. In some questions, you will see this icon: () This means that you will hear, but not see, part of the question. Some of the questions have special directions. These directions appear in a gray box on the screen. Most questions are worth one point. If a question is worth more than one point, it will have special directions that indicate how many points you can receive. You must answer each question. After you answer, click on Next. Then click on OK to confirm your answer and go on to the next question. After you click on OK, you can not return to previous questions.

Actual Test

i!,_ciu.al

dst

Conversation 1-5:

nListen to part of a conversation between a student and an administrator. 0 4-24

222

1. Why does the student go to see the office administrator? C) To drop a class C) To discuss financial aid C) To clear up a problem with a class © To apply to graduate during the summer

2. What is the student's greatest concern?

4. What can be inferred about the office administrator's attitude toward the student? CD He could not care less about the student's situation. C) He is genuinely concerned about the student's situation. CO He has a difficult time understanding the student's situation. © He shows compassion towards the student's situation.

ED That he will not be able to graduate early C) That he will not be able to graduate on time C) That he will not be able to graduate in the summer That he will not be able to see his parents at graduation

3. According to the office administrator, what is the reason the class was cancelled?

5. Listen again to part of the conversation. Then answer the question. What does the office administrator mean when he says this? ® The student should try to relax more. ® The student should not be concerned about when he graduates. CD The student should have a back-up plan. C) The student should not have majored in physics.

C) The professor went on sabbatical. C) The textbooks did not arrive on time. ED The class was dropped from the curriculum. C) There weren't enough students enrolled.

223

Actual_ 'nisi

Lecture 6-11:

n Listen to part of a lecture in a zoology class.

Ichthyology

224

6. What is the main topic of the lecture?

c) Fish species ED Fish fins C) Fish speed O Fish size

7. Why does the professor explain finlets? ® So that students understand how some fish lose fins during evolution O So that students understand that fast fish have them ED So that students understand they are not important ci) So that students understand that small fish need them

What can be inferred about the mako shark? C) Since they are so fast, they should not be feared. C) Since they are so fast, they should be feared. CD They are not as fast as great white sharks. ED They still are not as fast as male orcas.

11.. What can be implied about the fins on a fish? Check the correct box below. True

False

Fins are unnecessary for most fish. Fish use fins for stability.

8. What are caudal fins? C) Part of the pectoral fins Finlets cp Part of the dorsal fins Co Tails

Fins are necessary to escape predators. Fish need fins for identification. Fish need fins for speed and mobility.

What does the professor imply about the dorsal fins on whales?

(9 They are important for identifying individual whales. C) They are important for speed. 0 They are not very important, especially for bowhead whales. c) They should be bigger for extra speed.

225

Act ual_

I.c7s-t

Lecture 12 -17:

Listen to part of a lecture in an astronomy class.

1 111

Physics

226

12. What is the lecture mainly about?

CD How visible light is used in astronomy (1) How visible light affects telescopes C) The properties of the electromagnetic spectrum ® The importance of photometry in astronomy

13. Why does the professor explain electromagnetic spectroscopy? ED So that the students get a better understanding of astronomy C) So that the students understand how visible light is classified CD So that the students realize this is important when applied to telescopes © So that the students do not confuse this with photometry

14. What are curved optical lenses? C) They focus pictures in telescopic cameras. CD They are used in photometry. © They focus radiation using spectroscopy. CD They gather and focus light in telescopes.

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

n

What can be inferred from the professor when he says this?

n

(D The professor is sure the student will fail the test. © The professor will look at this student's test first. CI) The professor is sure the student has no idea what is going on. C) The professor is sure the student will do very well on the test.

16. Why does the professor mention rainbows?

CD So the students can understand how infrared light works So the students understand the range of visible light © So the students understand the range of telescopes C) So the students can understand the power of visible light

(1E -

17. Listen again to part of the lecture. Then answer the question. What can be inferred when the student says this?

n

CD The student wants to hit the desk. C) The student wants to hit the books. © The student does not want to attempt the answer. C) The student wants to attempt the answer.

227

Pzina est

Conversation 18-22:

228

n Listen to part of a conversation between a student and a professor.

What are the speakers mainly discussing?

What can be inferred about the professor?

® A final grade CD A part-time job Student diets CD A lecture

CA) She is very strict. C) She is accommodating. CD She is not experienced. CD She dislikes her job.

What can be inferred from the student's strong interest?

22. What does the professor imply about the assistantship?

) The student is eager to do better in the class. The student is hungry for knowledge. • © The student is excited about graduating early. CD The student is happy about the payment details.

® It is highly competitive. C) It is very demanding. (ID It requires an especially skilled student. E It is fundamentally easy work.

20. According to the professor, what has been the main difficulty in filling the assistantship? C) The work is too complicated. C) The hours are not enough. CD The other assistants are too lax. CD The student is only given credit hours.

229

Lecture 23-28: c Listen to part of a lecture in an ornithology class.

230

0 -2

23. What is the main topic of this lecture? CD Bird banding C) Hummingbird nesting habits C) Hummingbird migration CD Birds of the tropics

24. Why does the professor explain banding? (A) So the students understand how flocks of birds gather C) To make clear the nesting habits of birds © To show the need for better study tools © So the students understand how individual birds are studied

C) Banding is the most suitable tracking device for hummingbirds. CD More researchers should band hummingbirds for more reliable information.

27. Listen again to part of the lecture. Then answer the question. What does the professor imply when she says this? r e 00

c) She is going to hit students on their heads. 0__3) She is going to make the students

©

© According to the professor, what is one way that weather could affect hummingbird migration? C) Cold weather forces hummingbirds to migrate in a northward direction. C) Most hummingbirds leave the tropics when the weather gets too warm. Severe weather has the potential to • destroy an entire species. CD Hummingbirds do not migrate in the rainy season.

26. What does the professor imply about banding?

study the topic together for the exam. She is going to make the questions about hummingbirds difficult on the exam. She is going to make questions from a previous class difficult on the exam.

28. What can be inferred about the Rubythroated hummingbird? Check the correct box below. True False This hummingbird's popularity is less now than in past years. It loves to eat insects. It has been studied so much it's time to study other species. This species is most studied because of its range. It can fly 500 miles nonstop.

® A more up-to-date method of recording hummingbird migrations is needed. (9 Banding gives us many details about individual and group migrations.

231

t LLa

Lecture 29 -34:

232

n Listen to part of a lecture in a physiology class.

04-29

29. What is the lecture mainly about?

CD CD

Paternal bonding Maternal bonding © Mother-father-baby bonding © Sibling rivalries

30. Why does the professor bring up the Velcro bonding theory? So that she can introduce more positive bonding examples CD So that she can introduce the negative aspects of bonding © Some students missed the last lecture on the subject. C) She needs to review the topic for an upcoming exam.

31. What is a pacifier?

3:3 Why does the professor discuss colic? C) To show more positive aspects of the topic C) To show the class that babies get stress too © To show the class a negative aspect of the topic C) To show the class that babies enjoy crying

34. What does the professor imply about breastfeeding? •

Breastfeeding should be done by all

mothers. C) Breastfeeding is the most important form of bonding. C) Breastfeeding is not as important as touching. © Mothers who do not breastfeed have no bonding at all.

© Something a baby sleeps on CD Something a baby plays on © Something a baby sucks on C) Something a baby learns with

32. Listen again to part of the lecture. Then answer the question. What does the professor imply when she says this?

C Mother and child will have a good relationship. ® Mother and child will have a poor relationship. © Mother and child will have a reasonable relationship. ® Mother and child will need more time together.

233