Listening audioscript

12. WHY ARE THE STUDENTS MEETING? 
13. LISTEN AGAIN TO PART OF THE DISCUSSION. THEN ANSWER THE 
 QUESTION. 
(Student 3) 
There seem to be three clear phases in the early history of Kleenex: first, 
its use during World War I, second its use as a substitute for facecloths 
during the 1920s, and third, its use as a substitute for handkerchiefs 
during the 1930s. For the presentation, how about if I talk about the first 
phase, the use of Kleenex during World War I? 
(Student 1) 
And I’ll talk about the second phase, its use as a substitute for 
facecloths. 
(Student 2) 
And that leaves me with the third phase, um…the use of Kleenex as a 
substitute for handkerchiefs. 
(Student 3) 
Now, don’t forget … we’re talking about a marketing class, not a history 
class. 
WHY DOES THE MAN SAY THIS? 
 (Student 3) 
Now, don’t forget … we’re talking about a marketing class, not a history 
class. 
14. DRAG THE APPROPRIATE EXPLANATION OF THE PERIOD OF
TIME THAT EACH PRODUCT WAS ASSOCIATED WITH TO THE BOX 
BELOW THE PRODUCT. 
 
15. WHAT WAS THE SITUATION AT KIMBERLY-CLARK AT THE END OF WORLD 
WAR I? 
16. HOW DID KIMBERLY-CLARK LEARN THAT ITS PRODUCT HAD A USE 
AS A HANDKERCHIEF?
17. DRAG THE APPROPRIATE DESCRIPTION OF EACH 
MARKETING STRATEGY TO THE BOX BELOW THE PRODUCT THAT IT 
WAS ASSOCIATED WITH. 
Page 495
[ track 236-237]
Questions 18 through 22. 
Listen as a student consults with a professor. 

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LPREP IBT 3 E AS 
FINAL 11/22/14
11/22/14 
150
(Student) 
Hello, professor. I need to talk with you, please. Do you have some time 
to talk with me now? 
(Professor)
Yes, certainly. What did you want to discuss? 
(Student) 
Well ... I’d like to talk about the ... uh … last exam … my grade on the 
last exam. 
(Professor) 
What about your grade on the last exam? 
(Student) 
It was, um, very low … I was surprised at how low it was. 
(Professor)
If your grade was low, perhaps you should’ve studied harder… you 
know, prepared more for the exam. 
(Student) 
No, it’s not that, really… I really studied hard. I went over the material, 
and I learned everything! 
(Professor)
OK. Do you have your exam paper with you? 
(Student) 
Yes, I do. 
(Professor) 
Let me look at it. No, that’s not a very high grade…. Here’s the first 
question … let me see what you wrote … OK, let’s talk about this … I 
see what the problem is…. Look at the first question. Do you see what it 
is? 
(Student) 
Yes, it asks about four steps in a process…. 
(Professor) 
Yes, but do you see this word: evaluation? The question asks you to 
evaluate the four steps in the process. You simply listed the steps. Do 
you understand what evaluate means? 
(Student) 
Well, um, it means “to show the strengths and weaknesses of 
something.” 
(Professor)
That’s right. So in this question, you weren’t supposed to simply list the 
steps. You needed to evaluate them…. 
(Student) 
Show the strengths and weaknesses of each one? 
(Professor) 
Yes, exactly. You see, you did list each step accurately…. 
(Student) 
Yes. 
(Professor) 
So that shows you knew the steps in the process…. 
(Student) 
Yes. 
(Professor) 
But you didn’t provide any evaluation at all, and that’s what I was looking 
for, not just a list of the steps in the process. So you see that? 
(Student) 
Yes, I do now. 
(Professor)
OK, then, let’s see what happened in a different question…. OK, now 
look at the next question … what does it ask? 
(Student) 
It asks about two theories. 
(Professor)
It does. It asks about two theories, but … very important … it asks you to 
compare and contrast these two theories. Now, look at your response…. 
What did you do in your response? 
(Student) 
I wrote about the two theories…. 
(Professor)
You did. You provided a lot of information about the two theories, I mean 
a lot of information, and this information about the two theories seems 
quite accurate … but … and this is the key point … you didn’t do what 
the question asked you to do. Do you see what the question asks you to 
do with these two theories? 
(Student) 
To compare and contrast them? 
(Professor)
Exactly. So, instead of listing a lot of information about the first theory 
and then giving a lot of information about the second theory, you 
should’ve clearly stated the ways that these two theories are similar and 
different. 
(Student) 
Ah, I should’ve done more than describe them. 

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LPREP IBT 3 E AS 
FINAL 11/22/14
11/22/14 
151
(Professor)
Exactly. The important thing for you is to make sure you understand 
precisely what I’m asking in a particular question. Don’t start to answer a 
question until you are sure you understand it. Now please understand 
that on exams I generally don’t ask you to just restate information from 
the text or lectures. Instead, I usually ask you to respond to the material 
somehow. It’s not merely a matter of memorizing a lot of material, 
something that you clearly do well. So, is that clear to you now? 
(Student) 
I think so. 
(Professor) 
Read and think about the actual questions very carefully because, uh, 
the next exam will have the same type of questions. 
(Student) 
I certainly will, and thanks for taking the time to help me. 
(Professor) 
You’re welcome.