The Complete Guide to the TOEFL Test iBT

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Integrated Speaking Preview Test 50 Sample Items 4

Exercise 9.1 5 Lesson 17: Announcement/Discussed Task 51 Exercise 9.2 7

Sample 51 Exercise 17.1 52

Lesson 10: Factual, Negative Factual, and Inference

Exercise 17.2 52

Questions 11

Exercise 17.3 53

Sample Items 11 Exercise 10.1 12 Lesson 18: General/Specific Task 53

Exercise 10.2 15 Sample 53 Exercise 18.1 53

Lesson 11: Purpose, Method, and Attitude Questions 21

Exercise 18.2 54

Sample Items 21

Exercise 18.3 55

Exercise 11.1 22 Exercise 11.2 23 Lesson 19: Problem/Solution Task 55

Sample 55

Lesson 12: Replay Questions 26

Exercise 19.3 56

Conversations 26

Exercise 19.4 57

Sample Item 26

Exercise 19.5 58

Exercise 12.1 26

Exercise 12.2 27 Lesson 20: Summary Task 59 Exercise 12.3 28 Sample 59 Exercise 20.1 59

Lesson 13: Ordering and Matching Questions 30

Exercise 20.2 60

Sample Item 30

Exercise 20.3 61

Exercise 13.1 30

Speaking Review Test 62

Lesson 14: Completing Charts 35 Sample Item 35 Speaking Tutorial: Building Pronunciation Skills 63

Exercise 14.1 35 Exercise 1 63 Exercise 2 63

Listening Review Test 39

Exercise 3 63 Listening Tutorial: Note Taking 44 Exercise 4 63

Exercise 1 44

Exercise 5 63

Exercise 3 44

Exercise 6 64

Exercise 5 44

Exercise 7 64

Exercise 6 45

Exercise 8 64 Exercise 9 64

Guide to Speaking 46

Exercise 10 64 Exercise 11 64

The Independent Speaking Task 46 Exercise 12 64

Lesson 21: Taking Notes and Planning the Integrated

Response 67 Practice Test 2 79

Sample 67 Exercise 21.1 68

A NSWER K EY

Guide to Reading 86 Lesson 17: Announcement/Discussion Task 106 Reading Preview Test 86 Lesson 18: General/Specific Task 108 Lesson 1: Factual and Negative Factual Questions 87 Lesson 19: Problem/Solution Task 110 Lesson 2: Vocabulary Questions 89 Lesson 20: The Summary Task 112 Lesson 3: Inference Questions 89 Speaking Review Test 114 Lesson 4: Purpose, Method, and Opinion Questions 89 Speaking Tutorial: Building Pronunciation Skills 114

Lesson 5: Sentence Restatement Questions 89

Lesson 6: Reference Questions 89 Guide to Writing 117

Lesson 7: Sentence Addition Questions 90 The Integrated Writing Task 117 Lesson 8: Complete Summaries and Charts 92 Integrated Writing Preview Test 117 Reading Review Test 93 Lesson 21: Taking Notes and Planning the Integrated

Response 118

Reading Tutorial: Vocabulary Building 95 Lesson 22: Summarizing, Paraphrasing, Citing, and

Synthesizing for the Integrated Writing

Guide to Listening 97

Response 120

Listening Preview Test 97 Lesson 23: Writing the Integrated Response 123

Lesson 9: Main-Topic and Main-Purpose Questions 98 Lesson 24: Checking and Editing the Integrated

Lesson 10: Factual, Negative Factual, and Inference

Response 125

Questions 98 The Independent Writing Task 126

Lesson 11: Purpose, Method and Attitude Questions 99 Independent Writing Preview Test 126

Lesson 12: Replay Questions 99 Lesson 25: Pre-Writing the Independent Response 126

Lesson 13: Ordering and Matching Questions 99 Lesson 26: Giving Opinions and Connecting Ideas in

Lesson 14: Completing Charts 99 the Independent Response 127 Listening Review Test 100

Lesson 27: Writing the Independent Response 128 Listening Tutorial: Note Taking 102 Lesson 27: Writing the Independent Response 128 Listening Tutorial: Note Taking 102

[CD 1 Track 2] you know, and so far, none of them have shown anything CRIPT

promising . . .

Section 2: Guide to Listening

Student: But I thought there was this . . . I saw this show on television about earthquakes, and it said that in, uh, China,

Preview Test

I think it was, they did predict an earthquake because of the way animals were acting.

Listen as the directions are read to you. Professor: Oh, right—you’re thinking of the Haecheng Narrator: Directions: This section tests your understanding

earthquake about thirty years ago. Well, that’s true. There of conversations and lectures. You will hear each conversa-

were snakes coming out of the ground in the middle of tion or lecture only once. Your answers should be based on

winter when they should have been hibernating . . . and what is stated or implied in the conversations and lectures.

supposedly horses and other animals were acting fright- You are allowed to take notes as you listen, and you can use

ened. And there were other signs, too, not just from ani- these notes to help you answer the questions. In some

mals. So the government ordered an evacuation of the area, questions, you will see a headphones icon. This icon tells

and in fact, there was an earthquake, so thousands of lives you that you will hear, but not read, part of the lecture

were probably saved.

again. Then you will answer a question about the part of Student: Yeah, that’s what I’m thinking of . . . that’s what I the lecture that you heard. Some questions have special

saw on television.

directions that are highlighted. During an actual test, you Professor: The problem is that, unfortunately, no one’s may not skip questions and come back to them later, so try

been able to duplicate that kind of result . . . in China or to answer every question that you hear on this test. On an

anywhere else. There have been lots of earthquakes since actual test, there are two conversations and four lectures.

then that haven’t been predicted, and there have been a You will have twenty minutes (not counting the time spent

couple of false alarms when cities were evacuated for no listening) in which to complete this section of the test. On

reason . . . and like I said, none of the studies that have this Preview Test, there is one conversation and three lec-

been done have shown that animals are any better at pre- tures. Most questions are separated by a ten-second pause.

dicting earthquakes than people are. Student: So that’s . . . so you don’t think that’s a very good

Narrator: Listen to a conversation between a student and a

idea for a topic, then, I suppose . . .

I didn’t say that . . . just because this theory Student: Professor Dixon? I’m Brenda Pierce. From your

professor.

Professor:

hasn’t been proven doesn’t mean you couldn’t write a per- Geology 210 class . . . ?

fectly good paper about this topic . . . on the notion that Professor: Yes. I know. That’s a big class, but I do recognize

animals can predict earthquakes. Why not? It could be you. As a matter of fact, I noticed you weren’t in class yester-

pretty interesting. But to do a good job, you . . . you’ll need day morning. Did you oversleep? That’s one of the problems

to look at some serious studies in the scientific journals, with an 8:00 class. I almost overslept myself a couple of times.

not just some pop-science articles in newspapers, or . . . Student: Oh, uh, no, I didn’t oversleep. In fact, I was up at

and you can’t get your information from television shows. 5:00—one of my roommates had an early flight and I took

Student: You really think it might make a good paper? Well, her to the airport. I thought I’d make it back here in time,

then, I think if I can get enough information from the but, uh, well, you know . . . you know how traffic can be out

library or the Internet . . .

on Airport Road at that time of day. Anyway, uh, I know you Professor: Okay, why don’t you see what you can find? Oh, I were going to tell us . . . give us some information about

forgot to mention . . . you’ll need to write up a formal pro- our research paper in class today. Do you have a few min-

posal for your paper, and work up a preliminary bibliogra- utes to fill me in?

phy, and hand it in to me a week from tomorrow. I’ll need phy, and hand it in to me a week from tomorrow. I’ll need

So, okay, today, we’re going to continue our tour of the world’s biomes. The next biome you come to, as you head south from the tundra, is the taiga. That’s spelled t-a-i-g-a, taiga. It’s also called the “boreal forest.” The taiga is the largest of all the world’s biomes. About 25% of all the world’s forests are found in the taiga.

Now, the word taiga means “marshy evergreen forest.” It comes from the Russian language, and that’s not too sur- prising, really, because there are huge, I mean, really enor- mous stretches of taiga in Russia. But taiga isn’t just found in Russia. Like the tundra, the taiga is a more-or-less con- tinuous belt that circles the North Pole, running through Russia, Scandinavia, Canada, Alaska. Most of this land was—well, it used to be covered by glaciers, and these gla- ciers left deep gouges and depressions in the land. And not surprisingly, these filled up with water—with melted snow—so you have lots of lakes and ponds and marshes in the taiga.

Within the taiga itself, you’ll find three sub-zones. The first of these you come to, as you’re going south, is called open forest. The only trees here are needle-leaf trees—you know, evergreen trees, what we call coniferous trees. These trees tend to be small and far apart. This is basically tun- dra—it looks like tundra, but with a few small trees. Next, you come to what’s called closed forest, with bigger needle- leaf trees growing closer together. This feels more like a real forest. This sub-zone—well, if you like variety, you’re not going to feel happy here. You can travel for miles and see only half a dozen species of trees. In a few days, we’ll be talking about the tropical rain forest; now, that’s where you’ll see variety. Okay, finally, you come to the mixed zone. The trees are bigger still here, and you’ll start seeing some broad-leafed trees, deciduous trees. You’ll see larch, aspen, especially along rivers and creeks, in addition to needle- leaf trees. So this sub-zone feels a bit more like the temper- ate forests we’re used to.

So, what are conditions like in the taiga? Well, to start with, you’ve gotta understand that it’s cold there. I mean, very cold. Summers are short, winters long. So the organ- isms that call the taiga home have to be well adapted to

ators have in common, the ones that live there all year round . . . they all have thick, warm fur coats, don’t they? This heavy fur keeps them toasty in the winter. Of course, on the downside, it makes them desirable to hunters and trappers. Some of these predators survive the winter by hibernating, by sleeping right through it . . . bears, for example. And some change colors. You’ve heard of the ermine, right? In the summer, the ermine is dark brown, but in the winter, it turns white. That makes it hard to spot, so it can sneak up on its prey.

Then, uh, what sorts of herbivores live up there? What do the predators eat to stay alive? There’s the moose, of course, but only young moose are at risk of being attacked. The adult moose is the biggest, strongest animal found in the taiga, so a predator would have to be feeling pretty des- perate to take on one of these. Mostly, predators hunt smaller prey, like snowshoe rabbits, voles, lemmings . . .

Okay, the next biome we come to is the temperate for- est, where broadleaf trees like, oh, maples and oaks are most common, but before we get to this, I’d like to give you an opportunity to ask me some questions about the taiga.

Narrator: Now get ready to answer the questions. You may use your notes to help you. Narrator: Question 6: What does the professor say about the word taiga? Narrator: Question 7: Why does the speaker say this: Professor: This sub-zone—well, if you like variety, you’re

not going to feel happy here. You can travel for miles and see only half a dozen species of trees. In a few days, we’ll be talking about the tropical rain forest; now, that’s where you’ll see variety.

Narrator: Question 8: The professor discussed three sub- zones of the taiga. Match each sub-zone with its characteristic.

Narrator: Question 9: When discussing needle-leaf trees, which of these adaptations to cold weather does the pro- fessor mention?

Narrator: Question 10: What characteristic do all of the predators of the taiga have in common? Narrator: Question 11: What does the professor imply about moose?

Narrator: Listen to a discussion in the first class of a busi- Narrator: Listen to a discussion in the first class of a busi-

business, by using cases?

using it at Columbia University, at the law school there. It Professor: Oh, no, it’s just one important way. Some classes CRIPT wasn’t until . . . When was it? Uh, probably about 1910,

are lecture classes and some are a combination of lectures 1912, something like that, that it was used . . . first used at

and case studies and some . . . in some classes you’ll also Harvard Business School.

use computer simulations. We have this software called Student B: Then, it’s used in other fields? Besides law and

World Marketplace, and using this program, your group business?

starts up your own global corporation and tries to make a Professor: Oh sure, over the years, it’s been used in all sorts

profit . . . it’s actually a lot of fun.

of disciplines. For example, my wife . . . she teaches over at Narrator: Now get ready to answer the questions. You may the School of Education . . . she uses cases to train teachers.

use your notes to help you.

Student A: Professor Speed, I get that case study has been Narrator: Question 12: Professor Speed mentions several around awhile, but I still don’t quite understand why we’re

stages in the history of the case method. Put these steps in . . . well, why do we study cases, exactly?

the proper order.

Professor: Okay, before the case method was introduced, Narrator: Question 13: What does Professor Speed say the study of law and business was very . . . abstract . . . the-

about exhibits?

oretical. It was just, just lectures about theory. Professor Narrator: Question 14: What does the professor mean when Longdell thought—and a lot of educators think—that really,

he says this:

the best way to learn law, business, any discipline you can Professor: It wasn’t until . . . when was it? Probably about think of, is by studying actual situations and analyzing

1910, 1912, something like that, that it was used . . . first these situations . . . and learning to make decisions.

used at Harvard Business School.

Student A: That makes sense, but . . . I mean, what does a Narrator: Question 15: Why does Professor Speed mention case look like, exactly . . . I mean, what does it . . . ?

his wife?

Professor: What does a case look like? Well, cases are basi- Narrator: Question 16: In this lecture, the professor cally descriptions of actual—let me stress that—of real

describes the process of the case study method. Indicate business situations, chunks of reality from the business

whether each of the following is a step in the process. world. So, you get typically ten to twenty pages of text that

Narrator: Question 17: Which of the following reasons does describe the problem, some problem that a real business

the professor give for using the case study method? actually faced. And then there will be another five to ten pages of what are called exhibits.

Narrator: Listen to a student giving a presentation in an Student B: Exhibits? What are those?

astronomy class.

Professor: Exhibits . . . those are documents, statistical doc- Student Presenter: Well, uh, hi, everyone . . . Monday, we uments, that explain the situation. They might be oh,

heard Don tell us about the Sun, and, uh, Lisa talk about spreadsheets, sales reports, umm, marketing projections,

Mercury, the planet closest to the Sun. My . . . my, uh, anything like that. But as I said, at the center of every case,

report, what I’m talking about is the next planet, the sec- at the core of every case, is a problem that you have to

ond planet, Venus. Okay, to start off, I’m going to tell you solve. So, you have to analyze the situation, the data—and

what people, well, what they used to think about Venus. sometimes, you’ll see you don’t have enough data to work

First off, back in the really . . . in the really ancient days, with, and you might have to collect more—say, from the

people thought Venus was a star, not a planet, and . . . well, Internet. Then, you have to make decisions about how to

actually, you know how you can see Venus in the early solve these problems.

morning and in the evening? Well, so they thought it was Student B: So that’s why we study cases? I mean, because

two stars, Phosphorus—that was the morning star . . . and, managers need to be able to make decisions . . . and solve

uh, let’s see, Hesperus, the evening star. And then, once problems?

they figured out it was just one planet, they named it Venus

I read about Venus said that Venus is Earth’s sister . . . thing to add, so unless anyone has any questions . . . no? Earth’s twin, I guess it said. That’s because Venus is about

Well, Caroline will be giving the next report, which is about the same size as Earth . . . and uh, it’s made out of the same

the third planet, and since we all live here, that should be basic materials. And Earth and Venus are about the same

pretty interesting.

age; they, uh, were formed about the same time. Narrator: Now get ready to answer the questions. You may But really, we know nowadays that Earth and Venus are

use your notes to help you.

not really much like twins. For one thing, the air, the Narrator: Question 18: How does the speaker introduce the atmosphere of Venus is made out of carbon dioxide and

topic of Venus?

sulfuric acid—not very nice stuff to breathe. And it’s really Narrator: Question 19: According to the speaker, which of thick, the atmosphere is. It’s so thick, it’s like being at the

the following were once common beliefs about Venus? bottom of an ocean on Earth, so if astronauts ever went

Narrator: Question 20: In this presentation, the speaker dis- there, they’d have to have a . . . something like a diving bell

cusses some similarities between Earth and Venus and to keep from getting crushed. And they’d need really good

some of the differences between the two planets. Indicate air conditioning, too, because it’s really hot down there, not

which of the following is a similarity and which is a warm the way people used to think. All those clouds hold

difference.

in the Sun’s heat, you see. It’s hotter than an oven, hot Narrator: Question 21: Which of the following is not true enough to melt lead, too hot to have any liquid water. So,

about the length of a day on Venus? guess what that means—no jungles, no swamps, and no

Narrator: Question 22: In what order were these space weird creatures!

probes sent to Venus?

Okay, now here’s a really strange fact about Venus. It Narrator: Question 23: It can be inferred that the topic of takes Venus only 225 Earth days to go around the Sun, as

the next student presentation will be about which of the opposed to the Earth, which of course takes 365 days—

following?

what we call a year. But Venus turns around on its axis really slowly. Really slowly. It takes 243 Earth days to spin

Narrator: This is the end of the Listening Preview Test. around completely. The Earth takes—you guessed it—24 hours. This means that a day on Venus is longer than a year

[CD 1 Track 3]

on Venus! In fact, a day on Venus is longer than . . . well, than on any planet in the solar system, longer even than on those big gas planets like Jupiter. And here’s something else

Lesson 9: Main-Topic and Main-Purpose Questions

weird. All the planets of the solar system turn on their axis

Sample Item

in the same direction as they orbit the Sun. All except Venus, of course! It has what’s called a . . . wait, let’s see . . .

Narrator: Listen to a conversation between a student and a okay, a “retrograde” spin.

professor.

Now, there have been quite a few space probes that have Student: Professor Dixon? I’m Brenda Pierce. From your gone to Venus, so I’m only going to mention a few of them,

Geology 210 class . . . ?

the most important ones. I guess, umm, one of the most Professor: Yes. I know. That’s a big class, but I do recognize important was called Magellan. Magellan was launched in

you. As a matter of fact, I noticed you weren’t in class yes- 1990 and spent four years in orbit around Venus. It used,

terday morning. Did you oversleep? That’s one of the prob- uh, radar, I guess, to map the planet, and it found out that

lems with an 8:00 class. I almost overslept myself a couple there are all these volcanoes on Venus, just like there are on

of times.

Earth. The first one to go there, the first probe to go there Student: Oh, uh, no, I didn’t oversleep. In fact, I was up at successfully, was Mariner 2 in, uh, 1962. Mariner 1 was sup-

5:00—one of my roommates had an early flight and I took posed to go there, but it blew up. There was one, it was

her to the airport. I thought I’d make it back here in time, her to the airport. I thought I’d make it back here in time,

mals to predict earthquakes. reserve . . . We’re supposed to read an article from that CRIPT Professor: Really? Well, once scientists wondered if maybe

journal.

. . . if perhaps there was some connection between strange Librarian: Okay, well, you’re in the right place. This is the behavior in animals and earthquakes . . . and that maybe

reserve desk.

animals . . . that you could use them to predict earth- Student: Oh, good—I’ve never checked out reserve materi- quakes. But there have been a lot of studies on this subject,

als before. So what do I need? Do I need a library card, or you know, and so far, none of them have shown anything

. . . what do I have to do to . . .

promising . . . Librarian: You have your student ID card with you, right? Student: But I thought there was this . . . I saw this show on

Student: Umm, I think I do . . . I mean, I think it’s in my television about earthquakes, and it said that in, uh, China,

backpack here . . .

I think it was, they did predict an earthquake because of Librarian: Okay, well, all you really need to do is leave your the way animals were acting.

student ID here with me, sign this form and the journal is Professor: Oh, right, you’re thinking of the Haecheng earth-

all yours—for—let me see—for two hours anyway. quake about thirty years ago. Well, that’s true. There were

Student: Two hours? That’s all the time I get? snakes coming out of the ground in the middle of winter

Librarian: Well, when instructors put materials on reserve, when they should have been hibernating . . . and suppos-

they set a time limit on how long you can use them . . . you edly horses and other animals were acting frightened. And

know, just so all the students in your class can get a chance there were other signs, too, not just from animals. So the

to read them.

government ordered an evacuation of the area, and in fact,

I don’t know how long the article is, but . . . I guess there was an earthquake, so thousands of lives were proba-

Student:

I can finish it in two hours.

bly saved. Librarian: And, one more thing, you, uh, you’ll have to read Student: Yeah, that’s what I’m thinking of . . . that’s what I

the article in the library. You’re not allowed to check reserve saw on television.

material out of the library, or to take it out of the building. Professor: The problem is, that, unfortunately, no one’s

Student: Oh, well, then, . . . maybe I should, uh, maybe I been able to duplicate that kind of result . . . in China or

should go back to my dorm and get some dinner . . . before anywhere. There have been lots of earthquakes since then

I sit down and read this.

that haven’t been predicted, and there have been a couple Librarian: That’s fine, but . . . I can’t guarantee the article of false alarms when cities were evacuated for no reason . . .

will be available right away when you come back . . . some and like I said, none of the studies that have been done

other student from your class might be using it. have shown that animals are any better at predicting earth-

Student: Well, I dunno, I . . . I guess I’ll just have to take my quakes than people are.

chances . . .

Student: So that’s . . . so you don’t think that’s a very good Narrator: Now get ready to answer the question. You may idea for a topic, then, I suppose . . .

use your notes to help you.

Professor:

I didn’t say that . . . just because this theory Narrator: Question 1: What is the main topic of this hasn’t been proved doesn’t mean you couldn’t write a per-

conversation?

fectly good paper about this topic . . . on the notion that animals can predict earthquakes. Why not? It could be

Narrator: Listen to a conversation between two students. pretty interesting. But to do a good job, you . . . you’ll need

Student A: Tina, hey, how are you?

to look at some serious studies in the scientific journals, Student B: Hi, Michael. Hey, how was your summer not just some pop-science articles in newspapers or . . .

vacation?

and you can’t get your information from television shows. Student A: Oh, not too bad—mostly I was working. How Student: You really think it might make a good paper? Well,

about you? I, uh, I kinda remember you saying that about you? I, uh, I kinda remember you saying that

They race all the way from the south coast of Australia to know, and I really enjoyed getting to know the people, the

the north coast.

other people on the dig, and it . . . well, it was fun! Student A: But your race . . . it’s not anywhere near that long, Narrator: Now get ready to answer the question. You may

right?

use your notes to help you. Student B: No, no, our race is only twenty miles long. We Narrator: Question 2: What is the main subject of the

entered the Sunflower I in it last year and . . . speakers’ conversation?

Student A: And did you win? Student B: Uh, well, no . . . . no, we didn’t actually win . . . In

Narrator: Listen to a conversation between a student and fact, we didn’t even finish last year. We got off to a good an administrator.

start but then we had a major breakdown. But since then Administrator: Yes? Come in.

we’ve made a lot of improvements to the Sunflower II, and Student: Umm, Ms. Kirchner?

. . . well, I think we have a pretty good chance this year of Administrator: Yes?

. . . well, if not of winning, of finishing at least in the top Student: I’m, uh, Mark Covelli. I live over in Quincy House?

three.

Administrator: Yes, so what can I do for you, Mark? Narrator: Now get ready to answer the question. You may Student: The woman who’s in charge of the cafeteria over at

use your notes to help you.

Quincy, I talked to her this morning, you see, and . . . well, Narrator: Question 4: What are these two people mainly she told me that I would have to talk to you . . .

discussing?

Administrator: Okay, talk to me about . . . ? Student: Okay, well, I’d like to . . . you see, back at the begin-

Narrator: Listen to a conversation between two students. ning of the semester, my parents signed me up for Meal

Student A: So, Rob, what classes are you taking next Plan 1.You know, the plan where you get three meals a

semester?

day . . . Student B: Let’s see, uh, I’m taking the second semester of Administrator: Okay . . .

statistics, calculus, German, and . . . oh, I signed up for a Student: So, well, I’ve decided it’s . . . it was kind of a waste

class in the art department, a photography class. of their money because . . . I mean, I almost never eat three

Student A: Oh? Who with?

meals there in a day. Three days a week I have early classes Student B: Umm, let me think . . . I think her name is . . . I and I don’t have time to eat breakfast at all, and even on

think it’s Lyons . . .

days when I do eat breakfast there, I just have coffee and Student A: Lyons? I don’t think . . . oh, you must mean some yogurt so . . . well, I could do that in my room.

Professor Lyle, Martha Lyle. She’s my advisor, and I’ve taken Administrator: So what you’re saying is, you’d like to be on

a coupla classes from her. She’s just great. She’s not only a Meal Plan 2?

terrific photographer, but she’s also a, well, just a wonderful Student: Yeah, I guess . . . whatever you call the plan where

teacher. She can take one look at what you’re working on you only eat two meals a day at the dorm . . .

and tell you just what you need to do to take a better pho- Administrator: That’s Plan 2. We usually don’t make that

tograph. I mean, I learned so much about photography kind of switch in the middle of a semester . . . you know, if I

from her. And not only about taking color photographs, but do approve this, we’d have to make the refund directly to

also black-and-white—which I’d never done before. She your parents. And it could only be a partial refund . . . since

only takes black-and-white photos herself, you know. So you’ve been on Plan 1 for a month already.

what kinds of photos did you show her? Student: Oh sure, I understand that . . . I just, I just hate to

Student B: Whaddya mean?

waste my parents’ money. Student A: When you got permission to take her class, what Narrator: Now get ready to answer the question. You may

kind of photos did you show her? You had to show her your kind of photos did you show her? You had to show her your

. . . I’m a little confused about what you just said. CRIPT [CD 2 Track 2]

Professor: You’re confused? Why is that, Deborah? Student A: Well, you said that you don’t . . . well, that most

Exercise 9.2

scientists don’t think that ESP really exists. Narrator: Listen to a lecture in a dance class.

Professor: Okay, now you’re clear what I’m talking about Professor: Okay, today we’re talking a bit about recording

when I say ESP . . .

choreography. Let me start with a question for you. Do you Student B: It’s mind-reading, that kind of stuff. Extrasensory know what steps dancers used during the first productions

perception.

of . . . oh, say, of Swan Lake, or, for that matter, any of the Professor: Well, that’s a pretty good definition. It’s . . . well, most famous ballets? . . . That’s really a trick question

it can be telepathy . . . that’s communicating mind to mind. because . . . well, in most cases, no one knows, not really.

Or telekinesis . . . that’s moving things with your mind . . . . Believe it or not, no written choreography exists for the

precognition, which is knowing the future, or seeing the early performances of most of the world’s most famous

future. Other phenomena, too. And the study of ESP is classical ballets, or, for that matter, even for a lot of modern

sometimes called parapsychology.

ballet. So, how did choreographers teach dancers how to Student A: But you think . . . well, you think all that is non- perform their dances? Mostly, they demonstrated the steps

sense, I guess, right?

themselves, or they had one of the dancers model the steps Professor: Now, I’m not saying there aren’t people who have for the other dancers. Sure, systems of written choreogra-

. . . well, remarkable senses of intuition. But I think that’s phy have been around for a long while. Some systems use

because they’re just very sensitive, very tuned in to their numbers, some use abstract symbols, some use letters and

environments, to the people around them. I don’t think they words, oh, and musical notation, some systems use musi-

have any . . . abnormal mental powers beyond that, no. cal notes. The two most common systems in use are called

Student A: Well, I was just reading an article about ESP, and Labanotation, and, uh, the Benesh system, Benesh

it said that there were scientific experiments done at some Movement Notation it’s called. But here’s the thing—chore-

university, I don’t remember where, but the experiments ographers don’t use these systems all that often. Why not,

were done with cards, and that they proved that some peo- you ask. Well, because of the time it takes, because . . . Well,

ple could read minds.

because recording three-dimensional dance movements, Student B: She’s probably thinking of those experiments at it’s very difficult, very complex, and especially it’s very

Duke University . . .

time-consuming. A single minute of dance can take up to

Student A: Right, it was at Duke.

maybe, maybe six hours to get down on paper. You can Professor: Well, yes, there were a series of experiments at imagine how long recording an entire ballet would take!

Duke about seventy years ago. Professor J. P. Rhine—who And choreographers tend to be very busy people. But com-

was, interestingly enough, a botanist, not a psychologist— puter experts came to the choreographers’ rescue.

he founded the Department of Parapsychology at Duke, Computers have been used since the sixties to record cho-

and he and his wife did a lot of experiments, especially reography. The first one—well, the first one I know about,

involving telepathy.

anyway, was a program written by Michael Noll . . . and it Student B: He used those cards, didn’t he, the ones with, was . . . oh, I guess by today’s standards you’d say it was

like, stars and crosses?

pretty primitive. The dancers looked like stick figures in a Professor: Yes. Well, at first he used ordinary playing cards, child’s drawing. But, uh, since the 1980’s, sophisticated pro-

but then he started using a deck of twenty-five cards. There grams have been around, programs that . . . uh . . . well, uh,

were five symbols on these cards: a star, a cross, some wavy they let choreographers record the dancers’ steps and

lines, a circle and, ummm, maybe a square? movements quite easily. The only problem with these,

Student A: So how did the experiments work?

More recent experiments have been done under more care- some slides of artifacts that were found on board ship- fully controlled conditions, and those, uh, remarkable

wrecks, show them just the way they looked when they results, those really high scores that Rhine got have been

were found, and you have to guess what they are. rare . . . practically nonexistent. And in science, the trend

Narrator: Now get ready to answer the question. You may should be the opposite.

use your notes to help you.

Student B: What do you mean, Professor? Narrator: Question 3: What does this lecture mainly Professor: Well, you know . . . if the phenomenon you’re

concern?

studying is real, and the experiments are improved, are more reliable, then the results you get should be more cer-

Narrator: Listen to a discussion in an economics class. tain, not less certain.

Professor: Okay, good morning, everyone, I trust everyone Student A: So that’s why you don’t believe in ESP?

had a good weekend and that you managed to read Professor: To put it in a nutshell—I’ve just never seen any

Chapter . . . Chapter 7, on taxation. Friday we talked about experimental proof for ESP that stood up to careful

the difference between progressive and regressive taxes . . . examination.

and, today, we’re going to talk about two other types of tax- Narrator: Now get ready to answer the question. You may

ation: direct and indirect. What did the text say about direct use your notes to help you.

taxation? Yes, Troy?

Narrator: Question 2: What are the speakers mainly Student A: Well, the book . . . according to the chapter that discussing?

we read, it’s, ummm, that’s when the person who’s being taxed . . .

Narrator: Listen to a lecture in an archaeology class. Professor: Well, it could be a person or it could be an Guest Speaker: Good afternoon, everyone, I’m Robert Wolf,

organization.

and I’m president . . . well, I should say past president of Student A: Right. The person or organization who’s being the State Archaeological Society. I’d like to thank Professor

taxed pays the government directly. Is that it? Kingsly for asking me to, to come in and talk to you all

Professor: That’s great. Now, can you provide an example about a subject I’m pretty passionate about: shipwrecks.

for us?

You see, I’m also a diver, and I’m a member of the Student A: Yeah, uh, how about income tax? International Underwater Archaeology Society, and I’ve

Professor: Why would you consider income tax a form of been on a lot of underwater expeditions to investigate

direct taxation?

shipwrecks. Student A: Well, because, um, the person who earns the

A lot of times, when someone mentions shipwrecks, you income pays the taxes directly to the government, right? think of pirates and treasures buried under the sea. And in

Professor: Yes, good, Troy. Okay, so, someone else, what is reality, many divers—the ones we call treasure hunters—do

indirect taxation? Cheryl?

try to find shipwrecks with valuables still aboard them. In Student B: Well, if I understand the book correctly, it’s when fact, that’s one of the problems we face in this field. Some

the cost of taxes, of taxation, is paid by someone other than shipwrecks have literally been torn apart by treasure

the, uh, the person . . . or organization . . . that is responsi- hunters searching for gold coins or jewelry, even if there

ble for paying the taxes.

wasn’t any there, and underwater archaeologists weren’t Professor: I’d say you understood the book perfectly—that’s able to get much information from these ships. But, ship-

a good definition. Now, Cheryl, we need an example of wrecks are . . . they can be a lot more than just places to

indirect taxation.

look for treasure. A shipwreck is a time capsule, if you know Student B: Okay, let’s see . . . what if someone . . . some what I mean, a photograph, a snapshot of what life was like

company . . . brings, oh, say, perfume into the country from at the moment the ship sank. And unlike sites on land, a

France. And let’s say there’s an import tax on the perfume shipwreck . . . it’s . . . uncontaminated . . . it’s not disturbed

that the government collects from the company, and then that the government collects from the company, and then

um, what example did I give of regulation, government reg- S

slide on the screen and see if you can tell me who the artist

CRIPT is and what the name of the painting is. This is his most

ulation of advertising?

Student A: Well, you . . . you gave the example of . . . that the famous painting. Here we go. Anyone know?

United States banned cigarette advertising back in the Student A: Yeah, I’ve seen that painting before . . . I don’t

1960’s . . .

remember the name of the artist, but I think the painting is Professor: The early 1970’s, actually. That’s right. Up until called Nighthawks at the Diner.

then, tobacco companies and their advertising agencies Professor: Yeah, that’s . . . well, a lot of people call it that,

would portray smoking as part of this . . . oh, this carefree, but the real name of the painting is just Nighthawks.

this oh-so-glamorous lifestyle. And then it came out in Anyone know the artist? Anyone? No? The painter is

these scientific studies done by the government that Edward Hopper. Now tell me . . . what sort of a reaction do

tobacco smoking was really dangerous, really unsafe, and you have when you see it?

so . . . no more tobacco advertisements. At least, not on Student B: It’s kind of . . . lonely . . . kind of depressing, and,

television or radio. You could still advertise in magazines, uh, bleak. It’s so dark outside, and inside there are these

on billboards, and so on, for a long time after that—don’t bright lights but . . . but they’re kinda harsh, the lights are,

ask me why, but you could. And some studies showed that and the people in the diner seem . . . well, to me, they look

. . . the studies seemed to indicate that the advertising ban really lonely.

. . . oh, and I might mention, there was also negative adver-

Professor:

A lot of Hopper’s works show . . . loneliness, iso- tising by the government and anti-smoking groups telling lation. He was a very realistic painter. One of the reasons he

people not to smoke . . . anyway, these studies showed was so realistic, maybe, is that he started off as an illustra-

that smoking, that the use of tobacco actually went down. tor, a commercial artist, and you know, of course, a com-

Okay, there were also some examples in the article I asked mercial artist has to be able to paint and draw realistically.

you to read for today, other examples of government In fact, Hopper spent most of his early career doing illus-

regulation . . .

trations and just traveling around. He didn’t develop his Student: There was the example from Sweden, about how characteristic style, his mature style, until, I’d say, not until

Sweden completely banned advertisements for children.

he was in his forties or maybe fifties. Anyway, most of his Professor: Right, for children under twelve. That happened paintings show empty city streets, country roads, railroad

back in 1991. Now . . . not to get too far off track here, but tracks. There are paintings of storefronts, restaurants, and

since that article was written, there was a European Court . . . let me show you another, this is the first one of his

of Justice ruling, and it said that Sweden still has to accept mature paintings, and the first one that really made him

. . . that it has no control over advertisements that target famous. It’s called The House by the Railroad. It’s pretty

Swedish children, advertisements that come from neigh- bleak, too, isn’t it? You’ll notice as we look at more slides

boring countries . . . or from satellite. So this undercuts to a that, uh, well, there aren’t many people in the paintings,

certain extent what the Swedes were trying to do, but still and the ones that you do see, they look . . . you could

. . . you can see their intent to . . . to protect their children almost say impersonal. Melancholy. That’s the . . . mood he

from, uh, from the effects of advertising. tried to convey. Wait, let me back up just a second. He,

Student A: Don’t you think that law was . . . a little extreme, Hopper, always said he was just painting what he saw, that

maybe?

he wasn’t trying to show isolation and loneliness but . . . Professor: In my opinion? As a matter of fact, yes, yes, I do. one look at his paintings tells you he wasn’t being com-

Personally, I think advertisements meant for children pletely honest about this.

should be controlled—maybe controlled more carefully Student A: Some of these paintings remind me of . . . of

than at present—but not necessarily eliminated. And I . . . those old black-and-white movies from, like, the thirties

speaking for myself still, I think they should be controlled and forties.

by a combination of government regulation and self- by a combination of government regulation and self-

1920’s, the United States went through a period of isola- are some of the . . . the ways these two long poems, espe-

tionism. In other words, it just basically withdrew from cially their main characters, how they’re different.

international affairs. Wilson worked and worked to get the Some people have said that the Iliad is the world’s great-

U.S. Senate to agree to join the League, but he never could. est war story, and the Odyssey, that it’s the world’s greatest

Other powerful nations joined but then quit—or were travel story. The Iliad tells about the Trojan War, the war

kicked out. This included Brazil, Japan, Germany, the Soviet between Troy and the various Greek kingdoms. The Odyssey

Union . . . The other problem was, ah . . . the League of tells about a Greek warrior’s trip home, and all the amazing

Nations never had any power, really, no power to enforce adventures he has on the way—and he has some wild ones,

its decisions. It had no armed forces. It could only apply too. The warrior’s name is Odysseus, hence the name for

economic sanctions, boycotts, and these were pretty easy the poem. I think the reason that I prefer the Odyssey to the

to get around.

Iliad, myself, is that . . . well, I guess you could say, I just The League of Nations did have a few successes early like the main character of the Odyssey better than the main

on. It helped prevent wars between Bulgaria and Greece, characters of the Iliad. As I said, the Iliad is the story of the

Iraq and Turkey, and Poland and Lithuania in the 1920’s. Trojan War and about the clash, the personality conflict,

And the League also had some success in refugee work and between the main characters. The conflict isn’t just

famine relief and so on. Oh, and it brokered some deals, between warriors from either side—a lot of the story deals

some treaties to get countries to reduce the size of their with an argument between the two strongest Greek war-

navies. But . . . the League was completely, totally powerless riors, Achilles and Agamemnon. Anyway, the main charac-

to stop the buildup to the Second World War in the 1930’s. ters in the Iliad, they’re strong, they’re great warriors, but

So, ah, during the war, during World War II, I mean, the you know . . . they’re not as clever, not as smart as

League didn’t meet. Then, after the war, it was replaced by Odysseus. He’s the one who thinks up the plan to end the

the United Nations, which, of course, was headquartered in war—after ten long years—and defeat the Trojans. He’s the

New York City.

. . . the mastermind behind the scheme to build the Trojan Still, the League of Nations was, ah . . . well, I think it Horse—you probably know something about that already,

served an important role. It developed a new model of the Trojan Horse has been in lots of movies and so on . . .

Internationalism. In the late nineteenth and early twentieth anyway, he helps end the ten-year war, and then he sets off

century, “Internationalism” really just meant alliances of for home and his family. It takes him another ten years to

powerful nations, and these alliances often dragged other get home, where his wife has been waiting faithfully for

countries into conflict—that’s what happened, really, that’s him for twenty years, but . . . but like I said, he has plenty of

what led to World War I. But the League was at least an adventures on the way.

attempt to bring all the nations of the world together to Oh, and the other thing about Odysseus that I like is that

work for peace. True, it didn’t work, not really, but at least . . . well, the characters in the Iliad are pretty static . . . you

there was an effort made. Oh, and another thing I meant to know what I mean? They are . . . they don’t change much.

add, the structure of the League of Nations, the, ah, admin- This is true of most of Homer’s characters, in fact. But it’s

istrative structure, the “government,” if you will—was very not true of Odysseus. During the course of the epic, on

similar to that of the United Nations. The secretary-general, account of the long war and all the, the bizarre experiences

the secretariat, the general assembly, the security council,

he has on the way home . . . he changes. He evolves as a these are all fixtures of the United Nations that came from character, just like characters in most modern novels do.

the League of Nations.

Okay, then, before we go on . . . does anyone have any Okay, we’re going to have to wait until next class to dis- comments? Comments or questions?

cuss the United Nations, but . . . I just wanted you to be Narrator: Now get ready to answer the question. You may

aware of the League of Nations because of its role, its, ah aware of the League of Nations because of its role, its, ah

How does HDR energy work? Well, in theory, anyway . . . and let me stress, I say in theory . . . it’s pretty simple. You use oil-well drilling equipment, big drills, and you punch two holes down into the earth about, oh, maybe two miles—five kilometers, maybe—that’s about as far as you can drill into the earth, for now, at least. Down there, deep in the earth, there is this extremely hot cauldron of rock, of granite. So then, you pump water from the surface into the first tube. The water goes down to the hot rock and becomes superheated. Then, the superheated water rises up the second tube—oh, I forgot to mention that these two tubes are interconnected—this hot water rises up the other tube and you use that to heat up a volatile liquid—do I need to go into what I mean by that? No? Okay. So then, this volatile liquid turns into a vapor, a gas, and you use it to turn an electrical turbine, and . . . bingo, you have elec- tricity! And then, when the water has cooled down, you just send it down the first tube again, so that you don’t waste water.