transcript toefl listening test

40
Page 1 Transcript TOEFL Listening Test Transcript 1.1 on 0:12 listen to a conversation on campus between two students 0:15 hi are you Paulo 0:19 Joe hi a nice to meetcha glad to meet you 0:22 cell you need some tutoring in English yeah 0:26 I'm taking English Composition and I'm not doing very well on my ass is some 0:31 rights 0:31 on well first let's see if we can figure out a time to meet 0:36 that we're both free okay how about Monday's 0:40 maybe in the morning I don't have any classes until 11 on Mondays 0:44 that would work but I was hoping we could 0:47 you know meet more than once a week I'll well 0:51 Tuesdays are out I've got classes and 0:55 I work at the library part time on Tuesdays and Thursdays 0:58 but I could get together on Wednesdays in the morning 1:01 probably 930 would be best that way we have an hour to work for fright have to 1:06 get ready for my 11 o'clock 1:07 so that would be too hours a week than I could do that 1:11 0 but with epi extra 1:14 you know what I need to pay you for the extra session no 1:18 on just so you meet me here at the Learning Center and we both sign and 1:23 then I'll get paid 1:24 it during spring to you I mean the school pays me 1:28 but we both have to show up if you don't show up in sign in for session and I 1:31 don't get paid so 1:33 no don't worry about pat I really need the help 1:36 I won't miss any sessions unless I'm sick or something okay then 1:40 so you want me to help you with your essays right 1:43 I could bring you some that have you know comments on them 1:47 I am getting C's and well that's not too bad 1:50 once they see some love your writing we should be able to pull that up to a be 1:54 you think so sure but I need to explain something 1:58 some of my students in the past they expected me to write the essays for them 2:04 but that's not what I tutor supposed to do my job is to help you be a better 2:08 writer 2:08 0 understand that but your email messages right 2:12 oh yeah no problem will read them together and I'll make suggestions 2:16 great I think part of the problem is 2:19 I just don't understand the teacher's comments maybe you could help me figure 2:23 out 2:23 sure who's the teacher simpson no no problem 2:28 I've to the couple her students sino more or less where she's coming from 2:32 okay then I guess we'll be here on Monday I'll be here 2:36 9:30 set just sign in when you get here 2:40 1 what does the woman need 2:55 to listen again to par the conversation 2:58 and then answer the following question: 0 3:02 but with epi extra you know what I need to pay you for the extra session 3:07 why does the woman say this

Upload: khoirul-hu

Post on 05-Jul-2015

1.495 views

Category:

Education


17 download

DESCRIPTION

Transcript toefl listening test

TRANSCRIPT

Page 1: Transcript toefl listening test

Page 1

Transcript TOEFL Listening Test Transcript 1.1

on 0:12 listen to a conversation on campus between two students 0:15 hi are you Paulo 0:19 Joe hi a nice to meetcha glad to meet you 0:22 cell you need some tutoring in English yeah 0:26 I'm taking English Composition and I'm not doing very well on my ass is some 0:31 rights 0:31 on well first let's see if we can figure out a time to meet 0:36 that we're both free okay how about Monday's 0:40 maybe in the morning I don't have any classes until 11 on Mondays 0:44 that would work but I was hoping we could 0:47 you know meet more than once a week I'll well 0:51 Tuesdays are out I've got classes and 0:55 I work at the library part time on Tuesdays and Thursdays 0:58 but I could get together on Wednesdays in the morning 1:01 probably 930 would be best that way we have an hour to work for fright have to 1:06 get ready for my 11 o'clock 1:07 so that would be too hours a week than I could do that 1:11 0 but with epi extra 1:14 you know what I need to pay you for the extra session no 1:18 on just so you meet me here at the Learning Center and we both sign and 1:23 then I'll get paid 1:24 it during spring to you I mean the school pays me 1:28 but we both have to show up if you don't show up in sign in for session and I 1:31 don't get paid so 1:33 no don't worry about pat I really need the help 1:36 I won't miss any sessions unless I'm sick or something okay then 1:40 so you want me to help you with your essays right 1:43 I could bring you some that have you know comments on them 1:47 I am getting C's and well that's not too bad 1:50 once they see some love your writing we should be able to pull that up to a be 1:54 you think so sure but I need to explain something 1:58 some of my students in the past they expected me to write the essays for them 2:04 but that's not what I tutor supposed to do my job is to help you be a better 2:08 writer 2:08 0 understand that but your email messages right 2:12 oh yeah no problem will read them together and I'll make suggestions 2:16 great I think part of the problem is 2:19 I just don't understand the teacher's comments maybe you could help me figure 2:23 out 2:23 sure who's the teacher simpson no no problem 2:28 I've to the couple her students sino more or less where she's coming from 2:32 okay then I guess we'll be here on Monday I'll be here 2:36 9:30 set just sign in when you get here 2:40 1 what does the woman need 2:55 to listen again to par the conversation 2:58 and then answer the following question: 0 3:02 but with epi extra you know what I need to pay you for the extra session 3:07 why does the woman say this

Page 2: Transcript toefl listening test

Page 2

3:10 0 but with epi extra 3:24 3 why is the man concerned about the woman's attendance 3:39 4 what does the man agreed to do 3:52 5 what does the man imply about the woman's teacher 4:09 in Question 1: C

Question 2: A Question 3: B

QUestion 4: D Question 5: D Transcript 1.2

0:00 the 0:13 listen to part of a lecture in a geology class 0:16 okay today we're going to discuss the four major types are drainage patterns 0:22 Trust you've already read the chapter so you'll recall that drainage patterns the 0:26 arrangement 0:26 I'm channels that carry water in an area and these patterns can be very 0:31 distinctive 0:32 since they're determined by the climate the topography 0:35 and the composition of the rock that underlies the formations 0:39 so consequently we can see that a drainage patterns really a good visual 0:43 summary are the characteristics of a particular region 0:46 both geologically and climatically in other words when we look at drainage 0:52 patterns we can draw conclusions about the structural formation 0:55 and relief from the land as well as the climate now 1:00 all drainage systems are composed of an interconnected network extremes 1:04 and when review them together the form distinctive patterns 1:08 although there at least 7 identifiable 1:11 hines a drainage patterns for our purposes we're going to limit our study 1:15 to the fore 1:16 major types probably the most familiar pattern is the dendritic drainage patter 1:21 this is a stream that looks like 1:25 the branches of a tree here's an example evident repack 1:29 as you can see it's similar to many systems in nature 1:32 in addition to the structure a tree it also resembles 1:35 the human circulation system this is a very efficient 1:40 drainage system because the overall length anyone branches fairly short 1:44 and there are many branches so that allows the water to flow quickly and 1:48 efficiently from the source or sources 1:51 okay let's look at the next example 1:54 this drainage patterns referred to as a radial pattern 2:00 notice how the streams flow from a central point this 2:03 is usually a high mountain or volcano it kinda looks like the spokes that radiate 2:09 out from the hub wheel 2:10 when we see a radial pattern we know that the areas experienced 2:15 uplift and that the direction of the drainage is down the slopes have a 2:19 relatively 2:20 isolated central point going back to the dendritic 2:24 for a moment the patterns determined by the direction 2:28 the slope of the land but it the streams flow in more or less the same direction

Page 3: Transcript toefl listening test

Page 3

2:34 and 2:35 so it's unlike the radio that had multiple directions a flow from the 2:39 highest point 2:40 now this pattern is very different from 2:43 either the dendritic or the radio this is called a rectangular pattern and I'm 2:50 think you can see why just look at all those right angle turns 2:53 the rectangle patterns typical overall landscape that's been formed by 2:57 fractured joints and fault 2:59 and because this broken rock is really more easily than unbroken rock 3:03 stream beds are carved along the jointed bedrock 3:06 finally we have the trellis pattern 3:10 and here in this example you can see quite clearly how the tributaries have 3:14 an almost parallel structure drain into valleys and 3:17 and form the appearance of a garden trellis 3:21 this pattern forms in areas where there are 3:24 alternating bands variable resistance 3:27 and by that I mean that the bands are brought that are very strong and 3:31 resistant to erosion 3:32 alternate with bands are brought that are we can easily eroded 3:36 this often happens when a horizontal plane folds and 3:40 outcroppings appear so as I said as a whole 3:44 these patterns are dictated by the structure and relief 3:47 over the land the kinds of rocks on which the streams to develop the 3:51 structural pattern at the foals 3:53 a faults and up lift will usually determine a drainage system 3:59 however I should also mention that drainage pattern scanner occasionally 4:03 appear to be 4:04 well out of sync with the landscape 4:08 and this can happen when a stream flows over older structures that have been 4:12 uncovered by erosion or 4:14 or when a stream keeps its original drainage system when rocks are uplifted 4:20 so when that happens the pattern appears to be contrary to the expected course if 4:24 the stream 4:25 but I'm interested in your understanding the basic training system so I 4:29 double play to trick you with test questions about exceptional patterns 4:34 but I expect you to know that exceptions to the patterns can occur 4:38 when geological events influence them 4:41 the mall 6 4:45 what is this lecture mainly about 4:57 7 listen again to part of the lecture 5:01 and then answer the following question: okay 5:05 today we're going to discuss the four major types %uh drainage patterns 5:08 Trust you've already read the chapter so you'll recall that drainage patterns the 5:12 arrangement 5:13 I'm channels that carry water in an area why does the professors say this 5:19 Trust you've already read the chapter so you'll recall that 5:22 drainage patterns the arrangement I'm channels that carry water in an area 5:37 8 how does the professor introduce the dendritic drainage system 5:52 9 why does the professor mention the spokes 5:56 a book we'll 6:07 10 in the lecture the professor discusses 6:10 the trellis drainage pattern indicate whether each of the following is to pick 6:15 a love this pattern 6:16 click in the correct box for each phrase

Page 4: Transcript toefl listening test

Page 4

6:30 11 what does the 6:32 or imply when he says this so I 6:37 double play to trick you with test questions about exceptional patterns 6:51 and in

Question 6: b Question 7: b Question 8: b

Question 9: c Question 10: a, d, e, = YES b, c, = NO

Question 11: c Transcript 1.3

0:00 of them 0:04 do I'm 0:17 listen to part of a lecture in an art class the professor is discussing 0:21 drawing 0:22 drawing is a very basic 0:25 art form it's appealing because it can be used to make a very quick record 0:30 over the ideas that an artist maybe envisioning so a drawing can serve as a 0:34 visual aid for the artist to remember 0:36 a certain moment of inspiration and maybe use it for a more detailed work 0:41 later on 0:41 okay usually such sketches allow the artist to visualize the proportions and 0:47 the shapes 0:48 without much attention to details so these images can be used by painters 0:53 architects copters any artist really 0:56 and large renderings sketches have parts of the whole 1:00 these can be helpful in the creative process 1:03 when a a huge image might be more difficult to conceive a 1:07 in its entirety or SketchUp just one face in a crowd can allow the artist to 1:13 the focus on creating she asked what part of the image 1:17 so in many artists studios campus drawings are strewn about as the final 1:22 painting or sculpture takes form 1:24 and this gives us insight into the creative process 1:28 as well as the opportunity to see changes from the images at the beginning 1:33 in the images are the finished work it's rare in fact for an artist to use 1:37 permanent materials to begin a piece of art 1:39 and some painters for example even sketch 1:43 onto the surface of the canvas before applying the pigments 1:46 now architects are especially prone to Sketchers 1:50 because tough course their buildings are so large that an image in smaller scale 1:55 is necessary to the imagination 1:57 and implementation of such projects so 2:00 I'll these studies become the basis for future works 2:04 and again this is very interesting as a record at the creative process 2:08 okay so far okay drawing has several other functions B Sides as a temporary 2:14 reference 2:15 for centuries artists have used drawing as a traditional method education 2:20 by copying the great works especially if the old masters 2:24 aspiring artists could learn a lot about proportion

Page 5: Transcript toefl listening test

Page 5

2:27 how to capture light and shadow and man so forth 2:31 in fact some artists who later achieve recognition 2:36 still continue to use this practice to hone their skills 2:39 or or simply to pay homage to another artist 2:42 as is often the case when a work of art originally created in another medium 2:47 like a sculpture when it's recreated in the form of a drawing 2:50 many examples and drawings that michelangelo sculptures were recreated 2:55 by well-known artists 2:56 one that comes to mind is the 2:59 study have michelangelo's bound slave by Edgar Degas 3:03 the original by Michelangelo was a marble sculpture that was 3:08 all about seven feet in height but the small drawing was made in a sketchpad 3:13 in any case the study is also considered a masterpiece 3:17 on a small scale of course cell what additional purposes might be served by 3:22 the medium of drowning 3:24 well let's remember that photography is a relatively new art form 3:28 so prior to the use of photographs to record historical events 3:33 a quick drawing by an artist was about the only way to preserve 3:37 a real time visual account have an important moment 3:40 although a more permanent visual impression might be rendered later 3:44 he would be based on memory and not on the artist actual observation 3:48 probably the most often cited example the sketch that preserved in historical 3:54 record 3:54 would be the small drawing Marie Antoinette as she was taken to the 3:58 guillotine 3:59 in a cart through the streets of Paris 4:02 jacques-louis David sketch this famous drawing on a piece of paper about the 4:06 size of a palm of his hand 4:09 and the artist the artist as a reporter is still important 4:13 even in modern times when photography is impossible 4:17 for example when judges won't permit cameras in the courtroom 4:20 okay to review we've talked about three functions for drawing 4:25 as a visual aid for the artist to complete a future work 4:29 as a method of education for aspiring artists or even practiced artist 4:34 and a way to report an event but the sketchbook has 4:38 other possibilities sometimes a drawing is the final execution of the art 4:44 picasso produced hundreds of drawings in well in every conceivable medium 4:50 but especially in pencil and crayon I find it very interesting 4:54 that picasso did so much of this kind of work drawing I mean 4:58 in his last years some critics have argued that he was just laughing at the 5:03 art world 5:04 which was willing to pay outrageous sums for anything with his name on it 5:08 and clearly a drawing can be executed in a short period of time 5:12 but others other critics they feel as I do 5:16 the Picasso was drawing because it was so basic 5:19 and because it was so spontaneous and so much fun 5:24 and also think about how difficult it really is to produce a quick drying with 5:28 a few lines 5:29 and no opportunity to 5:32 to recreate the original either by painting it out or remodeling the clay 5:37 or changing the building materials or 5:39 or any of the other methods for revision other finished artistic work 5:43 that artists have at their disposal 5:46 so what i'm saying is that drawing when it's elevated to a finished piece

Page 6: Transcript toefl listening test

Page 6

5:51 it must be done with confidence and it must show a high degree of creativity 5:55 and mastery of the art form 5:58 in a way it harkens back to the beginnings of art itself 6:02 when some unknown artist must have stuck a finger in the earth to draw an image 6:06 or maybe he picked up a stone and made a drawing on the wall of the cave 6:11 okay so as a first assignment I want you to make a couple sketches yourself 6:16 I'm not going to grade them this isn't a studio art class 6:20 I just want to use a few basic strokes to capture an image 6:24 you can do the first one in pencil crayon Inc 6:28 choc or even charcoal whatever you like then I want you to sketch the same image 6:33 in a different medium so if you do a face and cancel 6:36 I want you to do the same face but in shock or crayon 6:40 bring them to class next week and we'll continue our discussion up drawing 6:45 but we'll talk more about the materials artists use to produce drawings 6:49 and up will refer to your sketches as examples 6:54 12 what is the lecture mainly about 7:08 13 according to the professor 7:11 why do architects you sketches 7:25 teen listen again to part of the lecture 7:28 and then answer the following question: so 7:31 I'll these studies become the basis for future works 7:35 and again this is very interesting as a record at the creative process 7:40 okay so far what does the professor mean 7:43 when she says this okay so far 7:57 teen why does the professor mentioned the drawing 8:01 Marie Antoinette 8:13 16 what is the professor's opinion of picasso 8:27 17 according to the lecture 8:30 what are the major functions are drawing 8:44 I'm in

Question 12: c Question 13: b

Question 14: a Question 15: c

Question 16: c Question 17: a,b,d Transcript 1.4

0:00 and 0:01 morning ballroom doing 0:07 dude 0:11 me 0:12 home listen to a conversation on campus between a student 0:18 and a professor Thanks for seeing me professor Williams 0:22 glad to Alice what you have on your mind well 0:26 I Inc got a little mixed up when I started to go over my notes from the 0:29 last class 0:30 so I had a few questions shoot okay 0:33 i endorsed and the three basic sources have personnel for multinational 0:38 companies

Page 7: Transcript toefl listening test

Page 7

0:39 that's fairly self-explanatory host country 0:42 home country and third-country break but then he started talking about staffing 0:48 patterns that 0:49 let me see okay you said 0:52 staffing patterns may vary depending on the length of time 0:56 that then multinational company has been operating and you give some examples but 1:00 I got confused in now I carried my note okay 1:04 well one pattern is to rely on home country managers to staff the key 1:09 positions when the company opens 1:11 but gradually moving more host country nationals into upper management as the 1:16 company grows 1:17 so for example if 1:20 a French company opened a factory in Canada then French management 1:25 would gradually replace themselves with Canadian managers 1:28 that what you mean right I think I use that very example in class 1:32 so do you wanna try to explain the second pattern to me 1:35 share I think it's the one where home country nationals 1:39 are put in charge of the company if it's located in a developed country 1:43 but in a developing country then home country nationals manage the company 1:48 started and definitely 1:49 right again an example love that would be 1:53 may be using German management process company in Germany 1:57 but a they might fence with management to provide leadership for Swiss company 2:02 and 2:02 in how about Zimbabwe this is one of the computing parts them back we had a very 2:09 old in highly developed culture so 2:12 but it still defined as a developing country because of the economic base 2:16 which is being developed now I okay 2:20 I guess that makes sense then the example if the american company with 2:24 British management 2:25 when the companies in end yet that would be a third country pattern 2:29 yes in fact this patterns fairly prevalent among multinational companies 2:34 in the United States 2:36 many Scottish or English managers have been hired for top management positions 2:40 at United States subsidiaries 2:42 in the former British colonies India 2:45 Jamaica the West Indies some parts of Africa 2:49 okay so I've got all the examples right now 2:52 anything else just one thing there were some typical patterns for certain 2:57 countries 2:58 unlike the last example no this came later in a lecture 3:02 something about Japan and Europe all ride 3:05 I probably said that both Japanese multinational companies and European 3:10 companies 3:11 tend to assign senior-level home country managers to overseas locations 3:16 for their entire careers whereas multinational companies in the United 3:20 States 3:21 view overseas assignments is temporary so they may actually find themselves 3:25 reporting to a senior level manager from the host country who has more experience 3:30 so for example a Japanese company in the United States would most probably have 3:36 senior-level 3:37 japanese managers with mid-level managers may be from the United States 3:41 but in Japan the senior level japanese managers 3:45 an American company would probably have mid-level american managers reporting to

Page 8: Transcript toefl listening test

Page 8

3:49 them 3:49 well generalities are always a little tricky 3:53 but for the most part that would be a typical scenario 3:56 because living as a permanent expatriate is a career move in Japan 4:00 but a temporary strategy in the United States 4:04 okay that interesting and important for you to know as a business major with an 4:09 interest in international business 4:11 you're still on that track archer and hear him but 4:14 you know I wasn't thinking in terms of living abroad for my entire career 4:18 that really is a huge commitment and something to ask about going in 4:23 anyway like he say most american companies you overseas assignment is 4:27 temporary 4:28 that's more what I had in mind for myself I mean 4:33 that 4:39 18 why does the woman go to see her professor 4:54 teen according to the professor which factor causes staffing patterns to vary 5:10 it. listen again to part of the conversation 5:14 and then answer the following question: I think it's 5:18 the one where home country nationals are put in charge of the company 5:22 if it's located in a developed country but in a developing country 5:26 then home country nationals manage the company started and definitely 5:30 right again an example love that would be 5:34 why does the professors say this 5:39 an example love that would be 5:52 one which of the following would be an example of a third country pattern 6:07 to according to the professor how to senior-level japanese managers 6:12 view their assignments abroad 6:24 I'm in

Question 18: b

Question 19: d Question 20: b Question 21: a,c

Question 22: a Transcript 1.5

0:14 listen to part of the discussion in astronomy class 0:17 the professor is talking about the solar system okay let's get started 0:22 um as you know today I promise to take you on a walk through with the solar 0:27 system 0:28 so let's start here with the central object about our solar system 0:32 the Sun as you can see the Sun is about five inches in diameter and that's about 0:37 the size of a large grapefruit 0:39 which is exactly what I've used to represented here 0:43 in our model so I'm going to take two steps 0:47 and that will bring me to the planet closest to the Sun that would be 0:50 mercury two more steps to venous 0:54 and one step from the NIS to earth 0:57 let's continue walking three steps from earth 1:01 to mars and that's as far as I can go here in the classroom 1:05 but we can visualize the rest of the journey don't bother writing this down

Page 9: Transcript toefl listening test

Page 9

1:09 just stay with me on this 1:11 so to go from mars to Jupiter 1:15 we have to walk a little over half the length a football field 1:19 so that would put us about at the library here on campus 1:23 and then to get from Jupiter to saturn 1:26 we have to walk another 75 yards 1:30 so by then we'd be at Harmon all from Saturn two-year in S 1:35 we have to walk again as far as we gonna in our journey from the Sun 1:40 to saturn and so we probably be at the Student Union 1:44 from Uranus to Neptune we'd have to walk the same distance again 1:49 which would take us all the way to the Graduate dormitory towers 1:53 from Neptune to Pluto another 125 yards 1:58 so we'd end up about one-third of a mile from this classroom 2:02 at the entrance to the campus okay that's interesting 2:06 but now I want you to think about the orbits of the planets 2:10 in those locations clearly the first four planets could orbit fairly 2:14 comfortably in this room 2:16 but to include the others we have to occupy an area 2:20 a more than six tenths of a mile which is all the way 2:24 from College Avenue to Campus Drive remember that for this scale 2:28 the son is 5 inches and most of the planets are smaller than the lead on a 2:33 sharpened pencil 2:34 okay with that in mind what you think about space 2:38 sure there are some moons around a few planets and a scattering a vast rides 2:42 and comments but really 2:43 their isn't a lot out there in such a vast area 2:47 its swell it's pretty empty and that's what I really want to demonstrate with 2:53 this exercise 2:54 now it would really be even more impressive if you could actually make 2:58 that walk 2:59 and actually you can if you visit Washington DC 3:03 where a scale model is set up on the National Mall 3:06 starting at the National Air and Space Museum in ending up at the arts and 3:10 industries museum 3:11 I did that a couple years ago and it was well amazing 3:15 even though I knew the defense is intellectually 3:18 there is nothing like the experience has anybody 3:21 else done that walk I have and you're right 3:25 it's an eye-opener it took me about 20 minutes to go from 3:29 the Sun to Pluto because a stop to read the information it each planet 3:33 but when I made the return trip there in about 10 minutes 3:36 did you take pictures I didn't but 3:40 you know I don't think it would capture did anyway I think you're right 3:43 what impressed me about doing it was to see 3:47 what was not there I mean how much space 3:50 was between the bodies in the solar system and a photograph would have shown 3:54 that 3:54 so back to our model here's another thought for you 3:58 the scale for our motto is one to 10 4:01 billion now let's suppose that we want to go to the nearest star system 4:07 the neighbor to our solar system that would be the alpha centauri system which 4:12 is a little less than four and a half light years away 4:15 okay let's walk it on our model here we are 4:18 on the east coast of the United States so if we want to make it all the way to

Page 10: Transcript toefl listening test

Page 10

4:22 alpha centauri 4:24 we have to hike all the way to the west coast roughly edison serve 2,700 miles 4:30 and that's just the closest one to make a mod love the Milky Way galaxy 4:34 would require a completely different scale because because the surface of the 4:38 earth wouldn't be large enough to accommodate a model 4:41 at the scale of one to ten billion now 4:45 let's stop here for a minute because I just want to be sure that we're all 4:48 together on the 4:49 terms solar system and Galaxy remember that our solar system 4:53 is a single star the Sun with various bodies orbiting around it 4:59 nine planets in their moans and asteroids comets meteors 5:04 but the Galaxy has a lot up star systems 5:07 probably the $100 billion up them okay 5:11 this is important because you can be off by almost $100 billion 5:15 if you get confused by these terms not a good idea 5:19 okay them even if we could figure out 5:22 a different scale that would let us make a mod love the Milky Way galaxy 5:27 even then it would be challenging to make 100 billion stars 5:32 which is what you'd have to do to complete the model 5:35 how many would that be exactly well 5:39 just try to count all the grains of sand on all the beaches on earth 5:43 you that would be about $100 billion but of course 5:46 you couldn't even count them in your lifetime good you 5:50 if you'd started counting in 1000 BCE 5:54 you'd be finishing just about now with the counting Amy but of course that 5:58 assumes 5:58 that you wouldn't sleep or take any breaks 6:02 so what am I hoping for from this lecture 6:05 what do you think I want you to remember 6:08 well for one thing the enormous distances 6:11 and the best emptiness in space that's good 6:15 I hope you'll also begin to appreciate the fact that the earth 6:18 isn't the center of the universe our planet 6:21 although it's very beautiful and unique is still 6:24 just one planet orbiting around just one star 6:29 in just one Galaxy 6:33 that 6:40 23 what is the discussion mainly about 6:54 for listen again to par the lecture 6:57 and then answer the following question: and that's as far as I can go here in 7:02 the classroom 7:03 but we can visualize the rest of the journey don't bother writing this down 7:07 just stay with me on this why does the professors say this 7:12 don't bother writing this down just stay with me on this 7:27 5 why wouldn't a photograph capture a true picture of the solar system walk 7:43 6 how does the professor explain the term solar system 7:59 87 listen again to part of the lecture 8:02 and then answer the following question: so what am I hoping for 8:08 from this lecture what do you think I want you to remember 8:11 well for one thing the enormous distances 8:15 and the vast emptiness in space that's good 8:19 I hope you'll also begin to appreciate the fact that the earth 8:22 isn't the center of the universe why does the professors say this 8:27 so what am I hoping for from this lecture

Page 11: Transcript toefl listening test

Page 11

8:31 what do you think I want you to remember 8:44 28 what can be inferred about the professor 8:59 one 9:02 in

Question 23: c Question 24: b Question 25: a

Question 26: d Question 27: c

Question 28: b Transcript 1.6

0:01 promo 0:04 vol 0:11 listen to part of the discussion in a psychology class 0:15 the professor is discussing defense mechanisms 0:18 okay we know from our earlier study of Freud 0:23 the defense mechanisms protect us from bringing painful thoughts or feelings to 0:28 the surface over consciousness 0:30 we do this because our mind simply can't tolerate these thoughts 0:34 so defense mechanisms help us to express 0:38 these painful thoughts or feelings in another way well we 0:42 repressed the real problem the functional defense mechanisms 0:47 is to keep from being overwhelmed of course the avoidance of problems can 0:52 result in additional emotional issues 0:54 and there's a huge distinction between repression 0:58 and suppression anybody want to explain the difference 1:01 I'll try it I think repression is an 1:05 unconscious response to serious have ensor images but suppression 1:09 is more conscious and deals with something unpleasant but not usually 1:14 well terrible experiences I couldn't have said it better 1:18 now remember that the thoughts or feelings that we're trying to repress 1:22 may include just to mention a few anger 1:26 depression competition some 1:29 fear Mb hate and so on for instance 1:33 let's suppose that you're very angry with your professor 1:37 not me of course I'm referring to another professor 1:40 so you're very angry because he's treated you unfairly in some way that 1:45 that cause you to lose your scholarship 1:48 maybe failed you on an examination the didn't really cover the material that 1:53 he'd gone over in class 1:55 and in F grade in the course is going to be 1:58 unacceptable to your sponsors so this would be very painful 2:02 as I'm sure you'd agree income say it would qualify as a serious event 2:08 so let's take a look at several different types of defense mechanisms 2:13 that you might employ 2:14 to repress the feelings a disappointment rage perhaps and 2:19 and even violence that you'd feel toward the professor 2:22 most of them are named so the mechanisms 2:25 fairly obvious and one of the most common mechanisms

Page 12: Transcript toefl listening test

Page 12

2:29 is denial which is if I want to deny something I'll just say I'm not angry 2:34 with the professor 2:36 exactly you may even extend the denial to include the sponsors 2:41 and you could tell your friends that they'd never revoke your scholarship 2:45 and this mechanism would allow you to deny the problem 2:49 even in the face of direct evidence to the contrary 2:53 say a letter from the sponsor 2:56 indicating that you won't receive a scholarship for the next term 2:59 okay on that one okay 3:03 how about rationalization well in 3:07 rationalization you come up with some reasons why the professor might have 3:11 given an unfair test 3:13 and how would you do that well you might defend him 3:16 you could say that he gave the test to encourage students to learn information 3:20 on their on 3:21 that you mean sure because you'd be rationalizing 3:25 providing a reason that justifies an wise mentally intolerable situation 3:31 okay another example %uh rationalizing 3:34 is to excuse the sponsor for refusing to hear your side of the situation 3:38 you might say that sponsors are too busy to investigate why students are having 3:43 problems in their classes 3:45 and you might do that while you deny your true feelings 3:49 that sponsors really should be more open to hearing you out 3:53 so when you deny something I mean when you used in I'll 3:57 you're refusing to acknowledge a situation 4:00 by when you use rationalization you're excusing that behavior 4:05 excellent summary so 4:08 now let me give you another option if to use a reaction formation 4:13 as a defense mechanism you proclaim the compass it have your feelings 4:18 in this case what would you say about the professor 4:22 I'd say that I like the professor when in fact 4:25 a heat him for District depriving me of my opportunity 4:31 and you might insist that you have no hard feelings 4:35 and even go so far as to tell your friends that he's in excellent teacher 4:39 you see a reaction formation turns the expression up your feelings 4:43 into the opposite reaction that is on the surface 4:47 and that brings us to projection which is a defense mechanism that 4:52 tricks your mind into believing that someone else is guilty of the negative 4:56 thought or feeling 4:57 that you have can you give us an example in that one 5:01 okay feelings of hate for the professor might be expressed by telling classmates 5:06 about 5:06 another student two heats the professor or 5:10 or even suggesting that the professor has strong feelings that heat for you 5:15 but you really like the professor yourself 5:19 so you would project am attribute your feelings 5:22 to someone else get it 5:25 so if I hate someone I believe that another person hates him 5:30 or that he hates me but you wouldn't admit that you hate him yourself 5:35 okay that's projection now 5:38 displacements serves as a defense mechanism 5:41 when a less threatening person or object is substituted for the person or object 5:46 that's really the cause severe anxiety so instead of confronting the professor 5:51 about the unfair test

Page 13: Transcript toefl listening test

Page 13

5:53 well you might direct your anger toward the friend who studied for the test with 5:57 you 5:58 and you could blame him for wasting your time on the material that was in the 6:02 book and notes 6:04 of course there are several other defense mechanisms like 6:07 fantasy which includes daydreaming or watching television 6:11 maybe to escape the problems at school or 6:14 regression which includes immature behaviors 6:17 there are no longer appropriate like 10 6:21 may be expressing temper in the same way that a preschooler might respond to 6:24 having a toy snatched away 6:27 and your text book contains a few more that we haven't touched on in class 6:32 just one more thing it's good to understand that the notion of 6:35 unconscious thoughts and the mechanisms that allow us to manage them 6:40 that this is a concept that goes in an outer fashion 6:43 many psychologists rejected defense mechanisms altogether during the 6:47 seventies and 6:48 eighties and then in the nineties cognitive psychologist showed a renewed 6:53 interest in research in this area but I must warn you 6:58 that although they found similar responses they tended to give them 7:02 different names for instance denial might appear in a more recent study 7:07 s positive allusion or scapegoating might be referred to instead of 7:12 displacement 7:13 but when you get right down to it the same categories have behavior for 7:17 defense mechanisms 7:19 still exist in the research even if they're labeled differently 7:23 and in my view if you compare freud's traditional defense mechanisms 7:28 with those that are being presented by more modern researchers 7:32 you find that Freud's easier to understand 7:36 in gives us a broader perspective and if you understand 7:40 freud's categories well you'll certainly be able to get a handle on the newer 7:44 terms 7:46 what is exciting about the modern studies is the focus on coping skills 7:51 and what's being referred to as healthy defenses 7:55 so next time we'll take a look at some of these processes 8:01 29 what is the discussion mainly about 8:15 30 how does the student explain the term 8:18 repression 8:29 31 listen again to part of the discussion 8:32 and then answer the following question: for instance 8:36 let's suppose that you're very angry with your professor 8:40 not me of course I'm referring to another professor 8:43 so you're very angry because he's treated you unfairly in some way that 8:48 that cause you to lose your scholarship 8:52 why does the professors say this 8:55 not me of course I'm referring to another professor 9:09 to which of the following is an example of displacement 9:13 that was used in the lecture 9:25 33 according to the professor what happened in the nineteen nineties 9:41 34 how does the professor organize the lecture 9:57 hi by hi a bitch 10:05 hi 10:09 go

Page 14: Transcript toefl listening test

Page 14

Question 29: c

Question 30: a Question 31: b Question 32: c

Question 33: b Question 34: b

Transcript 2.1

0:00 the 0:13 the listen to part of the conversation between a student 0:16 and a professor professor James 0:20 do you have a minute sure come on in what can I do for you 0:24 well I did pretty well on midterm you should herded 0:28 10 the best grades as I recall but I miss a question 0:32 and I'd appreciate it if you could help me understand what I did wrong 0:35 I have a test right here and I just can't figure it out 0:38 okay fire away its question 7 the one on biotic provinces and by owns 0:44 all that one are quite a few people missed it 0:47 I was thinking that we should go over it again in class but anyway 0:51 let's look at your answer thanks here's the thing 0:54 I said the biotic province was a region with similar life 0:58 but with boundaries that prevent plants and animals from spreading to other 1:01 regions 1:02 so when animal for example a mammal 1:06 they may have it genetic ancestor in common with another mammal 1:09 but a biome similar environment and ecosystem really 1:14 like a desert or tropical rainforests so in the case in a biome 1:18 well the similar climate causes the plants and animals to evolve 1:22 to adapt to climate and that's what they look like 1:25 that's good very good as far as you want 1:28 but there's a second part to the question look right here 1:32 include an explanation of convergent and divergent 1:35 evolution so I was looking for a more complete answer 1:39 next time be sure to include both parts of a question 1:43 when there are two parts like this one do you know how to explain convergent 1:48 and divergent evolution 1:49 I think so isn't it like when a group 1:52 love plants or animals when they're separated by mountains or large body of 1:57 water 1:57 then subpopulations evolved from a common ancestor and they have similar 2:01 characteristics 2:02 but the development diverges because it the separation 2:05 so that's why we call a diversion devolution right 2:09 even when the habitat similar if they're separated 2:12 then they diverge about convergent evolution 2:16 well that would be situation where a similar environment 2:19 habitat it may cause plants and animals to evolve 2:23 in order to adapt to the conditions so species that isn't really related can 2:27 involve with similar characteristics because 2:29 you can look like a species in other geographic region because ive 2:33 adaptation and that would be convergent evolution

Page 15: Transcript toefl listening test

Page 15

2:36 right again so temperature and rainfall 2:40 proximity to water latitude and longitude 2:43 all combined to determine the climate and if we know the climate have an area 2:48 then we can actually predict what kind of life will inhabit it okay 2:51 and I really didn't know that I just didn't put it down 2:55 to tell the truth I didn't see the second part 2:58 not until you pointed out to me that's what I thought well jerry 3:02 it's a good idea to double check all the questions on a test not just my test 3:06 any test to make sure you answered each part of the question completely 3:11 otherwise you will get full credit I see that well 3:14 live and learn cherry you're one of my best students 3:18 thanks I really like biology in fact 3:22 and thinking of majoring in it good that means you'll be in summer my upper level 3:26 classes 3:27 and I'll be watching out for those two part questions on your exams 3:30 and all the rest of her exams I'll be honest with you 3:34 my questions usually have two parts so the students will have an insight into 3:39 the grading system 3:40 and a lot of professors do that in an essay question it's difficult to know 3:44 what to include and how much to write 3:46 just read the question carefully and be sure to include all the parts 3:51 there maybe three or four in some essay questions this is the way that the 3:56 professor helps you organize your answer 3:58 I'm giving my students a hint about when i'm looking for. 4:02 by including several parts to the question but if you miss one of the 4:06 parts 4:07 then it lowers your score that make sense 4:10 I think I was just trying to finish within the time limit and I didn't read 4:13 as carefully as they should have 4:15 on the final I'll spend more time reading the questions before I start to 4:18 answer them 4:19 good plan 4:22 that 4:29 one why does the man go to see his professor 4:41 to listen again to part of the conversation 4:45 and then answer the following question: thanks 4:49 here's the thing I said the biotic province was a region with similar life 4:54 but with boundaries that prevent plants and animals from spreading to other 4:57 regions 4:58 why does the man say this thanks 5:02 here's the thing three 5:12 what did the man do wrong 5:23 4 according to the student 5:26 what is divergent evolution 5 5:38 what will jerry probably due on the next test 5:51 all 6:17 I'm 6:20 in

Question 1: B Question 2 D Question 3: C

Page 16: Transcript toefl listening test

Page 16

Question 4: C

Question 5: A Transcript 2.2

0:00 this 0:02 for 0:04 in 0:06 for 0:13 the 0:15 listen to part of the discussion in an art history class 0:18 sorry about the tests 0:22 I don't have unfinished they just took longer to grade than I thought they 0:25 would 0:25 so I'll have been for you next time okay then 0:29 let's begin our discussion at the ballet if you read the chapter in your text 0:33 you're already know that a yeah in 1489 0:37 a performance that was something like a dinner theater was organized to 0:41 celebrate the marriage if the Duke of Milan 0:43 and a dance representing Jason and the Argonauts 0:48 was performed just before the roasted lamb was served 0:51 by the way it's interesting that the dance was called an entree 0:56 and that name has been retained for courses and meals 0:59 anyway about the same time outdoor entertainment 1:03 you know parades and equestrian events they were becoming more popular 1:08 and we have evidence that they were referred to 1:11 as horse ballets so this the horse ballet 1:15 was it the first time the term ballet was used 1:19 right the actual term in Italian was 1:22 bileti which meant a dance done in Figures 1:26 and it was characterized by the arrangement of the performers in various 1:30 patterns 1:31 actually the bull ft were staged versions of the social dances that were 1:35 popular at court 1:36 and the steps the basic movements 1:40 they were walking swaying and turning so they combined in a variety of 1:45 babe sequences each of which was named so that 1:50 they could be referred to in the directions for individual dances 1:53 in fact specific instructions for the placement of the dancer's feet 1:58 probably provided the first the the first record of the five positions of 2:03 classical ballet 2:05 question sorry I'm trying to get clear on the dancers 2:09 arm could you explain what the book means about court dancing 2:14 and a I'm not saying this very well 2:18 I think I know where you're going you see the directions that were written 2:22 down 2:23 were intended as a reference for social dancing but they were 2:27 important in the history of ballet because the theatrical dances or 2:33 entertainments that preceded ballet were not performed by professional dancers 2:39 members of the Court danced for the entertainment of society 2:43 and in general the performances were in the central halls of castles and palaces 2:48 with the audience seated in galleries a bob so that 2:52 the floor figures could do could be seen when the people look down

Page 17: Transcript toefl listening test

Page 17

2:56 but back to your question because of the limitations of the performers and the 3:01 arrangement at the staging 3:03 well the best way to impress the audience was to keep the steps simple 3:07 enough for the amateur dancers 3:08 but the geometrical patterns had to be the 3:12 intricate and and fresh so the spectators would go away pleased because 3:17 they'd seen something new 3:18 I'll I get it now that make sense to because 3:22 everyone would be looking down at the dancers exactly 3:26 now to continue that thought for a moment by the middle of the sixteenth 3:30 century 3:31 variety shows were being presented on a grand scale in northern Italy 3:35 they included both indoor and outdoor entertainment 3:38 and most people call them spectacularly and herb 3:43 friends had begun to make a significant contribution to the dance form 3:46 that evolved into modern ballet but to be precise 3:50 it was Catherine de Medici who use dance 3:54 as part of her court entertainments and deserved 3:57 credited with the use of the term ballet 4:01 in 1573 I think it was 1573 4:06 anyway she organized a huge celebration to welcome the ambassadors from poland 4:11 who had arrived two were to offer their country's thrown 4:15 to her son on re so she called it the Polish ballet 4:20 and the production was staged on a landing at the top of a grand staircase 4:25 16 ladies and these would not have been dancers 4:29 just members of court so they represented the 16 provinces of France 4:35 and they performed a choreographed dance with a variety of lower figures 4:39 afterward the audience joined in court dances 4:42 similar to the ballroom dancing that evolved later 4:45 so that a long answer to your original question 4:49 now I have a question okay you said that the Polish ballet was the first ballet 4:55 but I thought the book said the first ballet was Queen louise's ballet 4:59 good question well I said the Polish ballet was the first use of the term 5:04 ballet for a dance performance 5:07 but Queen louise's ballet is generally considered the first modern ballet 5:12 as you remember from the book the ballet was performed before ten thousand guests 5:18 hand it was five hours long when I was doing the research for this lecture 5:23 I saw several references to the time so 5:26 so I know that this is accurate but I kept thinking 5:29 no one would watch a ballet for five hours 5:33 but it must be correct I can only assume that other activities were going on 5:37 simultaneously 5:39 like a banquet and conversation don't you think 5:42 anyway what makes Queen louise's ballet so unique 5:46 besides the length and why it's the first modern ballet 5:49 is that it was connected by a storyline or in technical terms 5:54 it's called dramatic cohesion each scene was related to the tails up sir see 6:00 agree can chant Rhys who used her powers to battle with man in the gods 6:05 the triumph of good portrayed by Jupiter over evil 6:09 portrayed by Sir C was told I know let's call it 6:13 a unified production 6:16 that 6:23 6 what is the discussion mainly about 6:35 Evan listen again to part of the lecture

Page 18: Transcript toefl listening test

Page 18

6:38 and then answer the following question: so I'll have been for you next time 6:43 okay then let's begin our discussion at the ballet 6:47 why does the professor say this 6:50 okay then 7:01 8 according to the 7:03 vasser what does the term Bellotti mean 7:07 9 7:15 how did the early choreographers accommodate the abilities have 7:19 amateur performers 10 7:30 why does the prof 7:31 sir mention that he checked several references about the length of Queen 7:35 louise's ballet 7:36 11 7:45 what can be inferred about the professor 7:59 all 8:25 I'm 8:28 in

Question 6 : C Question 7 : A

Question 8 : C Question 9 : A Question 10 : C

Question 11 : B Transcript 2.3

0:00 the 0:13 the listen to part of the discussion 0:16 in linguistics class what comes to mind when I say the word 0:21 grammar that's easy English class 0:24 and a lot the rules memorizing parts of speech 0:28 like nouns and verbs diagramming sentences but yes it's fairly typical 0:32 but today we're going look at grammar from the point of view of the linguist 0:36 and to do that we really have to consider three distinct grammer's for 0:40 every language 0:41 the first grammar is referred to as a mental grammar 0:45 and that's what a speaker other language knows often implicitly 0:49 about the grammar of that language this is also been called linguistic 0:53 competence and from that term competence grammar has become popular 0:57 I like to think a bit love mental or 1:01 competence grammar I mean I like to think a bit as 1:04 an incredibly complex system that allows a speaker to produce language that 1:08 other speakers can understand includes the sounds the vocabulary 1:12 the order of words and sentences and even the appropriateness of a topic 1:17 or a word in a particular social situation 1:20 I was so amazing is that most was carry this knowledge around in our heads and 1:24 use it without 1:25 much reflection one way to clarify mental or competence grammar is to ask a 1:30 friend a question about a sentence 1:31 your friend probably won't know why it's correct but 1:35 that friend will know if it's correct so

Page 19: Transcript toefl listening test

Page 19

1:38 one of the features a mental or competence grammar is this incredible 1:42 sense correctness 1:44 and the ability to hear something that sounds 1:47 odd in the language having had the experience of hearing a sentence and it 1:51 stood out to you 1:52 just wasn't quite right for native speakers we can call this ability 1:57 native intuition but even language learners 2:01 who've achieved a high level of competence in the second language will 2:04 be able to give 2:05 similar in to YouTube responses even if they can't explain the rules 2:09 so thats mental grammar or competence grammar 2:13 okay that that brings us to the second type of grammar and this is what 2:17 linguists are most concerned about 2:19 this is descriptive grammar which is a description of what the speakers know 2:24 intuitively about language 2:26 link was trying to discover the underlying rules 2:29 mental or competence grammar and describe them objectively 2:32 so descriptive grammer's Ahmad love competence grammar 2:36 and as such it has to be based on the best effort a linguist 2:39 and consequently subject to criticism and even disagreement from other 2:43 linguists 2:44 because no matter how skilled a linguist is describing grammar 2:48 is an enormous task in the first place the knowledge 2:52 is incredibly vast and complex in the second place the language 2:56 itself is changing even while it's being described 3:00 and finally the same data can be organized in different but equally 3:04 correct ways in order to arrive 3:07 generalizations and the ultimate goal over descriptive grammar 3:10 is to formulate generalizations about languages accurately reflect 3:15 the mental rules that speakers have in their heads but 3:18 getting back to work most people think of his grammar the grammar that we 3:22 may have learned in school that's very different from 3:26 either competence grammar or descriptive grammar because the rules are meant to 3:30 describe language at aldermen to prescribe and judge 3:34 language as good or bad and this common grammar is called not surprisingly 3:39 prescriptive grammar because I love it too judgmental perspective 3:43 again to contrast prescriptive grammar with descriptive grammar 3:48 just think I've descriptive generalizations is accepting the 3:51 language that a speaker uses in 3:53 an effort to describe it and recognizing that there may be several dialects that 3:58 are used by various groups 3:59 speakers and that anyone speaker 4:02 will probably choose to use different language depending on the formality for 4:06 example the situation 4:08 on the other hand prescriptive rules are rigid and subject to enforcement 4:12 prescriptive this want to make all speakers conform to one standard in all 4:17 situations 4:18 and had tends to be a very formal level language all the time 4:22 now which these types a grammar do you think you're learning in school 4:27 when you had to memorize parts of speech and rules and diagram sentences 4:31 sounds like prescriptive grammar to me precisely 4:35 but how did prescriptive rules get to be accepted at least in the schools 4:39 and probably even more important why are so many these rules disregarded even by 4:43 well-educated speakers in normal situations

Page 20: Transcript toefl listening test

Page 20

4:47 did you see disregarded idea 4:50 summer you may recall that during the 17th and 18th centuries in Europe Latin 4:54 was considered the perfect language 4:57 and was used by the educated classes the argument for the perfection of Latin was 5:02 reinforced by the fact that Latin had become a written language 5:05 and consequently Latin had stopped changing in the normal ways that spoken 5:09 languages do 5:11 sold the rules were also fixed and for many writers have English during that 5:15 period 5:16 the rules have latin were held as a standard for all languages including 5:20 English 5:21 but the problem wasn't English had a different origin and very different 5:25 constructions 5:26 for example how many times have you heard the prescriptive rule 5:30 never and a sentence with a preposition 5:33 this is a Latin rule but it doesn't apply to English 5:36 so it sounds very formal and even strange when this land rules enforced 5:41 how many view would say what are we waiting for 5:45 I think most of us would prefer it to for what are we waiting 5:49 but as you see this breaks the rule Latin world but is 5:53 so we're really learning Latin rules in English classes 5:57 no wonder I was confused but would you think that 6:01 well that things would change I mean 6:04 Latin hasn't been recognized as a world language for a long time 6:08 you're right but the reason there prescriptive rules survive is the school 6:12 system 6:13 teachers promote the prescriptive grammar as the standard for the school 6:17 and consequently for the educated class 6:20 and good language is a requisite for social mobility even when it's very 6:24 dissimilar to the mental grammar or the descriptive grammar language 6:30 the rule 6:36 12 what is the discussion mainly about 6:50 teen how does the professor make his point 6:54 about native intuition 7:06 teen what are two key problems for descriptive grammar 7:21 teen listen again to part of the lecture 7:24 and then answer the following question: but how did prescriptive rules get to be 7:29 accepted at least in the schools 7:31 and probably even more important why are so many of these rules disregarded even 7:36 by well-educated speakers in normal situations 7:39 did you see disregarded why does the students say this 7:45 did you see disregarded 7:58 teen according to the 8:01 professor why we're Latin rules used for English grammar 8:15 17 why does the professor discuss the rule to avoid ending a sentence with a 8:21 preposition 8:32 all 8:33 all 8:58 one 9:02 in

Question 12: B

Question 13: A

Page 21: Transcript toefl listening test

Page 21

Question 14: A,C

Question 15: B Question 16: A Question 17: D

Transcript 2.4 0:00 the 0:04 in 0:06 for 0:13 the listen to part of the conversation on campus between two students 0:19 I didn't see you at the international talent show 0:23 no time for that kind a thing him he don't belong to the ISA 0:27 the I S a International Student Association 0:31 come on now I don't belong to any clubs but this is like a regular club 0:36 how cell well we have a house you know 0:39 the brick house on for turned hero him they rank 0:43 yeah I moved in last year it's really inexpensive because we take care the 0:47 house ourselves and we cook our own meals 0:49 that sounds like it would take a lot of time not really 0:53 here's a list insures posted every weekend you can choose something you 0:57 like to do 0:57 so I usually put my name down for yard work I like being outside so it's fun 1:01 for me 1:02 but you have to cut through right know came it's like this 1:06 20 of us live there so every night to other guys cookin to the guys clean up 1:11 so you only have to cook about once a week in clean-up months 1:14 what about breakfast and lunch all well you're on your own for that 1:18 but the dinners just fantastic it's like eating in a different ethnic restaurant 1:22 every night 1:23 you know because the guys are from different countries that sounds good and 1:27 it costs about half what it did to live in the dorm 1:30 really I'm doing it because it's a great experience living with people from so 1:34 many different countries 1:35 my best friend in the house is from Korea my roommates from Brazil 1:39 and I've got friends from well just about everywhere 1:42 but you don't have to live in the house to belong to the club now 1:46 there about a hundred members in the International Student Association 1:50 on the guys live in the house but there are a lot of women in the Association 1:54 I wish I had time to do it it really sounds interesting 1:58 you got to relax sometimes anyway we need the house the first Friday of the 2:02 month from 7 to 10 2:04 we have a buffet dinner and after that we have a short meeting 2:08 that some we plan our activities like a talent show and picnics and dances 2:13 in a lot of the people stay for music in a party but some people leave after the 2:17 meeting 2:17 so it's only a couple hours a month right 2:21 listen why don't you come over next Friday for the meeting 2:24 as my guest I mean yet to eat anyway and if you have a good time 2:29 you can think about joining next Friday well I don't know 2:33 I usually study on Friday night but 2:37 thank could take a break share I'll come over but

Page 22: Transcript toefl listening test

Page 22

2:41 I might have to leave early great 2:45 the rule 2:51 18 what is the purpose of this conversation 3:06 teen what does the man imply about the house where he is living 3:21 d how does the man feel about the International Student Association 3:36 21 listen again to part of the conversation 3:40 and then answer the following question: been a lot of the people stay for music 3:45 in a party 3:46 but some people leave after the meeting so it's only a couple hours a month 3:51 what does the woman mean when she says this 3:54 so it's only a couple hours a month 4:08 to what does the woman agreed to do 4:23 all 4:44 I'm 4:47 in

Question 18 : C Question 19 : A

Question 20 : B Question 21 : D

Question 22 : C Transcript 2.5

0:00 the 0:05 for 0:13 the listen to part of a lecture in a zoology class 0:18 the professor is discussing coral reefs every ecosystem on earth 0:24 is unique but the coral reef is perhaps the most unusual 0:29 all because it's the only ecosystem made by 0:32 and made out animals all coral reefs are constructed by coral polyps 0:38 which are generally small about the size of this pencil eraser 0:42 but the structures themselves are help 0:46 enormous astronauts have been able to identify the Great Barrier Reef in 0:50 Australia from space 0:52 can you believe that and the diversity of species 0:56 in large coral reefs is second only to the rainforest habitats 1:00 in fact we estimate that for every species we've identified on a coral reef 1:05 there are probably a hundred times that number that remain to be classified in 1:10 studied 1:10 but how did these little polyps build such impressive reefs 1:15 well hard coral secrete a shell of calcium carbonate around their bodies 1:20 the power isn't hard to see but the shell 1:24 is and the shells are the material that forms a coral reef 1:28 so a coral reef is just a colony 1:32 millions and millions of coral animals 1:35 who shells are connected and reproduction is really the basis for the 1:39 construction of a large re 1:41 you see is each polyp matures it converts the calcium and other minerals 1:46 in ocean water 1:47 too hard limestone exo skeleton 1:50 called a coral light and this is fascinating

Page 23: Transcript toefl listening test

Page 23

1:54 although the polyps themselves don't appreciably increase in size 1:58 they continue to build new shells periodically 2:01 I'm connecting them with with partitions 2:05 now coro can reproduce sexually cue an activity called mass spawning 2:10 during one night in the spring when the moon's full 2:14 coral polyps release a bundles that contain both 2:17 eggs in sperm most polyps have both male and female reproductive cells 2:23 the 8 bundles around about half the size of marbles I'd say 2:28 their brightly colored in orange or red or pink 2:31 and they float up to the surface to form a thick layer for 2:35 will thank them is brother fragrant be EADS 2:38 so with the water so saturated with them 2:42 predictors were only be able to devour small number compared with the huge 2:46 number that will survive in break open 2:48 the sperm cells swim away to fertilize the eggs from another bundle 2:53 so once fertilized the little egg begins to mature 2:57 from a coral Arbor to a plan yearly which can scream for a few hours 3:03 days or even a few weeks ultimately 3:07 it locates a hard surface on which to attach itself 3:10 and from which it will not move for the rest of its life 3:13 except for the movement involved in the process a building in New 3:17 neighboring shell as as it continues to mature 3:20 but actually sexual reproduction 3:24 isn't the way the coral reefs are really constructed when a polyp matures on the 3:29 site it's selected 3:30 the habitat is identified as being conducive to reef 3:34 building so the mature polyp doesn't just grow bigger 3:37 actually replicate itself in a process called 3:41 buddy after the genetic material is duplicated 3:45 then the pollack divide itself in half and each half 3:49 becomes a completely mature polyp this 3:52 budding process repeats itself eventually producing thousands at a 3:57 sexually but idk coral polyps connected by a tissue 4:01 that grows over the limestone shells between the polyps 4:05 so as you can imagine budding will produce a large number 4:09 individual polyps but they'll all have exactly the same genetic code 4:14 as the first polyp and this creates the beginning of a coral reef 4:19 but without the diversity that eventually populate they have attacked 4:23 wherever coral reefs constructed abundant sea life congregates 4:29 in fact it's been estimated that about 25 percent of 4:33 all ocean species can be found within the coral reefs 4:38 now most coral polyps eat plankton single-celled microscopic organisms that 4:43 flowed or swim 4:44 very slowly in the ocean water in their habitat 4:48 but I am a coral reef has such a high concentration of polyps 4:54 they can't rely solely on plankton to survive 4:57 so coral polyps have developed a symbiotic relationship 5:01 with a single-celled algae called so a sample a 5:04 remember that to qualify a symbiotic a relationship must be 5:09 am mutually beneficial so this is only sample it produces food for the coral 5:14 through the byproducts the photosynthesis 5:17 and the coral provides a safe home for the sewers and ala 5:20 because it's hidden from predators that inhabit the coral reef 5:24 every species of coral grows at a different rate

Page 24: Transcript toefl listening test

Page 24

5:28 some as much as 6 inches a year but faster growing colonies 5:33 are more prone to breaking apart either from there own weight 5:36 or from the continuous forces the ocean waves 5:40 some species tend to grow more slowly but they may live as long as a thousand 5:45 years 5:47 even so only the top portion any repairs actually alive and growing 5:52 and the lower structure is comprised of the skeletal remains 5:56 thats limestone cora like from coral that has died 6:00 and what I find incredibly interesting about coral reefs 6:04 is that each is a unique structure 6:07 but of course scientists need to classify and so there's a classification 6:11 system for coral reefs 6:14 a fringing reef grows around Islands and the shoreline two continents 6:18 and extends out from the shore in order to flourish 6:22 fringing reefs must have clean water lots of sunshine 6:26 the moderately high concentration of salt 6:30 some good examples a fringing reefs can be found around the Hawaiian Islands 6:34 oh yes these are the most common and also the most recently formed class of 6:39 coral reefs 6:41 here's a drawing never fringing reef 6:45 I think this is actually one of the hawaiian reaps 6:48 now barrier reefs there found further from shore 6:52 and they're usually separated from the shoreline by a shallow body of water 6:56 maybe a lagoon as in the case at the Great Barrier Reef 7:00 of the short bus trail your the body of water can be miles wide 7:04 so the reefs miles away from the shoreline 7:07 and they may actually be a collection of coral reefs fused together 7:11 this is a drawing for reef in the Great Barrier chain 7:16 as I recall there about 25 yr maybe even more individual coral reefs connected to 7:23 form the Great Barrier Reef 7:26 as a general rule barrier reefs are larger and 7:29 older than fringing reefs but the old this class of coral reef 7:33 is the at all which is a really good shape reef with the lagoon in the middle 7:38 and deep waters surrounding the ring these are scattered throughout the South 7:42 Pacific 7:43 it like Oasis settlements in the desert and they abound with a diversity of sea 7:48 life 7:49 this is one of the South Pacific atolls 7:53 so as we reflect on everything we've said about coral 7:57 we know that it's a relatively simple organism with the body 8:00 ending in a mouth and tentacles it reproduces both sexually 8:04 a sexually by budding and 8:08 I'm it survives by forming a symbiotic relationship 8:11 with Zoe sample a but none at this is very extraordinary 8:16 what's unique about coral in the animal kingdom 8:19 is its ability to construct a variety or briefs 8:23 creating habitat center: absolutely unlike 8:26 any others on earth 8:30 the 8:35 rule 8:37 23 according to the professor 8:40 how do coral reefs grow 8:53 4 why are so many egg bundles released during mass spawning 9:08 5 according to the professor what is budding

Page 25: Transcript toefl listening test

Page 25

9:23 6 what is the relationship between so as Atallah 9:27 and coral polyps 9:39 27 which of the following reefs 9:42 is probably in at all 9:54 28 in the lecture the professor explains coral reefs 9:59 indicate whether each of the following is a true statement about coral reefs 10:03 click in the correct blocks for each phrase 10:18 all 10:42 I'm 10:45 in

Question 23 : B Question 24 : C

Question 25 : A Question 26 : B,C Question 27 : C

Question 28: YES (A,B,C) :NO (D) Transcript 2.6

0:00 the 0:13 the listen to part of the discussion in a business class 0:17 industry analysts report that multinational food companies are trying 0:23 to use the same types of strategies that automobile and electronics manufacturers 0:28 have found to be successful in the global marketplace 0:31 the problem is that general rules for products that tend to be traditional for 0:35 national or even a regional tastes 0:37 these products are very difficult to identify 0:41 and sales aren't easy to project but the companies that tend to do best 0:46 are those that are the most responsive to local tastes 0:49 and they spend development dollars on taste testing in the local markets 0:53 before they formulate the final product can anyone recall any examples from the 0:58 case studies in the text 1:00 sandy McDonald's Big Mac has more mustard in the special sauce in Paris 1:04 and it doesn't New York because cuz taste tests verified the people in the 1:09 United States 1:10 like sweeter condiments them people did in France in fact 1:14 I think the the sugar content for export foods in general 1:18 usually has to be modified when american products our taste tested overseas 1:23 right you are probably the company that adapted most to local tastes 1:28 is nestle can you believe that they produce more than 200 slightly different 1:32 blends have Nescafe for export to different countries 1:35 amazing but true but sometimes taste is less a problem with ingredients 1:41 and more a matter of the way a food product looks or feels 1:44 one case study that comes to mind is the one about the soft cookies that 1:48 just don't sell as well and England this crisp cookies 1:51 so you can see that taste extends way beyond just flavor 1:55 it's really a combination of flavor preferences 1:58 and local expectations look here's another example of accommodation that 2:04 had more to do with the expectation for a process 2:06 and then the flavor of the product in this case study 2:10 it was cake remember when Betty Crocker cake mixes were introduced in England

Page 26: Transcript toefl listening test

Page 26

2:15 they weren't accepted because the English homemaker felt more comfortable 2:19 with convenience foods that required more than water to prepare them 2:23 go figure but that was the problem uncovered by extensive market research 2:28 so when the mix was reformulated without an egg 2:32 and the preparation included adding an egg with the water before mixing at 2:36 well Betty Crocker cake mixes became very popular in England 2:40 any other examples come to mind they don't have to be from the case studies 2:44 in the book 2:45 how about serving sizes go on well soft drinks for one 2:49 just compare the serving size in the United States and many foreign markets 2:54 were soft drinks are sold 2:55 the cans in foreign markets are much smaller because consumers expect it 2:59 but a in the United States well huh 3:02 super sizing is probably consideration when a foreign companies trying to crack 3:06 the American market 3:07 that's a great example so the taste can be acceptable but 3:11 the packaging has to compare favorably with the competing brands 3:15 and the public's expectations yeah but that makes products more expensive 3:19 doesn't 3:20 I mean because you can standardize the product to the packaging so that would 3:24 make it more 3:25 more costly to produce wouldn't right you are Chris 3:29 in fact you've really gone to the heart of the issue a compromise has to occur 3:34 between the requirement that products be adapted to please the taste 3:38 and the expectations of local consumers and the pressure to standardize products 3:43 for maximum cost effectiveness 3:45 now let's complicate that even further 3:48 even the experts don't agree on the importance of how far to go 3:52 in adapting products for local markets 3:55 a few years ago Ted levitt he is the editor of the Harvard Business Review 4:00 levitt predicted what he called apparel is Asian up consumption 4:05 what he means is that at least in some areas tastes are likely to converge 4:10 which makes sense when you think about the increased opportunities for travel 4:13 and sampling of foods 4:15 as well as the continued global marketing efforts by multinational 4:19 corporations 4:20 so logically it's smarter to simply identify the areas in which tastes are 4:25 most likely to be the same 4:27 and concentrate efforts on those food products 4:31 but there's also the issue of global marketing how about the potential to 4:35 create taste 4:36 I mean selling the image that surrounds using a product 4:40 if consumers want to associate themselves with that image 4:43 want they develop a taste for the product that does that for them 4:47 for example there's some evidence that the popularity of products seen in 4:51 movies and television spills into the foreign market place 4:55 the subtle brand association with the movie or the celebrities ended 4:59 translates into high dollar deals for certain brands to be visibly displayed 5:03 in widely distributed films alright 5:06 I was reading about that it was a couple the case studies 5:10 the bottle a can or a package 5:13 appears as part of the character's persona and if it's a character that 5:17 audiences choose to identify with 5:19 then the taste for the product may follow or at least that's what the

Page 27: Transcript toefl listening test

Page 27

5:23 marketing experts are betting on 5:24 and that includes foreign audiences anyone drink Starbucks coffee 5:29 well Starbucks began as a regional coffee in Seattle Washington 5:33 and made the global leap in 2000 opening shops in China 5:37 a huge market surely but also a traditionally tea drinking society 5:43 so what's the attraction Starbucks is marketing to the cosmopolitan consumer 5:48 the young trendy set looking for a modern image as well as a different 5:51 taste 5:53 still there have been some real surprises in the multinational dinner 5:56 party 5:57 no one has really figured out why the Italians Germans and British 6:01 love craps Philadelphia Cream Cheese and the Greeks simply don't buy it 6:06 and why did perrier a mineral water from France why did perrier take America by 6:11 storm while other imported mineral waters 6:14 didn't in short success in the food export industries probably a combination 6:18 of the real taste 6:20 the flavor of the product with some adaptation for the local markets 6:25 the satisfaction of certain expectations for the preparation and packaging 6:29 and the taste for the product created by images in the global marketing plan 6:35 and to this makes the potential for a short shelf life or 6:38 even perishable products and well 6:41 you have a very challenging problem for the multinational food industry 6:47 that 6:52 rule 6:53 29 what is the discussion mainly about 7:07 30 how does the professor organize the lecture 7:20 31 listen again to part of the lecture 7:24 and then answer the following question: any other examples come to mind 7:29 they don't have to be from the case studies in the book how about serving 7:33 sizes 7:34 why does the students say this 7:37 how about serving sizes 7:50 32 what tech 7:53 nique does the professor used to encourage student discussion 8:07 33 what did Ted levitt mean 8:10 by the plural is Asian of consumption 8:23 34 what does the professors say about television and movie companies 8:40 hole 9:04 of the do 9:19 I'm

Question 29 : A Question 30 : C Question 31 : B

Question 32 : A Question 33 : D

Question 34 : D Transcript 3.1

0:00 this 0:04 the

Page 28: Transcript toefl listening test

Page 28

0:10 the 0:13 the 0:18 listen to pay 0:19 conversation on campus between two students I wish I was sure about my 0:25 future is you seem to be 0:27 I I really don't know what I want to do after I graduate in 0:31 well have you talked to the counselor over the Office of Career Development 0:36 no I talk to my academic advisor now 0:39 well that's good but it's really better to see someone who specializes in 0:43 helping people make career decisions 0:45 you see academic advisors there to help you 0:49 work out your academic program you know figure out what your majors going to be 0:53 in 0:54 which courses to take in all that but a career counselor has a lot of experience 0:59 and resources 1:00 to help you decide what you want to do in the work world did you see a career 1:04 counselor 1:05 I sure didn't last master I was well 1:08 I didn't even know it I'd be good at for career I mean 1:12 so I made an appointment at the office of crude development 1:15 and I talk to the counselor do you remember who it was 1:18 sure it was Rick Jackson I'll but since I'm interested in careers for math 1:23 majors probably I should see someone else 1:25 not really any the counselors can help you 1:29 look first I took some aptitude tests and something called a 1:33 a he was called a career inventory 1:36 anyway I took several tests and then the counselor gave me some ideas 1:40 about different careers even want to some group sessions with some other 1:44 students for a few weeks 1:45 miss jackson was the group leader so 1:49 arm that's how i met her and then I just sort of naturally started making my 1:53 apartments whether when I needed some advice 1:55 it sounds like it took a lot of time I'm so busy already 1:59 well it did take time probably three hours for the tests on 2:03 I think I want to maybe four group sessions and then I saw 2:06 Ruth a couple times I guess about nine or ten hours probably 2:10 but it was worth it so is that way decided to go into library science 2:16 because the tests and everything in part but mostly it was because of the 2:20 internship 2:20 you see I also got my internship to the office have cared about men 2:24 and when I was working as an intern in the public library it all sort of came 2:28 together for me 2:29 I really liked what I was doing. in I realize that I didn't want the 2:33 internship to end 2:34 and you get paid for working there in the library to you don't you 2:37 I get paid and I get credit toward my degree 2:41 but even better I have a job offer from the library where I'm doing my 2:45 internship 2:46 Wow are you going to take it I think so 2:49 I have to let them know next week if I do take the job 2:53 I'll have to go to graduate school to get a degree in library science 2:56 but I can do that part time on working and I thought about graduate school 3:00 anyway 3:00 so I'm leaning toward taking the job that's great

Page 29: Transcript toefl listening test

Page 29

3:04 an I'm glad free on so I 3:08 I guess I'd better make an appointment with Ruth Jackson maybe she can find me 3:12 an internship 3:12 maybe the 3:22 1 what are the students mainly discussing 3:35 to what is the man's problem 3:48 3 why does the woman tell the man about her experience 4:03 4 4:04 what is the woman's attitude toward her internship 4:17 5 what will the man probably do 4:32 all 4:56 I'm 4:59 in

Question 1: b

Question 2: c Question 3: a

Question 4: c Question 5: b Transcript 3.2

0:00 this 0:04 the 0:10 the 0:13 the 0:18 listen to part of a lecture in a sociology class 0:21 social influence 0:24 involves the changes in behavior influenced by the 0:27 actions have other people social influence can come about for a variety 0:32 of reasons 0:33 on a continuum from mere suggestion to 0:36 in the more severe form well to torture 0:40 how does social influence work 0:44 well first we must become aware up a difference between ourselves 0:49 and the values or behaviors have other people 0:52 there are a great many studies have social influence 0:56 that demonstrate how the president's a father's 0:59 can cause us to change our attitudes or actions 1:02 study show the people eat more when dining with others 1:07 then I'm talking about dining out here so 1:11 they eat more in the company of others than they do 1:14 when they're alone they also run faster when 1:18 others are running with them there's even some interesting research on social 1:22 influence among 1:24 animals with similar results to 1:27 to those of human studies probably 1:30 one of the most interesting aspects of social influence 1:33 is the pressure for conformity conformity is a process by which 1:38 an individual's opinion or behavior moves toward the norms up the group 1:43 in a classic study by Solomon ash 1:46 seven people were shown cards with three lines drawn on them

Page 30: Transcript toefl listening test

Page 30

1:50 here's an example cell they were shown 1:54 the lines and then they were asked to select the line 1:58 among the three that matched the arm the 2:02 standard line years the standard 2:05 so there's no question as to the comparison 2:09 this has to be easy right wrong 2:12 you see ash enlisted the cooperation of six 2:16 up the seven participants in the experiment on the first card 2:20 the six respond correctly day they identify the lines up the same length 2:27 so the seventh person who is the only real subject 2:30 in the experiment well the seventh person 2:34 answers correctly in agreement with the others 2:37 but on the next card 4 of the cooperating participants 2:41 choose an incorrect answer but they're in 2:45 agreement so the problem for the subject 2:48 is whether to conform to the opinion up the peer group 2:51 even know the answer I 2:54 a is in conflict with the answer that the subject knows to be correct 2:59 so what you think happened well 3:03 subjects who were tested alone made errors in answers 3:07 fewer than one percent of the time this was the control group 3:11 but of those tested in groups have seven let's see 3:16 a 75 percent yielded at least once to conform to a group 3:21 answer that was clearly incorrect and 3:24 on average subjects conform to the group in about 37 percent of the critical 3:29 trials 3:30 this means that they were bringing their behavior 3:34 into agreement with group norms in 3:37 in spite of what they were seeing later 3:40 ash manipulated the size of the control group I'm sorry 3:44 the experimental group to see whether group size would affect pressure and it 3:49 did 3:49 but probably less than you might expect 3:53 arm groups have four demonstrated about the same results as groups have 3:58 8 interestingly enough a unanimous agreement by the group 4:02 was more important them the number in other words 4:06 a unanimous opinion by three exerted more pressure to conform that a majority 4:11 of seven with the dissenting opinion 4:13 in a group 8 a similar experiments have been performed 4:18 in various countries among diverse cultural groups 4:22 with some comparable results of course 4:25 people in cultures that emphasize group cooperation 4:28 tended to be more willing to conform but remember 4:32 that many have the original studies were done in the United States 4:36 where there's a high value placed on individualism 4:39 in an interesting variation on the study abrams found 4:43 that conformity is especially strong when the group is selected from among 4:47 those people 4:48 that the subject clearly identifies with either because 4:52 job they have characteristics in common or 4:55 or they know each other and interacting in a peer group outside 4:59 at the experimental situation so what does all of this mean 5:03 in the real world well since 5:07 group members can influence one another to conform to the opinion that the group

Page 31: Transcript toefl listening test

Page 31

5:11 the group decisions up a group 5:15 arm may be called into question 5:18 what about decisions by political committees or parliaments 5:22 what about juries who are charged with convicting 5:25 or acquitting accuse defendant clearly 5:29 social influence will play a part in these critical group decisions 5:33 also interesting is the fact that after decision is made by a group 5:38 there's a tendency to solidify and by that I mean 5:42 that the group becomes even more convinced up the validity 5:45 at the group opinion arm this may happen because 5:50 individual group members who strongly support the group 5:53 tend to be more popular with the group members 5:58 there 6:04 6 what is the main topic of the lecture 6:18 7 according to the professor what to results were reported in the ash 6:23 and Abrams studies 6:35 8 listen again to park the lecture and then answer the following question: 6:40 later ash manipulated the size of the control group 6:44 I'm sorry the experimental group to see whether group size would affect pressure 6:50 and it did 6:51 but probably less than you might expect 6:54 why does the professors say this 6:57 I'm sorry the experimental group 7:11 9 what generally happens after a group makes a decision 7:25 in based on information 7:28 in the lecture indicate whether the statements describe the ash study 7:46 11 what is the professors attitude about the studies on social influence 8:03 hole 8:27 I'm 8:30 in

Question 6: c Question 7: b, c

Question 8: c Question 9: c

Question 10: YES a,c ----- NO b Question 11: b Transcript 3.3

0:00 this 0:04 the 0:10 the 0:13 the 0:18 listen to part of a lecture in an art history class 0:21 we know that the Chinese had been aware a basic photographic principles as early 0:27 as the fifth century BC 0:29 and Leonardo da Vinci experimented with a dark room in the fifteen hundred's 0:34 but it was a number of discoveries in chemistry during the 18th century 0:38 that accelerated the development of modern photography 0:42 the discovery that silver salts were 0:46 light-sensitive lead to experimentation with images have light on a

Page 32: Transcript toefl listening test

Page 32

0:51 a surface that had been coated with silver often glass was used in the early 0:56 images 0:57 but the problem was that these images were a femoral 1:01 fading after only a short time sum up the chemists who worked with them called 1:05 them 1:05 very pictures and considered them a 1:09 that they were only momentary creations a 1:12 that they disappear okay 1:15 how to fix the image permanently was one of the most important to 1:19 challenges of the early photographer chemists in France 1:24 in about 1820 me Sep 4 ani: yeps 1:27 discovered a method for fixing the image after a long exposure time 1:31 0 probably eight hours so although his work was considered interesting 1:37 it was a the largely dismissed for 1:41 as impractical nevertheless 1:44 one of his associates Louis Daguerre managed to find a way 1:48 to a reduce the exposure time 1:52 to less than 20 minutes so the story goes 1:56 in 1835 daguerre was experimenting with some exposed 2:00 plates and he put a couple love them into is chemical cupboard 2:04 so a few days later he opened the cupboard 2:08 and a to his surprise 2:11 the latent images on the plates a developed 2:14 at first he couldn't figure out why but eventually 2:18 he concluded that this must have occurred as a result of mercury vapor 2:22 from a broken thermometer that was also in the 2:25 enclosed in the cupboard supposedly from this fortunate accident 2:30 he was able to invent a process for developing latent images on 2:35 on exposed plates the process itself was somewhat complicated 2:40 first he exposed copper plates to iodine 2:44 which released fumes uva have light sensitive silver iodide 2:49 these copper plates were used to capture the image 2:52 and by the way they had to be used almost immediately after their exposure 2:56 to the iodine 2:58 so the image on the plate was then exposed to light for ten to twenty 3:02 minutes 3:03 the plate was developed over mercury heated to about 75 degrees centigrade 3:08 which bed cause the mercury to amalgamate with the silver 3:12 now here's the ingenious part he then fix the image 3:16 in a warm solution of common salt but later he began using sodium sulfite 3:22 anyway after he rents the plate and hot distilled water 3:26 a white image was left permanently on the plate 3:29 and the quality was really quite amazing 3:32 but a.m. the process had its limitations 3:37 first the images couldn't be reproduced 3:40 so each one was a unique piece and that 3:44 greatly increase the cost to photography second 3:48 the image was reversed so the subjects would actually see themselves as though 3:52 they were looking in a mirror 3:54 although the in the case of Port ritz the fact that people were accustomed to 3:58 seeing themselves in a mirror made this less 4:01 you this problem less urgent than some of the others 4:05 nevertheless some photographers did point their cameras 4:09 at a mirrored reflection up the image that they wanted to capture

Page 33: Transcript toefl listening test

Page 33

4:12 so that the reflection would be reversed and a true image could be produced 4:18 okay third the chemicals in the fumes that they released 4:22 were highly toxic so photography was a very dangerous occupation 4:27 fourth the surface of the image was extremely fragile 4:31 and had to be protected often underclass 4:35 so they didn't disintegrate from being from handling 4:39 the beautiful cases that were made to hold the early images became popular not 4:43 only for aesthetic purposes but 4:46 but also for very practical reasons and finally 4:50 although the exposure time had been radically reduced 4:53 it was still inconveniently lawn 4:56 at twenty minutes especially for portrait 4:59 since people would have to sit still in the Sun for that length of time 5:04 elaborate headrests were constructed to keep the subjects from moving 5:08 so that the image wouldn't be ruined and 5:11 many people simply didn't want to endure the discomfort 5:15 but by the mid eighteen hundreds improvements in chemistry and optics 5:19 had resolved most of these issues bromide as well as 5:23 iodine sensitize the plates and some photographers were even using chlorine 5:29 in an effort to decrease exposure time 5:32 the the portrait lens was also improved by reducing the size of the opening 5:37 and limiting the amount of light that could enter so the exposure time was 5:41 about 20 seconds 5:43 instead of 20 minutes and negative film had been introduced in France 5:48 sorry in England and negatives permitted the production of multiple copies from a 5:53 single image 5:55 so photography was on its way to becoming a popular profession and 5:59 pastime 6:02 the 6:08 12 what is the main topic of this lecture 6:22 teen according to the professor what to limitations were noted in to Gary's 6:27 process for developing and fixing latent images 6:41 teen listen again to part of the lecture 6:45 and then answer the following question: at first he couldn't figure out why 6:50 but eventually he concluded that this must have occurred as a result of 6:54 mercury vapor 6:55 from a broken thermometer that was also in the 6:58 enclosed in the cupboard supposedly from this fortunate accident 7:03 he was able to invent a process for developing latent images on 7:08 on exposed plates why does the professors say this 7:13 supposedly from this fortunate accident 7:17 he was able to invent a process for developing latent images on 7:22 on exposed plates 7:34 team what substance was first used to fix the images 7:49 teen what can we assume about photographers 7:52 in the eighteen hundreds 8:05 teen in what order does the professor explain photographic principles 8:21 hole 8:45 I'm 8:48 in

Question 12: d

Question 13: b, c

Page 34: Transcript toefl listening test

Page 34

Question 14: c

Question 15: b Question 16: d Question 17: b

Transcript 3.4 0:00 this 0:04 the 0:10 the 0:13 the 0:17 listen to pop 0:18 conversation between a student and in admissions assistant 0:22 excuse me but the secretary referred me to your office 0:27 yes I'm a new student well actually 0:31 I'm not enrolled yet but I'm trying to get all my admissions applications 0:35 turned in today 0:36 what's your name Robert Franklin middle initial 0:40 T oo IC wait a minute 0:44 and we'll find out what you have to do where our 0:47 according to the records here you have your admissions form 0:52 a financial aid application three letters of recommendation 0:56 transcripts from Regional College so that everything you need accepted 1:02 transcript from 1:03 cam d Community College that's what I thought 1:06 you see I took a couple of course is there during the summer because 1:10 it's close to my parents house anyway almost 1:13 all love my first two years is from Regional College 1:17 and that's where I'm transferring from in fact 1:20 the credit for the community college courses appears on the transcript from 1:24 Regional College 1:25 as transfer credit but I'll it doesn't show my final grades in the courses 1:31 0 and you haven't been able to register for your courses here at State 1:35 University 1:36 because the computer shows that you're missing something your application 1:40 materials 1:41 is that it exactly what i was wondering is whether you have like 1:46 a policy for this kind of situation so I could go ahead and register for this 1:51 first semester 1:52 while we wait for the transcript to get here it should be here now 1:56 I requested at the same time that I requested a transcript from Regional 1:59 College 2:00 but they're just slow it County Community that happens sometimes 2:05 do you have a copy if your transcript from County Community College 2:09 yes I do it's right here of course it isn't an official copy 2:13 it stamped unofficial copy but I can use this one until the official copy gets 2:19 here 2:19 here's the best way to handle this we can give you a provisional admission 2:24 that means that you admit it contingent upon the receipt if your official 2:29 transcript 2:30 that allow you to register for your courses this semester 2:33 when County Community College census your official transcript

Page 35: Transcript toefl listening test

Page 35

2:38 they can change your status from provisional admission 2:41 to regular admission oh that's great is this the only copy you have if your 2:46 transcript 2:47 know I have another one good that out just keep this in your file 2:52 okay now the only problem is you can't register for next semester 2:57 without regular admission status and you need the official transcript for me to 3:02 do that 3:03 so you still need to keep after them to get everything Center passes soon as 3:08 possible 3:08 right well I'll do that but at least I have some time to get it done 3:13 arm what do I need to do now 3:16 to get registered I mean just wait here 3:19 well I enter everything into the computer and then you can take a copy of 3:23 your provisional admission 3:25 along with you to the office for transfer students they'll assign you an 3:29 adviser 3:30 and help you get registered later today 3:34 the rule 3:40 18 why does the student goal to the admissions office 3:55 team what is missing from the students file 4:08 20 listen again to part of the conversation 4:12 and then answer the following question: 0 4:16 and you haven't been able to register for your courses here at State 4:19 University 4:20 because the computer shows that you're missing some if your application 4:24 materials 4:25 is that it why does the woman say this 4:29 is that it 4:41 21 what does the woman suggest that the man do 4:55 to what will the student most probably do now 4:59 hole 5:32 I'm 5:34 in

Question 18: d Question 19: b Question 20: b

Question 21: d Question 22: b

Transcript 3.5

0:00 this 0:04 the 0:10 the 0:13 the 0:17 listen to part of a lecture in anthropology class 0:20 the concepts of power and authority 0:25 are related but they're not the same powers the ability to exercise influence 0:30 and control 0:32 over others and this can be observed on every level of society from 0:37 well the relationships within a family to the relationships among nations

Page 36: Transcript toefl listening test

Page 36

0:42 powers usually structured by customs 0:45 and and social institutions are laws and 0:50 tends to be exerted by persuasive arguments or coercion or 0:54 or even brute force in general 0:58 group with the greatest resource 1:02 tend to have the advantage in power struggles so 1:05 is power always legitimate is abused by members of society as just a phone 1:11 well no power can be realized by individuals or groups 1:17 even when it involves the resistance a father's 1:20 if as long as as long as they're in a position to impose their will 1:26 but what about power that's accepted by members of society is right and just 1:32 that is legitimate power nah we're talking about 1:36 authority and that's what I want to focus on today 1:40 okay when the individuals or institutions 1:46 possess afar iti they have 1:49 our a recognized and established 1:53 right to determine policies with 1:56 the acceptance of those over over 1:59 who make exercise control mocks vapor 2:03 the German classical sociologist proposed three types of authority in 2:08 society 2:08 traditional charismatic and rational or legal 2:13 authority in all three types 2:16 he arm he acknowledge the ride have those in positions of power 2:21 to lead with the consent of the governed so 2:25 how did vapor differentiate among the three types of authority well 2:29 he divided them according to how the right to lead an the duty to follow our 2:34 you interpreted in traditional authority 2:39 power resides in customs and conventions 2:42 that provide certain people or groups with the legitimate power in their 2:46 societies 2:47 often there are regions found in sacred traditions 2:50 the example the most often comes to mind is a monarchy in which kings or queens 2:55 rule 2:56 byee by birthright not because of any particular 3:01 mmm quality of leadership or political election 3:06 just because they have a claim to authority based on traditional 3:10 acceptance of their position 3:12 and in some cases there their router 3:16 unique relationship with and 3:20 responsibility in religious practices the royal families in Europe or the 3:25 Emperor's an Asian 3:26 are at me come to mind as examples of traditional authority 3:31 know okay this contrasts sharply with charismatic authority 3:36 which is derived 3:39 because of personal attributes that inspire admiration 3:43 loyalty and even devotion leaders who exercise this type us already 3:50 maybe the founders a religious movements are political parties 3:53 but it's not their traditional right to lead 3:57 what's important here is that their followers are mobilized more by 4:01 by the forcible leaders personality 4:05 than by the tradition with the law so 4:08 when we think of charismatic leaders in the United States 4:12 perhaps john kennedy would be an example because he was able to project a

Page 37: Transcript toefl listening test

Page 37

4:16 youthful 4:17 and energetic image that people were proud to identify with 4:22 or if you prefer republican's you may argue that ronald reagan was able to 4:27 exercise authority 4:29 by virtue of his charismatic appeal in any case 4:32 going back to vapor to qualify for charismatic authority 4:37 a leader must be able to enlist others 4:40 in the service over cause 4:43 the transforms the social structure in some way 4:47 which leaves us with legal rational authority 4:51 or power that's legitimized by rules 4:54 laws and procedures in such a system 4:58 leaders gain authority not by traditional birth rights 5:02 or by charismatic appeal but 5:05 but rather because they're elected or appointed in accordance with the law 5:10 and powers delegated to layers officials 5:13 who owe their allegiance to the 5:16 after principles that are agreed upon rationally 5:20 and because they accept the ideal to the laws 5:24 supreme in a legal 5:27 rational society people accept the legitimacy of authority 5:32 as a government of laws not have leaders 5:35 so an example love this type of authority might be a president 5:39 like richard nixon who was threatened with them 5:43 impeachment because he was perceived as not governing within the law 5:48 some sociologists have postulated that the three types of authority 5:53 represent stages of evolution in society 5:56 that pre-industrial societies tend to respect traditional a party 6:01 but I'll and societies: move into an industrial age 6:06 the importance of tradition wayne's 6:10 in favor of charismatic authority with a natural rise above charismatic leaders 6:17 then as as the modern era 6:20 evolves the rational legal authority embodied by rules and regulations 6:26 replaces the loyalties leaders in favor of love 6:30 a respect for law 6:33 a course other sociologists argue that in practice 6:37 authority may be represented by a combination of several love these ideal 6:42 types 6:42 at any one time that 6:51 23 what is the main purpose of this lecture 7:05 4 why does the professor mansion Kennedy and Reagan 7:20 5 according to the professor what two factors are associated with charismatic 7:26 authority 7:37 20 7:37 6 listen again to part of the lecture 7:41 and then answer the following question: but what about power that's accepted by 7:46 members of society is right and just 7:49 that is legitimate power now we're talking about 7:53 authority and that's what I want to focus on today 7:57 why does the professors say this 8:01 but what about power that's accepted by members of society is right and just 8:07 that is legitimate power 8:19 7 in an evolutionary model how is rational legal authority viewed 8:35 28 what does the professor imply

Page 38: Transcript toefl listening test

Page 38

8:38 about the three types of authority 8:52 hole 9:16 I'm 9:19 in

Question 23: a Question 24: b Question 25: b,c

Question 26: b Question 27: a

Question 28: b Transcript 3.6

0:00 this 0:04 the 0:10 the 0:13 the 0:18 listen to part of a lecture in a geology class 0:21 the original source energy is what 0:25 the Sun then plants use the sun's energy during photosynthesis to convert water 0:32 and carbon dioxide into sugar and oxygen 0:34 and they store the energy in the chemicals that the plant produces 0:39 when animals eat plants the energy is transferred to their bodies 0:43 so then the plants and animals die and decay and a sink to the bottom of the 0:48 sea or 0:49 or disintegrate into the soil and then they're covered by more and more 0:54 sediment as rivers deposit mud and sand into the sea or the Seas 0:58 advance and retreat of course the very 1:01 gradual process one that takes place over well 1:04 millions of years but finally the organic material begins to transform 1:09 into the hydrocarbons 1:11 and the hydrocarbons eventually become oil and gas deposits 1:15 so how does this happen well 1:18 at first the oil and gas are mixed with sand and sediment but 1:23 as the layers on top increase then so does the pressure 1:27 and under pressure mixtures a boil and sand and water 1:31 they's seeped down through the layers a porous rock 1:34 that usually sandstone and limestone so they sink down until they reach a layer 1:40 of non porous rock and that's where the pool because they can't pass through the 1:44 non porous rock 1:45 okay sometimes there are breaks in the Layers rocks and the brakes allow 1:51 oil and gas to bubble up and eventually the reach the surface of the 1:56 earth again 1:56 so when this happens the gas and some oil evaporate into the air 2:01 but they leave a sticky black tar that appears in pools or pits on the surface 2:07 but most crude oil is found in underground formations which we call 2:12 traps today I want to talk about the major types a boil traps 2:17 in all the different types of traps the oil collects in porous rocks 2:22 along with gas and water and overtime 2:25 the oil moves up toward the surface of the earth through cracks and holes in 2:29 the porous rock until it reaches a non porous rock deposit

Page 39: Transcript toefl listening test

Page 39

2:32 and the non porous rock remember it won't allow the oil to continue moving 2:37 so the oil becomes trapped under the non porous rock deposit 2:42 now think for a moment while 2:45 oil was forming in moving the earth was also undergoing changes 2:49 effect there were enormous movements above the crust as the center began to 2:53 cool 2:54 when folding happened well it was like the earth fell back 2:58 onto itself and when faulting happened it was well 3:02 one layer was forced by rocks above down 3:05 through the layers below so you can see that the 3:10 repositioning of course a non porous rock 3:13 you this repositioning would have affected the movement a boil 3:16 when the earth shifted cracks would have been opened and non porous layers would 3:22 have been 3:23 dropped dropped over channels that had previously been used is 3:27 pathways for the transfer a boil and gas to the surface 3:30 okay as geologists were interested in locating the traps 3:35 now why would that be so because thats 3:38 where will find the oil and gas reserves and that's what I really want to talk 3:42 about today 3:43 so there are several different types of traps but today we're going to talk 3:48 about the three 3:49 most common ones the anticline trap 3:52 salt dome trap and befall trap 3:55 look at this diagram here's an example 4:00 love an anticline as you can see the oils trapped under formation rock that 4:05 resembles an arch 4:07 that's because the arch was bent from a previously flat formation by 4:11 uplifting in this attic lined the petroleum strapped under formation of 4:16 non porous rock with a gas deposit directly over it 4:20 this is fairly typical up an anticline 4:24 because gas is in his dances oil it rises above it 4:27 the dome over the top can be rock as in this example or 4:31 it could be a layer of clay the important things that the cap 4:35 non porous material won't let the oil or gas 4:39 past upwards or sideways around it 4:42 now let's look at a diagram a salt dome 4:47 this salt on shows how a cylinder shape salt deposit has pushed up through a 4:51 layer of sedimentary rocks causing them to 4:54 arch and fracture the oil deposits have collected along the sides of the salt on 5:01 salt so unique substance with enough heat and pressure on at the salt will 5:05 slowly flow 5:06 kind of like a glacier but unlike glaciers 5:09 salt that's buried below the surface of the earth can move upward 5:14 until it reaches the urge surface where it's then dissolved by groundwater or 5:19 rain 5:20 well to get all the way to the earth's surface salt has two 5:24 lift on breakthrough many layers a Brock and that's what ultimately creates the 5:29 salt dough 5:32 finally I want to show you a fault trap 5:35 fall traps are formed by the movement or Brock along a fault line 5:39 this diagram represents a fracture in the earth that's shifted a non porous 5:43 rock formation on top a porous formations 5:47 in this case the reservoir rock which is porous

Page 40: Transcript toefl listening test

Page 40

5:50 has moved opposite a layer of non porous rock 5:54 the non porous rock prevents the oil from escaping remember 5:57 as in all traps the oils collected in the porous rock 6:02 and trapped underground by the non porous rock 6:05 geologist study the train for indications of possible 6:08 well traps for example a bulge in a flat surface may signal the presence of 6:14 assault on 6:15 you text which has a good explanation of how technology assist us in this effort 6:19 so I want you to read Chapter three before class next time 6:26 the 6:32 29 one is the lecture mainly about 6:46 30 why does the professor begin by talking about the process 6:50 the Transformers organic material into oil and gas 7:04 31 listen again to par the lecture 7:08 and then answer the following question: okay 7:12 as geologists were interested in locating the traps 7:15 now why would that be so because thats 7:19 where will find the oil and gas reserves why does the professors say this 7:25 now why would that be so 7:38 to so like the diagram of the and declined trap 7:42 that was described in the lecture click on the correct diagram 7:57 3 identify the non porous rock 8:00 in the diagram 8:14 34 according to the professor 8:17 what do geologists look for when they are trying to locate a salt dome 8:33 hole 8:57 0 the do 9:12 I'm

Question 29: b

Question 30: a Question 31: d Question 32: b

Question 33: b Question 34: a