A conversation between a student and a university advisor

To try and determine the best subject for him to major in.

To ask about the advisor's experiences as an undergraduate.

To get advice about transferring to a different university.

To decide which classes would be best to take next quarter.

Why is the student talking to the advisor?

He is majoring in business administration.

He wanted to go to a school close to home.

Which of these statements about the student's experience are true?

To show that she emphasizes with the student's feelings.

To make the student feel foolish about wanting to leave.

To demonstrate how brave he was for staying in school.

To illustrate an example of his poor decision-making.

Why does the advisor say this: "I was ready to pack it in after the first two weeks"?

What will the student have to do if he transfers?

The advisor will call the students' parents.

The student will search for more information.

The student will move back to his hometown.

TOEFL Conversations

Narrator 
Listen to a conversation between a student and a university advisor. The student is trying to decide where to go to school next year. 
 
Advisor: Now, then, Mr., uh, Vickstad. How can I help you? 
 
Student: Well, I'm thinking about transferring, but I'm, I'm not sure ... I was hoping you could help me make a decision. 
 
A: I'll try. Where are you thinking of transferring to? And why do you want to leave Kryptos U? 
 
S: Um...I'm thinking of going to Central University, because it's in my hometown. I've uh, been kind of homesick here this year, and I haven't made many friends...I just feel so lonely. So, I thought that uh, maybe, it'd be better to be closer to my parents and friends and all. 
 
A: I see. And would you keep the same major if you transferred? What is it...business administration? 
 
S: Yeah, I would. The credits I've earned here will transfer to Central. I've already checked. 
 
A: May I ask why you chose to come to Kryptos University in the first place? 
 
S: Sure. Um, well, the main reason is you have a great business school. And the second reason is that I...I wanted to get away from home. 
 
A: You're right, Mr. Vickstad, we do have an excellent business school. But, so does Central. The thing is, you've got almost a year under your belt here now. At Central, you'll be starting from scratch. 
 
S: Yeah, I know that. But I'm a little bit familiar with Central, 'cuz I had older friends who went there, and I visited it before I came here. 
 
A: You know, freshman year is usually the hardest. I remember how homesick I was my first year. I'll tell you, I was ready to pack it in after the first two weeks. But the longer I stayed, the more comfortable I felt. By senior year, I was glad I chose to stay. 
 
S: Really? Did it get a lot better your sophomore year? 
 
A: Yes, it did. You might well find the same is true for you. Also, even though your credits here will transfer, you will have to take extra courses, because Central has different requirements. You'll probably have to go to school for an extra year. 
 
S: Hmm...I hadn't thought about that. I'll have to check into it. Maybe I should give it one more year. I mean, it's probably good for me to learn to live away from my family and friends, right? It'll make me stronger in the future. 
 
A: You can always move back there after you graduate. Of course, by that time you may not want to! 
 
S: Thank you for all your help. I guess I'll find out the exact transfer requirements. You've given me a lot to think about. 
 
A: Don't mention it. If you feel like you want to talk more, don't hesitate to come back and see me.

A conversation between two students in their first class of the term

What is the purpose of this conversation?

Why does the young woman say this: "I suppose that would teach, uh, fifth graders about the balance of nature"?

Narrator 
Listen to a conversation between two students in their first class of the term. 
 
Arthur: Morning, Myra. 
 
Myra: Oh hi, Arthur! You're taking Ecology Three Eleven, too? 
 
A: Looks like it. It's my only elective this term. 
 
M: Really? What happened? 
 
A: Oh, I just took too many my second year, and now I've got to pick up all the required courses I've been ignoring. University's just too much fun, I guess. 
 
M: Too many parties? 
 
A: No. (laughs) Well, yeh, that too. But you know-- there're just so many interesting things to learn about, and we've only got four years here to explore them. I've been having too good a time at it, that's all. But it has helped me decide my major, finally. 
 
M: And? 
 
A: Bus Ad. I've learned a lot here, and one thing I've learnt is that most fields don't hold out a lot of promise for gainful employment! So I'm playing it safe and going for my BA in business administration. 
 
M: So, why Three Eleven? An ecology course isn't going to help you in your office job at some corporation. 
 
A: Prob'ly not, but... it still seems interesting-- and important. We all need to know about the environment, no matter what we do for a living. 
 
M: Yeah, you're right. And maybe you will be able to use it. Maybe you'll end up working for a green company or something. 
 
A: Could be. There's more and more of those every day. 
 
M: And thank goodness. Poor old Earth! 
 
A: Is that why you're taking this? 
 
M: Well, it's not an elective for me. I need Three Eleven for my BS program. We need several cross-field courses to "broaden our understanding", and this is one of them. Actually, though, I'm looking forward to this course: "Nature's Influence on Man-- Man's Influence on Nature"! Sounds like a really useful topic, doesn't it? And Dr Forsythe is supposed to be a very engaging lecturer. 
 
A: Well, his website is a gas, at least! He's got an hilarious little eco-game on it: shoot the wolves and see how many deer reproduce and eat all the grass! 
 
M: Hmm. I suppose that would teach, uh, fifth graders about the balance of nature. 
 
A: Hey, it was fun! Anyway, he's also got some good information there-- it'll probably come in handy when he gives us homework. 
 
M: Wow, you're right! I better take a look at it myself. Can you give me his URL? 
 
A: It's listed right in the course guide where they describe the course, but if you can't find it, I'll give it to you next time. Or I could email it to you-- what's your address? 
 
M: That would be great, thanks. Myrasweetie@umail.com. Here, I'll write it down for you. Did you pick up your textbook yet? 
 
A: No. I've been looking for a secondhand copy before I spring for a new one. It's expensive-- forty-five bucks! 
 
M: (sighs) They all are, aren't they? Why do poor college students have to pay so much for their textbooks? It ain't fair. 
 
A: It's just economics. Nobody reads them except the students that take the courses. The publishers probably didn't print more than a few hundred copies of our text, you know. 
 
M: Still, they could print them in paperback, couldn't they? That would save us some money. 
 
A: And on newsprint-- sure! (laughs) Some students do keep them, though, for reference after they graduate, if they're working in that field. In that case, they need to be durable. My dad's still got his college accounting textbooks-- and he uses them all the time. 
 
M: I suppose you're right. Where you gonna find a used copy? At the bookstore? 
 
A: They don't have any there now-- I checked. I put up some notes on the Science Building bulletin boards yesterday. Maybe someone there's got one they don't want to keep anymore. 
 
M: Well, uh, if you hear about two of them, will you let me know? I'd like to save a little money, too. 
 
A: Sure. If I do, I'll buy it for you and you can pay me back. How much are you willing to pay? 
 
M: Oh, anything under thirty-five dollars'll be fine. A penny saved is a penny earned. But if you haven't found one by next Monday, I'll have to buy a new one then, so email me Sunday night either way, will you? 
 
A: You bet. Oops! Here's Dr Forsythe now.

A conversation between a professor and his assistant

So they can write Old English phonetically

To satisfy the requirements of the course

Why will the professor give the students a reading?

What will the assistant probably do next?

He thinks the professor should teach less Old English.

He thinks the professor should teach more Old English.

He thinks the professor considers teaching Old English important.

He thinks the professor considers teaching Old English not so important.

Why does Henry say this: "Not if you can help it, certainly!"?

Narrator 
Listen to a conversation between a professor and his assistant. 
 
Dr Abercrombie: Good morning, Hanna. Thanks for coming in. How was your holiday? 
 
Mr Fitch: It was very good, Professor, thanks. A week in the Appalachians is really therapeutic. Nothing to do but eat, sleep, and listen to nature. It's beautiful up there in the spring-- the countryside is so green-- and the people are so friendly and laid back. A good place to unwind. 
 
Dr: I envy you. I've just got too much to get done to get away at all now. I must get this book finished, for one thing-- my publisher's getting impatient. I've outlined the last two chapters, though, finally, so it won't take me too much longer, I hope. Maybe I'll be able to go somewhere at Christmas. But, um, what I wanted to talk to you about is our syllabus for this term, Hanna. I know this is short notice, but I'd like to make a couple of little changes to it. 
 
Mr: Uh oh! I know your idea of "little" changes! 
 
Dr: (laughs) No, no, I don't think it'll be that bad this time. What I'd like to do is, uh, cut Lectures Two and Three-- the ones on Old English and Middle English-- down to half their length and then meld them together into a single lecture. Then, with that extra ninety minutes, I want to add a lecture at the end on World Englishes. I think it's time we dealt with that more thoroughly, don't you? 
 
Mr: Yessir, I certainly do. That's a good idea. So I guess I just need to cut down the quizzes to match and add a new one for World Englishes. Do you know when I'll be able to see your revised OE and ME notes? 
 
Dr: I've already done a good bit of that revision, Hanna, and I think I'll have them ready for you before Lecture One. That's April eighth, I think? 
 
Mr. Yes, Tuesday the eighth. 
 
Dr: I've taken the segments on pronunciation out-- I think we can lose those easily enough. Nobody really needs to recite "Beowulf" or the "Canterbury Tales" any more-- no matter how much fun it is. 
 
Mr: And that means you probably won't be discussing orthography much either? 
 
Dr: I suppose not. I just want to be sure to point out clearly the main ways in which Modern English has developed from its predecessors. You know, the Great Vowel Shift, and so forth. Saving ninety minutes is not going to commit Old and Middle English to total oblivion, after all. 
 
Mr: (laughs) Not if you can help it, certainly! So I can eliminate the phonetics quiz completely, then? 
 
Dr: Yes, I think so. I'll still give them a reading just so they can get a flavour of their ancestral tongue, but they can get as much of the phonetics as they want out of the textbook-- and it's rote learning anyway, really. 
 
Mr: Now, what about your new lecture, then? Can I get started on any of that? 
 
Dr: Yes, that's where I could really use your help in the next couple of weeks. I need you to research 'pidgins and creoles' for me. I've never paid enough attention to them, and I'd like an idea of the number there are, uh, their distribution, and uh, what linguists are saying about them these days-- are they English dialects? Derivative languages? What? See if you can find me some interesting examples and some specific quotes, will you? 
 
Mr: Yes, of course. I think I know the kind of thing you're looking for. I'll take a look for internet sources this afternoon and then see what the library has later. 
 
Dr: Thank you, Hanna, I'd appreciate that. And while you're there, would you see if they've got a copy of Burnley's source book on the history of English? I can't seem to find mine. 
 
Mr: Oh. Uh... that's because you lent it to me last term... and erm, I haven't returned it yet. 
 
Dr: Ah. Well. Get it back to me sometime soon, then, will you? I need to refer to it for my revisions. 
 
Mr: Yessir, of course. Anything else on the syllabus? 
 
Dr: Just that we'll need the student handout revised to reflect the changes. Who was in charge of that last time? 
 
Mr: The department secretary has the file. I'll draft a revision, let you check it, and then give it to her, shall I? Shouldn't take long, and we just need to get photocopies before the first class. 
 
Dr: All right, I'll leave that in your hands too then, Hanna. Just let me know if you need anything. And I'll see you at the faculty meeting tomorrow afternoon. 
 
Mr: Oh, yes. Yes. The faculty meeting. Oh, and if you need any anecdotes on Appalachian English dialect, I'm your man-- I've just picked up a wealth of contemporary examples! 
 
Dr: (laughs) I'll keep that in mind. Thanks, Hanna.

An assistant lecturer talking to a new student

To acquaint the student and the assistant lecturer

To find out about the American authors being taught

To ascertain the grading method of the course

To figure out how to study for the lectures

If the student passes all fifteen quizzes, how much of her final grade will they represent?

She thinks the examinations will be very easy.

She thinks the examinations will be very difficult.

Why does Mary Jane say this: "Are they short and sweet, too?"

Narrator 
Listen to an assistant lecturer talking to a new student. 
 
Mr Fitch: Yes? Come in. 
 
Mary Jane: Excuse me, are you Mr Fitch? Dr Addlestone's assistant? 
 
MF: Hi. Yes. Can I help you? 
 
MJ: Yes, please, if you have time. I'm Mary Jane Turner and I'm signed up for Literature Two-twenty? I just wanted to get clear on the grading system. I'm still not sure how it works. 
 
MF: Hi, Mary Jane. Sure. It's pretty straightforward, really. After each lecture, we prepare a short quiz on that material, and you take it at the beginning of the next lecture period. It only takes about ten minutes and it's pretty simple-- if you've taken good notes and studied them a bit beforehand, that is. There are fifteen lectures, so that's fifteen quizzes. 
 
MJ: And they're part of our final grade, right? 
 
MF: Right. One percent each or fifteen percent for all fifteen of them. 
 
MJ: Each one's only one percent of my grade? That doesn't seem like much. Missing one or two of them wouldn't make much difference, would it? 
 
MF: Not really, no-- but the whole is greater than the sum of its parts. They're not worth much individually because they're very short and sweet-- just to check that you've been coming to class, really. But students who pass all fifteen quizzes earn a five percent, um, bonus for effort. 
 
MJ: Don't our individual quiz scores count? 
 
MF: No, sorry. They're just pass-fail quizzes. 
 
MJ: So, pass them all and it's twenty percent of my final grade? 
 
MF: That's right. 
 
MJ: That sounds good. 
 
MF: And sixty percent are your mid-term and final exams. 
 
MJ: Are they short and sweet, too? 
 
MF: (laughs) No, I'm afraid not. They're not like the quizzes. They're ninety-minute tests and require a good bit of writing in addition to the objective questions. The mid-term covers the first eight lectures, the Founding Fathers to Mark Twain. The final mainly covers World War One to the present, from Lecture Nine on. 
 
MJ: So first-half authors won't be on the final? 
 
MF: That's not what I said. I said it's MAINLY on the second half of the course. Professor Addlestone will be keeping you, uh, honest with a few questions about American literature before the first World War, too. 
 
MJ: I see. And they're thirty-thirty? 
 
MF: Yes, thirty percent for the mid-term, thirty percent for the final, and up to twenty percent for the weekly quizzes. And then up to ten percent each for your essays. You'll need at least ninety percent for an A, eighty percent for a B, and seventy percent for a C. 
 
MJ: Erm....could you tell me something about what is expected with our essays? There're two of them, right? 
 
MF: Yes. You're required to write two short critical essays on American authors of your choice, from anywhere in American literary history, and we'll be looking carefully at your writing style and ability as much as at the content of your essays. The Professor's a real stickler for overall literacy. 
 
MJ: So I can choose any author in the syllabus? 
 
MF: Yes, but I can tell you that we often like it when a student picks an author out of the mainstream-- perhaps a lesser writer that we haven't been able to include in the lectures, or a contemporary author who hasn't, uh, hasn't found a place in literary history yet. 
 
MJ: Someone really obscure? 
 
MF: Not a good idea. The author you choose should have some relevance to the course of American literature. And if you can demonstrate that relevance clearly in four to five typewritten pages, then you'll have a good essay. 
 
MJ: For each essay? Ooh. 
 
MF: This is a university, uh, Mary Jane, not a high school. Now, you've got almost four months to write eight to ten pages. You should be able to manage that. 
 
MJ: Yes, OK. You're right. When are they due? 
 
MF: Your first essay's due in late October. It must be handed in by Lecture Eight, but we'd be happy to see it anytime before that. And the second is due at the last lecture in December. It must be turned in before the winter break. 
 
MJ: Oh-- should the first essay be about somebody in the the first half's material then? And the same for the second? 
 
MF: No, not at all. Any author you like. It would be smart to choose ones that interest you, though. Papers that reflect some, um, enthusiasm always turn out better. 
 
MJ: Oh, I've got that! I'm really looking forward to this course-- I love reading! 
 
MF: That's good, because you'll be doing a lot of that. 
 
MJ: Thanks for your help, Mr Fitch-- I really appreciate it. 
 
MF: And don't be shy if you have any more concerns, Mary Jane. My door's always open. Good-bye.

A conversation between two students in their dormitory during registration week

The space belongs to the other young man.

He is concerned about the other young man's hearing.

Why does the young man say this: "Do you mind if I set one of my stereo speakers on the corner of the right-hand one?"

The young man will finish unpacking his suitcases.

Narrator Listen to a conversation between two students in their dormitory during Registration Week. 

Roger: Hi, can I come in? 

Terry: Oh, hi. Sure! You must be Roger? 

R: Yes. And you're Terry, uh, Lawrence? 

T: Yep. So we're roomies this year, eh? Nice to meet you. 

R: Good to meet you, too. 

T: Well, uh, I guess the first thing is-- which bunk do you want? 

R: Ha! Oh, I don't mind, really. The top's fine. You can have the lower one. 

T: OK, thanks, I'll take it! I am a bit afraid of falling off. I did that more than once when I was a kid. It doesn't hurt, really, but it sure knocks the wind out of you! 

R: (laughs) Well, I'll try not to roll over in my sleep. Actually, it looks like fun sleeping up there. I've never slept in a bunk bed before, though. What's your major? 

T: Oh, I'm supposed to be in pre-med, but I've been taking a lot of electives. I might change it. What's yours? 

R: I'm just an aggie. We've got a ranch out west of Houston, and I'm thinking I might become a vet. You're pre-med? Then you've taken Chemistry One Twenty-one? It's a required course for me, and I'm not good in chemistry at all. Maybe I could borrow your notes? 

T: Hah! "Bonehead Chemistry"-- no, sorry. I still have to take that, too. Hey, maybe we could sign up for the same sections. 

R: Yeah, that's a good idea! 

T: When do you register? 

R: Oh. Let me see. Wait a sec. Uh...ah, here it is: ten a.m. Monday. 

T: Great! I register at nine. The Bonehead lectures are Tuesdays and Thursdays, and the labs are Monday-Wednesday-Friday afternoons. I can register first and then let you know which sections I've got before you register at ten. What times are good for you? 

R: Oh gosh. Maybe, early lectures and a Friday lab? I think better in the morning, and that's going to be a tough course. 

T: I know. That's why I'm thinking about switching majors-- the science prerequisites are really awful. But I'll give it one more semester before I pack it in. You sure you want a Friday lab? It'll cut your weekend short. 

R: Yeah, but I'm gonna have a full load this semester, so I gotta take something Friday anyway. Might as well be something I can cut. 

T: OK then. So, should I meet you back here Monday about nine-thirty? I can give you my schedule then. 

R: Uh, how about in the cafeteria? I'd like to get some coffee before I start-- I'll need the energy. And it's handier anyway. 

T: Sure, that's fine-- let's do that, then. But maybe we'd better get a little organized around here. I've already put my clothes in the left-hand dresser. Do you mind if I set one of my stereo speakers on the corner of the right-hand one? 

R: No, that's OK. I didn't bring much stuff-- just the basics till I know what I need. If I need that space later, we can hang the speaker on the wall. 

T: And I took over half the closet. 

R: That bookcase looks pretty small. Most of my stuff is books. 

T: Yeah, I've got a lot of those, too-- and we haven't even got this term's texts yet. (Sighs in thought) D'you think we could get one the same size from Campus Stores and put it on top of that one? They've got a free furniture place there. 

R: Well, we could at least run over and take a look. I'll bet the bookcases are all gone, though-- they're going to be a popular item. Tell you what: I'll go over there after I see you Monday morning. Maybe they'll have an early-bird special. 

T: OK, good. And if they don't, we'll just have to make do for now. (Pause) Shoes. 

R: Huh? 

T: Where can we put our shoes? Where'd you stash yours? 

R: Oh. There, under the bed. One advantage of sleeping on the bottom bunk. 

T: Wait a minute! 

R: Just kidding. Stuff whatever you like under there, too. Half is yours. Just got those two bags? 

T: No, I've also got two cartons of books and junk coming later. I'll worry about them then. All your stuff here? 

R: Yep. But I need to go to a drugstore and pick up some toilet paper and kleenex sometime soon. Wanna come? 

T: Yes, that's just what I have to do, too-- get some toothpaste and stuff. Gimme a minute and we can go together now. 

R: Great!

A conversation between a student and a registration clerk during registration week

Which best describes the student's current activity?

It is held at the same time as another class.

What is the problem with Laboratory Section 22?

For how many sections does the student register?

Why does the young man say this: "They won't go in an hour"?

Narrator Listen to a conversation between a student and a registration clerk during Registration Week. 

Registrar 1: Next. 

Terry: Hi. Chemistry One Twenty-one, morning lectures. Are sections-- ? 

R1: Oh, sorry, you're at the wrong table. This is Upper Division sciences. University College courses are at Tables Four through Nine. 

T: Really? Damn. 

R1: Let's see. Chemistry? You want Table Five, Physical and Social Sciences. 

T: OK, thanks very much. (He goes.) 

R2: Next, please. 

T: Good morning. Have you got Bone-- uh-- Chemistry One Twenty-one here? 

R2: Yes. Could I see your student ID card, please? 

T: Here you are. 

R2: Thank you. Now... One Twenty-one...what sections would you like? 

T: Uh, Tuesday and Thursday, Sections One or Two? 

R2: There're spaces available in both of those. Section One starts at seven forty-five a.m. and Two is from nine to ten. 

T: Well, seven forty-five's a little early for me. It's the same lecturer for both sections, isn't it? 

R2: Sorry, you'll have to check that in your Course Guide. 

T: How many spaces are left in Section Two? 

R2: It's a little early for a lot of students. Section One still has about forty spaces left, but Two only has ten. 

T: Rats. I want to be in the same section as my roomie, but he doesn't register until ten today, and by then, those may be gone. All right, give me Section One, please. 

R2: There you are. And what about your lab section? 

T: I think any Friday section is OK for me. 

R2: Section Twenty-one is twelve to two o'clock, Section Twenty-two is one to three, Section Twenty-three is two thirty to four thirty, and Section Twenty-four is three thirty to five thirty. 

T: All right then, let me have the one-to-three o'clock one. Section Twenty-two? 

R: Yes, there you are. 

T: Thanks. And can I register for Ethology Two Sixty-three here, too? 

R2: Yes. But, um... there's only one section in that course: Monday-Wednesday-Friday from one o'clock to two. You've got a conflict with your chem lab. 

T: Oh, no! (sighs) 

R2: Do you want your laboratory on a different day? 

T: No. Uh, what were the times on those other lab sections again? 

R2: Twelve to two, one to three, two thirty to four thirty, and three thirty to five thirty. 

T: I'll take two thirty to four thirty, then. Could I change this card for that one? Sorry. 

R2: Sure, here you go. And here's your section card for Ethology. 

T: Thanks very much. Are there plenty of spaces left in Twenty-three? 

R2: They won't go in an hour. Your friend should have no trouble getting one. Is that it now? 

T: That'll do it, thanks. 

R2: OK. Please print your name and student number clearly in the blanks on each card. 

T: OK. "Ter-ry...mm...eight four four four one...mmm...." There you are. 

R2: And don't forget to write these into your class schedule: Chemisty One Twenty-one, Lecture Section One, Tuesday and Thursday, seven forty-five. Laboratory Section Twenty-three, Friday, two thirty. Ethology Two Sixty-three, Monday-Wednesday-Friday, one to two p.m. 

T: Thanks very much for your help! 

R2: Have a nice day. Next, please?

A conversation between two students at their university cafeteria

What are the two roommates considering for the future?

He is concerned about their relationship.

Why does the roommate say this: "Can I sublet your half of the room then?"

Narrator Listen to a conversation between two students at their university cafeteria. 

Tom: Oh, there you are. 

Ralph: Hi. Did you get the classes you wanted? 

T: Not really. My Physics lectures are eight to nine in the morning Tuesday and Thursday. Those're gonna be killers. I'm gonna need two alarm clocks. And I got a Friday lab from two to four. I couldn't get an earlier one because they conflict with my Biology course. It's only has one section, so I have no choice there. 

R: Those Friday classes sure spoil a four-day week, don't they? (Laughs) Want some coffee? 

T: Uh, sure. You still got time before you register? 

R: There's still a few minutes till ten, and they don't let you start early. They're pretty strict-- they won't let you in there till your time comes. 

T: That's because it's so crowded, I guess. Registering eighteen thousand students in four days makes it pretty busy over there. 

R: I'll be right back. (He gets them coffees.) There you are. (Pause) Coffee. I'm gonna be drinking a lot of that this semester. 

T: Me too, I guess. 

R: Did you pick up a cafeteria cash card yet? 

T: No, not yet. I've gotta go to the bank first. The biggest card they've got is a hundred dollars, isn't it? 

R: I think they've got a two-hundred dollar one this year. Prices have gone up so much they've added a new denomination-- like Zimbabwe does! But I've still got some money on my last year's card, so I haven't checked for sure yet. 

T: Well, I'll take out two hundred bucks just in case. Might as well get the biggest one-- I'll be using it all, that's for sure. I practically live over here. It's a good place to study. 

R: Can I sublet your half of the room then? (Laughs) 

T: (Laughs) Gee, maybe we should. Pick up some extra money. They say there's a real shortage of dorm space this year. 

R: How come? The student body's about the same as last year, I think. Or smaller-- tuition's gone up again and I'll bet some students just couldn't afford it this year, with this slow economy. 

T: No, it's because they tore down Dormitory A to put up a new one-- but all they've got is the shell so far. That plumbers and electricians strike this summer sure threw a monkey wrench into the construction schedule. It won't be finished now till the end of December at least. 

R: Wow! There must've been five hundred rooms in Dorm A! That's a big dent in campus housing, all right. Are they doing anything about it? 

T: Well, I hear the Housing Office is trying to lease as many off-campus units as they can find, but most of them are rented to students already. 

R: Too bad. I wouldn't want to live off-campus anyway, though. 

T: Why not? 

R: Well, it's so cheap and easy to live right here. The rent's less than half of what we'd have to pay out there, and we're right on campus within a few minutes of everyplace. The only problem is the roommates they give you. 

T: (Laughs) Yeah? Well, you're stuck with this one for the rest of the year at least, pal! But y'know, of we stayed roomies, we could share the rent on an apartment somewhere not too far off. So it wouldn't cost that much-- and think of the parties we could throw! You can't have a real party in a dorm room. 

R: Huh! Yeah. That's something to think about. Let's keep our eyes open for a place for next year, then.

A conversation between a university adviser and a student

to find out more information about journalism

to complain about the classes he has been taking

to ask which career would be best in the future

Why does the student visit the adviser's office?

math, literature and cultural anthropology

Which subjects does the student NOT like?

wait another year before declaring a major

What does the man advise the student to do?

if journalism might be a suitable major for him

What is the adviser trying to find out about the student?

What is the student's attitude toward school?

Narrator Listen to a conversation between a student and a university adviser. 

Adviser: So, what can I do for you today? 

Student: Well, um, next month is the deadline for declaring a major, and uh...I still don't know what I want to major in. 

A: Don't worry. That's common with sophomores. Um, have you narrowed down your possibilities? Do you have a list? 

S: Uh, no, I don't. I've...I've always had a hard time making decisions, especially hard ones. 

A: All right. Well, why don't we start with subjects that you're sure you don't want to major in. 

S: OK. Well, I hate science, and I'm not very good at math, so those are out. Um, I don't think business would be good for me. I don't want to wear a suit and work in an office from 9 to 5. Uh...I like to move around, you know, maybe get outside, and kind of be my own boss. I don't want someone looking over my shoulder all the time. 

A: Mmm...we're off to a good start. No business, math, or science. So, let's switch gears and consider topics you might want to choose for a major. Um...of all the subjects you've taken last year and so far this term, which ones have you liked? What kinds of classes have you found interest you the most? 

S: There's a lot them. I love literature, and my psychology class was also pretty interesting. Philosophy was kind of cool; so was world history with Professor Briggs. I learned a lot in my visual arts class, and...oh yeah, my roommate talked me into taking sociology, which I thought would be boring, but it turned out to be great! So, um, that's the problem. I like so many different things, I can't pick just one of them! 

A: Oh, I see. Hey, do you like to write by any chance? 

S: Yeah! English was one of my favorite classes in high school, and one of my best too! I got all A's, except for one B+ from Ms. Horowitz junior year. 

A: I've got an idea. How about trying journalism? 

S: Journalism?! You mean, like being a newspaper reporter or magazine writer? 

A: Yes. Journalists have to cover many different stories, so they learn a little about a lot of things. You wouldn't be chained to a desk all day, and you'd work largely on your own, gathering material and writing stories. There's something different to learn about almost every day. Also, many of the classes you've already taken satisfy the first-year requirements of the journalism department. You see, they want you to take a broad spectrum of classes. You don't even start taking classes in the journalism department until next year. 

S: Hmm...I've never thought of journalism before. Yeah, maybe I should check into it. But, um, what if I try it and it turns out that I don't really like it? 

A: Well, while you're trying it, you'll be learning about, uh, all sorts of topics. If you find one of those that you like better, you could change your major. You'd just need to go to the registrar's office and fill out some paperwork. 

S: Um, OK! I'll check out journalism, then. Thank you, Mr. Grouton. 

A: You're welcome. Remember, the adviser's office is open every weekday from 8 to 4, if there's anything else I can do for you.

A conversation between a student and a university service representative

How many types of IMA passes are available?

A. He expected that the transaction wouldn't take very long.

B. He didn't think that there was only one kind of IMA pass.

C. He cannot understand the information he has just received.

D. He does not have enough money with him to buy a pass.

What does the student imply when he says this: Man, I didn't know this was going to be so complicated.

Which sports are included in the super pass that are not included in the basic pass?

What is the price of a fitness center pass?

Narrator Listen to a conversation between a student and a university service representative. 

Student: Hi, I want to get a pass for the Intramural Activities Center this quarter, please. 

Rep: Sure. In need to see your student ID card, please. OK, thank you. Now, which type of IMA pass would you like to buy? 

S: Um, I don't know. How many different kinds of passes are there? 

R: Well, there's a basic pass. That allows you to use the basketball courts, the fitness center, the racquetball courts, the rock-climbing center, and the indoor track. An IMA super pass lets you use all those things, and also the swimming pools, tennis courts, and golf driving range. Then we have, um, specialized passes for just the swimming pools and the fitness center. 

S: Man, I didn't know this was going to be so complicated. Um, so the basic pass includes basketball, the fitness center, racquetball, and, uh, what else? 

R: The rock-climbing center and the indoor track. It costs $50 for the quarter. 

S: And the Super Pass has all those things, plus swimming, tennis, and the golf driving range, right? 

R: Yes, that's correct. The super pass is $75 for the quarter. It also permits you use the IMA Center during the two-week Christmas vacation, if you're going to be here. 

S: So, the basic pass is $50 for the quarter, and the super pass is, uh, 75, but the super pass it gives you two extra weeks. And um, you mentioned there were also special passes? 

R: Yes, we have a swim-only pass for $35. This lets you use either one of our two swimming pools, plus the sauna and whirlpools in the locker room. There's also a pass for the fitness center only. It costs $40, and gives you access to all the weight machines and fitness machines, as well as the locker- room sauna and whirlpools. 

S: All right, let's see if I've got this straight. The swim pass is $35, and the fitness center pass is $40. And both of these include access to the whirlpools and saunas in the locker room? 

R: Correct. Oh, and one other thing I forgot to mention is that the fitness pass includes a 15-percent discount on all of our IMA sports and fitness classes. 

S: What kinds of sports and fitness classes do you have? 

R: Oh, my! We have several different kinds of dance classes, yoga, aerobics, swim conditioning, Tae Kwon Do....here's a brochure with all the details. 

S: Thanks. So, these classes, there's an extra fee for them, even if I have a super pass? 

R: I'm afraid so, because we have to pay the teachers' salaries and the cost of equipment. 

S: OK. Uh, mmm...oh yeah, what about someone who isn't a university student? Is there some kind of pass that they could buy? 

R: No, I'm afraid not. IMA passes are only offered to registered students and faculty. Guests have to be accompanied by a student or faculty member. They pay $10 each time they come. 

S: Can students pay the same way, I mean, each time they come? 

R: Yes, but if you're going to come very often it's better to buy a pass. The student price is $5 per visit. If you use the IMA even once a week, you'll save money buying a pass. 

S: Well, thanks for all the information. There are so many choices, I can't make a decision right now. I'll think about it, then come back later in the week. 

R: No problem. We're open Monday through Thursday from 8 to 12, then 1 to 4:30, and from 1 to 5:30 on Friday. If you have any more questions, you can call the phone number on the brochure.

A conversation in a professor's office between a professor and a student

To explain his absence from history class

Why does the student visit the professor?

According to the student, what problem does his roommate have?

He is confident that the student's excuse will be reasonable.

He is positive that the student is about to tell him a lie.

He is angry that the student is asking him for a favor.

He is skeptical that the student really has a legitimate excuse.

What does the professor mean when he says this: Oh I'm sure you do!

What is the professor's attitude toward the student?

The student has finished a rough draft of his term paper.

The professor agrees to let the student turn in his paper at the end of the week.

The student is writing about the Civil War.

The student asks the professor to check his writing.

According to the conversation, indicate which statement is not said.

Narrator Listen to a conversation in a professor's office between a professor and a student. 

Prof: Good afternoon, Mr. Pennington. You are in my, um, American History 201 class, right? How can I help you today? 

S: It's about my term paper. I, uh, I know it's due next Monday, but, um, I was hoping...I don't think I can get it done by then. Could I please turn it in by the end of next week instead? I have a really good excuse. 

P: Oh I'm sure you do! [chuckles]. I've been teaching 33 years. Do you know how many excuses I've heard? "My dog ate my paper." "My roommate had a party so I couldn't concentrate." "I have seven papers due on the same day!" "I went home to see my parents and my car broke down." My favorite was a student who told me she "forgot" all about her term paper until the day before it was due. It's amazing she remembered to come to class. 

S: [Laughs nervously] I didn't forget, sir. I've been working on the paper, really! Here, I brought my outline and a rough draft. It's, um, just that...well, a lot of things have been going on in my life, and I'm having trouble managing things. 

P: I see. You know, I assigned that paper four weeks ago, and I've been reminding students about it in each class. So, tell me your story. What's happening in your life? 

S: First, about two weeks ago, my roommate found out his mother is real sick. She has breast cancer. So he's been really upset, and, uh, I went home with him for a couple of days to see his mom. That caused me to miss biology lab, and I have a huge biology final coming up on Tuesday that I really need to study for this weekend. Then I got the flu last week, and missed a day of class. I tried to work on your paper that day, but I really felt horrible... 

P: OK, I can understand that. I'm glad that you're, er, helping your roommate through a tough time. That's more important than school work. But all this seems to have happened recently. What about the two weeks after I first assigned the term paper? 

S: I, uh [sheepishly]...I guess I didn't use that time very well. I kind of put off getting started on it. 

P: [Sighs]. Yes, you did. You know, if I had a dollar for every time I've heard a student say that... 

S: I'm sorry, Professor Dalton. I've learned my lesson. If I had spent just a little bit of time each week on the paper, I could have had it done on time. I know now that I need to plan for unexpected things. 

P: You seem like a bright, conscientious young man, Mr...your first name's Jack, isn't it? When I was a young student, an upperclassman gave me some advice that I've never forgotten. He said, "You're going to find yourself with a lot of small gaps during school days -- 15 minutes, or half and hour. What you do during those gaps will make a big difference in how successful you are." 

S: Wow! That's great advice. 

P: Yeah, I thought so. And I still do. So I'll tell you what. You can turn your paper in no later than 9 a.m. Friday, right here on my office desk. In exchange for this favor, I want you to pass that advice on to all your friends and dorm mates. 

S: Thank you, professor Dalton! You bet I will. 

P: Um, as long as you're here, let me take a peek at your outline and rough draft. Do you have any questions about the paper that I can help you with?

A conversation between a university student and an employee in the student services center

To register his car with campus security.

To purchase a parking pass for his vehicle.

To ask about the prices for summer quarter.

To arrange for a student parking discount.

Why does the student visit the student services center?

Parking on any day of the week for the entire calendar year.

Parking on days school is in session during the school year.

Parking on weekends and holidays during the school year.

Parking on weekends and holidays for summer quarter.

What does an unlimited parking pass include?

He wants to confirm that the parking pass is a good value.

He is suspicious that the employee is over-charging him.

He is considering buying a second pass for his parents.

He thinks it is unfair that he does not get a reserved parking spot.

Why does the student say this: I see. How much does, um, regular parking cost? Without a pass?

In the conversation, the university employee mentioned two types of parking passes. Indicate which option is true for both.

Narrator Listen to a conversation between a university student and an employee in the student services center. 

E: Yes, how can I help you? 

S: I'd like to buy a campus parking pass for next year. 

E: Certainly. Did you want a limited or unlimited? And just for fall quarter, or for the entire school year? 

S: I was thinking of one for the whole year, but I'm not sure. Does the year include summer quarter? 'Cause I won't be here then. 

E: No, summer term is extra. The year includes fall, winter and spring quarters. A yearly pass is valid only from the start of fall term to the end of spring term. This year, that's, uh, let's see...[rustling paper] Sept. 22nd to June 7th. 

S: Oh, OK. And you said there were two different kinds? Uh, limited and unlimited? 

E: Yes. A limited pass lets you park in any campus lot only on days school is in session. During holidays and on weekends, you would have to pay the normal parking rate. With an unlimited pass, you can park in any lot on any day during the school year, including weekends and holidays. Like I said, between Sept. 22nd and June 7th. 

S: Hmm...how much do they cost? 

E: A limited pass is $100, and an unlimited is $150. 

S: All right, I'll buy an unlimited, I guess. What do I have to do? 

E: First, I'm going to give you a registration form. This gives us information about your car. Fill it out, and bring it back to me when you're ready. You can pay by cash, check, or credit card. Then, I'll give you a sticker to put on the corner of your windshield. Make sure that sticker is in place when you park. Otherwise, you will get a ticket. 

S: No problem. So, um, does this pass guarantee that I'll get a parking space? I mean, are there, like, special places set aside in each lot for people with parking passes? 

E: That's a good question. Uh, unfortunately, the answer is no. Parking is on a first-come, first-serve basis. If a lot is full, you'll have to park somewhere else, or wait until another car leaves. 

S: I see. How much does, um, regular parking cost? Without a pass? 

E: It's two dollars an hour, or $10 a day. You're getting an excellent deal. 

S: Thank you. Oh, just one more question. Do you need all the money up front, or can I make payments? 

E: I'm afraid I need it all at once. Sorry.

A conversation between a bookstore sales clerk and a student

What is the student's purpose in coming here?

What must the student do to return the book?

It carries a small crest on the back and a motto on the front.

It carries a crest on the back and on the front.

Why does the young man say this: "What's your return policy?"

What will the student probably do after this?

Narrator Listen to a conversation between a bookstore sales clerk and a student. 

Clerk: Can I help you? Are you looking for something in particular? 

Student: Yes, well... first I'm looking for the foreign language section. 

C: Oh, it's right down here. Here we are. "Foreign Languages". What course are you taking? 

S: Spanish Four Thirty-one. 

C: You need the Intermediate Spanish textbook? 

S: No, I still have that from Four Thirty. What I'm looking for is the novel we're supposed to read: Garcia Marquez's 'Cien a&ntilde;os de soledad'-- 'One Hundred Years of Solitude'. 

C: 'Garcia Marquez', 'Garcia Marquez'. Hmm. No... Oh, here it is, under 'Marquez'. Here you are. 

S: Eighteen dollars? The price is right, but, erm, it's just the text. There don't seem to be any footnotes or any glossary. 

C: Ah. 

S: This is the only edition you have? 

C: Yes, it is. Sorry. 

S: Hmm. How many copies do you have left? Just those on the shelf? 

C: Yes, uh, four-- no, five copies. 

S: Jeez, those'll be gone by Friday for sure. Our class is really full. What's your return policy? Would it be OK if I bought this now, and then returned it if I can find an annotated edition on the internet? 

C: Yes, certainly. But you'll need to keep your receipt, of course, and be sure that the book is not marked up or damaged in any way. 

S: Sure, that's fair enough. 

C: Did you want me to check whether we can find you another edition? 

S: I don't think I have time. It usually takes so long to get a book through a bookstore. 

C: (laughs) Unfortunately, that's often true. 

S: Thanks anyway. I'll take this then, and say-- you have, uh, sweatshirts, don't you? 

C: Sweatshirts? Yes, in the 'School Spirit' section. Over this way. And down here. Um. Here you are. 

S: Ah. Yes. Hmm....that's not much of a school crest. 

C: Oh. (laughs) There's a bigger one on the back, see? 

S: Oh, yeah, of course. I see. Uh, this is a medium. I need a large, and uh...I think...in green. 

C: Medium, medium...here, is this a large? Yes, large. Here you go. 

S: Yeah, that's good. Say, do you know what our motto means, anyway? "Ex Pertinacia Veritas". "Out of something....something-or-other." 

C: "From Determination comes Truth". It's been SU's motto since it was founded in 1894. And this crest is "an American bison couchant upon a tome vert". 

S: What in heck does that mean? 

C: A buffalo lying on a green book. I think the idea was that this new pioneer state was getting its first institution of higher education-- the buffalo represents the prairies-- the green of the book-- and the book represents learning. 

S: Huh. That's really interesting. I'll wear it with pride-- and hope for some of that determination! How much is this? 

C: $39.95 plus tax. 

S: Fine. Uh, what else do I need now? Mmm.... I guess that's it, then: the sweatshirt and the book. 

C: And there's no tax on the book. 

S: Where's your register? 

C: Just take them up to the cashier at the front, please. Over there. 

S: Oh, OK. Thanks a lot for your help. 

C: Thank you. Have a nice day.

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