Listening audioscript

1. WHAT IS THE STUDENT’S SITUATION? 
2. WHY DOES THE MAN SUGGEST USING THE VISITOR PARKING LOT? 
3. WHAT DOES THE MAN SAY ABOUT THE PARKING STICKER? 
4. WHAT IS STATED ABOUT PARKING ON CAMPUS? 
5. WHO PARKS IN WHICH AREAS? 
PASSAGE TWO 
Page 160 [ mp3 023-024] 
 
Questions 6 through 10. 
Listen to a discussion between a student and his 
professor. 
(Professor)
So, um you know that I wanted to meet and discuss the scene you’re 
directing from the play, Our Town. Your class performance is in only 
three weeks, and that’s not very much time for all you have to do. I’d like 
to know how it’s going and um…see if there’s anything I can explain or 
any advice I can give you.
(Student) 
Well, I already cast the scene and looked over the lines for the part of 
George that I’m going to play. Bill is going to be playing the Stage 
Manager, and he’s good with that.
(Professor)
That’s a big part in this play. I hope he’s up to it. OK…uh, I think I 
remember, you’re doing the scene from the part of the play that takes 
place before George and Emily’s wedding, right? 
(Student) 
Yeah, that’s right. And uh Tina is playing Emily. 
(Professor) 
So you’ve assigned all the parts. Is everyone memorizing their lines 
quickly? 
(Student) 
Mhm, everyone has started learning their lines. But…uh…actually, that’s 
not really what I’m concerned about.
(Professor) 
What are you worried about, Chuck? 
(Student) 
Well, after we perform the little piece from the scene, you said I’m 
supposed to present the main themes from the play in a way that 
involves the whole class. I’m not sure how I’m going to do that. I’ve been 
thinking about it, and I was um wondering if I could pass out some 
questions to everyone, um, before we start…you know, questions about 
some things to pay attention to. Then I can have them talk about the 
answers in groups for a few minutes. After they finish their discussions, I 
can go over their answers to see what they thought.
(Professor)
Hmm. I think that’s a pretty good idea. It does get everyone involved, and 
it isn’t complicated. Um What kind of questions would you have? 
(Student)
Hmm. Well, maybe things like, “What did you notice about the scenery 
and props?” and uh “What did Wilder intend to convey in this scene?” 
(Professor)
And so then, you’ll have them discuss the questions in groups of four 
people or something like that?
(Student)
Right. And hopefully one of the groups will come up with the theme of 
simplicity. Uh … and maybe somebody will talk about the focus on the 

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LPREP IBT 3 E AudioScript 
15
characters and dialogue or um, uh Wilder’s idea that props and scenery 
should not interfere with character development and telling the story. 
(Professor)
Oh speaking of that, have you thought about what props and scenery 
you’ll need? You don’t really need any major props or scenery, do you?
(Student)
Hmm…what do I need…, oh, like maybe just a table, some chairs, and a 
ladder, right? I think that’s stuff the drama department already has. 
(Professor) 
Yeah, but the point is that your actors have to perform really well 
because the audience’ll be paying attention to them and not a lot of 
things on the stage. 
(Student)
True, true. But, do you think I need more questions for the class? I…I 
think I could ask something like, “What were the topics of conversation in 
the dialogue?” and “How important,”…uh, or maybe, “Why are the 
actions of the characters so mundane…you know, kinda ordinary, 
everyday stuff?” Something like that? 
(Professor) 
Uh What are you trying to get at with those questions?
(Student)
I want the classmates to figure out Wilder’s theme of how we don’t 
appreciate the beauty of daily life. 
(Professor)
Well, since they won’t see the end of the play, I don’t think they’ll be able 
to pick up on that one. I mean, um it’s only a little piece of one act. I have 
to say that I’m not really sure you’re going to be able to get across all the 
themes in a ten-or fifteen-minute performance. Um why don’t you focus 
on just one or two themes? 
(Student)
But, I could also put a synopsis of the play on the same sheet I hand out 
with the questions. That way I could mention some of the other themes. 
Like I could explain how the play starts with morning and births and ends 
with evening and death. 
(Professor)
Ah, the cycles of life. OK, if you just summarize the most important ideas, 
that’ll be fine. But be careful not to do more than you can handle.
(Student)
Alright. Um..I was wondering…what if the class just sits there and 
doesn’t answer any questions? 
(Professor)
They won’t. I was really clear about how I expect everyone to participate 
in other people’s presentations.. Um now, you have a good idea of how 
to present this scene, but I want you to think about how you’re going to 
organize your time. You have a lot of preparation to complete. 
(Student) 
I know I do. I think I’ll make some final decisions on what themes are 
most important and that I have in my scene or in the synopsis. Then, I’ll 
come up with a few questions to hand out on the discussion sheet, and 
then I’ll write up the synopsis and the questions.
(Professor)
Don’t forget, you still have to rehearse and direct the scene! 
(Student)
Ha-ha, I won’t forget. Thanks.