GUIDE TO LISTENING 5MORE THAN TWENTY-FIVE. AND YOUR BIBLIOGR...
more than twenty-five. And your bibliography should con-
[CD 1 Track 4]tain at least ten reference sources.
Narrator:
For the Listening exercises in The Complete
Student:
Will you be assigning the topic, or . . .
Guide, the directions will not be read aloud on the tape.
Professor:
I’m leaving the choice of topic up to you. Of
Therefore, you must read the directions for each exercise
course, it should be related to something we’ve discussed
and make sure you understand them before you start the
in class.
Audio Program.
Student:
I, I’m interested in writing about earthquakes . . .
Exercise 9.1Professor:
Hmm. Earthquakes . . . well, I don’t know, Brenda
AUDIOS
CRIPT. . . that sounds like much too broad a topic for a short
Narrator:
Listen to a conversation between a student and a
research paper.
librarian.
Student:
Oh, well, I’m planning to choose . . . I plan to get
Student:
Hi, I’m in Professor Quinn’s Political Science class.
more specific than that. I want to write about using ani-
She, uh, in class today she said that she’d put a journal on
mals to predict earthquakes.
reserve . . . We’re supposed to read an article from that
Professor:
Really? Well, once scientists wondered if maybe
journal.
. . . if perhaps there was some connection between strange
Librarian:
Okay, well, you’re in the right place. This is the
behavior in animals and earthquakes . . . and that maybe
reserve desk.
animals . . . that you could use them to predict earth-
Student:
Oh, good—I’ve never checked out reserve materi-
quakes. But there have been a lot of studies on this subject,
als before. So what do I need? Do I need a library card, or
you know, and so far, none of them have shown anything
. . . what do I have to do to . . .
promising . . .
Librarian:
You have your student ID card with you, right?
Student:
But I thought there was this . . . I saw this show on
Student:
Umm, I think I do . . . I mean, I think it’s in my
television about earthquakes, and it said that in, uh, China,
backpack here . . .
I think it was, they did predict an earthquake because of
Librarian:
Okay, well, all you really need to do is leave your
the way animals were acting.
student ID here with me, sign this form and the journal is
Professor:
Oh, right, you’re thinking of the Haecheng earth-
all yours—for—let me see—for two hours anyway.
quake about thirty years ago. Well, that’s true. There were
Student:
Two hours? That’s all the time I get?
snakes coming out of the ground in the middle of winter
Librarian:
Well, when instructors put materials on reserve,
when they should have been hibernating . . . and suppos-
they set a time limit on how long you can use them . . . you
edly horses and other animals were acting frightened. And
know, just so all the students in your class can get a chance
there were other signs, too, not just from animals. So the
to read them.
government ordered an evacuation of the area, and in fact,
Student:
I don’t know how long the article is, but . . . I guess
there was an earthquake, so thousands of lives were proba-
I can finish it in two hours.
bly saved.
Librarian:
And, one more thing, you, uh, you’ll have to read
Student:
Yeah, that’s what I’m thinking of . . . that’s what I
the article in the library. You’re not allowed to check reserve
saw on television.
material out of the library, or to take it out of the building.
Professor:
The problem is, that, unfortunately, no one’s
Student:
Oh, well, then, . . . maybe I should, uh, maybe I
been able to duplicate that kind of result . . . in China or
should go back to my dorm and get some dinner . . . before
anywhere. There have been lots of earthquakes since then
I sit down and read this.
that haven’t been predicted, and there have been a couple
Librarian:
That’s fine, but . . . I can’t guarantee the article
of false alarms when cities were evacuated for no reason . . .
will be available right away when you come back . . . some
and like I said, none of the studies that have been done
other student from your class might be using it.
have shown that animals are any better at predicting earth-
Student:
Well, I dunno, I . . . I guess I’ll just have to take my
quakes than people are.
chances . . .
Student:
So that’s . . . so you don’t think that’s a very good
Narrator:
Now get ready to answer the question. You may
idea for a topic, then, I suppose . . .
use your notes to help you.
Professor:
I didn’t say that . . . just because this theory
Narrator:
Question 1: What is the main topic of this
hasn’t been proved doesn’t mean you couldn’t write a per-
conversation?
fectly good paper about this topic . . . on the notion that
animals can predict earthquakes. Why not? It could be
Narrator:
Listen to a conversation between two students.
pretty interesting. But to do a good job, you . . . you’ll need
Student A:
Tina, hey, how are you?
to look at some serious studies in the scientific journals,
Student B:
Hi, Michael. Hey, how was your summer
not just some pop-science articles in newspapers or . . .
vacation?
and you can’t get your information from television shows.
Student A:
Oh, not too bad—mostly I was working. How
Student:
You really think it might make a good paper? Well,
about you? I, uh, I kinda remember you saying that
then, I think if I can get enough information from the
. . . weren’t you going to Europe? How was that?
library or the Internet . . .
Student B:
Oh, that fell through. I was going to travel with
Professor:
Okay, why don’t you see what you can find? Oh, I
my roommate, and she changed her mind about going, so
forgot to mention . . . you’ll need to write up a formal pro-
. . . well, my parents own a furniture store, and so instead, I
posal for your paper, and work up a preliminary bibliogra-
was going to work there. But then . . . well, you know
phy, and hand it in to me a week from tomorrow. I’ll need
Professor Grant?
to approve it before you get started. Now, if you’ll excuse
Student A:
Oh, uh, from the archaeology department? Sure
me, Brenda, I’ve got to get to that faculty meeting.
. . . well, I’ve heard of her, anyway.
Student B:
Well, I got a call from her just before the end of
use your notes to help you.
the spring semester. She was planning to do this dig in
Narrator:
Question 1: What is this conversation mainly
Mexico. So she calls me up and asks if I’d like to be a volun-
about?
teer, and you know, I’ve always wanted . . . it’s always been
TOEFL_ASAK_001-140.qxp 4/21/06 1:16 PM Page 6
6 Section 2 Guide to ListeningStudent B:
Yeah, the Sunflower II. Well, it’s not a regular car.
a dream of mine to be an archaeologist, so . . . I jumped at
It’s a solar-powered car.
the chance.
Student A:
So, uh, how was it . . . I mean, was it a good
Student A:
Really? That’s why you call it the Sunflower then.
dig . . .
Oh, wait, are you entering it in that race next month . . .
Student B:
Do you mean, did we find any artifacts? No, it . . .
the . . .
it was supposed to be a very . . . promising site. But it
Student B:
The Solar Derby. Yeah. It’s sponsored by the
turned out to be a complete bust! We didn’t find anything
Engineering Department.
Student A:
I read a little about that in the campus paper. I’m
. . . not even one single piece of broken pottery. Nothing!
sorry, but the idea of racing solar cars . . . it just sounds a
Just sand!
little . . . . weird.
Student A:
Wow, that must have been pretty disappointing.
Student B:
I guess, but there are lots of races for solar-
Student B:
No, not really. Oh, sure, I mean, I would’ve liked
to have made some amazing discovery, but, well, I still
powered cars. One of the most famous ones is in Australia.
They race all the way from the south coast of Australia to
learned a lot about, about archaeological techniques, you
the north coast.
know, and I really enjoyed getting to know the people, the
Student A: But your race . . . it’s not anywhere near that long,
other people on the dig, and it . . . well, it was fun!
right?
Student B:
No, no, our race is only twenty miles long. We
entered the Sunflower I in it last year and . . .
Narrator:
Question 2: What is the main subject of the
Student A:
And did you win?
speakers’ conversation?
Student B:
Uh, well, no . . . . no, we didn’t actually win . . . In
fact, we didn’t even finish last year. We got off to a good
Narrator:
Listen to a conversation between a student and
start but then we had a major breakdown. But since then
an administrator.
we’ve made a lot of improvements to the Sunflower II, and
Administrator:
Yes? Come in.
. . . well, I think we have a pretty good chance this year of
Student:
Umm, Ms. Kirchner?
Administrator:
Yes?
. . . well, if not of winning, of finishing at least in the top
three.
Student:
I’m, uh, Mark Covelli. I live over in Quincy House?
Administrator:
Yes, so what can I do for you, Mark?
Student:
The woman who’s in charge of the cafeteria over at
Quincy, I talked to her this morning, you see, and . . . well,
Narrator:
Question 4: What are these two people mainly
she told me that I would have to talk to you . . .
discussing?
Administrator:
Okay, talk to me about . . . ?
Student:
Okay, well, I’d like to . . . you see, back at the begin-
Student A:
So, Rob, what classes are you taking next
ning of the semester, my parents signed me up for Meal
semester?
Plan 1.You know, the plan where you get three meals a
Student B: Let’s see, uh, I’m taking the second semester of
day . . .
statistics, calculus, German, and . . . oh, I signed up for a
Administrator:
Okay . . .
Student:
So, well, I’ve decided it’s . . . it was kind of a waste
class in the art department, a photography class.
Student A:
Oh? Who with?
of their money because . . . I mean, I almost never eat three
meals there in a day. Three days a week I have early classes
Student B:
Umm, let me think . . . I think her name is . . . I
think it’s Lyons . . .
and I don’t have time to eat breakfast at all, and even on
days when I do eat breakfast there, I just have coffee and
Student A:
Lyons? I don’t think . . . oh, you must mean
some yogurt so . . . well, I could do that in my room.
Professor Lyle, Martha Lyle. She’s my advisor, and I’ve taken
a coupla classes from her. She’s just great. She’s not only a
Administrator:
So what you’re saying is, you’d like to be on
Meal Plan 2?
terrific photographer, but she’s also a, well, just a wonderful
Student:
Yeah, I guess . . . whatever you call the plan where
teacher. She can take one look at what you’re working on
you only eat two meals a day at the dorm . . .
and tell you just what you need to do to take a better pho-
Administrator:
That’s Plan 2. We usually don’t make that
tograph. I mean, I learned so much about photography
from her. And not only about taking color photographs, but
kind of switch in the middle of a semester . . . you know, if I
do approve this, we’d have to make the refund directly to
also black-and-white—which I’d never done before. She
your parents. And it could only be a partial refund . . . since
only takes black-and-white photos herself, you know. So
what kinds of photos did you show her?
you’ve been on Plan 1 for a month already.
Student B:
Whaddya mean?
Student:
Oh sure, I understand that . . . I just, I just hate to
Student A:
When you got permission to take her class, what
waste my parents’ money.
kind of photos did you show her? You had to show her your
portfolio, didn’t you?
Narrator:
Question 3: Why does Mark Covelli want to speak
Student B:
No, I . . . I just registered for her class. The regis-
to Ms. Kirchner?
trar didn’t tell me I needed permission . . .
Student A:
Well, for any of those advanced classes, if you’re
Narrator:
Now get ready to listen to a conversation between
not an art major, or if you haven’t taken any other photog-
two students.
raphy classes, you have to get the professor’s permission,
and usually that involves showing your portfolio.
Student A:
Hey, Larry, how are ya? What’re ya up to this
Student B:
Oh, see, they didn’t tell me that when I
weekend?
Student B:
Oh, my friends and I are going to be working on
registered.
our car, the Sunflower II.
Student A:
Well, I think it says so in the course catalog. But,
Student A:
Wait . . . you have a car called . . . the Sunflower?
you can always sign up for an introductory level photogra-
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