He has to leave in a second. d. He doesn’t want to see Henry.

Listening to Lectures and Longer Conversations Everyday conversations and class discussions usually have a main point. But it often takes time to get to that main idea, and the conversation may cover many different topics and sub-topics along the way. A lecture, on the other hand, is usually much more organized than a normal conversation or class discussion. And that’s good news. While lectures may be long and therefore require extra concentration, they offer many organi- zational clues that can help you better comprehend what you hear. M AIN P OINT —S ECONDARY P OINT C LUES Most lectures are organized around a few main points. These main points are typically followed by second- ary or supporting points. These points develop the main ideas with more detailed explanations and specific examples. BECAUSE the computer-based exam has some features that you won’t find on the paper-based test, it’s impor- tant to be prepared with the right test-taking strategies. Here are a few specific tips for taking the computer exam: 1. Adjust the volume on your headset before you begin the listening section. If you can’t hear the passages well, you won’t be able to perform your best on the exam. You control the volume for your own headset, so make sure it’s set at the right level for you before the test begins. You won’t be allowed to adjust it once the testing starts. 2. Don’t be distracted by the pictures of people. At the beginning of most passages, the computer will display an image of the people in the conversation. If you find yourself too distracted by these pictures, take a brief look at the picture, then close your eyes so you can concentrate on the tape. These pictures are for orientation only; they don’t reinforce or represent any of the content in the message. 3. Do pay close attention to other visuals. As you listen to longer talks and conversations, you may see images such as maps, tables or charts, graphs, drawings, or objects. These are visuals you should focus on while you lis- ten. They typically represent information being discussed in the conversation or talk. For example, you might see a graphic representing the three levels of the personality according to Sigmund Freud. This image will help you better understand what the lecturer is describing. 4. Read the questions on the computer screen as they are being read to you on the tape. Reading along with the questions can help you better understand what is being asked. And that, of course, can help you better answer the questions correctly. 5. Keep track of the time. Because you control the pace of the listening test, it’s especially important to keep your eye on the time. Be sure to watch the clock on the computer screen and pace yourself accordingly. Make sure to allow yourself enough time to hear every passage and answer every question. Special Tips for the Computer-Based Exam – L I S T E N I N G C O M P R E H E N S I O N – 9 9 A speaker will often announce his or her main points at the beginning of a lecture, as in the following example: Freud divided the personality into three distinct levels or forces: the id, the ego, and the superego. This key sentence tells us the main idea and lays out the structure of the lecture the professor will dis- cuss each of the three levels in turn. To help you distinguish between main ideas and their support, listen for clues. Speakers often use the following phrases to introduce specific examples: for example others furthermore in part in addition for instance specifically some L ISTS Another organizational strategy speakers use is lists. As you listen, be on the lookout for verbal clues like the following: ■ There are four main events that led to the French Revolution. ■ There are five points that Brauer makes in his argument. ■ The three symptoms of bipolar disorder are . . . ■ Animals mark their territory in several distinct ways. The introduction to the lecture about Freud’s theory of the personality is another good example. The speaker lists the three levels of the personality that she will discuss in the lecture. K EY W ORDS AND C ONCEPTS Speakers also organize their thoughts by key words andor concepts. These are easy to spot because they are typically offered with a definition or some elaboration of what they mean. The introduction to the Freud lec- ture, once again, is a good example. The professor lists the three key terms that will be defined and described in the lecture. Listen carefully for key words and concepts. They will often be unfamiliar words, and the speaker will often immediately follow the word with a definition. Here are some other verbal clues: “X, which means” “X, which refers to . . . ” “This important conceptideaterm” “This idea is central to X ’s argument . . . ” – L I S T E N I N G C O M P R E H E N S I O N – 1 0 0