EXPLANATOAY OA EXAMPLE ANSWEAS AND AUDIO SCAIPTS FOA MODEl. TE$TSIMOOEL TEST 5 683 Student 2: 1 was just going to say that they eat oats , bread , and honey , but not meat , not other animals. And !hey cion' drink. studenll: IIhII\k it's Important tl\al !hey don' even understand the eonoept 01 a lie . Thai proves tha ll hey are that they have e V6fY innooenl nature, Prolessor: Good poi n t. You ' re relerring 10 the lact that they faiJed 10 grasp now the CtfNI was able to Initiate the mutiny thaI brought Gulliver to their Island. Student 1: Umhum . Professor: Okay , so whal do the Hovytlntv1ms think aboul Gulliv9J? And what does GulliYel conclude aboul him- " s\uderlt2: Well, Gulliver Isnl really a Yahoo and he Isnl really a Houytvlhnm either. I'd say he 's kind 01 in the mid- 1 08 1 die. But, he 's Il'ying to become a Hooyhnhnm. Professor: s\uderltl ; I th i nk it's like the other chaplers. The fourth voyage is it's anolh&r critique 01 the weaknesses in human nature. Professor: Then Swift Is making the point thai althougtl humankind is capable 01 rational behavior, we seldom choose 10 exercise it. The very I 01 the WOJd the Houyhnhnm language Is "evil : So Audkl 6. What is the disalsslon mainly about? An_ B A narrative 01 the fourth voyage of Gulliver AuclkI 7. What does GuDiver learn about I'Iimsell1 An_ I ,. He Is like the Yahoos In many ways. Audkl 8. In the discussion, the professor describes the characleristics 01 the Yahoos. Indicate whether each 01 the IoIIowing is one oIlheir c:haracteristics . Click in the COl red box for each sentence . Copyrighted aklr 8&4 ANSWERS AND AUDIO SCRIPTS F OR ACTIVITIES , OUIZZES , AND MOOEl TESTS An.wer Yo, No A They eat IIowers. V B They have a loul odor. v C They engage In an Immoral lifestyle. v o They are satirical caricalures of humans. v E They live in \rees . V Audio •• Replay Audio Repley An.wer B Audio 10. Anawer B lI slen egaln to parl of the discussion and then answer the following question. "Sut Ila can1 qulle IICIlJeve his transformation, can he? Even though h is pride motivales him to continue the Impossible pursuit 01 perfection .• So, what does th is all meanr Why does lhe professor say this: "So what does this all mean ?' She is asldng the students a question. Sometimes professors ask rhetorical questions Ihat they Intend to answer as they cootinue the lecture, but, in Ihls case , the professor pauses long el'lOiJQh 10 Indicate that he is waiting for a sludent 10 respond. ~ing to the professor, what kind of book is Gu"ivar's Travels'? A satire about mankind. What can we Infer about the literature 01 the period? The tone was 1'101 very serious. It was meant to entertain. Llsrm. 3 ''SEDUIBY Cuss" Audio Discussion Narrator; Prolessor: Student 1; Professor: Student 1: Professor: Studenl2: Professor: Usten to part oIa disc ussioo in a geology cl ass . The explo/1atlon 01 minerals Involves five steps. Flrsl, you have to explofe and locate the mineral deposits, then you set up a mining operation, nex!, you must reline the raw minerals and Iranspol1lhe refined minerals to the manulacturer. E)(cuse me. Sony. I only have lour staps. Could you • ? Sure . That's explofa'tion, mining, relining, transportation. and manufacturing. Thanks. So, each of these actMt ie, Involves ~ I Mre are COSts liSSOCla ted wIfh !hem. and ~ the costs can be ilCOriOiriIC but not necessarily so. Mineral exploitation also has en~ ronmental cos ts assodiile<l WIt " It . For example, the exploration stage will clearly have a high economic cost because 01 01 pelSOl'lnel and technology, bu1 the environmeo- Ial cost will probably be qulle low. Why would thai be. do you think? Because you aren1 actually disturbing the environment. You' re j uS! IooIIlng, I mean, altar you li nd a mineral deposit, you don1 do anything about it at that stage. Right. So the environmental costs would be low . BYt what happens when you use up all npl the resources thai are easy to find? iffien Wfiii1j ~ lPyrigh ma r EXPlANATORY OR EXAMPLE ANSWERS AND AUDIO SCRIPTS FOA MODEL TESTSJMOOEl TEST 5 689 of the Classical Period. Their werts became increasingly more difficult, expressing some 01 the high emotions 01 the rmeteenth century. which, as you will r«aU!he backdrop of !hat century , the Fr ench and the American revolutions they were defining moments. So ChopIn, Usz\, and Wagner wrote very little chambet music ••. because they preferred the emotional power 01 the fuM orchestra ••. or. uh, the personal expression in a piano solo. It was also at abouI!his time that Franz Schube rt , Johannes Brahms , Felix Mendelssohn, and Mlonin Dvorak made their conlributions, and !hey wrote melodic, passionate compositions f or ct"Iembe~ playefS. But now the music was mora difficult 10 play. and the palronage Byslem was dec6nlng anyway, so . so most chamber music moved from the grasl homes of the wealthy and into the concert halls, whiCh were frequented by a growing middle class. And it was a very creative period f or chamber musiC, and professional chamber groups emerged during tIVs time. The composers probabfy fett a new freedom because they we r en' so much pressed 10 please their patrons and they could e_pIore the ir art. Well, ~::e::::;::~~:~~:~ Ravel . because , unlike previous eotnp05ef$ , their compo · siUons had recurring instead 01 a continuous melody . And there are a number 01 olher composers who wrote chamber music in the Modem Period but . but whether they 'l be remembered is , wen, a question 10 be answered by future hist orians . Whal we do know Is that the Modernists gave chamber music new COfJti"Iations 01 instruments and arrangements. And as the musiC became more •• . more . .• une_pected, olten with unusual tonality, well, it also became even more difficult 10 play and that meant tha i !he scores for IT\()(jem chamber music h ad to be played by very skilled ensem· bIe musicians. 1l"Iis evening. at the concert, the Univl3fSity Ouartet wi. per10rm one 01 the Class'cal pieces by Hay· den . Youll hearthe Quartet in D Minor, Opus 76, Number 2, Thitd Mowment There are two violins, one cello, and one viola. So , that said . 111 see you tonighL 10 23 . An._ A 10 24 . A_ C Aud io 25. An ._ • 0 10 26 . "oploy '0 "oploy An._ B 10 27 . Ano_ • Audio 28 . , • What Is the ma in purpose of the lecIure7 To explain chatnbef music What Is the origin of the term chamber music? A place where the music was played WhiCh 01 the following are the key characteristics 01 chambe r music in the Classical Period? "'" Amateur musicians Uslen again 10 part of the lecture and then answer the following question. "Well , it was Ludwig Von Beethoven who probably bridged between the Classical Period and the RomantiC Period. and I say that because his works were longer and and perhaps more complex than his predecessors. And I find this amazing since the later quartets were all created when he was totally deaf." What does the professor mean when she says this abouI Beethoven; "And I find this amazing Sioce the later quartets were aI created when he was IotalIy dea' ." Her positive tone indiCates thai she is In admiration 01 Bee\hoY8fI'S axceptional talent Why does the pro f essor mention Impressionism? She Is comparing the experimentation In art wIttI thet ln music. How did the pro f essor organize the lecture? She arranged the lnlormation in chronological order . r.; n9ht~ EXPtAN TORY OR EXAMPLE ANSWERS AND UDIO SCRIPTS FOR MODEL TESTSIMOOEL TEST 5 U3 Student Librarian: Student Ubrarian: Student: Librarian: Student librarian: ~ Student: Librarian: Studenl: librarian : Student UbmtIan : Student: Librarian: Student: Librarian: Student: Ubrarian: Student: Ubfarian: Student: Ubrarian: Student: Ubrarian: Student: L itnrian : Student: Ubrarian: Student: I'm not quite su re. How about the cost 01 living? Oh . WeH cost of living III. uh, notYMY spedIIc . I mean, whal aspects 01 the cosl of living do you need 10 rlf1d? CoSI of living Is a lalrty broad topic. II is? Wei , yes. Do you want this fof personal inlormation or Is it lor a class ? It's l or my ec:oIlOf'fIics class. U nhuh . So you wanl a genetal comparison. I'm Itying to Imagine what yoult pu t on the graph . WeD , I'm not tooclear aboul lhall was thinking I might make several graphs. you know , one lor each country, with the cos l 01 basic things on it. and then I could compare the ,_. Was that the assignment? Maybe if you could IIJIplain the assignmenl lo me ••. Okay. I, uh, I have it right here • somewheIe. Just a minute Okay, here it is. Ut'i, It ~, "iTiiIifl a 1M: itlarfOi'i"l* ~ .fft;afliiSr~. It shoold I)e b. enoUgh to share With the cIass:- Thats It? UMuh. Bu l it's lor an economics class. and we have to be able to explain it to every. one . So that's why I was going lor the cost of living and my major's Inlematlooal busi· ness so I was interested in comparing several countries. Bullhe prolessor really only asked you lor one chart . I guess so . but I'm trying to figure out how to compare those countries on one chart and it's not that easy. Okay. Well You think I should Just do the one chart then? It's usually bener 10 follow the instructions lor an assignment unless Oh. Even II it's more than, uh , moreihan the professor asked lor? l'i ~ better k) check'Wlitilhe profeSSOr first \!you wanl to ~ me iiSlgnmenL. Okay then. I gues.s I need to choose one country and compare several factOl"$lor the one country. Or if you want to ~e S8'oI9fai countrias .Y.Q.!!.probab/y ne8d !o zero in on one IICtQ( Oke" the aY~ If1COme lor a lamily 01 lour or •. OIl I see . . Maybe I could compare the cost 01 a home . Right. So, could rmd that in an encyclopedia then . WeU , maybe, but you want current data and I'm nol sure that you'd find demographics on Income and home prices In an encyclopedia. Anyway look. why don' I show you where you can find some reference materials In eoonomIcs? Then. you can bruWse lor a while. Maybe you'l lind something thai sparks an Idea. But II you don1, then just come back to my desk and 11i00i< with you. Thanks . Th aI's great. Audio 35 . Why does lhe man approach the libnlflan? An_ C He needs help lindlng some data. He wants to compare information about several countries. 8M ANSWERS AND AUDIO SCRIPTS FOR ACTIVITIES, QUIZZES, AND MODEL TESTS Audio Replay Aud io Repl .y An swe r Aud io Answ er 36 . USlen again 10 part of the conversalion and then answer lhe following question. "Uh, it says, 'make e pie mart or a bar graph with at least four parts. 't should be large enough to share with the class.'" "That's iI?" ·Unhuh." What does the woman meM when she says this: "That's it?" B She is expressing surprise by the stress and tone of her voice. 37. What does the librarian Imply? o The man should not change lhe assignment. 36. Wl\at example does &he librariM give for the assignment? B Average family Income In several countries AudiO 39. Wl\at will the man do with the information? An lwe r C Draw a chart or a 9raph LlIn s 8 4 'AIrT IIIs/ORY Cuss" Aud io Di scussi on Narrator: Usten to part of a discussion in an art history class, The prolessar Is talking about action art. ~ In ~ ' ny~~ , ~, kn~ that the brushstrolles ware a significant I •• "" of the work of Impressionist t Impressionist painters, and like them, the Abstract Expressiooists were Interested in the aKpresSive qualities 01 painl, and particularly In the case of action painters or ges· ture painters. , • they were sometimes caI1ed gestura painters . , • and they developed new methods for applying the paint. They dripped, Ihr ew, sprayed, and, uh, spla tt ered , paint on the canvas , with a view to expressing artislic actions or gestures • as part ot the creative process. Now , according 10 your lextbook, probably the beSI·known of the action painters was , who? Student 1: POIIocll, Student 2: Jackson Pollock. Protessor. No doubt about It , Pollock was a highty indMctual artist. He's lamous for huge mural·sized wor1<s . And . , . to creale them, he'd spread hiS unstratchod canvas on the 1Ioor , and he'd approach the work from an lour sides, waldng around ~ and attacking it with commercial house paint in cans thaI he carrled with him, He dripped the paint from sticks or brushes; Ihat he dipped In lhe cans or . or ha Ih. 9W the paint and splashed i lln pallems Il\al, uh , tl\at rellected the molion of his arm and, uh, and his body, as he enpaij8CI in his so-called action pain ling, I think you can see how the name applias to this method. So Pollock claimed that this process allowed him to ba in the painting, nol apart from it. Let me show you a picture of Pollock with a work In progress. _ ANSWERS AND AUDIO SCRIPTS FOR ACTlVmeS, OUIZZES . AND MODEL TEST S !he expeclalJons IOf earthquake-resistant st/UCtures have changed. Whereas in the paSt it was consid - ered adequate IOf a buildi ng not to collapse during en earthquake, now insurance companies and • and even clients . they're demandi ng bu i ld i ngs that will be able to maintain their structural integrity t I . . alter the earthquake subsides. JOd""""for 6Ul1CfiiIg more ~uak~ ~ relatively sman bu ildings, 10 do, re al ly , is boItlhe buildings to their fouOO8- , uh • .• provide some support walls. Remember these walls are referred to as shear W811s in you r textbook. They're made of reinforced cooaete, and by that I mean COOCfe te with steel rods embed- ded In 11 . This not only streogthens the structure but •.• but It also diminishes the lorees that tend to shake a building during a quake. And In addition to the sheal wa lls that surroond a bu ilding. shear walls can be situated In the center of a bu ilding aroond an elevator shaft or a stai rwe l l. Th is Is really an e~cel lent reinforcement II"S commonly known as a shearrx:xe, and it contains reinforced co ncrete, too. Okay. L eI'. talk about walls. ~ Imagine steel beams that cross diagonally from the ceiling to the floor and th is happens on each story In a bu ilding. So before the wal ls are finished, you can see a vertical row 01 steel x's on the struc- ture. And this cross-bracing tends to make a bu ilding very rigid. and consequenUy . very strong. But besides steel re inforcements, engineers have also devised base i Sf)/BtOf$ , which are positioned below the building, and their PUfP0S8 is to absorb the shod< of the sideways shaking that c an undermi ne a building and cause It to collapse. ~ iI!imitiiQ!iYIi'I Of __ iiiCffiiilhel/C niIitiii'J The steel Is lor strength. bu t. uh .•• the rubber absorbs shock wavl!9. In higher bu ildings. a . a moat of llexlble materia ls allows the bu i ld i ng to sway duro Ing seismIC acbvrty . Or . . . or large rubber cylinders support all 01 the comers of the bu i ld i ng. and In between each Iloor, and they allow the buildi ng 10 sway during an earthquake. So . you can see that these al ternatives are quite diffOfent lrom cross-bracing or shear walls. So the combination 01 re inforced structures and fte~ible materials has been proven to reduce earth- quake damage. But evan these engineering techniques are insufficient if the bu ilding has been con- structed on filled ground. ~ used Iii IlII dlit can IOii i!i 2iiOOQ sbEgIh 'IWfiiilJ!illiid' d IQ 1Ij iIiiCIi ~ • an ea~ ilndltii bUlIifIl]gS COIiStNCfed on If C.,IIf"'~ dI 1M!!lI f lfiinli e EBrlh l So . In areas where earthquakes are knoWn to occur, it's Important to understand the terrain, and you have 10 be sure that the gr ound II ei the r solid or iI's been adequately prepared. Okay. lefsassume that we do everythi ng right w~.", ~ ,hoo ~~ " ; ""' ~~~~~i ~ . now that we've mede progress In solving t he problem of how to preserve the buildings. IIh . . . one 01 the more recent areas 01 research is how to bener pro- ' ''' "" - .=~"" """" ~ ~""","",' , ~ by analyzl ~ ", ~ " ~ ''" '' ~S from the sen- computor lhould be to cletermlne the magnitude of an earthQiJake In progress and when It does that. It can trigger electromagnets In the pistons 10 increase or decrease the . the rigid- Ity 01 the shock absorbers . bu ilt Into the structure. If the earthquake Is minor, then the bu i ld i ng can be programmed to sway gently, and the people and everythi ng else Inside get a sa le ride. Bul du ri ng hig h- magnitude earthquakes. the shock absortlers can freele Ihe bu i ld i ng to prevent it !rom shaking at all. So the beauty 01 the conoept is that the computOf sensors wOO< very Quickly . reacti ng within one one-thou- sandth 01 a seoond , and they can run on banery power since the electrical system usually lalls '""," ~ earthquake. ~ What Is th is lecture mainly aboul? Earthquake-resistant s lruC!u res (lgh mater EXf'l.ANATOAY OR EXAMPLE ANSWERS ANO AUDIO SCRIPTS FOR MOOEL TESTSJMOOEL TEST 5 703 Narrator 2: Number 6. USlen to part 01 a lecture. Then listen 1 01' a question about it. After you hear lhe question. you nave 20 seooods to prepare. and 60 seoonds to record your answer. NarratOl' I : Now listen \0 pan of a lecture in a gootogy class. The professor Is discussing caverns. Prolessor: Okay. as you1 receII . caves form limestone when acicflC groundwater follows some kind of weakness in the rocXs. Now the rock formations in 8 cavern . that's the tactu'lical name thai we usa lor a cave . the rock Iormatioos there are of two kinds • .• s ta lactites and stalagmites. Both of these formations are water that contains dissotved minerals thai . that acaJmulate and build deposits. But stalactites hang do¥m from the oei f ing of the cavern. and stalagmites protrude up from the IIoor oj the cavern. Wei , these WOfds sound a 101 alike, and this can be conluslng, so I always lei my students to remembef that there is a I in stalactites, and the I has a tail that hangs down just tika the stalactiIes thaI hang down !rom the ceiling 01 the cave, but there Is an min staIagrrites and the points on an m stick up like the staJagmiles that proln.Ide up !rom the ground In a cave. And it that tIoesnl wor\( for you. 800Iher WlI'f 10 rerroerMer the difference Is that stalactite has a c In~, and so does the wool oo/linQ, whereas stalagmite has a gin it, and so does the wool ground. So stalactiIes Oip down from the oeiling and stalagmites build up from the ground. So with these little tricks lot remembering the differonce, I expect you all to gel this rigtl t on the next quiz. NarralOl' I : Using the main points and examples from the lecture, describe the two kinds 01 rocl< 10fITl8 - tions In a cavem, and explain how the professor helps his Students fememOer the difference between the two . Narrator 2: Please prepare your answer after the beep. - [Preparation time: 20 seconds] Narralor 2: Please begin speaking after the beep . - ]Recordi ng time: 60 seconds] - ngh eel aler . aboul? Earthquake-resistant s lruC!u res (lgh mater EXf'l.ANATOAY OR EXAMPLE ANSWERS ANO AUDIO SCRIPTS FOR MOOEL TESTSJMOOEL TEST 5 703 Narrator 2: Number 6. USlen to part 01 a lecture FOR ACTlVmeS, OUIZZES . AND MODEL TEST S !he expeclalJons IOf earthquake-resistant st/UCtures have changed. Whereas in the paSt it was consid - ered adequate IOf a buildi ng not. chronological order . r.; n9ht~ EXPtAN TORY OR EXAMPLE ANSWERS AND UDIO SCRIPTS FOR MODEL TESTSIMOOEL TEST 5 U3 Student Librarian: Student Ubrarian: Student: Librarian: Student librarian: