EXPLANATORY OR EXAMPLE ANSWERS AND AUDIO SCRIPTS FOR MOOEL TESTSlJJ.. 558 ANSWERS AND AUDIO SCRIPTS fOfl ACTrvlnES, aUIZZES , AND MODEL TESTS dtBifiag!tp... The distlnct purposes 01 draw
Trang 1EXPLANATORY OR EXAMPLE ANSWERS AND AUDIO SCRIPTS FOR MOOEL TESTSlJJ OOEL TeS T 1 557
- r=-=;::l .;
" c Th ~ is Is a stream that looks like the branches 01 a nee Here's an example of a dendritic pattern As you can see, it's Slffitlar 10 marl)' syslems In nalure In aOditlOn 10 1119 structure of a Iree, It also resem-6/9S tha human CirculillMln !)'Slam Thi£ i$ a vu-ry officiant drain090 &)'Siom bocau£o tha ovorailiongth 01 anyone branch Is fairly short, and lhefe are many branches, so thalellows lhe weier 10 flow quickly end etlieientty from the source or sources
Okay, lei's look at the next example
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dtBifiag!tp<lllem IS reterredlO as a iiitfiiil pallern Notice how !he slJeams IIow Irom a oenlJal
point This is usually a high mountain, Of a volcano, h IiInd of IOOI(j ~'ke thi iijipHi ~r aw out!rOfijl 1 09 1
tIii IjUI[Qf W~ When we see a radial patl&m, we know thai the area has experienced uplift and lnal
lhe direction 01 lhe drainage Is down !he slopes 01 a relatively Isolated oonlJai point
Going back 10 lhe dendritic lor a moment The pattem is delermlned by the direction of the slope 01
the land but ii, uh, !he slJeams!low in more or less the same direction, and • , • so it's unlike !he radial
tnat had muttlple directions 01 flow !rom !he highest point
Now this patlem Is very dilferenl from either the dendrilic or lhe radiat
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~ :rt
This is called a rectangular pattern, and I think yO\.I can see why Just look al ail of those right-angie
turns The rectangle patlem Is typical of a landscape that's been formed by lractured ;oints and fauns
And because this broken rock Is eroded more easily than unbroken rock traam beds are carved along
the jointed bedrock
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,,,,', 'oto ~~~ and and form the ~
and uplift wWI usually determine a drainage system However I should also mention that drainage
a stream flows over older structures that" have been U!"lCOVeted by erosion or • or when a stream
Audio e
AnlWer B
A comparison 01 different types of drainage systems
R e pl.y "Okay, today we're going to discuss the four majof types 01 drainage patterns I trust
arrange-ment 01 channels that eany water in an area."
Jpyngh maler
Trang 4EXPLANATORY OR EXAMPLE ANSWERS ANO AUOtO SCRIPTS FOR MOOEL TESTSIMOOEL TEST 1 58 1
comes to mind is !he Study of Michelangelo ' s Bound SlBve by Edgar Degas The original by Mlchelan·
gelo was a marble sculpture that was, oil, about seven feet In height, buI!he small drawing was made
in a sketchpad In any case, the study is also oonsldered a mast8lpiece, on a small scale, 01 course
We", let's remember that photography Is a relatively new art form, 80 prior to the use 01 photographs to reoon:l histOrical events e quick drawing by en artist was about the only way to preserve a real-time visual aocount of an
based on and not on !he artist's actual obsefvation
drawing on a piece 01 paper about the size 01 the palm of his hand And the artist, the artist reporter, is
still Important even In modem times, when photography Isn, possible, lor example, when judges won'
permit cameras in the courtroom
~ But the sketchbook has other possibilities Sometimes a drawing Is the final exe-cution 01 the art Picasso produced hundreds a/ drawings In, weU, every conceivable medium, but
espe-cially In pencil and crayon I find it very Interesting that Picasso did so much 01 this kind of worIc drawing, I mean, in his Last years Some critics I'Iave argued thaI he was jusllaughlng al the art world, ::Ich was willing to pay ou tra~ ~'!';"'!!"'i~~;!;;~~~~!
artists I'Iave at their disposal
•• "'._., •• ,-,n.- :_.- " ,
. -l.! '"-'~~ ~ '- ' , • _ ,_ In a way, it l'IarlIens back
to the beginnings 01 art itself, when some unknown artist must I'Iave stuck a finger in the earth to draw
an Image or maybe he picked up a stone and made a drawing on the wall of a cave
Okay, so, as a first assignment, I want you to make a couple 01 sketches yourself I'm not going to
grade them Thlslsnl a studio art class 1 just want you to use a few basic strokes to capture an Image
You can do the first one In pencil, crayon, Ink, chalk, or even charcoal whatever you like Then, I
want you to sketch the same Image in a different medium So, if you do a face In pencil,l want you to do the same face bulln chalk or crayon Brtng them 10 dass next week and we" continue our discussion of drawing, but well talk mora about !he materials artists use to produce drawings, and, uh, well reler to your &ketches as examples
Audio 13
Anawer B
Audio 14
Replay
Audio
Replay
•
What Is the lecture mainly about?
The distlnct purposes 01 drawing
According to the professor, why do architects use sketches?
To design large buildings, architects must worIc In a smaller scale
Ustan again to part of the lecture and then answer the following question
'So, uh, these studies booom8 the basis for futuro works And again this Is very Inter· esling as a record 01 the creative process Okay so far?"
What Goes the professor mean when she says this:
"Okay so far?"
Professors sometimes pause for a comprehension chock by asking It everything is okay This gives students an opportunity to answer questions
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Audio 15
Audio 16
Answer C
Audio "
0
Why does the professor mention the drawing of Malio Antoinene?
The sketch was an historical account of an Important event
What Is the professor's opinion 01 Picasso?
Plcasso's drawings required the conlidence and $kill of a master artist
Acx;ording to the lecture what are the /Tllljor functions 01 drawing?
A technique to remember parts of a large work
A method 10 preserve an historical record
Art educational approach 10 lraln artists
Audio COnveraaUOn
Narrator: Usten to a conversaijon on campus between a sludent and a professor
Siudent:
Professor:
Student:
Professor:
Student:
Professor:
Student
Professor:
Student:
Prolessor:
Studen!:
Professor:
Student:
Professor:
Student
Professor:
Student:
Thanks for seeing me , Prolessor Williams GO", • AI"' """ '" ' ,,"
Shoo<
Okay I undersland the three basic IIOUrceS ot personnel tor mulllnatlooal companies The!"s falrfy setI-eJCplanalory
Host country, home and third ~ ~; ~, ";",!,~~~
Right But then ~
Okay Well, one pattern is to rely on home country managers to staft the key positions when the company opens, bul gradually moving more host country nationels Into upper management as the company grows
So , tor eKBmple, H a French company opened a factory in Canada, then french
man-agement would gradually replace II"Iemselves with Canadian managers Is that what you mean?
Right I think I used that very example In class So do}'OlJ want to Ily to explain the
sec-ond pallllfn tu file?
Sure I think h's the one where home counlly nationals ara put in charge of the
com-pany II It"s located In a developed country, but in a developing country then home
country nationals manage the company son of indefinitely
Right again 111
maybe using German managemeollor a Swiss company In Germany but uh, they
might send Swiss management to provide leadership lor e Swiss company in • in •
How about Zimbabwe?
This Is one of the confusing parts Z1mbatlwe has a very old and highly developed cul -ture, SO
butl!"s still defined as a developing country because of the economic base- mlch
is being developed now
Trang 6EXPLANATOAY OA EXAMPLE ANSWERS AND AUDIO SCR I PTS FOR MODeL TESTSIMODEL TEST 1 56S
miles, And that's just the closest one, To make a model oltha Milky Way GalaXy would require a COfT\o" plete/y different scaJe because, " because tha surface 01 the Earth wouldn' be targe enough to accom-modate a model at the scale of 1 to 10 billion
'I
;,;;;;;, 100 biftiOn if you get confused by these t erms a goocIldea
Okay, IhBfI, even if we could figure oul a diIIere l scale thaI would lei us malle a model of the Milky
Way Galaxy, even then, il would be challenging to malIe 100 billiOn stars, which is wl'lat you'd have to
do 10 complete the model, How many would that be eKSctty? Well, /Ust I1y to count all the grains of sand
on aJlthe beaches on Earth That would be about 100 billiOn But o course, you couldn' even count
them in your lifetime could you? If you'd started counting in 1000 B,C,E, you'd be finishing just about now , with the counting, I mean But 01 course , that assumes that you wouldn' sleep or take any breaks,
~ 5 ' - ' 2 '
Student 3:
Professor:
Tha!'s good, I hope that you also begin to appreciatathe fact thaI the Earth iso' the center 01 the uni-verse, Our planet, although it's very beautiful and unique, it's still lust one planet, orbiting around just one star in lust one galaxy
AudiO 23, What is the discussion mainly about?
An_ C The vast expanse althe universe around us
Rep' '''
Audio
Audio 26
_ lay
Usten again to part oIlhe lecture and thBfl answer the following question
"And that's as far as I can go here in the classroom, but we can viSualiZe the rest ollhe journey, Don' bothef writing Ihis down, ust stay with me on this:
Why does the professor say this:
~, bother writing this down, Just stay with me on thiS,"
Sometimes a professor wiQ tell students 10 SlOP taking notes, whiCh usually means thaI the information is not a maln point or, in this case the professor wants the stOOants 10 c:onc:entrate on liStening,
Why wouldn' a photograph capture a true picture of the solar system walk?
II would not show the distances between the bodies in space,
How does the professor explain the term solar system?
He contrasts a solar system with a galaxy,
Listen again to part of the lecture and then answer the following question, MSo, whIIl am I hoping fQf fn)m thiS iech.lf$? Wh<lt (IQ you think t wClnt )'OIJ to r emem- ,
"Wen, for one \tWlg, the BlIOIlTIOUS distances, , "
", , ,and the vast emptiness In space,"
1lIal's good, I hope tl'lat you'll also begin to appreciate the lact that the Earth Isn~ the centBl' althe UrVvefsB,·
ngh eel aler
Trang 7see ANSWERS AND AUDIO SCRIPTS FOfI ACTIVITIES, aUIZZES, AND MODEL TESTS
Audio
~,
Ans_ C
Audio 28,
Ans_ 8
Why does the prolessor say this:
"So , what am I hoping IOf Irom this lecture? What do you think I want you to
remem-bo,r
When professors ask their students to think abotJt what they might want them to remember, this usually signals the beginning 01 a summary of the I mportant points,
Whal can be Interred about the profllSSOf?
The professor likes his students to participate In the discussion
La'i i 6 "PSYCHOlOGY CI.AJ$"
Audio Oiscuilion
NarratOf: LIsten to part of a discussion In a psychology class The professor Is discussing detense
Prolessot':
these painful Ihoughts Of
feelings in another way, while we repress the real problem of defense mec:tlanlsms Is to
keep lrom being overwhelmed Of course, the avoidance 01 problems can result in add~ionat emotional
Issues And there's a huge distinction between repression and suppression Anybody want to explain
the diNeronce?
Student 1
ProlltS&Of:
"';'" ,0 ; , '''YO"' scholarship Maybe he failed you on an examinatiOn that didnl really cover c:::::::J
the material thaI he'd gone over In etass, and an F grade In the course is going 10 be unacceptable to
your sponsors So, this would be very painful, as t'm sure you'd agree And I'd say II would quality as 8
serious event
So lets I~e a Iook at sevBfBl.dltferelllJypes 01 <letenseJOOdlanl smtJ thaI you might employ 10 ~ repress the teellngs ot disappointment, rage perhaps, and • and even violence that you'd feel toward
the professor Most 01 them are named so the mechanism Is fairly obviOus and one 01 the most common
mechanisms Is denial, which Is , , ,
Student 2: tt I want to deny something, I'll jus! say I'm not angry with the professor
Professor:
Exac11y, You may even eKtend the deoiallO include the sponsors, end you could tell your friends that
they'd never revoke your scholarship And this mechanism would allow you to deny the problem, even
In the face 01 direct evidence to the contrary Let's say, a rener from the spor1504' indicating that you
wonl receive a schotarshlp for the ne~t lerm Okay on that one? Okay How about raffonalizaliofl?
righ rna r