托福TPO20听力Conversation1文本+题目+答案解析
12月20日托福口语真题答案及解析
12月20日托福口语真题答案及解析12月20日托福口语真题Task 1Which one of the following volunteer work would you prefer doing? Tutoring children, driving senior citizens around or teaching adults to read?I would choose to drive senior citizens around for the following reasons. Firstly, senior citizens are the group of people that need our help the most. Take my grandfather for example, he’s 86 years old and he loves getting out of the house, he especially enjoys going to a café downtown where he meets with his friends regularly. But sometimes it can be really challenging for him, like last week it was snowing for like 3 days and it was icy on the ground outside, so he couldn’t go anywhere, he was so upset that he was stuck at home. But if there were volunteers to drive him to places he wants to go, he wouldn’t have had to suffer. Plus, it’s nice to spend some time with senior citizens. Some young people but find it dull to talk to the elderly, but I always enjoy chatting with them, my grandfather for instance can always bring interesting topics to the table and he always cracks me up.12月20日托福口语真题Task 2If there’s something you want to buy, do you prefer saving money yourself to buy it or ask someone to borrow some money to buy it?I would definitely save money myself to buy what I want for the following reasons. First of all, I always think things can go a little awkward between friends when there’s money involved. Take myself as an example, when I was in college I borrowed some money from my roommate to buy a laptop I really needed. At first I thought we were really good friends so it would be no problem as long as I could pay him back in 3 weeks, but after like 4 days, my roommate wanted me to pay him back because heneeded to go on a school trip, of course I couldn’t pay him back right away and he got mad at me. Things went pretty awkward since then and I was really embarrassed. So now if there’s something I wanna buy, I would definitely save money myself. Plus, most of my friends are students just like me, we still rely on our parents, so it would be irresponsible to borrow money from our friends just to buy something we want, it’s better to get a part-time job and save some money ourselves.12月20日托福口语真题Task 3题目回忆：学生建议设置电子布告栏，因为很多学生经过，而且校园会更整洁。
托福TPO1听力Conversation1文本+题目+答案解析
托福TPO1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TPO1听力Conversation1文本+题目+答案解析，希望对大家备考有所帮助。
托福TPO1听力Conversation1文本Student: Hi, um…, I really hope you can help me.Librarian: That’s why I’m here. What can I do for you?Student: I’m supposed to do a literature review for my psychology course, but um… having a hard time finding articles.I don’t even know where to start looking.Librarian: You said this is for your psychology course, right? So your focus is on …Student: Dream Interpretation.Librarian: Well, you have a focus, so that’s already a good start. Hmmm… well, there’re a few things… oh wait… have you checked to see if your professor put any material for you to look at on reserve?Student: Aha, that’s one thing I did know to do. I just copied an article, but I still need three more on my topic from three different journals.Librarian: Let’s get you going on looking for those then. We have printed versions of twenty or so psychology journals in the Reference Section. These are the ones published within the last year. Then I think about it… there’s a journal named Sleep and Dream.Student: Oh, yeah, the article I just copied is from that journal, so I’ve got to look at other source s.Librarian: Ok, actually, most of our materials are available electronically now. You can access psychology databases or electronic journals and articles through the library’s computers,and if you want to search by title with the word ‘dream’ for exampl e, just type it in and all the articles with ‘dream’ in the title will come up on the screen.Student: Cool, that’s great! Too bad I cannot do this from home.Librarian: But you can. All of the library's databases and electronic sources can be accessed through any computer connected to the university network.Student: Really, I can’t believe I didn’t know that. It still sounds like it’sgoing to take a while though, you know, going through all of that information, all of those sources.Librarian: Maybe, but you already narrow your search down to articles on Dream Interpretation, so it shouldn’t be too bad. And you probably notice that there’s an abstract or summary at the top of the first page of the article you copied. When you go into the databases and electronic sources, you have the option to display the abstracts on the computer screen, skimming those to decide whether or not you want to read the whole article should cut down some time.Student: Right, abstracts! They’ll definitely make the project more doable. I guess I should try out the electronic search while I’m still here then, you know, just in case.Librarian: Sure, er… that computer’s free over there, and I’ll be here till five this afternoon.Student: Thanks, I feel a lot better about this assignment now.托福TPO1听力Conversation1题目1.Why does the student go to see the librarian?a) To sign up for a seminar on using electronic sources for researchb) To report that a journal is missing from the reference areac) To find out the procedure for checking out journal articlesd) To ask about how to look for resources for a class paper2.What does the librarian say about the availability of journals and articles in the library?a) They are not easy to find if a professor put them on reserve.b) Most of them are accessible in an electronic format.c) Most of them can be checked out for three weeks.d) Printed versions from the past three years are located in the reference section.3.What does the librarian suggest the student should do to save time?。
TPO20阅读解析-Passage1
Q1正确答案：D解析：以1815做关键词定位至第二句，提到1815年之后，交通的改善使得更多农民不再自给自足，进入全国范围内的市场经济，也就是说1815年之前是自给自足不参与国家化的市场经济的，所以答案是D。
其他选项都无关。
Q2正确答案：C解析：先读例子所在句子，提到向西的移民潮在30年代达到顶峰，接着给出具体数字来解释，所以是为了说明移民的数量和范围很广，所以答案是C。
A只提到速度，不全面；B没有mistaken impression；D提到阿巴拉契亚有吸引力不合文意。
Q3正确答案：A解析：fringe“边缘，边缘的”，所以正确答案是border，原句提到社会使那些人一直向西迁移，跨过了定居的什么，所以这里很显然边缘，边界这个意思是符合的，所以A是答案，其他都不合文意。
Q4正确答案：D解析：以reason做关键词定位至第二句之后的内容，即问题后的解释。
之后文章说到美国人的欧洲祖先长期固定居住在一个地方，知道有经济危机迫使他们不得不穿过大西洋，所以这里说的由于经济危机而迁移的应该是The European ancestors of some Americans，而不是美国人，这里D选项正好是答非所问了，答案是D。
后面提到了美国人换工作容易，对应选项C；以及认为自己有义务去提高社会、经济地位，对应B选项；以及最后说的美国人的特点，rootless刚好对应了A选项。
Q5正确答案：B解析：这句话一开头就说西部有很大的吸引力，然后举例说这些优良的地质特点对新格兰的农民以及东南部的农民造成了很大的吸引，然后描述了这两个地方都有一个特点，就是土地是被侵蚀过的，所以结合选项，B答案正确。
Q6正确答案：B解析：以1820做关键词定位至第二句，提到1820年通过的新法案使农民可以用100USD买土地，后面又提到银行业的兴盛使得那些没钱的人能得到纸币贷款，所以是农民买得起土地，正确答案是B。
A的government-support，C的require 和D的sell都未提及。
2020年托福考试听力理解深度历年真题解析
2020年托福考试听力理解深度历年真题解析随着全球化程度的提高，托福考试逐渐成为许多留学生的首选英语考试之一。
其中，听力理解是考试的一个重要部分，也是考生们普遍感到较为困难的一项内容。
本文将为大家提供2020年托福考试听力理解部分的深度历年真题解析，帮助考生们更好地应对这一部分的考试内容。
一、题目1Passage 1Narrator: In the first conversation, a student is talking to a professor about her upcoming presentation.Student: Professor Thompson, I need your advice on my presentation for next week. I'm really struggling with the content.Professor: Sure, I'd be happy to help. What seems to be the problem?Student: Well, I can't decide on a topic. I have a few ideas, but I'm not sure which one to choose.Professor: What are the ideas you're considering?Student: I was thinking about doing a presentation on renewable energy sources or the impact of climate change on wildlife habitats.Professor: Both topics are interesting. If I were you, I would go with the topic of renewable energy sources. It's a current issue and there's a lot of research available on that topic.Student: That's a good point. I think I'll follow your advice and focus on renewable energy sources. Thanks, Professor Thompson!Question: What does the student seek advice from the professor about?解析：这是一道比较简单的题目，考察学生对对话内容的听力理解。
TPO20 听力题目
TPO 20听力题目Conversation 11. Why does the man go to talk to the woman?A. To find out if he can get extended borrowing privilegesB. To find out if he needs to immediately return a book he borrowedC. To find out why he has to pay a library fineD. To find out why his borrowing privileges have been suspended2. What will the man probably do today? (2 answers)A. Get photocopies of a book chapterB. Find out who requested his bookC. Borrow additional books.D. Renew the book Modern Social Problems.3. What is the woman trying to explain when she mentions students who have lost their borrowing privileges?A. Why the man should not photocopy part of the bookB. The reasons for one of the library’s policiesC. What will happen if the man does not return the bookD. The reason the man has to fill out a form4. How does the man probably feel at the end of the conversation?A. Annoyed that he has to pay a fine on the bookB. Upset that he is losing his library privilegesC. Glad that he can keep the book for two more weeksD. Less worried about having to return the book5. Why does the woman say this:A. To make sure she understands what the man’s problem isB. To encourage the man to return the book to the library soonC. To check whether the man has already returned the bookD. To see if the man is familiar with the library’s policyLecture 26. What is the main topic of the lecture?A. The reasons people are not always truthful in conversationsB. The need for greater regulation of language used in advertisingC. The need for maximum precision and detail in everyday conversationD. The role of certain rules in determining what a speaker means7. According to the professor, what helps speakers keep conversations from proceeding too slowly?A. The ability to make inferences according to the Gricean maximsB. The ability to effectively distinguish truth from falsehoodC. The willingness to ignore the Gricean maxims on occasion8. For each of the following, indicate whether or not it reflects one of the Gricean maxims that the professor9. Why does the professor describe a letter of recommendation?A. To point out differences between written statements and spoken statementsB. To illustrate how people may be deceived in a business environmentC. To show how violating a maxim may contribute to a statement’s meaningD. To provide that lying is sometimes considered acceptable10. What does the professor imply about advertisers?A. They are less likely than politicians to violate a Gricean maximB. They realize that consumers know whether an advertisement violates a maxim.C. They often make use of the Gricean maxims to express humor.D. They realize that consumers make false inferences from advertisements.11. What type of maxim does the professor illustrate with this example:A. MannerB. QualityC. QuantityD. RelevanceLecture 312. What is the lecture mainly about?A. The effect of ice ages on the development of agricultureB. A theory about a change in Earth’s climate cycleC. Strategies to prevent Earth from entering another ice ageD. Some effects of industrialization on Earth’s atmosphere13. What does the professor imply about Earth’s climate over the last several million years? (2 answers)A. Ice ages have alternated with warmer periods.B. Recent ice ages have not been as cold as earlier ice ages.C. Interglacial periods have become cooler and cooler over time.D. Previous interglacial periods were shorter than the current interglacial period.14. According to the professor, what factor is extending the duration of the current interglacial period？A. A shift in the locations of wetlands and forestsB. The relatively mild temperatures of the most recent ice agesC. The increased absorption of certain atmospheric gases by farm cropsD. An increase in the quantity of certain gases in Earth’s atmosphere15. According to the professor, what activities associated with the beginnings of agriculture may have slowed or prevented the onset of a predicted ice age？（2 answers）A. The clearing of treesB. The burning of fossil fuelsC. The domestication of certain animalsD. The cultivation of certain grains16. What is the professor’s attitude toward industrialization?A. He thinks that its effect on Earth’s climate will decrease over timeB. He is worried that it may speed the arrival of the next ice ageC. He thinks that it may reduce the effect of agriculture on Earth’s climate.D. He is unsure about its long-term effects on Earth’s climate.17. What does the professor imply when he says this:A. Theorists sometimes make careless predictionsB. Theorists were unaware of some of the effects of human activities.C. Technology of the 1970s was not sophisticated enough to detect the earliest stages of an ice age.D. Scientists in the1970s overestimated the speed at which ice ages progress.Conversation 41. Why does the professor want to talk to the student?A. To discuss her application to graduate school.B. To discuss a possible internship at the school’s libraryC. To encourage her to increase the scope of her research projectD. To suggest some changes to improve her research project.2. According to the professor, what information should be included in the student’s application?A. The amount of money she will need for her researchB. The amount of time she will need t complete her projectC. A summary of research already conducted on the topicD. Reasons why she chose that particular topic3. Why does the professor mention a university in Boston?A. He used to be a professor at that university.B. He thinks the student my find useful material there.C. He has plans to visit the university soon.D. He thinks the student should attend a conference there.4. What does the professor say he will do for the student?A. Help her determine details for a research budget.B. Assist her with her graduate school inquiryC. Talk to her about ways of expanding her project.D. Write a letter of recommendation for her.5. Why does the woman say this:A. He thinks the fund is rather limited.B. He agrees that the fund’s name is rather long.C. He thinks the student needs help with her project.D. He is surprised that the student is not familiar with the fund.Lecture 56. What is the lecture mainly about?A. The role played by folktales in contemporary Norwegian society.B. A description of the major types of Norwegian folktales.C. A comparison of Norwegian folktales and Norwegian folk legends.D. An illustration of the differences between oral literature and written literature.7. What does the professor find appealing about folk legends?A. They are very imaginative.B. They are somewhat realistic.C. They stress what is important in a culture.D. They show similarities between otherwise diverse societies.8. How is the story of the bear and the fox characteristic of Norwegian animal stories?A. It explains the origin of a physical characteristic of an animal.B. It uses animal behavior to explain human characteristics.C. It shows how animals were domesticated by people.D. It contains episodes of animals changing into people.9. Why does the professor mention a folktale called “East of the Sun and West of the Moon”? (2 answers)A. To point out conventions found in most folktales.B. To point out differences between animals stories and comical stories.C. To give an example of a transformation story.D. To give an example of a story published in the first collection of Norwegian folktales.10. What does the professor say about the characters in Norwegian folktales?A. They usually behave in playful and amusing ways.B. They usually behave the way that real Norwegian people behave.C. Most are giants, trolls, or dragons.D. Most are based on actual historical figures.11. What does the professor imply happened as a result of the Romantic movement’s spreading to Norway?A. Children’s literature became less popular.B. Attempts were made to modernize the plots of traditional folktales.C. Folktales began to be regarded as an important aspect of Norwegian culture.D. Folktales in Norway became more similar to folktales from other parts of Europe.Lecture 612. What is the lecture mainly about?A. Typical features of the snowshoe hare that do not result from adaption.B. Various strategies used by snowshoe hares to find food during the winter.C. Characteristics that snowshoe hares have developed in response to their environment.D. Interactions between snowshoe hares and human populations in the state of Maine.13. According to the professor, what causes the snowshoe hare’s fur to begin turning white?A. A decrease in the hours that the Sun is up each day.B. A sudden drop in temperature.C. The increasing amount of snow on the ground.D. The changing nature of the food supply.14. Why might an early snowfall be a particular dangerous time for the snowshoe hare?A. Its feet would not yet have grown to resemble snowshoes.B. Its babies would not yet be able to keep themselves warms.C. Its chances of being seen by a predator are much higher.D. It might not be able to locate whether it stored its food supply.15. The professor implies that the snowshoe hare has an advantage over other animals because of its unusual feet. What is that advantage?A. It can reach food in higher locations better than its competitors.B. It can stay warm in cold weather longer than its competitors.C. It can outrun its predators in deep snow.D. It can dig under the snow to hid from its predators.16. The professor explains that the snowshoe hare’s supply is available year-round. What does the availability of the food allow the snow shoe hare to do?A. Store body fat for the cold months.B. Remain lightweight through the winter.C. Give birth during the winter.D. Grow fur quickly during the first year after birth.17. Why does the student say this:A. He wants to support the professor’s point with an example.B. He is grateful the professor has answered his question.C. The professor’s explanation contradicts his own experience.D. The professor may not believe he is telling the truth.答案：1.B 2.AC 3.C 4.D 5.A 6.D.7.A. 8.BAABA 9.C10.D 11.D 12.B 13.AD 14.D 15.AD 16.D 17.B18.C 19.A 20.B 21.D 22.B 23.B 24.B.25.A 26.AC 27.B 28.C 29.C 30.A 31.C 32.C 33.B 34.C。
Toefl TPO20 listening script
TPO 21 Listening标记系统做题技巧exam skill生词学习vocabulary boost语音练习phonetic practice特别注意special focusConversation1-Return a bookNarrator Listen to a conversation between a student and a library employee.Studentsenior thesis, so I thought I was allowed to keep the book for the whole academic year.Librarian【5】So you signed up for extended borrowing privileges?StudentYeah.LibrarianAnd we are still asking you to bring the book back?StudentUh-huh. Do I really have to?LibrarianWell, let me check the computer. The title was ... Modern Social Problems?StudentYeah.LibrarianEh... Ok, yeah. It‟s been recall ed. You can keep it all year as long as no one else request s it, but someone else has, it looks like one of the professors in the sociology department. So you have to bring it back. You can check it out again when it is returned in a couple of weeks.StudentWhat if the person renew s it? And I really need it right now.LibrarianAll of it? Or is there a certain section or chapter you are working with?StudentWell, there‟s one chapter in particular I am working with, but why?Librarian【2】Well, we normally don‟t do this, but because of the circumstances we can photocopy up to one chapter for you. Why don‟t you do that for the one you are working with right now? And by the time you need the rest of the book, maybe it‟ll have been returned.StudentOh, that would be great.LibrarianDo you have it with you?StudentEh... no, it‟s in my dorm room. 【2】These are books I want to check out today. Is it OK if I bring that one by in a couple of days?LibrarianActually, the due day is tomorrow. After that, there‟ll be a two dollar per day fine. But you need to return it today if you want to check out any books today. That‟s our policy.StudentOh, I see.Librarian【3】Yeah, not a lot of people realize that. In fact, every semester we get a few students who would have their borrowing privileges suspend ed completely because they haven‟t returned books. They are allowed to use books only in the library. They are not allowed to check anything out because of unreturned books.StudentThat‟s not good. I guess I should head back to the dorm right now.Librarian【4】But before you go, what you should do is fill out a form requesting the book back in two weeks. Then the person who requested it won‟t be able to renew it. You‟llget it back quickly. StudentI‟ll do that right now.Lecture1-Gricean MaximsNarrator Listen to part of a lecture in a linguistics class.Professorthey have to follow certain rules.things tha t are not true, if you can‟t tell when I am lying and when I am telling the truth, well, we are not going to have a very satisfactory conversation, are we? Why? Because it violates one of the Gricean Maxims, that‟s a set of rules or maxims a philosopher name H.P.Grice came up with in 1970s. One of these Gricean Maxims is... well, I‟ve already given you a hint.StudentOh, you just can‟t go around telling lies.ProfessorRight, or as Grice put it, “Do not say what you believe to be false.” That‟s one of Grice‟s Maxims of Quality as he called it. So that‟s pretty obvious. But there are others just as important. Like, eh... suppose you would ask me what time it was and I rep lied …my sister just got married‟, what would you think?StudentYou are not really answering my question.ProfessorNo, I am not, am I? There is no connection at all, which feels wrong because you generally expect to find one. So one important maxim is simply: be relevant. And using the so-called Maxim of Relevance we can infer things as well, or rather the speaker can imply things and the listener can make inferences. For instance, suppose you say you would really love to have a cup of coffee right now, and I say …there‟s a shop around the corner‟. Now, what can you infer from what I said?StudentWell, the shop sells coffee for one thing.ProfessorRight, and that I believe it is open now. Because if I won‟t implying those things, my response would not be relevant. It‟d have no connection with what you said before. But according to the maxim, my response should be relevant to your statement, meaning, we should assume some connection between the statement and the response. 【7】And this maxim of r elevance is quite efficient to use. Even if I don‟t spell out all the details, you can still make some useful logical inferences, namely, the shop isopen and it sells coffee. If we actually have to explain all these details, conversations would move along pretty slowly, wouldn‟t they?OK, then there‟s t he maxims of manner, including things like be clear, and avoid ambiguity. And another more interesting maxims is one of the so-called maxims of quantity, quantities of information, that is. It says, to give as much as is required in the situation. So suppose you asked me what I did yesterday and I say …I went to the Art Museum.‟ You would likely infer that I saw some works of art. Suppose, though, that I did not go inside the museum, I just walked up to it then left. Then I violated the quantity maxim by not giving enough information. So you can see how important implications are to our ability to carry onmaxims on purpose. 【9】recommendation for a former employee seeking an engineering job. The letter he writes is quite brief. Something like, uh, Mr. X is polite and always dresses quite neatly. So what does this really mean?StudentOh, I see. By not mentioning any important qualities related to the job, the boss is ... like, implying that this is best that can be said about Mr. X that he is really not qualified.ProfessorExactly.It‟s a written letter not a conversation, but the princi ple is the same. The boss is conveying a negative impression of Mr. X without actually saying negative about him. So, by violat ing the maxims, we ...eh... but ... it can be a way to be subtle or polite, or to convey humor through sarcasm or irony. Sometimes though people will violate maxims for another purpose: to deceive. Now, can you imagine who might do such a thing?StudentSome politicians.Student【10】Or advertisers.ProfessorRight. Anyone who may see an advantage in implying certain things that are untrue without explicitly saying something untrue. They think, hey, don‟t blame us if our audience happens to draw inferences that are simply not true. So next time you see an advertisement saying some product could be up to 20% more effective, 【11】think of these maxims of quantity and relevance, and ask yourself what inferences you are being led to draw. Think, more effective than what exactly? And why do they use those little phrases …could be‟ and …up to‟? These claims give us a lot less informa tion than they seem to.Lecture2-Interglacial PeriodsNarrator Listen to part of a lecture in an environmental science class.【12latest interglacial period. Interglacial periods are, typically periods of time between Ice Ages, when the climate warms, and the glacial ice retreat s for a time, before things cool off again and another Ice Age begins. And for over the past several million years, Earth‟s sort of d efault climate has actually been Ice Age, but we have experienced periodic regular thaws, and the last one, the one we are in now, started about 11 thousand years ago. Now, the typical pattern for an interglacial period, and we have studied several, is that the concentration of carbon dioxide and methane gas actually reaches it... its peak, that is, there is the most carbon dioxide and methane gas, uh, greenhouse gases in the atmosphere just after the beginning of the interglacial period.And then, for reasons which are not entirely clear, the concentration of greenhouse gases gradually goes down. Now, the climate continues to warm for a while because there is a lag effect. But uh, gradually as the concentration of greenhouse gases goes down, Earth starts to cool again, and eventually you slip back into an Ice Age.Um, however, for the latest interglacial period, the one we are in now, this pattern did not hold, that is, the concentration of carbon dioxide and methane dip ped a little bit after, uh, uh, after peaking at the beginning, near the beginning of the interglacial period, but then it began to rise again. Um ... What was different about this interglacial period than the other ones? Well, one of the big differences is human activity. People began to raise crops and animals for food instead of hunting for them. This is the agricultural revolution. And it began to happen in the earliest stages about 11 thousand years ago.Now, scientists have tended to regard ... the ... uh ... agricultural revolution as a beneficiary of the ... uh ... fortuitous shift in climate. However, some new theories of climate, new theorists of climate have proposed that perhaps humanity was having an effect on the climate as far back as the beginnings of the agricultural revolution. When you grow crops and uh, pasture your animals, one of the things you do is you cut down the forests. 【15】If you cut down the forests, when you burn the trees for fuel and don‟t replace them with other trees, or when you just leave them to rot and don‟t allow other trees to grow, 【14】you end up with a lot more carbon in the form of carbon dioxide getting into the atmosphere. Um ... another gas associated with the spread of agriculture is methane.【15】Methane forms in large concentration above wetlands, and as it turns out, the cultivation of certain grains creates vast areas of artificial wetlands, and probably drastically increases the amount of methane getting into the atmosphere, over and above what would be there. So, um... agriculture, the ...the spread of agriculture, you know we are talking over thousands of years, um... but this could very well had a profound effect on the composition of Earth‟s atmosphere. It‟s kind of ironic to think that absent that effect, it maybe that we would be heading into an Ice Age again. In fact, back in the 1970s, a lot of theorists were predicting that, you know, the climate would start to cool and we‟d slowly enter into the new Ice Age. And then they were puzzled as to why it di dn‟t seem to be happening.【16】Umm... now, what are the implications for the future? Well, um... it is a little tricky. I mean, you could say, well, here is an example of ... um ... 【13】human activity, the agricultural revolution which actually was beneficial, we altered the climate for the better, perhaps, by preventing an Ice Age. But then industrialization, of course, has drastically increased the amount of carbon dioxide that humans are putting into the atmosphere, the burning of fossil fuels tends to put a lot of CO2 into the atmosphere. Um... so we are entering into uncharted territory now, in terms of the amount of carbon dioxide, the concentration s of carbon dioxide that are now being put into the atmosphere as a result of industrialization and the use of fossil fuels.Conversation2-Apply for research fundNarrator Listen to a conversation between a student and a professor.StudentProfessor Jennings, I hope I am not interrupting, but you wanted to see me? ProfessorOh, hello, Suzanne. Yes, yes, come right in. How are you doing?StudentAll right.【1presenting you linguistics project in class the other day, well, you know, I was thinking you are a perfect candidate for the dean’s undergraduate research fund. StudentUm ...ProfessorI am really sure what the... um ... dean....【5Here‟s theof research projects of undergraduate students. Because as you can imagine, in-depth research often requires monetary support.StudentI would like to expand on my research.ProfessorGood. First a panel of professors reviews the applications for the grant. And then they decide which project should be funded. The allotted money could be used for travel expenses, to attend a conference for example, or things like supplies, research equipment, resources that are necessary to conduct the research.StudentI see.ProfessorRight. And I think you should apply for this grant. Your project is definitely eligible.And you can expand it if you have the necessary resources. So, does it sound like something you would be interested in?StudentOh, yeah, sounds great. I thought the topic I work on was very interesting, and it is certainly relevant to my linguistics major. I assume it will also look good when I try to get into graduate school. But how do I apply for the grant?Professor【2】It is pretty straightforward. A brief description of your proposed project, and anStudentOK. Cool. I am pretty clear on how to carry out my project, but I am not sure where I can find more information on the subject.ProfessorWell, I have already thought of that. 【3】There‟s this private library at a university inrelevant to your topic.StudentSo I can put that on the application for the grant, that I plan on using material from that library for my research and figure a trip to Boston into my budget?ProfessorExactly. I really think judging from your work in class, and the relevance and clarity of this project, you really have a good chance of getting the funding.StudentOK. I‟ll definitely apply then.ProfessorThe sooner the better. It is due in a few weeks. Good Luck! And I‟ll get that letter written up right away.Lecture3-FolktalesNarrator Listen to part of a lecture in a literature class. Professor All right, so now we‟ve talked about folk legends and seen that their ... one of their key features is there‟s usually some real history behind them. They are often about real people, so you can identify with the characters, and that‟s what engages us in them. The particular stories might not be true and some of the characters or events might be made up. But there‟s still a sense that the story could have been true since it is about a rea l person. That‟s distinct contrast from the other main branch of popular storytelling, which is folk tales. Folk tales are imaginative stories that ... um ... like folk legends, they have been passed down orally, from storyteller to storyteller for ... since ancient times. But with folk tales you don‟t ever really get the sense that the story might have been true. They are purely imaginative and so quite revealing, I think anyway, about the culture and the connection between folk tales and culture, which we‟ll talk about. But first let‟s go over the various types of folk tale and focus specifically on Norwegian folk tales since they illustrate the variety pretty well. There are in general three main types of Norwegian folk tales. One is animal stories, where animals are the main characters. They can be wild animals or domestic, and a lot of times they can talk and behave like humans, but at the same time, they retain their animal characteristics too. They tend to involve animals like bears, wolves and foxes. The point of these stories, their, their internal objectives, so the speak, is usually to explain some feature of the animal, how it arose. So there‟s one about a fox who fools a bear into going ice fishing with his tail. When the bear puts his tail into the water through a hole in the ice, to try and catch a fish, the ice freezes around it, and he ends up pulling his tail off. So that‟s why bears to this day have such short tails. The second category of Norwegian folk tale is the supernatural. Eh ... stories about giants and dragons and trolls, and humans with supernatural powers or gifts, like invisibility cloaks. Or where people are turned into animals and back again into a person, those are called transformation stories.There‟s a well-known Norwegian supernatural folk tale, a transformation story called East of the Sun and West of the Moon, which we‟ll read. It involves a prince who is a white bear by night and a human by day. And he lives in the castle that‟s east of the Sun and west of the Moon, which the heroine in the story has to try to find. Besides being a good example of a transformation story, this one also has a lot of the common things that tend to show up in folk tales. You will find the standard opening, …once upon a time ...‟. And it has st ock5 characters like a prince, and a poor but beautiful peasant girl, she is the heroine I mentioned. And ... um ... it has a very conventional form. So no more than two characters are involved in any one scene. And it has a happy ending. And it‟s ... the story is presented as though ... well, even though a lot of the actions that occurred are pretty fantastic, so you‟d never think of it as realistic. The characters still act like ... they resemble real people. They are not real or even based on historical figures. But you might have a supernatural story involving a king, and he‟d act like you‟d expect a Norwegian king to act. OK. The third main kind of folk tale is the comical story. We‟ll say more later about these, but for now, just beaware of the category and that they can contain supernatural aspects, but they are usually more playful and amusing overall than supernatural stories. Now, as I said, traditionally, folk tales were just passed down orally. Each generation of storytellers had their own style of telling a story. But ... um ... in Norway, before the 19th century, folk tales were just for kids. They weren‟t seen as worthy of analysis or academic attention. But this changed when the romantic movement spread throughout Europe in the mid-19th century. Romantics looked at folk tales as sort of a reflection of the soul of the people. So there was something distinctly Norwegian in folk tales from Norway. And there was renewed pride in the literature and art forms of individual countries. As a result, the first collection of Norwegian folk tales is published in 1852. And there have been many new editions published since then. For the people of Norway, these stories are now an important part of what it means to be Norwegian.5 stock=standard 惯用的Lecture4- Snowshoe HareNarrator Listen to part of a lecture in a biology class. Professor Now, James, you said you had been to the State of Maine, right? Student Yeah, actually I lived in western Maine until I was about sixteen. Professor Great. So why don‟t you tell everybody w hat is like there in the winter? Student The winter? Well, it‟s cold. And there‟s lots of snow, you wouldn‟t believe how much snow we used to get. Professor Actually I would. I did field research up there a couple of winters. And it really is an incredible environment. And to survive in that sort of environment, animals have to adapt, to evolve in response to their surroundings. As you recall, an adaptation is any feature, um... physical or behavioral feature of a species that helps it survive and reproduce. And in adapting to extreme climates, like Maine in the winter time, animals can evolve in pretty interesting ways. Take, for example, the snowshoe hare. Ok, the snowshoe hare, and of course, that‟s H-A-R-E, like a rabbit. Although I probably should mention that technically a hare is not exactly the same as a rabbit, even though it is very similar. The primary difference is that a rabbit‟s young are born blind and without fur, while a hare‟s babies are born with a full coat and able to see. Now, the snowshoe hare, tell me, what sort of adaptations do you think it has developed that help it survive the Maine winters? I‟ll give you a hint. Food isn‟t an issue. The hare actually has abundant food in the small twigs it finds. Student Well, I don‟t know. I mean, I know we used to try to look for these rabbits, eh... hares, when we went hiking in the winter, but it was often hard to find them in the snow. Professor Yes. That‟s exactly right. The major concern of the snowshoe hare in the winter is predators. And now that includes humans. So one of its adaptations is basically camouflage. In other words, its coat, its fur, turns from brown in the summer to white in the winter, which makes it harder for the hare‟s predators to see it against the white snow. Student Yeah, but I could swear I remembered seeing rabbits in the snow a couple of times, I means hares, that were brown. Professor Well, you may very well have. Timing is really important, but the snowshoe hare doesn‟t always get it exactly right. Its chances for survival are best if it turns white about the time of the first snowfall. And it‟s the amount of daylight that triggers the changing of the hare‟s coat. As the days get shorter, that is, as the Sun is up for a shorter and shorter time each day, the snowshoe hare starts growing white fur and shedding its brown fur. The hare does a pretty good job with its timing, but sometimes when there‟s a really early or late snow, it stands out. Plus, it takes about a month for the snowshoe hare‟s coat to completely chan ge color. So if there‟s a particularly early snowfall, it‟s very likely that the hare‟s fur would not yet be totally white. And that would make this a particularly dangerous time for the hare. OK. What else? Other adaptations? Susan? Student Well, it‟s cal led the snowshoe hare, so are its feet somehow protect it from the cold? Professor Well, this animal‟s name does have to do with an adaptation of its feet. Uh... though, not like it has warm furry boots or something to keep its feet from getting cold. You‟ve probably never needed to wear snowshoes. But, well, snowshoes are not like thick furry shoes designed to keep the feet warm, they are actually quite thin, but very wide. What they do is spread out the weight of the foot coming down onthe snow. See, the problem with walking on snow is that you sink in with every step. But with snowshoes, you don‟t sink in, you walk on top of the snow. It makes walking through the Maine countryside in the winter much easier.Anyway, the snowshoe hare has an adaptation that plays on the same idea. It has hind feet that act like snowshoes. I mean, it‟s paws are wide and they allow the hare to hop and run just at the surface of deep snow. And this is a huge advantage for the snowshoe hare since by contrast, the feet of its predators usually sink right down into the snow.Now, another advantage related to this is that unlike many animals in winter, snowshoe hares can stay lean6 and light weight. They accumulate essentially no body fat. Can anyone guess why this is so? Student They don‟t eat very much? Professor Well, yes.But not because there isn‟t enough food around. It‟s because, like I said, food is almost always within reach, and they don‟t have to store up a lot of food energy for the harsh winters.6 Slender, skinny。
托福conversation听力笔记（部分）
托福conversation听力笔记（部分）7/29TPO20 Listening Part②Conversation①TYPE: Application for a Research Fund(between a student and a professor)S: Professor. J, I hope I’m not interrupting, but you wanna to see me?P: No Oh, hello, Suzanne…Yes, Yes. Come right in. How are you doing?S: All right.P: Well, good. The reason I want to talk to you was that while you were presenting your linguistic project in class the other day, you know, I was thinking you are a perfect candidate for the dean’s undergraduate research fund.S: Professor, I’m not really sure what the…dean…P: Undergraduate research fund is? It is an for us both a mouthful I suppose. Ok, here is the thing. Every year, the school approves has a pool of money to fund a number of research projects of undergraduate students, because as you can imagine, in their in-depth research, often requires monetary support.S: I would like to expand on my research.P: Good! First, the a panel of professors reviews the applications for the gram grant and then they decide on which project should be funded. The a lot of allotted money could be used for travel expenses, which can be to attend a conference for example, or for things like supplies, research goodments equipment, resources that are necessary to conduct the research.S: I see.P: Right, and I think you should apply for this gram grant.Your project was definitely eligible and you can expand that it if you have the necessary resources. So, does it sound like something that you will be interested in?S: Oh yeah, sounds great. I thought the topic I worked on was really interesting and it’s certainly relevant to my linguistic s major. I assume it will also look good when I try to get into graduate school. But, how do I apply for the gram grant?P: It is pretty straightforward. A brief description of your proposed project and the necessitive an estimated budget-how much you need to spend and what you intend to spend it on. Also aglowing letter recommendation from a linguistic s professor wouldn’t hurt, which I would be more than happy to write up for you.S: Ok, cool! I’m pretty clear on how to carry on out my subject, but I’m not sure on where I can find more information on the subject.P: Well, I’ve already thought about it. There is a this private library in at a university in Boston. By the way, because I graduated from that school, I can get you access to it, no problem. You see, the library house’s lots of unpublished documentaries that are relevant to your topic.S: So, I could put that in the application for the gram grant that I plan I will use on using the material from that library for my research and figure out a trip for to Boston into my budget?P: Exactly! I really think judging from your work in class, and the relevant relevance and clarity of this project, you really have a good chance of getting the funding.S: Ok, I’ll definitely apply then.P: The sooner the better. It’s doing due in a few weeks.Good luck! And I will get that letter with in a right way written up right away.8/8TPO7 Listening Part②Conversation①TYPE: Learn About The Library’s Resources(between a student and library faculty)S: I’m new here. I couldn’t come to the student orientation and I’m wondering if you can give m e a few quick points pointers about the library? I’d really appreciate it.F: Sure. I’d be glad to. What’s your major area of study?S: Latin American Literature.F: Well. Over here’s the section where we have language, literature and the arts. And if you go downstairs, you’ll find the history section. Generally, the students who concentrate in Latin American Literature find themselves researching in the history section a lot.S: You are right. I’m a transfer student. I’ve already done a year in at another university, so I know how the research can go. That’s spent a lot of time in the history section. So how long can I borrow books for?F: Our loan period is a month. I should also mention we have an interlibrary loan service. If you need to get a hold a book that’s not in our library, there’s a truck that runs between our library and a few other public and university libraries in this area. It comes around 3 times a week.S: Tha t’s great. At the my last school, it could took a really long time to get the materials I needed. So when I had a project, I had to make a plan way in advance. This sounds much faster. Another thing I was wondering is: is there a place for where I can bring my computer and hook it up?F: Sure, there is a whole area here on the main floor where you can bring a laptop and plug it in for an hour power. But on top of that, we also have a connection s for the internet under at every seat.S: Nice. So I can do all the research I need to do right here in the library. I’ll have all the resourc es, all the books and the information I need right here in one place.F: Yes. That’s the idea. I am sure you’ll need photocopies photocopiers too. They are down the hall way to your left. We have a system where you have to use a copy card, so you’ll need to buy a card from the front desk. You are insert ed it into the machine and you are able ready to make copies.S: How much do you guys charge?F: 7 cents a copy.S:That’s not too bad. Thanks. Where is the collection of rare books?F: Rare books are found up on in the second floor. These They are in the a separate room with where the temperature is controlled to preserve the old paper in them. You need to get special permission to access them. And then you have to wear gloves to handle them because the oils in our hands, you know, can destroy the paper and gloves prevent that. So we have a basket of gloves in the room.S: Ok, thanks. I suppose that’s all I need to know. You’ve been very helpful. Thanks.F: Any time, bye.S: Bye.。
tpo20口语
tpo20口语参考回答：在TP020口语题目中，我给出的任务是用中文写一篇文章。
在这篇文章中，我不能包含任何网址、超链接和电话号码。
于是我决定就与经典音乐有关的话题展开讨论。
经典音乐一直都是我热衷的领域。
它既具有悠久的历史，又有着无与伦比的美妙。
经典音乐可以通过各种形式传播，如现场演出、CD唱片和在线音乐平台，而这些方式都为广大听众提供了欣赏这门艺术的机会。
经典音乐的美妙之处在于它能够触动人们的情感，并传达出深刻的思想和意义。
它通过美妙的旋律和和谐的和声，将听众带入一个全新的世界。
无论是贝多芬的《第九交响曲》还是莫扎特的《小夜曲》，每一首经典作品都展现了作曲家的音乐天赋和情感力量。
它们能够打动我们的心灵，带给我们快乐、激励和慰藉。
经典音乐也是文化的载体，能够传承和表达人类的价值观和思想。
例如，贝多芬在《命运进行曲》中表达了勇敢和坚韧的精神，这一价值观至今仍然鼓舞着我们。
而巴赫的《康塔塔BWV 等等，为了尽量避免使用网址、链接和电话号码，我选择省略了具体曲目的信息，但大家可以自行搜索相应的作品。
经典音乐艺术家的演奏也是使这门艺术更具魅力的重要因素。
他们用自己独特的演奏风格和情感表达，将作曲家的作品诠释得淋漓尽致。
这在各种音乐节、音乐会上得到了充分展示。
我还记得，我曾亲眼目睹过一个著名指挥家的音乐会，他的指挥非常精彩，让我感受到了经典音乐的力量和魅力。
总而言之，经典音乐以其深远的历史和美妙的旋律吸引着广大听众。
它不仅能够触动我们的情感，还能够传递文化和价值观。
展现这门艺术的方式多种多样，但无论是现场演出、CD唱片还是在线音乐平台，经典音乐都能够带给我们愉悦和思索。
TPO-40托福听力题目文本——对话部分（Conversation）【附答案】
TPO-40托福听力题目文本——对话部分(Conversation)【附答案】托福TPO，英文名为TOEFL Practice Online，中文直译为托福线上练习，TPO都是历年托福真题，对托福备考是非常有帮助的，今天为大家分享的是TPO-40托福听力题目文本——对话部分(Conversation)【附答案】。
TPO-40托福听力题目文本——对话部分(Conversation)【附答案】QUESTIONS1. Why does the student go to see the professor?a. To find out all the requirements for a projectb. To discuss a service gap at a restaurantc. To get help understanding concepts relevant to his projectd. To get help with designing a business plan2. Why does the professor mention a student in another class?a. To describe an interesting topic for a projectb. To explain the cause of her initial confusionc. To point out that she has not received e-mails from all her students yetd. To indicate that she has several students doing projects about restaurans托福听力主旨题的答题技巧新托福听力考试总共有六大技巧的测试与考核。
与这六大技巧相对，ETS有六大题型的测试，分别是：主旨题、细节题、句子功能题、态度题、结构题和推论题。
托福TPO20阅读Passage1原文文本+题目+答案解析
¡¡¡¡ÎªÁË°ïÖú´ó¼Ò¸ßЧ±¸¿¼Íи££¬Îª´ó¼Ò´øÀ´Íи£TPO20ÔĶÁPassage1Ô-ÎÄÎı¾+ÌâÄ¿+´ð°¸½âÎö£¬Ï£Íû¶Ô´ó¼Ò±¸¿¼ÓÐËù°ïÖú¡£¡¡¡¡¨ Íи£TPO20ÔĶÁPassage1Ô-ÎÄÎı¾£º¡¡¡¡Westward Migration¡¡¡¡The story of the westward movement of population in the United States is, in the main, the story of the expansion of American agriculture¡ªof the development of new areas for the raising of livestock and the cultivation of wheat, corn, tobacco, and cotton. After 1815 improved transportation enabled more and more western farmers to escape a self-sufficient way of life and enter a national market economy. During periods when commodity prices were high, the rate of westward migration increased spectacularly. "Old America seemed to be breaking up and moving westward," observed an English visitor in 1817,during the first great wave of migration. Emigration to the West reached a peak in the 1830's. Whereas in 1810 only a seventh of the American people lived west of the Appalachian Mountains, by 1840 more than a third lived there.¡¡¡¡Why were these hundreds of thousands of settlers¡ªmost of them farmers, some of them artisans¡ªdrawn away from the cleared fields and established cities and villages of the East? Certain characteristics of American society help to explain this remarkable migration. The European ancestors of some Americans had for centuries lived rooted to the same village or piece of land until some religious, political, or economic crisis uprooted them and drove them across the Atlantic. Many of those who experienced this sharp break thereafter lacked the ties that had bound them and their ancestors to a single place. Moreover, European society was relatively stratified; occupation and social status were inherited. In American society, however, the class structure was less rigid; some people changed occupations easily and believed it was their duty to improve their social and economic position. As a result, many Americans were an inveterately restless, rootless, and ambitious people. Therefore, these social traits helped to produce the nomadic and daring settlers who kept pushing westward beyond the fringes of settlement. In addition, there were other immigrants who migrated west in search of new homes, material success, and better lives.¡¡¡¡The West had plenty of attractions: the alluvial river bottoms, the fecund soils of the rolling forest lands, the black loams of the prairies were tempting to New England farmers working their rocky, sterile land and to southeastern farmers plagued with soil depletion and erosion. In 1820 under a new land law, a farm could be bought for $100. The continued proliferation of banks made it easier for those without cash to negotiate loans in paper money. Western Farmers borrowed with the confident expectation that the expanding economy would keep farm prices high, thus making it easy to repay loans when they fell due.¡¡¡¡Transportation was becoming less of a problem for those who wished to move westand for those who hand farm surpluses to send to market. Prior to 1815, western farmers who did not live on navigable waterways were connected to them only by dirt roads and mountain trails. Livestock could be driven across the mountains, but the cost of transporting bulky grains in this fashion was several times greater than their value in eastern markets. The first step toward an improvement of western transportation was the construction of turnpikes. These roads made possible a reduction in transportation costs and thus stimulated the commercialization of agriculture along their routes.¡¡¡¡Two other developments presaged the end of the era of turnpikes and started a transportation revolution that resulted in increased regional specialization and the growth of a national market economy. First came the steamboat; although flatboats and keelboats continued to be important until the 1850¡¯s steamboats eventually superseded all other craft in the carrying of passengers and freight. Steamboats were not only faster but also transported upriver freight for about one tenth of what it had previously cost on hand-propelled keelboats. Next came the Erie Canal, an enormous project in its day, spanning about 350 miles. After the canal went into operation, the cost per mile of transporting a ton of freight from Buffalo to New York City declined from nearly 20 cents to less than 1 cent. Eventually, the western states diverted much of their produce from the rivers to the Erie Canal, a shorter route to eastern markets.¡¡¡¡Paragraph 1: The story of the westward movement of population in the United States is, in the main, the story of the expansion of American agriculture¡ªof the development of new areas for the raising of livestock and the cultivation of wheat, corn, tobacco, and cotton. After 1815 improved transportation enabled more and more western farmers to escape a self-sufficient way of life and enter a national market economy. During periods when commodity prices were high, the rate of westward migration increased spectacularly. "Old America seemed to be breaking up and moving westward," observed an English visitor in 1817,during the first great wave of migration. Emigration to the West reached a peak in the 1830's. Whereas in 1810 only a seventh of the American people lived west of the Appalachian Mountains, by 1840 more than a third lived there.¡¡¡¡¨ Íи£TPO20ÔĶÁPassage1ÌâÄ¿£º¡¡¡¡1. What can be inferred from paragraph 1 about western farmers prior to 1815?¡¡¡¡O They had limited their crop production to wheat, corn, tobacco, and cotton.¡¡¡¡O They were able to sell their produce at high prices.¡¡¡¡O They had not been successful in raising cattle.¡¡¡¡O They did not operate in a national market economy.。
托福TPO23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TPO23听力Conversation1文本+题目+答案解析，希望对大家备考有所帮助。
托福TPO23听力Conversation1文本 Narrator: Listen to a conversation between a student and the director of campus activities. Student: I'm here 'cause... well, there's something I don't understand. I set an announcement for an event. And this morning I checked the events section of the university's website. And nothing, there is no mention of it. Director: And when did you submit this request? Student: Last Wednesday. I followed the instructions very carefully. I am sure it was Wednesday, because know announcements have be submitted three business days ahead of the posting day. Director: And what's it for? Student: A reading. Director: A reading? Student: Yes. A poetry reading. Director: Oh, OK. When is it? Student: In three days. It is an author from France we have been trying to get for a while. And now that he has finally agreed to come, no one will be there. Director: Wow. This person is really coming all the way from France? Student: Oh, no. He is teaching in New York City this year. We were able to sell him on the idea by promising there will be a nice size crowd. I felt confident about that because I know how enthusiastic our group is. Director: And your group? Do you have a name? Student: Um? Well, it is kind of a loose group, you know, just a bunch of students in the French department who are interested in French literature. There's no formal structure or anything. I guess you could call us the French Literature Reading Group. Director: OK. And it is a recognized group? By the university, I mean. Student: No Director: OK. Student: But the French Department is funding this, on the condition that we do all the legwork. Director: All right. Hold on a second while I check. Well, it looks like we did receive your announcement last Wednesday. Uh, looks like the editors must have decided not to include your event in this week's listings. Student: Not included? Why? Director: Well, we don't post things automatically. We get so many requests that we couldn't possibly post them all. So events that are thought to be too specialized, without the potential for really wide appeal... Student: Wow, I got to say that does surprise me. What am I going to do now? I mean, he really is quite famous. I really do think there would be a genuine interest beyond my group. It would be a shame if no one shows up because there isn't enough publicity. Is there anyone else I can talk to? Director: I don't think that would do you much good since we are already working on next week's schedule. But maybe you could ask the French department to post the announcement on its website. And maybe you could approach some other departments as well, you know, relevant ones. Student: I knew we should have done a poster. But everybody was like, oh, you can just post it online. In any event, thanks for your help. It's something to consider. 托福TPO23听力Conversation1题目 1.What is the cause of the student's problem? A. She missed the deadline for submitting her announcement to the university web site. B. She did not include enough information in her announcement. C. The editors of the university web site did not post her announcement D. The university web site will not be available to students for several days. 2.What did the student's group have to promise the author in order to get him to visit the university? A. That he would have a large audience for his reading B. That his books would be advertised on the university web site. C. That the French Department would pay his travel expenses. D. That he would also be able to speak at another nearby university. 3.What does the man imply about the editors of the university' web site A. They are sometimes careless in their handling of students. B. They sometimes revise students' announcements before posting them. C. They routinely try to predict student interest in upcoming events. D. They usually attend the events advertised on the web site. 4.What does the man suggest the student do? A. Postpone the event until next week. B. Advertise the event on a more specialized web site. C. Explain her situation to the editors of the university web site. D. Create a poster to advertise the event. 5.Why does the student say this? A. To suggest that the man contact the French Department. B. To express her frustration with the French Department's requirements for funding. C. To assure the man that the event has the support of the French Department. D. To explain why she is asking the man for additional funding. 托福TPO23听力Conversation1答案解析 Q1题目解析： 正确答案：C I set an announcement for an event. And this morning I checked the events section of the university's website. And nothing, there is no mention of it 听清开头就会发现明显的提示词： cause，还停顿了。
【托福写作备考】TPO20综合写作文本与解析
【托福写作备考】TPO20综合写作文本与解析TPO 20先来看看以下的阅读材料：In the United States, it had been common practice since the late 1960s not tosuppress natural forest fires. The “let it burn” policy assumed that forestfires would burn themselves out quickly, without causing much damage. However,in the summer of 1988, forest fires in Yellowstone, the most famous nationalpark in the country, burned for more than two months and spread over a hugearea, encompassing more than 800,000 acres. Because of the large scale of thedamage, many people called for replacing the “let it burn” policy with a policyof extinguishing forest fires as soon as they appeared. Three kinds of damagecaused by the “let it burn” policy were emphasized by critics of the policy.中文翻译：在美国，从1960年代末开始就非常普遍地对森林大火采取不扑灭的策略。
这种”随它燃烧”的策略认为森林大火可以在不造成太多损失的情况下迅速燃烧完。
然后，1988年发生在美国最出名的黄石国家公园的森林大火却整整燃烧了两个月，蔓延了80万英亩。
托福TPO50听力Conversation1文本+题目+答案解析
托福TPO50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TPO50听力Conversation1文本+题目+答案解析，希望对大家备考有所帮助。
托福TPO50听力Conversation1文本Listen to a conversation between a student and a political science professor.请听一段学生和政治学教授之间的对话。
Student:I’m not sure if you know but I was elected to go to the students’ government this year.我不清楚您知不知道，但是我今年想去学生会。
Teacher:Oh, congratulations!哦，恭喜恭喜!I was in student government myself when? I was undergraduate.我读大学的时候就是学生会的一员。
It taught me a lot about the political process.它教给我很多关于政治事务的事情。
In fact, the experience solved my problem of what to do with my life.实际上，这段经历帮我解决了未来的人生中要做什么的问题。
It really cemented my interest in becoming a political scientist.它确实坚定了我变成政治学者的兴趣。
Student:Cool!好酷啊!Anyway, the reason I came by is we are getting ready toconduct a straw poll on campus, you know, hold an informal ballot since the general election is just a couple of month away.无论如何，我的理由是我们正在为大学里的非正式民意测验做准备，你知道，就是在大选几个月之前先举行一个非正式的投票。
TPO20 听力文本
TPO20 Listening Script V1.0Section1Conversation1-Student&LibrarianNarratorListen to a conversation between a student and a library employee.StudentExcuse me, I received a letter that I am supposed to return a book that I checked out back in September, it‟s called Modern Social Problems. But I am writing my senior thesis, so I thought I was allowed to keep the book for the whole academic year.LibrarianSo you signed up for extended borrowing privileges?StudentYeah.LibrarianAnd we are still asking you to bring the book back?StudentUh-huh. Do I really have to?LibrarianWell, let me check the computer. The title was ... Modern Social Problems?StudentYeah.LibrarianEh... Ok, yeah. It‟s been recalled. You can keep it all year as long as no one else requests it, but someone else has, it looks like one of the professors in the sociology department. So you have to bring it back. You can check it out again when it is returned in a couple of weeks.StudentWhat if the person renews it? And I really need it right now.LibrarianAll of it? Or is there a certain section or chapter you are working with?StudentWell, there‟s one chapter in particular I am working with, but why?LibrarianWell, we normally don‟t do this, but because of the circumstances we can photocopy up to one chapter for you. Why don‟t you do that for the one you are working with right now? And by the time you need the rest of the book, maybe it‟ll have been returned.StudentOh, that would be great.LibrarianDo you have it with you?StudentEh... no, it‟s in my dorm room. These are books I want to check out today. Is it OK if I bring that one by in a couple of days?LibrarianActually, the due day is tomorrow. After that, there‟ll be a t wo dollar per day fine. But you needto return it today if you want to check out any books today. That‟s our policy.StudentOh, I see.LibrarianYeah, not a lot of people realize that. In fact, every semester we get a few students who would have their borrowing privileges suspended completely because they haven‟t returned books. They are allowed to use books only in the library. They are not allowed to check anything out because of unreturned books.StudentThat‟s not good. I guess I should head back to the dorm right now.LibrarianBut before you go, what you should do is fill out a form requesting the book back in two weeks. Then the person who requested it won‟t be able to renew it. You‟ll get it back quickly.StudentI‟ll do that rig ht now.Lecture1-Linguistics(Gricean Maxims)NarratorListen to part of a lecture in a linguistics class.ProfessorOk, the conventions or assumptions that govern conversation, these may vary from one culture to another, but basically, for people to communicate, there is a ... they have to follow certain rules. Like if I am talking with you and I start saying things that are not true, if you can‟t tell when I am lying and when I am telling the truth, well, we are not going to have a very satisfactory conversation, are we? Why? Because it violates one of the Gricean Maxims, that‟s a set of rules or maxims a philosopher name H.P.Grice came up with in 1970s. One of these Gricean Maxims is... well, I‟ve already given you a hint.StudentOh, you just can‟t go around telling lies.ProfessorRight, or as Grice put it, “Do not say what you believe to be false.” That‟s one of Grice‟s Maxims of Quality as he called it. So that‟s pretty obvious. But there are others just as important. Like, eh... suppose you would ask me what time it was and I replied …my sister just got married‟, what would you think?StudentYou are not really answering my question.ProfessorNo, I am not, am I? There is no connection at all, which feels wrong because you generally expect to find one. So one important maxim is simply: be relevant. And using the so-called Maxim of Relevance we can infer things as well, or rather the speaker can imply things and the listener can make inferences. For instance, suppose you say you would really love to have a cup of coffee right now, and I say …there‟s a shop around the corner‟. Now, what can you infer from what I said?StudentWell, the shop sells coffee for one thing.ProfessorRight, and that I believe it is open now. Because i f I won‟t implying those things, my response would not be relevant. It‟d have no connection with what you said before. But according to the maxim, my response should be relevant to your statement, meaning, we should assume some connection between the statement and the response. And this maxim of relevance is quite efficient to use. Even if I don‟t spell out all the details, you can still make some useful logical inferences, namely, the shop is open and it sells coffee. If we actually have to explain all these details, conversations would move along pretty slowly, wouldn‟t they? OK, then there‟s the maxims of manner, including things like be clear, and avoid ambiguity. And another more interesting maxims is one of the so-called maxims of quantity, quantities of information, that is. It says, to give as much as is required in the situation. So suppose you asked me what I did yesterday and I say (I)went to the Art Museum.‟ You would likely infer that I saw some works of art. Suppose, though, that I did not go inside the museum, I just walked up to it then left. Then I violated the quantity maxim by not giving enough information. So you can see how important implications are to our ability to carry on a conversation. But there are times when people will violate these maxims on purpose. Let‟s say a boss is asked to write a letter of recommendation for a former employee seeking an engineering job. The letter he writes is quite brief. Something like, uh, Mr. X is polite and always dresses quite neatly. So what does this really mean?StudentOh, I see. By not mentioning any important qualities related to the job, the boss is ... like, implying that this is best that can be said about Mr. X that he is really not qualified.ProfessorExactly. It‟s a written letter not a conversation, but the principle is the same. The boss is conveying a negative impression of Mr. X without actually saying negative about him. So, by violating the maxims, we ...eh... but ... it can be a way to be subtle or polite, or to convey humor through sarcasm or irony. Sometimes though people will violate maxims for another purpose: to deceive. Now, can you imagine who might do such a thing?StudentSome politicians.StudentOr advertisers.ProfessorRight. Anyone who may see an advantage in implying certain things that are untrue without explicitly saying something untrue. They think, hey, don‟t blame us if our audience happens to draw inferences that are simply not true. So next time you see an advertisement saying some product could be up to 20% more effective, think of these maxims of quantity and relevance, and ask yourself what inferences you are being led to draw. Think, more effective than what exactly? And why do they use those little phrases …could be‟ and …up to‟? These claims give us a lot less information than they seem to.Lecture2-Environmental Science(Interglacial Periods)NarratorListen to part of a lecture in an environmental science class.ProfessorI‟d like to take you back about 11 thousand years ago when Earth entered the latest interglacial period. Interglacial periods are, typically periods of time between Ice Ages, when the climate warms, and the glacial ice retreats for a time, before things cool off again and another Ice Age begins. And for over the pa st several million years, Earth‟s sort of default climate has actually been Ice Age, but we have experienced periodic regular thaws, and the last one, the one we are in now, started about 11 thousand years ago.Now, the typical pattern for an interglacial period, and we have studied several, is that the concentration of carbon dioxide and methane gas actually reaches it... its peak, that is, there is the most carbon dioxide and methane gas, uh, greenhouse gases in the atmosphere just after the beginning of the interglacial period. And then, for reasons which are not entirely clear, the concentration of greenhouse gases gradually goes down. Now, the climate continues to warm for a while because there is a lag effect. But uh, gradually as the concentration of greenhouse gases goes down, Earth starts to cool again, and eventually you slip back into an Ice Age. Um, however, for the latest interglacial period, the one we are in now, this pattern did not hold, that is, the concentration of carbon dioxide and methane dipped a little bit after, uh, uh, after peaking at the beginning, near the beginning of the interglacial period, but then it began to rise again. Um ... What was different about this interglacial period than the other ones?Well, one of the big differences is human activity. People began to raise crops and animals for food instead of hunting for them. This is the agricultural revolution. And it began to happen in the earliest stages about 11 thousand years ago.Now, scientists have tended to regard ... the ... uh ... agricultural revolution as a beneficiary of the ... uh ... fortuitous shift in climate. However, some new theories of climate, new theorists of climate have proposed that perhaps humanity was having an effect on the climate as far back as the beginnings of the agricultural revolution. When you grow crops and uh, pasture your animals , one of the things you do is you cut down the forests. If you cut down the forests, when you burn the trees for fuel and don‟t replace them with other tre es, or when you just leave them to rot and don‟t allow other trees to grow, you end up with a lot more carbon in the form of carbon dioxide getting into the atmosphere.Um ... another gas associated with the spread of agriculture is methane. Methane forms in large concentration above wetlands, and as it turns out, the cultivation of certain grains creates vast areas of artificial wetlands, and probably drastically increases the amount of methane getting into the atmosphere, over and above what would be there.So, um... agriculture, the ... the spread of agriculture, you know we are talking over thousands of years, um... but this could very well had a profound effect on the composition of Earth‟s atmosphere. It‟s kind of ironic to think that absent that effect, it maybe that we would be heading into an Ice Age again. In fact, back in the 1970s, a lot of theorists were predicting that, you know, the climate would start to cool and we‟d slowly enter into the new Ice Age. And then they were puzzled as to why it didn‟t seem to be happening.Umm... now, what are the implications for the future? Well, um... it is a little tricky. I mean, you could say, well, here is an example of ... um ... human activity, the agricultural revolution which actually was beneficial, we altered the climate for the better, perhaps, by preventing an Ice Age. But then industrialization, of course, has drastically increased the amount of carbon dioxide thathumans are putting into the atmosphere, the burning of fossil fuels tends to put a lot of CO2 into the atmosphere. Um... so we are entering into uncharted territory now, in terms of the amount of carbon dioxide, the concentrations of carbon dioxide that are now being put into the atmosphere as a result of industrialization and the use of fossil fuels.Section2Conversation2-Student&ProfessorNarratorListen to a conversation between a student and a professor.StudentProfessor Jennings, I hope I am not interrupting, but you wanted to see me?ProfessorOh, hello, Suzane. Yes, yes, come right in. How are you doing?StudentAll right..ProfessorWell, good. The reason I wanted to talk to you was that while you were presenting you linguistics project in class the other day, well, you know, I was thinking you are a perfect candidate for the dean‟s undergraduate research fund.StudentUm ... Professor, I am really sure what the... um ... dean ....ProfessorUndergraduate research fund is ... It is a mouthful I suppose. OK. Here‟s the thing. Every year the school has a pool of money to fund a number of research projects of undergraduate students. Because as you can imagine, indepth research often requires monetary support.StudentI would like to expand on my research.ProfessorGood. First a panel of professors reviews the applications for the grant. And then they decide which project should be funded. The alloted money could be used for travel expenses, to attend a conference for example, or things like supplies, research equipment, resources that are necessary to conduct the research.StudentI see.ProfessorRight. And I think you should apply for this grant. Your project is definitely eligible. And you can expand it if you have the necessary resources. So, does it sound like something you would be interested in?StudentOh, yeah, sounds great. I thought the topic I work on was very interesting, and it is certainly relevant to my linguistics major. I assume it will also look good when I try to get into graduate school. But how do I apply for the grant?ProfessorIt is pretty straightforward. A brief description of your proposed project, and an estimated budget. How much you need to spend and what you intend to spend it on. Also a glowing letter of recommendation from a linguistics professor wouldn‟t hurt, which I‟d be more than happy to write up for you.StudentOK. Cool. I am pretty clear on how to carry out my project, but I am not sure where I can find more information on the subject.ProfessorWell, I have already thought of that. There‟s this private library at a university in Boston. By the way, because I graduated from that school, I can get you access to it, no problem. You see, the library houses lots of unpublished documents that are relevant to your topic.StudentSo I can put that on the application for the grant, that I plan on using material from that library for my research and figure a trip to Boston into my budget?ProfessorExactly. I really think judging from your work in class, and the relevance and clarity of this project, you really have a good chance of getting the funding.StudentOK. I‟ll definitely apply then.ProfessorThe sooner the better. It is due in a few weeks. Gook Luck! And I‟ll get that letter written up right away.Lecture3-Literature(Folktales)NarratorListen to part of a lecture in a literature class.ProfessorAll right, so now we‟ve talked about folk legends and seen that their ... one of their key features is there‟s usually some real history behind them. They are often about real people, so you can identify with the characters, and that‟s what engages us in them. The particular stories might not be true and some of the characters or events might be made up. But there‟s still a sense that the story could have been true since it is about a real person. That‟s distinct contrast from the other main branch of popular storytelling, which is folk tales.Folk tales are imaginative stories that ... um ... like folk legends, they have been passed down orally, from storyteller to storyteller for ... since ancient times. But with folk tales you don‟t ever really get the sense that the story might have been true. They are purely imaginative and so quite revealing, I think anyway, about the culture and the connection between folk tales and culture, which we‟ll talk about.But first let‟s go over the various types of folk tale and focus specifically on Norwegian folk tales since they illustrate the variety pretty well. There are in general three main types of Norwegian folk tales.One is animal stories, where animals are the main characters. They can be wild animals or domestic, and a lot of times they can talk and behave like humans, but at the same time, theyretain their animal characteristics too. They tend to involve animals like bears, wolves and foxes. The point of these stories, their, their internal objectives, so the speak, is usually to explain some feature of the animal, how it arose. So there‟s one about a fox who fools a bear into going ice fishing with his tail. When the bear puts his tail into the water through a hole in the ice, to try and catch a fish, the ice freezes around it, and he ends up pulling his tail off. So that‟s why bears to this day have such short tails.The second category of Norwegian folk tale is the supernatural. Eh ... stories about giants and dragons and trolls, and humans with supernatural powers or gifts, like invisibility cloaks. Or where people are turned into animals and back again into a person, those are called transformation stories.There‟s a well-known Norwegian supernatural folk tale, a transformation story called East of the Sun and West of the Moon, which we‟ll read. It involves a prince who is a white bear by night and a human by d ay. And he lives in the castle that‟s east of the Sun and west of the Moon, which the heroine in the story has to try to find. Besides being a good example of a transformation story, this one also has a lot of the common things that tend to show up in folk tales. You will find the standard opening, …once upon a time ...‟. And it has stock characters like a prince, and a poor but beautiful peasant girl, she is the heroine I mentioned. And ... um ... it has a very conventional form. So no more than two characters are involved in any one scene. And it has a happy ending. And it‟s ... the story is presented as though ... well, even though a lot of the actions that occurred are pretty fantastic, so you‟d never think of it as realistic. The characters still act like ... they resemble real people. They are not real or even based on historical figures. But you might have a supernatural story involving a king, and he‟d act like you‟d ex pect a Norwegian king to act.OK. The third main kind of folk tale is the comical story. We‟ll say more later about these, but for now, just be aware of the category and that they can contain supernatural aspects, but they are usually more playful and amusing overall than supernatural stories.Now, as I said, traditionally, folk tales were just passed down orally. Each generation of storytellers had their own style of telling a story. But ... um ... in Norway, before the 19th century, folk tales were just for kids. They weren‟t seen as worthy of analysis or academic attention. But this changed when the romantic movement spread throughout Europe in the mid-19th century. Romantics looked at folk tales as sort of a reflection of the soul of the people. So there was something distinctly Norwegian in folk tales from Norway. And there was renewed pride in the literature and art forms of individual countries. As a result, the first collection of Norwegian folk tales is published in 1852. And there have been many new editions published since then. For the people of Norway, these stories are now an important part of what it means to be Norwegian.Lecture4-Biology(Snowshoe Hare)NarratorListen to part of a lecture in a biology class.ProfessorNow, James, you said you had been to the State of Maine, right?StudentYeah, actually I lived in western Maine until I was about sixteen.ProfessorGreat. So why don‟t you tell everybody what is like there in the winter?StudentThe winter? Well, it‟s cold. And there‟s lots of snow, you wouldn‟t believe how much snow we used to get.ProfessorActually I would. I did field research up there a couple of winters. And it really is an incredible environment. And to survive in that sort of environment, animals have to adapt to evolve in response to their surroundings. As you recall, an adaptation is any feature, um... physical or behavioral feature of a species that helps it survive and reproduce. And in adapting to extreme climates, like Maine in the winter time, animals can evolve in pretty interesting ways. Take, for example, the snowshoe hare.Ok, the snowshoe hare, and of course, that‟s H-A-R-E, like a rabbit. Although I probably should mention that technically a hare is not exactly the same as a rabbit, even though it is very similar. The primary difference is that a rabbit‟s young are born blind and without fur, while a hare‟s babies are born with a full coat and able to see.Now, the snowshoe hare, tell me, what sort of adaptations do you think it has developed that help it survive the Maine winters? I‟ll give you a hint. Food isn‟t an issue. The hare actually has abundant food in the small twigs it finds.StudentWell, I don‟t know. I mean, I know we used to try to look for these rabbits, eh... hares, when we went hiking in the winter, but it was often hard to find them in the snow.ProfessorYes. That‟s exactly right. The major concern of the snowshoe hare in the winter is predators. And now that includes humans. So one of its adaptations is basically camouflage. In other words, its coat, its fur, turns from brown in the summer to white in the winter, which makes it harder for the hare‟s predators to see it against the white snow.StudentYeah, but I could swear I remembered seeing rabbits in the snow a couple of times, I means hares, that were brown.ProfessorWell, you may very well have. Timing is really important, but the snowshoe hare doesn‟t always get it exactly right. Its chances for survival are best if it turns white about the time of the first snowfall. And it‟s the amount of daylight that triggers the changing of the hare‟s coat. As the days get shorter, that is, as the Sun is up for a shorter and shorter time each day, the snowshoe hare starts growing white fur and shedding its brown fur. The hare does a pretty good job with its timing, but sometimes when th ere‟s a really early or late snow, it stands out. Plus, it takes about a month for the snowshoe hare‟s coat to completely change color. So if there‟s a particularly early snowfall, it‟s very likely that the hare‟s fur would not yet be totally white. And that would make this a particularly dangerous time for the hare.OK. What else? Other adaptations? Susan?StudentWell, it‟s called the snowshoe hare, so are its feet somehow protect it from the cold?ProfessorWell, this animal‟s name does have to do with an adaptation of its feet. Uh... though, not like ithas warm furry boots or something to keep its feet from getting cold. You‟ve probably never needed to wear snowshoes. But, well, snowshoes are not like thick furry shoes designed to keep the feet warm, they are actually quite thin, but very wide. What they do is spread out the weight of the foot coming down on the snow. See, the problem with walking on snow is that you sink in with every step. But with snowshoes, you don‟t sink in, you walk on top of the snow. It makes walking through the Maine countryside in the winter much easier.Anyway, the snowshoe hare has an adaptation that plays on the same idea. It has hind feet that act like snowshoes. I mean, it‟s paws are wide and they allow the hare to hop and run just at the surface of deep snow. And this is a huge advantage for the snowshoe hare since by contrast, the feet of its predators usually sink right down into the snow.Now, another advantage related to this is that unlike many animals in winter, snowshoe hares can stay lean and light weight. They accumulate essentially no body fat. Can anyone guess why this is so?StudentThey don‟t eat very much?ProfessorWell, yes. But not because there isn‟t enough food around. It‟s because, l ike I said, food is almost always within reach, and they don‟t have to store up a lot of food energy for the harsh winters.Answer Key1.B2.AC3.C4.D5.A6.D.7.A.8.BAABA9.C10.D 11.D 12.B 13.AD 14.D 15.AD 16.D 17.B 18.C 19.A 20.B 21.D 22.B 23.B 24.B.25.A 26.AC 27.B 28.C 29.C 30.A 31.C 32.C 33.B 34.C。
托福TPO20口语Task1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TPO20口语Task1题目+满分范文，希望对大家备考有所帮助。
托福TPO20独立口语Task1题目： Choose a quality you think makes someone a valuable member of a team. Explain why you think it is an important quality for a team or group member to have. 托福TPO20独立口语Task1满分范文： I think a valuable member of a team should be cooperative. If a member is cooperative, he or she will take the goal of the team as main goal not that of his or her own as the main goal. So he or she is willing to help other team members, to talk with others, to solve problems with others. Once I attended a computer program group. At that time we had four members and only one day left before we had to submit the program. So we all decided to gather together and stay overnight, writing the program, sharing ideas, discussing and solving problems. That was the time I felt we were like a team. 以上是给大家整理的托福TPO20口语Task1题目+满分范文，希望对你有所帮助!。
托福TPO50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TPO50听力Conversation1文本+题目+答案解析，希望对大家备考有所帮助。
托福TPO50听力Conversation1文本 Listen to a conversation between a student and a political science professor. 请听一段学生和政治学教授之间的对话。
Student: I’m not sure if you know but I was elected to go to the students’ government this year. 我不清楚您知不知道，但是我今年想去学生会。
Teacher: Oh, congratulations! 哦，恭喜恭喜! I was in student government myself when? I was undergraduate. 我读大学的时候就是学生会的一员。
It taught me a lot about the political process. 它教给我很多关于政治事务的事情。
In fact, the experience solved my problem of what to do with my life. 实际上，这段经历帮我解决了未来的人生中要做什么的问题。
It really cemented my interest in becoming a political scientist. 它确实坚定了我变成政治学者的兴趣。
Student: Cool! 好酷啊! Anyway, the reason I came by is we are getting ready to conduct a straw poll on campus, you know, hold an informal ballot since the general election is just a couple of month away. 无论如何，我的理由是我们正在为大学里的非正式民意测验做准备，你知道，就是在大选几个月之前先举行一个非正式的投票。
tpo20口语
tpo20口语在TP020口语练习中，学习者需要通过听力理解和口语表达来完成一系列的任务。
这些任务包括听力理解、口语回答问题、口语阅读、口语总结等等。
通过这些任务的练习，学习者可以提高他们的听力水平，加强他们的口语表达能力。
以下是几个TP020口语练习任务的具体描述：任务一：听力理解该任务要求学习者听一段对话，并回答几个问题。
通过这个任务，学习者可以提高他们的听力技巧和听力理解能力。
在听取对话时，学习者需要注意细节，抓住关键信息，以便正确回答问题。
任务二：口语回答问题在这个任务中，学习者需要回答几个关于一个特定话题的问题。
学习者需要用英语进行口语表达，并尽量使用正确的语法和词汇。
这个任务旨在培养学习者的口语表达能力和思维逻辑能力。
任务三：口语阅读该任务要求学习者朗读一篇短文，并回答几个问题。
通过这个任务，学习者可以提高他们的口语流利度和语音语调。
学习者需要注意正确发音和节奏，以及正确理解短文内容，确保准确回答问题。
任务四：口语总结在这个任务中，学习者需要听取一段对话或演讲，并进行口语总结。
学习者需要注意听取信息的重点和关键细节，并将其整理成简洁、准确的口语总结。
通过这个任务，学习者可以提高他们的听力总结能力和口语表达能力。
通过完成这些TP020口语练习任务，学习者可以在听力和口语方面得到全面的提高。
这些任务旨在帮助学习者更好地应对TP020口语考试，并在口语交流中更加自信和流利。
希望学习者能够认真完成每个任务，并注重口语表达的准确性和流畅性。
加油！。
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为了帮助大家高效备考托福，为大家带来托福TPO20听力Conversation1文本+题目+答案解析，希望对大家备考有所帮助。
托福TPO20听力Conversation1文本
Narrator: Listen to a conversation between a student and a library employee.
Student: Excuse me, I received a letter that I am supposed to return a book that I checked out back in September, it’s called Modern Social Problems. But I am writing my senior thesis, so I thought I was allowed to keep the book for the whole academic year.
Librarian: So you signed up for extended borrowing privileges?
Student: Yeah.
Librarian: And we are still asking you to bring the book back?
Student: Uh-huh. Do I really have to?
Librarian: Well, let me check the computer. The title was ... Modern Social Problems?
Student: Yeah.
Librarian: Eh... Ok, yeah. It’s been recalled. You can keep it all year as long as no one else requests it, but someone else has, it looks like one of the professors in the sociology department. So you have to bring it back. You can check it out again when it is returned in a couple of weeks.
Student: What if the person renews it? And I really need it right now.
Librarian: All of it? Or is there a certain section or chapter you are working with?
Student: Well, there’s one chapter in particular I am working with, but why?
Librarian: Well, we normally don’t do this, but because of the circumstances we can photocopy up to one chapter for you. Why don’t you do that for the one you are working with right now? And by the time you need the rest of the book, maybe it’ll have been returned.
Student: Oh, that would be great.
Librarian: Do you have it with you?
Student: Eh... no, it’s in my dorm room. These are books I want to check out today. Is it OK if I bring that one by in a couple of days?
Librarian: Actually, the due day is tomorrow. After that, there’ll be a two dollar per day fine. But you need to return it today if you want to check out any books today. That’s our policy.
Student: Oh, I see.
Librarian: Yeah, not a lot of people realize that. In fact, every semester we get a few students who would have their borrowing privileges suspended completely because they haven’t returned books.They are allowed to use books only in the library. They are not allowed to check anything out because of unreturned books.
Student: That’s not good. I guess I should head back to the dorm right now.
Librarian: But before you go, what you should do is fill out a form requesting the book back in two weeks. Then the person who requested it won’t be able to renew it. You’ll get it back quickly.
Student: I’ll do that right now.
托福TPO20听力Conversation1题目
1.Why does the man go to talk to the woman?
A. To find out if he can get extended borrowing privileges
B. To find out if he needs to immediately return a book he borrowed
C. To find out why he has to pay a library fine
D. To find out why his borrowing privileges have been suspended
2.What will the man probably do today? (2 answers)
A. Get photocopies of a book chapter
B. Find out who requested his book
C. Borrow additional books.。