Audio Scripts - Guide to Speaking.pdf - English for Children 123 - astam1

46 Section 2 Guide to Listening

Samuelson, in his textbook, he gives the example of a per-

son who wakes up one morning and says, “I think I’ll start

making toothpaste in my basement.” Samuelson says a sole

proprietorship begins with that moment of decision. One

advantage of this form of organization is that there is no

separate tax on the sole proprietorship, and that’s a huge

advantage. A sole proprietorship is taxed at personal

income rates and those . . . those are generally lower than

the, uh, the corporate tax rate. Now, the main disadvantage

of a sole proprietorship is that the owner is legally liable for

all the company’s debts. If, say, a company gets sued, or,

uh, can’t pay back a loan, then the owner is liable. The peo-

ple suing the company can come after the owner’s personal

assets, like his or her house or car.

Now, another type of business organization is the part-

nership. Basically, there’s not much difference between a

sole proprietorship and a partnership except that a part-

nership is owned by more than one person. The tax advan-

tage of operating as a partnership is the same as you’d get

as a sole proprietorship.

How about liability? Each partner has the right to act as

the sole agent for the partnership. How does this work? Say

one partner signs a contract to buy, oh, 500 widgets from

company A. He tells his partner what a great deal he got on

the widgets, and she says, “Oh no! I just signed a contract

to buy 500 widgets from Company B!” Are those contracts

legally binding? You bet, because both partners can act as

sole agents. So . . . in a partnership, one partner is liable not

only for his own actions, but also for the actions of all the

other partners.

Who’s in charge in a partnership? In most partnerships,

partners share responsibility for day-to-day operations. In

some partnerships, there are silent partners, partners who

invest money in the company but have nothing to do with

management decisions.

Okay, then, that brings us to the corporation. This is the

most complex form of business organization, also the most

expensive to set up. You need to fill out legal documents

called articles of incorporation and pay a fee, and it can be

. . . well, pretty expensive. Still, almost all large business are

organized as corporations.

The most important thing about a corporation is the

concept of limited liability. Corporations are . . . this is an

important concept . . . distinct legal entities. They’re even

called “artificial persons.” What’s that mean? Well, a corpo-

ration can open a bank account, own property, get sued, all

under its own name, just like a person, an individual. The

owners—they’re called stockholders —share in the com-

pany’s profits, but their liability is limited to what they

invest. See the advantage? If a corporation goes broke,

then, sure, stockholders lose their investment, the money

they invested in the company’s stock—but not their per-

sonal property, not their cars or houses.

Now, unlike sole proprietorships and partnerships, cor-

porations have to pay taxes, taxes on their profits. Not only

that, but stockholders, they have to pay taxes on dividends,

on the money that corporations pay them. This is, uh, it’s

really double taxation, and it’s one of the disadvantages of

organizing your business as a corporation.

Let’s, uh, talk about the structure of corporations. There

are three important elements. The owners, that is, the

shareholders, have ultimate control. There are regular

meetings of shareholders, usually once a year, and they

vote on important issues. But, in reality, you usually get

only the biggest shareholders at these meetings. Most

shareholders don’t bother to attend, and often give their

votes . . . uh . . . assign their votes to the top corporate offi-

cers. This is called voting by proxy. Okay, now, corporations

also have a board of directors. This board—oh, and I should

mention this, the board is elected by the shareholders—it’s

responsible for making major decisions. The board

appoints the chief executive officer . . . and it, uh, sets pol-

icy. However, the day-to-day operations of the corporation

are performed by the executive officers and by the corpo-

rate bureaucracy. By the way, the CEO is often the chair-

man of the board as well as being the top executive officer.

Now, remember I said that today there are four impor-

tant forms of business organization. An increasingly popu-

lar form of organization for smaller businesses is the

limited liability company. An LLC, as it’s called, it’s a . . . a

hybrid organization, it combines some of the best features

of a partnership and those of a corporation. It eliminates

that double taxation I mentioned. But, uh, I’m afraid I’ll

have to wait till our next meeting to talk about the LLC

because we’re out of time today . . .

Narrator: This is the end of the Guide to Listening.

[CD 7 Track 6]

Section 3: Guide to Speaking

The Independent Speaking Task

Sample Responses for Independent Speaking

Narrator: Sample Response 1

Speaker: When I was young, I used to play rugby. I was a

member of the . . . of our national team . . . the junior team

from my republic in the Soviet Union. My team, uh, we

became the junior champions of rugby of the Soviet Union.

It was the most important and happiest time in my life. I

. . . it was most important event in my life because I made

my first big steps in rugby. Also, because at that time I was

only fourteen years and it was . . . well, you could say the

biggest success in my life. I was happy and I was proud of

my success . . . of our team success. These events will . . .

uh, always be a pleasure to remember in my life as the best

time I ever had. Even the success I have had in science and

business cannot compare to this moment.

Narrator: Sample Response 2

Speaker: For me the most important day in my love, in my

life was a day when I . . . um . . . got accepted to Simmons

College. Um . . . um . . . I got accepted to the . . . um . . .

teaching program and it was very exciting . . . um . . . dur-

ing the symposium important for me because it took

almost two years for me . . . um . . . to get accepted to the

program and during this two years I had to take the tests

and I had challenges because I had to take the tests two

times . . . um . . . because of various reasons . . . um . . . so

. . . um having seen that I got this . . . um . . . test (posital)

(?) and I got accepted it was worthwhile and on top of that

. . . ah . . . during this two years I worked hard on getting a

job and I was eligible enough to be offered the job and the

great thing also for financial reason is . . . um . . . to be eligi-

ble for . . . um . . . scholarship, which was a rare scholarship

offered to . . . ah (foreigner?). So it was . . . um . . . all over

. . . um . . . a great day for me.

Narrator: Sample Response 3

Speaker: The most important day in my life . . . um . . . I

think . . . um . . . the day I . . . I got married to my wife. Um

Section 3 Guide to Speaking 47

. . . because . . . um before I met her I was thinking a lot a

thing about how different between us and . . . um . . . um

. . . I was thinking about . . . ah . . . culture, country, reli-

gions . . . uh . . . a lot of thing even though indi . . . indica-

tion and . . . ah . . . made me think just . . . um . . . like a . . .

what a . . . was gonna happen . . . just don’t expect too

much about . . . about life and . . . um . . . the first time that

I have trying to move to the university . . . to the U.S., I

. . . ah . . . changed my mind a little bit about . . . ahmmm

. . . how to expect something about between us and finally I

had a chance to married to her and made me more . . . um

. . . happy and I think the day that most important days in

my . . . ah . . . my marriage day to her and . . . um . . . make

me so happy . . . and . . . and . . .

wanted to go was . . . ah . . . was . . . ah . . . very exciting and

made my life very happy because I always dreamt about

going and doing a master’s degree, living in different coun-

try, and I really wanted to do this master’s ’cause I thought

that coming back to my country with a master’s degree

from a different country with all the experiences living in

and . . . ah . . . writing and speaking in different languages,

sharing . . . ah . . . different cultures, could . . . ah . . . benefit

a lot my country and . . . ah . . . my professional life.

[CD 7 Track 8]

Independent Speaking Preview Test

Narrator: Directions: The first two tasks in the Speaking

Section are Independent Speaking tasks. You have fifteen

seconds in which to prepare your responses. When you

hear a beep on the Audio Program, you will have forty-five

seconds in which to answer the questions. During actual

tests, a clock on the screen will tell you how much prepara-

tion time or how much response time (speaking time)

remains for each question. It is important that you time

yourself accurately when you take this preview test. If pos-

sible, speak into a microphone and record your response.

On an actual test your responses will be recorded and eval-

uated by trained raters.

Narrator: Sample Response 4

Speaker: Most important day I . . . especially . . . when have

my first baby borned. It was . . . amazed. . . . For the, uh . . .

is um, beginning for . . . the . . . uh . . . for big . . . promise?

Many time ago, uh, several more or less important day of

the, of the life, uhhhh . . . other day I go my, uhhh, my first

work, I was . . . And uh, most important . . . for example, as

holiday . . . holiday? . . . the people go . . . the people umm

. . . to the house . . .

[CD 7 TRACK 7]

Exercise: Scoring the Response

Narrator: Response 1

Speaker: The most important day of my life was last . . . last

. . . April . . . eh . . . fifteenth when Nicol and I got married.

We got married here in the U.S. and, ah, it was a very . . . eh

. . . special day. Eh . . . we were very . . . (emotionated?) and

excited and . . . eh . . . we were alone because our families

were in . . . eh . . . our countries but we invited our friends,

best friends, here and . . . ah . . . it was very . . . eh . . . it was

very . . . I mean, very . . . um . . . special and . . . and . . . very

. . . eh . . . intimate and . . . eh . . . we got married in our

place and then . . . we had, we organized a little party with

. . . ah . . . Italian food and . . . and wine and an Italian cake

and we were happy and all of our friends were happy with

us so it was very pretty special day for us.

Narrator: Task 1. . . . Please listen carefully

Narrator: Describe the person who has had the greatest

influence on your life. Explain why this person has had

such an important influence on you. Give specific details

and examples to support your explanation. Please begin

speaking after the beep. [15-second pause, then beep]

[45-second pause, then beep] Now please stop speaking.

Narrator: Task 2. . . . Please listen carefully

Narrator: In some university classes, students are graded

according to a Pass/Fail system. In other words, the only

possible grades that you may receive are P (Pass) or F (Fail).

In most classes, however, students are graded according to

a more traditional system in which many letter grades can

be given (A+, A, A–, B+, etc.). Explain which of these two

systems you prefer and why. Include details and examples

in your explanation. Please begin speaking after the beep.

[15-second pause, then beep] [45-second pause, then beep]

Now please stop speaking.

Narrator: Response 2

Speaker: About most important day . . . uh, that’s the day I

test the examination . . . for . . . uh, go . . . to go university. It

decide our future. If you pass this, this . . . you can go to

university and . . . uh, can continue study, so . . . uh, in that

day, is . . . very important. So ummm in my country, the

education is very different from here . . . when we are in

school, there is . . . we have only one, one main exam to

pass . . . and so, I . . . for Vietnamese youth, in our life is . . .

uh . . . such important day.

Narrator: This is the end of the Independent Speaking

Preview Test.

[CD 7 Track 9]

Lesson 15: Personal Preference Task

Sample

Narrator: Describe the person who has had the greatest

influence on your life. Explain why this person has had

such an important influence on you. Give specific details

and examples to support your explanation.

Narrator: Response 3

Student: The day . . . a most important in my life was when

. . . ah . . . I received the letter from the university in

Montreal and . . . ah . . . they accepted me to do my mas-

ter’s degree but not just that, they also . . . ah gave me . . .

ah . . . scholarship so that made a big difference in my life

because I really wanted to go to a foreign country to study

international law and I didn’t know if . . . ah . . . I would

have been able to do it without all the help and my . . .

obviously my brains helped too. So I think . . . um . . . the

fact that they accepted me at the university that I really

Speaker: I think the person who has influenced me the

most is my brother, my older brother. He’s six years older

than me and has always been . . . a kind of model. Everyone

in my family—actually, everyone who has met my

brother—thinks he’s the . . . ah, the kindest person who

they know.

48 Section 3 Guide to Speaking

Why I say that my brother is my most influential person?

. . . Well, he’s had a big role in . . . in shaping my life. For

example, my brother is very good golfer, and when I was

quite young, he started taking me to the golf course. He

taught me to play. Today, playing golf and watching golf is

the way . . . ah, how I relax. Also, after he . . . ah, finished

university, my brother studied international law in the

United States. Because of him, I’ve . . . ah, decided to go to

university in the United States too.

Speaker: In my opinion, the letter grades system is the bet-

ter. I see some advantage in the Pass/Fail system. For

example, there is less stress on students, less pressure to try

to get good grades. But, uh, personally I like the challenge

of grades, of working to get grades. A grade of A+ or A is . . .

it’s something to aim for, like a goal. Uh, also, grades are a

way to compare students, uh, to compare their perform-

ances. This can be important in ranking students and later,

when students are . . . are looking out for jobs. For example,

some businesses and, uh, some government agencies only

hire people who are in the tops of their class—if everyone

had a Pass grade, they couldn’t make good decisions about

who to hire. So, all in all, I like the letter grades system.

[CD 7 Track 10]

Exercise 15.4

Narrator: Question 1

Speaker: I’d say that the . . . the most important trip I’ve

ever taken was a trip to Italy. It was a two-week trip, and it

was sponsored by my university. We went to Rome, to . . .

uh . . . Florence, and then to the Italian Alps, the mountains

in the north of Italy. I enjoyed this trip because I have

always been interested in Renaissance art, and Florence

has some of the best examples of this kind of art, such as

Michelangelo’s statue David. I also enjoyed this trip

because of the beautiful scenery, especially the mountain

scenery. Oh, and . . . uh, another reason why this was a

great trip was the food. I love Italian food!

[CD 7 Track 13]

Exercise 16.4

Narrator: Question 1

Speaker: I think I’d rather work in the . . . uh, in the library

than in the . . . . than on the Internet. Why do I say this?

Well, it’s pretty convenient to work at home, on a home

computer, and find information on the Web. However, from

my experience, not all academic books and journals are

available online now, at least not for free, not in my field,

anyway—you might have to pay to use some of these jour-

nals, subscribe, you know. Also, a lot of the information

that is online, it is not really appropriate for university

research, it’s not really academic. Finally, I just like to go to

the library because I see a lot of people that I know there,

it’s, you know, just more social.

[CD 7 Track 11]

Exercise 15.5

Narrator: Question 1

Narrator: You are going to give a gift to a friend and you

want it to be symbolic of your country. Describe the gift

that you would give. Include details and examples to sup-

port your explanation. Please begin speaking after the

beep. [15-second pause, then beep] [45-second pause, then

beep] Now please stop speaking.

[CD 7 Track 14]

Exercise 16.5

Narrator: Question 1

Narrator: Some students prefer to go to a small college or

university, while others prefer to go to a large university.

Explain which view you prefer, and why. Include details

and examples in your explanation. Please begin speaking

after the beep. [15-second pause, then beep] [45-second

pause, then beep] Now please stop speaking.

Narrator: Question 2

Narrator: Describe your ideal job. Explain why you would

like to have this job. Include details and examples to sup-

port your explanation. Please begin speaking after the

beep. [15-second pause, then beep] [45-second pause, then

beep] Now please stop speaking.

Narrator: Question 2

Narrator: Some people believe that technology has

improved life, while other people believe it has not. Explain

which view you prefer, and why. Include details and exam-

ples in your explanation. Please begin speaking after the

beep. [15-second pause, then beep] [45-second pause, then

beep] Now please stop speaking.

Narrator: Question 3

Narrator: Imagine that you have the ability to solve any one

problem in the world. Describe which problem you would

choose to solve, and explain how you would solve it.

Include details and examples to support your explanation.

Please begin speaking after the beep. [15-second pause,

then beep] [45-second pause, then beep] Now please stop

speaking.

Narrator: Question 3

Narrator: Because of computers and telephones, it is now

possible for many people to work at home. Some people

enjoy this, while others would rather work in an office.

Explain which of these you prefer. Include details and

examples in your explanation. Please begin speaking after

the beep. [15-second pause, then beep] [45-second pause,

then beep] Now please stop speaking.

[CD 7 Track 12]

Lesson 16: Paired Choice Task

Sample

Narrator: In some university classes, students are graded

according to a Pass/Fail system. In other words, the only

possible grades that you may receive are P (Pass) or F (Fail).

In most classes, however, students are graded according to

a more traditional system in which many letter grades can

be given (A+, A, A–, B+, etc.). Explain which of these two

systems you prefer and why. Include details and examples

in your explanation.

[CD 7 Track 15]

The Integrated Speaking Task

Narrator: Now listen to two students discussing the new

parking policy.

Section 3 Guide to Speaking 49

Student A: So, Brad, are you still going to be parking your

car at the stadium next semester?

Student B: Huh? Oh, you mean because of the new parking

rules? I dunno. I’m pretty upset about them. I mean, I

always parked over at the stadium lot, and . . .

Student A: Me, too . . . why not, it was free? But still, it’s not

going to cost that much. Just $25 a semester. That’s pretty

cheap.

Student B: Yeah, but now, you’ve gotta register your car . . .

Student A: Yeah, so? That’s only $10.

Student B: Well, maybe for you that’s all it will be, but I have

to pay my outstanding parking tickets first. That could be

. . . I don’t know, a lot, maybe over a hundred bucks. But it’s

not just the money. That parking lot at the stadium . . . . it’s

never more than half full anyway. I don’t know why the uni-

versity should suddenly start charging us to park there. I

just don’t think it’s fair . . .

Student A: Oh, I don’t really agree. For one thing, it costs the

university money to maintain those lots. They have to fix

the cracks in the concrete . . . they have to paint lines . . . .

plow snow . . .

Student B: Well, sometimes they plow the snow . . . the

other thing is, students who used to park at the stadium,

now they’re gonna park in the neighborhood near campus.

That’s gonna cause a problem for people who live there.

Student A: I don’t know, I don’t really think so . . . I think

most people will just pay the fees and keep parking at the

stadium. And the university has to raise money for the new

parking structure somehow.

Narrator: The woman expresses her opinion of the new

parking policy. State her opinion and explain the reasons

she gives for having that opinion.

Narrator: Sample Response 3

Speaker: First, uh, she’s not . . . uh . . . she agree, she’s not

upset to university decision because . . . uh . . . she felt that

the fee for parking and the registration is not expensive,

only twenty-five dollars for semester and she thought uni-

versity also have to pay to maintain the parking area it

costs . . . it costs . . . mmmmm . . . it, it may cost high, the

cost for . . . mmmmm . . . paving or painting and clean

snow during the winter so she, she thought that it fair that

university . . . uh . . . made a rule for parking.

Narrator: Sample Response 4

Speaker: The ladies seemed like a . . . um . . . she more

agree with the new policy because she realized she didn’t

have, she doesn’t have the problem with the parking, the

new parking rules . . . um . . . she really seem like she ready

to pay twenty-five dollars, personally there, but the guy

Brad he’s kinda like a little bit upset and . . . um . . . upset

and he have some money situation and . . . um . . . he

doesn’t really want to . . . to pay more money . . . um . . . .

The lady, she . . . um . . . she gave a good reason about why

the university have to . . . um, ah . . . cause the money for

the parking and . . . um . . . she also . . . ah . . . say that if the

. . . they collect the money for fixing the stadium . . .

[CD 7 Track 17]

Exercise: Scoring the Response

Narrator: Response 1

Speaker: The woman is in favor of the new . . . um . . . rule

for parking . . . um . . . at the . . . um . . . stadium. Um . . .

she thinks that . . . um it’s (very) reasonable, it’s only just

ten dollars . . . um, it’s affordable . . . um . . . to park in the

stadium and um . . . she thinks that . . . um . . . you would

just . . . um . . . you’ll pay for it . . . um . . . so that also . . .

um . . . the fee that will be raised from parking . . . um . . .

will be used . . . um . . . by the . . . um . . . school . . . um . . .

because . . . um . . . she thinks that . . . um . . . there’s . . . um

. . . there . . . the school has some money to take care of the

parking lot . . . um . . . at the . . . um . . . stadium. There are

times, . . . um . . . especially in the . . . um . . . in the winter

when they need to plow . . . um . . . clean up . . . um . . .

shovel, um . . . and other things . . . um . . . so that this . . .

um . . . fee . . . um . . . raised . . . together from parking . . .

from the . . . um . . . new rule . . . um . . . policy . . . um . . .

will go . . . um . . . towards that, and . . . um . . . she thinks

. . . um . . . that . . . um . . . these . . . um . . . shouldn’t be a

big deal. And . . . um . . . if there not cause . . . um . . . prob-

lems . . . um . . . this way . . . um . . . and . . . um . . . and

there will be enough so . . . um . . . the parking lot . . . ah . . .

will be taken care of.

[CD 7 Track 16]

Sample Responses for Integrated Speaking

Narrator: Sample Response 1

Speaker: The man is upset because of the parking rules, the

. . . uh . . . new parking rules. He . . . he always parks at the

stadium but now, uh, he must pay $25. Also, he must regis-

ter his car and . . . um, pay his parking tickets. He doesn’t

think that the new rules are fair.

The woman doesn’t . . . she doesn’t think . . . she doesn’t

agree with what the man says. She . . . uh, she thinks that

this is not . . . not so much money to pay for parking. The

university will use the money for repairing the parking lot,

for plowing the snow, for painting the lines in the parking

lot. They will also use it for building new parking structure.

So . . . uh, unlike the man, she doesn’t think . . . she thinks

that the policy is fair.

Narrator: Sample Response 2

Speaker: The woman . . . eh, um . . . usually parks her car at

the stadium and for her . . . eh . . . the new . . . eh . . .

Minnesota policy about parking is not . . . ah, so bad and

she just will have another . . . eh . . . eh . . . opinion and . . .

eh . . . for . . . for the man . . . eh . . . it this is not a good . . .

eh . . . policy . . . eh . . . because . . . eh . . . twenty-five dollar

per semesters and more, ten dollars . . . eh . . . for just . . .

registering the car. It’s too much and the . . . maybe people

. . . eh . . . will park . . . eh . . . their car in the . . . um . . .

neighborhood around the university and . . . eh . . . eh . . .

so . . . eh . . . the two people have different opinions . . . eh

. . . the woman agrees with day . . . eh . . . university’s policy

while the man don’t.

Narrator: Response 2

Speaker: There no longer is . . . uh, free parking and they,

the student must . . . um, must pay $10. There two opinions

. . . two options . . . can pay . . . uh . . . $75 or $25 to the . . .

for the university parking. I . . . uh, I don’t think is . . . is too

much for the students pay for the parking.

Narrator: Response 3

Speaker: She . . . she kind of liked . . . ah, ah . . . the new pol-

icy because . . . a, um . . . eventually it’s gonna be the good

thing for the students . . . ah . . . and actually the cost isn’t

. . . ah . . . very much, it’s only twenty-five dollars for the

parking outlying lots and also the registration fee is like ten

dollars, it’s not very expensive for students, and also the . . .

50 Section 3 Guide to Speaking

ah . . . the . . . ah . . . the, the school needs some money for

maintain parking lots so and then they gonna have more

spaces for parking eventually . . . that’s why she like the

idea and she support that idea.

Student A: Yeah, I know, that seems strange to me, too. I

suppose the idea is, the longer you’ve been a student here,

the more aware of the policy you should be. I guess you

should be glad that it didn’t happen when you were an

upperclassman or you would’ve failed both classes.

Narrator: Now get ready to answer the question.

Narrator: Question 3: The man expresses his opinion of the

policy. State his opinion and explain the reasons he gives

for having that opinion. [30-second pause] Please start talk-

ing now. [60-second pause] Please stop talking now.

[CD 8 Track 2]

Integrated Speaking Preview Test

Narrator: Directions: The last four tasks of the Speaking

Section are Integrated Speaking tasks. The third and fourth

questions involve a reading text and a listening passage.

You will have forty-five seconds in which to read a short

text. You will then hear a short conversation or part of a lec-

ture on the same topic. You may take notes on both the

reading and listening passage. You will then see a question

on the screen asking about the information that you have

just read and heard, and you will have thirty seconds in

which to plan a response. When you hear a beep on the

Audio Program, you will have sixty seconds in which to

answer the question. The fifth and sixth questions involve a

short listening passage. You may take notes as you listen.

After listening to the conversation or lecture, you will see a

question, and you will have twenty seconds in which to

plan your response. When you hear a beep on the Audio

Program, you will have sixty seconds in which to answer

the question. During actual tests, a clock on the screen will

tell you how much preparation time or how much response

time (speaking time) remains for each question. It is

important that you time yourself accurately when you take

this practice test. If possible, record your response. On an

actual test your responses will be recorded and evaluated

by trained raters.

Narrator: Task 4

Narrator: Read these paragraphs from a textbook describ-

ing animal camouflage. Begin reading now. [45-second

pause]

Narrator: Now listen to part of a lecture in a zoology class.

Professor: So, um, we’ve been talking about ways animals

avoid predators, especially how animals use camouflage to

stay safe, to hide from their predators. Let’s consider an

animal called the sloth. The sloth is a mammal that lives in

the forests of Central America, South America. They hang

from trees and they’re lazy, very slow-moving, they sleep

fifteen hours a day. Anyway, sloths are a very dull color,

their fur is a dull brown and it has dull green streaks in it.

Know what these green streaks are? They’re algae—a kind

of plant. This animal moves around so slowly that plants

grow on it! Anyway, this dull green and brown color camou-

flages the sloth when it’s hanging from trees.

Then there’s a butterfly, you may have heard of it, it’s

called the blue morpho. It also lives in Central and South

America. It has beautiful, shiny blue wings. It’s so pretty its

nickname is “the living jewel.” You look at a blue morpho,

you think, “Now this creature is not camouflaged!” But in

fact, it is. Blue morphos’ wings are only bright blue when

viewed from the top. The bottoms of its wings are dark

brown. When it flaps its wings and flies, there are alternat-

ing flashes of bright blue and brown. When birds see this,

they think they’re seeing flashes of blue sky between trees.

So, although blue morphos sure don’t seem camouflaged to

us, they are basically invisible to predators.

Narrator: Now get ready to answer the question.

Narrator: Question 4: The professor describes how camou-

flage protects two types of animals. Explain how this is

related to the concepts of camouflage described in the

reading. [30-second pause] Please start talking now.

[60-second pause] Please stop talking now.

Narrator: Task 3

Narrator: Beginning this semester, all faculty members at

Monroe University are required to hand out copies of the

university’s plagiarism policy. You will have forty-five sec-

onds in which to read the policy. Begin reading now.

[45-second pause]

Narrator: Now listen to two students discussing this notice.

Student A: So it looks like they’re serious about stopping

plagiarism. I’ve gotten a copy of this in every class.

Student B: Yeah, well, in general, I don’t have any argument

with the policy . . . I’m just glad they’re finally making this

policy . . . making it a little more public, passing it out in

every class. If I’d known about this policy a coupla years

ago, I wouldn’t have gotten in trouble . . .

Student A: Wait a minute, you got in trouble for plagiarism?

Student B: It . . . uh, well, it wasn’t exactly plagiarism . . . . at

least, I didn’t consider it plagiarism, but it did . . . uh, vio-

late the policy. See that part about using the same research

paper for more than one class? Well, I was writing a paper

for a geology class and one for a chemistry class. They were

both about hydrocarbon compounds, and I used one sec-

tion of my geology paper in my chemistry paper. I didn’t

know I couldn’t do that. I’ll tell you one thing—that soft-

ware for detecting plagiarism really works. Or at least it did

for my paper!

Student A: So, what happened? Did you just get a warning?

Student B: No, at the time, I was in my second year here,

and so the grade on both my papers was lowered by a

whole letter grade. That’s another thing about this policy

. . . I don’t understand why a first-year student gets a warn-

ing and a second-year student gets a lower grade. That

doesn’t seem right to me.

Narrator: Task 5

Narrator: Listen to a conversation between two students.

Student A: Hey, Lucy, how are things?

Student B: Hi, Rick. Oh, I don’t know. Okay, I suppose . . .

I’m just . . . I’m just exhausted!

Student A: Yeah, you do look kinda tired . . . how come?

Student B: Well, I just never get enough sleep . . . my classes

are really hard this term, especially my physiology class,

so I’m in the library until it closes at eleven, and then I

study for a couple of hours or so when I get back to my

dorm room.

Student A: Yeah, I’ve had a couple of semesters like that

myself . . .

Student B: I feel especially dead in the afternoon, and I

have a one o’clock and a three o’clock class. Yesterday, the

most incredibly embarrassing thing happened in my physi-

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