Listening Worksheet

東京大学TOEFL iBT対策講座 Listening Worksheet Day 2

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Listening Worksheet

Day 2

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Review Contentpp. 2-7

＊ OG Set 2: Lecture (Philosophy)pp. 2-6

＊ Vocabulary Quizp. 7

In-class Contentpp. 8-27

＊ OG Set 1: Conversationpp. 8-17

＊ OG Test 1 Q1-5: Conversationpp. 18-27

Homework Contentpp. 28-32

＊ OG Test 1 Q17-22: Lecture (Philosophy)pp. 28-32

Homework Day 2p. 33

Answer Keysp. 34

Vocabulary Buildingpp. 35-36

Review Content

Lecture: Practice Set 2 (OG pp. 148～、Manual p. 67～、CD3&4)
Trainingチェック

Professor

OK. Another ancient Greek philosopher we need to discuss is Aristotle - Aristotle's ethical theory. WhatAristotle's ethical theory is all aboutis this: he's trying to show youhow to be happy -what true happiness is.

Now, why is he interested in human happiness? It's notjustbecause it's somethingthat all people want or aim for. It's more than that. But to get there we need to firstmake a very important distinction. Let me introduce a couple of technical terms:extrinsic valueandintrinsic value.

To understandAristotle's interest in happiness, you need to understandthisdistinction.

Some things we aimfor and value, not for themselvesbut for what they bring aboutin addition to themselves. If I valuesomething as a means to somethingelse, then it haswhatwe will call"extrinsic value." Other thingswe desire and hold to be valuable for themselves alone. If we valuesomethingnot as a means to something else, but for its own sake, let us say that it has“intrinsic value."

Exercise. There may be some people who value exercise for itself, but I don't. I value exercisebecause if I exercise, I tend tostay healthier than I would if I didn't. So I desire to engage in exercise and I valueexerciseextrinsically . . . not for its own sake, butas a means tosomething beyond it. Itbrings me goodhealth.

Health. Why do I value good health? Well, here it gets a little more complicated for me. Um, health is important formebecause I can't . . . doother things I want to do -play music, teach philosophy - if I'mill. Sohealth is important to me - has value to me - as a meansto a productive life. Buthealth is alsoimportantto mebecause I just kind of like to be healthy - itfeelsgood. It's pleasantto be healthy,unpleasantnotto be. Soto some degree I value healthboth foritselfand as a means to something else: productivity. It's got extrinsicandintrinsicvalue for me.

Then there's some thingsthat are just valued for themselves. I'm a musician,not a professional musician;I just play a musical instrument for fun. Why do Ivalueplaying music? Well,like most amateur musicians,I only playbecause, well,I just enjoy it. It's somethingthat's an end in itself.

Now, something elseI valueis teaching. Why? Well,it brings ina modest income,butI could make more moneydoing other things.I'd do iteven if they didn'tpay me.I justenjoy teaching. In that senseit's an end to itself.

But teaching's notsomethingthat has intrinsic valueforallpeople - andthat'struegenerally. Most thingsthat are enjoyedin and of themselvesvaryfrom person to person. Some peoplevalueteaching intrinsically,butothersdon't.

Sohow does all this relateto human happiness? Well,Aristotle asks:is there somethingthat all human beings value . . .andvalue only intrinsically,for its own sakeandonly for its own sake? If you could findsuch a thing, that would bethe universal final good,ortrulytheultimate purpose or goalfor allhuman beings. Aristotlethoughtthe answer was yes.What is it? Happiness. Everyonewill agree,he argues,thathappiness is the ultimate endto be valuedfor itselfandreallyonly for itself. Forwhatother purposeis therein being happy?What does it yield? The attainmentof happinessbecomes the ultimateor highestgoodfor Aristotle.

The next question that Aristotle raises is:what is happiness? We all want it;we all desire it;we all seek it. It's the goalwe have in life. But what is it? How do we find it? Here he notes,with some frustration,people disagree.

Buthe doesgiveusa couple of criteria,or features,to keep in mindas we look forwhat true human happiness is. True human happiness should be,as heputs it,complete. Complete in thatit's all we require. Well, true human happiness . . . if you hadthat,whatelse do you need? Nothing.

And, second,true happiness should be somethingthatI can obtainon my own. I shouldn't have to relyon other people for it. Many peoplevalue fameand seek fame. Fame for thembecomes the goal. But,according to Aristotle,this won'twork either,becausefame depends altogethertoo muchon other people. I can'tget itonmy own,without helpfrom other people.

In the end, Aristotle says thattrue happiness is the exercise of reason - a lifeof intellectualcontemplation. . . of thinking. Solet's seehow he comes to that.

Questions
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○△× / Q1.
Q2.
Q3.
Q4.

Q5. / What is the main purpose of the lecture?
A. To illustrate the importance of extrinsic values
B. To explain Aristotle’s views about the importance of teaching
C. To explain why people change what they value
D. To discuss Aristotle’s views about human happiness
The professor gives examples of things that have value for her. Indicate for each example what type of value it has for her.
Place a checkmark in the correct box. This question is worth 2 points.
Only Extrinsic Value / Only Intrinsic Value / Both Extrinsic
and Intrinsic Value
Teaching
Exercise
Health
Playing a musical instrument
Why is happiness central to Aristotle’s theory?
A. Because it is so difficult for people to attain
B. Because it is valued for its own sake by all people
C. Because it is a means to a productive life
D. Because most people agree about what happiness is
According to the professor, why does Aristotle think that fame cannot provide true happiness?
A. Fame cannot be obtained without help from other people
B. Fame cannot be obtained by all people
C. Fame does not last forever
D. People cannot share their fame with other people
CD4
Listen again to part of the lecture. Then answer the question.
What does the professor mean when she says this:
A. Teaching is not a highly valued profession in society.
B. She may change professions in order to earn more money.
C. The reason she is a teacher has little to do with her salary.
D. More people would become teachers if the salary were higher.
Note-making

1.What is the main purpose of the lecture?

2a.What are the definitions of the two terms: intrinsic value and extrinsic value?

2b. The professor gives examples of things that have value for her. Indicate for each example what type of value it has for her.

3.Why is happiness central to Aristotle’s theory?

4.According to the professor, why does Aristotle think that fame cannot provide true happiness?

Sample Note-making

[Question]

1.What is the main purpose of the lecture?

The primary purpose of the lecture is to have a discussion about ethical theory proposed by a Greek philosophy, Aristotle. In particular, the lecture covers Aristotle’s views about what human happiness is.

2a.What are the definitions of the two terms: intrinsic value and extrinsic value?

The definition of intrinsic value is the value which one particular thing has when you value this thing for its own sake. By contrast, extrinsic value is what one particular thing has when you think this thing brings another thing which you highly evaluate, and you value the first thing as a means to another thing.

2b. The professor gives examples of things that have value for her. Indicate for each example what type of value it has for her.

The professor gives four examples that have value for her: exercise, health, playing a musical instrument, and teaching. She values exercise extrinsically because exercise brings a good health which she values, while both playing a musical instrument and teaching have intrinsic value for her because she simply values both of them for themselves. Additionally, for her, health has both intrinsic and extrinsic value. This is because she simply would like to stay healthy, and being healthy also brings a productive life which she values a lot.

3.Why is happiness central to Aristotle’s theory?

Happiness is central to Aristotle’s theory because happiness is the only one thing all people want and aim for intrinsically.

4.According to the professor, why does Aristotle think that fame cannot provide true happiness?

According to Aristotle’s viewpoint, fame cannot give true happiness due to the fact that people cannot obtain fame without help from other people. This fact is in contradiction to one of the criteria that Aristotle gives to bear in mind when looking for true happiness. That is, true happiness should be what you can get on your own.

Vocabulary Quiz

次の英単語の意味として最もふさわしいものを右から1つ選び、( )内に記入してください。(1つ1点)

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30. / distinction
technical term
bring about
means
for its own sake
engage in
universal
ultimate
intellectual
contemplation
observe
verify
manifestation
diligently
sign（動詞）
assumption
equivalent
alternative
account for
definitively
sophomore
senior
academic advisor
faculty
secretary
grant
tuition
deposit
credit / unit
degree / ( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( ) / a
b
c
d
e
f
g
h
i
j
k
l
m
n
o
p
q
r
s
t
u
v
w
x
y
z
1a
1b
1c
1d / 専門用語
もたらす
それ自体
違い
手段
最終的な
知的な
普遍的な
じっくり考えること
...に従事する
熱心に、念入りに
観察する
手話をする
立証する
表示、現れ
相当する、等しい
代わりになるもの・こと
...の説明となる
断定的に、決定的に
仮定、仮説
大学四年生
教授陣、教授会
大学二年生
学部の職員（相談窓口の人）
授業料
クラス履修などのアドバイザー
学位
単位
助成金
予約金、預金

In-class Content

Conversation: Practice Set 1 (OG pp. 143～、Manual p. 62～、CD1&2)
Dictation & Pronunciation

Process

1. Handout p. 4「A. Dictation」を実践

＊ 授業内容履歴から音声をダウンロードし、その音声を使って行いましょう。

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P: / Listen to a conversation between a student and a professor.
Uh, excuse me, Professor Thompson. (1)
tomorrow, but (2) I was wondering
to discuss something.
Sure, John. (3)
(4) Well, (5) the research project I did this semester ― about climate variations.
Oh, yes. You were looking at variations in climate in the GrantCity area, right? (6)
(7) , so now, preparing graphs and stuff.(8) …(9) and , (10)
I hear the same thing from every student. You know, you have to remember now that (11)
So, think about what you'd need to include if you were going to explain your research project to someone with general or casual knowledge about the subject, like . . . like your parents. That's usually my rule of thumb: would my parents understand this?
OK. I get it.
I hope you can recognize by my saying that how much you do know about the subject.
Right. I understand. I was wondering if I should also include the notes (12) from the research journal
?
Yes, definitely. You should use them to indicate (13) through time. So, just set up, you know, (14)
―to try to understand the climate variability of this area ― and what you did, and what your approach was.
OK. So, for example, I studied meteorological records; I looked at climate charts; I used different methods for analyzing the data, like certain statistical tests; and then I discuss the results. Is that what you mean?
Yes, that's right. You should include all of that. (15)
. (16) you include a good reference section where all your published and unpublished data came from, (17)
.
Hmm . . . (18) something just and
That happens to me a lot, (19)
memory management tool. I carry a little pad with me all the time and jot down questions or ideas that I don't want to forget. For example, I went to the doctor with my daughter and her baby son last week (20)
everything we wanted to ask the doctor so (21)
we wanted answers to.
A notepad is a good idea. Since I'm so busy now at the end of the semester, I'm getting pretty forgetful these days. OK. I just remembered what I was trying to say before.
Good. I was hoping you'd come up with it.
(22) Yes. on more than just the immediate GrantCity area, so I also included some regional data in the report.(23)
it should be a pretty good indicator of the climate in this part of the state.
Sounds good. (24) a draft version before you hand in the final copy, if you wish.
Great. (25) I'll plan to by next Friday. Thanks very much. Well, see ya.
OK.
Pronunciation List
No. / Word / Phrase / Pronunciation / OK?
1 / I know your office hours are (tomorrow) / アイノゥ ヨア オフィスアワァザァ
office hours are / オフィスアワァザァ
2 / (I was wondering) if you had a few minutes free now (to discuss something) / イフュハダ フュミニッツ フリーナゥ
if you / イフュ
had a / ハダ
3 / what did you want to talk about / ウワルジュゥワナト－カバウッ
what did you / ウワルジュ
want to / ゥワナ
talk about / ト－カバウッ
4 / (Well,) I have some quick questions about / アィヴサムクイックエスチョンザバウッ
quick / クイッ
questions about / クエスチョンザバウッ
5 / how to write up / ハゥル ゥラィラッ（プ）
6 / How far along have you gotten? / ハゥファラロナヴュガルン
far along / ファラロン（グ）
along have / アロナヴ
gotten / ガルン
7 / I’ve got all my data, so I’m starting to summarize it (now) / アヴガローマイディラ ソゥ
アムスターリンルゥサマライズィッ
I’ve / アヴ
got all / ガロール
data / ディラ
starting to / スターリンルゥ
summarize it / サマライズィッ
8 / But I’m just / バラムジャスッ
9 / I’m looking at it and I’m afraid that it’s not enough / アムルキナリッ
アナマフレィッザリツノリナ（フ）
I’m looking at it / アムルキナリッ
and I’m afraid / アナマフレィッ
that it’s / ザリツ
not enough / ノリナ（フ）
10 / but I’m not sure what else to put in the report / バラムノッショァ
ゥワレルスルゥプリンナレポーッ
but I’m not / バラムノッ
what else / ゥワレルス
put in the / プリンナ
11 / you’re the expert on what you’ve done / ヨァズィエキスパーロンゥワユダン
you’re / ヨァ
expert on / エキスパーロン
you’ve / ユ（ヴ）
No. / Word / Phrase / Pronunciation / OK?
12 / (from the research journal)
you suggested I keep / ユサジェスッティライキー（プ）
suggested I / サジェスッティライ
13 / what your evolution in thought was
(through time) / ゥワチュォエヴォルーショニンソーッワズ
what your / ゥワチュォ
evolution in / エヴォルーショニン
14 / what was your purpose of what you were doing / ゥワワズヨァ パーパソブ
ゥワチュァドゥイン
what you were / ゥワチュァ
15 / The statistical tests are
especially important / ザ スタティスティカル テスツァー
レスペシャリ インポーランッ
tests are / テスツァー
are especially / アーレスペシャリ
16 / And also be sure / アンロルソゥ ビショーァ
17 / cause’ you have a lot of unpublished climate data / コジュハヴァロロファンパブリッシュウ
クライミッ デイラ
have a lot of / ハヴァロロ（フ）
a lot of unpublished / ァロロファンパブリッシュウ（ドゥ）
18 / (something just) came into my mind and went out the other side / ケィミンルマィマィンエン
ゥエラウッズィアザサィ（ドゥ）
went out / ゥエラウッ
went out the other side / ゥエラウッズィアザサィ（ドゥ）
19 / so I’ve come up with a pretty good
(memory management tool) / ソ アヴ カマッ(プ)ゥイズ プリリ グッ
come up with / カマッ(プ)ゥイズ
pretty / プリリ
20 / and we knew we wouldn’t remember / エンウィニュー ウィウルン リメンバ
21 / we actually made a list of five things / ウィアクチュエリメィラリスロッ
ファイヴシングズ
made a list of / メィラリスロッ
22 / (Yes.) It ends up that I have data / イッエンザッザライハヴディラ
ends up / エンザッ(プ)
that I / ザライ
23 / With everything else / ゥイゼヴリシネルス
with everything / イゼヴリシン
everything else / エヴリシネルス
24 / I’d be happy to look over (a draft version) / アィビハピィ ルゥルッコ－ヴァ
look over / ルッコ－ヴァ
25 / I’ll plan to get you a draft of the paper / ゲチュァドラフロッザペィパー
get you / ゲチュ
draft of / ドラフロッ
本番形式解答

Direction

1. CD1を流しましょう。メモは別紙を使いましょう。聞いている最中は設問・選択肢は見ないでください。

2. 聞き取れた内容をパーセンテージで表してください→ → → →→→→→→

3. Q1, 3, 4, 5を先に解答して、その後CD2を聞いてQ2を解答してください。

4. 一度解答し終えた設問は解答し直さないでください。

5. すべての解答が終わった時点で、答えに対する自信度にチェックしてください。

（○＝間違いない！/ △＝選択肢を見てみてこれっぽい、、？/ ×＝全くわらかない、、）

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○△×
○△×
○△×
○△×
○△× / Q1.

Q2.
Q3.
Q4.
Q5. / Why does the man go to see his professor?
A. To borrow some charts and graphs from her
B. To ask her to explain some statistical procedures
C. To talk about a report he is writing
D. To discuss a grade he got on a paper
CD2
Listen again to part of the conversation. Then answer the question.
Why did the professor say this?
A. To question the length of the paper
B. To offer encouragement
C. To dispute the data sources
D. To explain a theory
What information will the man include in his report?
For each phrase below, place a checkmark in the “Include” column or the “Not Include” column.
Include in Report
/ Not Include in Report
Climate charts
Interviews with meteorologists
Journal notes
Statistical tests
Why does the professor tell the man about the appointment at the doctor’s office?
A. To demonstrate a way of remembering things
B. To explain why she needs to leave soon
C. To illustrate a point that appears in his report
D. To emphasize the importance of good health
What does the professor offer to do for the man?
A. Help him collect more data in other areas of the state
B. Submit his research findings for publication
C. Give him the doctor’s telephone number
D. Review the first version of his report
構造＋Note-making

[Direction]

1. 左側・右側に表示している講義全体の構造・重要情報の概要を確認しましょう。

2. CD1を聞いて、右側の余白に、重要情報を「英語」で書き込みましょう。

[Gist]
[Detail] / Problem (Student) Q1 -- Gist-Purpose Q
General
Specific
①Suggestion (Professor / Student) Q3 -- Connecting Content Q + Q2 Function Q
-
-
-
-
-
-
②Another problem (Student) Q4 -- Connecting Content Q

- Suggestion (Professor)
+ (Professor)
theappointment at the doctor’s office
+ Response (Student)
③Action (Professor / Student) Q5 -- Detail Q
Shadowing用スクリプト
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P: / Uh,excuse me, ProfessorThompson. I know your office hours are tomorrow, but I was wondering if you had a few minutes free now to discuss something.
Sure, John. What did you want to talk about?
Well, I have some quickquestions about how to write up the research project I did this semester ― about climate variations.
Oh, yes. You were looking at variations in climate in the GrantCity area, right? How far along have you gotten?
I've got all my data, so I'm starting to summarize it now, preparinggraphs and stuff. But I'm just …I'm looking at it and I'm afraid that it's not enough, but I'm not surewhat else to put in the report.
I hear the same thing from every student. You know, you have to remember now that you're the expert on what you've done. So, think about what you'd need to include if you were going to explain your research project to someone with general or casual knowledge about the subject, like . . . like your parents. That's usually my rule of thumb: would my parents understandthis?
OK. I get it.
I hope you can recognize by my saying that how much you do know about the subject.
Right. I understand. I was wondering if I should also include the notes from the research journal you suggested I keep?
Yes, definitely. You should use them to indicatewhat your evolution in thought was through time. So, just set up, you know, what was the purpose of what you were doing ―to try to understand the climate variability of this area ― and what you did, and what your approach was.
OK. So, for example, I studiedmeteorological records; I looked at climate charts; I useddifferent methods for analyzing the data, like certain statistical tests; and then I discuss the results. Is that what you mean?
Yes, that's right. You should includeall of that. The statistical tests are especiallyimportant. And also be sure you include a good reference section where all your published and unpublisheddatacame from, 'cause you have a lot of unpublished climate data.
Hmm . . . somethingjust came into my mind and wentout the other side.
That happens to me a lot, so I've come up with a pretty good memory management tool. I carry a little pad with me all the time and jot down questions or ideas that I don't want to forget. For example, I went to the doctor with my daughter and her baby son last week and we knew we wouldn't remember everything we wanted to ask the doctor so we actuallymade a list of five things we wantedanswers to.
A notepad is a good idea. Since I'm so busy now at the end of the semester, I'm getting pretty forgetful these days. OK. I just remembered what I was trying to say before.
Good. I was hoping you'd come up with it.
Yes. It ends up that I have data on more than just the immediate GrantCity area, so I alsoincluded some regionaldata in the report. With everything else it should be a pretty good indicator of the climate in this part of the state.
Sounds good. I'd be happy to look over a draft versionbefore you hand in the final copy, if you wish.
Great. I'll plan to getyou a draft of the paperby next Friday. Thanks very much. Well, see ya.
OK.
サンプルスラッシュ＆暗唱

Script A (p:の箇所)

I hear the same thing from every student. You know, you have to remember now that you're the expert on what you've done. So, think about what you'd need to include if you were going to explain your research project to someone with general or casual knowledge about the subject, like . . . like your parents. That's usually my rule of thumb: would my parents understand this?