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Audio Script For Listening Test 3 PDF
Audio Script For Listening Test 3 PDF
Part A
5. F2: Mandy, did you get a chance to read that magazine I gave you?
F1: Cover to cover!
M2: What does Mandy say about the magazine?
7. M1: Do you think that I've packed too much equipment for my camping trip?
F1: It should be just right, Max-if you plan to be gone for a couple of years!
M2: What does the woman imply about Max?
9. M1: That couldn't have been Professor Leguin that you saw yesterday-he's been at a conference in San Francisco
all week.
F2: Well, it sure looked like him.
M2: What can be inferred about the woman?
10. F1: There must be something wrong with that microphone the speaker is using. I can hardly understand a word
he's saying.
M1:Yeah, I can only catch a word or two myself.
M2: Why are these people probably having trouble understanding the speaker?
16. M1: In this photograph, Gordon looks like the youngest person in your group.
F1: Actually, he's the second oldest.
M2: What is learned about Gordon from this conversation?
19. M1: We should discuss our presentation some time in the next few days.
F2: Fine. How about over lunch today?
M2: When does the woman want to talk about the presentation?
21. M1: This is a great restaurant. You can get anything you want here.
F2: Anything except good service.
M2: What is the woman's opinion of the restaurant?
22. M1: Does the name John Casey ring a bell for you?
F1: John Casey? I can't say that it does.
M2: What does the man ask the woman about John Casey?
26. F2: Gary, do you know when the work on that new road will be done?
M1: The sooner the better, as far as I'm concerned!
M2: What does Gary say about the new road?
29. F2: Today is the first of the month. Isn't your rent due today?
M1: Yes, but I always pay it on the day before it's due.
M2: What does the man say about his rent?
PART B
F1: You'll be in Room 207. Here's your key, and I hope you enjoy your stay with us, Ms. Cook.
F2: Thanks. Oh, by the way, I'd like to get some information from you. You see, the conference I'm
attending will be over early Wednesday, and I don't fly out until Thursday. Do you have any recommendations for
sight-seeing?
F1: There's a great planetarium at our natural history museum. You might enjoy that.
F2: I don't know-I don't think I want to do that. The city I come from has a good planetarium.
F1: There are also some good art galleries downtown.
F1: I'm more interested in doing something outdoors.
F1: Oh, well, there's a beautiful waterfall called Crystal Falls not far from here.
F2: That sounds like something I'd enjoy seeing. How do I get there?
F1: Do you have a car, or will you be taking a bus?
F2: I rented a car at the airport.
F1: Then just take Waterson Street west out of town and go about five miles. You'll see a sign that says
Crystal Falls. It's a short walk from there.
F2: That sounds great. Thanks!
PART C
F1: Good afternoon. In today's class, we're going to continue our discussion of dance around the world with
a look at the hula, a dance of the Hawaiian Islands, and we'll see a video of a traditional hula dance. Today, when we
hear the word "hula," most of us think of women in grass skirts swaying to ukulele music while tourists take
pictures. The traditional version, though, is quite different from the dance as it is performed today. The traditional
hula was danced by both men and women who had been trained at special schools. It was accompanied by rhythmic
chanting. The chants and the dances were originally performed. To honor the gods, promote fertility, or praise great
Hawaiian leaders. The traditional hula was banned by missionaries from New England around 1820, and the hula
dance itself survived only in a radically different form. The performance you'll see on the screen this afternoon,
though, is as much like the original dance as possible. Even the costumes the dancers are wearing are authentic.
Now let's turn down the lights and watch.
M1: Imagine you are driving down the highway one spring day and it begins to rain. You hear the sound of
the rain on the car roof. Suddenly it sounds as if small stones are pounding on the car, and you see balls of ice
bouncing on the road. You're in a hailstorm, and you'd better get your car under cover! Hailstones can damage
vehicles as well as gardens and farmers' crops.
If you pick up a hailstone and cut it in half, you'll see it has layers, just like an onion. A hailstone begins its
existence as a snowflake, high in the atmosphere. The snowflake comes in contact with what is called "supercooled
water"-water that exists at temperatures below freezing, but is still in liquid form. This water forms a coating of ice
around the snowflake, and it becomes a hailstone. As the hailstone falls, the layers of ice build up. Air currents may
lift the hailstone back into the supercooled water many times, and more layers of ice form until the air currents can
no longer hold it up. Then it falls to Earth.
Hailstorms occur most often in the spring. Some hailstones are as big as baseballs, and may weigh over a
pound.
F2: Now, in the last few minutes of class, I'd like to address a slightly different issue: the question of how
children learn to talk. Learning to speak their own language is one of children's greatest accomplishments, yet it is a
somewhat mysterious process. Children first begin to make language-like noises when they are between two and
four months old. These noises generally begin with the letters g and k because these sounds-"goo" and "koo"-are the
easiest sounds for infant mouths to make. Between four months and eight months, infants begin to babble
meaningless syllables. Most common are those beginning with p, b, d, m, or n sounds, followed by a vowel sound.
Parents sometimes misinterpret these as actual words, such as mama or dada. Between six months and a year, babies
say their first true words. Vocabulary grows slowly at first, usually only a few words a month, but once a child has
learned about fifty words generally at around 18 months-the pace picks up rapidly.
At first, children say single words; then they begin forming two-word combinations: "all gone," "more
milk," "see doggie." Children's two word combinations are so similar the world over that they read like translations
of one another. Between the age of two and three, children can form complete sentences and have mastered the
basics of grammar. Can you believe it? A two and- a-half-year-old toddler is a grammatical genius, and all without
studying a single rule! Typically, four-year-olds know some 15,000 words and can form very sophisticated
sentences. Even their mistakes are very logical: "I saw two mans" or "We goed to gramma's house."
So, how does this all happen? Well, there are several conflicting theories about language acquisition, but
unfortunately, there just isn't time to discuss them today, so we'll take them up in Wednesday's class. In the
meantime, please read Chapter Eight in your textbook. See you Wednesday.