Listening audioscript

6. WHAT IS THE INSTRUCTOR’S MAIN POINT? 
7. LISTEN AGAIN TO PART OF THE PASSAGE. THEN ANSWER THE 
 QUESTION. 
 (Professor)
Now I’m going to ask a question that sounds like an easy question but 
really isn’t. 
WHY DOES THE INSTRUCTOR SAY THIS: 
8. WHAT DOES THE PROFESSOR SAY ABOUT THE GREAT LAKES? 
9. LISTEN AGAIN TO PART OF THE PASSAGE. THEN ANSWER THE 
 QUESTION. 
 (Professor)
Not bad at all. I couldn’t have done better. Now let’s see if some of the 
rest of you can match that. What about the flow of water between Lake 
Michigan and Lake Huron? 
HOW DOES THE PROFESSOR SEEM TO FEEL ABOUT THE STUDENT’S 
RESPONSE? 
10. WHICH OF THE FOLLOWING FACTS PROVIDES EVIDENCE FOR THE 
IDEA THAT LAKES HURON AND MICHIGAN ARE ACTING AS ONE LAKE? 
11. WHAT CAN BE INFERRED FROM THE DISCUSSION? 
SPEAKING AUDIOSCRIPT 
SPEAKING DIAGNOSTIC PRE-TEST 
Question 3, Page 217 [ mp3 091-092] 
Now listen to two students as they discuss the notice. 
(Woman) 
Hey, Paul. Did you see the notice from the Humanities Department? 
(Man) 
No, but I heard that we have to get our advisor’s signature before we can 
take classes. 
(Woman) 
Um…just for the upper division ones. 
(Man) 
Either way it’s ridiculous. Now I have to go see my advisor every time I 
want to take a course. 
(Woman) 
It’s true that it’s kind of a pain. But I think it’s about time this happened. 
(Man) 
What do you mean? 

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LPREP IBT 3 E AudioScript 
69
(Woman) 
Well, last semester in my history class there were all kinds of people who 
had no idea of the basics. The professor wasted a lot of time answering 
questions about assignments and sources that anyone who’d taken an 
introductory course would know. I felt like they dragged the level of the 
class down. 
(Man) 
Yeah, I suppose I’ve had a few of those students in some of my classes. 
One professor I had was pretty clearly annoyed by some of the 
questions. 
(Woman) 
Exactly. I don’t want my professors in a bad mood because they have to 
slow down for people who shouldn’t be there in the first place. 
(Man) 
Well, you’ve taken more upper-division courses, so you probably see it 
more. 
(Woman) 
Plus they’re a real headache to work with on the group projects. They 
never know what kind of work the professor is looking for. You end up 
with them doing everything wrong for their part of the project. Or you 
have to explain it to them. I’m OK with helping people a little, but not with 
having to constantly explain the basics. 
(Man) 
I see what you’re saying. Maybe it’s a good idea then.