Listening

аудирование

Directions

This section measures your ability to understand conversations and lectures in English. You will hear each conversation or lecture only one time. After each conversation or lecture, you will answer some questions about it.
The questions typically ask about the main idea and supporting details. Some questions ask about a speaker's purpose or attitude. Answer the questions based on what is stated or implied by the speakers.

You may take notes while you listen. You may use your notes to help you answer the questions. Your notes will not be scored.
In some questions, you will see this icon: ??? . This means that you will hear, but not see, part of the question.
Some questions have special directions. These directions appear in a gray box.
Most questions are worth one point. A question worth more than one point will have special instructions indicating how many points you can receive.
You will have 20 minutes to answer the questions in this section.

Now get ready to listen. You may take notes.

START

Questions 1-6

Listen to part of a lecture in an American government class.

Now get ready to answer the questions. You may use your notes to help you answer.

1. What is the lecture mainly about?

A method in Alaska for ensuring fair election results
An important feature of the U.S. presidential election
The essential criteria used for choosing a candidate
A comparison of different voting systems

2. According to the professor, who becomes an elector?

A U.S. senator or representative
A trained member of the public
A member of a political party
A candidate for political office

3. Why does the professor say this: ???

To clear up a possible confusion
To help explain the exact number of electors
To correct something she said earlier
To remind students of the electors' duties

4. Why does the professor use the example of Alaska in the lecture?

To explain the number of electors each state has
To show why states with small populations are powerful
To remind students of the number of electors in certain states
To develop the students' understanding of electoral politics

5. Which candidate wins the presidential election?

The one who wins the most states
The one who wins the biggest states
The one who receives the most votes from the public
The one who receives the most votes from electors

6. What does the professor mean when she says this: ???

Many voters reject this system of choosing the president.
Critics of the voting system have pointed out weaknesses.
Students have made several objections to the voting system.
Flaws in this voting system are not a disadvantage.

Questions 7-11

Listen to a conversation between a student and a professor.

Now get ready to answer the questions. You may use your notes to help you answer.

Why does the student go to see the professor?

To apologize for arriving late
To turn in her proposal to the professor
To get help in analyzing her statistics
To discuss improvements for her proposal

8. Why does the professor suggest that the student go to the Computer Center?

To talk to Miriam at the information desk
To get help setting up the statistical analysis
To make changes to her statistical results
To define her subjects' linguistic abilities

9. According to the professor, what information should the student add in her proposal?

Choose 2 answers.

How the analysis will be done
How she got the statistics into a meaningful form
How the subjects will be selected
How she will contact the international students

10. Why does the professor say this:???

To illustrate a flaw in the student's proposal
To compare two language groups
To demonstrate international students differing linguistic levels
To suggest the kind of test the student should give her subjects

11. What does the professor imply about the people who will decide on the grant money?

They will not approve of her getting help in analyzing her statistics.
They will question what stress patterns she will study.
They will be influenced by her definition of her subjects.
They will not understand who her subjects will be.

Questions 12-17

Listen to part of a discussion in a business correspondence class.

Now get ready to answer the questions. You may use your notes to help you answer.

What is the discussion mainly about?

The procedures for sending e-mail messages in the business world
The etiquette to use when writing a formal business letter
The reasons for using e-mails instead of formal letters
The types of e-mails used in the business world

13. Listen again to part of the discussion. Then answer the question. Why does the professor say this: ???

To avoid an argument between the students who have differing opinions
To imply that different businesses deal with mail differently
To bring up a different situation that may have to be dealt with in business
To indicate that most businesses have to make policy changes

14. What can be inferred about the students?

They have come to an agreement about internal e-mail use.
They are both experienced in using e-mail techniques.
They frequently get annoyed with each other's way of doing things.
They are in disagreement with the professor's solutions.

15. Listen again to part of the discussion. Then answer the question. Why does the professor ask this: ???

She wants to go back to a previous lesson.
She is leading the students to a different solution to the problem.
She thinks that the students have forgotten an essential part of communication.
She is highlighting points that the students must learn for a test.

16. According to the discussion, which way both protects customer identity and promotes customer personalization?

Sending the customers a group message
Writing to the customers individually
Using the blind copy feature
Putting all the addresses into the receiver box

17. Which of the following are valid points about messages sent to a group address instead of individual addresses?

Choose 2 answers.

The customer's identity is protected.
Individual addresses are hidden.
The message appears personal.
The address takes a long time to type.

Questions 18-23

Listen to part of a lecture in a literature class.

Now get ready to answer the questions. You may use your notes to help you answer.

18. What is the lecture mainly about?

How London's life and work are contrasted
How London's life influenced his work
London's political writings
London's early adventures

19. According to the professor, what effect did the absence of a father have on London?

It affected his relationship with his mother.
It caused him to commit crimes.
It influenced aspects of his writing.
It prepared him for a life of adventure.

20. What does the professor mean when he says this: ???
He thinks many of the students in the class are poor.
He is joking that some of the students may not be happy at college.
He believes that some students are not enjoying the class.
He is implying that some students will imitate London's behavior.

21. Why does the professor think that London read so many books?

London wanted to learn from other writers.
London was enrolled at a university.
London needed to use other writers' ideas.
London had few ways of gaining real experience.

22. What does the professor imply about London's success?

He was immediately successful as a writer.
He was successful only in later life.
He worked hard to achieve success.
He never really achieved much success.

23. What does the professor think of London's work?

Most of London's work is excellent.
Most of London's work is careless.
Much of London's work is not very good.
Much of London's work is very modern.

Questions 24-29

Listen to a discussion in an anthropology class.

Now get ready to answer the questions. You may use your notes to help you answer.

24. What is the main purpose of the lecture?

To provide a framework for understanding early human culture
To show how Cro-Magnon people became dominant
To emphasize the importance of language in human evolution
To introduce the question of the fate of the Neanderthal people

25. Why does the professor say this: ???

To remind students of a previously made point
To check whether students are following the lecture
To ensure that students understand a term
To provide an example of the Neanderthal's body structure

26. Why does the professor refer to the Neanderthal's ability to make and transport fire?

To emphasize that they were not as advanced as the Cro-Magnon
To argue that they were sophisticated toolmakers
To show that they were relatively unintelligent
To support her view that they were not as backward as some people have claimed

27. What does the professor NOT mention about the Neanderthal's use of language?

Their range of speech
The shape of their vocal tracts
The development of their brains
Their inability to speak

28. Indicate whether each sentence below describes Neanderthal or Cro-Magnon characteristics.

Check the correct box for each statement

Neanderthal

Cro-Magnon

They developed tools with handles.

They used bows and arrows.

They produced unsophisticated art forms.

29. According to the professor, why is a comparison of Neanderthal and modern human DNA useful?

To examine which diseases caused the extinction of Neanderthals
To determine whether Neanderthals interbred with the Cro-Magnon
To discover the origin of Neanderthal people
To learn how they could have survived in a severe climate

Questions 30-34

Listen to part of a conversation at a campus police station.

Now get ready to answer the questions. You may use your notes to help you answer.

30. Why did the student go to the campus police?

To report a stolen vehicle
To ask about his right of appeal
To get advice on writing a police report
To complain about the lack of handicapped parking places

31. What can be inferred about the student?

He didn't know he was parking illegally.
He lives in a student dormitory.
He uses a wheelchair.
He drives to campus.

32. Listen again to part of the conversation. Then answer the question. What does the officer mean when she says this: ???

She is apologizing for the towing.
She is empathizing with the student's situation.
She regrets that the student broke the law.
She is worried about the student's appeal.

33. Listen again to part of the conversation. Then answer the question. Why does the officer say this: ???

To make sure the man knows what he can do
To give the man an excuse for breaking the rules
To introduce the circumstances in which people appeal
To offer the man help in writing an appeal

34. What will the student probably do?

Write a letter of appeal
Pay the fine immediately
Park in the faculty parking lot
Request a handicapped sticker

DIAGNOSTIC TEST: Listening Section

(p. 19)

1. (B) The professor explains how the Electoral College works and how it is important for deciding the outcome of a presidential election. See Exercises L9-L12.

2. (C) According to the professor, an elector is a member of a political party who is pledged to that party)s candidate for office. See Exercises L13-L17.

3. (A) The professor wants the students to realize that although the number of electors is equal to the number of senators and representatives, the actual people filling these roles are different. The professor thinks that the students might believe they are the same people. See Exercises L18-L23.

4. (A) The professor uses Alaska as an example of a state with a small population and only one representative. The number of electors in any state is equal to the number of senators (two) plus the number of representatives (dependent on population). See Exercises L18-L23.

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