TE$TSIMOOEL TEST 5 683 Student 2: 1 was just going to say that they eat oats, bread, and honey, but not meat, not other animals.. 8&4 ANSWERS AND AUDIO SCRIPTS FOR ACTIVITIES, OUIZZES,
Trang 1EXPLANATOAY OA EXAMPLE ANSWEAS AND AUDIO SCA I PTS FOA MODEl TE$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 thallhey are that they have e V6fY innooenl nature,
Prolessor:
Good point 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 think 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
A n _ 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
Trang 28&4 ANSWERS AND AUDIO SCRIPTS FOR ACTIVITIES, OUIZZES, AND MOOEl TESTS
An.wer
Audio • •
Replay
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An.wer B
Audio 10
Anawer B
lIslen egaln to parl of the discussion and then answer the following question
"Sut Ila can1 qulle IICIlJeve his transformation, can he? Even though his pride motivales him to continue the Impossible pursuit 01 perfection • So, what does this 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 lterature 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 discussioo in a geology class
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
the costs can be ilCOriOiriIC but not necessarily so Mineral exploitation also has en~
ronmental costs 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 juS! IooIIlng, I mean, altar you lind 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
lPyrigh ma r
Trang 3EXPlANATORY OR EXAMPL E ANSWERS AND AUDIO SCRIPTS FOA MODEL TESTSJMOOEl TEST 5 689
o 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 French
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 Schubert, Johannes
Brahms, Felix Mendelssohn, and Mlonin Dvorak made their conlributions, and !hey wrote melodic ,
passionate compositions for 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 for chamber musiC, and professional chamber groups emerged during tIVs time
The composers probabfy fett a new freedom because they weren' so much pressed 10 please their
patrons and they could e_pIore their 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 historians Wha l 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 thai !he scores for IT\()(jem chamber music had 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 M i nor, Opus 76, Number 2 Thitd Mowment There are two violins, one cello, and one viola So, that said 111 see you tonighL
10 23
10 24
Audio 25
An _ •
0
10 26
"oploy
' 0
"oploy
10 27
Audio 28
, •
What Is the main 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 chamber 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 q artets 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 professor mention Impressionism?
She Is comparing the experimentation In art wIttI thetln music
How did the professor organize the lecture? She arranged the lnlormation in chronological order
r.; n9ht~
Trang 4EXPtAN TORY OR EXAMPLE ANSWERS AND UDIO SCRIPTS FOR MODEL TESTSIMOOEL TES T 5 U3
Student
Librarian:
Student
Ubrarian:
Student:
Librarian:
Student
librarian:
~ Student:
Studenl:
librarian:
Student
UbmtIan:
Student:
Librarian:
Student:
Librarian:
Student:
Ubrarian:
Student:
Ubfarian:
Student:
Ubrarian:
Student:
Ubrarian:
Student:
Litnrian :
Student:
Ubrarian:
Student:
I'm not quite sure 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 lor my ec:oIlOf'fIics class
Unhuh
So you wanl a genetal comparison I'm Itying to Imagine what yoult put on the graph
WeD, I'm not tooclear aboullhall was thinking I might make several graphs you know,
one lor each country, with the cosl 01 basic things on it and then I could compare the
,_
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 Bul '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·
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
where you can find some reference materials In eoonomIcs? Then you can bruWse lor
come back to my desk and 11i00i< with you
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
Trang 58M ANSWERS AND AUDIO SCRIPTS FOR ACTIVITIES, QUIZZES, AND MODEL TESTS
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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?
Anlwer C Draw a chart or a 9raph
LlIn s 8 4 'AIrT IIIs/ORY Cuss "
Audio Discussion
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, Ihrew, sprayed, and, uh, splattered, 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 illn 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, 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
Trang 6_ ANSWERS AND AUDIO SCRIPTS FOR ACTlVmeS, OUIZZES AND MODEL TESTS
!he expeclalJons IOf earthquake-resistant st/UCtures have changed Whereas in the paSt it was consid
-ered adequate IOf a building not to collapse during en earthquake, now insurance companies and •
and even clients they're demanding buildings that will be able to maintain their structural integrity
JOd""""for 6Ul1CfiiIg more ~uak~ ~
relatively sman buildings, 10 do, really, is boItlhe buildings to their
fouOO8-, uh •.• provide some support walls Remember these walls are referred to as shear W811s in
your textbook They're made of reinforced cooaete, and by that I mean COOCfete with steel rods
shake a building during a quake And In addition to the sheal walls that surroond a building shear walls
can be situated In the center of a building aroond an elevator shaft or a stairwell This Is really an e~cel
lent reinforcement II"S commonly known as a shearrx:xe , and it contains reinforced concrete, too
Okay eI' talk about walls ~ Imagine steel beams that cross diagonally from the ceiling to the floor and this happens on each
story In a building So before the walls are finished, you can see a vertical row 01 steel x's on the
struc-ture And this cross-bracing tends to make a building very rigid and consequenUy very strong
But besides steel reinforcements, engineers have also devised base iSf)/BtOf$, which are positioned
below the building, and their PUfP0S8 is to absorb the shod< of the sideways shaking that can undermine
a building and cause It to collapse ~ iI!imitiiQ!iYIi'I Of iiiCffiiilhel/C niIitiii'J The steel Is lor strength but uh •• the rubber absorbs
shock wavl!9 In higher buildings a a moat of llexlble materials allows the building to sway duro
Ing seismIC acbvrty Or or large rubber cylinders support all 01 the comers of the building and In
between each Iloor, and they allow the building 10 sway during an earthquake So you can see that
these alternatives are quite diffOfent lrom cross-bracing or shear walls
So the combination 01 reinforced structures and fte~ible materials has been proven to reduce earth
-quake damage But evan these engineering techniques are insufficient if the building 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 lfiinlie 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 ground II either solid or iI's been adequately prepared
Okay.lefsassume that we do everything right w~.", ~ ,hoo ~~ " ; ""' ~~~~~i ~
now that we've mede progress In solving the 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 built Into the structure If the earthquake Is minor, then the building can be
programmed to sway gently, and the people and everything else Inside get a sale ride Bul during high
-magnitude earthquakes the shock absortlers can freele Ihe building to prevent it !rom shaking at all So
the beauty 01 the conoept is that the computOf sensors wOO< very Quickly reacting within one
one-thou-sandth 01 a seoond, and they can run on banery power since the electrical system usually lalls '""," ~
earthquake ~
What Is this lecture mainly aboul?
Earthquake-resistant slruC!ures
(lgh mater
Trang 7EXf'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 101' 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 •.• stalactites 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 oeifing 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 rigtlt on the next quiz
NarralOl' I: Using the main points and examples from the lecture, describe the two kinds 01 rocl< 10fITl8
the two
Narrator 2: Please prepare your answer after the beep
-[Preparation time: 20 seconds]
Narralor 2: Please begin speaking after the beep
-]Recording time: 60 seconds]
-ngh eel aler