托福TPO53听力Conversation2文本+题目+答案解析
托福听力tpo52 section2 对话讲座原文+题目+答案+译文
托福听力tpo52section2对话讲座原文+题目+答案+译文Conversation2 (1)原文 (1)题目 (3)答案 (5)译文 (5)Lecture3 (7)原文 (7)题目 (9)答案 (11)译文 (11)Lecture4 (13)原文 (13)题目 (15)答案 (17)译文 (17)Conversation2原文NARRATOR:Listen to part of a conversation between a student and an employee at the campus store.FEMALE STUDENT:I like those ceramic coffee mugs you have on display at the other end of the store.Were they made by students?MALE PROFESSOR:Oh,we only use certain suppliers—wholesalers who've been selected by the store manager.FEMALE STUDENT:Do you ever sell things made by students?MALE PROFESSOR:We use preferred vendors only because,I mean…if we said yes to one student,we’d have to say yes to any student who asks.And the store's only so big!FEMALE STUDENT:Hmm,that’s too bad,'cause—um,I make these pretty ceramic bowls—I design'em myself—I'm a studio art major.Anyway,I was hoping I could sell’em here.You see,I’m taking Art202—“Marketing your Art.”And for my final project,I need to find a way to sell my own artwork.MALE PROFESSOR:Hmm…What about selling online?A lotta art and crafts are marketed that way.FEMALE STUDENT:I really don't have the computer skills,or the time to manage a Web site.MALE PROFESSOR:What about the Emporium—you know,that gift shop downtown? I’ve seen items by local artists there—FEMALE STUDENT:The Emporium buys directly from artists?MALE PROFESSOR:Well,they sell items on consignment.FEMALE STUDENT:Consignment…I think my professor mentioned that.MALE PROFESSOR:Yeah,you give them some items to sell on your behalf,and then you and the store split the purchase price.But they wouldn't pay you anything up front—if that’s what you want.And might may need to provide your own display case.FEMALE STUDENT:Oh,I already have a display case,a portable one with three shelves.But aren't there shops that would,you know,just buy stuff from me outright? 'Cause,if not enough bowls are sold,how would I recoup the cost of my materials—they’re not cheap…and neither was the case!MALE PROFESSOR:All the stores around here that sell craft items are small andindependently owned,like the Emporium.For them,selling on consignment lowers their risk;they don’t get stuck with unsold items—they can return them to the owner. You just have to make sure you set a retail price high enough to make it worth your while.But you're right,consignment isn't for everyone.What about the spring craft fair?You know,that outdoor market that’s held on Saturdays?Plenty of local people sell their stuff there—ceramics,jewelry,decorative items…The vendor fee is nominal,I believe.FEMALE STUDENT:Oh yeah,I remember seeing that last year…all those tables lined up in that vacant lot on Main Street,right?MALE PROFESSOR:Right!Since the craft fair's only a few blocks from campus,it seems like a good place for students to sell things.FEMALE STUDENT:Do you know how it works?MALE PROFESSOR:I think you'd just rent a space and set up a table to display your bowls on.You’d set the prices and keep all the profits.FEMALE STUDENT:Seems doable—But,hmm I don't have a car to haul everything down there.MALE PROFESSOR:You could take the campus bus—it goes into town on weekends.FEMALE STUDENT:True.But…I'd also hafta sit there all day when I should be in the library or the studio.I dunno…I suppose I could do my reading assignments between customers.题目1.Why does the woman go to talk to the man?A.To find out how the store pays artists for their workB.To purchase some ceramic coffee mugsC.To find out if the store sells objects made by studentsD.To ask about the advantages and disadvantages of consignment sales2.What is the main reason that the woman cannot display her ceramic bowls in the campus store?A.Her bowls are too expensive.B.There is not enough room for her display case.C.The store gets merchandise only from approved suppliers.D.There is little demand on campus for ceramic bowls.3.According to the conversation,what is a reason that the woman wants to sell her bowls?A.To earn enough money to buy a second display caseB.To fulfill a requirement of one of her coursesC.To impress her studio art professorD.To gain experience that could help in her future career4.What is the woman's attitude toward selling items at the Emporium?A.She is eager to display her work to the public thereB.She is encouraged because the Emporium specializes in selling ceramicsC.She is worried because she does not fully understand the consignment process.D.She is worried that she might not make much money.5.What concerns does the woman initially express about selling items at the craft fair? [Click on2answers]A.Whether doing so would interfere with her studiesB.Whether customers would appreciate her artistryC.Whether she could afford the fee charged to sellersD.Whether she would be able to transport her items to the fair答案C C BD AD译文旁白：请听一段学生和大学商店雇员之间的对话。
托福TPO45听力Conversation2文本+题目+答案解析
托福TPO45听力Conversation2文本+题目+答案解析为了帮助大家高效备考托福，为大家带来托福TPO45听力Conversation2文本+题目+答案解析，希望对大家备考有所帮助。
托福TPO45听力Conversation2文本Narrator: Listen to a conversation between a student and her economics professor.Professor:Excellent presentation you made at the end of class yesterday.Student:Oh, thanks.Professor:I'm so glad you volunteered to present first. Starting out by outlining what you were going to say, then at the end summarizing the key points.It was a very effective way of getting your points across.Student:I'm glad you think so. I was afraid it might come across as too formal.Professor:Not at all. In fact, I think it's a great approach in general for these presentations. So I hope the others were taking note, and the economic model you discussed: build operate transfer. I think everyone was quite interested.Student:Yeah. It makes so much sense. If governments allow private companies to build public works like a power plant and then operate it for a decade or two before transferring ownership to the government, everyone benefits.Professor:Yes, the private companies make a profit. The public gets immediate infrastructure.Student:And all without the government having to spend any money up- front, which is amazing.Professor:Right.Student:Anyway as I said in my presentation, this model isbeing used in Turkey right now and you said when you handed out that brochure in class last week, about the university's global enrichment initiative. You said one of the countries involves in that is Turkey.Professor:Yes, that's right.Student:So I wanted to see if there's a chance the university sends fifteen students overseas to study.Professor:Fifteen students per country, fifteen for Turkey, fifteen for Brazil,fifteen for Russia. We've got a total of six countries participating next summer.Student:Oh!Professor:Yeah. And you spend six weeks in whichever country you are selected for. The classroom component consists of seminars on that country's culture, politics and economy. Most sessions are taught in English by local professors. But two of our faculty accompany each group and also give seminars. I'll be going to Brazil to teach a seminar on coffee next summer.Student:But you're an economist.Professor:Coffee's played a central role in Brazil's economic development for over 200 years. About a third of the coffee consumed worldwide is produced in Brazil.Student:Oh I had no idea. Hmm...So if I applied, I mean, can students pick the country they want to go to 'cause if I could go to Turkey...Professor:Well, the primary goal of the Global Enrichment Initiative is simply cultural exchange. So students who've never been overseas before can broaden their perspective.This is why on the application you are asked to indicate your first, second and third choice countries.Student:I'm only interested in Turkey, though. I'm studying both Turkish and Turkish history this term.Professor:I see. Student:And maybe I could learn more about how they're implementing the build operate transfer model there. Plus, I wouldn't want to take a spot away from someone who really wanted to go to one of the other countries.Professor:Well. I guess you could leave the second and third choices blank.托福TPO45听力Conversation2题目1.Why does the woman go to see the professor?A. To get suggestions about what to include in her next presentationB. To follow up on a question she had raised in classC. To update him on a research project she is helping him organizeD. To get information about a program that he had mentioned in class。
托福TPO5听力Conversation2文本+题目+答案解析
为了帮助大家高效备考托福，为大家带来托福TPO5听力Conversation2文本+题目+答案解析，希望对大家备考有所帮助。
托福TPO5听力Conversation2文本 Narrator: Listen to a conversation between a student and a professor. Student: Hi, I was wondering if I could talk with you about the assignment in the film theory class. Professor: Of course, Jill. Student: It seems that pretty much everyone else in the class gets what they are supposed to be doing but I’m not so sure. Professor: Well, the class is for students who are really serious about film. You must have taken film courses before. Student: Yeah, in high school, film appreciation. Professor: Hmmm…I wouldn’t think that would be enough. Did you concentrate mainly on form or content? Student: Oh, definitely content. We’d watch, say Lord of the Flies, and then discuss it. Professor: Oh, that approach, treating film as literature, ignoring what makes it unique. Student: I liked it, though. Professor: Sure, but that kind of class. Well, I’m not surprised that you are feeling a little lost. You know, we have two introductory courses that are supposed to be taken before you get to my course, one in film art, techniques, technical stuff and another in film history. So students in the class you are in should be pretty far along in film studies. In fact, usually the system blocks anyone trying to sign up for a class they shouldn’t be taking, who hasn’t taken the courses you are required to do first as prerequisites. Student: Well, I did have a problem with that but I discussed it with one of your office staff, and she gave me permission. Professor: Of course. No matter how many times I tell them, they just keep on… Well, for your own good, I’d really suggest dropping back and starting at the usualplace. Student: Yes. But I’ve already been in this class for 4 weeks. I’d hate to just drop it now especially since I find it so different, so interesting. Professor: I guess so. Frankly I can’t believe you’ve lasted this long. These are pretty in-depth theories we’ve been discussing and you’ve been doing OK so far, I guess. But still, the program’s been designed to progress through certain stages. Like any other professional training we build on pervious knowledge. Student: Then maybe you could recommend some extra reading I can do to… catch up? Professor: Well, are you intending to study film as your main concentration? Student: No, no. I am just interested. I’m actually in marketing, but there seems to be a connection. Professor: Oh…well, in…in that case, if you’re taking the course just out of interest, I mean I still highly recommend signing up for the introductory courses at some point, but in the meantime, there is no harm I guess in trying to keep up with this class. The interest is clearly there. Eh, instead of any extra reading just now though, you could view some of the old introductory lectures. We have them on video. That would give you a better handle on the subject. It’s still a pretty tall order, and we will be moving right along, so you will really need to stay on top of it. Student: OK, I’ve been warned. Now, could I tell you about my idea for the assignment? 托福TPO5听力Conversation2题目 Question 1 of 5 What is the conversation mainly about? A. An assignment about which the student would like advice. B. Concerns as to whether the student should be in the professor’s course. C. The selection of films to be viewed by students in a film theory course. D. The structure and sequence of courses in the Film Department.。
托福TPO15听力Conversation2文本+题目+答案解析
为了帮助大家高效备考托福，为大家带来托福TPO15听力Conversation2文本+题目+答案解析，希望对大家备考有所帮助。
托福TPO15听力Conversation2文本 Narrator: Listen to part of a conversation between a student and her biology professor. Professor: Hi, Samantha, how did your track meet go? Student: Great! I placed first in one race and third in another. Professor: Congratulations, you must practice a lot. Student: Three times a week pre-season, but now that we are competing every weekend. We practice six days a week from 3:30 to 5. Professor: Athletics places a heavy demand on your time, don’t they? Student: Yeah, but I really love competing, so… Professor: You know, I played soccer in college and my biggest challenge, and I didn’t always succeed, was getting my studying in during soccer season. Are you having a similar? Student: No. I really do make time to study, and I actually study more for this class than I do for all my other classes. But I didn’t see the grade I expected on my mid-term exam which is why I came by. Professor: Well, you didn’t do badly on the exam but I agree it did not reflect your potential. I say this because your work on the lab project was exemplary. I was so impressed with the way you handled the microscope and the samples of onion cells and, well, how careful you observed and diagramed and interpreted each stage of cell division, and I don’t think you could have done that if you hadn’t understood the chapter. I mean, it seemed you really had a good understanding of it. Student: I thought so, too. But I missed some questions about cell division on the exam. Professor: So, what happened? Student: I just sort of blanked out, I guess. I had a hard time remembering details. It was so frustrating. Professor: All right. Let’s back up. You say you studied. Where? At home? Student: At my kitchen table, actually. Professor: And that’s supposed to be a quiet environment? Student: Not exactly. My brother and parents try to keep it down when I’m studying but the phone pretty much rings off the hook, so. Professor: So you might try a place with fewer distractions, like, the library. Student: But the library closes at midnight and I like to study all night before a test. You know, so everything is fresh in my mind. I studied six straight hours the night before the mid-term exam. That’s why I expected to do so much better. Professor: Oh, OK. You know that studying six consecutive hours is not equivalent to studying one hour a day for six days. Student: It isn’t? Professor: No, there’s a research that shows that after an hour of intensive focus, your brain needs a break. It needs to, you know, shift gears a little. Your brain’s ability to absorb information starts to decline after about the first hour. So if you are dealing with a lot of new concepts and vocabulary, anyway, if you just review your notes even twenty minutes a day, it’d be much better than waiting until the night before the exam to try and absorb all those details. Student: Oh, I didn’t realize. Professor: Think of your brain as a muscle. If you didn’t practice regularly with your track team, and then try to squeeze in three weeks’ worth of running practice the day before a track meet, how well do you think you will perform in the races? 托福TPO15听力Conversation2题目 1.Why does the woman go to see her professor? A. To tell him about an athletic achievement. B. To find out the best approach to studying for a test. C. To ask a question about a laboratory project.。
托福TPO53口语Task2题目+满分范文
为了帮助大家高效备考托福，为大家带来托福TPO53口语Task2题目+满分范文，希望对大家备考有所帮助。
托福TPO53独立口语Task2题目： Question：When some people have a little extra money, they like to spend it right away on something they enjoy. Others prefer to save the extra money. Which do you like to do? Explain why. 托福TPO53独立口语Task2满分范文： I will definitely save it up, because this money could promise my life standard even though I will have a big cost. For example, before my marriage, I used to spend all of my salary for fun. I love traveling so usually I planned 3 or 4 trips a year. But, when one day I considered buying my own apartment and getting into marriage,I found nothing from my bank savings. I felt myself in total despair. So I loaneda lot of money from the bank. And ever since then, my life changed. I began to work very hard, cut all my travel plans, and save every extra penny for my savings. What a painful experience! 以上是给大家整理的托福TPO53口语Task2题目+满分范文，希望对你有所帮助!。
托福TPO52听力Conversation2文本+题目+答案解析
为了帮助大家高效备考托福，为大家带来托福TPO52听力Conversation2文本+题目+答案解析，希望对大家备考有所帮助。
托福TPO52听力Conversation2文本 标题：Selling Self-made Ceramic Bowls Listen to part of a conversation between a student and an employee at the campus store. Student: I’d like the ceramic coffee mugs you have on display at the other end of the store. Were they made by students? Employee: Oh, we only use certain suppliers, wholesalers who’ve been selected by the store manager. Student: Do you ever sell things made by students? Employee: We used preferred vendors only because……I mean if we said yes to one student, we’d have to say yes to any student who asks. And this store is only so big. Student: That’s too bad because I make these pretty ceramic bowls. I designed them myself. I’m a studio art major. Anyway… um… I was hoping I could sell them here. You see I’m taking art 202, marketing your art. And for my final project I need to find a way to sell my own art work. Employee: Um… what about selling on line? A lot of art and crafts so marketed that way…… Student: I really don’t have the computer skills or the time to manage a website. Employee: What about the emporium? You know, that gift shop downtown. I’ve seen items by the local artists there. Student: They’re importing buys directly from the artists? Employee: Well, they sell items on consignment. Student: Consignment… I think my professor mentioned that. Employee: Yeah, you give them some items to sell on your behalf and then you and the stores split the purchase price. But they wouldn’t pay you anything up front if that’s what you want. And you might need to provide your own display case. Student: Oh, I already have display case, a portable one with three shelves. But aren’t the shops that were… you know, just buy stuff from me outright? Because if not enough bowls were sold, how would I recruit the cost of my materials? They are not cheap and neither was the case. Employee: All the stores around here that sell craft items are small and independently owned, like the emporium. For them, selling in consignment lowers their risk. They don’t get stuck with unsold items. They can return them to the owner. You just have to make sure you set the retail price high enough to make it worth you want. But you’re right, consignment isn’t for everyone. What about the spring craft fair? You know that outdoor market that‘s held on Saturdays? Plenty of local people sell their stuff there, ceramics, jewelry, decorative items. The demand fee is nominal I believe. Student:Oh, yeah. I remember seeing that last year. All those tables lined up at that weekend on main street, right? Employee:。
托福TPO53听力Conversation1文本+题目+答案解析
为了帮助大家高效备考托福，为大家带来托福TPO53听力Conversation1文本+题目+答案解析，希望对大家备考有所帮助。
托福TPO53听力Conversation1文本 Listen to a conversation between a student and his drama professor. Professor: Hi Robert. So how's your paper going? Robert: Pretty well. It's a lot of work, but I’m getting into it, so I don't mind. I’ll probably have some questions for you in the next week or so. Professor: Okay. Glad to hear you’re progressing so well. Robert: Um… There was something you said at the end of the lecture on Tuesday, something about there not really being any original plays. Professor: There’s no such thing as an original play. Yes. That's the direct quote from Charles Mee. Robert: Mee… that's with two “e”s, right? Professor: Yep. M-E-E. You'll probably be hearing a lot about him. He's becoming a pretty famous playwright. Robert: Yeah，well, I’ve been thinking about his quote. I mean there must be some original plays out there. Professor: I’ll grant that he's overstating things somewhat. But the theater does have a long tradition of borrowing. Take Shakespeare. Like most writers of his day, he borrowed plots from other sources unabashedly. And the ancient Greeks, all the plays they wrote were based on earlier plays, poems and myths. Robert: And borrowing applies to plays being written nowadays, too? Professor: To some extent, yes. Mee, for example, he's made a career out of remaking plays, one of which we’ll be studying soon. It’s called Full Circle and Mee based it on an earlier play by a German playwright. Robert: Oh Full Circle… Wasn't that based on the Caucasian Chalk Circle? Professor: That's right. Robert: I remember hearing about that play from my acting coach. Professor: Okay. Well, the Caucasian Chalk Circle was based on a play by yet another German playwright, someone who was fascinated by the ancient literature of China, India and Persia, and many of his works were adapted from those literatures, including his version of the Chalk Circle which was based on an early Chinese play. Robert: So this Full Circle play, by Charles Mee, the one we're going to study, it's like the third or fourth remake. Wow… And we complain that Hollywood keeps making the same movies over and over again. Professor: Well, part of what Mee’s trying to do is drive home the point that: One, theater’s always a collaborative effort. Robert: Well, yeah, the playwright, the director, the actors, people have to work together to produce a play. Professor: Yes, of course. But Mee means historically. The dramatic literature of early periods is hugely influential in shaping later dramatic works. Robert: So it's like when the playwright bases a play on a previous playwright's theme or message.It's like they're talking to each other, collaborating. Uh, just not at the same time right? Professor: Exactly. And the second point Mee's trying to make, I think, is that it's legitimate to retell an old story in a new way, in a way that’s, uh… more in line with contemporary concerns. So when playwrights reinvent or update an earlier play, it shouldn't be construed as a lack of imagination or an artistic failure. 托福TPO53听力Conversation1题目 1.Why does the man go to see the professor? A. To discuss a play he heard about B. To get feedback on a paper he is writing C. To ask about a point made in class D. To get information about an acting coach 2.Why does the professor mention Shakespeare and the ancient Greek playwrights? A. To support her statement that some original plays do exist。
托福TPO31听力Conversation2文本+题目+答案解析
为了帮助大家高效备考托福，为大家带来托福TPO31听力Conversation2文本+题目+答案解析，希望对大家备考有所帮助。
托福TPO31听力Conversation2文本 Narrator: Listen to a conversation between a student and an employee at the university center for off-campus study. Student: Hi. I am Tom Arnold. I am supposed to pick up a packet from the regional center for marine research. I am doing an internship there this summer. Employee: Yes. I have it right here. The mail carrier dropped it off a few minutes ago. Student: Thanks. Um…I wanted to ask about getting credits for the internship.I don’t know if… Employee: I might be able to help you with that. Is there a problem? Student: I just wanted to make sure the details have been corrected. The system should show that I am registered to earn four credits. But as of Friday, nothing was showing up yet. I was told it would be fixed this morning. Employee: Well, I can check on the computer for you. Tom Arnold, right? Student: Yes. Employee: Well, it is showing credits…but only three. Student: Really?! So now what? These all have to be finalized last week. Employee: Well, yes. The course enrollment period ended last week. But since our office was supposed to get this straightened out for you before then… Let me see what I can do. Uh…did the university give approval for you to earn four credits for this internship? Because the other students at the center for marine research are only getting three. Student: Um…I am pretty sure those other students are doing the internship at the center’s aquarium, taking classes in marine biology and then teaching visitors about the various displays. I am doing a special research internship with the center. We’ll be collecting data on changes to the seafloor out in the open ocean. Employee: Oh. That sounds quite advanced. Student: Well, the internship requires me to have scuba diving certification and to be a senior oceanography student.I want to do advanced study in oceanography when I graduate. So I really want to get a sense of what real research is like. Employee: I see. Now let’s try and see if we can… Oh. OK. I see the problem. There are two kinds of internships listed here—regular and research. Yours is listed as regular so it is only showing three credits. Student: Can you switch it? Employee: Not yet. But it lists Professor Leonard as… Student: She is in charge of all the internships. Employee: She just needs to send an email so I have an official record. Then I can switch it. And that should tell everything. Student: Great! And I know Professor Leonard is in her office this afternoon, so I can go there later. It will be such a relief to get all these paperwork completed. 托福TPO31听力Conversation2题目 1.What is the conversation mainly about? A. Proposed changes to an internship program B. A document that was not delivered on time C. A canceled course D. An error in a registration record 2.According to the student, how is his internship different from the internships the other students have? A. He will be doing research in the open ocean B. He will be teaching visitors about the displays at the aquarium C. He will be writing a report about the regional center for marine research D. He will be spending more time in the classroom 3.What two requirements did the student have to meet in order to get the。
托福TPO23听力Conversation2文本+题目+答案解析
为了帮助大家高效备考托福，为大家带来托福TPO23听力Conversation2文本+题目+答案解析，希望对大家备考有所帮助。
托福TPO23听力Conversation2文本 Narrator: Listen to a conversation between a student and his English professor. Professor: Hi, Bob. How is it going? Are you enjoying the Introduction to Literature class? Bob: Yeah, it's great. Araby, that short story by James Joyce we read last week, it was awesome. Professor: I'm glad you like it. Most of Joyce's work is very complex. A lot of students say that he is hard to understand. Normally, you wouldn't tackle Joyce in an Intro class, but I'd like to give my first year students a taste of his style, his psychological approach to literature, because, mainly because it influenced other writers.I only wish we had more class time to discuss it. Bob: Me too. So why did you pick Araby instead of some other story? Professor: Well, um, first you should know that Araby is one of fifteen short stories by Joyce in a book called Dubliners. Uh, all the stories are related to one another, and they are set in the same time period. But Araby is the easiest one to follow. Though all the stories in the collection are written in stream of consciousness, which as you know, means they are told through the narrator's thought, through an inner monologue, as opposed to dialogue or an objective description of events. But Araby is easier because it's linear, the story unfold chronologically. Bob: Still, I wish we could read whole novels by Joyce and discussed them in class. Professor: That's what happens in my Master Writer Class. Bob: Master Writer Class? Professor: Yeah, I teach one on Joyce every spring. It's such a privilege, spending an entire term diving into a single body of work. And my students, they bring so much insight to the table that it's easy to forget who the professor is. Bob: Oh, wow. That could actually solve my dilemma, uh, what I originally wanted to ask you? Um, I am working on my schedule for next term, and I've got room for one more course, and I'd like to take more literature. Could I take your Master Writer Class on Joyce? Professor: I'm sorry. I should have mentioned. Uh, Master Writer is an advanced seminar. So students need to get a strong foundation in literary theory and criticism before I let them in the room. Bob: But I have gotten really good grades on all my paper so far, I'm sure I can keep up. Couldn't you make an exception? Professor: Your grades are excellent. But in our intro class, you are reviewing the basics, like plots, setting and character and getting your first real exposure to different literary styles. Bob: But why do I have to study different styles to understand Joyce's novels? Professor: There are a lot of little details involved in interpreting literature. And like with Joyce. His novels have very unique structures. The only way to appreciate how unique they are is by studying a variety of authors. Bob: Oh, OK. So could you suggest a different literature class then? Professor: Sure. There's doctor Clain's course on nineteenth-century novels. It's more focused than the class you're in now.But it will build on your current knowledge base and give you the background you need. That, plus a couple more foundational classes, and you will definitely be ready for my seminar. Bob: Sweet. Thanks. 托福TPO23听力Conversation2题目 1.Why does the man go to see the professor? A. To discuss a grade he received on a paper. B. To get advice about which course he should take next term. C. To ask a question about a reading assignment. D. To request permission to take an advanced course. 2.Why did the professor assign "Araby" instead of another short story from Dubliners? A. It is not related to the other stories in the collection. B. It is the shortest story in the collection.。
托福听力tpo55 section2 对话讲座原文+题目+答案+译文
托福听力tpo55 section2 对话讲座原文+题目+答案+译文Conversation2 (1)原文 (1)题目 (3)答案 (4)译文 (4)Lecture3 (5)题目 (6)答案 (8)Conversation2原文NARRATOR: Listen to a conversation between a student and her academic adviser. MALE PROFESSOR: Thanks for stopping by, Shelly. Professor Miller sent me an email, and I thought we’d better have a little chat.FEMALE STUDENT: Professor Miller, the art history professor?MALE PROFESSOR: Yes. I’m concerned because midterm grades are due in a couple of weeks, and he says you haven’t completed a single assignment for his course. And he didn’t want to turn in a failing grade without making sure that—FEMALE STUDENT: Wait, I’m not taking his course—I dropped it.MALE PROFESSOR: You did? Well according to the registrar’s office, you’re still enrolled in it. I pulled up your file. Your schedule shows that you are officially enrolled in Introduction to Art History with Professor Miller, Islamic art with Professor Campbell…well, here, you look at it, you’re registered for 5 courses. FEMALE STUDENT: But I’m enrolled in only 4 courses this semester. I mean, I did signup for Introduction to Art History initially, but when Professor Campbell gave me permission to enroll in his Islamic art course, I dropped Professor Miller’s course. Or at least, I intended to. I had to—they meet at the same time.MALE PROFESSOR: I see. So your admission to the Islamic art course was not contingent on your completion of the art history course?FEMALE STUDENT: Well, Professor Campbell waived the prerequisite in my case because he felt that I had enough background in art history to handle his course. But you know, now that I think about it, maybe I just added Professor Campbell’s course and forgot to drop Professor Miller’s course.MALE PROFESSOR: I guess it’s possible. Still, I’m surprised we didn’t catch it earlier in the semester. Didn’t you and I meet at the end of the second week of classes to finalize your course selections?FEMALE STUDENT: No…Uh, I mean I remember getting an e-mail about setting up a meeting with my adviser, but I thought it was only for people who had an enrollment problem or something they needed to work out. I didn’t realize it was a requirement.MALE PROFESSOR: Well, it’s strongly recommended that students meet with their advisers early in the semester…and now you can see why! But there’s no real harm done. However, don’t forget to file a formal withdrawal from introduction to art history with the registrar’s office by Friday, when the withdrawal period ends. And you might want to apologize to Professor Miller as well.FEMALE STUDENT: Oh, I’ll definitely make a point of dropping by his office to explain what happened. I was just so focused on getting admitted into the Islamic art course, and so happy when Professor Campbell said I could take it, that I kind of forgot about everything else.题目1.Why did the adviser ask the student to meet with him?A. To express concern about her academic performanceB. To discuss her course choices for the following semesterC. To find out why she dropped a courseD. To ask if she had changed her major course of study2.What did the adviser do to get more information before meeting with the student?A. He requested a record of the student’s grades in all her art classes.B. He consulted a description of the course about Islamic art.C. He obtained a list of courses in which the student is enrolled.D. He checked the requirements for art history students.3.What do the speakers imply about the Islamic art course?A. It is an introductory course.B. It can be taken only in combination with an Islamic history course.C. Students need a recommendation from their academic adviser to take it.D. Most students are required to take an introductory art history course before taking it.4.What does the adviser imply about the meetings he has with students at the beginning of the semester?A. They should be scheduled at least two weeks in advance.B. They can help students avoid problems with their class schedules.C. Faculty members must be invited to the meetings.D. They are necessary only when a student has a problem.5.What does the adviser suggest that the student do? [Click on 2 answers.]A. Make up the work she has missedB. Contact the registrar’s officeC. Apologize to an art history professorD. Drop the Islamic art course答案A C DB BC译文旁白：听一个学生和教授之间的对话。
托福阅读tpo53R-3原文+译文+题目+答案+背景知识
Tpo53 阅读-3 Paleolithic Cave Paintings原文 (1)译文 (2)题目 (3)答案 (8)背景知识 (9)原文Paleolithic Cave Paintings①In any investigation of the origins of art, attention focuses on the cave paintings created in Europe during the Paleolithic era (c. 40,000-10,000 years ago) such as those depicting bulls and other animals in the Lascaux cave in France. Accepting that they are the best preserved and most visible signs of what was a global creative explosion, how do we start to explain their appearance? Instinctively, we may want to update the earliest human artists by assuming that they painted for the sheer joy of painting. The philosophers of Classical Greece recognized it as a defining trait of humans to "delight in works of imitation"—to enjoy the very act and triumph of representation. If we were close to a real lion or snake, we might feel frightened. But a well- executed picture of a lion or snake will give us pleasure. Why suppose that our Paleolithic ancestors were any different?②This simple acceptance of art for art's sake has a certain appeal. To think of Lascaux as a gallery allows it to be a sort of special viewing place where the handiwork of accomplished artists might be displayed. Plausibly, daily existence in parts of Paleolithic Europe may not have been so hard, with an abundance of ready food and therefore the leisure time for art. The problems with this explanation, however, are various. In the first place, the proliferation of archaeological discoveries—and this includes some of the world's innumerable rock art sites that cannot be dated—has served to emphasize a remarkably limited repertoire of subjects. The images that recur are those of animals. Human figures are unusual, and when they do make an appearance, they are rarely done with the same attention to form accorded to the animals. If Paleolithic artists were simply seeking to represent the beauty of the world around them, would they not have left a far greater range of pictures—of trees, flowers, of the Sun and the stars?③A further question to the theory of art for art's sake is posed by the high incidence of Paleolithic images that appear not to be imitative of any reality whatsoever. These are geometrical shapes or patterns consisting of dots or lines. Such marks may be found isolated or repeated over a particular surface but alsoscattered across more recognizable forms. A good example of this may be seen in the geologically spectacular grotto of Pêche Merle, in the Lot region of France. Here we encounter some favorite animals from the Paleolithic repertoire—a pair of stout-bellied horses. But over and around the horses' outlines are multiple dark spots, daubed in disregard for the otherwise naturalistic representation of animals. What does such patterning imitate? There is also the factor of location. The caves of Lascaux might conceivably qualify as underground galleries, but many other paintings have been found in recesses totally unsuitable for any kind of viewing—tight nooks and crannies that must have been awkward even for the artists to penetrate, let alone for anyone else wanting to see the art.④Finally, we may doubt the notion that the Upper Paleolithic period was a paradise in which food came readily, leaving humans ample time to amuse themselves with art. For Europe it was still the Ice Age. An estimate of the basic level of sustenance then necessary for human survival has been judged at 2200 calories per day. This consideration, combined with the stark emphasis upon animals in the cave art, has persuaded some archaeologists that the primary motive behind Paleolithic images must lie with the primary activity of Paleolithic people: hunting.⑤Hunting is a skill. Tracking, stalking, chasing, and killing the prey are difficult, sometimes dangerous activities. What if the process could be made easier—by art? In the early decades of the twentieth century, Abbé Henri Breuil argued that the cave paintings were all about “sympathetic magic. ” The artists strived diligently to make their animal images evocative and realistic because they were attempting to capture the spirit of their prey. What could have prompted their studious attention to making such naturalistic, recognizable images? According to Breuil, the artists may have believed that if a hunter were able to make a true likeness of some animal, then that animal was virtually trapped. Images, therefore, may have had the magical capacity to confer success or luck in the hunt.译文旧石器时代的洞穴壁画①任何寻求艺术起源的调查研究中，人们都会把精力集中在旧石器时代（大约40,000-10,000年前）欧洲地区产出的洞穴壁画上。
托福TPO18听力Conversation2文本+题目+答案解析
Student: Thanks! At first I was afraid all that prep work would be a waste of time.
Professor: Well, especially with a challenging topic like yours: factors leading to the emergence of sociology as an academic discipline. There’s just so much history to consider; you could get lost without a solid outline. So did you have a question?
Student: Oh, well, I have marketing and economics Monday mornings and Thursday.
Professor: OH, you are taking the marketing class? Who’s teaching it?
托福听力tpo50 section2 对话讲座原文+题目+答案+译文
托福听力tpo50section2对话讲座原文+题目+答案+译文Conversation2 (1)原文 (1)题目 (3)答案 (5)译文 (5)Lecture3 (7)原文 (7)题目 (9)答案 (11)译文 (11)Lecture4 (13)原文 (13)题目 (15)答案 (17)译文 (17)Conversation2原文NARRATOR:Listen to a conversation between a student and the head of building maintenance.FEMALE HEAD OF MAINTENANCE:Can I help you?MALE STUDENT:Yeah,I,uh—I’m taking summer classes right now,and they’ve put me in Roberts dormitory,over by the library.FEMALE HEAD OF MAINTENANCE:OK…?MALE STUDENT:And I guess they’re,uh…painting the library,or doing something to the outside of the building…FEMALE HEAD OF MAINTENANCE:Ah,yes,they are—they’re replacing the bricks on the outside walls.MALE STUDENT:Well,whatever it is,it’s,like,really disturbing for those of us with windows facing the library—they’re working on the wall right opposite us.I mean, dust is everywhere,coming in the windows...and the noise…Cause we’re like,what, ten feet away,and,uh—well,it’s just not a pretty picture.FEMALE HEAD OF MAINTENANCE:Right,well that’s why we waited until now to start work on it.I mean,most students have already left campus for summer vacation…MALE STUDENT:Yeah,but Roberts Hall is being used by all the summer students.FEMALE HEAD OF MAINTENANCE:Really?Housing didn’t notify us of that.MALE STUDENT:Yeah,it’s pretty full!I mean,I can’t sleep at night’cause of the smell,and the dust,and…you know,I’d love to just,like,close the windows,but you know,being summer and all…FEMALE HEAD OF MAINTENANCE:Yes,I know,there’s no air-conditioning in that building…MALE STUDENT:Right.So,I mean—we’ve got five more weeks of classes left,and we were really wondering how much longer they’re going to be working on that particular wall…’Cause maybe,if it’s going to be a while,do you think they could maybe work on a different side of the building for now?One that’s not facing people’s dorm rooms?And wait till the students are gone to come back and finish this side?I mean,that way the dust and noise won’t be coming directly into our windows, while we’re here.FEMALE HEAD OF MAINTENANCE:You know,I wish it weren’t being done this way.Itdoesn’t make sense.But this particular decision was made by a special committee, and their plan was finalized several months ago.Uh,they just didn’t realize there’d be students in Roberts Hall now.MALE STUDENT:Yeah.FEMALE HEAD OF MAINTENANCE:Plus,uh…well,the equipment is all set up,y’know,the scaffolding up on that side of the building—well,it just wouldn’t be practical to have the construction workers move everything to another side,and leave a whole side of the library all torn up like that.MALE STUDENT:I guess not…Isn’t there another dorm open?Anywhere?FEMALE HEAD OF MAINTENANCE:Not that I know—oh,wait!I overheard someone saying today that Manchester Hall isn’t being used by the City Summer Camp after all.Y’know,most years they house their participants in that dorm all summer.MALE STUDENT:Well,there’s an idea…FEMALE HEAD OF MAINTENANCE:Now it’s a smaller dorm,and it’s a little out of the way,but,uh…I-I bet they could move the affected students from Roberts Hall.MALE STUDENT:Well,I think a lot of people would definitely appreciate that.FEMALE HEAD OF MAINTENANCE:OK,well…well let me call the housing people,and then I’ll get back to you.Leave me your name and number,OK?I’ll let you know what I find out.MALE STUDENT:Great!Thanks.题目1.What problem is the student having?A.His dormitory is in need of repairs.B.He does not have summer housing.C.He is bothered by construction on campus.D.He is not able to use the university library.2.What does the student suggest that the construction workers do?A.Stop their project until summer classes are overB.Start their work later in the dayC.Work on a different buildingD.Work on a different part of the library3.What does the woman imply about the construction plans?[Click on2answers]A.They cannot be changed at this point.B.It is unfortunate that they were approved.C.They have been changed several times already.D.They were not approved until very recently.4.What does the woman imply about moving students to another dormitory?A.She does not think it is necessary.B.She will need to get permission from the housing office.C.Students will have to wait until the dormitory is available.D.Students should contact the housing office for permission.5.What does the student imply when he says this:Student:Well,whatever it is,it’s like……really disturbing,for those of us with windows facing the library.They are working on the wall right opposite.I mean,dust is everywhere coming in the windows,and,the noise,cos we are like……what,ten feet away.And……well,it is just not a pretty picture.A.The new library walls are not very attractive.B.The view from the student's window is blocked by the construction.C.The construction is causing damage to nearby buildings.D.The construction is frustrating for many students.答案C D AB B D译文旁白：请听一段学生和建筑维护主管之间的对话。
tpo53三篇托福阅读TOEFL原文译文题目答案译文背景知识
tpo53三篇托福阅读TOEFL原文译文题目答案译文背景知识阅读-1 (2)原文 (2)译文 (5)题目 (8)答案 (16)背景知识 (18)阅读-2 (21)原文 (21)译文 (24)题目 (27)答案 (34)背景知识 (36)阅读-1原文Evidence of the Earliest Writing①Although literacy appeared independently in several parts of the prehistoric world,the earliest evidence of writing is the cuneiform Sumerian script on the clay tablets of ancient Mesopotamia,which, archaeological detective work has revealed,had its origins in the accounting practices of commercial activity.Researchers demonstrated that preliterate people,to keep track of the goods they produced and exchanged,created a system of accounting using clay tokens as symbolic representations of their products.Over many thousands of years,the symbols evolved through several stages of abstraction until they became wedge-shaped(cuneiform)signs on clay tablets, recognizable as writing.②The original tokens(circa8500B.C.E.)were three-dimensional solid shapes—tiny spheres,cones,disks,and cylinders.A debt of six units of grain and eight head of livestock,for example might have been represented by six conical and eight cylindrical tokens.To keep batches of tokens together,an innovation was introduced(circa3250B.C.E.) whereby they were sealed inside clay envelopes that could be brokenopen and counted when it came time for a debt to be repaid.But because the contents of the envelopes could easily be forgotten, two-dimensional representations of the three-dimensional tokens were impressed into the surface of the envelopes before they were sealed.Eventually,having two sets of equivalent symbols—the internal tokens and external markings—came to seem redundant,so the tokens were eliminated(circa3250-3100B.C.E.),and only solid clay tablets with two-dimensional symbols were retained.Over time,the symbols became more numerous,varied,and abstract and came to represent more than trade commodities,evolving eventually into cuneiform writing.③The evolution of the symbolism is reflected in the archaeological record first of all by the increasing complexity of the tokens themselves. The earliest tokens,dating from about10,000to6,000years ago,were of only the simplest geometric shapes.But about3500B.C.E.,more complex tokens came into common usage,including many naturalistic forms shaped like miniature tools,furniture,fruit,and humans.The earlier,plain tokens were counters for agricultural products,whereas the complex ones stood for finished products,such as bread,oil, perfume,wool,and rope,and for items produced in workshops,such as metal,bracelets,types of cloth,garments,mats,pieces of furniture, tools,and a variety of stone and pottery vessels.The signs marked onclay tablets likewise evolved from simple wedges,circles,ovals,and triangles based on the plain tokens to pictographs derived from the complex tokens.④Before this evidence came to light,the inventors of writing were assumed by researchers to have been an intellectual elite.Some,for example,hypothesized that writing emerged when members of the priestly caste agreed among themselves on written signs.But the association of the plain tokens with the first farmers and of the complex tokens with the first artisans—and the fact that the token-and-envelope accounting system invariably represented only small-scale transactions—testifies to the relatively modest social status of the creators of writing.⑤And not only of literacy,but numeracy(the representation of quantitative concepts)as well.The evidence of the tokens provides further confirmation that mathematics originated in people’s desire to keep records of flocks and other goods.Another immensely significant step occurred around3100 B.C.E.,when Sumerian accountants extended the token-based signs to include the first real numerals. Previously,units of grain had been represented by direct one-to-one correspondence―by repeating the token or symbol for a unit of grain the required number of times.The accountants,however,devisednumeral signs distinct from commodity signs,so that eighteen units of grain could be indicated by preceding a single grain symbol with a symbol denoting“18.”Their invention of abstract numerals and abstract counting was one of the most revolutionary advances in the history of mathematics.⑥What was the social status of the anonymous accountants who produced this breakthrough?The immense volume of clay tablets unearthed in the ruins of the Sumerian temples where the accounts were kept suggests a social differentiation within the scribal class,with a virtual army of lower-ranking tabulators performing the monotonous job of tallying commodities.We can only speculate as to how high or low the inventors of true numerals were in the scribal hierarchy,but it stands to reason that this laborsaving innovation would have been the brainchild of the lower-ranking types whose drudgery is eased.译文最早文字的证据①虽然读写能力是在史前世界的几个地方分别出现的，但书写的最早证据是古代美索不达米亚泥板上的苏美尔楔形文字，根据考古探查工作揭示，它起源于商业活动的会计实践。
托福听力tpo53 section2 对话讲座原文+题目+答案+译文
托福听力tpo53section2对话讲座原文+题目+答案+译文Conversation2 (1)原文 (1)题目 (3)答案 (5)译文 (5)Lecture3 (7)原文 (7)题目 (9)答案 (11)译文 (11)Lecture4 (13)原文 (13)题目 (15)答案 (17)译文 (17)Conversation2原文NARRATOR:Listen to a conversation between a student and the cafeteria manager. MALE MANAGER:Oh,hi,uh,you're Amy,right?FEMALE STUDENT:Yes.MALE MANAGER:I haven't seen you here for a while.Welcome back.FEMALE STUDENT:Thanks,er,you're right,I haven't been eating here regularly like I used to.MALE MANAGER:Why not?FEMALE STUDENT:Couple of reasons.First of all,I have a class that ends during lunchtime.So,by the time I get here,there’s hardly any food left.MALE MANAGER:Really?FEMALE STUDENT:Yeah.And then,I have chemistry lab at night this semester.It's two hours every Tuesday and Thursday.Y’know,that building's way across campus. So I just eat something in my dorm before I leave,or skip dinner altogether.I’d come here afterward,but lab lets out at seven-thirty,and by then,the cafeteria’s already closed.MALE MANAGER:Oh,I’m really sorry.Uh,what about getting something to go and eating it in class?FEMALE STUDENT:I can't.Food isn't permitted anywhere near the laboratories.I wish you stayed open later.MALE MANAGER:Have you complained formally?We've always had a suggestion box, and now,you can send us an e-mail.FEMALE STUDENT:As a matter of fact,I did fill out a suggestion card.I asked for longer hours and for better food choices,too.But,that was,like,weeks ago,and nothing's changed,from what I can see.MALE MANAGER:Y'know,I was just promoted to cafeteria manager,and one of the things I'm trying to do is pay more attention to students’concerns.There have been a lot of complaints similar to yours over the yearsFEMALE STUDENT:Yeah,a lot of my friends complain about the cafeteria,but wefigure nothing will ever be done.MALE MANAGER:Well,some things can change.For instance,you mentioned you'd like better food choices.Is there anything in particular you'd like added to our menu?FEMALE STUDENT:I guess it'd be nice to get hot cereal in the morning,and maybe a wider choice of soups and salads at lunch and dinner.And,there should definitely be enough food to feed everyone whenever the cafeteria’s open.MALE MANAGER:Hmmm.All good suggestions.Say,were you aware that the university has recently formed a food advisory committee?It includes myself,a nutritionist,the school chef,a food-science professor,and the person who oversees the cafeteria budget.FEMALE STUDENT:Do you want me to talk to the committee?MALE MANAGER:I was thinking you might like to serve on the committee.If you're interested,I’ll recommend you as the student representative.FEMALE STUDENT:Ohhhh,I'm not sure if I have enough spare time to get that involved.MALE MANAGER:OK,then,why don't I let you know when and where our next meeting is,and we’ll put you on the agenda?You may also want to send me an e-mail with all of your suggestions.Now that I'm in charge,I'll make sure they'll get serious consideration.FEMALE STUDENT:I'd appreciate that.Thanks!题目1.What are the speakers mainly discussing?A.The man's recent promotion to cafeteria managerB.The agenda for an upcoming committee meetingC.Ways to improve the food service in the cafeteriaD.Recent changes to the cafeteria's menu2.Why has the woman stopped going to the cafeteria regularly?A.She does not like the cafeteria food.B.She started eating with friends in the dormitory.C.Her classes conflict with the cafeteria's hours of operation.D.The cafeteria is located too far away from her dormitory.3.What are the woman's main complaints about the cafeteria food?[Click on2 answers]A.It is not varied enough.B.It is not kept hot enough.C.It cannot be taken out of the cafeteria.D.It is not available in sufficient quantities.4.What is the woman's attitude toward joining the advisory committee?A.She is flattered to be invited to serve on the committee.B.She is doubtful that she can fit it into her schedule.C.She is concerned that her participation would not make a difference.D.She is curious to learn more about the committee.5.What does the man imply when he says this：(MALE MANAGER)Y'know,I was recently promoted to cafeteria manager,and one of the things I'm trying to do is pay more attention to students'concerns.There have been a lot of complaints similar to yours over the years.A.The suggestion box was recently set up.B.The former managers were not very responsive to students’complaints.C.The cafeteria policies are not likely to change in the future.D.The manager plans to raise the salaries of the cafeteria staff.答案C C AD B B译文旁白：请听一段学生和餐厅经理的谈话。
托福听力tpo53 两篇对话精析
托福听力tpo53两篇对话精析Conversation1 (1)原文 (1)题目 (3)答案 (4)译文 (5)Conversation2 (6)原文 (6)题目 (8)答案 (10)译文 (10)Conversation1原文Narrator:Listen to a conversation between a student and his drama professor.Professor:Hi Robert.So how's your paper going?Robert:Pretty well.It's a lot of work,but I'm getting into it,so I don't mind.I'll probably have some questions for you in the next week or so.Professor:Okay.Glad to hear you're progressing so well.Robert:Um…there was something you said at the end of the lecture on Tuesday, something about there're not really being any original plays.Professor:There's no such thing as an original play.Yes.That's the direct quote from Charles Mee.Robert:Mee…that's with two"e"s,right?Professor:Yep.M-E-E.You'll probably be hearing a lot about him.He's becoming a pretty famous playwright.Robert:Yeah，well,I've been thinking about his quote.I mean there must be some original plays out there.Professor:I’ll grant that he's overstating things somewhat.But the theater does have a long tradition of borrowing.Take Shakespeare,like most writers of his day,he borrowed plots from other sources unabashedly.And the ancient Greeks,all the plays they wrote were based on earlier plays,poems and myths.Robert:And borrowing applies to plays being written nowadays,too?Professor:To some extent,yes.Mee,for example,he's made a career out of remaking plays,one of which we"ll be studying soon.It's called Full Circle and Mee based it on an earlier play by a German playwright.Robert:Oh Full Circle…wasn't that based on the Caucasian Chalk Circle?Professor:That's right.Robert:I remember hearing about that play from my acting coach.Professor:Okay.Well,the Caucasian Chalk Circle was based on a play by yet another German playwright,someone who was fascinated by the ancient literatures of China, India and Persia and many of his works were adapted from those literatures, including his version of the Chalk Circle which was based on an early Chinese play.Robert:So this Full Circle play,by Charles Mee,the one we're going to study,it's like the third or fourth remake.Wow…And we complain that Hollywood keeps making the same movies over and over again.Professor:Well,part of what Mee's trying to do is drive home the point that:One, theater's always a collaborative effort.Robert:Well,yeah,the playwright,the director and the actors,people have to work together to produce a play.Professor:Yes,of course.But Mee means historically.The dramatic literature of early periods is hugely influential in shaping later dramatic works.Robert:So it's like when the playwright bases a play on a previous playwrights theme or message.It's like they're talking to each other,collaborating.Uh,just not at the same time right?Professor:Exactly.And the second point Mee's trying to make,I think,is that it's legitimate to retell an old story in a new way,in a way that's,uh…a more in line with contemporary concerns.So when playwrights reinvent or update an earlier play it shouldn't be construed as a lack of imagination or an artistic failure.题目1.Why does the man go to see the professor?A.To discuss a play he heard aboutB.To get feedback on a paper he is writingC.To ask about a point made in classD.To get information about an acting coach2.Why does the professor mention Shakespeare and the ancient Greek playwrights?A.To support her statement that some original plays do existB.To show that playwrights historically have used themes from earlier playsC.To point out that Shakespeare was greatly influenced by ancient Greek playsD.To give examples of playwrights whose plays have inspired later playwrights3.What does the professor imply about the play Full Circle by Charles Mee?A.It served as the basis for a Hollywood film.B.It is indirectly based on a Chinese play.C.It has influenced a more recent play.D.It uses themes from ancient Greek literature.4.What two points does Charles Mee make about playwriting?[Click on2answers.]A.Rewriting old plays to deal with modern issues is a respectable practice.B.Playwrights should preserve as much of the original as possible when updating an older play.C.Older plays tend to show more imagination than newer plays.D.In a way,modern playwrights work with playwrights of the past.5.What does the man imply when he says this:(MALE STUDENT):[doubtful]I mean, there must be some original plays out here.A.He thinks the professor misunderstood his point.B.He has written some original plays himself.C.He doubts that what Charles Mee said is true.D.He has read some original plays by Charles Mee.答案C B B AD C译文Narrator：请听一段学生和他的戏剧教授的对话。
托福听力tpo58 section2 对话讲座原文+题目+答案+译文
托福听力tpo58section2对话讲座原文+题目+答案+译文Conversation2 (1)原文 (1)题目 (3)答案 (5)译文 (5)Lecture2 (7)原文 (7)题目 (9)答案 (11)译文 (11)Lecture3 (13)原文 (13)题目 (15)答案 (17)译文 (17)Conversation2原文NARRATOR:Listen to a conversation between a student and a professor.MALE STUDENT:Hi,Professor Johnson?FEMALE PROFESSOR:Hi,how can I help you?MALE STUDENT:Well,my name’s Matthew,Matthew Burns.I signed up to take Film 200next year.FEMALE PROFESSOR:Film200...Film200...Now where did I put that enrollmentsheet?I wasn’t expecting anyone to turn up quite this early,but they did send me the preliminary enrollment,and...found it!And your last name again is…MALE STUDENT:Burns,Matthew Burns.FEMALE PROFESSOR:Yes,Matthew,O.K.,here you are.So,what’s...?MALE STUDENT:Well,um,I’m a bit nervous about taking a film class for the first time,and,uh,I thought maybe I could get a head start over the summer.I already have an idea for a script and I was wondering if you could give me a couple of tips.FEMALE PROFESSOR:A script?MALE STUDENT:Yeah,a script for a film.FEMALE PROFESSOR:But Film200is not a filmmaking class.MALE STUDENT:It’s not?FEMALE PROFESSOR:Uh-uh.We,we watch films,discuss them,analyze them,write about them…we do a lot of writing,but we don’t write a film script.I guess you were thinking it was a filmmaking class?MALE STUDENT:Well,yeah...FEMALE PROFESSOR:No,200is Film Narrative.It deals with how films tell stories, what narrative techniques are used in film—by analyzing a number of the classics.MALE STUDENT:Oh,I see.FEMALE PROFESSOR:Yeah.We’ll talk about how narratives in film differ from stories in books.Did you read the class description?MALE STUDENT:I uh...I was so excited to enroll in a film class that I guess I didn’t pay enough attention to what kind of film class it was.I thought I was registering for a film making class.Sorry.FEMALE PROFESSOR:No,no.No problem.I mean,I can see how this kind of misunderstanding could happen.You know,there are a couple of filmmaking classes,if that’s what interests you.But I don’t teach them;you’d have to talk with Professor Webb.Actually,though,there’s no reason why you couldn’t take my class as well as a filmmaking class...MALE STUDENT:I wonder if I could swing that;I can’t get out of my English,Biology and French classes,they’re required;and I wanted my fourth class to be filmmaking.FEMALE PROFESSOR:Which English class are you registered for?MALE STUDENT:Um,English Composition.It’s a required writing class–all students hafta take it.FEMALE PROFESSOR:Oh yes,English Comp.You’ll be writing a lot for that class.You know,this film class might fulfill your English requirement…you’d have to check with the English department.It’s totally up to you,but...Let me ask you:Do you watch a lot of movies?MALE STUDENT:Tons…mostly modern ones.FEMALE PROFESSOR:Well,if you want to be a filmmaker,you need to be acquainted with the classics.Professor Webb could tell you more about what you should do.I recommend you talk to her.Then you can think about it over the summer.You can always add or drop a class in the fall.MALE STUDENT:Yeah,I think I’ll do that.Thank you,Professor Johnson.You’ve been very helpful.题目1.Why does the man go to see the professor?A.To confirm that he is registered for her classB.To introduce himself to her before the beginning of classesC.To discuss work he plans to do in preparation for her classD.To borrow a copy of a film he missed in class2.What did the man wrongly assume?A.That he cannot take a film class during his second year of collegeB.That he is required to take a film classC.That he has registered for a filmmaking classD.That a film class will fulfill his English literature requirement3.What will the students learn about in Professor Johnson’s class?A.How classic stories become filmsB.How to produce a filmC.Famous screenwritersD.Narrative techniques used in film4.What do the film narrative class and the English composition class have in common?A.Both use the same textbook.B.Both require students to write a lot of papers.C.Both are taught by Professor Webb.D.Both are required for a degree in film studies.5.What does the professor suggest the man find out at the English department?A.Whether the English department offers a course on narratives in storiesB.Whether the film narrative course could be accepted for his English requirementC.When the man needs to make a final decision about his fall classesD.When the English composition class is scheduled to meet答案C CD B B译文旁白：听学生和教授之间的对话。
托福TPO50听力Conversation2文本+题目+答案解析
托福TPO50听力Conversation2文本+题目+答案解析为了帮助大家高效备考托福，为大家带来托福TPO50听力Conversation2文本+题目+答案解析，希望对大家备考有所帮助。
托福TPO50听力Conversation2文本Listen to a conversation between a student and the head of building maintenance.Teacher: Can I help you?Student: Yeah, I um……I’m taking summer classes right now and they put me in Robert’s Dormitory, over by the library.Teacher: Ok.Student: And I guess they are painting the library or doing something to the outside of the building?Teacher: Ah……yes, they are. They are replacing the bricks on the outside walls.Student: Well, whatever it is, it’s like……really disturbing, for those of us with windows facing the library. They are working on the wall right opposite us. I mean, dust is everywhere coming in the windows, and, the noise, cos we are like…… what, ten feet away. And……well, it is just not a pretty picture.Teacher: Right, well, that’s why we waited until now to start work on it. I mean, most students have already left campus for summer vacation.Student: Yeah, but Robert’s Hall has been used by all the summer students.Teacher: Really? The housing didn’t notify us of that.Student: Yeah. It’s pretty full. I mean, I can’t sleep at night, because of the smell and the dust and……You know, I’d love to just like close the windows but you know (it’s) being summer now.Teacher: Yes, I know. There is no air-conditioning in that building.Student: Right! So I mean, we got five more weeks of classes left, and we were really wondering how much longer they are going to be working on that particular wall. Because maybe it’s going to be a while.Do you think they could maybe work on a different side of the building for now, one that's not facing people’s dorm rooms, and wait until the students are gone? To come back and finish this side? I mean, that way the dust and noise won’t be coming directly into our windows while we are here.Teacher: You know, I wish it weren’t being done this way and it doesn’t make sense. But……this p articular decision was made by a special committee and their plan was finalized several months ago. They just didn’t realize there would be students in Robert’s Hall now.Student: Yeah.Teacher: Plus, well, the equipment is all set up, you know, the scaffolding is up on that side of the building and……oh it just won’t be practical to have the construction workers move everything to another side and leave a whole side of the library all torn out like that.Student: I guess not. Isn’t there another dorm open anywhere?Teacher: Not that I know. Oh, wait. I overheard someone saying today that Manchester Hall isn’t being used by the city’s summer camp after all. You know, most years they house their participants in that dorm all summer.Student: Well, there is an idea.Teacher: Now it’s a smaller dorm and it’s a little out of theway but……well, I bet……I bet they could move the affected student from Robert’s Hall.Student: Wow, I think a lot of people would definitely appreciate that.Teacher: Ok, well, let me call the housing people and I will get back to you. Leave your name and number, ok? And I will let you know what I find out.Student: Great. Thanks.托福TPO50听力Conversation2题目1.What problem is the student having?A. His dormitory is in need of repairs.B. He does not have summer housing.C. He is bothered by construction on campus.D. He is not able to use the university library.2.What does the student suggest that the construction workers do?。
tpo听力参考答案
tpo听力参考答案TPO听力参考答案在备考托福考试的过程中，听力部分往往是考生们最为头疼的一部分。
TPO （TOEFL Practice Online）听力题目是备考过程中的重要资源，它们提供了真实的考试模拟，帮助考生熟悉考试的形式和内容。
然而，很多考生在完成TPO听力部分后，会对自己的答案产生疑问，不确定自己是否答对了。
因此，在这篇文章中，我将为大家提供一些TPO听力参考答案，希望能够帮助大家更好地备考。
首先，我们来讨论一下TPO听力中常见的题型。
TPO听力题目主要包括多选题、单选题、填空题和摘要题等。
其中，多选题是最具挑战性的一种题型，因为考生需要在听力材料中找到多个正确答案。
在解答这类题目时，建议考生先仔细阅读问题，然后在听力材料中寻找与问题相关的信息。
同时，注意听力材料中的转折词和关键词，它们往往能够帮助我们找到正确答案。
接下来，我们来看一些具体的TPO听力题目及其参考答案。
首先是一道多选题：Question: What is the main topic of the lecture?A. The impact of climate change on wildlife.B. The importance of preserving natural habitats.C. The role of humans in wildlife conservation.Answer: A, B解析: 在这道题中，我们需要找到讲座的主题。
通过仔细听讲座，我们可以得知讲座主要讨论了气候变化对野生动物的影响以及保护自然栖息地的重要性。
因此，选项A和B是正确答案。
接下来是一道填空题：Question: According to the professor, what is the main cause of the decline inbee populations?Answer: Pesticides解析: 在这道题中，我们需要找到导致蜜蜂数量下降的主要原因。
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为了帮助大家高效备考托福，为大家带来托福TPO53听力Conversation2文本+题目+答案解析，希望对大家备考有所帮助。
托福TPO53听力Conversation2文本 Sounds In The Film Listen to part of a lecture in a film studies class. Professor: Nowadays we take sound in films for granted. I mean you still might see black and white films occasionally. But you'll hardly ever see silent films anymore. So it's interesting to note that the use of recorded sound was originally controversial. And some directors, uh, some filmmakers even thought it shouldn't be used, that it would destroy the purity of cinema, somehow reverse all the progress that had been made in the art of cinema. Abby? Abby: What about all the sounds you hear in some silent movies? Like, you know, a loud sound when somebody falls down or something? Professor: Okay, you're talking about a soundtrack added much later, which has over time become part of the film we know. But this recorded track didn't exist then. And it's not that most people didn't want sound in films. It's just that the technology wasn't available yet. Don't forget that instead of recorded sound, there was often live music that accompanied movies in those days, like a piano player or a larger orchestra in the movie theater. Also, think of the stage, the live theater, it has used wonderful sound effects for a long time. And if wanted, these could be produced during the viewing of a film. You know, the rolling of drums for thunder or whatever. But that wasn't as common. Oh, and another thing, that they might have in movie theaters in the early days, was a group of live actors reading the parts to go along with the film, or, and this seems a particularly bad idea to us now, one person narrating the action, an early example of a long tradition of movie producers, the ones concerned mostly about making money, not having much confidence in their audience, thinking that people somehow couldn't follow the events otherwise. So, it finally became possible to play recorded sound as part of the film in the 1920s. Trouble was, it wasn't always used to very good effect. First it was, you know, amazing to see somebody's mouth move at the same time you hear the words, or hear a door close when you see it closing on screen. But that luster wears off, of course. And if you're a director, a filmmaker, what's the next step? Abby: Well, you sound to enhance the movie right? Bring something more to it that wasn’t possible? Professor: Yes. That’s exactly what directors, who were more interested in cinema as art, not commerce, were thinking. But they also predicted that there would be a problem that sound would be misused and, boy, was it ever.Because the commercial types, the producers and so on, were thinking, “Okay. Now that sound is possible, let's talk as much as possible and forget about the fact that we're making a movie, that we have this powerful visual medium.” So many of the films of the twenties were basically straight adaptations of successful shows from the stage, theatre. The name they used for sound films then was “talking films” and that was on the mark, since, well, all they pretty much did was talk and talk. So, remedy? Well what was proposed by a number of filmmakers and theorists was the creative expressive use of sound, what they generally called nonsynchronous sound. Okay, synchronous sound means basically that what we hear is what we see. Everything on the soundtrack is seen on the screen. And everything was recorded simultaneously, which… Well, since the sound technicians working on films often had experience with live radio that made sense to them. Recording the sound separately and adding it in afterward? Well, that idea was less obvious. Anyway synchronous sound means the source of the sound is the image on the screen.Nonsynchronous sound then is… Abby: The sound doesn't match the picture? Professor: Right. Now we can look at this in various ways. But let's take it as literally as possible. Music, unless we see the radio or the orchestra, that's nonsynchronous. If the camera shot is of the listener rather than the speaker that's nonsynchronous. If we hear, say, background sounds that aren't on the screen, that's nonsynchronous. So, that doesn't seem so radical, does it? But again, those early producers didn't think their audiences could keep up with this.。