52

! j

1 Conversation [Main Idea]

2 Conversation [Details]

3 Conversation [Inference]

4 Conversation [Prediction]

5 Conversation [Rhetorical Device]

6 Conversation [Prosody]

53
 Main Idea Questions

All conversation questions are based on a dialogue involving two students or a student and
a school staff member. Conversations between friends are based on social and school
topics. Conversations between staff and students are based on school-related issues.

rMain ldeaJ questions test your ability to find the central idea of a listening passage. The
main idea is usually found at the beginning of the conversation.

Your job is to prove you know what the rMain ldeaJ is. Use the following helpful hints to
answer the example questions.

rconversation Main ldeaJ questions start like this:

What are the students mainly talking about?

What are the students/two friends mainly discussing?

What is the boy's I girl's problem?

What is the woman explaining to the boy?

Why does the student go to speak with the teacher?

listen for the rMain ldeaJ after Greetings

Speakers always greet each other in a conversation before talking about important
information. If you know that the speaker's questions and key phrases come after a greeting,
you can prepare to focus on the main idea.

54
The following example illustrates main idea strategies and provides you with one main idea
example question.
Track 65

(B: boy, girl)

N to a
B Hey, Cynthia. What's up?
G Not much, Joe. You?
B Not a lot, but can I ask you something?
G Sure. What is it?
B I was to on ski me.
G I will see if I have any plans, but I think l am free ..
B OK, great. Call me when you know if you can come .
G OK! Talk to you soon.

What are students mainly talking about?

(A) The boy
The boy ucc,,HUH!i",

(C) The girl going on a ovuvv~

(D) girl's for an program

55
 listen for Key Phrases

Listen for the key phrases listed below. Key phrases like these introduce the dialogue's main
idea. If you hear one of the phrases below, the main idea will likely be the next thing said.

I wanted to talk to you about your attendance this

I wanted to talk to you about ...
semester.
I am here to discuss the new student placement tests
I am here to discuss ... with you.
with you.
I am here because I was sick last week and need the
I am here because ...
writing assignment.
I wanted to ask you if I can miss class to play in the
I wanted to ask you ...
championship game.
I was interested in knowing if you can drive me to school
I was interested in knowing if ...
in the morning.
The reason I wanted to talk to you is because I'm not
The reason I wanted to talk to you is ...
sure how to do the big project coming up.
The reason I am here is because I need the application
The reason I am here is ...
forms for the school's work placement program.
I was if I could change dorm rooms this
I was wondering if...
semester.

Did you have a chance to look at ... ? Did you have a chance to look at my art portfolio?

Did you hear about ... ? Did you hear about the school pep rally next weekend?

listen for Questions

The 'Main ldeaJ is usually followed by a speaker asking a question. A question indicates an
explanation is coming. Explanations usually contain important information for both the main
idea and details. Watch out for the first few questions in a dialogue because they are often
about small talk or greetings (see Strategy 4). The key questions are the ones followed by
sentences like the key phrases from Strategy 2.

Hint- You can guess someone is asking a question because they raise the tone of their voice.

56
 :I

The following example illustrates main idea strategies and provides you with one main idea
example question.
Track 66

(S: student, T: teacher)

N to a a
S Hello, Mrs. Markson. You wanted to see me?
T Yes, I did. I need to talk to you about your family bought for the school
play.
S Oh, what is the problem?
T You bought eight tickets for your family. There are many parents who want to go,
but there are a limited number of . I was wondering if there's a possibility of
you returning some of
S Oh, my aunt wanted to come with her family too, but I don't think she will be too
disappointed if she can't come. She wasn't sure if she could make it, anyway.
T Thank you for understanding, Timmy. Please give the student council office this
letter so they can return your money .
S OK. Have a good day, Mrs. Markson.
T Bye, Timmy.

Question

What are speakers mainly discussing?

57
 Don't Be Tricked by Small Talk

Small talk is dialogue about unimportant things such as the weather, what you did last
weekend, or polite questions about friends and family. Small talk is not important to the main
idea of a conversation. Sometimes, two people are even talking about the main idea, but
then one speaker begins to talk of their experiences or share a story (small talk). Do not
mistake small talk for the main idea.

Hint- Most small talk is based on topics unrelated to academic or school-associated topics,
while almost all TOEFL Junior questions are. So, as a rule:
*Small Talk== usually unrelated to school
* Main Idea, Details, Inference etc. == related to school

The following example illustrates main idea strategies and provides you with one main idea
example question.
Track 67

(B: boy, G: girl)

N Listen to a conversation between two friends at school.

B Hey, Sara. I haven't seen you in a while! How are you?

G I'm great. How have you been?
B Good. Is your mom doing any better?
G Yeah, my mom is OK. She got over her cold. How is your family doing?
B Everyone is fine. Anyway, I was wondering if you wanted to share ideas about
the book report that's due next week.
G Sure. Meet me in the park after school so that we can talk.

Question

Why does the boy go to speak with the girl?

(A) To find out her mother's condition
(B) To work on his English homework
(C) To discuss ideas for their book report
(D) To ask her to meet in the park after school

58
59
 Conversation Example

Track 68

(L: librarian, S: student)

N Listen to a conversation between a student and a librarian.

L Good afternoon.
S Hi. Can I return this library book?
L Of course. Give it to me, please. Oh dear! This library book is two months late!
S I know. I lost it for a long time. lt was under my bed.
L Well, thank you for returning it, but you will need to pay the late fee.
S I don't like the sound of that. How much do I owe?
L The late fee for two months is 22 dollars.
S What? I could have bought two new books for that price! Can I just buy another
book for the library instead of paying that crazy fee?
L Sure, I don't see why not. Bring me a new book and I'll clear the late charge.
Remember though, if you do not bring a new book or pay the fee, you will not get
your school grades!
S No problem. I will come back tomorrow with a new book.
L See you tomorrow!

What is the boy's problem?

(A) He has a fee for a late book.
(B) He has to come to the library tomorrow.
(C) He is not trusted by the school librarian.
(D) He wants to borrow a book from the library.

60
 Track 69

(G: girl, B: boy)

N to a as a
G I'm so excited that we're CD . I've
wanted to go to the space museum for a long time.
B I know! it's so great that Mr. Hanson reserved the show at the Planetarium for us.
0 ?
G Never. My dad knows a lot about astronomy, though. He's always pointing out
constellations when we're together at night.
B I've never been either, but Mr. Hanson's unit on the night sky has fascinated me so
much. Maybe one day @
G You could always become an astronaut!
B Hmm, I don't know. Being an astronaut sounds a little scary to me. I'd rather study
space from planet earth.
G Well, that's why we have planetariums. I can't wait until next week. Let's sit next to
each other at the show.
B Okay, sounds good. See you tomorrow!

Q. What are the students mainly talking about?

to museum
career as an astronomer

(1>

Answer Key pp. i i 6- i 17

61
 Practice Test

Tracl<s 70-77
1. What is the librarian explaining to the boy?
(A) How big the library is
(B) How to learn about knights
(C) How long it will take for his books to arrive
(D) How the boy can use the interlibrary loan system

2. What does the boy say about the electronic card catalog?
(A) He has never used it.
(B) He already checked it.
(C) He doesn't how to use
it

3. What does boy imply when he says, "Maybe my mom can give me a ride"?
is too to

4. What will the boy probably do next?

(A) Leave the library
(B) Call his mother to ask for a ride
(C) Fill out the form for interlibrary loans
(D) Ask the librarian about the electronic card catalog

62
 does go to

some
more

What is probably true boy?

is new to

IS

He has

What does teacher mean when she says, "I can't tell you what to include and
what to leave out - that choice is up to as the writer"?
Each

(C)
only the

8. does the teacher tell the boy to use three ideas?

are to
are

are

Answer Key p. 117

63
 Details Questions

'DetailsJ are specific facts and information found in the listening material. Your job is to
show you can recognize and understand specific key information from a dialogue. To
answer questions about such details, you must listen to a word or a group of words that
supports your answer. Use the following helpful hints to answer the example questions.

'Conversation DetailsJ questions start like this:

What point do the students make about -?

What does the boy I girl say about -?

Where does the boy I girl say -?

What does the boy I girl want -?

What does the girl ask the boy to do?

What is the boy's main complaint about the teacher?

Why can't the boy work on the assignment with the girl tonight?

Most conversation type listening material has greetings at the start of the conversation. This
part of dialogue is not important to understanding the material. However, listen for
questions. A question or its response is usually a main idea or detail.

64
The following example illustrates details strategies and provides you with one details example
question.
Track 78

(G: girl, B: boy)

N Listen to a at
G Ross, how are you? Long time no see!
B I know. I have been working on fixing my bike. How have you been doing?
G Pretty good. Hey, I wanted to know, do you have an extra calculator I can borrow
for the math test tomorrow? Mine is dead.
B I think so. I'll see if one still
G Thanks a lot. I don't know what I'd do on the test without a calculator.
B No problem. I'll give you a call tonight and let you know if it's working.

What does the boy say about his calculator?

It
his

65
 Build up Your Paraphrasing Ability

Paraphrasing is discussed under lecture strategies. Conversations also need to be paraphrased.

However, paraphrasing a conversation is a little different from paraphrasing a lecture.

Below are examples of full listening dialogue excerpts (left) paraphrased into simple answers
(right).

M I can't go to the track and field practice this

He's in trouble so he can't go toT /F.
week because I got detention.

W My professor said I put more effort into the

She got a better grade from the prof because
essay than all my classmates, so he gave
she worked harder on the essay.
me extra credit.

M Can I come by here tomorrow and get a

He wants a reference letter saying he did a good
reference letter from you for my work this
job.
summer?

Key

There are specific phrases speakers use to introduce details. Below is a list of example
phrases. These are just a few examples of possible detail-introducing phrases. As you listen
to more dialogues, you will become familiar with these and others.

for example For example, your grades have been slipping and you've missed classes.

The Great Depression was the catalyst for a number of changes in the U.S., such as
such as
the shifts in political policies and the standardization of American business practices.

Students should voice their opinions about school policies; one way you can do this
one way
is by writing for the school paper.

For instance, you did not include enough details to support your argument in your
for instance
paper.

Anyway, things like volunteer work and joining the student council look good on a
things like
resume.

66
it is important to write down all the key information while listening. Write down any facts,
definitions and examples you hear relating to the main topic.

The following example illustrates details strategies and provides you with one details example
question.
Track 79

(B: boy, G: girl)

N to a two

B That's true, but the computers there are so old. The school really needs to invest in
new computers.
G The problem is the school cannot afford to replace all the old units at once. For
instance, the school has hundreds of PCs. Normally, could afford it,
but new science complex set them millions.

Question

Why can't the school replace the old PCs? Notes:

are too new.

wknts J1@W F'Cs at ~chooL
Gexplains proble:ms wl);h replacing
anew
' ~ not enoJ.lgh mpney
at once. ~ too many F'Cs
to :: new science complex

67
 Conversation Example

Track So

(T: teacher, S: student)

N Listen to a conversation between a student and a teacher.

T Devin, welcome to my office.

S Hello, Mrs. Baker. Why did you call me in here? Am I in trouble?
T No, not at all. I just noticed something about your grades.
S Am I doing poorly? I thought all my grades were high.
T They are! I wanted to ask you if you have thought about switching into some higher
level courses. You could take advanced math and English. Right now you are only
in the intermediate classes. I think you should switch next semester.
S I did think about it. I am worried that those classes will be too hard for me. I will
also miss my friends. I don't know anyone in the advanced classes.
T OK, Devin. Just think about it. You have a month to decide before the new
semester. I recommend it though. You have a better chance to get into university if
you take advanced level classes.
S OK, Mrs. Baker, I will think about it.

Question

What is the boy's main concern about advanced classes?

(A) The classes will be too easy.
(B) The classes will be too difficult.
(C) He doesn't have enough time to decide.
(D) He can't apply to university with advanced classes.

68
 Track 81

(G: girl, B: boy)

N to a at
G Did you hear what Alex said to Mr. Yearwood yesterday?
B Yeah, I did. G)
G I know. I was really mad at him. ~

B I'm not sure what makes someone say something like that to a teacher. Maybe he's
having some problems at home.
G Maybe. I've known him for a long time and I've never seen him act like that.
B I think he got in serious trouble. @
when I walked past after school.
G Good. I hope he learns a lesson. @
they should never disrespect a teacher like that.
B I agree. Knowing Alex, he'll accept the punishment and never do it again.

Q. Where was the rude boy seen last?

the

office

AnswerKey pp.1i7-i18

69
 Practice Test

Tracks 82-89

1. Why does the boy ask the girl about Mr. Somerset's class?
(A) He's worried about it.
(B) He heard it was amazing.
(C) He heard that Mr. Spmerset had written books.
(D) He hopes he and the girl will be in the same class.

2. What is true about Mr. Somerset?

(A) He attended Yale University.
(B) He is an entertaining teacher.
(C) He is more boring Mr. Anderson.

Whatwm boy probably think Somerset's class?

It UU<<,.ve>
It is
It can girl.
1s more

4. What does the girl imply about Mr. Anderson?

(A) He is horribly boring.
(B) He is impressively smart.
(C) He is the girl's current history teacher.
(D) He is more entertaining than Mr. Somerset.

70
 to

What did Mr. Murphy give a lecture on?

(C) Whale
Marine

When will the girl the boy whether or not she can come?
next
the
(C)
next

8. What· the girl probably do

~uu,~~"''"' biology

number

Answer Key p. 118

71
 Inference Questions
1
1nferenceJ is defined as the attempt to generalize on the basis of limited information.
Inferring is a way of suggesting something. Therefore, you should understand that a speaker
is presenting information without directly stating it. Making an inference is making a good
guess.

You need to understand many parts of the listening material to answer inference
questions so you can judge what the speaker is really saying. So, note-taking is very
important when doing these types of questions. Use the following helpful hints to answer the
example questions.

1
Conversation lnferenceJ questions start like this:

What does the girl I boy imply about -?

What is probably true about-?
What does the girl I boy suggest about -?
What does the girl imply when she asks the boy to -?

listen Repetition

If you hear the same words or phrases repeated many times, they are probably important to
the listening. Sometimes the key words will be repeated as synonyms, while some phrases
will have the same meaning but will be spoken a little differently. So, do not listen strictly for
the exact same vocabulary, but for speech that repeats the same idea(s) many times.

Improve Your Paraphrasing Ability

Paraphrasing is discussed in the previous 1 DetailsJ sections. Paraphrasing relates to

1
1nferenceJ questions because having quick notes on main ideas and details usually allows
you to make a good guess.

72
The following example illustrates inference strategies and provides you with one inference
example question.
Track 90

(B: boy, G: girl)

N to a at school.

B Hey, what are you doing this weekend?

G Not much, and you?
B Working on the computer project that's due this month. it's hard work though.
We need group member.
G Why? What happened to Bill?
B He dropped the class. So, we need a 41h person. Do you have a group yet?
G Oh, yes, I'm already in a group. Sorry, it would've been nice to be on your team.
B That's okay. I'll try asking someone else. We just don't have enough time without
an extra pair of hands.

What does boy imply about the project?

at

73
 The following example illustrates inference strategies and provides you with one inference
example question.
Track 91

(5: student, P: principal)

N Listen to a conversation between a student and school principal.

S Good afternoon Mr. Levitt, you wanted to see me?

P I did. Sit down, please, Mark. I want to discuss nominating you for a free spot at
the "Youth Leaders of Tomorrow" camp this summer. Would you be interested?
S That would be amazing, but I'm not sure if I can go!
P Really? Why not? The .school boardwill bepayirtg thefl111tUtition ofthecamp.
S Well, there's a problem, sir. The camp is in California. I cannot afford the plane
ticket to get there from here.
P Actually, we thought of that. The school boardwill be paying for the> plane ticket.
We know how important this opportunity is to you.
S Really?! You would do that for me? How can I repay you?
P We want you to get good grades at the camp if you go. That is all we ask. The
camp begins June 23rd. Let me know your decision this week.

What can be inferred about the boy's decision attend camp?

summer
does not want to go to
(C) The boy cannot afford to attend the camp.
(D) The boy was nominated to go to the camp.

74
Tone is covered more in depth in other units, but it can be a useful strategy for inference also.
If a student's voice matches a specific emotion, it is likely an answer choice will reflect that
tone.

The following example illustrates inference strategies and provides you with one inference
example question.
Track 92

(G: girl, 8: boy)

N Listen to a two as classroom.

G This homework is insane! I believe how much we have to do over spring

break!
8 I know! There won't be much of a break once we're finished it all.
G I think I may ask my mom to talk to the principal. I want to relax on my vacation.
8 I'm with you there!

Question
What is probably true about the students?
They
They are angry
are happy to
They are

I))

75
 Conversation Example

Track 93

(B: boy, G: girl)

N Listen to a conversation between two friends at school.

B Hey, what are you doing tomorrow afternoon? I want to go to the park and play
some Frisbee. I was hoping you wanted to join me.
G I have to rest up tomorrow. I have my championship game on Sunday.
B The championship is on Sunday? Wow, good luck. I'm sure you'll do great.
G I certainly hope so. I'm really nervous, but our team is strong this year. Anyway, I'm
sorry I can't play with you tomorrow. Maybe next weekend.
B Ah, OK. No problem. I'll see if our other friends want to go. I'll give you a call next
time I want to play to see if you can come.

Question

What is probably true the girl?

to

lS

wants to to

76
 Track 94

(T: teacher, G: girl)

N to a a a
T Hi, Chloe. Is everything going okay with your project?
G Well, actually, CD
T Oh, really? What are the problems? Is everyone working together?
G Well, that's just it. Everybody is working together except for Raymond. He's a friend
of mine and I like him, but everyone else has to do more work 0

T Have you tried talking to him?

G We have, but ® . I don't think it's fair if he gets
the same grade as everyone else in the group.
T Well, Chloe, @ about their group
members after this project is over. If everyone else in your group says the same
thing about Raymond, he won't get a very high grade.
G Okay. Thanks, Mr. Stevens. I'll tell the rest of my group.

Q. What is probably true Raymond?

a

Answer Key pp. 118-119

77
 Practice Test

95-102

1. What are the students mainly discussing?

(A) A way for the girl to catch up in class
(B) The information from last week's class
(C) The girl being in trouble with her family
(D) That the girl missed an important class on Wednesday

2. Why was the girl not in class?

(A) She was worrying about her family.
(B) She was at home helping her mother.
She needed to sleep the tragedy.
was aunt

3. What does the boy imply the class the missed?

It
It
It was a
It was an n-ln,nrt" a

4. Why are the girl's aunt and uncle staying at her house?
(A) They help the girl's parents.
(B) They had a fire in their house.
(C) house is under renovation.
(D) They are on vacation for the week.

78
 is

What does Mr. Stackpole he says, you ask

specific titles?"
a

What is probably true about the girl?

She French
contest.

too nervous to use

8. Why can't

Answer Key p, 119

79
 Prediction Questions

'PredictionJ is the ability to know something will happen before it actually does. Predicting
is guessing the future.
For example, when you put water in the freezer, you can predict it will turn to ice.

A prediction question asks you to predict what a speaker will discuss or do next. This
kind of question asks for information that is not actually in the listening material. Use the
following helpful hints to answer the example questions.

'Conversation PredictionJ questions start like this:

What will the speakers probably do next?

What will the students probably ask the school to do?
What will the boy probably do next?
What are the boy and the girl probably going to do after school?

Responses

Often one speaker talks about a problem or issue and the other speaker gives a helpful
solution. The solutions that are offered and the replies to them control the direction of a
conversation. Solutions are either accepted or rejected. Choose an answer choice that
reflects the way the solutions are treated.

For example, a student has a problem with her math homework. Her friend suggests she ask
her teacher for help. If the student accepts this solution, she will probably ask her teacher
for help next. If she rejects this solution, she will do something else.

80
The following example illustrates prediction strategies and provides you with one prediction
example question.
Track 103

(G: girl, T: teacher)

N Listen to a a
G Hi Mr. Brown, I have a question for you.
T Sure, Stephanie. What is it?
G Well, I really want to go on Monday's field trip, but, since it goes later than a regular
school day, I can't take the bus to get home.
T Have you asked your mom or dad to pick you up?
G Yes, but neither of them can do it.
T ? A lot of them live in your
neighborhood.
G a . Thanks, Mr. Brown.

Question

What the girl probably do next?

a

not to on

81
 listen Carefully to the Ending

'PredictionJ questions often refer to the exchange of a dialogue. One speaker will offer a final
solution or ask one last question. The response of the second speaker usually indicates their
final thoughts or feelings about the topic.

The following example illustrates prediction strategies and provides you with one prediction
example question.
Track 104

(B: boy, C: counselor)

N Listen to a student talking to a school counselor.

B Hello, I have an appointment with you today to discuss my class schedule.

C Yes, I know. Welcome, Steve. I wanted to ask you why you have chosen seven
classes when you only have room for six on your timetable.
B I needed more English courses so I would have enough to apply to university at
the end of high school.
C I understand, but you cannot go to two classes at the same
B Well, what can I do? I need one more English class but I have no more room.
C You will need to do an extra semester to finish all the English classes or drop one
of your elective classes.. You don't need woodshop or P.E. to apply to college.
B OK. I I

Question
What will the boy do next?
(A) Say that he wants to do an extra semester
(B) Infer that he wants to go to summer school
(C) Reply that he wants to drop an elective class
(D) Decide that he wants to keep taking seven classes

82
83
 Conversation Example

Track 105

(B: boy, G: girl)

N Listen to a conversation between two friends at school.

B You know what would be great? Joining the school chess team. I love the game
and it would be a great way to meet people who are different from my usual crowd.

G Well, that's true, but the chess team's schedule conflicts with the yearbook
committee times, and you already signed up for it.

B I know, but a ton of other students want to be on the yearbook committee. I don't
think there will be a problem finding someone to take my place.

G I guess so. I was looking forward to working on the yearbook with you, but oh well,
maybe next year.

What do?

team

84
 Track 106

(G: girl, 8: boy)

N to a at
G Hey, Billy! How are you doing?

8 Well, I'm so-so.

G Why "so-so"? CD ?
8 Yeah, but I am really nervous. I worked really hard this summer to get into shape for
the season. CZI

G You were the best player on junior varsity last year and scored more goals than
anyone, so I don't think you have to worry. Plus, the coach told me last week that
he needs a strong midfielder.

8 I know, but I am still nervous. There are a lot of solid Gl

G You should be confident! You've been playing soccer forever and you know that
you're a skilled player.

8 Maybe, but I'm just so worried! After all, @

Q. What is the boy probably going to do after school?

team

is too nervous
to soccer team out

Answer Key pp. 119~ i 20

85
 Practice Test

Tracks 107-114
1. What are the students mainly talking about?
(A) The boy staying home because of his strict mother
(B) The importance of getting into a decent high school
(C) The girl forgetting the test date and needing study help
(D) The girl enjoying playing card games while watching TV

2. What has the girl been doing all week?

(A) Playing games and watching TV
(B) Studying for the test with the boy
(C) hermom

3. What point does big test?

test.
it.

4. What will the girl probably do next?

(A) Study with the boy at her house
Watch show at home
(C) Sit the library and do her homework
(D) Go to dinner study for the test the boy

86
 i
I

go speak the

museum
at museum
to to museum

Why does the girl of the boy

lS

art.

The on

7. What does the girl say about

It
art
It at
It more over

8. What the boy probably do next?

Answer Key p. 120

87
 Rhetorical Device Questions

Rhetoric is the art of writing or speaking with a goal of persuading the listener to consider
the topic in a different way. 'Rhetorical DeviceJ questions ask you why a specific phrase or
statement is made and how it was used as rhetoric.

On 'Rhetorical DeviceJ questions, your job is to show you understand the rhetorical
purpose of a statement Think about why the speaker is saying what they are saying. Use
the following helpful hints to answer the example questions.

'Conversation Rhetorical DeviceJ questions start like this:

Why does X talk about Y?
Why does X mention Y?

Rhetorical device questions ask for the persuasive or informative purpose of a specific
phrase or statement. The answer will be more exact than the main idea of the listening
material. Avoid answer choices that reflect all the information in the passage or answers that
focus only on the topic sentence.

listen for Suggestions and Solutions

One speaker will try to help the other speaker solve their problem by offering a suggestion.
Making a suggestion is a good way to persuade someone to act in a certain way. Rhetorical
devices are often used in the form of a suggestion. Knowing key suggestion phrases can
clue you into where the rhetorical device may be. Listening for suggestions will also help you
locate key information. For example:

You could try asking the teacher for an extension.

Maybe you should get a summer job.
Why don't you go to the home game on Monday?
Have you thought about asking a friend or family member?
Did you try calling the school to find out when you need to be there?
Could you go to the bake sale earlier instead of after lunch?

88
The following example illustrates rhetorical device strategies and provides you with one
rhetorical device example question.
Track 115

(G: girl, B: boy)

N to a two at

G Are you going to the elective activities this winter?

B Yeah, I am. I was wondering, are to them?
G I'm not sure. Mom said if I. wanted to go skiing, I would need to help pay.
B Ah, you could at camp with me this summer to make a little money.
G Good idea. I'll ask my mom if I can.

Question

Why does the boy talk about the summer camp job?
summer
there
they
(D) if girl wants to go to this summer

89
 Conversation Example

Track 116

(B: boy, G: girl)

N Listen to a conversation between two friends at school.

B Can't your parents help you get to soccer practice? Your family has two cars.

G I know, but they both work until after 5. They couldn't give me a ride even if they
wanted to.

B Well, some of the girls on the team live in your neighborhood. One of their parents
must be driving them to the field. lt'd be a good idea to ask them if there is a
car pool.

Question

Why does the boy mention the othe:r gi:rls on team?

to

more
a car to soccer

90
 Track 117

(8: boy, G: girl)

N Listen to a two at
B Hey, did you see the school play last night?

G No, I couldn't go, but maybe I'll watch it tonight.

B You should definitely go. it's a great play.

G Really? I have a lot of homework to do. I'm not sure if it's a good idea to go.

8 Please go! Because tonight G)

Last night, Ben was the leading man and tonight C0

G Oh, awesome. I didn't know you were in the play. Why didn't you tell me?

B I've been so busy with play rehearsals that I haven't had time for my friends, but
(3)

G Of course! @

Why does the boy mention the school play?

To sure not
role

To out

Answer Key p. 120

91
 Practice Test

118-125

1. Why does the teacher go to speak with the student?

(A) To ask her to read his brochure
(B) To ask if she's good at construction
(C) To ask if she's available for the month of April
(D) To ask if she's interested in a volunteer opportunity

2. What does the girl mean when she says, "I'm not sure I'll be much help"?
(A) It's difficult to learn about using tools.
(B) A student can never be very helpful to a teacher.
(C) Experience with helping people is necessary for the project.
are at

3. Why does the teacher say there will be many students working on the project?

4. What will the girl probably do next?

(A) Learn how to use some tools
(B) Read the brochure that Mr. Handley gave her
(C) Find some other students who want to join the project
(D) Become nervous about volunteering with "Very Volunteers"

92
 is

's

Why does
To
To to LIU.C>L"-v'lU

To ''"''UHJlU- he is a good basketball player

wants to see more

7. What does the boy say wants to do?

(A) Enter English essay contest
Use
with his
(D) school basketball team

8. Why does the mention that she's not so great at other subjects?

Answer Key pp. i 20- i 21

93
 Prosody Questions

Prosody is the tone, emphasis, stress and rhythm in speech. lt informs us of a

speaker's emotions when vocabulary or grammar may not do so. The use of prosody
can be found in any type of spoken sentences - questions, statements, and orders. lt can
also be used to help express irony and sarcasm. rProsodyJ questions ask you what a
speaker means when they use a prosodic phrase.

On rProsodyJ questions, your job is to show you understand the intended meaning of a
statement. Use the following helpful hints to answer the example questions.

rconversation ProsodyJ questions start like this:

What does X mean when X says," ... "?

What does X imply when X says," ... "?

Speakers sometimes use words sarcastically. Sarcasm is saying one thing but meaning the
opposite. Sarcasm is often used with a negatively sounding tone; the tone sounds opposite
the tone usually used with the phrase. When listening, if the tone does not match your
normal understanding of the words, you might be hearing sarcasm.

94
The following example illustrates prosody strategies and provides you with one prosody
example question.
Track 126

(B: boy, G: girl)

N to a as
B Hey Rachel, did your teacher give you the marks for your math exam yet?
G Yes. I got the exam back this morning.
B So, how did you do?
G I only got a 60% on the final exam. My mom is going to be so upset with me.
B But, you're really good at math! Why didn't you do well?
G I didn't study at all.
B Well; that ofyou, wasn't it? You will probably be grounded
for a week!

Question

What does the boy mean when says, "Well, that was REALLY SMART you,
wasn't it?"
her
smart.

95
 Watch out for Rhetorical Questions

A rhetorical question is different from a rhetorical device. A rhetorical question is a speaker

asking a question without expecting an answer from the person they are talking to.
Rhetorical questions are used to highlight the speaker's feeling of shock, excitement,
disbelief etc. If you hear a question like this it is usually emphasized. Rhetorical questions are
a big clue that a prosody question is coming.

The following example illustrates prosody strategies and provides you with one prosody
example question.
Track 127

(B: boy, G: girl)

N Listen to a conversation between two friends at school.

B Lauren, I'll draw the United States if you keep coloring Japan.
G Okay, thanks, Alex. Here, take a look.
B WHOA! WHATARE YOLJDOING?
G What? I'm making it look good!
B You're coloring it all pink! I don't want to present a pink project!

Question

What does the boy imply when he says, "WHOA! WHAT ARE YOU DOING?"
(A) He wants the girl to stop working.
(B) He is interested in the girl's project.
(C) He is confused about what her job is.
(D) wishes to know what the girl is doing.

96
97
 Conversation Example

Track 128

(B: boy, G: girl)

N Listen to a conversation between two students at school.

B I'm going to ace this project. I got the idea for it off the Internet.
G Ar$yQw SURE::yqtl'oB.ricJC:l;ithat? Like, shouldn't you come up with your own idea?
You are kind of cheating.
B You're just saying that because you're scared I'll win. If you're so worried about it,
why don't you look up a better idea for your project?
G I'm not scared. I just don't think it's right to get your idea off the Internet when we
were supposed to come up with the ideas ourselves.
B The teacher never said we couldn't use the Internet. I don't think this is cheating at
all.

What does says, you SURE you can do that?"

is smart.

boy is always on projects.

(D) boy is not following the project rules.

98
 Track 129

(B: boy, G: girl)

N to a
B I cannot believe how bad today has been. CD ?
G it's annoying that C2l Instead we get all of
these complicated rules.
B I have no idea how I'll be able to remember them all.
G it's awful. @ of the week is
complicated.
B lt definitely is. On Thursday I have to wear the school polo shirt but then on Friday I
have to wear the jacket. How do I get dressed in the morning!?
G Ha- I know! Oh well, it will be an adventure. Soon we'll figure out the system and
remember the rules.
B Yes, maybe we should @
We can write it out and hang it in our bedrooms at home.

Q. What does the boy mean when he says, "Isn't the new dress code GREAT?"
The IS

He is
is sure

Answer Key p. 121

99
 Practice Test

Tracks 130-137
1. Why does the student go to speak to the cafeteria worker?
(A) To say bad things about pizza
(B) To complain about Hawaiian pizza
(C) To get to know about Mr. Raynard
(D) To find out what's for lunch on Friday

2. What does the boy imply when he says, "Pizza again?"

(A) He isn't happy about Friday's menu.
(B) He believed the menu would be tacos.
(C) is happy to have over and over.
lS

3. Whydoes different types of pizza?

to eat
like
To as as

4. What will the student probably do next?

(A) Decide to be happy about eating pizza
(B) Tell his friends that the menu is going to change
(C) Look at his schedule to find a time to talk with Mr. Raynard
(D) Come up with ideas for new and interesting pizzas with Miss Smith

100
 to

(B) He
(C) teacher will give him news.
(D) he'll to science conference.

7. What does the boy mean he says, also an aspiring musician"?

He wants to be a •uu..:H'-'H"'
(B) sound.
(C) is more interested science.
(D) He at science conference.

What does the teacher say about the conference?

(A)
biology.

go.

Answer Key pp. 121-122

101