PRACTICE SET 1 SCRIPT AND ANSWERS
Track 1 Listening Script Narrator
Listen to a conversation between a student and a professor.
Student
Uh, excuse me, Professor Thompson. I know your office hours are tomorrow, but I was won- dering if you had a few minutes free now to discuss something.
Professor
Sure, John. What did you wanna talk about?
Listening Section
Student
Well, I have some quick questions about how to write up the research project I did this se- mester—about climate variations.
Professor
Oh, yes. You were looking at variations in climate in the Grant City area, right? How far along have you gotten?
Student
I’ve got all my data, so I’m starting to summarize it now, preparing graphs and stuff. But I’m just . . . I’m looking at it and I’m afraid that it’s not enough, but I’m not sure what else to put in the report.
Professor
I hear the same thing from every student. You know, you have to remember now that you’re the expert on what you’ve done. So think about what you’d need to include if you were going to explain your research project to someone with general or casual knowledge about the subject, like . . . like your parents. That’s usually my rule of thumb: would my parents understand this?
Student OK. I get it.
Professor
I hope you can recognize by my saying that how much you do know about the subject.
Student
Right. I understand. I was wondering if I should also include the notes from the research journal you suggested I keep?
Professor
Yes, definitely. You should use them to indicate what your evolution in thought was through time. So just set up, you know, what was the purpose of what you were doing—to try to understand the climate variability of this area—and what you did, and what your approach was.
Student
OK. So, for example, I studied meteorological records; I looked at climate charts; I used dif- ferent methods for analyzing the data, like certain statistical tests; and then I discuss the results. Is that what you mean?
Professor
Yes, that’s right. You should include all of that. The statistical tests are especially impor- tant. And also be sure you include a good reference section where all your published and unpublished data came from, ’cause you have a lot of unpublished climate data.
Student
Hmm . . . something just came into my mind and went out the other side.
Listening Section
Professor
That happens to me a lot, so I’ve come up with a pretty good memory management tool. I carry a little pad with me all the time and jot down questions or ideas that I don’t wanna for- get. For example, I went to the doctor with my daughter and her baby son last week, and we knew we wouldn’t remember everything we wanted to ask the doctor, so we actually made a list of five things we wanted answers to.
Student
A notepad is a good idea. Since I’m so busy now at the end of the semester, I’m getting pretty forgetful these days. OK. I just remembered what I was trying to say before.
Professor
Good. I was hoping you’d come up with it.
Student
Yes. It ends up that I have data on more than just the immediate Grant City area, so I also included some regional data in the report. With everything else it should be a pretty good indicator of the climate in this part of the state.
Professor
Sounds good. I’d be happy to look over a draft version before you hand in the final copy, if you wish.
Student
Great. I’ll plan to get you a draft of the paper by next Friday. Thanks very much. Well, see ya.
Professor OK.
Answers and Explanations
1. C This is a Gist-Purpose question. The man says, “I have some quick ques- tions about how to write up the research project I did this semester.” He is going to write a report about his project and is unsure of what to include.
Choice C is the correct answer.
2. This question is easy to recognize as a Connecting Content question. The stu- dent and the professor discuss several sources of information that the stu- dent used to investigate climate variation. They do not discuss interviewing meteorologists, even though they mention other kinds of conversations, like the professor’s discussion with her child’s doctor. The chart correctly filled out looks like this:
Listening Section
For each phrase below, place a check mark in the “Include” column or the “Not Include” column.
Include in Report
✓
Not Include in Report Climate charts
Interviews with meteorologists ✓
Journal notes ✓
Statistical tests ✓
3. A This is an Understanding Organization question. The correct answer is choice A. The professor’s purpose in mentioning the doctor’s office is to show the man how writing down questions as they occur can be useful. The man has forgotten a question he wanted to ask the professor. The professor, when she spoke to the doctor, wrote down her questions beforehand, so she would not forget. She mentions the doctor’s office in order to give an example of a strategy for remembering.
4. D This is a Detail question. The discussion ends with the professor offering to “look over a draft version” of the man’s paper.
5. B This question requires you to Understand the Function of What Is Said.
The question asks you to listen again to this part of the conversation:
Professor
You know, you have to remember now that you’re the expert on what you’ve done. So think about what you’d need to include if you were going to explain your research project to someone with general or casual knowledge about the subject, like . . . like your parents.
That’s usually my rule of thumb: would my parents understand this?
Student OK. I get it.
Professor
I hope you can recognize by my saying that how much you do know about the subject.
Then you are asked specifically about this sentence:
Narrator
Why does the professor say this:
Professor
I hope you can recognize by my saying that how much you do know about the subject.
The student is unsure of how to present the information in his report. The professor is trying to give the student confidence in his own judgment. Therefore the correct answer is choice B, “To offer encouragement.”
Listening Section
PRACTICE SET 2
Now listen to Track 3.
Listening Section
Questions
Directions: Mark your answer by filling in the oval next to your choice.
1. What is the main purpose of the lecture?
A To illustrate the importance of extrinsic values
B To explain Aristotle’s views about the importance of teaching
C To explain why people change what they value
D To discuss Aristotle’s views about human happiness
2. The professor gives examples of things that have value for her. Indicate for each example what type of value it has for her.
Place a check mark in the correct box. This question is worth 2 points.
Only Extrinsic Value Only Intrinsic Value Both Extrinsic and Intrinsic Value Teaching
Exercise Health
Playing a musical instrument
3. Why is happiness central to Aristotle’s theory?
A Because it is so difficult for people to attain
B Because it is valued for its own sake by all people
C Because it is a means to a productive life
D Because most people agree about what happiness is
4. According to the professor, why does Aristotle think that fame cannot provide true happiness?
A Fame cannot be obtained without help from other people.
B Fame cannot be obtained by all people.
C Fame does not last forever.
D People cannot share their fame with other people.
5. Listen again to part of the lecture by playing Track 4.
Then answer the question.
What does the professor mean when she says this?
A Teaching is not a highly valued profession in society.
B She may change professions in order to earn more money.
C The reason she is a teacher has little to do with her salary.
D More people would become teachers if the salary were higher.