Track 7]

[CD 4 Track 7]

Narrator: Listen again to part of the conversation. Then answer the question.

Exercise 12.3

Student A: Well, I’m just saying . . . except for a few people Narrator: Listen again to the professor’s comment. Then on the team . . . how does having a debate team really ben-

answer the question.

efit the university? Professor: First, I just want to say . . . good job on your Student B: Oh, don’t even get me started! For one thing,

presentation, Charlie, it was very interesting, and then . . . there’s the whole matter of school tradition. I mean, did

well, I just want to add this. You said you weren’t sure why you know that this school has had a debating team for over

the planet Venus was named after the goddess of love. It’s

a hundred years? And over the years, we’ve won a dozen or true Venus was the goddess of love, but she was also the more regional tournaments and a couple of national tour-

goddess of beauty and, well, anyone who’s ever seen Venus naments. Then there’s the prestige. We haven’t had a good

early in the morning or in the evening knows it’s a beautiful football or basketball team for . . . for years, but our debate

sight.

team is always one of the best in the region. A good debate Narrator: Question 1: Why does the professor say this: team attracts people who debated in high school, and

Professor: . . . well, I just want to add this. they’re always some of the top students. And you know, a lot of famous people were on college debate teams . . .

Narrator: Listen again to part of the lecture. Then answer President John F. Kennedy, for one, and . . .

the question.

Student A: Okay, okay, you’ve sold me! Professor: Computers have been used since the sixties to Narrator: Question 9: What does the man mean when he

record choreography. The first one—well, the first one I says this:

know about, anyway, was a program written by Michael Student A: Okay, okay, you’ve sold me!

Noll . . . and it was . . . Oh, I guess by today’s standards you’d say it was pretty primitive. The dancers looked like

Narrator: Listen again to part of the conversation. Then

stick figures in a child’s drawing.

answer the question. Narrator: Question 2: What does the woman mean when Student B: What sort of test is it? Multiple-choice or essay?

she says this:

Student A: Neither, actually. Doctor Fowles gives us a min- Professor: The dancers looked like stick figures in a child’s eral sample and we have an hour to figure out what it is—

drawing.

we work in teams of two. Student B: How on earth do you do that? I mean, a rock’s a

Narrator: Listen again to part of the discussion. Then rock, isn’t it?

answer the question.

Narrator: Question 10: Why does the woman say this: Professor: Well, after Rhine did his experiments at Duke, a Student B: How on earth do you do that? I mean, a rock’s a

lot of similar experiments have been done—at Stanford rock, isn’t it?

University, in Scotland, and elsewhere, and the conclusion

Professor: Yeah, that’s . . . well, a lot of people call it that,

says this:

but the real name of the painting is just Nighthawks. Student A: Excuse me, Professor . . . I just don’t get it. CRIPT Narrator: Question 5: What does the professor mean when

she says this: Narrator: Listen again to part of the discussion. Then Professor: . . . a lot of people call it that, but the real name

answer the question.

of the painting is just Nighthawks. Professor: Okay, everyone. We’ve been talking about tradi- tional forms of dance. Today, umm, we’re going to shift our Narrator: Listen again to part of the lecture. Then answer

attention to the islands of Hawaii, and the most famous the question.

form of dance that’s associated with those beautiful islands. Professor: Now, if you happen to have a copy of the syl-

Anyone know what that is? Laura?

labus that I gave you last week you’ll notice that we’re not Student A: Oh, that’s an easy one—it’s the hula dance. gonna be able to . . . we just don’t have time to read all of

Narrator: Question 10: What does the student mean when these two poems and talk about them. An epic poem—I

she says this:

probably don’t have to tell you this—is a narrative poem, a

Student A: Oh, that’s an easy one . . .

really long narrative poem. Narrator: Question 6: What does the professor mean when

Narrator: Listen again to part of the discussion. Then she says this:

answer the question.

Professor: . . . I probably don’t have to tell you this . . . Professor: By the way, in Hawaiian, the word ukulele means

“jumping flea.”

Narrator: Listen again to part of the lecture. Then answer Student B: Jumping flea! Yeah? Why did they call it that? the question.

Professor: Hmmmmm. Probably it was because . . . well, to Professor: Anyway, the main characters in the Iliad, they’re

tell you the truth, I don’t have a clue. I’ll try to find out for strong, they’re great warriors, but you know . . . they’re not

you, though.

as clever, not as smart as Odysseus. He’s the one who thinks Narrator: Question 11: What does the professor mean when up the plan to end the war—after ten long years—and

she says this:

defeat the Trojans. He’s the . . . the mastermind behind the Professor: . . . to tell you the truth, I don’t have a clue. scheme to build the Trojan Horse. Narrator: Question 7: What does the professor mean when

Narrator: Listen again to part of the discussion. Then she says this:

answer the question.

Professor: He’s the . . . the mastermind behind the scheme Guest Speaker: Thank you, Professor Nugent, thanks for to build the Trojan Horse.

inviting me. I always appreciate the chance to talk to stu- dents . . . to anyone who’ll listen, for that matter, about our

Narrator: Listen again to part of the lecture. Then answer disappearing battlefields. The organization I work with is the question.

trying to save battlefields from development. It’s an uphill Professor: How does HDR energy work? Well, in theory,

struggle. By one estimate, twenty-five acres of Civil War bat- anyway . . . and let me stress, I say in theory . . . it’s pretty

tlefield are being lost every day. That’s like an acre an hour. simple. You use oil-well drilling equipment, big drills, and

Narrator: Question 12: What does the speaker mean when you punch two holes down into the earth about, oh, maybe

she says this:

two miles—five kilometers, maybe—that’s about as far as

Guest Speaker: It’s an uphill struggle.

you can drill into the earth, for now, at least. Down there, deep in the earth, there is this extremely hot cauldron of

Narrator: Listen again to part of the discussion. Then rock, of granite. So then, you pump water from the surface

answer the question.

into the first tube. The water goes down to the hot rock and Student A: Can’t we just read about these little battles in into the first tube. The water goes down to the hot rock and Student A: Can’t we just read about these little battles in

Narrator: Question 15: What does the professor mean when she says this: Professor: Don’t worry though, that may sound like a lot of reading, but it shouldn’t take you long!