Hahn Richie Master Toefl Junior Advanced b2 Listening Compre PDF

chie ahn
NTV
CongtyTNHH NHA XUAT BAN TONG HOP
Nhan Tri Vi~t THANH PHO m) CHi MniH
Master TOEFL Junior Advanced - Listening: Comprehension
Copyright© 2014 by WorldCom Publishing lnc,-
Vietnam's editio~ © 2014 by Nhan Tri Viet Co.,Hd.
This ~dition is ;pwblished in Vietnam ;ur'lder a lidense Agreement between Wo~ldCom Publishing Inc.
and Nhan Tri Viet Co., Ltd.,,through:KL Management. ·
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or
transmitted, in any form or by any means, electronic, mechanical,, photocopying, rewrding, or
otherwise, without the prior written permissio~ of the copyright OvYner.
Each book in the series includes a carefully researched and
detailed guide to each part of the TOEFL Junior Test. This series was designed to give
test takers the skills and knowledge needed to obtain a high score on the TOEFL Junior
Test.
I have geared this guide towards students who wish to assess their grasp of the
communication skills necessary for participating in an English language learning
environment. The TOEFL Junior Test provides parents and educators with objective
information about improvements in a student's English ability over time. lt also serves as
a comprehensive measurement that can be helpful in gaining students admission to
selective educational programs. This book will be a great asset to EFL students who
wish to enter middle schools and exchange programs across America.
I wish to acknowledge the enthusiastic efforts of my writing assistants: Adam

Whibley, Devin Maskell, and Emma Siemasko.
Lastly, I'd like to thank my family for being there while this Junior
series was being put together. I could not have done it without the love and support of
my wife, Bora Lee, and our new baby, Si-woo Hahn.
Richie Hahn
3
Contents
Introduction to the TOEFL Junior Test .................................................. 005
Overview of LC ...................... . ''"""''' 007
Official Examinee Score Report 011
Diagnostic Test ......................... . 015
Announcement/Talk Question Types

Unit 1 Main Idea Questions 022
Unit 2 Details Questions . .. ............. 028

Unit 3 Inference Questions ...... 034
Unit 4 Prediction Questions .... . .. . .. 040
Unit 5 Speaker's Purpose Questions . ... . . .. .. . 046
Main Idea Questions .. 054

2 Details Questions 064
3 Inference Questions . 072
4 Prediction Questions .. . .. ... o8o

Unit 5 Rhetorical Device Questions .. o88
6 Prosody Questions .. 094
Actual Test ..... 105
Audio Scripts & Answer Key ...... . 109
4
The TOEFL Junior test was made to measure a non-native English speaker's ability to
understand the English used in a North American educational environment (age range of
12~ 17). The test is divided into three sections: Listening Comprehension (42 questions),
Language Form and Meaning (42 questions), and Reading Comprehension (42 questions). lt is
a 1 i 0-minute multiple-choice test.
The test will be done at a secure testing center. The testing center will have one or two
testers who will watch test takers. The testers will check your identification to be sure you
are who you say you are. The testers will then explain how to do the test, and give you the
materials to do the test. The testers cannot help answer any questions as you do the test.
Test takers can take notes on their test papers during the test. At the end of the test, the
testers will take your papers. Students who are caught trying to bring notes from outside
into the testing center will be disqualified. Also, students may not leave the test center
with any notes or information found in the test booklet. Consequences may include not
getting a test score. These rules exist so students do not give TOEFL Junior exam infor-
mation to future test takers.
Test takers cannot have any electrical devices on during the test. Leave them at home or
turned off in your bag. If a test taker is caught using an electrical device, they could be
kicked out of the test center. Electrical devices include cell phones, MP3 players, radios,
calculators, pocket computers and electronic dictionaries.
At the start of each section students will be given instructions for that section. All the
information needed to finish the test is in the written instructions provided by the test
center.
Go to the bathroom before the test. You cannot leave the test room until your break.
5
Total 126 Questions= 3 Sections x 42 Questions
Time Given = 11 0 Minutes

The TOEFL Junior is a paper-based test.
55-65 10 1
35 200-300
210-360 8 4
60-120 3 4
l~ng~.tageFotm
25 200-300
and Meaning
120-170 4 6-8
120-200 2-3 4-7

50 200-300
200-420 3-4 5-11
test:
Offers an objective measure of a student's English proficiency.
Provides scores that can be used as a placement tool for students on exchange
programs or entering into other programs aimed at increasing English proficiency.
Provides test takers with the fundamentals of the much more difficult TOEFL iBT test.
Can indicate where a student requires more practice in a particular area of English.
Helps with decisions regarding readiness to study abroad.
Informs educators of where a student needs to be instructed.
Gauges a test taker's improvement over time.
6
The TOEFL Junior listening is used to judge whether or not a non-native English speaking
student has the listening skills appropriate for learning in mid-level English learning
environments. Mid-level English learning environments include middle school and high school
in North America.
1 One of the purposes for the TOEFL Junior listening test is to measure a test taker's ability
to understand commonplace conversations (everyday topics, day-to-day events) that
occur in a school environment. The test taker should be able to understand main ideas
and important details, be capable of making inferences or predictions, and understand the
meanings behind prosodic use/intonation.
2 Test takers must also have the ability to listen for the purposes of learning. The TOEFL
Junior contains both lectures and instructional dialogues similar to the level of English
used in mid-level learning environments. Students must be able to understand school staff
members in and outside of the classroom (in class, during school trips, in the lunch room,
intercom messages, in the auditorium) while being capable of understanding a variety of
roles that dialogues may have (school notices, reminders, warnings, or invitations). Test
takers must understand main ideas, important details and have the ability to infer
information or make predictions based on the material. Lastly, test takers should know a
speaker's purpose and understand any rhetorical devices used.
This book will cover all the need-to-know information mentioned above in detail. Each
question type is covered in its own unit in the following chapters.
7
.------.--A-ca_d_e_m_i_c_______,_-__ -_-_~---c-a_d_e_m_ic~~li~s~te_~_;~_--g-____-___,_-___-__-_.....•.......••••~4~S~c-·ri-_p_ts---~-------· ... . . -._-~--W--o--r-d-Count j
Lecture I Discussion 1·
4 Questions/Script 210-360
Passage
t--_- - - ~ -~ _:_:_:_:- - ~-~-:- :-:e-: _~- i~-~- - ~- ~-~- - r_~- ~-~s_- -_n ;;~rd Cou~; nl
-_-_-t--_--_--_________-__-_ c__ -_-_-_-
Type (Announcement /Talk) 1 Question I Script 55-65 I

20-45 sec.
Non-academic ----- ------ -----------
Short Conversation 4 Scripts Word Count
Conversation between
two people 4 Questions I Script 210-360
90-120 sec.
Main Idea What is the speaker mainly talking about?
What does the teacher instruct the students

to do?
Details What point does the boy make about the
big test?
Prediction What will the girl probably do next?

Question - -
Inference What is the class probably doing?
Speaker's Purpose What is the purpose of the talk?
Why does the teacher mention that there will be

Rhetorical Device
many students working on the project?
What does the girl mean when she says, "I'm not
Prosody
sure I'll be very much help"?
Time Given 35 minutes
Possible Score 200-300
8
There are seven different types of questions on the listening test, grouped into three different
categories. This book will look at each type of question, provide strategies on how to answer
each question type, and test material to practice with. For now, here is a summary of the
question types:
These questions focus on the main topic and factual information of the scripts in the
following ways:
I. Main -The main topic of the announcement/talk, conversation, and lecture
2. Details- Specific information in the material (words, names, or definitions)
These questions focus on using the information given while asking you to logically decide
the speaker's meaning or next plan of action.
3. Inference- Unsaid suggestions or ideas made by a speaker
4. Prediction -The logical thing a speaker may do or say next
5. Prosody- A speaker's meaning based on how they sound
These questions ask about the detail of the question in a non-specific way and test your
understanding of the material's theme.
6. Speaker's Purpose -The function of a dialogue or specific phrase
7. Rhetorical -The goal in using a specific phrase
9
I
This book contains eight parts.
1 The Orientation - This portion of the book
2 The Diagnostic Test - This section of the book will assess your current listening ability.
The diagnostic test tells you your listening strengths and also what you should focus on to
improve your skills. Additionally the diagnostic test gives you a grade you can refer back to
once you take the practice tests to see how much your listening skill has improved since you
began this book.
3 The Question Types - This segment of the book gives you a detailed look at each
question type on the TOEFL Junior.
4 The Strategies - Here is where you will learn tricks and hints to help you answer each
question type successfully. This section also includes methods you can use to recognize
specific question types and explains the test's traps used to trick you into answering
incorrectly.
5 - This portion of each strategy unit illustrates how a specific

question type appears in a listening dialogue. Each example question is an opportunity to
practice answering a specific question type on its own before you encounter them mixed
with various other question types. Each example question is followed by a full
explanation, providing the correct answer and reasons why the other choices are incorrect.
6 The Dictation Questions ~ This section's main purpose is to give you an opportunity to
practice listening for key phrases. Key phrases are necessary in understanding each dialogue
and answering the question given in each dictation section. The dictation portion of each unit
also acts as a second example question so you can practice a specific question type before
tackling the practice tests.
7 The Practice Tests ~ Each question type unit has a practice test to give you a chance
to answer specific question types on their own before trying out the actual test at the end of
this book. The practice tests will show your improvements on each question type as you
study their specific units.
8 The Sample Actual Test~ The last section of this book is your chance to see what you
learned and how much you have improved. lt will give you a feeling for what you should
expect on the real TOEFL Junior listening test. This sample actual test is only based on the
announcements I talks and the conversations.
10
The TOEFL Junior test provides test takers with a report card that indicates their scaled score
for each section (ranging from 200 to 300) and the total score, which is a sum from the 3 section
scores and ranges from 600 to 900.
This segment of the report allows you to compare your TOEFL Junior score against a sample of ETS
native English speaking scores.
The Lexile Measure is the standard method of assessing reading ability all over the world. lt
measures the general abilities of a test taker in understanding and translating English passages
created by Metametrix.
The TOEFL Junior test is now used in accord with the Common European Framework of Reference.
The TOEFL Junior was endorsed in 2000 by the European Council for use within Europe. The TOEFL
Junior provides test takers with a total index and details of their score based on each section of the
test (listening, language form and meaning, and reading).
This is an official level rating certificate. The first 3 levels classify a test taker's English ability as gold
(1), silver (2) or bronze (3). The last two levels do not reward a medal grade.
*Shows a student's likely level in the U.S. *Tests logical thinking and reading
Grading System and CEFR comprehension skills
* Scores are widely accepted for studying *Tests the test taker's English speaking ability
abroad. in secondary school
*Test scores accepted and recognized both * Provides students with an English reading
domestically and internationally ability index
* Widely accepted as an objective measure of a * Recommends customized reading books to
student's English ability improve a student's reading ability
11
12
•
1a Tracks 1~14 .......................................................................
14
listening section 13 questions. Follow along as you to the directions to
listening section.
Here is an example:
What does the teacher want
The correct answer is (A), "Choose buddies."
Here is another example:
What will students probably do
The correct answer is (D), "Choose a pair of safety goggles."
Go on to the next page, and the test will begin with question number one.
I GO ON TO THE NEXT PAGE>
15
1. What is probably true about Hazen 4. Why is the teacher talking to the
Union's team? students?
(A) Their team members are old. (A) To ask them about buying a tent
(B) They are very skilled players. (B) To ask them weekends
(C) They don't like tough games. (C) tell about camping trip
(D) They are from the same school.
(D) To convince them being outdoors
IS
2. What will the class probably do next?
their books
5. What does the teacher want the
a review
students to do?
3. teacher explaining?
can rest
can
Why people should by

famous writers
16
What does the boy ask girl to do? 8. What does girl imply when she says,
"I'm a very picky eater"?
her
(B) Go on a date with likes seafood.
eat
Join him for at a seafood does not seafood.
restaurant (D) doesn't like many foods.
(D) to like seafood even though
doesn't
9. What the two speakers probably
do next?
What does the girl have to finish for (A) Go to class
Friday?
(B) Go eat UH!Hv!
(A) An English paper (C) Go cook

(B) large plate of seafood (D) Go to grocery store
(C) paper on a new restaurant
(D) A science exam and a social studies
exam
AnswerKey p. 1i 1
17
10. What are the speakers mainly 12. What does the girl say about cooking
discussing? conferences?
(A) The entries in the girl's journal (A) She's been to a few before.
(B) Whether or not the girl likes to cook (B) They're not interesting to her.
(C) Mr. Band's interests writing and (C) She attended one with her family.
cooking (D) She doesn't know what they're like.
(D) A cooking conference that the girl
might attend
13. What will Mr. Band probably do next?
(A) Say goodbye to Annaliese
11. What does the girl mean when she says
on to on
"But, Mr. Band, you're an English
teacher!"?
not
to
cooking.
Answer Key p. I I 2
18
E
0
u
+-'
(j)
:;;;:
19
20
1 Announcement/Talk [Main Idea]
2 nouncement/Talk [Details]
3 Announcement/Talk [Inference]
4 Announcement/Talk [Prediction]
5 Announcement/Talk [Speaker's Purpose]
21
Main Idea Questions
All Announcement/Talk questions are based on a class announcement or an

informational speech by a school staff member (teacher, coach, principal, or volunteer). The
'Main ldeaJ of an announcement/ talk listening passage is the general topic of the material.
All other information in a listening passage will somehow relate back to one main theme. Your
job is to prove you know what the 'Main ldeaJ is. Use the following helpful hints to answer
the example questions.
1
Announcement/Talk Main ldeaJ questions start like this:
What is the subject of the announcement?
What is the teacher mainly talking about?
What is the teacher explaining?
What is the secretary explaining?

What is the librarian talking about?
What is the guidance counselor talking about?
listen to the
The first sentence in an announcement/talk almost always contains the main topic.
Announcements/talks are only 55-65 words long, so the main idea must be clearly stated
early in the passage.
listen for Repetition
The key words from the main topic are repeated many times in an announcement/talk.
Listen for recurring key words and phrases.
22
The following example illustrates main idea strategies and provides you with one main idea
example question.
Track 15
W new is now Because of the new

classrooms available, many of your homerooms will be reassigned. The new class
changes will primarily affect 71h grade students. All 71h graders should carefully
read the classroom changes on the school bulletin board. Any questions you have
should be directed to your current homeroom teacher.
What is speaker mainly talking about?

to
new
23
Announcement/Tall< Example
Track 16
N Listen to the following announcement.
W Students, please check the Lost-and-Found for yourhats, gloves, and mittens. As
it's gotten colder, you've all been bringing extra clothes to school. I understand that
you have a lot to keep track of, but our Lost-and-Found is overflowing. Even if you
think you have everything, come by the front office and take a look. We might have
something that you didn't know you lost.
Question
What is the subject of the announcement?

The at
24
Track 17
N to a
M Okay, Molly, CD . lt will

improve if you practice your rotary breathing. If you're able to breathe at the right
times, 0 and you'll be able to
swim faster. Your form looks great, but @
Track 18
N Listen to an art history teacher talking to his class.
M Class, CD named
Claude Monet. He was a French painter who is famous for painting beautiful water
lilies. Actually, Claude Monet suffered from cataracts, 0
If you look at Monet's paintings all together,
What is the of talk?
Answer Key p. 1i 2
25
Practice Test
1. What is the speaker mainly talking about?

(A) A new science teacher
(B) Working in science labs
(C) Being polite to someone new
(D) Studying chemistry in college
2. What is the main idea of the talk?
3. What is the speaker mainly talking about?

(A) Living near the sea
(B) Spending time in her car
(C) Her personal experiences
(D) Writing about what she knows about
26
is
5. What is
brain
What is the main topic announcement?

exam
exams
semester
Answer Key pp. 112-113
27
Details Questions
'DetailsJ are specific facts and information found in the listening material. Your job is to show
that you can recognize and understand specific key information from a passage. Use
the following helpful hints to answer the example questions.
1
Announcement/Talk DetailsJ questions start like this:
What does the teacher instruct /want the students to do?
What does the teacher (principal, volunteer etc.) say about X?
Write down any facts, definitions and examples you hear. Also, write down any activities a
speaker discusses. The information found in an announcement I talk is mostly relevant to the
main idea. The difficult part is remembering all the facts to answer a specific details question.
Writing down any key information provides you with a quick reminder for any details you may
have forgotten.
Paraphrase
While writing your notes, it is important to NOT try and write everything you hear word for
word. Write down the key information in short form. You may write down anything that helps
you remember; your notes do not need to be neat, organized, or even grammatically correct.
See the note-taking section for more information.
28
The following example illustrates details strategies and provides you with one details example
question.
Track 25
N to a museum to a
W King Tut is one of the most well-known Egyptian pharaohs. However, he strangely
at the 18 a cause not Many theories have been
put forward as to what caused the young King's death. For a long time, it was
What does speaker say about King Tht's death?

Notes:
-lut =Egypti,an king.
- Di~d.,at 18
Why?
: notmurdeted
was to causes. infection
Ill
29
Announcement/Talk Example
Track 26
N Listen to an English teacher talking to a class.
W Last week, we finished Moby Dick. You should have handed in your book reports
last Friday. The class took a vote about which book we should read next. The
choices were Treasure Island or A/ice in Wonderland. Mark and Sally counted the
votes. The total votes were 11 for Treasure Island and 13 for A/ice in Wonderland.
You will have two weeks to complete the novel and finish your reports. They will be
due on Friday of the second week.
Question
According to the speaker, when did the students hand their last book reports?
30
Track 27
N to a some
W Look, I'm sorry that you did not do better on your exams. Many of you approached
me to express your disappointment. I am happy that G)
. While I can't change your
grades, 0 , do all
of your homework, and Ql for the exams. I
hope to see an improvement when I grade your next tests.
1. What does
Track 28
N Listen to a teacher talking to his class.
M When choosing the topic of your science project, G)

. This year we've studied many things,
from cells and the human body to geology and the world's volcanoes. 0
: Which unit did you enjoy the most? Why? What
was most interesting? Ql
that interests you.
What does teacher say about choosing topics a science
Answer Key p. 113
31
Practice Test
1. What does the teacher instruct the students to do?

(A) Stay at home
(B) Wash their hands often
(C) Stay healthy by eating right
(D) Get their flu shots from the nurse
2. What does the principal say about the school dress code?
It is
It
It HHA''"'-'"
3. What does the speaker say about the school library?

(A) It will be closed on Thursdays.
(B) Mrs. Meadows will be there at all times.
(C) It will be open 24 hours a day during exam periods.
(D) It will be open until 7:00 on Monday and Wednesday.
32
What students to
(D) Finish
5. What does the teacher instruct the students to do?

(A) Learn to sew
(B) Try to make a
(C) Meet two a week
(D) Speak with after class
6. What does the volunteer say the Velociraptor?

(A) It was found New Mexico.
(B) It and educated people.
(C) Many can seen at museum.
(D) It was discovered at the same time as museum.
Answer Key pp. i i 3-114
33
Inference Questions
'lnferenceJ questions are based on the idea that information can be inferred or implied
without directly being said. Your job is to listen for the suggested meaning of a phrase,
choosing from the answer choices given. Use the following helpful hints to answer the
example questions.
1
Announcement/Talk lnferenceJ questions start like this:
What is probably true about X?

What is the class probably doing?
What are the students probably doing?
What can be inferred about the last field trip?
What does the teacher suggest about the play?
What does the nurse suggest about giving blood?
What does the principal suggest about the guest speaker?
Inference questions ask you to think logically in order to reasonably guess the meaning
behind a speaker's words. Compare the answer choices to the main idea and details of the
announcement/talk. Is there something in common with one answer choice and the
important information from the announcement I talk? Compare each answer choice to the
main idea. If there is no relationship, the answer choice is likely wrong. Think about your
answer choice. If you cannot give a good reason for the choice, you may have chosen the
wrong answer.
Avoid Trap Answers
The correct answer to an inference question will not contain vocabulary directly from the
announcement /talk. Inference questions want you to understand what was implied; implied
information is not spoken. Directly quoted answers are not possible. Do not choose an
answer choice that is the same as a phrase in the passage. The information may have been
in the announcement/ talk, but that does not mean it answers the question correctly.
34
The following example illustrates inference strategies and provides you with one inference
example question.
Track 35
N to a to in a
W Now that you have all paired up, I'll hand out your babies. Each robotic baby will
act just like a real baby. They cry and respond to touch. They need to be fed and
they also need to sleep. They're able to do almost everything a real baby can do.
are
What is probably true about the students?
35
Track 36
N Listen to the school principal giving an announcement.
W As you all know, the school year is coming to a close. To celebrate another
successful year, there will be a talent show held in the auditorium next Friday. There
will be no classes Friday afternoon, but all students should attend the show. Any
student who does not wish to go has the option of studying for final exams in the
library.
Question
What is probably true about the talent show?
All students class.
36
Track 37
N to a teacher to his team.

M Girls, I know we haven't been playing well recently. I hate to say it, but I think
CD I know that we lost Samantha,
0 . You are all
great players and I hope that @
Let's put all our effort in and win.
1. What is probably true about Samantha?

(A) She believes
(B) She was the team's best player.
(C) She's been coming to lots of games.
(D) She thinks the team is destined to
Track 38
N Listen to an English teacher talking to her class.
W "The Road Not Taken" is one of Robert Frost's CD

. it's about what paths you choose in life and how you can't
choose more than one. 0 as a
way of showing how difficult it is to decide which path to take in life. This poem
@
What does the teacher suggest paths in poem?

They are deep
They are spiritual
(C) They can connected to
(D) are two famous recognizable paths.
Answer Key p. 114
37
Practice Test
1. What can be inferred about the balls in the experiment?

(A) They're all the same.
(B) The class has used them before.
(C) They are more fun to use than other science tools.
(D) Dropping them will prove something about science.
2. What is probably true about Madison National Park?

It is on ocean.
It is
It is
It is
3. What can be inferred about the meeting?

(A) It will be tonight.
(B) It is about issues in the school library.
(C) It is only for students who want to be teachers.
(D) The teachers regularly have meetings in the teachers' lounge.
38
true
lS
What can be inferred about the students?

are
are
are
are at The
6. does the teacher suggest today's building codes?
AnswerKey pp. 114-115
39
Prediction Questions
The first step to doing a rPredictionJ question is understanding what prediction is. Predicting
is stating something will happen before it actually does.
On rPredictionJ questions, your job is to predict what the speaker will talk about or do
next, choosing from the answer choices given. Use the following helpful hint to answer the
example questions.
r Announcement/Talk PredictionJ questions start like this:
What will the teacher probably do next?
What is the teacher probably going to do next?
What will the man do next?
What will the class probably do next?
What will the students probably do next?

What will the students probably do this evening?
Focus on the Ending
Prediction questions often refer to the last sentence of the passage. Questions focus on what
a speaker will do once the passage is over. The best clue to their next plan of action is to
think what the next logical step could be. For example, if the last thing a speaker says is
"Please come get your graded paper when your name is called," the next thing he/she will
probably do is begin to call names.
40
The following example illustrates the prediction strategy and provides you with one prediction
example question.
Track 45
N to a to in a
W I'll be handing out this semester's report cards in justa moment. The majority of
you did quite well. If you didn't do well, I hope your grade will inspire you to work
harder next semester. You all have the potential to get very good grades in my
class. If you have any questions, then please come see me after school on
Wednesday. Okay, here we go, please take a moment to look at your grades .
Question
will the teacher probably next?

(A) out report cards
lUUlvHlL! to
41
Track 46
N Listen to a coach talking to a track and field team.
M Alright, boys. Today is the day you have all been training for. Three events will run
at the same time. Wait on the grass until you are called for your event. The first
events are the high jump, the I 00-meter race and pole vaulting. We will be starting
in I 0 minutes. Now, listen up so we can get started.
Question
What will the coach probably do next?

the events
on
out some names
42
Track 47
N to a to
M Okay, boys. You look good out there, but CD
When you go back in, I'd like you to use the new play that we worked on in
practice last Thursday. C2l . it's a pretty easy play,
but@
1. What is going to next?
to
N Listen to a math u::<:~.~h~:::, talking to her class.
W Today, we are CD . I' m pleased to see that

(2)
After we've finished calculating the radius, circumference, and diameter of the
foods, we can eat and celebrate. Class, @
Let's begin.
2. are students going to next?

Eat
to eat
to
Answer Key p. 115
43
Practice Test
Tracks 49-54
1. What will the students probably do next?

(A) Create a new theater game
(B) Play the game "Cat and Mouse"
(C) Explain why "Improv" is important
(D) Act like a cat and ask the teacher to act like a mouse
2. What is the speaker probably going to do next?

CUU"'-'H'CD to
at
3. What is the teacher probably going to do next?

(A) Suggest the students walk home
(B) Confuse the students about the changes
(C) Go to Brackenbury Beach on the number 11
(D) Ask students to come to the office if they have any questions
I~
44
class
sea
zone
5. What students probably next?

IS
Mozart
teacher go to concert
(D) time of concert
will the teacher do next?
art
orange create energy tension
to painting
Answer Key p. 115
45
Speaker's Purpose Questions
'Speaker's PurposeJ questions ask if you understand the main reason why the speaker is
talking. When giving an announcement/talk, the speaker always has a reason or goal for
speaking. Sometimes this reason is stated directly while sometimes it is given indirectly. lt is
your job to understand why the speaker is talking.
'Speaker's PurposeJ questions ask for the practical meaning of a speaker's words. These
kinds of question ask you to read between the lines. The information in the passage is only part of
the answer. 'Speaker's PurposeJ questions can relate to the general meaning of a passage or
focus on a specific phrase. On 'Speaker's PurposeJ questions, your job is to either show you
understand why a teacher makes a specific statement or understand the general purpose of an
announcement/talk. Use the following helpful hints to answer the example questions.
1
Announcement/Talk Speaker's PurposeJ questions start like this:
What is the purpose of the talk?
What is the purpose of the announcement?
What is the speaker's purpose?
Why is the teacher talking about the assignment?
listen to
Since the announcements/talks are so short, the speaker usually states his/her general reason
for speaking early on. Focus on the beginning of an announcement/talk, much like you would for
a main idea, to find the answer to a speaker's purpose question.
Us ten to the Tone of Voice
This strategy does not provide a I 00% guaranteed correct answer but knowing the general mood
of a speaker greatly increases your chances of answering a speaker's purpose question
correctly. If a speaker sounds upset, the correct answer choice should reflect that mood. The
same is true for happy tones; your answer choice should match the perceived tone.
46
Main idea and speaker's purpose questions are almost the exact same. The difference is a
speaker's purpose question will ask you for the general or practical reason a speaker talks, but a
main idea question will ask you for a specific topic.
The following example illustrates speaker's purpose strategies and provides you with one
speaker's purpose example question.
Track 55
N Listen to a to
M OK, boys. We are down 3 goals and we're going into the last period. We really
need to hustle if we are going to win this one! I know you boys have it in you.
We've gone all season without losing a game. Let's keep it that way. OK,
intermission is over. Get back out there and win!
What is the purpose of the talk?

to
to
To team is
Announcement/Tall< Example
Track 56
N Listen to a principal making an announcement.
W Good morning, students. As you all know, the school walkways can be very
dangerous in the winter. We are asking all students to use the main doors to enter
the school in the morning. The side and back entrances do not get shoveled or
salted until 9:00 a. m. and are quite slippery with ice before that. Please, avoid using
all other doors until after lunch. Thank you.
Question
What is the purpose of the announcement?

to use
are
48
Track 57
N to a to
W As you know, our big semi-final meet is a month from now. That may seem like a
long time, but it's hardly any time at all. CD
when we go next month, ~ . The girls
in Middleton, Medfield, and Stover are very skilled gymnasts, but we can
(3)
1. What is purpose talk?

To gymnastics
meet is next "'V""'
and Stover
meet
Track 58
N Listen to a German teacher talking to his class.
M Our final exam will be next week. There will be CD

. Make sure you know C2:l
from the entire semester. If you have any further questions
about the material on the exam, then C0
Hans, during his office hours on Wednesday.
What is the speaker's purpose?

To give some exam
Answer Key pp. 115-1 i 6
49
Practice Test
1. What is the purpose of the talk?

(A) To show how to trim wood
(B) To explain when the coping saw is used
(C) To tell how to cut pieces of wood for their next project
(D) To convince the students that the coping saw is a good tool
2. What is the speaker's purpose?

on
seen
it is to meet senator
3. What is the purpose of the announcement?

(A) To ask all students to come to the auditorium
(B) To remind students to bring their work on Friday
(C) To inform students of Thursday's class cancellation
(D) To remind students about the student academic fair
50
is
to
town
(D) promote Library as a good
6. Whatis talk?
To to
AnswerKey p.116
51
52
! j
1 Conversation [Main Idea]
2 Conversation [Details]
3 Conversation [Inference]
4 Conversation [Prediction]
5 Conversation [Rhetorical Device]
6 Conversation [Prosody]
53
Main Idea Questions
All conversation questions are based on a dialogue involving two students or a student and
a school staff member. Conversations between friends are based on social and school
topics. Conversations between staff and students are based on school-related issues.
rMain ldeaJ questions test your ability to find the central idea of a listening passage. The
main idea is usually found at the beginning of the conversation.
Your job is to prove you know what the rMain ldeaJ is. Use the following helpful hints to
answer the example questions.
rconversation Main ldeaJ questions start like this:
What are the students mainly talking about?
What are the students/two friends mainly discussing?
What is the boy's I girl's problem?
What is the woman explaining to the boy?
Why does the student go to speak with the teacher?
listen for the rMain ldeaJ after Greetings
Speakers always greet each other in a conversation before talking about important
information. If you know that the speaker's questions and key phrases come after a greeting,
you can prepare to focus on the main idea.
54
example question.
Track 65
(B: boy, girl)

N to a
B Hey, Cynthia. What's up?
G Not much, Joe. You?
B Not a lot, but can I ask you something?
G Sure. What is it?
B I was to on ski me.
G I will see if I have any plans, but I think l am free ..
B OK, great. Call me when you know if you can come .
G OK! Talk to you soon.
What are students mainly talking about?

(A) The boy
The boy ucc,,HUH!i",
(C) The girl going on a ovuvv~
(D) girl's for an program
55
listen for Key Phrases
Listen for the key phrases listed below. Key phrases like these introduce the dialogue's main
idea. If you hear one of the phrases below, the main idea will likely be the next thing said.
I wanted to talk to you about your attendance this

I wanted to talk to you about ...
semester.
I am here to discuss the new student placement tests
I am here to discuss ... with you.
with you.
I am here because I was sick last week and need the
I am here because ...
writing assignment.
I wanted to ask you if I can miss class to play in the
I wanted to ask you ...
championship game.
I was interested in knowing if you can drive me to school
I was interested in knowing if ...
in the morning.
The reason I wanted to talk to you is because I'm not
The reason I wanted to talk to you is ...
sure how to do the big project coming up.
The reason I am here is because I need the application
The reason I am here is ...
forms for the school's work placement program.
I was if I could change dorm rooms this
I was wondering if...
semester.
Did you have a chance to look at ... ? Did you have a chance to look at my art portfolio?
Did you hear about ... ? Did you hear about the school pep rally next weekend?
listen for Questions
The 'Main ldeaJ is usually followed by a speaker asking a question. A question indicates an
explanation is coming. Explanations usually contain important information for both the main
idea and details. Watch out for the first few questions in a dialogue because they are often
about small talk or greetings (see Strategy 4). The key questions are the ones followed by
sentences like the key phrases from Strategy 2.
Hint- You can guess someone is asking a question because they raise the tone of their voice.
56
:I
example question.
Track 66
(S: student, T: teacher)
N to a a
S Hello, Mrs. Markson. You wanted to see me?
T Yes, I did. I need to talk to you about your family bought for the school
play.
S Oh, what is the problem?
T You bought eight tickets for your family. There are many parents who want to go,
but there are a limited number of . I was wondering if there's a possibility of
you returning some of
S Oh, my aunt wanted to come with her family too, but I don't think she will be too
disappointed if she can't come. She wasn't sure if she could make it, anyway.
T Thank you for understanding, Timmy. Please give the student council office this
letter so they can return your money .
S OK. Have a good day, Mrs. Markson.
T Bye, Timmy.
Question
What are speakers mainly discussing?
57
Don't Be Tricked by Small Talk
Small talk is dialogue about unimportant things such as the weather, what you did last
weekend, or polite questions about friends and family. Small talk is not important to the main
idea of a conversation. Sometimes, two people are even talking about the main idea, but
then one speaker begins to talk of their experiences or share a story (small talk). Do not
mistake small talk for the main idea.
Hint- Most small talk is based on topics unrelated to academic or school-associated topics,
while almost all TOEFL Junior questions are. So, as a rule:
*Small Talk== usually unrelated to school
* Main Idea, Details, Inference etc. == related to school
example question.
Track 67
(B: boy, G: girl)

N Listen to a conversation between two friends at school.
B Hey, Sara. I haven't seen you in a while! How are you?

G I'm great. How have you been?
B Good. Is your mom doing any better?
G Yeah, my mom is OK. She got over her cold. How is your family doing?
B Everyone is fine. Anyway, I was wondering if you wanted to share ideas about
the book report that's due next week.
G Sure. Meet me in the park after school so that we can talk.
Question
Why does the boy go to speak with the girl?

(A) To find out her mother's condition
(B) To work on his English homework
(C) To discuss ideas for their book report
(D) To ask her to meet in the park after school
58
59
Conversation Example
Track 68
(L: librarian, S: student)
N Listen to a conversation between a student and a librarian.
L Good afternoon.
S Hi. Can I return this library book?
L Of course. Give it to me, please. Oh dear! This library book is two months late!
S I know. I lost it for a long time. lt was under my bed.
L Well, thank you for returning it, but you will need to pay the late fee.
S I don't like the sound of that. How much do I owe?
L The late fee for two months is 22 dollars.
S What? I could have bought two new books for that price! Can I just buy another
book for the library instead of paying that crazy fee?
L Sure, I don't see why not. Bring me a new book and I'll clear the late charge.
Remember though, if you do not bring a new book or pay the fee, you will not get
your school grades!
S No problem. I will come back tomorrow with a new book.
L See you tomorrow!
What is the boy's problem?

(A) He has a fee for a late book.
(B) He has to come to the library tomorrow.
(C) He is not trusted by the school librarian.
(D) He wants to borrow a book from the library.
60
Track 69
(G: girl, B: boy)

N to a as a
G I'm so excited that we're CD . I've
wanted to go to the space museum for a long time.
B I know! it's so great that Mr. Hanson reserved the show at the Planetarium for us.
0 ?
G Never. My dad knows a lot about astronomy, though. He's always pointing out
constellations when we're together at night.
B I've never been either, but Mr. Hanson's unit on the night sky has fascinated me so
much. Maybe one day @
G You could always become an astronaut!
B Hmm, I don't know. Being an astronaut sounds a little scary to me. I'd rather study
space from planet earth.
G Well, that's why we have planetariums. I can't wait until next week. Let's sit next to
each other at the show.
B Okay, sounds good. See you tomorrow!
Q. What are the students mainly talking about?

to museum
career as an astronomer
(1>
Answer Key pp. i i 6- i 17
61
Practice Test
Tracl<s 70-77
1. What is the librarian explaining to the boy?
(A) How big the library is
(B) How to learn about knights
(C) How long it will take for his books to arrive
(D) How the boy can use the interlibrary loan system
2. What does the boy say about the electronic card catalog?
(A) He has never used it.
(B) He already checked it.
(C) He doesn't how to use
it
3. What does boy imply when he says, "Maybe my mom can give me a ride"?
is too to
4. What will the boy probably do next?

(A) Leave the library
(B) Call his mother to ask for a ride
(C) Fill out the form for interlibrary loans
(D) Ask the librarian about the electronic card catalog
62
does go to
some
more
What is probably true boy?

is new to
IS
He has
What does teacher mean when she says, "I can't tell you what to include and
what to leave out - that choice is up to as the writer"?
Each
(C)
only the
8. does the teacher tell the boy to use three ideas?

are to
are
are
Answer Key p. 117
63
Details Questions
'DetailsJ are specific facts and information found in the listening material. Your job is to
show you can recognize and understand specific key information from a dialogue. To
answer questions about such details, you must listen to a word or a group of words that
supports your answer. Use the following helpful hints to answer the example questions.
'Conversation DetailsJ questions start like this:
What point do the students make about -?
What does the boy I girl say about -?
Where does the boy I girl say -?
What does the boy I girl want -?

What does the girl ask the boy to do?
What is the boy's main complaint about the teacher?
Why can't the boy work on the assignment with the girl tonight?
Most conversation type listening material has greetings at the start of the conversation. This
part of dialogue is not important to understanding the material. However, listen for
questions. A question or its response is usually a main idea or detail.
64
question.
Track 78
(G: girl, B: boy)

N Listen to a at
G Ross, how are you? Long time no see!
B I know. I have been working on fixing my bike. How have you been doing?
G Pretty good. Hey, I wanted to know, do you have an extra calculator I can borrow
for the math test tomorrow? Mine is dead.
B I think so. I'll see if one still
G Thanks a lot. I don't know what I'd do on the test without a calculator.
B No problem. I'll give you a call tonight and let you know if it's working.
What does the boy say about his calculator?
It
his
65
Build up Your Paraphrasing Ability
Paraphrasing is discussed under lecture strategies. Conversations also need to be paraphrased.

However, paraphrasing a conversation is a little different from paraphrasing a lecture.
Below are examples of full listening dialogue excerpts (left) paraphrased into simple answers
(right).
M I can't go to the track and field practice this

He's in trouble so he can't go toT /F.
week because I got detention.
W My professor said I put more effort into the

She got a better grade from the prof because
essay than all my classmates, so he gave
she worked harder on the essay.
me extra credit.
M Can I come by here tomorrow and get a

He wants a reference letter saying he did a good
reference letter from you for my work this
job.
summer?
Key
There are specific phrases speakers use to introduce details. Below is a list of example
phrases. These are just a few examples of possible detail-introducing phrases. As you listen
to more dialogues, you will become familiar with these and others.
for example For example, your grades have been slipping and you've missed classes.
The Great Depression was the catalyst for a number of changes in the U.S., such as
such as
the shifts in political policies and the standardization of American business practices.
Students should voice their opinions about school policies; one way you can do this
one way
is by writing for the school paper.
For instance, you did not include enough details to support your argument in your
for instance
paper.
Anyway, things like volunteer work and joining the student council look good on a
things like
resume.
66
it is important to write down all the key information while listening. Write down any facts,
definitions and examples you hear relating to the main topic.
question.
Track 79
(B: boy, G: girl)

N to a two
B That's true, but the computers there are so old. The school really needs to invest in
new computers.
G The problem is the school cannot afford to replace all the old units at once. For
instance, the school has hundreds of PCs. Normally, could afford it,
but new science complex set them millions.
Question
Why can't the school replace the old PCs? Notes:
are too new.

wknts J1@W F'Cs at ~chooL
Gexplains proble:ms wl);h replacing
anew
' ~ not enoJ.lgh mpney
at once. ~ too many F'Cs
to :: new science complex
67
Track So
(T: teacher, S: student)
N Listen to a conversation between a student and a teacher.
T Devin, welcome to my office.

S Hello, Mrs. Baker. Why did you call me in here? Am I in trouble?
T No, not at all. I just noticed something about your grades.
S Am I doing poorly? I thought all my grades were high.
T They are! I wanted to ask you if you have thought about switching into some higher
level courses. You could take advanced math and English. Right now you are only
in the intermediate classes. I think you should switch next semester.
S I did think about it. I am worried that those classes will be too hard for me. I will
also miss my friends. I don't know anyone in the advanced classes.
T OK, Devin. Just think about it. You have a month to decide before the new
semester. I recommend it though. You have a better chance to get into university if
you take advanced level classes.
S OK, Mrs. Baker, I will think about it.
Question
What is the boy's main concern about advanced classes?

(A) The classes will be too easy.
(B) The classes will be too difficult.
(C) He doesn't have enough time to decide.
(D) He can't apply to university with advanced classes.
68
Track 81
(G: girl, B: boy)
N to a at
G Did you hear what Alex said to Mr. Yearwood yesterday?
B Yeah, I did. G)
G I know. I was really mad at him. ~
B I'm not sure what makes someone say something like that to a teacher. Maybe he's
having some problems at home.
G Maybe. I've known him for a long time and I've never seen him act like that.
B I think he got in serious trouble. @
when I walked past after school.
G Good. I hope he learns a lesson. @
they should never disrespect a teacher like that.
B I agree. Knowing Alex, he'll accept the punishment and never do it again.
Q. Where was the rude boy seen last?

the
office
AnswerKey pp.1i7-i18
69
Practice Test
Tracks 82-89
1. Why does the boy ask the girl about Mr. Somerset's class?
(A) He's worried about it.
(B) He heard it was amazing.
(C) He heard that Mr. Spmerset had written books.
(D) He hopes he and the girl will be in the same class.
2. What is true about Mr. Somerset?

(A) He attended Yale University.
(B) He is an entertaining teacher.
(C) He is more boring Mr. Anderson.
Whatwm boy probably think Somerset's class?

It UU<<,.ve>
It is
It can girl.
1s more
4. What does the girl imply about Mr. Anderson?

(A) He is horribly boring.
(B) He is impressively smart.
(C) He is the girl's current history teacher.
(D) He is more entertaining than Mr. Somerset.
70
to
What did Mr. Murphy give a lecture on?
(C) Whale
Marine
When will the girl the boy whether or not she can come?
next
the
(C)
next
8. What· the girl probably do

~uu,~~"''"' biology
number
Answer Key p. 118
71
Inference Questions
1
1nferenceJ is defined as the attempt to generalize on the basis of limited information.
Inferring is a way of suggesting something. Therefore, you should understand that a speaker
is presenting information without directly stating it. Making an inference is making a good
guess.
You need to understand many parts of the listening material to answer inference
questions so you can judge what the speaker is really saying. So, note-taking is very
important when doing these types of questions. Use the following helpful hints to answer the
example questions.
1
Conversation lnferenceJ questions start like this:
What does the girl I boy imply about -?

What is probably true about-?
What does the girl I boy suggest about -?
What does the girl imply when she asks the boy to -?
listen Repetition
If you hear the same words or phrases repeated many times, they are probably important to
the listening. Sometimes the key words will be repeated as synonyms, while some phrases
will have the same meaning but will be spoken a little differently. So, do not listen strictly for
the exact same vocabulary, but for speech that repeats the same idea(s) many times.
Improve Your Paraphrasing Ability
Paraphrasing is discussed in the previous 1 DetailsJ sections. Paraphrasing relates to

1
1nferenceJ questions because having quick notes on main ideas and details usually allows
you to make a good guess.
72
example question.
Track 90
(B: boy, G: girl)

N to a at school.
B Hey, what are you doing this weekend?

G Not much, and you?
B Working on the computer project that's due this month. it's hard work though.
We need group member.
G Why? What happened to Bill?
B He dropped the class. So, we need a 41h person. Do you have a group yet?
G Oh, yes, I'm already in a group. Sorry, it would've been nice to be on your team.
B That's okay. I'll try asking someone else. We just don't have enough time without
an extra pair of hands.
What does boy imply about the project?
at
73
example question.
Track 91
(5: student, P: principal)

N Listen to a conversation between a student and school principal.
S Good afternoon Mr. Levitt, you wanted to see me?

P I did. Sit down, please, Mark. I want to discuss nominating you for a free spot at
the "Youth Leaders of Tomorrow" camp this summer. Would you be interested?
S That would be amazing, but I'm not sure if I can go!
P Really? Why not? The .school boardwill bepayirtg thefl111tUtition ofthecamp.
S Well, there's a problem, sir. The camp is in California. I cannot afford the plane
ticket to get there from here.
P Actually, we thought of that. The school boardwill be paying for the> plane ticket.
We know how important this opportunity is to you.
S Really?! You would do that for me? How can I repay you?
P We want you to get good grades at the camp if you go. That is all we ask. The
camp begins June 23rd. Let me know your decision this week.
What can be inferred about the boy's decision attend camp?

summer
does not want to go to
(C) The boy cannot afford to attend the camp.
(D) The boy was nominated to go to the camp.
74
Tone is covered more in depth in other units, but it can be a useful strategy for inference also.
If a student's voice matches a specific emotion, it is likely an answer choice will reflect that
tone.
example question.
Track 92
(G: girl, 8: boy)

N Listen to a two as classroom.
G This homework is insane! I believe how much we have to do over spring

break!
8 I know! There won't be much of a break once we're finished it all.
G I think I may ask my mom to talk to the principal. I want to relax on my vacation.
8 I'm with you there!
Question
What is probably true about the students?
They
They are angry
are happy to
They are
I))
75
Track 93
(B: boy, G: girl)
B Hey, what are you doing tomorrow afternoon? I want to go to the park and play
some Frisbee. I was hoping you wanted to join me.
G I have to rest up tomorrow. I have my championship game on Sunday.
B The championship is on Sunday? Wow, good luck. I'm sure you'll do great.
G I certainly hope so. I'm really nervous, but our team is strong this year. Anyway, I'm
sorry I can't play with you tomorrow. Maybe next weekend.
B Ah, OK. No problem. I'll see if our other friends want to go. I'll give you a call next
time I want to play to see if you can come.
Question
What is probably true the girl?

to
lS
wants to to
76
Track 94
(T: teacher, G: girl)
N to a a a
T Hi, Chloe. Is everything going okay with your project?
G Well, actually, CD
T Oh, really? What are the problems? Is everyone working together?
G Well, that's just it. Everybody is working together except for Raymond. He's a friend
of mine and I like him, but everyone else has to do more work 0
T Have you tried talking to him?

G We have, but ® . I don't think it's fair if he gets
the same grade as everyone else in the group.
T Well, Chloe, @ about their group
members after this project is over. If everyone else in your group says the same
thing about Raymond, he won't get a very high grade.
G Okay. Thanks, Mr. Stevens. I'll tell the rest of my group.
Q. What is probably true Raymond?

a
77
Practice Test
95-102
1. What are the students mainly discussing?

(A) A way for the girl to catch up in class
(B) The information from last week's class
(C) The girl being in trouble with her family
(D) That the girl missed an important class on Wednesday
2. Why was the girl not in class?

(A) She was worrying about her family.
(B) She was at home helping her mother.
She needed to sleep the tragedy.
was aunt
3. What does the boy imply the class the missed?

It
It
It was a
It was an n-ln,nrt" a
4. Why are the girl's aunt and uncle staying at her house?
(A) They help the girl's parents.
(B) They had a fire in their house.
(C) house is under renovation.
(D) They are on vacation for the week.
78
is
What does Mr. Stackpole he says, you ask

specific titles?"
a
What is probably true about the girl?

She French
contest.
too nervous to use
8. Why can't
Answer Key p, 119
79
Prediction Questions
'PredictionJ is the ability to know something will happen before it actually does. Predicting
is guessing the future.
For example, when you put water in the freezer, you can predict it will turn to ice.
A prediction question asks you to predict what a speaker will discuss or do next. This
kind of question asks for information that is not actually in the listening material. Use the
following helpful hints to answer the example questions.
'Conversation PredictionJ questions start like this:
What will the speakers probably do next?

What will the students probably ask the school to do?
What will the boy probably do next?
What are the boy and the girl probably going to do after school?
Responses
Often one speaker talks about a problem or issue and the other speaker gives a helpful
solution. The solutions that are offered and the replies to them control the direction of a
conversation. Solutions are either accepted or rejected. Choose an answer choice that
reflects the way the solutions are treated.
For example, a student has a problem with her math homework. Her friend suggests she ask
her teacher for help. If the student accepts this solution, she will probably ask her teacher
for help next. If she rejects this solution, she will do something else.
80
The following example illustrates prediction strategies and provides you with one prediction
example question.
Track 103
(G: girl, T: teacher)

N Listen to a a
G Hi Mr. Brown, I have a question for you.
T Sure, Stephanie. What is it?
G Well, I really want to go on Monday's field trip, but, since it goes later than a regular
school day, I can't take the bus to get home.
T Have you asked your mom or dad to pick you up?
G Yes, but neither of them can do it.
T ? A lot of them live in your
neighborhood.
G a . Thanks, Mr. Brown.
Question
What the girl probably do next?

a
not to on
81
listen Carefully to the Ending
'PredictionJ questions often refer to the exchange of a dialogue. One speaker will offer a final
solution or ask one last question. The response of the second speaker usually indicates their
final thoughts or feelings about the topic.
The following example illustrates prediction strategies and provides you with one prediction
example question.
Track 104
(B: boy, C: counselor)

N Listen to a student talking to a school counselor.
B Hello, I have an appointment with you today to discuss my class schedule.

C Yes, I know. Welcome, Steve. I wanted to ask you why you have chosen seven
classes when you only have room for six on your timetable.
B I needed more English courses so I would have enough to apply to university at
the end of high school.
C I understand, but you cannot go to two classes at the same
B Well, what can I do? I need one more English class but I have no more room.
C You will need to do an extra semester to finish all the English classes or drop one
of your elective classes.. You don't need woodshop or P.E. to apply to college.
B OK. I I
Question
What will the boy do next?
(A) Say that he wants to do an extra semester
(B) Infer that he wants to go to summer school
(C) Reply that he wants to drop an elective class
(D) Decide that he wants to keep taking seven classes
82
83
Track 105
(B: boy, G: girl)
B You know what would be great? Joining the school chess team. I love the game
and it would be a great way to meet people who are different from my usual crowd.
G Well, that's true, but the chess team's schedule conflicts with the yearbook
committee times, and you already signed up for it.
B I know, but a ton of other students want to be on the yearbook committee. I don't
think there will be a problem finding someone to take my place.
G I guess so. I was looking forward to working on the yearbook with you, but oh well,
maybe next year.
What do?
team
84
Track 106
(G: girl, 8: boy)
N to a at
G Hey, Billy! How are you doing?
8 Well, I'm so-so.
G Why "so-so"? CD ?
8 Yeah, but I am really nervous. I worked really hard this summer to get into shape for
the season. CZI
G You were the best player on junior varsity last year and scored more goals than
anyone, so I don't think you have to worry. Plus, the coach told me last week that
he needs a strong midfielder.
8 I know, but I am still nervous. There are a lot of solid Gl
G You should be confident! You've been playing soccer forever and you know that
you're a skilled player.
8 Maybe, but I'm just so worried! After all, @
Q. What is the boy probably going to do after school?

team
is too nervous
to soccer team out
Answer Key pp. 119~ i 20
85
Practice Test
Tracks 107-114
1. What are the students mainly talking about?
(A) The boy staying home because of his strict mother
(B) The importance of getting into a decent high school
(C) The girl forgetting the test date and needing study help
(D) The girl enjoying playing card games while watching TV
2. What has the girl been doing all week?

(A) Playing games and watching TV
(B) Studying for the test with the boy
(C) hermom
3. What point does big test?

test.
it.
4. What will the girl probably do next?

(A) Study with the boy at her house
Watch show at home
(C) Sit the library and do her homework
(D) Go to dinner study for the test the boy
86
i
I
go speak the
museum
at museum
to to museum
Why does the girl of the boy

lS
art.
The on
7. What does the girl say about

It
art
It at
It more over
8. What the boy probably do next?
Answer Key p. 120
87
Rhetorical Device Questions
Rhetoric is the art of writing or speaking with a goal of persuading the listener to consider
the topic in a different way. 'Rhetorical DeviceJ questions ask you why a specific phrase or
statement is made and how it was used as rhetoric.
On 'Rhetorical DeviceJ questions, your job is to show you understand the rhetorical
purpose of a statement Think about why the speaker is saying what they are saying. Use
the following helpful hints to answer the example questions.
'Conversation Rhetorical DeviceJ questions start like this:

Why does X talk about Y?
Why does X mention Y?
Rhetorical device questions ask for the persuasive or informative purpose of a specific
phrase or statement. The answer will be more exact than the main idea of the listening
material. Avoid answer choices that reflect all the information in the passage or answers that
focus only on the topic sentence.
listen for Suggestions and Solutions
One speaker will try to help the other speaker solve their problem by offering a suggestion.
Making a suggestion is a good way to persuade someone to act in a certain way. Rhetorical
devices are often used in the form of a suggestion. Knowing key suggestion phrases can
clue you into where the rhetorical device may be. Listening for suggestions will also help you
locate key information. For example:
You could try asking the teacher for an extension.

Maybe you should get a summer job.
Why don't you go to the home game on Monday?
Have you thought about asking a friend or family member?
Did you try calling the school to find out when you need to be there?
Could you go to the bake sale earlier instead of after lunch?
88
The following example illustrates rhetorical device strategies and provides you with one
rhetorical device example question.
Track 115
(G: girl, B: boy)

N to a two at
G Are you going to the elective activities this winter?

B Yeah, I am. I was wondering, are to them?
G I'm not sure. Mom said if I. wanted to go skiing, I would need to help pay.
B Ah, you could at camp with me this summer to make a little money.
G Good idea. I'll ask my mom if I can.
Question
Why does the boy talk about the summer camp job?
summer
there
they
(D) if girl wants to go to this summer
89
Track 116
(B: boy, G: girl)

B Can't your parents help you get to soccer practice? Your family has two cars.
G I know, but they both work until after 5. They couldn't give me a ride even if they
wanted to.
B Well, some of the girls on the team live in your neighborhood. One of their parents
must be driving them to the field. lt'd be a good idea to ask them if there is a
car pool.
Question
Why does the boy mention the othe:r gi:rls on team?

to
more
a car to soccer
90
Track 117
(8: boy, G: girl)
N Listen to a two at
B Hey, did you see the school play last night?
G No, I couldn't go, but maybe I'll watch it tonight.
B You should definitely go. it's a great play.
G Really? I have a lot of homework to do. I'm not sure if it's a good idea to go.
8 Please go! Because tonight G)

Last night, Ben was the leading man and tonight C0
G Oh, awesome. I didn't know you were in the play. Why didn't you tell me?
B I've been so busy with play rehearsals that I haven't had time for my friends, but
(3)
G Of course! @
Why does the boy mention the school play?

To sure not
role
To out
Answer Key p. 120
91
Practice Test
118-125
1. Why does the teacher go to speak with the student?

(A) To ask her to read his brochure
(B) To ask if she's good at construction
(C) To ask if she's available for the month of April
(D) To ask if she's interested in a volunteer opportunity
2. What does the girl mean when she says, "I'm not sure I'll be much help"?
(A) It's difficult to learn about using tools.
(B) A student can never be very helpful to a teacher.
(C) Experience with helping people is necessary for the project.
are at
3. Why does the teacher say there will be many students working on the project?
4. What will the girl probably do next?

(A) Learn how to use some tools
(B) Read the brochure that Mr. Handley gave her
(C) Find some other students who want to join the project
(D) Become nervous about volunteering with "Very Volunteers"
92
is
's
Why does
To
To to LIU.C>L"-v'lU
To ''"''UHJlU- he is a good basketball player

wants to see more
7. What does the boy say wants to do?

(A) Enter English essay contest
Use
with his
(D) school basketball team
8. Why does the mention that she's not so great at other subjects?
Answer Key pp. i 20- i 21
93
Prosody Questions
Prosody is the tone, emphasis, stress and rhythm in speech. lt informs us of a

speaker's emotions when vocabulary or grammar may not do so. The use of prosody
can be found in any type of spoken sentences - questions, statements, and orders. lt can
also be used to help express irony and sarcasm. rProsodyJ questions ask you what a
speaker means when they use a prosodic phrase.
On rProsodyJ questions, your job is to show you understand the intended meaning of a
statement. Use the following helpful hints to answer the example questions.
rconversation ProsodyJ questions start like this:
What does X mean when X says," ... "?

What does X imply when X says," ... "?
Speakers sometimes use words sarcastically. Sarcasm is saying one thing but meaning the
opposite. Sarcasm is often used with a negatively sounding tone; the tone sounds opposite
the tone usually used with the phrase. When listening, if the tone does not match your
normal understanding of the words, you might be hearing sarcasm.
94
The following example illustrates prosody strategies and provides you with one prosody
example question.
Track 126
(B: boy, G: girl)

N to a as
B Hey Rachel, did your teacher give you the marks for your math exam yet?
G Yes. I got the exam back this morning.
B So, how did you do?
G I only got a 60% on the final exam. My mom is going to be so upset with me.
B But, you're really good at math! Why didn't you do well?
G I didn't study at all.
B Well; that ofyou, wasn't it? You will probably be grounded
for a week!
Question
What does the boy mean when says, "Well, that was REALLY SMART you,
wasn't it?"
her
smart.
95
Watch out for Rhetorical Questions
A rhetorical question is different from a rhetorical device. A rhetorical question is a speaker

asking a question without expecting an answer from the person they are talking to.
Rhetorical questions are used to highlight the speaker's feeling of shock, excitement,
disbelief etc. If you hear a question like this it is usually emphasized. Rhetorical questions are
a big clue that a prosody question is coming.
The following example illustrates prosody strategies and provides you with one prosody
example question.
Track 127
(B: boy, G: girl)

B Lauren, I'll draw the United States if you keep coloring Japan.
G Okay, thanks, Alex. Here, take a look.
B WHOA! WHATARE YOLJDOING?
G What? I'm making it look good!
B You're coloring it all pink! I don't want to present a pink project!
Question
What does the boy imply when he says, "WHOA! WHAT ARE YOU DOING?"
(A) He wants the girl to stop working.
(B) He is interested in the girl's project.
(C) He is confused about what her job is.
(D) wishes to know what the girl is doing.
96
97
Track 128
(B: boy, G: girl)
N Listen to a conversation between two students at school.
B I'm going to ace this project. I got the idea for it off the Internet.
G Ar$yQw SURE::yqtl'oB.ricJC:l;ithat? Like, shouldn't you come up with your own idea?
You are kind of cheating.
B You're just saying that because you're scared I'll win. If you're so worried about it,
why don't you look up a better idea for your project?
G I'm not scared. I just don't think it's right to get your idea off the Internet when we
were supposed to come up with the ideas ourselves.
B The teacher never said we couldn't use the Internet. I don't think this is cheating at
all.
What does says, you SURE you can do that?"

is smart.
boy is always on projects.

(D) boy is not following the project rules.
98
Track 129
(B: boy, G: girl)
N to a
B I cannot believe how bad today has been. CD ?
G it's annoying that C2l Instead we get all of
these complicated rules.
B I have no idea how I'll be able to remember them all.
G it's awful. @ of the week is
complicated.
B lt definitely is. On Thursday I have to wear the school polo shirt but then on Friday I
have to wear the jacket. How do I get dressed in the morning!?
G Ha- I know! Oh well, it will be an adventure. Soon we'll figure out the system and
remember the rules.
B Yes, maybe we should @
We can write it out and hang it in our bedrooms at home.
Q. What does the boy mean when he says, "Isn't the new dress code GREAT?"
The IS
He is
is sure
Answer Key p. 121
99
Practice Test
Tracks 130-137
1. Why does the student go to speak to the cafeteria worker?
(A) To say bad things about pizza
(B) To complain about Hawaiian pizza
(C) To get to know about Mr. Raynard
(D) To find out what's for lunch on Friday
2. What does the boy imply when he says, "Pizza again?"

(A) He isn't happy about Friday's menu.
(B) He believed the menu would be tacos.
(C) is happy to have over and over.
lS
3. Whydoes different types of pizza?
to eat
like
To as as
4. What will the student probably do next?

(A) Decide to be happy about eating pizza
(B) Tell his friends that the menu is going to change
(C) Look at his schedule to find a time to talk with Mr. Raynard
(D) Come up with ideas for new and interesting pizzas with Miss Smith
100
to
(B) He
(C) teacher will give him news.
(D) he'll to science conference.
7. What does the boy mean he says, also an aspiring musician"?

He wants to be a •uu..:H'-'H"'
(B) sound.
(C) is more interested science.
(D) He at science conference.
What does the teacher say about the conference?

(A)
biology.
go.
101
102
Actual Test Tracks 138-151
104
i
I
'!
The listening section has 13 questions. Follow along as you to the directions to
listening section.
Here is an example:
What does teacher want students do?

Choose buddies
new
The correct answer is (A), "Choose buddies."
Here is another example:
will the students probably do next?

partners
The correct answer is (D), "Choose a pair of safety goggles."
Go on to the next page, and the test will begin with question number one.
105
1. What is the subject of the 4. What will the student probably do
announcement? next?
(A) After-school music lessons (A) Take a tour of the school by herself
(B) The teacher's musical past (B) Follow the teacher to the English
(C) The teacher playing the piano department
(D) Singing and playing instruments (C) Take a writing test given to her by the
teacher
(D) Go home while worrying about the
2. What does the speaker instruct the new school
students to do?
on 5. What does the physicist suggest about
on nuclear power?
It
3. What is purpose the

announcement? want to
anew
It is
anew near
(C) remind students about an

upcoming physics test
(D) To tell students about an exciting new
physics class
106
6. Whydoes mention her mom? 8. Why does need extra
restaurant a
some
to
What does boy say to the girl 9. What does the girl when she
her says, "I don't think it requires
schooling"?
a own
restaurant IS
to own a
restaurant.
more
sure wants
Answer Key pp. i 22-i 23
107
10. What are the speakers mainly talking 12. What will the student probably do his
about? project on?
(A) A French project (A) French culture
(B) Le Tour de France (B) French cheeses
(C) A region of France (C) Le Tour de France
(D) The boy missing class (D) The region of Brittany
11. What does the boy want to do his 13. What point does the teacher make
project on first? about the presentation?
(A) A city named Bordeaux (A) It will only last for 5 minutes.
(B) A as Brittany It best if it is on a
"Le
people
eat
Answer Key p. 123
108
Scripts Answer ey
E
0
u
+-'
Q)
>
109
Sample
Listen to a teacher speaking to her students.
W Good morning, class. I hope you're all excited for

today's trip to the Hunting Park Zoo. The school
bus will be arriving in 20 minutes, so I'd like you
all to choose a buddy while we wait. You and
your buddy need to stay together all day so that
you can look out for each other. We wouldn't want
anyone getting lost!
Listen to a science teacher talking to his students.
M Okay, this section of the lab is where we keep our

supplies. On the right you'll see the microscopes
and scales, which we'll use fairly often. This table
is where we keep the safety goggles, which are
perhaps the most important things in the lab.
Please take a pair. You'll need to use them today.
110
5. Listen to a teacher his class.
M Students, this week we'll be discussing the

division of the Catholic Church that occurred in
I 054. This split resulted in the Roman Catholic
and Greek Orthodox churches that still exist today.
Considering what we've been studying over the
past month, do any of you have any ideas about
1. listen to a coach talking to his soccer team. why this split occurred? Raise your hand if you do,
M Next week, we are playing a really tough game. so we can discuss it.
Hazen Union is one of the best teams in our
league and we will need to play our best if we listen to a conversation between two friends.
want to beat them. So, this week we are going to (B: boy, G: girl)
have to work extra hard. Practices are going to be
B Hey, Lisa! How are you doing today?
longer than usual. it is really important that every-
G I am glad that the day is over because it was so
one stays focused and practices as hard as they
busy for me.
can.
B Did you have a lot of classes?
2. listen to a math teacher talking to her class. G No, but I had two tests - one in science and the
other in social studies. They were both really hard.
W Hi, class! I want to make sure you understand how
Plus, I have an English paper due on Friday; that
important this section of the book is, so we are
is why I am still at the library.
going to spend an extra class on it. I have hand-
B I'm sorry to hear that. Well, I was wondering if you
outs for all of you, so you won't need your books.
would like to go to dinner with me tonight. I think a
Please take out your calculators. This will be easy
good meal would really cheer you up. We can talk
for some of you, but a needed review for others.
about some ideas for your English paper while we
eat.
3. Listen to a history teacher talking to his class.
G I would love to but I'm a very picky eater.
M How is everyone this afternoon? For today's class,
B I know a great place that I go to a lot. it's a sea-
I want to talk about how important writers are to
food restaurant and they serve all kinds of amaz-
history. When we study history, we depend on
ing food.
writers telling us what happened. So, it's important
that we understand where the writers are coming G I don't really like seafood that much.
from. Sometimes historians have reasons for mak- B Trust me, you will like this place. Last time I was
ing history seem a certain way. We take historical there I had eel, octopus, shrimp, and a fish stew.
information for granted, but history can be manip- lt was so good and all the seafood is fresh off the
ulated and re-created by a writer. boat. lt is one of the best places I have ever been
to.
4. Listen to a teacher speaking to her students. G Okay, I guess I will try it. My mother is always
saying I should try new foods. I have never eaten
W Okay, students, I want to go on a class camping
octopus before so I'll try that, but I think we should
trip next week. I have four tents and a lot of hiking
get something else in case I do not like it. I don't
equipment. I also know a great place for us to go
want to go hungry!
that's very close to my house. I 'm going to invite
two classes at a time. All of us can eat and sleep B Okay, that sounds good to me. We can order a big
out in the woods together. Not only will it be fun, plate of nachos and something else that we both
but it will also be good for us to get outside and like in case you're not fond of octopus!
enjoy nature together. G Thanks. That is really nice of you. I am already
getting hungry thinking about it!
111
[1 0-13] Listen to a conversation between a student French painter who is famous for painting beautiful
and a teacher. (T: teacher, G: girl) water lilies. Actually, Claude Monet suffered from
T Hi Annaliese. Thanks for staying after class. cataracts, ®an eye disease that caused him to go
blind. If you look at Monet's paintings all together,
G it's no problem, Mr. Band. Why did you want to
®you can see how his loss of sight affected his
see me?
paintings.
T Well, I wanted to tell you about a cooking confer-
ence that is coming up in November.
G A cooking conference? BIJt, Mr. E3a,nd, you're an
'E:ngii~h te9bher!
o Practice Test
T Well, of course, but I've noticed in your class jour-
nal that you often write about the things you and
1. Listen to a teacher talking to students.
your family cook at home. Is it true that you're
interested in cooking? W I want to remind you that you'll have a brand new
G Sure, I love to cook. science teacher today. Her name is Mrs. Murray
T So, would you be interested in attending the con- and she's quite an accomplished scientist. She
ference? studied chemistry in college and worked in labs
for many years before going back to school to
G Maybe, but to tell you the truth, I have no idea
become a science teacher. Please be polite to her
what a cooking conference would be like!
today. There are so many things she can teach you.
T Well, this is a young people's cooking conference.
You'll get to listen to speeches by some famous 2. Listen to a teacher talking to students.
chefs, take lessons, and meet other people inter-
M Last night, I saw a great new movie and I want to
ested in cooking.
recommend it to everyone in class. it's called
G That sounds great. How do I sign up?
"Making Home" and is about the Pilgrims coming
T You can log on to their website. I'll write the link to America. Jack Lisbon is cast as John Winthrop
for you. and does a great job. The movie shows how the
G Thanks, Mr. Band. Pilgrims struggled through their first winter and
gives a true portrayal of their rE;Jiationship with the
Native Americans.
Chapter 1
3. Listen to a writer talking about writing poetry.
W When I write a poem, I almost always write about
Main Idea Questions
the things I know about. For example, I write about
o Dictation beaches more often than mountains because I live
beside the sea. I often find myself writing poems
1. listen to a swimming coach helping a swimmer.
connected to the experience of driving a car. I think
M Okay, Molly, CD I'd like to help you with your free- this is because I spend so much time in mine. My
style. it will improve if you practice your rotary personal experience always finds a way into my
breathing. If you're able to breathe at the right writing.
times, ®your stroke will seem more natural and
you'll be able to swim faster. Your form looks great, 4. Listen to a Spanish teacher explaining pen pals.
but ®this week, we're going to work on your
W I'm happy to announce that I've communicated
breathing.
with a school in Madrid and that each member of
this class will be getting a Spanish pen pal. We'll
write to our pen pals in class once a month and
2. Listen to an art history teacher talking to his class. send them to Senora Eglesias' class. This will be
M Class, (j)today we're going to talk about an impres- a great opportunity for you to use your Spanish
sionist painter named Claude Monet. He was a and to find out about Spanish culture.
112
i,
I
listen a teacher to his class. D
M Although we usually think of our bodies being made

up of organs such as the brain, heart, and lungs,
our bodies are actually made up of cells. Cells are
tiny organisms made up of many different parts.
There are many different kinds of cells, too. Our
blood cells are very different from our brain cells.
6. listen to a teacher to his class.
M Class, your final exam is next Monday and I'd like

to give you a few tips for taking it. First of all, make
sure you get a good night's sleep the night before.
Secondly, eat a good healthy breakfast that will
keep you energized. Lastly, please relax. You've
worked hard all semester and, if you've studied, I
think you can do very well on the exam.
Details Questions
o Dictation
1. Listen to a history teacher talking to some
students after class.
W Look, I'm sorry that you did not do better on your

exams. Many of you approached me to express
your disappointment. I am happy that CD you rec-
ognize that your grades did not match your poten-
tial. While I can't change your grades, ®I can
recommend that you pay more attention in class,
do all of your homework, and @spend more time
studying for the exams. I hope to see an improve-
ment when I grade your next tests.
2. Listen to a teaGher talking to his class.
M When choosing the topic of your science project,

CD think about the things in science that interest
you most. This year we've studied many things,
from cells and the human body to geology and
the world's volcanoes. ®Ask yourself questions:
Which unit did you enjoy the most? Why? What
was most interesting? @ Answering these ques-
tions might help you choose a project that inter-
ests you.
two days a week for all of next term. it's OK if the same height and measure how high they
you've never sewed before, as long as you're bounce back. Then, we'll calculate how the size
ready to learn. If you're interested, please speak and material of the ball relates to how high it
with me after class. bounces back. Make sure you take notes. You'll
have to write a lab report for Monday.
6. Listen to a museum volunteer talking to a group
of students. 2. Listen to a science teacher talking to students.
M The museum's dinosaur exhibit opened in 1963 M Our field trip to Madison National Park is to be
after the Velociraptor on your left was discovered taken seriously. We have a great opportunity to
in New Mexico. Many scientists came together to spend a couple of days exploring the area. I'd like
create an exhibit that would inform and educate you to take your field guides and try to find as
people about these great reptiles of the past. Now many plants and animals as possible. Stop and
you can see many different dinosaurs on display write them all down in your notebook as you're
at the museum, such as the Triceratops on your walking around. We're going to find out what
right. wildlife is most prominent at the park.
3. Listen to an announcement on a school intercom.

Inference Questions
M Teachers, this is Mr. Harris. There's been a change
to our usual meeting time. Instead of meeting
o Dictation
tonight, we'll be meeting on Monday at 3:00. We'll
1. listen to a teacher talking to his lacrosse team. be meeting in the library rather than the teacher's
M Girls, I know we haven't been playing well recently. lounge. There are many things to talk about this
I hate to say it, but I think CD it's because of a lack month, so please consider this meeting mandatory.
of effort. I know that we lost Samantha, (2) but that Thank you for your cooperation. See you on
doesn't mean our team is destined to fail. You are Monday.
all great players and I hope that @you recognize
our team's potential. Let's put all our effort in and 4. Listen to a teacher to students.
win. W April 3rd is Museum Day here in Milwaukee. All of
the museums are free because they have the
financial backing and budget. The Milwaukee Art
2. Listen to an teacher talking to her class. Museum is not only free, but is also offering art
classes at half price. it's not a bad idea to sign up
W "The Road Not Taken" is one of Robert Frost's
for these classes. I can give you the link to their
G) most famous and recognizable poems. it's about
website if you're interested.
what paths you choose in life and how you can't
choose more than one. (2) it describes two paths
5. Listen to a teacher talking to the students in class.
in the woods as a way of showing how difficult it
is to decide which path to take in life. This poem M If you're looking for something to do this weekend,
@is not only famous, but also beautiful. why don't you go to a film at The Cabot Cinema?
Every Friday night they play a classic movie for
only five dollars. Think about how the movie you
see deals with perspective, landscape, and story-
o Practice Test telling. How does the filming style affect the movie
as a whole?
1. Listen to a science teacher talking to students 6. Listen to a teacher talking to students.

in class.
W Designing buildings is a demanding job. Not only
W Today's lab assignment is to measure how high do you have to think of a creative design, but you
these different balls bounce. We'll drop them from also have to think about numbers, measurements,
114
routines be perfect when we go next month, ®so are participating in the fair, please come to the
we'll be practicing every day until then. The girls auditorium at 9:30 to prepare.
in Middleton, Medfield, and Stover are very skilled
gymnasts, but we can @compete against them if 4. Listen to a teacher talking to students.
we practice.
W Hi, students. My name is Miss Meredith and I'll be
your English teacher this year. I used to teach in
Winchester but moved to Andover last fall. I've
2. Listen to a German teacher talking to his class. been teaching American Literature for about i 0
M Our final exam will be next week. There will be years to both middle and high school students.
G)listening, grammar, and writing on the exam. it's been quite a fulfilling job and I look forward to
Make sure you know ®the verb tenses we've spending the year with you.
gone over this week, as well as the vocabulary
from the entire semester. If you have any further 5. Listen to a teacher talking to students.
questions about the material on the exam, then M I know you feel you have better things to do on a
@you can visit our teaching assistant, Hans, Thursday night, but Dr. Arnold Warbuck is coming
during his office hours on Wednesday. to town this week. He's the historian who wrote
"The History of the Lone Star State," which is
an incredibly well-done history of Texas. He'll be
o Practice Test giving a lecture at the Tritown Library this Thursday
at 7:00.
6. listen to a music teacher talking to a class.

1. listen to a woodshop teacher talking to students.
M We'll be learning about a coping saw this week. M Beethoven is a well-known composer that you
A coping saw is a simple tool that's used to cut have probably heard of before. Beethoven wrote
soft pieces of wood. lt isn't usually used to carve his music from the very end of the classical period
intricate shapes and is instead used to trim larger into the romantic period. He is often considered
pieces of wood. Most people that use coping saws the first romantic composer. His music is so pow-
use them in their home workshops for simple erful, beautiful and awesome. These accomplish-
projects. ments are particularly impressive as Beethoven
was deaf.
2. Listen to a principal talking to a group of students.
W Th'1s year, the eighth grade will be taking an end-
of-the-year trip to Washington D.C. You will have Chapter 2 Conversation Question
the opportunity to see many famous American sites Types
such as The Washington and Lincoln Monuments,
The Vietnam Memorial, The White House, and The Main Idea Questions
Capitol. You'll also have the opportunity to meet
a Delaware senator who will be giving you all a o Dictation
presentation about his job.
Listen to a conversation between two students as
they leave a classroom. (G: girl, B: boy)
3. Listen to an announcement on a school intercom.
G I'm so excited that we're G)going to go on a field
W This is a reminder for all Stockton Valley School
trip next week. I've wanted to go to the space
students. This Friday will be our academic fair,
museum for a long time.
where selected students will be showing their
B I know! it's so great that Mr. Hanson reserved the
work. Classes will be canceled on Friday morning
show at the Planetarium for us. ®Have you ever
so that students can view each other's projects.
been to a planetarium?
We look forward to seeing you on Friday. If you
116
G Never. My dad knows a lot about astronomy, where else and that it will arrive here in just a
though. He's always pointing out constellations few days. Here, fill out this form with the books
when we're together at night. you want and your school ID number. Your books
8 I've never been either, but Mr. Hanson's unit on should arrive on Wednesday.
the night sky has fascinated me so much. Maybe 8 What a great system! Thanks so much for your
one day® I'll become an astronomer. help, Mrs. Meredith.
G You could always become an astronaut!
8 Hmm, I don't know. Being an astronaut sounds Listen to a conversation between a student
a little scary to me. I'd rather study space from and a teacher. (S: student, T: teacher)
planet earth. S Hello, Mrs. Karlgren. I'm wondering if you can help
G Well, that's why we have planetariums. I can't wait me with the personal essay due next week. I've
until next week. Let's sit next to each other at the got a few questions.
show. T Sure, Tyrone. What are you wondering about?
B Okay, sounds good. See you tomorrow! S Well, I've started my essay. I'm writing it about
my experience at summer camp. I just have too
many ideas and stories to tell. I don't know how
to organize the essay. What should I include and
o Practice Test
what should I leave out?
T I can~t tell you what to include and what to leave
out that choice .is up tb you .asthe·writer. I can
help you organize your essay, though.
[1-4] listen to a conversation between a student
and a librarian at school. (L: librarian, 8: boy)
S Okay, great. What's your advice?
T My advice is to choose three stories or ideas, one
L Good morning, Casey. Are you looking for some-
for each body paragraph. Maybe one paragraph
thing? How can I help you today?
will be about swimming, another will be about
B Hi, Mrs. Meredith. I was wondering ... Do you think friends, and the last will be about homesickness.
you could help me find some resources for my
S it's a five-paragraph essay, so what about the
social studies project? I'm having trouble finding
introduction and conclusion? Can those be stories
information.
too?
L Of course, I can help you. Let me ask though. Did
T Those should be separate. Remember the intro-
you already check the electronic card catalog?
duction simply tells about your general idea. The
B Yes, I checked it. it seemed that there were some conclusion explains that general idea again.
books on my topic, but I couldn't find them in the
S Okay, I think I understand.
library.
T Good. Please let me know if you have any more
L Hmm, well, what are you researching, Casey?
questions.
B I'm researching the knights that lived during the
Middle Ages. I searched for books specifically
about knights. Do you see anything on your com- I Details Questions
puter?
L Actually, yes, and I see why you couldn't find the
o Dictation
books. They're at the city library, not the school listen to a conversation between friends at school.
library. (G: girl, B: boy)
8 Oh, well, hmm, maybe my mom can give me a G Did you hear what Alex said to Mr. Yearwood
ride after school so I can check them out. yesterday?
L She won't have to. We have an interlibrary loan B Yeah, I did. CD I couldn't believe how rude he was.
system with city and school libraries in the area.
G I know. I was really mad at him. ®He completely
That means you can request a book from some-
ruined the entire class.
117
B I'm not sure what makes someone say something [5-8] Listen to a conversation between two students
like that to a teacher. Maybe he's having some as they leave the classroom.
problems at home. (B: boy, G: girl)
G Maybe. I've known him for a long time and I've B Susan, what did you think of class today?
never seen him act like that.
G I thought Mr. Murphy's lecture on marine mammals
B I think he got in serious trouble. @I saw him sit- was really interesting. What about you?
ting in the principal's office when I walked past
B I thought it was interesting, too. Marine biology is
after school.
a subject I'm passionate about. I'd like to go on a
G Good. I hope he learns a lesson. @No matter whale watch next weekend so I can see some real
how upset someone is, they should never disre- whales.
spect a teacher like that.
G Oh, really? That sounds fun. I've never been on a
B I agree. Knowing Alex, he'll accept the punishment whale watch.
and never do it again.
B I haven't been either, even though whale watches
leave from a port really close to here. You can
drive to the boats in about 30 minutes.
o Practice Test
G Wow, that's not far at all! I should go!
B Well, actually I was wondering if you'd like to come
with me. You seemed really interested in class
today.
[1-4] listen to a conversation between friends at
G That's because I was really interested. And, sure,
school. (B: boy, G: girl)
I'd love to go on the whale watch with you. I'll
B Hey, Alison! Have you had class with Mr. Somerset have to ask my parents first, though.
yet? I heard his American History class is amazing.
B That's fine. Why don't you let me know whether or
G Yeah, I did. He is the best history teacher I have not you can come when we're in class tomorrow?
ever had, and he's really smart too. He said that
G Sounds good. See you tomorrow!
he went to Harvard for his first degree. He has
written several books as well.
B Really? I didn't know that he had written books.
I Inference Questions
No wonder he knows so much about history. I
guess we are really lucky to have a teacher that
o Dictation
is so smart.
G Yeah, and he is really entertaining in class. Today, Listen to a conversation between a student and a
we played a game with historical dates and he teacher. (T: teacher, G: girl)
gave out prizes to the winners. T Hi, Chloe. Is everything going okay with your
B Wow! I hope he does that in my class tomorrow. I project?
hate how boring history class can be. G Well, actually, CD I'm having some problems with
G His class isn't boring at all. He is a great story my group.
teller and we were laughing for most of the class. T Oh, really? What are the problems? Is everyone
He has traveled all over the world, so he has a lot working together?
of great stories. G Well, that's just it. Everybody is working together
B I am starting to wish that tomorrow would come except for Raymond. He's a friend of mine and I
so I could have class with him. like him, but everyone else has to do more work
G it was definitely the best history class I ever had. (g) because Raymond hasn't done anything.
B Well, I wish we had class together but at least we T Have you tried talking to him?
both have a fun teacher. G We have, but @he seems to think we'll do it all.
G True. I don't think I could have stood being stuck I don't think it's fair if he gets the same grade as
in Mr. Anderson's class again. everyone else in the group.
118
T Well, Chloe, @I'll have all students fill out ques- G Well, I wanted to meet with you because I want
tionnaires about their group members after this to find some books in French. I can't find any in
project is over. If everyone else in your group says our librat-y.
the same thing about Raymond, he won't get a L Okay, did you ask your French teacher for specific
very high grade. titles?
G Okay. Thanks, Mr. Stevens. I'll tell the rest of my G Actually, no, I'm not taking French this term. I
group. could have asked my old teacher, but I decided
to check with the library first.
L What kind of books are you looking for?
o Practice Test G I want to participate in the French poetry contest
next month, so I need to choose a poem to recite.
I guess I need a French poetry book.
L To be honest, Lauren, I'm not sure we have any
[1 listen to a conversation between two students books that are in French. I know we have some
as leave the classroom. (B: boy, G: girl) French works in our poetry section, but all the
poems have been translated into English.
B Diane, can I talk to you for a minute?
G Oh no, that's a problem. What should I do?
G OK, what's going on?
L I think you should ask your old French teacher for
B Well, I was wondering why you missed class on
suggestions. lt was Miss Stewart, right? She may
Wednesday. We usually go together and you never
have some French poetry books that she could
showed.
lend to you. If not, she'll know where you can find
G I'm sorry. My mom asked me to stay home from some.
school and help her get the house ready. Some
G Okay, Mr. Stackpole. That's a good idea. Thanks
family members are staying with us. My aunt and
for your help.
uncle had a fire in their home and needed a place
to stay.
B I am very sorry to hear that. Do you want some Prediction Questions
help with the work you missed? You will not be
able to understand the next few chapters if you o Dictation
don't do the work from Wednesday's class.
Listen to a conversation between two friends at
G Sure. Let's arrange a time to meet when we are school. (G: girl, B: boy)
both free. How about next week?
G Hey, Billy! How are you doing?
B Okay, I have basketball practice on Thursday, but
B Well, I'm so-so.
that's all.
G Why "so-so"? (j)Aren't you ready for soccer try-
G Would Tuesday afternoon be okay?
outs after school?
B Sure, Tuesday is good.
B Yeah, but I am really nervous. I worked really hard
G it's really generous of you to do this. If you ever this summer to get into shape for the season.
need a favor, I'm happy to do it for you. (g) I hope I make the team.
B Don't worry. I'm happy to help you out. I'm sorry G You were the best player on junior varsity last year
your family is going through such hard times. and scored more goals than anyone, so I don't
G Thanks. I really appreciate it. See you Tuesday. think you have to worry. Plus, the coach told me
last week that he needs a strong midfielder.
[5-8] listen to a conversation between a student B I know, but I am still nervous. There are a lot of
and a librarian at school. (G: girl, L: librarian) solid @players trying out.
G Hi, Mr. Stackpole. I'm sorry I'm late for our meeting. G You should be confident! You've been playing
L Don't worry about it, Lauren. How can I help you soccer forever and you know that you're a skilled
today? player.
119 i
1:
B Maybe, but I'm just so worried! After all, @you were so many colors against the black of the
never know what is going to happen. shadows.
8 I worked really hard on that painting. it was difficult
for me to draw the shadows accurately. I'm flat-
tered that you remembered it.
o Practice Test
G Of course! it was a great painting. Anyway, you
should really go see the exhibit.
8 I'd love to go. it would be really fascinating to see
the work of an artist who is interested in the same
[1-4] Listen to a conversation between two friends
ideas as me.
at school. (G: girl, B: boy)
G The exhibit ends at the end of this month, so you
G Hi, there! How have you been? I haven't talked to should book a ticket over the Internet. If you do
you for a while. that, you'll get a $10 discount. Anyway, I really
B I have been really busy studying for the state test enjoyed the exhibit.
we have tomorrow. My mom has been making me 8 Thanks, Becca. I think I'll enjoy it too.
stay home.
G Oh my gosh! The test is tomorrow? I haven't studied
at all. All week I have been watching TV and play-
I Rhetorical Device Questions
ing card games. I thought the test was next week! o Dictation
B That is really bad. The test is really important for Listen to a conversation between two friends at
getting into a decent high school. school. (8: boy, G: girl)
G Oh no! Do you think we could study together? I
8 Hey, did you see the school play last night?
am going to need some help in order to do well.
G No, I couldn't go, but maybe I'll watch it tonight.
8 Yes, I would love to help, but you will have to come
over to my house because my mom will want me 8 You should definitely go. it's a great play.
at home the night before the big test. You can G Really? I have a lot of homework to do. I'm not
come have dinner with us and then we can study. sure if it's a good idea to go.
G That sounds great! Thank you so much. I cannot 8 Please go! Because tonight CD I am going to be
believe I got the test date wrong. taking the lead role. Last night, Ben was the lead-
8 it's okay. I am just glad I told you. ing man and tonight ®we are switching places.
G Yeah, me too. I will have my mom drop me off at G Oh, awesome. I didn't know you were in the play.
your house before dinner. Is 6 okay? Why didn't you tell me?
8 Sounds good. I will see you later. 8 I've been so busy with play rehearsals that I
haven't had time for my friends, but ®I'd really
[5-8] Listen to a conversation between friends at like you to come tonight to watch.
school. (G: girl, 8: boy) G Of course! @I will definitely come.
G Hi James, have you been to the new sculpture

exhibit at the Museum of Modern Art?
8 I haven't. Have you? o Practice Test
G Yes, I went last weekend with my mother. The
exhibit was amazing and inspiring. One of the art-
ists had made sculptures using the idea of "shad-
ows," which reminded me of you. [1-4] Listen to a conversation between a student
8 Oh yeah! Were you thinking of the shadows paint- and a teacher. (T: teacher, G: girl)
ing that I did last month? T Hi Molly. Do you have any plans on the 25th of
G That's exactly what I was thinking of. I can still April? I'm leading a volunteer project that you
remember how beautiful the colors were. There might be interested in.
120
G Actually, I'm free. What is the project? G Wow. I didn't realize you were that serious. I'm not
T Well, it's a construction project. On the weekends, so great at other subjects, but English is my best.
I work with a group called "Very Volunteers" that I'd be happy to help you out at lunch time.
helps build homes for those in need. You said last B Really? That would be great.
class that you were interested in doing some vol- G Of course! it's sad that you're too bwsy studying
unteering, so I thought you might be interested in to see your friends.
the opportunity. B Wow, Alyssa. Thanks so much.
G That sounds good, but I don't think I'm strong
enough to work on a construction site. I also don't
know much about tools. I'm not sure I'll be much I Prosody Questions
help.
T Oh, you shouldn't worry about that. There are D
many girls and boys your age that will be working listen to a conversation between two friends.
on the project. In fact, I've asked some other stu- (8: boy, G: girl)
dents from your class and they feel the same way
B I cannot believe how bad today has been. [)Isn't
as you do. With a lot of people working together,
the new dress code GREAT?
it doesn't matter how strong you are. Also, there
G it's annoying that CZ;we don't just have a uniform.
will be experts to help teach you how to use the
Instead we get all of these complicated rules.
tools.
B I have no idea how I'll be able to remember them
G In that case, I'd really like to do it. Is there any-
all.
thing else I should know?
G it's awful. ®Having different outfits for different
T Well, let me give you the brochure about "Very
days of the week is complicated.
Volunteers" so that you can understand exactly
what we're doing. If you have any questions after B lt definitely is. On Thursday I have to wear the
that, you can ask me. school polo shirt but then on Friday I have to wear
the jacket. How do I get dressed in the morning!?
G Great! That's perfect.
G Ha-1 know! Oh well, it will be an adventure. Soon
T I'm glad you're interested. I hope you'll join the
we'll figure out the system and remember the rules.
project.
B Yes, maybe we should make @a schedule to help
G I think I will. Thanks, Mr. Handley!
us remember. We can write it out and hang it in
our bedrooms at home.
[5-8] Listen to a conversation between two friends
at school. (G: girl, B: boy)
G Jack! it's so good to see you. it's been a long time.

o Practice Test
B I know! I've been so busy with basketball practice
and schoolwork that I haven't had much time for
friends.
G Well, that doesn't explain why I haven't seen you
around school. Where have you been? [1-4] listen to a conversation between a student
and a cafeteria worker. (B: boy, W: worker)
B Actually, I've been studying during my lunch
breaks. I have been having a lot of trouble with B Hi, Miss Smith. How are you? Do you know what
English and have been using my lunch time to the lunch special is in the cafeteria this Friday?
study. W Hi, Bobby. Actually, I'm not entirely sure. You can
G Can't you do that work after school? check the menu in the main office, but I'm think-
B Well. .. Alyssa ... I wish I could, but I have practice ing it's pizza with brownies for dessert.
almost every day. I really want to make the high B Pizza again?
school team next year, so I've been working really W Well, the main cook's favorite meal is pizza. Don't
hard. you think it's good?
121
B Yes, of course, it's good. I am just surprised that T There's one more thing. The conference takes
the special has been the same meal for three place in Sacramenta, so you and the other stu-
weeks in a row. dents will have to stay overnight.
W Two weeks ago, he made Hawaiian pizza, and last B That's fine with me, Miss Price. I can't wait for the
week he made a meat lover's pizza. Maybe this conference!
week, he'll do a Canadian style - you know? With
green peppers, mushrooms, and pepperoni? it's
not always the same.
Actual Test
B it is always pizza though. I wish there were tacos
or pasta sometimes. I want to eat something dif-
ferent.
W Okay, I understand. Maybe you should talk with
the main cook. His name is Mr. Raynard and he's
a nice guy. I'm sure he'd take your suggestions
1. Listen to a music teacher talking to a group of
seriously.
students.
B Good idea. When is the best time to talk to him?
I don't want to disturb him when he's busy in the W Playing instruments is really great and I am start-
kitchen. ing an after-school class for any and all musical

instrument players. I play piano, violin, guitar and
W Usually Mr. Raynard is free after 2:00. His office
trumpet. Playing music has been important to me
is just down the hall from here. I'm sure he'll be
since I was young. I love teaching students to play
happy to see you.
instruments and I hope all of you will join my after-
school class.
[5-8] listen to a conversation between a student
and a teacher. (T: teacher, B: boy)
2. Listen to a wrestling coach talking to his team.
T Hi, Jesse. I'm sorry to have to keep you after class,
M Okay guys, tomorrow I am going to give you a day
but I wanted to talk to you about something with-
off. I want you to relax and enjoy the beautiful
out the other students around.
weather because the next few weeks are going to
B Okay. Is there a problem?
be a lot of work. I don't want anyone in the gym
T Oh no! Don't worry! There's no problem at all. I because I think it would be much better if every-
wanted to tell you that you've been selected to one took some time off to let their bodies rest.
attend the state science conference for middle-
schoolers. 3. listen to a teacher talking to her students.
B Wow! Thanks! What does this mean?
W Hi, class. I want to tell you all about the new phys-
T Well, it means you'll join a number of students ics club that is going to start next month. it is
from all over the state at a science conference, going to be completely run by students. The mem-
where you'll learn about scientific issues and talk bers will create and show off an experiment every
about them. I didn't want to announce the news semester. They can get help from the science
in front of your classmates before you officially department, but only if they want it. Otherwise,
decided that you wanted to go. students will be the ones choosing and doing the
B Of course I want to go. This opportunity sounds experiments.
fantastic.
T it's a great honor at our school. This year's focus 4. Listen to an English teacher speaking to a new
is on the science of sound, which I'm sure you'll student.
be interested in. M Hi, Karen. I will be giving you a tour around cam-
B Cool! I'm not only interested in science; l'rf!,also pus today. I know that you switched schools in the
~n:asplr:ingimustciao, middle of the year which can be hard. I hope that
showing you how comfortable our school is will
122
make you feel better. I want to start by showing B I never even thought of that. Do you have trouble
you the English department. I've heard that you with that?
are a very good writer, so you might spend a lot G Yeah, it is really difficult. Today, my mom helped
of time there. me plan everything out, so it was perfect; I really
didn't want to mess up your dinner.
5. listen to a nuclear
W So, these days there's a lot of talk about the use [1 0-13] Listen to a conversation between a student
of nuclear energy. A lot of people support it and a teacher. (B: boy, T: teacher)
because it can provide energy for large groups of B Hi, Ms. Ross. Do you have a moment?
people without releasing dangerous emissions into
T Yes, John, how can I help you today?
the atmosphere. Also, it allows countries to limit
B Well, I missed class yesterday and I'm afraid I
their dependency on other countries for fossil fuels.
missed your explanation of how we're supposed
However, nuclear power can be dangerous because
to do our French projects.
of radiation. Radiation is a silent and slow killer,
T Okay, well, the project is a presentation on an
dangerous to everyone that it encounters.
aspect of French culture. You can choose food,
literature, pop culture, comic books, sports or
[6-9] listen to a conversation between two friends.
something else. The idea is that you're presenting
(8: boy, G: girl)
on something uniquely French.
B This is a great meal, Alison. Thanks for inviting me
B Okay, so could I do my project on the region of
over.
Brittany?
G My mom helped me bake the bread and to mari-
T Well, Brittany isn't exactly an aspect of French
nate the steak, but I did the rest by myself.
culture; it's simply a French region. If you're inter-
B That must have been a lot of work. How much ested in Brittany, you might do a presentation on
stuff did you cook? the French cheeses that are made there and the
G 1 made mashed potatoes, potato salad, a Greek importance of cheese in French culture.
salad, and I also made apple pie for dessert. But 8 Okay, that makes sense. So could I do my pre-
it isn't just for you; my mom is bringing food to a sentation on Le Tour de France? That bicycle race
potluck tomorrow so I made enough for her. That is one of the most famous in the world. Plus, I
way, she won't have to cook. know it's really important to the French.
B That is really nice of you. I can't believe how good T Le Tour de France would be a great project. Be
of a cook you are. Have you ever thought about careful to explain why Le Tour de France is impor-
becoming a chef? tant to the French. Remember that your project
G I have thought about it. I have looked at a few isn't just about something in France, but also how
culinary schools and I spend a lot of time with my it affects the French people.
grandmother who knows a ton of recipes. 8 Okay, great. And um, Ms. Ross, how long do I
B That is really cool. If you had a restaurant I would have to present for?
definitely go every other day. You're a better cook T You'll be presenting for 10 to 15 minutes. Don't
than my mom! worry about it. I'm sure you'll have enough infor-
G Thanks, that's really nice of you to say. I would like mation to fill the time.
to have a restaurant some day and I don't think it 8 One last thing. Is the presentation in English or
requires schooling. All I need for a restaurant is my French?
grandmother's recipe book.
T The presentation will be in French; this is French
B Have you asked her about it? class after all. Good luck!
G She says she will give it to me someday, but not
until I have learned a few more things. The hard-
est thing about cooking is planning everything so
that all the food is done at the same time.
123
Master TOEFL Junior Advanced
Listening Comprehension
Richie Hahn
Chiu trach nhi~m xu:it ban
Giarn d6c - T6ng Bien t~p

Nguyen Thi Thanh Hudng
Bi€m t~p Nguyen Thi Hoai Thanh

Trinh bay sach Cong ty Nhan Tri Vi~t
Slia ban in Nguyen Khoa
'~? ~ ' K): ~
NHA XUAT BAN TONG HOP THANH PHO HO CHI MINH

62 Nguy~n Tht Minh Khai- Q.l- TP.HCM
'!ii' 38225340 - 38296764 - 3824 7225 Fax: 38222726
E-mail: tonghop@nxbhcm.com.vn Sach online: www.nxbhcm.com.vn
Ebook: www.sachweb.vn
NHA sAcH TONG HQP 1
62 Nguy~n Tht Minh Khai- Q.l- TP.HCM 2 38256804
NHA sAcH TONG HQP z
86- 88 Nguy~n Tat Thanh- Q.4- TP.HCM 2 39433868
Cong ty TNHH Nhan Tri Vi~t

83B Tr~n Blnh Xu, P. Nguy~n Cu Trinh, Qu~n 1
Thanh pM H6 Chi Minh
'!ii' 38379344 Fax: 39200681
www.nhantriviet.com
In 1.000 cu6n kh6 20 x 27cm t~,ti Cong ty TNHH MTV ITAXA- 126 Nguy~n Thi Minh Khai-
Qu~n 3- Tp. H6 Chi Minh. XNBKXB s6: 1491-2014/CXB/19-146/THTPHCM ngay 28-07-2014.
QBXB s6: 1351/QB-THTPHCM-2014 ngay 03-11-2014. ISBN: 978-604-58-2617-1. In xong va nQp
luu chi€u thang 11-2014.

Hahn Richie Master Toefl Junior Advanced b2 Listening Compre PDF

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Hahn Richie Master Toefl Junior Advanced b2 Listening Compre PDF

Uploaded by

Copyright:

Available Formats

chie ahn

Copyright© 2014 by WorldCom Publishing lnc,-

Vietnam's editio~ © 2014 by Nhan Tri Viet Co.,Hd.

I wish to acknowledge the enthusiastic efforts of my writing assistants: Adam

Announcement/Talk Question Types

Unit 2 Details Questions . .. ............. 028

Main Idea Questions .. 054

3 Inference Questions . 072

4 Prediction Questions .. . .. ... o8o

Actual Test ..... 105

Audio Scripts & Answer Key ...... . 109

Time Given = 11 0 Minutes

120-200 2-3 4-7

Helps with decisions regarding readiness to study abroad.

Informs educators of where a student needs to be instructed.

Gauges a test taker's improvement over time.

Type (Announcement /Talk) 1 Question I Script 55-65 I

Main Idea What is the speaker mainly talking about?

What does the teacher instruct the students

Prediction What will the girl probably do next?

Inference What is the class probably doing?

Speaker's Purpose What is the purpose of the talk?

Why does the teacher mention that there will be

Time Given 35 minutes

Possible Score 200-300

1 The Orientation - This portion of the book

5 - This portion of each strategy unit illustrates how a specific

What does the teacher want

The correct answer is (A), "Choose buddies."

Here is another example:

What will students probably do

The correct answer is (D), "Choose a pair of safety goggles."

I GO ON TO THE NEXT PAGE>

Why people should by

I GO ON TO THE NEXT PAGE>

(A) An English paper (C) Go cook

I GO ON TO THE NEXT PAGE>

5 Announcement/Talk [Speaker's Purpose]

All Announcement/Talk questions are based on a class announcement or an

What is the subject of the announcement?

What is the teacher mainly talking about?

What is the teacher explaining?

What is the secretary explaining?

What is the guidance counselor talking about?

listen for Repetition

W new is now Because of the new

What is speaker mainly talking about?

N Listen to the following announcement.

What is the subject of the announcement?

M Okay, Molly, CD . lt will

N Listen to an art history teacher talking to his class.

What is the of talk?

1. What is the speaker mainly talking about?

2. What is the main idea of the talk?

3. What is the speaker mainly talking about?

What is the main topic announcement?

Answer Key pp. 112-113

What does the teacher instruct /want the students to do?

What does the teacher (principal, volunteer etc.) say about X?

What does speaker say about King Tht's death?

N Listen to an English teacher talking to a class.

N Listen to a teacher talking to his class.

M When choosing the topic of your science project, G)