IBT LISTENING COMPREHENSION

Section
Listening

Content

Time

46 lectures

6090

(5 minutes)

minutes (in

6 questions

total)

each

35 seconds to

23

answer each

Score
/30

conversations question
(3 minutes)
5 questions
each
2. Language Level
More informal language than in Reading section
based on speech samples from North American colleges and universities
Easier than Reading section
lectures: 8th grade difficulty level
conversations: 4th or 5th grade difficulty level
Lectures
more difficult than conversations because of academic content

3. Types of Listening Passage

Lectures
1

 professor speaks all or most of the time

Classroom discussions
professor and students discuss an academic topic
Conversations
office hours with a student visit to a professor
service encounters with support staff

Taking notes is allowed and encouraged.

4. Lecture Visual
Screen with course name
Context visual: professor in class
with students
Types of graphic screens
content image: explains content
with photograph or illustration
blackboard image with key
terminology

5. Conversation Visual

 Context visual sets the scene.

Visual appears when narrator introduces the conversation.

6. Question Sets
Each set
two lectures and one conversation
each set of passages has 17 questions
Time
10 minutes to answer 17 questions
Lecture questions are more difficult than conversation questions.
four minutes for questions on each lecture and two minutes for
the conversation questions
Question order usually follows order of information in passage.

7. Multiple Choice Questions

Most have four choices and one correct answer
Gist: purpose for a conversation
Inference: draw conclusion from stated facts
Detail: main supporting details
may have two or three correct answers
if two correct answers, then four answer choices; if three correct
answers, then five answer choices.
Organization: underlying organization of lecture or relationships
between two parts
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8. Replay Questions

Attitude
ask about speakers feelings,
opinion, or certainty
Function
ask about meaning behind
speakers words
Include headphone icon
Listen again to portion of lecture
or conversation.

9. Common Distractors
Common distractors (incorrect answers) in the Listening section:
repeat words and phrases from passage, but incorrectly answer the
question
contain similar sounding words
4

 do not answer the question

are not mentioned in the passage
contradict passage
Gist Questions
Incorrect answers may be too broad or too narrow.

10. Helpful Tips

Correct answers are usually restatements of information from the
listening passage.
Guess if youre unsure of an answer
Eliminate the definitely wrong answers.
Choose the answer that is most consistent with the main idea.

11. More Helpful Tips

Work quickly.
You only have 35 seconds to answer each question.
Maintain a balance between speed and accuracy.
If time is running out,
Guess the answers to the remaining questions.
You do not lose points for incorrect answers.

Contents
1.

1 TOEFL iBT Listening Materials

1.

1.1 Conversations

2.

1.2 Lectures

2.

2 TOEFL iBT Listening Questions

1.

2.1 Type 1: Gist-Content Questions

2.

2.2 Type 2: Gist-Purpose Questions

3.

2.3 Type 3: Detail Questions

4.

2.4 Type 4: Understanding the Function of What Is Said

Questions

5.

2.5 Type 5: Understanding the Speakers Attitude Questions

6.

2.6 Type 6: Understanding Organization Questions

7.

2.7 Type 7: Connecting Content Questions

6

8.
3.

2.8 Type 8: Making Inferences Questions

3 Basic Strategies for the TOEFL iBT Listening Section

The Official Guide to the TOEFL Test - Listening Section

The Official Guide to the TOEFL Test - Listening Tips
In the TOEFL iBT Listening section you will listen to 4 to 6 lectures and 2 to 3
conversations.
There will be 6 questions per lecture and 5 questions per conversation.
You will have a total of 60 to 90 minutes to answer all of the Listening questions.

TOEFL iBT Listening Materials

There are 2 types of Listening materials on the TOEFL iBT, conversations and lectures.
Both are based on the actual speech that is used in North American colleges and
universities.
Each lecture or conversation is 3 to 6 minutes long and, as far as possible, represents
authentic academic language.
For example, a professor giving a lecture may digress somewhat from the main topic,
interactions between students and the professor can be extensive, and explanations of
content can be elaborate.
Features of oral language such as false starts, misspeaks with selfcorrections, and repetitions are included.
The speakers who record the texts are encouraged to use their own speech
patterns (e.g., pauses, hesitations), as long as they preserve the content of the text.
You should take notes during the lectures and conversations. This material is not meant
to test your memory.

Conversations
These conversations are typical of those that occur on North American
university campuses.
Each conversation is followed by 5 questions.
Office hours
o Interactions that take place in a professors office.
o The content may be academic or related to course requirements.
o For example, in an office conversation
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a student could request an extension on a due date (non

academic content), or
a student could ask for clarification about the content of
a lecture (academic content).
Service encounters
o Interactions that take place on a university campus and have nonacademic content.
o Examples include
inquiring about a payment for housing or registering for class.

Lectures
Lectures in TOEFL iBT represent the kind of language used when professors teach in a
classroom.
The lecture excerpt may be

just a professor speaking

a student asking the professor a question, or
the professor asking the students a question and calling on one student for a
response
Each lecture is approximately 5 minutes in length and is followed by 6 questions.
The content of the lectures reflects the content that is presented in introductory-level
academic settings. Lecture topics cover a broad range of subjects.
You will not be expected to have any prior knowledge of the subject matter. All
the information you need to answer the questions will be contained in the
Listening passage.
The lists below are provided to give you an idea of the topics that typically appear in the
Listening section. In general these topics are divided into 4 major categories:
Arts, such as:
o Architecture
o Industrial design/art
o City planning
o Crafts: weaving, knitting, fabrics, furniture, carving, mosaics,
ceramics, etc; folk and tribal art
o Cave/rock art
o Music and music history
o Photography
o Literature and authors
o Books, newspapers, magazines, journals
Life Science, such as:
o
o
o
o

Extinction of or conservation efforts for animals and plants

Fish and other aquatic organisms
Bacteria and other one-celled organisms
8

o
o
o
o
o
o

Viruses
Medical techniques
Public health
Physiology of sensory organs
Biochemistry
Animal behavior, e.g., migration, food foraging, defensive behavior

Habitats and the adaptation of animals and plants to them

o Nutrition and its impact on the body
o Animal communication
Physical Science, such as:
o

Weather and atmosphere

Oceanography
o Glaciers, glacial landforms, ice ages
o Deserts and other extreme environments
o Pollution, alternative energy, environmental policy
o Other planets atmospheres
o Astronomy and cosmology
o Properties of light, optics
o Properties of sound
o Electromagnetic radiation
o Particle physics
o Technology of TV, radio, radar
o Math
o Chemistry of inorganic things
o Computer science
o Seismology (plate structure, earthquakes, tectonics, continental
drift, structure of volcanoes)
Social Science, such as:
o
o

o
o
o
o
o
o
o
o
o
o

Anthropology of non-industrialized civilizations

Early writing systems
Historical linguistics
Business, management, marketing, accounting
TV/radio as mass communication
Social behavior of groups, community dynamics, communal behavior
Child development
Education
Modern history (including the history of urbanization and
industrialization and their economic and social effects)

TOEFL iBT Listening Questions

Answer choices and correct answers:
Traditional multiple-choice questions with 4 answer choices and a single
correct answer. (Most questions)
Multiple-choice questions with more than one answer (for example, two answers
out of four or more choices)
Questions that require you to put in order events or steps in a process
Questions that require you to match objects or text to categories in a table
Some questions replay a part of the lecture or conversation. In these replay questions,
you will hear a part of the lecture or conversation again.
You will then be asked a multiple-choice question about what you have just heard.
There are 8 types of questions in the Listening section. These types are divided into 3
categories as follows:
Basic Comprehension Questions
o Gist-Content
o Gist-Purpose
o Detail
Pragmatic Understanding Questions
o Understanding the Function of What Is Said
o Understanding the Speakers Attitude
Connecting Information Questions
o Understanding Organization
o Connecting Content
o Making Inferences

Type 1: Gist-Content Questions

Understanding the gist of a lecture or conversation means understanding
the general topic or main idea.
The gist of the lecture or conversation may be expressed explicitly or implicitly.
Questions that test understanding the gist may require you to generalize or synthesize
information from what you hear.

How to Recognize Gist-Content Questions

What problem does the man have?

What are the speakers mainly discussing?
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What is the main topic of the lecture?

What is the lecture mainly about?
What aspect of X does the professor mainly discuss?

Tips for Gist-Content Questions

Gist-Content questions ask about the overall content of the listening passage.
Eliminate choices that refer to only small portions of the listening passage.
Use your notes. Decide what overall theme ties the details in your notes together.
Choose the answer that comes closest to describing this overall theme.

Note that for Gist-Content questions the correct answer and the incorrect choices
can sometimes be worded more abstractly.

Type 2: Gist-Purpose Questions

Some gist questions focus on the purpose of the conversation rather than on
the content.
This type of question will more likely occur with conversations, but GistPurpose questions may also occasionally be asked about lectures.

How to Recognize Gist-Purpose Questions

Why does the student visit the professor?

Why does the student visit the registrars office?
Why did the professor ask to see the student?
Why does the professor explain X?

Tips for Gist-Purpose Questions

Listen for the unifying theme of the conversation.

For example, during a professors office hours, a student asks the professor for
help with a paper on glaciers.
Their conversation includes facts about glaciers, but the unifying theme of the
conversation is that the student needs help writing his paper.
In this conversation the speakers are not attempting to convey a main idea about
glaciers.
In Service Encounter conversations, the student is often trying to solve
a problem.
Understanding what the students problem is and how it will be solved will
help you answer the Gist-Purpose question.
11

Type 3: Detail Questions

Detail questions require you to understand and remember explicit details or facts from
a lecture or conversation.
These details are typically related, directly or indirectly, to the gist of the text, by
providing elaboration, examples, or other support.
In some cases where there is a long digression that is not clearly related to the main
idea, you may be asked about some details of the digression.

How to Recognize Detail Questions

According to the professor, what is one way that X can affect Y?

What is X?
What resulted from the invention of the X?
According to the professor, what is the main problem with the X theory?

Tips for Detail Questions

Refer to your notes as you answer. Remember, you will not be asked about
minor points.
Your notes should contain the major details from the conversation or lecture.
Do not choose an answer only because it contains some of the words that were
used in the conversation or lecture.
Incorrect responses will often contain words and phrases from the listening
passage.
If you are unsure of the correct response, decide which one of the choices is most
consistent with the main idea of the conversation or lecture.

Remember that new terminology is often tested in Detail questions.

Pragmatic Understanding Questions

Pragmatic Understanding questions test understanding of certain features of
spoken English that go beyond basic comprehension.
Generally speaking, these types of questions test how well you understand
the function of an utterance or the stance, or attitude, that the speaker expresses.
In most instances, Pragmatic Understanding questions will test parts of the
conversation or lecture where a speakers purpose or attitude is not expressed
directly.
In these cases, what is directly statedthe surface expressionwill not be an exact
match of the speakers function or purpose.
12

What people say is often intended to be understood on a level that lies beyond or
beneath the surface expression.
To use an often-cited example, the sentence It sure is cold in here can be
understood literally as a statement of fact about the temperature of a room.
But suppose the speaker is, say, a guest in your home, who is also shivering and glancing
at an open window.
In that case, what your guest may really mean is that he wants you to close the open
window.
In this example, the function of the speakers statementgetting you to close the
windowlies beneath the surface expression.
Other functions that often lie beneath surface expression include directing,
recommending, complaining, accepting, agreeing, narrating, questioning, and so on.
Understanding meaning within the context of an entire lecture or conversation is critical
in instances where the speakers stance is involved.
Is a given statement intended to be taken as fact or opinion?
How certain is the speaker of the information she is reporting?
Is the speaker conveying certain feelings or attitudes about some person or thing or
event?
As above, these feelings or attitudes may lie beneath the surface expression.
Thus they can easily go unrecognized or be misunderstood by non-native speakers.
Some Pragmatic Understanding questions involve a replay of part of the
listening passage in order to focus your attention on the relevant portion of the
spoken text.
2 question types test pragmatic understanding:
Understanding the Function of What Is Said questions
Understanding the Speakers Attitude questions.

Type 4: Understanding the Function of What Is Said

Questions
The first type of Pragmatic Understanding question tests whether you can
understand the function of what is said.
This question type often involves replaying a portion of the listening passage.

13

How to Recognize Understanding the Function of

What Is Said Questions

What does the professor imply when he says this: (replay)

What can be inferred from the professors response to the student? (replay)
What is the purpose of the womans response? (replay)
Why does the student say this: (replay)

Tip for Understanding the Function of What Is

Said Questions

Remember that the function of what is said may not match what
the speaker directly states.

Type 5: Understanding the Speakers Attitude Questions

The second type of Pragmatic Understanding question tests whether you
understand a speakers attitude or opinion.
You may be asked a question about the speakers feelings, likes and dislikes, or reason
for anxiety or amusement.
Also included in this category are questions about a speakers degree of certainty:
Is the speaker referencing a source or giving a personal opinion?
Are the facts presented generally accepted or are they disputed?

How to Recognize Understanding the Speakers

Attitude Questions

What can be inferred about the student?

What is the professors attitude toward X?
What is the professors opinion of X?
What can be inferred about the student when she says this: (replay)
What does the woman mean when she says this: (replay)

14

Tip for Understanding the Speakers Attitude

Questions

Learn to pay attention to the speakers tone of voice.

Does the speaker sound apologetic? Confused? Enthusiastic?
The speakers tone can help you answer this kind of question.

Connecting Information Questions

Connecting Information questions require you to make connections between
or among pieces of information in the text.
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 is tested.
To choose the right answer, you will need to be able to identify and explain
relationships among ideas and details in a text.
These relationships may be explicit or implicit. There are three types of Connecting
Information questions.

Type 6: Understanding Organization Questions

In Understanding
Organization questions
you
may
be
asked
about
the overall organization of the listening passage,
or you may be asked about the relationship between two portions of the listening
passage. Here are 2 examples:
How does the professor organize the information that she presents to the class?
o In the order in which the events occurred
How does the professor clarify the points he makes about Mexico?
o By comparing Mexico to a neighboring country
The first of these questions asks about the overall organization of information, testing
understanding of connections throughout the whole listening passage.
The second asks about a portion of the passage, testing understanding of
the relationship between two different ideas.
Some Understanding Organization questions may ask you to identify or
recognize how one statement functions with respect to surrounding text.
Functions may include indicating or signaling a topic shift, connecting a main topic
to a subtopic, providing an introduction or a conclusion,
giving an example, starting a digression, or even making a joke.

15

How to Recognize Understanding Organization

Questions

How does the professor organize the information about X?

How is the discussion organized?
Why does the professor discuss X?
Why does the professor mention X?

Tips for Understanding Organization Questions

Questions that ask about the overall organization of the passage are more likely
to be found after lectures than after conversations.
Refer to your notes to answer these questions.
It may not have been apparent from the start that the professor organized the
information (for example) chronologically, or from least to most complex, or in
some other way.
Pay attention to the comparisons made by the professor.
When the professor mentions something that is off-topic, you should ask
yourself what point the professor is making.

Type 7: Connecting Content Questions

Connecting Content questions measure your understanding of the relationships among
ideas in a text.
These relationships may be explicitly stated, or you may have to infer them from the
words you hear.
The questions may ask you to organize information in a different way from the way it
was presented in the listening passage.
You might be asked to identify comparisons, cause and effect, or contradiction and
agreement.
You may also be asked to classify items in categories, identify a sequence of events or
steps in a process, or specify relationships among objects along some dimension.
You may have to predict an outcome, draw a logical conclusion, extrapolate
some additional information,
infer a cause-and-effect relationship, or specify some particular sequence of events.

How to Recognize Connecting Content Questions

What is the likely outcome of doing procedure X before procedure Y?

What can be inferred about X?
What does the professor imply about X?
16

Tip for Connecting Content Questions

Questions that require you to fill in a chart or table or put events in order fall
into this category.
As you listen to the lectures accompanying this study guide, pay attention to the
way you format your notes.
Clearly identifying terms and their definitions as well as steps in a process will
help you answer questions of this type.
In Connecting Content questions you will have to use information
from more than one place in the listening passage.

Type 8: Making Inferences Questions

The final type of connecting information question is Making Inferences questions.
In this kind of question you usually have to reach a conclusion based on facts presented in the listening passage.

How to Recognize Making Inferences Questions

What does the professor imply about X?

What will the student probably do next?
What can be inferred about X?
What does the professor imply when he says this: (replay)

Tip for Making Inferences Questions

In some cases, answering this kind of question correctly means adding up details from the
passage to reach a conclusion.
In other cases, the professor may imply something without directly stating it.
In most cases the answer you choose will use vocabulary not found in the listening passage.

4. Revolution of experience

Environment: own computer desktop, earphone, pencil, notebook

Software: picture, video, sound, blackboard
Procedure: NEVER COME BACK
Question types: multiple choices(1/4, 2/4), listen again, click on a table

5. Revolution of materials
17

Organization: take PART A out/ intend to test listening capability

Length and speed: longer and slower
Time for answering questions: free and limited
Roles in materials: dialogue, monologue and discussion

6. View of software

18

Part II. Cracking Phonetic Confusion

1. Reading Method in listening practice

import ability (reading/listening) and export ability (writing/speaking)

two obstacles of learning English: Phonetic confusion
vocabulary
Content comprehension
sentence and structure
Reading logic in listening practice

2. Confusion I. Speed

VOA standard and VOA special

Romantic and rap
Cracking: FOLLOW THE SPEED AND IMMITATION
Step One: read the text fluently
Step Two: read and listen while speak out the text
Step Three: just listen and speak out the text

3. Confusion II. Familiar and unfamiliar

Oceanic
Debris

4. Confusion III. American accent and others

Glass, class, fast

Hot, box, rock
Door, dollar, more
neither; either secretary, dictionary, tomato, history

5. Confusion IV. Phonetic Connection

Consonant and vowel: e.g. I was found on the ground by the fountain about a field of a
summer stride.
Consonant and consonant: e.g. some money
Vowel and vowel: e.g. be on time
Plosive sound (p b t d k g): e.g. sit down
h: e.g. for him
Others: [t]+[j]=[ch]: e.g. meet you/ hurt you/ that your
19

[d]+[j]=[dg]: e.g. would you/ hand your/ did you

[s]+[j]=[sh]: e.g. miss you/ this year
[z]+[j]=[g]: e.g. as usual/ because you
T: e.g. interview/ want to

6. Confusion V. Phonetic Weakness

Preposition: e.g. stay at home/ do it for fun/ come from China/ go in the house/ a cup of coffee/
the train to Paris
Pronoun: e.g. Phone us when you are free/ Ive lost my book
Conjunction: e.g. please give me some cream and sugar/ either Tom or Peter can come
Examples: Im afraid I run out of film.
I can hardly turn around in it.
I simply couldnt put it down.
I toss and turn in bed.

7. Confusion VI. Emphasis

Emphasis on different parts of the sentence: e.g. Tom likes to play soccer.
Emphasis on did/was/do/is/cant
Emphasis on if only/ subjunctive mood: if only I had a million dollars.

8. Confusion VII. Tone

Something just hit the window. What

And I do?

9. Confusion VIII. Abbreviation

E.g. sitcom/ prof./ chem lab

10. Confusion IX. Number

Comma Skill: e.g. 1234,567,890

11. Materials for intensive listening

Teaching materials of foreign publisher: Official Guide, Delta, Longman, Kaplan, etc.
Discovery and National Geography

12. Materials for extensive listening

Recording of movies
TV series (Prison Break/ Hero/ friends)
Standard VOA
English songs
CNN/ CBS/ NBC
Family Album USA
CRI website

13. Strategies for practice

American accent v.s. others

Intensive listening v.s. extensive listening
20

Follow the recordings and keep imitation

The ability of predicting the meanings of the new words
Schedule arrangement

Part III. Note Taking in Listening Section

1. Necessary illumination

Length of the lecture

Incapability of pre-reading the questions
Structure-oriented
Principle-oriented

2. Marks

: surpass, exceed
:less than
: equal to, the same as
: difference
: increase, promote, enhance, improve
: decrease, fall, worsen
: plus, add, besides, moreover
: minus, deduct, except
: result in, lead to
: originate from, date back to
: correct, good, positive, affirmative
: wrong, bad, mistaken, negative
: outstanding, elite
: because, owing to, thanks to, since, as
: therefore, consequently, as a result, so, hence
: total, amount
: government

3. Abbreviation

ableBL: PRBL RSBL DBL

ingG: SHPG
tionN: OPTN NAN
mentT: AGRMT
izeZ: RCGNZ OGNZ
tiveTV: EFCTV
fulFL: SCFL
lessLS: RGDLS
ent/antT: URGT
al/ialL: ARVL

4. Practice
21

Sample Script: American universities have been offering classes online through computers for a
number of years. Now, some newly created colleges are offering academic degrees online. One
university offers both bachelors degrees and masters degrees. Official say they try to provide
students with a social experience as well as an educational one. For example, in some programs,
groups of the same six students progress through all their classes together. They communicate by
computer. Another online school uses a problem-solving method of teaching. Students attempt to
solve real problems in their classes online instead of reading information.
Students who have taken online classes say they like them because they do not have to travel to
building at a set time to listen to a professor. Professors say they have better communication with
students through e-mail notes than they do in many traditional classes.
Practice Blank

Part IV. Principles of Listening

1. Principle I: Beginning and Ending

3T & 2M Principle

2. Principle II: Present

Now, at present, today, nowadays

3. Principle III: Uncommon question

4. Principle IV: Example

Key Words: for example, take...for instance, take...as an example, for instance, say
Relations between examples
Details are not important

5. Principle V: Emphasis

Remember, especially, keep in mind, most, and again, I almost forgot, make sure, be sure, one
thing I must mention, what you should do is, first, finally

6. Principle VI: Explanation

......which means......, that is to say....., what does it mean? Known as, for short
22

7. Principle VII: Comparison

Compare to, similar, similarly, differently, more than, as....as, alike, unlike, superior to, inferior
to

8. Principle VIII: Repetition

9. Principle IX: Causality

Apparent causality: because, because of, for, as, since, in that, be due to, given, considering,
as long as, if, when, while, so, so that, therefore, thereby, as a result, consequently,
accordingly, thus, hence, sothat, soas to, then
Connotative causality: lead to, cause, reflect, result in, give rise to, derive from, result from,
portray, present, bespeak, require, suggest, on the basis of, represent, be based on, for the
reason that, rely on, spring from, make, underlying

10. Principle X: Contrast and Transition

Apparent contrast: although, though, even though, albeit, despite, in spite of, however, but, yet,
while, whereas, nevertheless, nonetheless, notwithstanding, whatever
Connotative contrast: notbut, instead, in contrast, on the contrary, far from, on the other
hand, rather than, morethan, otherwise, unlike, not so muchas...
Special words: paradoxical, paradoxically, ironical, ironically, unexpected, unexpectedly,
curious, curiously, surprise, surprisingly, unfortunate, unfortunately, puzzle, shock

11. Principle XI: Capitalization

Name, address, proper noun, abbreviation

12. Principle XII: Opinion

I think, I assume, to my knowledge, as far as I am concerned, according to my understanding

13. Principle XIII: Suggestion

Why dont you do something, Why not, maybe, perhaps, probably you should, I suppose you
could, If I were you, I would do something, tell you what, you know what, guess what, if only

Part V. Informal and formal scenes in IBT

1. Scene I: consultation of homework or project

Requirement
Judgment of difficulty
Possibility of delay
Discussion on score
Relative materials
Example 1: Emily Carr
What does the professor mean by saying this?
A He is sure that some slides are missing.
B He thinks it possible that some slides are missing.
C He is sure how slides can disappear from the library.
23

D He thinks that some slides are just misplaced in the library.

S: Hello, Doctor Reiner. I would like to discuss my presentation topic for the 19th and 20th
century Art History lecture.
P: O.k. Marie, what artist have you chosen to discuss?
S: My presentation topic will be on Emily Carr, the famous West Coast Canadian female
painter; I also am inspired by her sense of adventure. I find the fact that through her many
paintings she has documented a way of life that has all but disappeared for many coastal
aboriginal communities interesting.
P: Well, Marie, the painter Emily Carr sounds like a good choice. Nobody in the class has
picked her yet, and you sound really enthusiastic about her life and work. It should be
interesting. Remember, when planning your slides, the presentation should be no longer than
ten to fifteen minutes. Please try and keep to this as we have ten presentations to run through
that day.
S: Thanks, Doctor Reiner. One other thing, do you know if the schools Fine Arts library
has a good collection of her work on slide, or do you think I will have to make my own?
P: Hmmm, from what I remember we do have quite a few of her paintings in our slide
collection. However, you should check with the Fine Arts librarian. You know how slides can go
missing
S: Thats great! Ill do that this afternoon. Thanks for your time, Doctor Reiner.
P: Your welcome, Marie, see you in class next week.
Example 2: Report on Disk
What does the student mean by this?
A He thinks that the professor is making a fool of him.
B He feels that he himself should have figured out the solution earlier.
C He thinks that he was very stupid to ask such a question to the professor.
D He feels insulted at the professors suggestion.
S: Hello, professor Tenhaaf.
P: Oh, hi, Werner. Hows it going on your report?
S: Oh, great, mostlyUh, these are our office hours, right? Can I have a moment of your
time?
P: Sure, sure. What did you want to talk about?
S: Well, about my report. Is it acceptable to submit it on disk? Im having a problem.
P: Well, I really would prefer it as a hard copy, printed. Whats the problem?
S: For some silly reason my printer stopped working. Im not very good with computer
stuff. I dont know whats wrong with it. Thats why I thought I could just hand you a copy on
disk.
P: Well, Im going to be reading and marking this project on a wilderness retreat, in a
cabin where theres no electricity. Im afraid the disk wouldnt be of much use out in the woods.
Could you get it printed by one of your fellow students, or at the computer lab? Its a minimal
cost.
S: Oh my goodness, youre right. I feel a little ridiculous now that youve pointed that out.
Thanks for your time and Im sorry if I took too much of your time.
Example 3: Air Pollution
Why does the man say this?
A He is afraid that the area that they havent covered might make them change what
they have already written.
24

B He is afraid that the area that they havent covered might require them to change
the project deadline.
C He hopes that there will be a limited number of topics they can deal with.
D He hopes that the one area that they havent covered will be the main idea of the
project so that they dont have to care what they have done before.
A: All right, Todd. I cant believe it. This project is almost finished!
B: I couldnt have done it without you, Christine. I know its been a ton of work. Ill be glad
when were through.
A: Theres just one area we havent covered yet, and I think we should be including it in
our work.
B: Oh, O.K. what is it? I hope we dont have to re-write anything.
A: Oh, no. its just about the research data on the effects on air quality when bicycle use
rises by 10%. I think this is important data to include in our project on air pollution and how it
affects our quality of life. Who knows? It may actually inspire more people to ride their bikes!
B: Youre right again, Christine. Thats important information to include in the project.
Weve already gathered all the information, so lets input it today.
A: Sounds great, Todd. Lets do it now so well be all set for Tuesdays presentation.
B: You said it. As soon as we get this complete, Im going to pump up my bicycle tires.

2. Scene II: consultation of course

Time of course selection

Reasons for course selection
Drop the course
Reasons for teacher
Absence and making up a missed lesson
Example 1: Taking a Summer Course
1. What can NOT be inferred about the French film course?
A It is easy to get a good grade.
B It belongs to one of the history courses.
C It is a Wednesday evening class.
D It only has an examination at the end of the course.
2. Why does the man recommend the woman to take the chemistry course in the
fall?
A Because it is quite a relaxed course.
B Because in fall everyone tends to study hard.
C Because laboratories are not available in the summer session.
D Because it does not have outdoor classes.
A: Oh, hi, Bruce.
B: Hi, Martha. Whats up?
A: Im trying to decide what course I should take this semester. Its the summer session so
Im thinking maybe I should go easy on myself but
B: But, youve already taken all your elective bird courses?
A: Yes, well, sort of. I still have a few history type courses I need, which means I could
take one of those film studies courses, I like French cinema of the 1960s. I could spend my
Wednesday summer nights in air-conditioned splendor, watching Truffaut & Goddard. Or I
could spend my days in a lecture hall and lab studying molecular chemistry. Its a tough
25

decision. I need both courses to graduate. What course would you pick, Bruce?
B: Thats easy, Martha, I like to relax and enjoy my summer as much as possible, so Id
choose the French cinema. There are so many classic films from that era. It sounds like an
interesting course, and usually the grading is pretty relaxed. I hear there are only one or two
papers to write and no final exam. You cant say that about your chemistry course. Save that
course for the fall, when everybody is studying hard.
A: Thanks, Bruce. Thats great advice. I think Ill sign up for the film studies program today.
B: Youre welcome, Martha. Hey, dont forget to bring your popcorn.
Example 2: Missed Class
1. What does the man want from the woman?
A To tell him about the final exam.
B To tell him about a missed class.
C To tell him about her friends.
D To tell him about how to preserve forests.
2. According to the conversation, which of the following is true?
A The man was also assigned to a group.
B The woman did not take notes from the class.
C The womans group did not choose a topic in the previous class.
D From the next Wednesday, the class will s tart covering the chapter called
Sustainable Development.
A: Hi, Alan.
B: Hi, Rachel. I did not feel good yesterday, and couldnt make it to class. Because I am
not doing very well in this course, I am wondering what Dr. Millard covered in class yesterday.
A: Well, we had a lecture on sustainable development in forests Dr. Millard pointed out
some of the advantages and disadvantages of clear-cut logging.
B: I noticed the next chapter in our textbook is called Sustainable Development. Chapter
6, isnt it?
A: Yes, we covered the first part of Chapter 6. He told us to read from pages 156 to 170.
Also, during the last half of class we divided into groups of three for a project. The groups had
to come up with their won topic on some aspect of sustainable development. The group Im in,
with Harry and Susan, didnt focus too well, and we didnt even come up with a topic. A couple
of groups seemed quite focused. The project is due a week from Friday.
B: Was I put in a group?
A: I dont think so. There were about 4 or 5 students missing today. Perhaps, if you
showed up for class early on Wednesday and spoke with Dr. Millard, he could assign you a
group.
B: Did you take lecture notes?
A: Yes, I did. I was just going to transcribe them and put them on my computer. Would you
like me to email them to you?
B: Oh, yes. Thanks very much.
Example 3: Off-Campus Study Program
1. What does the man want to know?
A If he can take a credit course through the off-campus study program.
B If he can get access to the Internet.
C If he can by CD-ROMs and audio/video tapes.
D If he can get a discount of the course fee.
26

2. When can the man begin the summer course?

A June 8.
B June 18.
C August 12.
D August 20.
A: Good morning. Welcome to the Open Learning Institute I am Christina.
B: Good morning. I have an enquiry about credit courses in your off-campus study
program. I will be working in a remote community up north this summer, but I will have access
to the Internet, so I was hoping to take a history course towards my degree.
A: Distance education courses carry full credit toward the degree and diploma program in
accordance with the requirements of the faculty concerned. Formats vary. We use print
materials, audio-tapes, video, teleconferencing, CD-ROM and the internet. Some courses are
delivered on line.
B: How much do they cost?
A: It depends on the course. History courses are not usually that expensive, relatively
speaking. A 3-credit course would probably cost you about $500.
B: Can I start whenever I want?
A: You can work at your own speed to a certain extent. However, all summer courses
begin on June 18 and must be completed by August 20. Those are fixed dates.
B: O.k. I am interested in History 490, which is a history of India.

3. Scene III: consultation of essay or thesis

Topic of thesis
Material of thesis
Discussion with professor
Outline and first draft
Score of thesis
Revise the thesis
Time requirement
Example 1: Mistake
1. Why does the student say this?
A To confess that he lied to the professor.
B To emphasize what he is about to say.
C To prove that he is innocent.
D To warn the professor not to ignore him.
2. What is implied when the professor says this?
A Even if the professors colleagues recommend that she change the students
grade, she will not necessarily change it.
B She will change the grade right away if her colleagues agree with the idea of
changing the grade of the student.
C She will give the student another report to work on when the decision is made.
D She wont change the grade of the student no matter what advice she gets from
her colleagues.
S: Oh, hi, doctor Muir. Can I discuss my grade on my term paper with you?
P: Sure, Andrew. What seems to be the problem?
A: Well, its a bit complicated, or rather, kind of embarrassing, to be honest. Oi made a
27

rather stupid mistake.

P: O.k. go on, Andrew.
S: Well, theres been a terrible mistake. The term paper I handed in was not my final
edited version. The paper you marked was not the paper I had intended to submit. I cant really
explain how this happened, perhaps I was overtired, stressed and rushing against the clock,
but when I saw the mark on my paper, I quickly realized what had happened. I must have
printed an earlier draft at the last minute, thinking I was printing out the final paper. Doctor
Muir, I must be honest with you, maintaining my average is extremely important to me, as this
will affect my application to grad school. If my grade doesnt improve I may be forced to drop
the course and re-take it next term, I cant jeopardize my chances.
P: Well Andrew, that sounds like a terrible mistake. Im not sure what can be done about it
at this point. The paper was due three weeks ago, and theyve all been marked and given back
to the students. I must say I havent run into this kind of situation before. Usually students are
asking for extensions or wanting to discuss their grade after the paper has been marked. Let
me talk to some of my colleagues about your situation, and well go from there.
S: Thank you, Doctor Muir. I really appreciate this. Should I give you the correct paper
today?
P: No, Andrew lets wait until I talk to some people, I may lose the paper and this will only
add to the confusion. Check back with me on Wednesday, and Ill let you know the outcome.
Oh, one more thing, Andrew, in the future, I would suggest re-reading papers one last time
before submission.
Example 2: Organizing an Essay
1. What does the professor mean by this?
A The student came up with a more focused topic but it still isnt focused enough.
B He thinks that the student can finally understand the topic.
C Women in English speaking countries are easier to write about than women in
other countries.
D He thinks that the student finally chose the perfect topic.
2. What can be inferred about the professor when he says this?
A He really wants to see the students rough draft.
B He hopes that the student deals with the essay all by herself.
C He doesnt have tome to read a 5,000-word essay.
D He would like to help her organize the topic at the next meeting.
S: Hi, Professor Higgins.
P: Hi, Julia.
S: Would you be able to help me organize my essay?
P: Certainly. What topic have you chosen?
S: Women in Politics.
P: That topic is very broad. I think you should narrow it down.
S: Well, I want to be able to compare different countries.
P: You still must be more focused.
S: Do you think I could just do women in English speaking countries say the United
States, Canada, Australia, New Zealand and Britain?
P: Well, that would be a little bit better.
S: I am interested in the pattern of political involvement of women in those western
democracies. With New Zealand and Australia leading the way, women in those countries had
28

the vote soon after the end of World War I.

P: It would be good to begin with a discussion of when women got the right to vote and
how they use it.
S: The record of women in politics in all of those countries has been similar. In none of
them have women represented more than 10 percent of members of the national legislature.
Women in all those countries use their vote as often as men, but they do not necessarily have
the same response to different political parties. I think women often have a stronger social
conscience and vote more liberally.
P: Remember, it is not what you think. You must back up your opinions with facts. Support
for all your ideas is essential. I think you should check the statistics on what percentage of
women hold political office in the national governments. You should just include national
governments, not local ones, unless you just want to focus only on local governments. For
example, in Russia women have constituted almost 50 percent of local councils, but they are
less common in the senior power establishment at the national level.
S: Okay, I also plan to discuss the role of organized womens rights.
P: That is a good idea, but remembers this essay is only 5,000 words so you must keep
your topic focused.
S: Could I bring you in a rough draft next week?
P: I would prefer if you brought an outline, breaking down your main topics and subtopics.
S: Okay, could I arrange to meet you during your office hours next Wednesday?
P: Actually, I have students coming on Wednesday, but if you are free, I could meet with
you for half an hour on Friday morning at 9:30.
S: That would be great. Normally, I have a lab that day but it is cancelled this week.
P: Okay, I will see you then. It may be a good idea to bring some of your reference
materials along.
S: Sure, I will do that. Thank you very much.
P: Youre welcome.

4. Scene IV: consultation of examination

Suggestion of examination
Score discussion
Relative elements
Burn the midnight oil
Example 1: Exam Schedule
1. What is the conversation mainly about?
A How to use the faculty lounge.
B How to avoid clashes with students.
C How to exam the scheduling computer.
D How to schedule the exam.
2. In the conversation, what is Dean Achesons main job?
A Taking care of the bulletin board.
B Consulting students.
C Scheduling the exams.
D Singing the sheet in the faculty lounge.
P: Hi, Mabel.
S: Hi, John.
29

P: Could you please give me some information on the exam schedule?

S: I would be happy to. The dates for the first term are December 9 to December 23.The
dates for the second term are April 11 to April 30.
P: How long are exams?
S: Exams are normally three-hour long. You must book a room for the three-hour exam.
The department will arrange an invigilator. Early next month, there will be a sign up sheet
posted on the bulletin board in the faculty lounge. You can choose a square on this draft
schedule. The Dean then reviews it, and draws up the final schedule to avoid students in the
Science Faculty having two exams scheduled at the same time.
P: That is a good idea. So I just have to sign the sheet in the faculty lounge asking when I
want my exam.
S: Yes, it is not at all certain that is when the exam will be, but it gives Dean Acheson a
place to start. He still has to do most of it manually, consulting his computer to see which
students registered in each course have other exams. Doing an exam schedule is quite
complex. Quite often, he consults the schedule from the previous year.
Example 2: Changing Plans
What can be inferred about the man?
A He was planning to go to medical school.
B He did not plan to go to medical school.
C He did not intend to take the math class.
D He already knew how to drive.
A: Hey, Stanley. Is it true youre dropping Math 101?
B: Well, its either I drop math or Ill fail.
A: Youll fail?
B: Yes, my average is only 32.9%. I failed the last three tests.
A: Wow, thats rough. Do you think you can get into med school without math?
B: Well, actually plans have changed. I am thinking of becoming a car mechanic.
A: No kidding, so now you want to be a car doctor!
B: Yes, thats my new career aspiration, as long as I can get my drivers license.

5. Scene V: consultation of scholarship

Materials for application

Procedure
Qualification
Possibility
Example 1: Financial Aid
1. According to the conversation, what can be inferred about the qualifications to
apply for bursaries?
A The students should live in the town where the university is located.
B The students should be in a needy situation.
C The students should be superior in grades.
D The students should be good at computers.
2. What is the student most likely to do after this conversation?
A He will pick up an application form from the Scholarship and Bursary Department.
B He will meet some one who is dealing with bursaries.
C He will check the website of the Scholarship and Bursary Department.
30

D He will move out of town.

C: Hi, welcome to the Scholarship and Bursary Department. I am Cathy.
S: Hi. Can I get some information about financial aid here?
C: You mean bursaries, a monetary grant to students in need?
S: Yes.
C: Well, bursaries are usually determined by a committee set up by the donor.
S: Cab I apply for bursaries?
C: You certainly can if you show you are financially in need. Bursaries generally consider
financial need to a greater extent than scholarships. Some bursaries are specifically for out-oftown students. Do you live out of town?
S: Yes, I do. Can you tell what other requirements to apply for bursaries are?
C: Well, you can find detailed information on our website. The first page of our website
has a link for bursaries. You can download a form there and apply on-line. You might have to
submit other official documents to our department in person.
S: Thank you, Cathy.
Example 2: Scholarship
1. Which of the following are true about the David White Scholarship? (Click on 3
answers)
A The students who are in the top2% of all the freshmen are most likely to receive
the scholarship.
B The students whose marks are over 93% are most likely to receive the
scholarship.
C The scholarship awardees should get the 4.0 grade point on average in order to
maintain the scholarship.
D The scholarship does not guarantee housing.
E The scholarship awardees are given a parking priority in the university residence.
2. Which of the following are NOT true? (Click on 2 answers)
A Some scholarships ask students to write an essay.
B There are more than 100 scholarships.
C Most scholarships are for the full four years.
D Students who have full four-year scholarships are given the privilege of
registering in courses.
C: Good Morning. I am Jeanette.
S: Good morning. I am Don Balducci. I have been accepted as a freshman next year in
the Faculty of Arts and I would like information on what scholarships are available to first year
students.
C: There are many scholarships available to first year student. Some are only for one year
and others for the full four years of the degree provided that you maintain a specific high
average.
S: What kind of marks do you need to apply for the scholarships?
C: Well, the top 2 percent of the entering freshmen applicant pool are invited by the
Faculty Committee Honors, Awards and Prizes to compete for the David White scholarship.
This is a scholarship of $10,000 a year. What are your marks like?
S: I have a 92% average from my school, but I have not yet received the marks from my
government exams.
C: Well, if you get 95% or better on your government exams, you could definitely be
31

considered as a candidate for the David White Scholarship. The government exam is weighted
50% and your local school marks are weighted 50%. Most students in the past who have
received this award had an average of over 93% for their combined score.
S: Hmm. If I dont get 95% would you say there was no use applying?
C: Well, it certainly wouldnt be likely that you would be awarded this scholarship, but
there is nothing preventing you from applying. There are generally about 400 applicants a
year.
S: Does the David White award guarantee me housing in the university residence?
C: Yes, it guarantees housing in residence for all four years provided you maintain the
requisite 3.0 grade point average. Another bonus, if you have a car, is parking privileges at the
residence.
S: If I am not in the top 2 percent of entering freshmen, what other scholarships can I
apply for?
C: You could go to our website. The Faculty Committee selects students after a rigorous
review of each student. Different awards have different criteria. Some scholarships and awards
require you to write an essay while others look at extra-curricular activities, life hardships,
distinctive personal achievement or letters of recommendation. It varies widely.
S: How many scholarships are there in all to apply for?
C: There are well over 100, however, filling out scholarship applications is a time
consuming job, so I would recommend you narrow down the ones you want to apply for.
S: Do most scholarships apply to all four years?
C: No, most are on a yearly basis. The ones that are for the full four years, providing that
you maintain your eligibility through the required GPA in all quarters, also usually give the
additional privilege of preferential pre-enrolment. This has the advantage of giving you first
crack at registering in the courses of your choice.
S: Are all scholarships determined by the same committee?
C: All full scholarships are. By the way, do you have a website address?
S: Yes, I have it here on your card. I picked up your card when I was at the Open House in
the spring.
C: Good, well then I would suggest you go to the website now. If you have further
questions, you could give me a call back.
S: Okay. Thanks for your help.
C: You are welcome.
S: Good Bye.
C: Good Bye.

6. Scene VI: library

Due date
Condition of library
Fine
Other difficulties
Example 1: New Library
Which of the following are mentioned about the new library? (Click on 2 Answers)
A It isnt very near the university.
B It is hard to find a place to sit down and study.
C It has comfortable chairs.
32

D It allows students to rent a bicycle.

A: Hey, Geoff. Have you been to the new library yet?
B: Oh, hi, Jen. Yes, I went last week to check it out. I really like it.
A: Yes, I like it too. I like the study areas. There seem to be a lot of room to just spread out
and focus on the books. Its way better than the old library where it seemed like we were all
jammed into one area. Sometimes it was even hard to find a spot to study because it was so
crowded, especially during exams. I even like the chairs at the new place, theyre super comfy.
B: Youre right. The only bad thing about it is that its pretty far away. It takes me about
twenty minutes to get there by bus. So, I can see myself not going all the way downtown if Im
in a pinch for time. Id probably just stay in residence and study there.
A: I was thinking that too. Its too bad it takes so long to get there. I dont like being
dependent on the buses. Have you tried riding your bike there? It might take a little longer but
at least youre getting a bit of exercise.
B: Thats a good idea, Jen. Maybe Ill try riding this week. I just have to make sure Im
good and rested. Sometimes, when Im over tired Im not too coordinated. Knowing me, Id
have a load of books in my backpack and get distracted by something and crash my bike.
A: Hmm. Well, youve just got to keep an eye out for those potholes. Oh, wow. Look at the
time! Ive got to get to my next class. Ill see you around, Geoff.
B: Good talking to you, Jen. Ill be seeing you.
Example 2: At the Library
1. What is the students problem?
A He does not have his library card with him.
B He does not want to return the book right now.
C He does not like the system of putting books on hold.
D He does not want to pay the fine.
2. What will the student be likely to do after the conversation?
A He will pay the $1.40 fine today.
B He will return the book after the exam.
C He will pay the fine after the exam.
D He will try to find people who put the book on hold.
S: Oh, hi, this book is due today, and I am not quite finished with it. Is it possible to get it
renewed?
L: Hmmm, French Art & Architecture of the 19th Century. Ill have to check to see if thats
possible. Can I have the book and your library card please?
S: Sure, here you are. I just need it for a few more days if possible.
L: Well, first off this book is 1 week late, and not due today as you thought. It appears you
have your dates mixed up. There are also a few requests for this book so it is now on hold for
the next person. Now theres a small fine on your card of $1.40 for the overdue book, would
you like to pay this today?
S: Umm, so if I pay the fine today, can I take this book out again?
L: You wont be able to take this book out again until all the other people who have placed
holds on it have signed it out. Did you want to pay your fine today?
S: Have you already processed the return on the book? Perhaps Ill just accrue more
fines, and keep it for a few more days. I really need it to study. The exam is in two days and
this is practically the course text book.
L: Sorry, I have already signed it back in and now the book is on hold. In fact if I could, I
33

would triple our fines and suspend your library privileges. Its not fair to all the other students
who are also trying to access library material for study purpose. Perhaps you should think of
the other people who also need this book to study. Now are you going to pay your fine today?
S: Oh, O.K. Sorry.

7. Scene VII: campus life

Ask the way

Dormitory
Live off campus
Example 1: At the Dormitory
1. How did the woman figure out that the man is from Sweden?
A Because of his appearance.
B Because of his accent when he speaks English.
C Because he speaks Swedish.
D Because of his name.
2. Which of the following is permitted?
A Making loud noise after midnight.
B Smoking in the room.
C Inviting overnight visitors to the room.
D Having a pot-luck party.
3. Why does the man forewarn the woman about losing her room key?
A She needs to use it while evacuating the building.
B She has to walk 15 minutes to get a new key.
C Officials might check her room while changing the lock and the key.
D She has to pay a surcharge for a new key.
A: Hi, Im Martin. Have you just moved into Room 315?
B: Hi, Im Julia. Yes, I just got here. Nice to meet you.
A: Nice to meet you. Where are you from?
B: Im from a small town near Vancouver, Canada. What about you? Is that a Swedish
accent I hear?
A: Im from Stockholm. Im impressed you knew my accent.
B: My grandparents are Swedish. Are there others here from Sweden?
A: Not in this pod, we have 5 girls from Venice Italy, Pierre from Paris, and Tony and John
from the USA.
B: Thats quite an international group.
A: Yes, you are lucky to have gotten into the international graduate student dorm. I have
made some excellent friends here. What is your major?
B: Law.
A: None of the others are law students. Im doing an MBA as are the Americans.
B: So I have this booklet with the rules and regulations. It looks like there are a lot of them.
A: Not really, there is an attempt to keep the place conductive to studying. The quiet policy
is in effect from 11p.m until 6:30a.m, but it is self-policed. We have not had any problems in
this pod. You are not allowed to smoke or cook in the rooms.
B: I wont do that. I was so embarrassed yesterday. I plugged in my hair dryer and it is a
different voltage than that of my country. I set off the fire alarm and the whole building was
evacuated.
34

A: Oh, I heard about that. I was in the library at the time. No worries, that happens a lot at
this time of year.
B: So do we all use the same kitchen?
A: Yes, and we generally all do our own cooking ,although sometimes on Sunday night,
we do a pot luck then have leftovers for a couple of days. Remember to clean the kitchen after
every use. We have a special clean-up day organized by the Housing Society once every two
weeks.
B: What about hot water?
A: You can use as much as you want. There are no meters. Occasionally, we run out of
hot water if people take too long a shower, but that is not common. Your room has its own
washroom. Laundry facilities are in the basement. There is a policy of conserving energy, you
should always turn out lights when you leave, including the lounge area.
B: What about heat?
A: It is centrally controlled and there is no air-conditioning. You are lucky your room faces
north as the rooms on the west side get very hot this time of year.
B: Is there a storage area?
A: Yes, in the basement. It is not permitted to put personal belongings in the hallways,
lounge or other community spaces. Such items shall be automatically removed by the Housing
Society without prior notification. The storage room is free of charge.
B: Would my skis be safe in the storage area?
A: Everything in the storage room needs to have a name on it. If your skis are very
valuable you could ask, Maria, the housekeeper to put them in the dry room behind her
Housekeeping area.
B: Are there vacuum cleaners?
A: Yes, we have one in the storage area of our kitchen. Its important to return it as soon
as you finish using it. That reminds me, I have locked myself out of my room doing vacuuming.
Take extra care not to lose your key and always lock your door. Its a 15 minute walk to the
Housing Society to get another room key. It also costs $5
B: Are there room checks?
A: You will be informed beforehand if officials are to enter your room for the purpose of
periodic checks of fire prevention equipment, etc. Also, if you ever hear the fire alarm, you
must evacuate the building.
B: I cant think of anything else. Is there anything we havent covered?
A: Hmm. Overnight visitors are not allowed in your room. There is a guest room on the
first floor, but you have to arrange that with the Housing Authority well in advance. No religious
propaganda in the dorm. You cant remove furnishings from your room. Do you have a car?
B: No.
A: Thats good, as parking is a problem. Here comes Tony, let me introduce you.

8. Scene VIII: registration and application

Registration date
Difficulties
Other materials
Example 1: Registration
What is the main topic of the conversation?
A The traffic accident.
35

B How to enter the university.

C How to register in courses and pay tuition.
D How to register and use a credit card.
A: Hello, are you Karen Beauchamp?
S: Yes, I am. I am sorry Im late for my appointment but there was an incident on the
bridge and traffic was backed up.
A: Thats okay. I am Rodney Caldwell. How may I help you?
S: How are my registration date and time determined?
A: Fist year students are mailed a designated date and specific time with their admission
letter. For continuing students the dates and time for registration are determined by the
average from the previous winter session and by the year that the student is in. Are you a first
year student?
S: Yes, I am.
A: Have you received your admission letter?
S: Yes, I have, but I also have some questions on how to pay for the courses. How do I
pay if I dont use a credit card?
A: Other options are, by going to a bank and paying the teller the amount on your course
confirmation slip, or by coming to the campus and paying in-person at the Student Services
Building on the third floor.
Example 2: Registration Date
1. When should the man check with Student Services to ensure the change of
registration date?
A When all of the senior students register in courses.
B Twenty-four hours before the registration date.
C Seven days before the designated registration date.
D Twenty-four days before the registration date.
2. What will happen if the man does not receive his financial aid?
A It will be simply impossible for him to register.
B It may still be possible to register if he gets a letter from the university financial
officer.
C He will make arrangements with the Registrar after registration.
D He can still register but he will have to wait until the registration of senior
students is over.
S: Will my registration date change?
A: For newly admitted students and undergraduates who are juniors or sophomores, the
date could change as returning students at the senior level are given priority. You should check
with Students Services one week prior to your registration date to ensure that there has been
no change.
S: Should I pay attention to the time?
A: Yes, it is best to register on your date at the designated time. You cannot register before
that date.
S: What if I am unable to register at that time?
A: You can register after that time but the chances are you will have less of a chance
getting into the courses that you want at the times that you want.
S: When do the fees have to be paid?
A: Fees must be received within 24hours of registering.
36

S: If I havent received the financial aid I am expecting, is it possible for me to register

anyway?
A: In special circumstances, a letter from the university financial officer or a sponsors
authorization letter may be considered. Under those conditions, arrangements must be made
with the Registrar prior to your on-line registration.

9. Scene IX: transfer and school selection

School reputation
Size of class
Tuition
Qualification of teacher
Location of school
Top student or not
application

10. Scene X: plan for holiday

plan for summer

preparation
information
difficulties
Example 1: Summer Break
1. What is the main topic of the conversation?
A How to have fun in summer.
B How to make money during summer break.
C How to keep the family business during summer break.
D Tentative plans for summer break.
2. What is the womans main dilemma?
A Going to Italy vs. helping her mother.
B Going to Nepal vs. joining the Air Force.
C Having fun vs. making money.
D Doing the family duty vs. improving her engineering skills.
A: Hi, Wendy.
B: Hi, Sven.
A: Only two more weeks of classes, eight school days actually, then exams start.
B: Yes, I will be glad when exams are over. I get panicky and very stressed at exam time. I
find myself eating constantly and I dont seem to find any time to exercise.
A: Exams dont bother me that much. This year most of the marks for my courses were
based on assignments and research projects. I only have two exams.
B: You are lucky. I have five. I also need to get good marks, over 80 percent, or I wont be
able to keep my scholarship.
A: What are you doing for summer break?
B: I would like to Italy and work at a restaurant in Florence. My uncle owns a restaurant
specializing in seafood and he offered me a job for the summer. In Italy, there are lots of
English speaking tourists, so he would like to have someone fluent in English. It would also be
an excellent opportunity for me to practice my Italian. I hope to be a translator one day, so I
need to be fluent in several languages.
37

A: That would be a wonderful summer.

B: Yes, I know. I really want to go. The problem is my father had a heart attack three
weeks ago. He is out of the hospital now and not in too much danger, but he cannot do much
around the house. My brother is overseas with the Air Force, so I am the only one to help my
mother around the house. It is such a dilemma. I dont know what to do.
A: Yes, I could see that would be a very difficult decision You are only young once,
though, and a chance to go to Florence for the summer, sounds like the opportunity of a
lifetime.
B: I am leaning towards going to Italy, but I just feel so guilty. What about you, Sven? What
are your plans for the summer?
A: Well, I have a dilemma, too. I would love to go to Nepal and volunteer with an NGO that
could use me to instruct local residents in engineering skills. It would be a chance to share
what I already know and I think it would be really interesting to spend four months in Nepal.
However, I dont find out until next week whether or not I have been accepted into the
program. If I do get accepted, I wont be making any money and I need money to return to
university for my final year in September.
B: If you dont go to Nepal, where would you work?
A: I dont know. I have had some interviews with some construction companies. There are
a lot of new high-rises and hotel going up on the south side of the city. There were three
companies that thought they would have a place for me to do manual labor and the pay is
good. None of the three companies are unionized, but they all pay union wages. I would prefer
an office job where I could use the engineering skills I have already acquired. I have applied to
several companies for inside work, but only two ever responded to my applications and neither
seemed very promising. It would look much better on my resume after I graduate, if I have
work experience in my field. Also, many engineering students get hired after they graduate by
the company they worked for the previous summer.
B: I can see your problem. If I get the opportunity to go to Nepal, I would probably go.
Cant you borrow money from financial aid for your final year?
A: Probably, but I hate to start off with a lot of debt. Engineering fees are rising by 10
percent next year. It is not an inexpensive faculty to be in.
B: No, but if you have the opportunity to go to an interesting job in Nepal, and be of
service ,I think that would be wonderful.
A: You are probably right. I appreciate your advice.

11. Scene XI: interest and extracurricular activity

activities
vote
lost weight
sporting
Example 1: Sundays Run
1. What is the main topic of the conversation?
A Running and its danger.
B Pregnancy and weight.
C Marathon for charity.
D How to collect money.
2. What is the main reason for the woman to have gained a lot of weight?
38

A She had a baby.

B She was diagnosed with cancer.
C She ate a lot without doing any exercise.
D She could not go to a gym due to lack of money.
A: Hi, Alison.
B: Oh, hi, Julian. Have you been training hard for Sundays run for a cure for breast
cancer?
A: You bet. I have been running three times a week for over an hour each time. Its great. I
cant believe Ive gotten to this point so quickly! Only six months ago I would run for five
minutes and almost collapse in exhaustion.
B: I hear you. I decided to run in this marathon because I needed a motivator to get myself
back into shape. During my pregnancy I gained a whopping eighty pounds, and Im still trying
to trim down. Also, I totally believe in the cause. I know so many people who have been
touched by the disease.
A: Wow! Eighty pounds! Thats nuts! Did you have triplets?
B: No, just a big little boy. He was born 9 pounds, 5 ounces. Hey, Julian what inspired you
to want to run this weekend?
A: Well, a bunch of my running buddies thought it would be a great idea. We all started
running at the same time and when we heard that one of the guys mothers was diagnosed
with cancer, we thought the marathon was something positive we could do as a group. It
should be a lot of fun, and Ive been collecting lots of sponsors from school. So Ill hopefully
make tons of money for the cause.
B: Thats so cool, Julian. Hey, Ive got to dash. Ill see you at the finish line on Sunday.
Example 2: Losing Weight
1. What is he mans main idea about diets?
A Diets are unnecessary but exercise and proper nutritional supplements are
important.
B Neither the Atkins Diet nor nutritional supplements are necessary.
C Exercise is really important and supplements and diets are not useful.
D Both the Atkins Diet and exercise are important.
2. What does the woman think about diets mainly?
A Dieting is an easier way to stay fit than exercising.
B Exercise and nutritional supplements are also important part when it comes to
diets.
C Diets are necessary because they help you lose weight.
D Diets are better than exercise and supplements can be quite helpful.
A: Do I ever need to lose weight! I couldnt believe the scales when I got on them this
morning. I weigh 10 kilos more than I did last year. I am not sure it is because I eat fast food at
the university cafeteria all the time or if it is because I no longer belong to the swim club. All my
clothes are too tight.
B: I have gained a lot of weight myself since starting university. But, I think we are too
young to diet. Exercise is the key. I am going to the gym three times a week. I started two
weeks ago and have already lost a kilo.
A: I think you have to eat the right food and exercise. The Atkins diet really controls what
you eat, but my parents lost a ton of weight on it. Im thinking about gong on it.
B: No, I disagree, you can eat whatever you want if you burn it off. Exercise burns
39

calories. If you exercise more, you lose weight. It is that simple.

A: Yes, you lose weight, but eating junk food and fast food like I have been doing is also
not good for the heart. Diet impacts the body in lots of ways. Sugar is also very bad. I have
noticed it impacts my moods. The trouble is ,it seems to take a lot of will power to diet. I just
love chocolate. I could eat chocolate bars all day long, but the energy they give me seems to
be short lived. I wish I could diet. I started watching what I ate after I gained the first five kilos,
but instead of losing that 5 kilos I gained another five. My self-discipline is awful. I live in still
get them, and they share, so I am still eating way too many sweets.
B: Just exercise more. Almost all the people at the gym are slim and look fit.
A: Yes, but just because they are slim, does not mean they are fit. It is important what you
put into your body. I read you should have at least 10 servings of fruit and vegetables a day to
stay healthy. Also, it is important to eat a lot of fish. We need to start thinking about when we
get older. My grandmother has osteoporosis, a really humped back, and her doctor said it was
because she didnt get enough calcium when she was young.
B: You worry too much. We are young. Maybe I will start to worry more after Im in my
thirties, right now Im going to eat what I enjoy and exercise. Exercise is the most important
thing for the heart.
A: Maybe, but the right food is also important for the heart and many other health issues.
B: I like sport drinks for energy. Also I get energy bars that taste like chocolate. And, I take
a multivitamin/mineral supplement every day. Having enough iron in your body is especially
important for women like you. Supplements are not expensive, and they give you what you
need. Its a lot quicker and easier to take a supplement then to stand over the stove cooking a
full meal.
A: I am not so sure about supplements being useful. Often, they just pass through your
body. It is much better to get your nutrition from eating the right foods. I understand if you are
an athlete, you need a little more fat, but just going to work-out in the gym three times a week
does not make you an athlete, Paul. I dont think you really look that much overweight, but I
think you should read up on healthy eating.
B: Yes, yea, you sound like my mother.
A: As I said, diets are very hard to stick to, but sometimes you just have to bite the bullet
and set up a proper diet. I have an appointment next week with the college dietician---he will
draw me up a daily diet and tell me what to have for breakfast, lunch and dinner seven days a
week, I dont think I will have trouble following it for breakfast and lunch, but mid-afternoon I
just cant stop snacking. Also, I like to eat before I go to bed, which I know isnt good for you
Nonetheless; I am determined to lose these extra 10 kilos in six months.
Example 3: Archeological Dig
Complete the following table. (Click in the box)
Items

Thing that each

person must bring

Thing that a group

must bring

Thing
optional

that

is

A notebook and a
pen
Lunch and snacks
Extra clothes
A pick axe
P: O.K. class. We will be visiting the archaeological dig next week. Please bring all
40

appropriate supplies with you.

S: Sir, could you please go over the list of supplies that we should have on site?
P: Sure. In your kit please have on hand a small notebook for field notes and of course a
pen, to write them with. Also, a pick axe, some work gloves. As a group we will have a larger
kit that will contain instruments for measuring and cleaning.
S: Will the class be cancelled if the weather is poor?
P: No, unfortunately not the dig must go on. Please dress appropriately for the weather.
It wouldnt hurt to pack a change of clothes in case of rain. Remember, we will be outside for
most of the day.
S: What about food? Is there any store nearby where we can grab a lunch?
P: There is a small store not too far from the site. However, it may be wise to pack a lunch
and bring extra water and snacks for the day. Also, as a class we should organize car pools as
some students may need transportation.
S: Thats great. Now theres nothing holding us back from a successful dig.

12. Scene XII: internship

look for a job

interview
make a decision
conflict with study
attitude
Example 1: Stress between Work and Study
1. What is the mans main problem?
A He has a sleeping disorder.
B He needs money but his part-time job does not pay enough.
C He finds it hard to balance between work and study.
D He wants to take time off from the work but the manager does not allow him to do
so.
2. What does the woman mainly suggest the man do at the end of the
conversation?
A He should take some rest from sleepless nights.
B He should quit his part-time job for a while to study for the examination.
C He should wait for 20years to learn how to enjoy working.
D He should bite the bullet and study hard and work.
A: Hi, Stuart. Hows school going?
B: Oh, hi, Lisa. School is really, really tough right now; exams are coming up in two weeks.
A: Geez, Stuart, you sound stressed. Exams, yes, I used to dread this time of year. I used
to cram the night before and hope I was studying the right stuff.
B: Thats the hard part of studying last minute; you run out of time, have to pick and
choose areas of focus and guess what will be on the exams. Its always a bit of a gamble. To
add more stress I have a part-time job on top of studying!
A: Cant you take some time off from you job, Stuart?
B: No, I need the money to help pay my board, I thought I was doing pretty well all term
balancing school and work ,but now Im finding its next to impossible finding the time to both
study and work. After coming home from my job I have to hit the books for a few hours every
night, whether I have the energy or not. Sometimes I just want to go to sleep Im so tired!
41

A: Well if its any consolation, Stuart, you know its not going to last forever, Its like you
just have to find that extra energy to get through it all. Before you know it, youve graduated!
Twenty years from now you will look back on this time and remember all the fun you had.
B: No doubt, thanks, Lisa. I know youre right. Ill probably even look back on my menial
job with fondness too.

Part VI. Cracking types of listening questions

Skill I Basic Comprehension
1. Type I: Gist Question

What is gist question: requires the listener to understand critical vocabulary phrases or
facts from several points in a text and to interpret to identify the key points of the text.
Questions that test understanding the gist may require you to generalize or synthesize
information in what you hear.
How to recognize this question:
What are the students mainly discussing? ETS
What is the main topic of the talk? ETS
What is the lecture mainly about?
What is the talk mainly about?
What is the main purpose of the lecture?
What is the professor mainly discussing?
Revelation of gist:
Topic sentence: today we are going to be talking about/ Id like to begin my lecture by
introducing/ lets focus on/ lets now take a look at
Question and answer: how are companies typically structured? Do you remember what
they are? How can you understand it? Why does human being consider it important?
Conclude from the material
Points of correct answer:
history, view, development, background information, growth, origin, features, characteristics,
invention, creation, innovation, theory, view, talk about, evolution, era, trend, comparison,
classification, etc.
Points of wrong answer:
Too general
Too specific
Inaccurate
Irrelevant
Example 1: The Golden Age of American Agriculture
What are the main reasons that made the early 20th century the golden age of
American agriculture? (Click on 2 answers)
A The improvement of farming methods due to advanced technology.
B The governmental involvement with pesticide control.
C The introduction of newly-developed seeds.
D The increase of the female labor in farming.
P: We call the first two decades of the 20th century the golden age of American
agriculture. What were the factors that made the period the golden age of American
42

agriculture? Who can offer some reasons?

S: New strains of crops, improved farming methods, and what about greater use of
pesticides and fertilizers?
P: Absolutely. Technical advances continued to improve productivity. The U.S. Department
of Agriculture set up demonstration farms to show how new techniques could improve crop
yields. In 1914, Congress created the Agricultural Extension Service, to advise farmers and
their families about everything from crop fertilizers to home sewing projects. The Department
of Agriculture undertook new research , developing hogs that were fattened faster on less
grain as well as fertilizers that increased grain production, New hybrid seeds that developed
into healthier plants, treatments that prevented or cured plant and animal diseases, and
various methods for controlling pests were all introduced around this time. Anything else?
S: Wasnt there also some kind of population boom around then?
P: Good! Farm prices were high as demand for goods increased, and land values rose.
However, the good years of the early 20th century ended following World War I. What was
happening then?
S: Maybe a lot of people, women especially, were moving from the farm to the cities.

2. Type II: Detail Question

What is detail question: require the listener to understand and remember explicit details or
facts that are important as an explanation or an example of the main idea. These details are
typically related, directly or indirectly, to the gist of the text, by providing elaboration,
examples or other support.
How to recognize this question:
What problem does the man have? ETS
According to the conversation, what are two ways in which bacteria cells get resistance
genes?
Why does the professor talk about Platos description of society?
Two tips:
Pay attention to the order and sequence of details. For example: the first, the other.
Pay attention to the adjectives and other modifier of details.
Example 1: Pluto
1. When was Pluto officially declared to be found?
A The date when Percival Lowell was born.
B On March 13, 1930.
C On May 1, 1330.
D On the birthday of Venetia Burney.
2. Who originally named the newly found planet as Pluto?
A Percival Lowell.
B Clyde Tombaugh.
C V.M. Slipher.
D Venetia Burnye.
P: Where is Pluto?
S: Pluto is in Mickeys doghouse.
P: Very funny. I mean the planet, Pluto.
S: Its the last one, isnt it? The ninth one.
P: Right. And do you know how it got its name? And no, it wasnt named after Mickeys
43

dog. Nobody? Okay. Does anybody know when Pluto was discovered? HmmmThe history of
it is a little long, but here goes.
In 1905, Percival Lowell started to search for the elusive ninth planet after opening the
Lowell Observatory in 1894 in Flagstaff, Arizona. The Observatory announced the discovery on
Percival Lowells birthday, March 13, 1930. The honor of naming the newly discovered planet
belonged to Lowell Observatory. Clyde Tombaugh, the first person to notice Pluto images,
urged the director, V.M.Slipher to give it a name before someone else did. Suggestions came
from all quarters: Cronus, Odin, Persephone, Erebos, Atlas, Prometheus the list seemed to
go on forever like the universe. One young couple even wrote to Tombaugh asking him to
name the planet after their newborn child!
However, an 11-year old English girl named of Venetia Burney suggested Pluto, a Roman
god of the underworld, to her grandfather, who sent the suggestion to a professor of astronomy
at Oxford. Slipher made the official announcement on May 1, 1930 and gave full credit to little
Venetia. He also suggested interlocking the letters P and L as the official symbol for Pluto. Not
only do they stand for the first two letters of the planet, but theyre also the initials of Percival
Lowell.

Skill II Pragmatic Understanding (listen again)

3. Type III: Function Question

What is function question: the question type often involves replaying a portion of the
listening passage.
How to recognize this question:
What does the professor imply when he says this: (reply)
What can be inferred from the professors response to the student?
What is the purpose of the womans response?
Why does the student say this?
Tips:
Function of what is said may not match what the speaker directly states.
6 functions in IBT
Explanation: Simply put/ Lets put in this way/ I think I should/ you mean
Conclusion: now to sum/ wrap up my speech
Suggestion: you should have done something better
Inspiration: come on, you are supposed to know this
Emphasis: please bear in mind that/ Rhetorical question
Correcting mistake: wait a minute/ I made a slip of tongue
Example 1: Windows
Why does the professor say this?
A The professor thinks that it is necessary to remind students of its spelling.
B The professor thinks that it is the most important term in the lecture.
C The professor thinks that students do not know the term.
D The professor fells that it is necessary to use the board more often.
P: Windows usually look like theyre all made of glass and wood.However; there is more to
windows than meets the eye. Things that look like wood could be aluminum, vinyl or some
other composite material. As people prefer things that are low-maintenance, there has been
an explosion in materials that look like wood being used for frames; they dont need sanding
44

and painting and still look like high quality wood. Sometimes a layer of aluminum is used to
coat the exterior surfaces of a window to provide a long-lasting, low-maintenance surface. It is
called cladding. I think I should write down the word on the board. It refers to the application
of one material over another to provide a weather-proof layer. For aluminum there are fewer
color options than with wood finishes and usually the thicker the aluminum is thee more
durable it is. However, it doesnt have the insulating qualities of windows made of other
materials so theyre not widely used. Vinyl is another popular low-maintenance option. It can
also be applied over other materials, like wood or wood products. Like aluminum, the thicker
the vinyl the more durable it will be. Composite windows and vinyl windows are gaining
popularity nowadays as non-wood; energy efficient and low-maintenance alternatives which
dont warp or rot like wood windows can in extreme conditions.
Example 2: Kerron Clement
1. Why does the professor say this?
A To confirm that the student is capable of beating Clement.
B To show how sincere he is.
C To give an example of how to run fast.
D To make a joke about the students comment.
2. What does the professor mean by this?
A The answer is close but not exactly correct.
B The answer is totally out of target.
C The answer is really correct.
D The answer is too obvious.
P: Do you like to run?
A: Yeah, when the police are chasing me.
P: Fast like Kerron Clement?
A: Who?
B: Kerron Clement. He just broke the world record in the 400 meter.
P: Right, and did you know that hes only 19 years old. Did you see it on the news?
B: I heard a bit about it.
P: Okay. Well, lets look at the rest. This Florida sophomore ran the 400 meter in 44.57
seconds at the NCAA Indoor Track and Field Championships. He broke the mark of 44.63
seconds set by Michael Johnson in 1995.
A: Hey, Im fast, I could beat him any day.
P: Yeah, only if there is a $20 bill blowing in the wind in front of you. Lets get back to the
story now. Clement is from Trinidad and Tobago and moved to the United States when he was
13. He was a highly desirable athlete at La Porte High School in Texas. Big sports schools like
Louisiana State University, Texas and Tennessee were after him. He chose Florida and wasted
no time in making his mark. He won the NCAA championship in the 400 meter hurdles and
then won the world junior championship in the same event. At the junior championships,
Clement competed for the United States after earning his U.S citizenship last summer. He
probably could have gone to the Olympics for Trinidad and Tobago last year, but preferred to
become an American. Why do you think he wanted to become American?
B: Probably America is his new home and it has better living conditions than back home.
P: Yeah, something like that. He said he loves competition and he wants to train with the
best in the world, the Americans.
Example 3: Tattoo
45

Why does the lecturer say this?

A To tell students that tattooing is not scary.
B To suggest students not to get a tattoo.
C To warn students to be aware of risks.
D To tell students that she was joking.
L: Lets look at this interesting piece of news. Oh, first, do any of you have a tattoo?
S: Ive got an eagle on my back.
L: Anybody else? ...No? Okay. Did you know that 16% of adult Americans have tattoos?
Christina Aguilera and Beyonce have tattoos. Do you think they are safe? Did you know that
absolutely no national regulations exist? When you get a tattoo, you put yourself at risk -allergies to the dyes, keloid scarring, and infections including hepatitis, tetanus and even HIV.
Now isnt that scary! If you still want one and you have thought about what it will look like in 30
years, there are some tips you should follow.
Everything should be clean and sanitary, even the appearance of the person doing the
tattooing. Take a good look at the sterilizing equipment. Does it have a recent testing
certificate?
If you can, try to watch someone else getting tattooed. The needles, in sterilized packages
of course, should be opened in front of the customer. There should be a biohazard container
for ones that have been used. Watch the artist to see if he or she changes gloves after
touching things other than needles. There are no regulations governing tattooing, but there are
state licensing regulations. Look for the certificate on the wall. If the artist belongs to the
Alliance of Professional Tattooists, thats a sign of a good reputation. Be patient. Your tattoo
will take seven to ten days to heal.

4. Type IV: Attitude Question

What is attitude question: you may be asked a question about the speakers feelings, likes
and dislikes, or reason for anxiety or amusement. Also included in this category are
questions about a speakers degree of certainty: is the speaker referencing a source or giving
a personal opinion? Are the facts presented generally accepted or are they disputed?
How to recognize this question:
What can be inferred about the student?
What is the professors attitude toward?
What is the professors opinion of ?
What can be inferred about the student when she says this:
What does the woman mean when she says this:
Tips:
Pay attention to the speakers tone of voice.
6 tones in IBT
Awful: woops! Uh-uh! Oh, no! Oh, dear! Oh, shoot!
Remind: I dont think you will do/ I was wondering if you will do something/ I dont imagine
if you do/ you havent done something, have you?
Pity: what a shame/ thats too bad./ Im sorry to hear that/ tough luck
Eulogy: Fabulous=Fab; Magnificent=Magnif; Glamorous=Glam; Excellent; Terrific;
Awesome; Amazing; Fantastic; Incredible; Outstanding; Superb; Charming; Good job
* to the professor: Fascinating; Catching; Instructive; Stimulating Thought-provoking;
Surprise: Gee! Jesus! My dear! Boy! Jesus Christ! Man! Oh, my God! Gosh! Oh, my!
46

What! Dear me!

Tactful refuse: Sounds great, but/ Sounds like fun, but/ thats tempting, but/ I wish I could,
but/ Id love to, but/ Id really like to, but/ I would (if I could), but/ I meant to, but/ I have
been meaning to (do something), but/ I should have, but

Skill II Connecting Information

5. Type V: Organization Question

What is organization question: in understanding organization questions you may be asked

about the overall organization of the listening passage, or you may be asked about the
relationship between two portions of the listening passage.

How to recognize this question:

How is the information in the lecture organized?
How does the professor clarify the points he makes about Mexico?
4 structures of IBT listening passage:
Simple structure
Paratactic structure
Compare structure
Contrast structure
Cracking Table QUESTIONS:
Counterpart: paratactic details and symbolic characteristics
True or False: mentioned or not
Sort order: process and procedure
Example 1: compound words
Choose the right form of each compound noun.

Closed form

Hyphenated form

Open form

Ski+book
Six+pack
History+book
Text+book
P: Lets look at a few things about English. What is a compound word?
S: Two chemicals mixed together?
P: Very funny, but no.
S: Two words mixed together.
P: Well, yes, in a manner of speaking. A compound word is made up of two or more words
that express a single idea. There are different ways that compound nouns can be formed. We
47

are going to concentrate here on the noun plus noun form. Can you come up with any
examples?
S: Doghouse, dog plus house. Cupcake, cup and cake.
P: Excellent. There are three different ways to form this type of compound noun: there is
the closed form, in which the words come together as one, such as fireflykeyboard
notebook.
S: Textbook, fireplace.
P: Great. And there is the hyphenated formski-boot, daughter-in-law, sin-packThe last
form of compound nouns is the open form, such as post office history bookmineral water.
Just exactly how and why these three exist is not clear, but it seems likely that the process will
begin with two words, become hyphenated after a time, and then eventually end up as just one
word. Language is a living thing and always changing.

6. Type VI: Inference Question

What is inference question: you usually have to reach a conclusion based on facts presented
in the listening passage.
How to recognize this question:
What can be inferred about ? ETS
What does the professor imply about ? ETS
What will the students do in the summer?
Why does the professor mention the Golden Gate Bridge?
Tips:
Opinions: in my opinion, as far as Im concerned, personally, pay attention, from my point
of view
Ending paragraph
In most cases the answer you choose will use vocabulary not found in the listening
passage.
Example 1: compound words
Why does the lecturer say this?
A To tell students that tattooing is not scary.
B To suggest students not to get a tattoo.
C To warn students to be aware of risks.
D To tell students that she was joking.
M: can you tell me about parking on campus? Ive just gotten a car, and Im going to be
parking on campus. Im so glad I dont have to be riding my bicycle to class anymore.
W: parking is kind of difficult on campus because there just arent enough spaces for all
the people who want to park. You do know that if youre going to park on campus, youll need a
parking sticker?
M: a parking sticker? What kind of parking sticker?
W: well, if youre only going to park on campus once in a while, you can get a daily sticker
each day that you park. But if youre going to be parking on campus often, the n you should
really get a permanent sticker.
M: I have classes almost every day of the week, so I know what Ive got to do.

Part VII. Practice

PASSAGE 1
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1. What is the professor mainly discussing?

A. Insects that feed on plants
B. Animals that feed on insects
C. Plants that use insects to survive
D. Insects that are attractive to plants
2. Why is the professor discussing this topic?
A. He is lecturing about something that the students will see the next day
B. He is preparing the students for an exam that is tomorrow.
C. He is explaining something that the students have just seen.
D. He is discussing something that the students will be required to read.
3. What does an insectivorous plant get from an insect?
A. All of its nutrients
B. Chlorophyll
C. Nitrogen
D. Digestive liquid
4. According to the lecturer, how widespread are insectivorous plants?
A. There are hundreds of varieties in the world
B. They exist in 500 countries in the world.
C. They exist only in North America.
D. There are five different types throughout the world.
5. What is stated in the lecture about the Venus flytrap?
A. It is the largest insectivorous plant.
B. It is found only in South America.
C. It has moveable parts
D. It has only one trap leaf.
6. What is stated in the lecture about the sensory bristles? Click on 2 answers
A. They are divided into two parts.
B. There are three of them.
C. They are on the outside of the leaf.
D. They cause the trap leaf to close
LISTENING SCRIPT
Listen to a lecture in a botany class.
Today, we're going to be talking about insectivorous plants. As you know, we have a field trip tomorrow.
We'll be going to the botanical gardens, and we're going to be seeing some insectivorous plants there.
Do you understand what insectivorous plants are? Insectivorous plants are plants that trap and
assimilate insects in order to sustain life. You may understand the meaning of insectivore from related
words such as carnivore or herbivore: a carnivore eats meat, and an herbivore eats plants, while an
insectivore devours insects. Butunlike carnivores and herbivores, which are animalsthe
insectivores that we're going to discuss today are plants.
All insectivorous plants contain chlorophyll and have roots, so they don't get all of their nutrients from
the insects they take in. Insectivorous plants tend to live in soil that lacks enough nitrogen for them to
exist, so they consume their insect victims in order to get the nitrogen they need. There're many types
of insectivorous plants in the worldthere're perhaps 500 known species of insectivorous plants
worldwide. Of these many types of insectivorous plants, we're going to look at one of the better known
ones in depth.
The insectivorous plant that we're going to discuss in detail is the Venus flytrap, which is native to North
49

America. Now look at the drawing of the Venus flytrap on the screen. The Venus flytrap catches insects
by suddenly snapping the ends of one of its trap leaves around an insect.
You can see in the diagram that a Venus flytrap has a number of trap leaves and that each trap leaf is
divided into two parts. Inside the two parts of the trap leaf are three sensory bristles, sensory bristles
which resemble tiny hairs. When an insect touches the bristles inside a trap leaf, the two surfaces of the
leaf shut instantaneously, and the insect's trapped inside the parts of the leaf. The Venus flytrap then
discharges a digestive liquid into the leaf in order to assimilate the insect and obtain the nitrogen the
plant needs in order to survive.
That's all for today on the Venus flytrap. I hope that from our discussion of the Venus flytrap you've
developed a clearer understanding of how this and other insectivorous plants function. You'll need it for
the trip tomorrow.
PASSAGE 2
1. What is the professor mainly discussing?
A. The importance of function in the design of a building
B. A number of modern American architects and the important elements in their work
C. Which of the three elements of architecture is the most important?
D. The important characteristics of the designs of one specific architect
2. What was NOT mentioned in the lecture as one of the main elements to be considered by an
architect?
A. Function
B. Appearance
C. Tradition
D. Durability
3. What is stated about the Guggenheim?
A. It has numerous rooms.
B. It is a long, low building.
C. It used to be Wright's home.
D. It exemplifies Wright's belief in openness
4. Which characteristics of prairie-style houses does the professor mention? Click on 2
answers
A. They are long, low buildings
B. They fit well on the prairies
C. They are tall, open buildings.
D. They were influenced by European architecture.
5. What material does the professor say that Wright appreciated for its durability?
A. Stone
B. Wood
C. Concrete
D. Metal
6. What two resources will be tested on the exam? Click on 2 answers
A. The books on reserve in the library
B. The class text
C. The biography of Wright
D. The professor's lectures
LISTENING SCRIPT
50

Listen to a lecture in a class on modern American architects.

Professor: Good afternoon, class. Today, we'll continue our discussion of modern American architects.
As I'm sure you know, we've almost finished this unit, and you know what that means; that means we'll
be having an exam next week on all the modern architects we've covered in this unit. Now, let's review
the three main elements that any architect must consider when designing a building. Do you remember
what they are? We've been discussing them for the last few classes.
Man1: One of the elements is function.
Professor: That's right. An architect must consider the function of a building, whether the design hinders
or enhances the use of the building, whether the design allows for easy heating and cooling, plumbing,
and electrical wiringNow, what is another of the elements we've discussed?
Female: Appearancethe second element is appearance.
Professor: Right. Does the building fit in with its surroundings? Is it pleasing to look at or an eyesore?
Its appearance is quite an important element. Now, what's the third element?
Man2: Durability?
Professor: Yes, an architect must consider a building's durability, whether the materials will withstand
wear from weather on the outside and wear from use on the inside.
Professor: Now we'll move on to discuss the architect who's our topic for today. The man in this
photograph is Frank Lloyd Wright. Frank Lloyd Wright has been called the greatest figure in modern
American architecture because of his influence on function, appearance, and durability.
Wright wanted his buildings to be functional, and he strongly believed that interior space was more
functional if it was open. The homes he designed tend to have very few walls. One room flows into
another. The Guggenheim, a museum he designed, is a very good example of the openness that Wright
strove for. The Guggenheim actually has no rooms at all. Visitors ride an elevator to the top and then
gradually descend to ground level by walking through a giant spiral-shaped gallery. This sense of
openness greatly influenced both American and European architecture.
The second element is appearance, and Wright was very, was very concerned about the appearance of
his buildings.
Professor: Let's look at an example of Wright's architecture, and let's focus on its appearance. This is
Wright's Robie House. Wright felt that buildings should seem a natural part of their site, and you can
see that the Robie House is. This is what's called a prairie-style home. Wright's famous for his prairiestyle homes. Notice the strong sense of horizontal line. Wright felt that low homes emphasizing
horizontal lines blended well with the, the midwestern prairies.
Professor: Finally, durability was also important to Wright, and his choice of building materials was
strongly influenced by their durability. Wright felt that concrete was highly durable yet flexible in its use
for public buildings. He used it in a variety ofumways both structurally and decoratively. Wright was
one of the first architects to use concrete for building and helped popularize its use.
Professor: Well, that's all for today. I've placed several books on reserve in the library. Some of the
books contain pictures and diagrams of Wright's work, and there's also an in-depth andum
informative biography of Wright. The exam next week'll cover the information in the textbook and the
lectures I've given on Wright. The reserve material in the library is optional, but you may want to spend
some time with it in order to have the best understanding possible of Frank Lloyd Wright and his work.
PASSAGE 3
1. What does the professor mean when he says this:
A. It is not something important.
B. The students should already know it
C. It will be explained later in the lecture.
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D. The students need to answer his question.

2. Listen again----Which sentence best describes how the speaker feels about the Winchester
House?
A. It was a fairly normal house for its time.
B. It appears to have been carefully planned.
C. It represents a common style of architecture.
D. It is notable for its haphazard design
3. Listen again----Why does the professor say this:
A. To announce what he is about to explain
B. To encourage the students to respond
C. To indicate that the answer is unknown
D. To suggest that the students should have prepared more
4. Listen again----How did Sarah seem to feel about the ghosts?
A. The house was haunted because of the way the way the family had achieved its wealth
B. The house was not really haunted, but stories about ghosts helped the house to become famous.
C. The house may have been haunted, but she did not understand why.
D. She made up stories about the house being haunted to get sympathy.
5. Listen again----Which sentence best describes the professor's view of ghosts?
A. He believes in them even more than Sarah did.
B. The fact that the house is haunted by ghosts makes it special.
C. He does not believe in them, but the fact that Sarah did is important
D. He does not believe in them, and he thinks that Sarah did not either.
LISTENING SCRIPT
Listen to a lecture in a course on architecture.
Today we're going to take a look at one of the more unusual houses in America, the Winchester House
in San Jose, California. This house was built by Sarah Winchester, the nineteenth-century heiress of
the Winchester family. I don't think I need to tell you why the Winchester family is famous. That's right.
The Winchester family is the owner of the Winchester Repeating Arms Company, the company that
accrued its wealth in the business of manufacturing Winchester rifles, the rifle of note and notoriety in
the American West.
Let's take a look at this rather incredible house that Sarah created. She began construction on the
home in 1884, and she created an unbelievably wild profusion of rooms, corridors, stairways, doors,
and windows. She continued to add to the house until her death in 1922. By the time of her death, the
number of rooms had reached 160, and it hadcan you believe itmore than 2,000 doors and 10,000
windows.
Why do you think someone might build such a house? Well, here is Sarah's story. Sarah Winchester
was married to the son of Oliver Winchester, who'd founded the Winchester Repeating Arms Company
and made a huge success of it. In 1881, Sarah's husband and their month-old baby daughter died.
Because Sarah's husband had been heir to the Winchester fortune, on his death, Sarah inherited the
fortune. The fortune notwithstanding, Sarah was devastated by the loss of her beloved husband and
daughter.
In the aftermath of her loss, Sarah was convinced by a trusted advisor that the family's misfortune was
due to the fact that the family's massive fortune had been obtained through the manufacture of
weapons responsible for uncountable deaths. Sarah became convinced that the family was being
haunted by the ghosts of those victims of the Winchester rifle. To thwart the ghosts that Sarah believed
were haunting her family, it seems that her plan was to build such a confusing house that the ghosts
52

who were haunting it wouldn't be able to find their way through it. Sarah dedicated the remainder of her
life to adding onto the house in such a way as to make the ghosts get lost and disappear.
This is the story of how the Winchester House came to be the way it is. Whether or not you believe in
ghosts yourself, andwellnot everyone doesyou can see that Sarah did. The world of architecture
has one huge, very tangible, and eye-catching reminder of Sarah's belief in ghosts.
PASSAGE 1
1. How is the information organized in the lecture?
A. By contrasting various periods in American history
B. By classifying various types of colonies
C. By describing developments leading to the American revolution
D. By outlining steps in the development of royal colonies
2. Which of these were discussed in the lecture as types of American colonies? Click in the
correct box
YES

NO

Corporate
Charter
Proprietary
Grant
Royal
3.

Which best describes each type of colony? Click in the correct box
ROYAL

PROPRIETRARY

CORPORATE

Controlled by a group of people

under the king
Controlled by an individual
under the king
Controlled directly by the king
4. What can be inferred from the lecture about changes in types of colonies?
A. Royal colonies tended to become proprietary colonies.
B. Corporate colonies tended to become proprietary colonies.
C. Proprietary colonies tended to become royal colonies
D. Royal colonies tended to become corporate colonies.
LISTENING SCRIPT
Listen to a lecture in an American history class.
Good evening, class. Well, tonight we'll begin our discussion of the Colonial period of American history.
During this period, people in North America lived in colonies under the authority of the King of England.
By definition, a colony isuma group of people living in a distant land but remaining under the
jurisdiction of their native land. So, tonight, we'll look at the three kinds of American colonies before the
American revolution: royal colonies, proprietary colonies, and corporate colonies.
The first type of American colony was a royal colony. A royal colony was directly under the control of the
King of England. Although none of the 13 colonies began as a royal colony, by the time of the
Revolutionary War in 1775, eight of the colonies had become royal colonies. Georgia, Massachusetts,
New Hampshire, New Jersey, New York, North Carolina, South Carolina, and Virginia were all royal
colonies, directly subject to the King of England.
The second type of American colony was a proprietary colony. A proprietary colony was under the
53

control of an individual, the proprietor. The proprietor was given a grant to govern a colony by the King
of England. By 1775, only three of the colonies remained proprietary colonies: Delaware, Maryland, and
Pennsylvania.
And the last type of American colony was a corporate colony. These colonies were governed under a
charter received from the King of England by a company's stockholders. Only two colonies, Connecticut
and Rhode Island, could be considered corporate colonies. These colonies were founded by groups of
colonists in America, not by English stockholders. The two colonies did, however, receive a charter from
the King of England and were therefore considered corporate colonies.
So, these were the three types of colonies: royal, proprietary, and corporate. As we discuss the colonies
in detail, you'll see how the type of colony affected the governing of the colony. We'll study the 13
colonies in three groups, the Northern colonies, also known as the New England colonies, the Middle
colonies, and the Southern colonies. Next week, we'll begin discussing the Northern and Middle
colonies. Please read Chapter 7, no, sorry, Chapters 7 and 8 in your text about the colonies in
Connecticut, Massachusetts, New Hampshire, and Rhode Island.

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