托福听力课原文
托福听力tpo51 section1 对话讲座原文+题目+答案+译文
托福听力tpo51section1对话讲座原文+题目+答案+译文Conversation1 (1)原文 (1)题目 (3)答案 (5)译文 (5)Lecture1 (7)原文 (7)题目 (9)答案 (11)译文 (11)Lecture2 (13)原文 (13)题目 (15)答案 (17)译文 (17)Conversation1原文NARRATOR:Listen to part of a conversation between a student and her biology professor.MALE PROFESSOR:So the assignment is to reproduce one of the animal camouflage experiments we read about in our text book.Which experiment did you pick?FEMALE STUDENT:Well...I was wondering if I could try to reproduce an experiment that's kinda the opposite of what was discussed in the textbook?MALE PROFESSOR:So,instead of how and why an animal might hide itself,you want to do something about why an animal might want to be seen?Hmmm.Tell me more.FEMALE STUDENT:Well,I got the idea from one of the journals you said we should look at…it's an experiment about,um,they called them eyespots in the article?MALE PROFESSOR:Eyespots,sure,the patterns on the wings of moths and butterflies that are generally believed to scare off predators because they look like big eyes.FEMALE STUDENT:Yeah,except the article was about an experiment that disputes that theory.MALE PROFESSOR:Well,we know that the markings do scare the birds,but the idea that the spots look like eyes is,well that's just a commonly held belief.FEMALE STUDENT:So—that's not even based on research?MALE PROFESSOR:Well,this whole idea of moth or butterfly markings being scary because they look like eyes rests on how we imagine that their predators—like birds —perceive the markings.And we can never really know that.All we can do is observe bird behavior.But tell me more about the experiment.FEMALE STUDENT:OK,so the experiment looked at the shapes of the markings on moth wings.The researchers wanted to know if the markings that were round or eye-shaped were more effective at deterring predators than square or rectangular markings.MALE PROFESSOR:OK…FEMALE STUDENT:Yeah.So,they attached food to paper models of moths,with different shaped marks drawn on the wings,to see how birds reacted.And what's interesting is,they realized that the round marks were not more effective at scaring birds than other shapes.MALE PROFESSOR:Were they less effective?FEMALE STUDENT:No,they were about the same...but what researchers diddetermine is that larger markings are more effective than smaller markings at scaring off prey.They called this phenomenon“visual loudness.”MALE PROFESSOR:Visual loudness,huh.Well,I guess it's not all that shocking,if you think about it.FEMALE STUDENT:So,anyway,is it OK?Can I repeat this experiment and write about it?MALE PROFESSOR:Yes,I think that'll work.The problem I foresee is,well,where? This is an urban campus...You'll have a hard time finding a good place to set up the experiment.FEMALE STUDENT:Oh,I-I wasn't planning on doing it on campus.I'm going home for spring break,and my family lives in the country,far from the nearest city.I can set it up in the backyard.MALE PROFESSOR:Good idea.Except one week is not a lot of time.So you'll need to make some adjustments to have enough data.I'd set up the experiment near a bird feeder,and get in as much observation time as you can.题目1.Why does the student talk with the professor?A.She wants permission to revise an experiment that she conducted earlier.B.She has a question about the findings of an experiment in the textbook.C.She wants to reproduce an experiment that is not in the textbook.D.She would like some advice about how to study butterfly and moth behavior.2.What does the professor say is a common assumption about certain markings onbutterfly and moth wings?A.That the markings are usually hidden from viewB.That the markings attract some kinds of birds more than othersC.That some birds perceive the markings as large eyesD.That butterflies and moths use the markings to attract mates3.What were the results of the experiment that the student describes?[Click on2 answers.]A.Birds reacted to round markings the same way they reacted to square markings.rge markings scared birds more than small markings did.C.Most birds ignored markings that looked like eyes.D.Birds were attracted to more colorful markings.4.Why does the professor mention a bird feeder?A.To suggest a strategy that may help the student carry out her task successfullyB.To recommend a place on campus that is suitable for the student's projectC.To discuss another experiment that has yielded surprising resultsD.To point out a problem in the design of the original experiment5.What can be inferred about the student when she says this:Professor:Well,we know that the markings do scare the birds but the idea that the spots looked like eyes is……well,that is just a commonly held belief.Student:So,that’s not even based on research?A.She is skeptical about what the professor just told her.B.She just realized that she designed her experiment incorrectly.C.She is worried that she misunderstood something that she read.D.She had assumed that there was scientific evidence for the theory.答案C C AB A D译文旁白：请听一段学生和其生物学教授之间的对话。
托福听力tpo50 lecture1、2、3、4 原文+题目+答案+译文
托福听力tpo50 lecture1、2、3、4 原文+题目+答案+译文Lecture1 (1)原文 (1)题目 (4)答案 (6)译文 (6)Lecture2 (8)原文 (8)题目 (10)答案 (12)译文 (12)Lecture3 (14)原文 (14)题目 (16)答案 (18)译文 (18)Lecture4 (20)原文 (20)题目 (22)答案 (24)译文 (24)Lecture1原文NARRATOR: Listen to part of a lecture in an ancient history class.FEMALE PROFESSOR: OK, last time we were discussing trade and commerce during the Bronze Age … And I said a little over 3,000 years ago there was quite a lively trade among the countries along the Mediterranean Sea—people were making objects out of bronze, and they were using bronze tools to make other goods, and they developed trade networks to trade these goods with other countries around the Mediterranean … One of the things they traded was glass …And recently there was an archeological excavation in Egypt—on the Nile River, around where it enters the Mediterranean Sea—where they discovered an ancient glass factory. Robert?MALE STUDENT: I thought our textbook said that the Egyptians imported their glass from other countries.FEMALE PROFESSOR: Well, until now that's what the evidence seemed to suggest. I mean, we had some evidence that suggested that the Egyptians were making glass objects, uh, but not glass.MALE STUDENT: OK, am-am I missing something? They're making glass, but they're not making glass.FEMALE PROFESSOR: I said they were making glass objects, right? You see, it was previously thought that they weren't actually making the raw glass itself, that they were importing unfinished glass from Mesopotamia—um, which today is a region consisting of Iraq, and parts of Syria, Turkey, and Iran—and simply reworking it. Most archeologists believed that the glass factories were in Mesopotamia because that's where the oldest known glass remains come from. You see, there were two stages of glassmaking: the primary production stage, where they made disks of raw glass… Uh, an- and then there was the secondary stage, where they melted the raw glass, the glass disks, and created decorative objects or whatever.And from this new Egyptian site we've learned that the primary production stage had several steps. First, they took quartz—a colorless, transparent mineral—and crushed it. Then they took that crushed quartz and mixed it with plant ash; uh, “plant ash” is just what it soundslike—the ash that's left after you've burned plant material. They slowly heated this mixture, at a relatively low temperature, in small vessels, um containers, like jars, made out of clay. Uh, and that yielded a kind of glassy material…They took this glassy material and ground it up into a powder, and then they used metallic dye to color it… After that, they poured the colored powder out into disk-shaped molds and heated it up to very high temperatures, so that it melted. After it cooled, they'd break the molds, and inside…there were the glass disks. These disks were shipped off to other sites within Egypt and places around the Mediterranean. Then, in the secondary phase, the disks were reheated and shaped into decorative objects. Susan?FEMALE STUDENT: So what kind of objects were people making back then? FEMALE PROFESSOR: Well, the most common objects we’ve found—mostly in Egypt and Mesopotamia—uh, the most common objects were beads; one thing Egyptians were very, very good at was imitating precious stones; they created some beads that looked so much like emeralds and pearls that it was very difficult to distinguish them from the real thing. Uh, and-and also beautiful vessels, uh, with narrow necks; they were probably really valuable, so they wouldn't have been used to hold cooking oil or common food items; they were most likely used for expensive liquids like perfume. Now the glass made at this factory was mostly red; to get this red color, they used copper; in a sophisticated process. Of course, any kind of glass was very valuable, so these red bottles would only have been owned by wealthy people. In fact, because it was so difficult to make, and sort of mysterious and complicated, it was probably a product produced for the royal family, and they probably used glass to show their power. Also, beautiful, expensive objects make great gifts if you're looking to establish or strengthen political alliances…and it's quite possible that ancient Egyptians were actually exporting glass, not just making it or importing it. The trade with Mesopotamia was probably a friendly, mutual trade…because, uh, Mesopotamian glass was usually white or yellow, so Mesopotamians might have said something like, “We'll give you two white disks for two red disks.” There’s no proof ofthat, uh—at least not yet…题目1.What is the lecture mainly about?A. New information about glass production and use in ancient EgyptB. Whether Egyptians or Mesopotamians were the first to invent glassC. Differences between Egyptian glass and other kinds of glassD. Reasons why ancient Egyptians imported glass from other countries2.What is the importance of the archaeological evidence recently found in Egypt?A. It supports the theory that ancient Egyptians imported glass from Mesopotamia.B. It proves that ancient Egyptians made glass objects prior to the Bronze Age.C. It provides the first evidence that glassmaking in the Bronze Age required two different stages.D. It shows that ancient Egyptians were producing raw glass.3.The professor describes a process for making glass disks. Summarize the process by putting the steps in the correct order. [Click on a sentence. Then drag it to the space where it belongs. The last one is done for you.]A.Glass-like material is ground up and dyed blue or red.B.Powdered material is heated at very high temperatures.C.Crushed quartz and plant ash are heated at low temperatures.D.Containers are broken to remove glass disks.4.Based on the lecture, what are two kinds of glass objects that were valued in ancient Egypt and Mesopotamia? [Click on 2 answers.]A. BeadsB. Cooking utensilsC. ContainersD. Windows5.According to the professor, what are two reasons why ancient Egyptians exported glass? [Click on 2 answers.]A. To build relationships with foreign leadersB. To hold cooking oil that was sold in other countriesC. To get bronze tools from other countriesD. To acquire colors of glass not made in Egypt6.Why does the professor say this:Robert: Ok. Am……Am I missing something? They are making glass but they are not making glass?Professor: I said they were making glass objects, right?A. To emphasize that glass objects were only made in ancient EgyptB. To find out what the student does not understandC. To indicate that there was no contradiction in her previous statementD. To correct what she said in her previous statement答案A D CABD AC AD C译文旁白：请听一个古代历史课上的讲座片段。
托福听力tpo40 lecture1、2、3、4 原文+题目+答案+译文
托福听力tpo40lecture1、2、3、4原文+题目+答案+译文Lecture1 (2)原文 (2)题目 (4)答案 (5)译文 (6)Lecture2 (7)原文 (7)题目 (9)答案 (11)译文 (11)Lecture3 (13)原文 (13)题目 (16)答案 (18)译文 (18)Lecture4 (20)原文 (20)题目 (22)答案 (24)译文 (24)Lecture1原文NARRATOR:Listen to part of a lecture in an art history class.MALE PROFESSOR:Last class I passed out your assignment for your first paper,and today I want to spend some time going over it.Mm…most people never take any art history until they get to college,so many of you have probably never written an art history paper before.I gave you a list of appropriate works of art for you to write about.So your next step in this process needs to be to go look at the work you've selected as your topic.And bring a pencil and a notepad with you,because I don't mean you should just drop by at the museum and glance at it so you can say you've seen it in real life.You need to go and sit in front of the work and really look at it—carefully and slowly.And keep careful notes about what you see—you’ll need them for the kind of art history paper you're going to be writing…it's what we call a formal analysis.A formal analysis of a work of art,any kind of art,is based on its formal qualities, which means qualities related to the form—things like color…texture…line…shapes…proportion…and composition.Probably the closest thing to a formal analysis you might have written is for an English class.If you've…say…written an analysis of a poem,you've used the same skills—you've given an analysis of the poem by describing and analyzing its form and meter.A formal analysis paper in art history is very similar.Now,before you begin writing your formal analysis,you'll want to start with a summary of the overall appearance of the work—a brief description of what you see. Are there figures—people?What are they doing?Or is it a landscape…or an abstract representation of something?Tell what the subject is,and what aspects are emphasized in the painting.This will give your reader an overview of what the work looks like before you analyze it.The next part of your paper—the actual formal analysis—will be the longest and most important section of your paper,where you describe and analyze individual design elements.For this portion of the paper,you're going to rely on the notes you took at the museum,because you should be able to describe in detail the design elements the artist uses,and how they are used.For example,does the artist use harsh lines or soft lines—are the colors bright or muted?Focus on the design elements that you feel are most strongly represented in that particular work of art. And if you don't know where to begin,take note of where your eye goes first.Then describe things in the order in which your eye moves around the work.This will help you understand how one part relates to another—the interaction between the different parts of the work.OK,this kind of analysis should occur throughout the main portion of the paper.In the last section of your paper—and this goes beyond formal analysis—you comment on the significance of what you have seen.What details of the work convey meaning?Some significant details will not be apparent to you right away,but if you look long enough,you realize how important they are for your interpretation of the work.Many years ago,I was writing a formal analysis of a painting of a little boy.In the painting,a little boy was standing in his nursery,and he was holding a toy bird in his hand,and there were more toys around him in the background of the painting. Because of the bird he was holding,I assumed at first that the painting was about the innocence of children.But as I looked at the painting longer,I realized that the boy's eyes looked sad even though there was no discernable expression on his face.And then it dawned on me that,even though he was surrounded by toys,he was all alone in his nursery.The boy's eyes were a significant detail in the painting,that I didn't notice at first.题目1.What point does the professor make about the writing of a formal analysis in art history?A.Its objective is to identify common features of several works of art.B.Its most important part is the explanation of an artwork's significance.C.Several styles of writing a formal analysis are used by art historians.D.A particular approach is required to present Information about an artwork.2.According to the professor,what will students need to do before writing the art history paper?A.Look at examples of formal analysis in textbooksB.Take notes on the artwork they will write aboutC.Go to different museums before selecting a topic for the paperD.Study the historical context of the artwork they will write about3.Why does the professor mention an English class?A.To explain the difference between visual language and written languageB.To explain that students need good writing skills for their assignmentC.To point out similarities between a poetry paper and the students'assignmentD.To point out that many art historians become writers4.What does the professor recommend as a way to understand the relationship between different parts of an artwork?A.Looking for lines that connect different parts of the workB.Examining the artwork from several different anglesC.Looking for similar colors the artist used throughout the workD.Determining how the viewer's eyes move around the work5.Why does the professor talk about his own experience analyzing the painting of a little boy?A.To point out a common misconception about formal analysisB.To stress the importance of looking at an artwork thoroughlyC.To show why a formal analysis should not emphasize small detailsD.To provide an example of an artwork that is easy to analyze6.The professor describes three sections the art history paper should contain.Place them in the order in which they should appear in the paper.Click on a phrase.Then drag it to the space where it belongs.A.Analysis of the design elements the artist usesB.Discussion of the meaning of the artworkC.Summary of the appearance of the artwork答案D B C D B CAB译文旁白：下面听一段艺术史课程的片段。
托福听力tpo46 lecture1、2、3、4 原文+题目+答案+译文
托福听力tpo46lecture1、2、3、4原文+题目+答案+译文Lecture1 (2)原文 (2)题目 (4)答案 (6)译文 (6)Lecture2 (8)原文 (8)题目 (10)答案 (12)译文 (12)Lecture3 (14)原文 (14)题目 (16)答案 (18)译文 (18)Lecture4 (19)原文 (19)题目 (22)答案 (24)译文 (24)Lecture1原文NARRATOR:Listen to part of a lecture in a biology class.FEMALE PROFESSOR:I'd like to continue our discussion of animal behavior and start off today's class by focusing on a concept we haven't yet touched upon—swarm intelligence.Swarm intelligence is a collective behavior that emerges from a group of animals,like a colony of termites,a school of fish,or a flock of birds.Let's first consider the principles behind swarm intelligence,and we'll use the ant as our model.Now,an ant on its own is not that smart.When you have a group of ants,however, there you have efficiency in action.You see,there's no leader running an ant colony. Each individual,each individual ant operates by instinctively following a simple set of rules when foraging for food.Rule number1:Deposit a chemical marker…called a pheromone.And rule2:Follow the strongest pheromone path.The strongest pheromone path is advantageous to ants seeking food.So,for example,when ants leave the nest,they deposit a pheromone trail along the route they take.If they find food,they return to the nest on the same path and the pheromone trail gets stronger—it's doubled in strength.Because an ant that took a shorter path returns first,its pheromone trail is stronger,and other ants will follow it, according to rule2.And as more ants travel that path,the pheromone trail gets even stronger.So,what's happening here?Each ant follows two very basic rules,and each ant acts on information it finds in its immediate local environment.And it's important to note: Even though none of the individual ants is aware of the bigger plan,they collectively choose the shortest path between the nest and a food source because it's the most reinforced path.By the way,a-a few of you have asked me about the relevance of what we're studying to everyday life.And swarm intelligence offers several good examples of how concepts in biology can be applied to other fields.Well,businesses have been able to use this approach of following simple rules when designing complex systems,for instance,in telephone networks.When a call is placed from one city to another,it has to connect through a number of nodes along the way.At each point,a decision has to be made:Which direction does the call go from here?Well,a computer program was developed to answer this question based on rules that are similar to the ones that ants use to find food.Remember,individual ants deposit pheromones,and they follow the path that is most reinforced.Now,in the phone network,a computer monitors the connection speed of each path, and identifies the paths that are currently the fastest—the least crowded parts of the network.And this information,converted into a numeric code,is deposited at the network nodes.This reinforces the paths that are least crowded at the moment. The rule the telephone network follows is to always select the path that is most reinforced.So,similar to the ant's behavior,at each intermediate node,the call follows the path that is most reinforced.This leads to an outcome which is beneficial to the network as a whole,and calls get through faster.But getting back to animal behavior,another example of swarm intelligence is the way flocks of birds are able to fly together so cohesively.How do they coordinate their movements and know where they're supposed to be?Well,it basically boils down to three rules that each bird seems to follow.Rule1:Stay close to nearby birds.Rule2:Avoid collision with nearby birds.And rule3:Move in the average speed and direction of nearby birds.Oh,and by the way,if you're wondering how this approach can be of practical use for humans:The movie industry had been trying to create computer-generated flocks of birds in movie scenes.The question was how to do it easily on a large scale?A researcher used these threerules in a computer graphics program,and it worked!There have also been attempts to create computer-generated crowds of people using this bird flocking model of swarm intelligence.However,I'm not surprised that more research is needed.The three rules I mentioned might be great for bird simulations,but they don't take into account the complexity and unpredictability of human behavior.So,if you want to create crowds of people in a realistic way,that computer model might be too limited.题目1.What is the lecture mainly about?A.Various methods that ants use to locate foodB.A collective behavior common to humans and animalsC.A type of animal behavior and its application by humansD.Strategies that flocks of birds use to stay in formation2.According to the professor,what behavior plays an important role in the way ants obtain food?A.Ants usually take a different path when they return to their nest.B.Ants leave chemical trails when they are outside the nest.C.Small groups of ants search in different locations.D.Ants leave pieces of food along the path as markers.3.What are two principles of swarm intelligence based on the ant example?[Click on2answers.]A.Individuals are aware of the group goal.B.Individuals act on information in their local environment.C.Individuals follow a leader's guidance.D.Individuals instinctively follow a set of rules.4.According to the professor,what path is followed by both telephone calls on a network and ants seeking food?A.The path with the least amount of activityB.The most crowded pathC.The path that is most reinforcedD.The path that has intermediate stopping points5.Why does the professor mention movies?A.To identify movie scenes with computer-simulated flocks of birdsB.To identify a good source of information about swarm intelligenceC.To emphasize how difficult it still is to simulate bird flightD.To explain that some special effects in movies are based on swarm intelligence6.What is the professor's attitude about attempts to create computer-generated crowds of people?A.She believes that the rules of birds'flocking behavior do not apply to group behavior in humans.B.She thinks that crowd scenes could be improved by using the behavior of ant colonies as a model.C.She is surprised by how realistic the computer-generated crowds are.D.She is impressed that computer graphics can create such a wide range of emotions.答案C B BD C D A译文下面听一段生物学讲座的片段。
TOEFL老托福听力PartC原文精选5篇
TOEFL老托福听力PartC原文精选5篇老托福听力PartC原文1At last month's meeting you asked me to draw up a report about the possibility of keeping the student center open twenty-four hours a day.在上个月的会议上你们要求我起草一个报告，关于保持学生中心每天24小时开放的可能性。
I decided that the best way to assess the need for expanded hours was to talk to the people who were still in the student center at closing time.我判断评估增加小时数的需求的最好方法是与在关闭时间依然在学生中心里面的人谈谈。
First, over the course of the two weeks, I interviewed more than fifty students as they left the student center at its regular closing time of twelve midnight.首先，在过去两周的进程中，我面谈了超过五十名同学，当他们在通常的午夜12点的关闭时间离开学生中心时。
About eighty percent of them said they would prefer that the center stay open later.他们中的大约百分之八十说，他们更喜欢中心保持开放更晚些。
Of the three main uses of the center—eating in the snack bar, recreation in the game room or watching TV, and studying by far the most popular late night activity is—and this may surprise you—studying.中心的三大用途——在快餐部吃东西，在娱乐室消遣或看电视，以及学习，目前为止最普遍的深夜活动是——这也许会让你们很惊讶——学习。
托福听力tpo41 section1 对话讲座原文+题目+答案+译文
托福听力tpo41 section1 对话讲座原文+题目+答案+译文Conversation1 (2)原文 (2)题目 (3)答案 (5)译文 (5)Lecture1 (6)原文 (7)题目 (8)答案 (10)译文 (11)Lecture2 (12)原文 (12)题目 (14)答案 (16)译文 (17)Conversation1原文FEMALE PROFESSOR: I have some good news for you. One of the students who was signed up for the summer term at the field station next year won't be attending after all. Your name's first on the waiting list,so if you still want to do it, the space is available.MALE STUDENT: Aw, that's terrific!FEMALE PROFESSOR: You were also interested in doing an independent research project next summer, right?MALE STUDENT: Yeah, on salt-marsh restoration—but that was before, when I thought I wasn't going to get into the field station.FEMALE PROFESSOR: Well, you can still do it if you want. I looked over your application for the independent research project, and it looks strong: I approved it. And you’d have even more resources there at the field station, so…MALE STUDENT: The field station and an independent study.…But the summer term is a few weeks shorter than a regular term…FEMALE PROFESSOR: Wh—it's up to you. You'd have to work hard, but I think you can do very well. Professor Garfield—one of the professors over at the field station —MALE STUDENT: Yeah, I’ve heard of him.FEMALE PROFESSOR: Yes, well, Professor Garfield's been doing research on salt marshes for years, assessing human impact and methods of salt-marsh restoration. He's willing to oversee your project.MALE STUDENT: Wow! That’s too good an opportunity to pass up.FEMALE PROFESSOR: I thought you'd say that. When I spoke with Dr. Garfield, he suggested you take a particular course he'll be teaching here in the spring…it's called Advanced Topics in Salt-Marsh Management. The course looks at salt-marsh ecology in-depth, and it also focuses on factors that stress salt-marsh systems, and how to assess and monitor the level of stress.MALE STUDENT: And that background information'll feed right into my project on salt-marsh restoration. This is so great.FEMALE PROFESSOR: Oh, one more thing. Do you know John Arnold?MALE STUDENT: Not really. But he lives in my dorm. Why?FEMALE PROFESSOR: John's another ecology student who'll be at the field station next summer. I approved an independent research project for him, too. Initially he had the same concern as you. But anyway, his topic will be similar to yours. He’ll be researching how bridges and culverts that've been installed to allow tidal waters to move underneath roads—between the sea and the salt marshes—well, they're often too small…MALE STUDENT: I guess that'd result in not enough tidal water flowing into the marshes to maintain the natural vegetation, right?FEMALE PROFESSOR: Exactly. And he'll be looking at how to determine the right size. So I was thinking he might be a good choice for a summer roommate for you.题目1.What does the professor talk about with the man?A. Reasons the man should work at the field station next summer instead of working independentlyB. Reasons the man should change the focus of his independent study projectC. Projects that the man has permission to work on next summerD. Whether the man would be willing to cooperate on a project with another student2.What does Professor Garfield suggest the student do during the spring term?A. Take a particular classB. Modify his research topicC. Pay the field-station program feeD. Begin collecting data3.What do the student and John Arnold have in common? [Click on 2 answers.]A. They were both on the waiting list for the summer field program.B. They will both be doing research involving salt marshes.C. They often volunteer to help restore salt marshes.D. They live in the same university dormitory.4.What does the professor say is the main topic of John Arnold's research?A. Establishing size recommendations for salt marsh habitatsB. The relationship between bridge size and the flow of tidal watersC. How the vegetation of coastal habitats is affected by the restoration of salt marshesD. Ways of assessing levels of stress on salt-marsh habitats5.What can be inferred about the student when he says this:(MALE STUDENT) The field station and an independent study. …But the summer term is a few weeks shorter than a regular term …A. He cannot participate at the field station because of a prior commitment.B. He is unsure if he will earn enough course credits before the summer.C. He prefers to do the independent study instead of working at the field station.D. He thinks he may not have enough time to complete the required work over the summer.答案C A BD B D译文教授：我有些好消息要告诉你。
托福听力tpo47 section1 对话讲座原文+题目+答案+译文
托福听力tpo47section1对话讲座原文+题目+答案+译文Conversation1 (1)原文 (1)题目 (3)答案 (5)译文 (5)Lecture1 (7)原文 (7)题目 (10)答案 (12)译文 (12)Lecture2 (14)原文 (14)题目 (16)答案 (18)译文 (18)Conversation1原文NARRATOR:Listen to a conversation between a student and a music director. MALE STUDENT:Ms.Harper?FEMALE DIRECTOR:Yes,can I help you?MALE STUDENT:Hi,my name's Eric Patterson.I'm a journalism student.Uh,I wanted to ask you about the orchestra…FEMALE DIRECTOR:I'm sorry Eric,but the orchestra is only open to music majors.MALE STUDENT:Really?Well,see—FEMALE DIRECTOR:But the policy's changing next year.After that,if you've taken three music courses,you will be able to audition.MALE STUDENT:Well,uh,I have taken some music courses,and I do play the double bass,so maybe that’s something to think about.But actually,I was here about something else.FEMALE DIRECTOR:Oh,sorry!It's just I-I get that question all the time,so…MALE STUDENT:That's OK.Thing is,I work for Magna—the school paper—and I'm reporting on last week’s concert.Now,I went to it,and I really enjoyed it,but now I’m looking for some background knowledge.FEMALE DIRECTOR:Well,I can refer you to some of the students in the orchestra,if you’d like a young musician’s point of view…MALE STUDENT:Uh,I-I guess that might be helpful…But um,I’m really looking for a little bit of scholarly perspective.Some history of the music that was performed that evening.Where it originated,how it’s developed over time…FEMALE DIRECTOR:Well,some of our musicians kind of specialize in Appalachian music;in fact,that's part of the reason we performed it.So you really should talk to them,too.um,OK,so we were playing Appalachian music…from communities in the Appalachian mountain regions of the United States.MALE STUDENT:All right…FEMALE DIRECTOR:Uh…do you really think you can keep this all in your head?MALE STUDENT:Oh.Don't worry.All I need are a few key facts.I'm sure I can keep them straight until I get back to my dorm.FEMALE DIRECTOR:So.The music is generally based on folk ballads and instrumental dance tunes.Um,it started with Scottish and Irish immigrants who brought over their styles of music.It's called Anglo-Celtic.MALE STUDENT:So,people brought their musical traditions with them.FEMALE DIRECTOR:Well,this Anglo-Celtic music was considered an important link to the past for these people,which you can see in the way that Appalachian singers sing ballads;they have sort of a nasal quality to them,like in Celtic ballads.In their new land,some of the lyrics were updated,you know,to refer to the new locations,and the occupations that settlers had in America.But at the same time,lots of ballads were still about castles,and royalty…lords and ladies…stuff like that.Which is what they were about originally.MALE STUDENT:OK,and was that some sort of banjo I saw onstage during the performance。
托福听力tpo60 lecture1、2、3 原文+题目+答案+译文
托福听力tpo60 lecture1、2、3 原文+题目+答案+译文Lecture1 (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 (12)Lecture3 (13)原文 (13)题目 (16)答案 (18)译文 (18)Lecture1原文Listen to part of a lecture in an art history class.As you know, artists today can choose from an enormous selection of media, including water colors, acrylic paints, not to mention special pains formulated for almost any surface you might wanna paint on. But even so, oil paints are still the medium of choice among most professional artists and hobbyists. So why is that? well, for one thing, oil paints extremely versatile, suitable for many different painting styles, different subjects, and different sizes of work. Another advantage is thatthey're easy to use. Even for beginners, they can be manipulated. You can apply oil paint to a canvas. And then because they don't dry right away, they can be scraped off and paint it over.So you don't have to waste expensive material every time you make a change. Unlike acrylic paint, which really can't be moved once it's applied, acrylic paints dry very quickly. So in general, when using them, it's more difficult to make changes. And with watercolors, you can't really paint over a mistake, because it really diminishes the freshness of the colors. So oil paint is the medium of choice for many painters. Nowadays, anyway, in terms of art history, oil paints actually pretty young in Europe before the invention, rather, the development of oil paint, painters mostly used Tempera. Tempera was made with egg yolk. Believe it or not, the yoke acted as a binder. A binder enables the color pigment to stick to your canvas, and no temporal wasn't always yellow. If that's what you're thinking. Artists made their own paint by mixing egg yolk with a color pigment like powdered iron ore copper. But it dried very fast, which left little room for error or change.You really had to get it right the first time. Then in the early 15th century, a Flemish painter named Jan of Van Eyck started experimenting up after that emperor in one of the Nikes paintings cracked while drawing in the sun. He decided to try to make a paint that would avoid this fate. So he tried. And oil mixture, actually other painters before him had tried using oils as a binder. So while the Nikes credited with inventing oil paint, it's not entirely true. In Greece and Italy, olive oil had been used to prepare pigment mixtures, but the paint took a really long time to dry, just the opposite of tempera. But van Eyck had a secret recipe for his oil paint. He used linseed oil. Not only did this paint dry without cracking, van dyke also discovered that it could be applied in very thin layers. This technique gave the colors of depth that was previously unknown. And just as important, the linseed oil actually increased the brilliance of the color. So as a result, pigment oil mixtures became very popular among artists. Some tried to improve the paint by developing their own recipes, like uh, by using walnut oil, for instance, or by cooking their oil mixtures. But a greatmany began using some sort of oil as their binder.Now with all this experimentation with mixtures, well, it took a long time for artists to get comfortable with using these new oil paints to get a true feeling for how to apply them to the best effect. The early painters in oil like that Ike laid the paint down in thin layers with brush strokes that were so delicate that they're practically invisible. And it really wasn't until the end of the 16th century and in the 17th century that the full potential of oil paint was realized, for example, that's when artists finally began to combine delicately painted areas with thick brush strokes. So you could actually see the marks of the brush combining the rough and the smooth gives oil paintings great textural depth. Of course, the public who are used to smooth surfaces actually complained that these paintings looked unfinished. And some of that attitude carried over until later centuries, like, well, you're probably familiar with the work of the painter Vincent Van Gogh. Van gogh's famous nowadays for his thick, swirling brush strokes. But amazingly enough, his work was not appreciated back in the 19th century, and he sold just one painting during his lifetime. Of course, the French impressionists, who were his contemporaries, attained more popular acclaim, but they used a different technique. They applied oil paint and thick dabbs to depict the effects of light on the landscape.题目1.What does the professor mainly discuss?A. The relationship between painting techniques and types of paint that are usedB. Reasons for the changes in the popularity of oil paint since the seventeenth centuryC. The historical development and use of oil paintD. The main differences between oil paint and tempera2.What reasons does the professor give for the popularity of oil paint among modern artists?[Click on 2 answers.]A. It can be used for a number of painting styles.B. It allows artists to make changes.C. It does not fade easily.D. It can be made easily even by amateur painters.3.What property do tempera and acrylic paint have in common?A. They do not stick well to the canvas.B. They tend to crack as they dry.C. They tend to make colors look dull.D. They dry very quickly.4.What are two points the professor makes about the painter Jan van Eyck?[Click on 2 answers.]A. He did not invent the use of oil as a binder.B. He improved his own oil mixtures by heating them.C. He invented tempera.D. He applied oil paint to a canvas in thin layers.5.Why does the professor talk about combining delicate brushstrokes with thickbrushstrokes?A. To explain the popularity of van Eyck's paintingsB. To describe a difference between linseed oil and olive oil as a binderC. To indicate that artists became more experienced in the use of oil paintD. To point out a similarity between the painters van Eyck and van Gogh6.Why does the professor mention Vincent van Gogh?A. To emphasize that paintings made with thick brushstrokes were unpopular in the pastB. To show that artists did not know how to use oil paints correctly until the nineteenth centuryC. To describe the origin of a painting technique used by the French ImpressionistsD. To support his statement about when painters first began to use thick brushstrokes答案C ABD AD C A译文请听艺术史课上的部分内容。
TOEFL老托福听力PartC原文
TOEFL老托福听力PartC原文为了让大家更好的预备托福考试，我给大家整理老托福听力PartC原文，下面我就和大家共享，来观赏一下吧。
老托福听力PartC原文1Scientists are always on the lookout for alternative sources of energy.科学家总是在查找替代能源。
Today were going to discuss one thats so plentiful they say it could supply more energy than all the coal and oil in the world.今日我们将探讨一种如此充分的，他们说能够供应比世界上全部的煤炭和石油更多的能量。
Its found in something called gas hydrate and, believe it or not, thats a kind of ice.它被发觉于某种叫做气体水合物(的东东)而且，信不信由你，那是一种冰。
Thats right. But the water in this ice was way down below the Earths surface when it was frozen, so it was under a lot of pressure.是的，但是在这种冰里的水在当它结冰时会降到地球表面下很深(的地方)，所以它会在很大的压力之下(所以压力很大)。
And trapped inside the crystals of ice are individual molecules of methane --- thats whats in natural gas.被困在冰的晶体中的是单个的甲烷分子——这就是自然气。
All this makes gas hydrate pretty strange stuff.全部这些(状况)使得气体水合物(成为)很诡异的东西。
老托福听力精选PartC原文汇总5篇
老托福听力精选PartC原文汇总5篇为了让大家更好的预备托福考试，我给大家整理老托福听力PartC原文，下面我就和大家共享，来观赏一下吧。
老托福听力PartC原文1Were going to start today talking about congressional aides, that is, the people who work for our congressional representatives, both in Washington and in the representatives local districts.今日我们将要开头谈谈国会助手，也就是说，为我们国会代表工作的人，既在华盛顿，又在代表当地的区域。
It used to be that members of Congress had a relatively small staff of people working for them, and the role of these people wasnt of primary importance.过去曾经是国会议员们有一个相对小的员工(规模、群体、数量)为他们工作，这些人的角色不是最重要的。
But now there are thousands of congressional aides, and theyve profoundly affected the way the whole government works.但现在有成千上万的国会助手，而且他们已经深深地影响到了整个政府工作的方式。
Congressional aides work in two different locations: one, in the congressional representatives local offices, the districts from which they were elected, and two, in Washington.国会助手在两个不同的地点工作：一，在国会代表的当地办公室，在他们被选举的地区，二，在华盛顿。
TOEFL老托福听力PartC原文精选
TOEFL老托福听力PartC原文精选老托福听力PartC原文Good evening. My name is Pam Jones, and on behalf of the Modern Dance club, I'd like to welcome you to tonight's program.晚上好，我的名字叫Pam Jones，代表现代舞俱乐部，我想欢迎大家来到今晚的节目。
The club is pleased to present the TV version of The Catherine Wheel, Twyla Tharp's rock ballet.本俱乐部很荣幸地介绍Catherine Wheel(凯萨琳车轮)的电视版，Twyla Tharp的摇滚芭蕾舞。
This video version of the ballet has been even more successful with audiences than the original theater production.这个芭蕾舞的视频版在观众中甚至已获得比原始的剧场作品更大的成功。
It includes some animation, slow motion, and stop-action freezes that really help the audience understand the dance.它包括了一些动画，慢动作，和静止动作等能真正帮助观众理解舞蹈。
The title of the piece refers to Saint Catherine, who died on a wheel in 307 A.D.这个作品的名字指的是Saint Catherine(圣凯瑟琳)，她于公元307年死于一个轮子上Nowadays, a Catherine wheel is also a kind of firework.现如今，Catherine Wheel也是一种烟火(转轮烟火)It looks something like a pinwheel.它看起来像某种转轮焰火。
老托福听力PartC原文汇总
老托福听力PartC原文汇总为了让大家更好的预备托福考试，我给大家整理老托福听力PartC原文，下面我就和大家共享，来观赏一下吧。
老托福听力PartC原文1I was really glad when your club invited me to share my coin collection.当你们的俱乐部邀请我来共享我的硬币保藏时，我真的很兴奋。
Its been my passion since I collected my first Lincoln cent in 1971; thats the current penny with Abraham Lincolns image.自从1971年我收集了我的第一枚林肯美分，这始终是我的酷爱;那是目前带着Abraham Lincoln的肖像的美分(硬币)Just a little history before I start in on my own collection.在我开头(共享)我自己的保藏前，简洁(介绍)一点历史。
Lincoln pennies are made of copper, and they were the first United States coin to bear the likeness of a President.林肯美分是铜制的，它们是第一种带有总统肖像的US硬币。
It was back in 1909 when the country was celebrating the centennial of Lincolns birth in 1809 that the decision was made to redesign theone-cent piece in his honor.那是过去的1909年，当国家庆祝1809年林肯诞生的百年纪念时，打算重新设计一美分的硬币向他表示敬意。
Before that, the penny had an American Indian head on it.在那之前，美分上有美洲印第安人的头(像)。
TOEFL老托福听力PartC原文汇总3篇
TOEFL老托福听力PartC原文汇总3篇TOEFL老托福听力PartC原文汇总1The winds of a tornado are the most violent and destructive ones on Earth.龙卷风是地球上最猛烈和最具破坏性的风。
Any of you who have seen one knows very well how frightening and powerful they are.任何看见过龙卷风的人都非常了解他们是多么令人恐惧和强大。
What's interesting about them is that scientists don't actually know exactly why tornadoes occur.关于它们有意思的是科学家事实上并不确切地知道龙卷风为什么发生。
We do know, however, what happens when tornadoes are formed.然而，我们的确知道，当龙卷风形成时发生了什么。
As you remember, a front occurs when cool, dry air from the north meets warm, humid air ing from the south, from the Gulf of Mexico, for tornadoes in the United States.正如你们所记得的，当来自北方的凉爽干燥的空气遇到来自南方，来自墨西哥湾的温暖湿润的空气，会出现一个峰，形成在美国的龙卷风。
Where these air masses meet, a narrow zone of storm clouds develops, and thunderstorms, and sometimes tornadoes, occur.在这些气团相遇的地方，一个狭窄的暴风雨云团地带形成了，还有雷暴，以及有时会发生龙卷风。
托福听力tpo39 section1 对话讲座原文+题目+答案+译文
托福听力tpo39section1对话讲座原文+题目+答案+译文Conversation1 (1)原文 (1)题目 (3)答案 (5)译文 (5)Lecture1 (7)原文 (7)题目 (9)答案 (11)译文 (11)Lecture2 (13)原文 (13)题目 (15)答案 (17)译文 (17)Conversation1原文NARRATOR:Listen to a conversation between a student and a theater professor. MALE STUDENT:Hi,Professor Jones.FEMALE PROFESSOR:Hey,didn't I see you at the performance of Crimes of the Heartlast night?MALE STUDENT:Yeah…actually my roommate had a small part in it.FEMALE PROFESSOR:Really?I was impressed with the performance—there sure are some talented people here!What did you think?MALE STUDENT:You know,Beth Henley's an OK playwright;she's written some decent stuff,but it was a little too traditional,a little too ordinary…especially considering the research I’m doing.FEMALE PROFESSOR:Oh,what’s that?MALE STUDENT:On the Polish theater director Jerzy Grotowski.FEMALE PROFESSOR:Grotowski,yeah,that's a little out of the mainstream…pretty experimental.MALE STUDENT:That’s what I wanted to talk to you about.I had a question about our essay and presentation.FEMALE PROFESSOR:OK…MALE STUDENT:Yeah,some of these ideas,uh,Grotowski's ideas,are really hard to understand—they're very abstract,philosophical—and,well,I thought the class would get more out of it if I acted out some of it to demonstrate.FEMALE PROFESSOR:Interesting idea…and what happens to the essay?MALE STUDENT:Well,I'll do the best I can with that,but supplement it with the performance—you know,bring it to life.FEMALE PROFESSOR:All right,but what exactly are we talking about here?Grotowski, as I'm sure you know,had several phases in his career.MALE STUDENT:Right.Well,I’m mainly interested in his idea from the late1960s…Poor theater,you know,a reaction against a lot of props,lights,fancy costumes,and all that…so,it’d be good for the classroom.I wouldn’t need anything special.FEMALE PROFESSOR:Yes.I’m sure a lot of your classmates are unfamiliar with Grotowski—this would be good for them.MALE STUDENT:Right,and this leads…I think there's overlap between his Poor theater phase and another phase of his,when he was concerned with the relationship between performers and the audience.I also want to read more and write about that.FEMALE PROFESSOR:You know,I saw a performance several years ago…it really threw me for a loop.You know,you're used to just watching a play,sitting back…but this performance,borrowing Grotowski's principles,was really confrontational—a little uncomfortable.The actors looked right in our eyes,even moved us around, involved us in the action.MALE STUDENT:Yeah,I hope I can do the same when I perform for the class.I'm a bit worried,since the acting is so physical,that there's so much physical preparation involved.FEMALE PROFESSOR:Well,some actors spend their whole lives working on this…so don't expect to get very far in a few weeks…but I'm sure you can bring a couple of points across.And,if you need some extra class time,let me know.MALE STUDENT:No,I think I can fit it into the regular time for the presentation.FEMALE PROFESSOR:OK.I think this'll provide for some good discussion about these ideas,and other aspects of the audience and their relationship to theatrical productions.题目1.What are the speakers mainly discussing?A.A play by Grotowski that was discussed in class.B.A proposal that the student has for an assignment.C.A play that is currently being performed at the university.D.The main phases in Grotowski's career as a director.2.What does the student imply when he talks about the play he recently attended?A.He attended the play because he is writing an essay on it.B.He wished the play were more experimental.C.He thought his roommate showed great talent.D.He was not familiar with the author of the play.3.What are two characteristics of Grotowski's theater that the speakers mention?[Click on2answers.]A.The minimal equipment on the stage in his productions.B.The single stories that his plays are based on.C.The elaborate costumes the actors wear in his plays.D.The actions of the performers in his plays.4.Why does the professor mention a play she attended several years ago?A.To compare it to the play she saw the previous evening.B.To suggest that Grotowski's principles do not necessarily lead to effective theater.C.To show how different it was from Poor theater.D.To provide an example of one of the ideas the student wants to research.5.What does the professor imply about the acting the student wants to do?A.Audiences are no longer surprised by that type of acting.B.The acting requires less physical preparation than he thinks.C.He will not be able to master that style of acting easily.D.He should spend less time acting for the class and more time on class discussion.答案B B AD D C译文旁白：请听一段学生和戏剧学教授之间的对话。
老托福听力精选PartC原文
老托福听力精选PartC原文为了让大家更好的预备托福考试，我给大家整理老托福听力PartC原文，下面我就和大家共享，来观赏一下吧。
老托福听力PartC原文1Today were going to talk about shyness and discuss recent research on ways to help children learn to interact socially.今日我们将谈论一下羞怯，并且争论一下最近在关心孩子们学习社会交往。
Many people consider themselves shy.很多人认为他们自己大方。
In fact, forty percent of people who took part in our survey said they were shy.事实上，参与我们调查的百分之四十的人说他们自己大方。
That’s two out of every five people.这是五分之二的人。
And there are studies to indicate that the tendency toward shyness may be inherited.并且有讨论指出大方的倾向或许是遗传的。
But just because certain children are timid, doesnt mean they are doomed to be shy forever.但仅仅由于某些孩子是羞怯的，并不意味着他们注定了要永久大方。
There are things parents, teachers, and the children themselves can do to overcome this tendency and even to prevent it.有些事情家长，老师，以及孩子们自己能做，来克服这种倾向甚至能避开这事。
One researcher found that if parents gently push their shy children to try new things, they can help these children become less afraid and less inhibited.一个讨论员发觉父母们严厉的推动他们的大方孩子去尝试新事物，他们能关心那些孩子变得少些恐惊和少些羞怯。
托福听力tpo44 全套对话讲座原文+题目+答案+译文
托福听力tpo44全套对话讲座原文+题目+答案+译文Section1 (2)Conversation1 (2)原文 (2)题目 (4)答案 (5)译文 (6)Lecture1 (7)原文 (7)题目 (9)答案 (11)译文 (11)Lecture2 (13)原文 (13)题目 (16)答案 (18)译文 (18)Section2 (20)Conversation2 (20)原文 (20)题目 (22)答案 (23)译文 (23)Lecture3 (25)原文 (25)题目 (27)答案 (29)译文 (29)Lecture4 (31)原文 (31)题目 (33)答案 (35)译文 (36)Section1Conversation1原文NARRATOR:Listen to a conversation between a student and her sociology professor.MALE PROFESSOR:I'm glad you got my message and were able to make it,but where are the other members of your group,Tom and Jane?FEMALE STUDENT:They're actually at the library.They have a biology lab assignment that's due later this afternoon,so I'm here to represent the whole group.But,um,when we got your e-mail message—about being worried about our research project—we were a little confused.We thought you were excited about our idea for the project.MALE PROFESSOR:Well,I think it's a great research topic,but when I looked closely at your plan for accomplishing the research,I realized that your group was probably asking for some trouble.FEMALE STUDENT:What do you mean?I thought that you know,by monitoring students studying in the library,we could really,uh,get a good understanding of people’study habits and stuff.MALE PROFESSOR:The thing is,I think you might have a problem because of the Hawthorne effect.FEMALE STUDENT:The Hawthorne effect?MALE PROFESSOR:The Hawthorne effect is a technical term for when researchers. uh,more or less forget about a specific variable,the variable of the researchers themselves.Now,the students in the library,they're going to know that you’re observing them, right?So you have to consider the effect your very presence will have on the peopleyou’re observing.FEMALE STUDENT:But,so you think,I-I mean,it's not like our observations would be a secret.The students would know exactly what we'd be doing.I mean,we'd put up a sign right outside the library.MALE PROFESSOR:Yes,but that’s just it.When people know they're being watched, they act differently.Let me explain how the Hawthorne effect got its name and well, you'll get the idea.See,there was a manufacturing facility called the Hawthorne plant.And researchers conducted some experiments there to see what conditions made workers the most productive.FEMALE STUDENT:What sort of conditions?MALE PROFESSOR:Well,one thing they experimented with was the lights.Were workers more productive with bright lights or dim lights?Well,here’s the thing: Whatever the researchers did,the workers’productivity increased.When the lighting was improved,productivity went up.When the lighting was dimmed,productivity went up again.FEMALE STUDENT:That doesn't make a lot of sense.MALE PROFESSOR:Exactly.So initially,the experiment was considered a failure.But then the researchers realized that their own presence had affected the workers' productivity.The workers knew that the researchers were watching them,and with so much attention on them,the workers felt compelled to work harder.FEMALE STUDENT:Oh,I guess that really could be an issue with my group's research.MALE PROFESSOR:Yes.But I don't want to send you all back to square one,so how about you set up a meeting with your group members and discuss this.Then we can meet again and go over your ideas and I think that we should be able to figure out a way to get around the problem.题目1.Why does the student go to see the professor?A.To get his opinion about why a project she recently completed had unexpected results.B.To discuss how a topic covered in class is similar to her group's research topic.C.To ask him for suggestions to address a problem in her research.D.To discuss the professor's concern about her group's research project.2.In response to the professor's question,what does the woman say about Tom and Jane?A.They are working on an assignment for another class.B.They are already observing students for the research project.C.They are dealing with a technical issue at the library.D.They are making arrangements at the library for their research project.3.What had the group of students planned to research?A.The effect of noise on the productivity of library employees.B.The effect of changing the amount of light in the library.C.The study habits of students in the library.D.The effect that being observed while studying has on students.4.Why does the professor mention lighting?A.To explain why production costs gradually increased over the years at a manufacturing plantB.To give a reason for a decline in productivity at two manufacturing plantsC.To compare the working conditions at two manufacturing plantsD.To give an example of a working condition that was adjusted at a manufacturing plant5.Why does the student say this?Now,the students in the library…they're going to know that you’re observing them,right?So you have to consider the effect your very presence will have on the people you’re observing.FEMALE STUDENT:But,so you think,I mean,it's not like our observations would be a secret.The students would know exactly what we'd be doing.A.She is disappointed with the observations that the members of her group have made so far.B.She does not understand the point that the professor is making.C.She wants to determine a way for her group to make observations in secret.D.She is aware that her group’s presence might affect student behavior.答案D A C D B译文旁白：请听一段学生和她的社会学教授的对话。
老托福听力PartC原文汇总
老托福听力PartC原文汇总老托福听力PartC原文1Today we're going to practice evaluating the main tool used when addressing groups—the voice.今天我们将练习评估当向群体致辞时所使用的主要工具——声音。
There are three main elements that combine to create either a positive or negative experience for listeners.有三个主要元素结合一起会导致听众要么正面要么负面的体验。
They can result in a voice that is pleasing to listen to and can be used effectively.他们能导致一个令人听起来愉快的声音，并且能被有效地使用Or they can create a voice that doesn't hold attention, or even worse, causes an adverse reaction.或者他们能制造一个不能抓住注意力的声音，或者甚至更糟，引起一个不良反应。
The three elements are volume, pitch, and pace.这三个元素是音量，音高，和语速When evaluating volume, keep in mind that a good speaker will adjust to the size of both the room and the audience.当评估音量时，记住一个好的演讲者将会调整以适应屋子的大小以及听众的规模。
Of course, with an amplifying device like a microphone, the speaker can use a natural tone.当然，用一个放大装置如麦克风，演讲者能使用一个自然的口吻。
托福听力原文
test4_section2speaker 1：Thank you for calling the free Travelite Travel Agency Information Line.You will not be charged for this call.In order to deal with all calls effectively we offer you a number of options.Please listen carefully and press your required number at the appropriate timeor dial a new number.If you want to hera about special offersplease press one.If you want to hear our latest price listsplease press two.If you want to make a complaintplease press three.If you want information about our new walking holidaysplease press four now.speaker 2：Thank you for calling our Travelite Walking Holidays Line.We have been offering a wide variety of walking holidays to suit all tastes for just three yearsbut already we have won two awards for excellence in this field.We offer guided walking tours to suit the discerning traveller in twelve different centres throughout the whole of Western Europe.We are planning to open our first centre outside this area in the coming yearso watch out for developments.But the pride of Travelite is the level of guidance and support we offer on our walks.All are planned in detail by our highly trained guideswho all work in a variety of different Travelite locationsso we can guarantee standards.Each day we offer three separate walks catering for all skills and fitness levels.We also pride ourselves on our friendly serviceparticularly important for the increasing numbers of people who choose to holiday alone.Unlike almost all travel operators who happily charge large supplements for single roomswe guarantee that no single client will pay moreeven when only double rooms are available for them.And the day doesn't end with the return to baxxxxse...after our dinner at communal tables designed to make all our guests feel part of a family atmosphere...entertainment is laid on nearly every night with tour leaders on hand to organise lecturesgamesquizzes and respond to any special requests from guests.The following is a summary of costs and special inclusive offers on holidays for the coming summer.We have three lengths of holiday:three-dayseven-day and fourteen-day.The three-day holiday costs one hundred and eighty dollars for all accommodationfood and walkingand for the first time this year we are including in that price...the cost of picking you up frome the nearest station.The seven-day holiday costs three hundred and fifty dollars per person andas well as including the offers of the three-day holidayalso includes a magnificent book giving the local history.On top of thatwe are able to include free maps...for you to better enjoy the walking and even plan in advanceif you wish.For the fourteen-day holidayour special price is six hundred and ninety dollars per person and that includes all the offers for the three- and seven-day holiday plus...membership of a local walking club...so you can better enjoy the full flavour of the local life.For further in formationplease contact your local travel agent.Thank for you calling the Travelite Travel Agency Information Line...(fade out)test4_section3MIKE: Hi Sue.SUE: Hi Mikeso what happened to you last week?MIKE: OhI was sick with the flu.What's this I hear abour a big assignment we've got to do?SUE: Wellbasicallywe've got to find two science experiments to do with a group of eight-year-old children at the local primary schooland we've got to complete it by the end of the week.MIKE: Ohthat sounds like hard work.Where are we supposed to get the ideas for these experiments from?SUE: WellI managed to get hold of two books from the library.MIKE: Ohwell done!SUE: How about if we take a look at the experiments in this book first and see if anthing looks suitable? I can make notes as we goabout equipment and the purpose of the experiments.MIKE: OKlet's seeumthe first exp eriment is called ‘Make your own hovercraft'which sounds very ambitious!Mind youyou only need twenty balloons and a table-you don't need any special engines or anything like that!SUE: What do you do with it all?MIKE: Eryou blow up the balloons and you balance the table on themupside down of courseand the kids get to ride around on itYou knowthe other kids sort of push them around the room.The main purpose is to show how hovercrafts workand how things hover around on just a cushion of air. SUE: OKthat doesn't sound too bad.MIKE: OKready for number two?SUE: Hmmhmm.MIKE: Now this one is called ‘Unusual Measures of Lengths'and you basically use lots of paperclips.The kids go around the class measuring things - you knowhow long the desk isand that sort of thingumand then they all compare their answersErandbasicallybecause not all paperclips are the same lengthsthey should come up with some strange answers.It's supposed to demonstrate the importance of having fixed units of measuremen.SUE: Hmmyesthat's not bad.MIKE: OKnow for number three you need rock salt or copper sulphate.SUE: OhI'm not sure about that!MIKE: Welljust put down the rock salt thenumapart from that you only need a jar of water.Umand basically you dissolve lots of salt into the water and watch the crystals formso it basically teaches the kids about growing crystals.SUE: I suppose it would be nice to grow something.Hmm let's move on and have a look at number four.MIKE: OKthis one is called ‘Spinning colour wheel'It looks like you ge t some cardboard and draw a circle on itdivide it into six equal segments and colour each one in using different coloursthen you thread a piece of string through the middle.SUE: So we'd need some string as well.MIKE: Yessorry...um...and you spin the wheel around and if you can get it spinning fast enoughhopefully the colous all merge and show up as white.SUE: OhI didn't know that.What's the principle behind it?MIKE: Well it's pretty elementary physicsreally.It teaches them about how white light or ordinary light is made up.SUE: Hmmwell that doesn't sound too bad.Now there's only one more left in this book isn't there?What does that one say?MIKE: Umwell it's another one where they'd get to make something.SUE: Sounds very interesting.MIKE: You need quite a lot of equipment actually-a hand drillan old recorda pin or needlesome paper and a bolt.SUE: Hmmgo on what do they have to do?MIKE: Wellthey basically make a record plaxxxxyer.The main idea is to teach them about recording soundbut hopefully they'd also see that you need motion and an amplifier to make the sound heard. SUE: OKwell it does sound interesting.Shall we go through all of those again and decide if any of them are going to be suitable?MIKE:Rightnumber one.I thought this one sounded nice:there'd be lots of activity and it doesn't need too much in the way of equipment.SUE: Yesthat's truebut don't you think it's a bit risky to get a group of eight-year-olds pushing each other around a classroom like that?Someone could get hurtNO.1 don't like the sound of that one at all!MIKE:Maybe you're right.SUE: What about number twowith the paperclips?It sound tame enough.MIKE:Yesa bit too tame if you ask me.I think it needs to be something a bit more netive and interesting than thatdon't you?SUE: YesI suppose you're right.We won't get a very good mark if the children don't actually enjoy the experimentsand I suppose we could turn them off science for good!Wellwhat about the next onenumber three?MIKE:Now.I quite like the idea of this one.SUE: Yesso do Ibut I seem to remember when we did it at high school we had to wait up to a fortnight before we saw any halfway decent results.MIKE:Ohyes wellthat won't be any good then.We'll only see the kids for one or two hours at the most.SUE: Yesand we have to do the experiments and write up our results within a weekso that one won't do at all.MIKE:OKwellwhat did you think of number four?SUE: I like the idea of itbut do you think it will be a bit elementary for them?MIKE:Hmmmaybe you're right.SUE: They might have fun butI meancutting out a circle and colouring it in?MIKE:OK.well.what about number five?SUE: I thought this one sounded a bit too good to be true-great equipment!MIKE:Yeah.SUE: But don't you think it's a bit ambitious for this age group?I meanI don't want to start off something and then have to abandon it if they just can't cope with it.I could see us ending up doing just about all of the work for them.MIKE:I guess you're right.Oh wellmaybe we could store that idea away for later.SUE: Yeplet's hope this second book has something better!test4_section4Today we are going to look at one of my favourit fish -the shark.as you know sharks have a reputation for being very dangerous creatures capable of injuring or killing humans.and I'd like to talk about sharks in Australia.Sharks are rather large fishoften growing to over ten metres.and longest sharks caught in Australia have reached sixteen metres.sharks vary in weight with size and breed of coursebut the heavest of sharks caught in Australia was a White Pointer.that weight seven hundred ninety-five kilograms-quite a size!sharks have a different structure to most fish :instead of skeleton made of bone.they have a tough elastic skeleton of cartilage.unlike bonethis firm pliable material is rather like your noseand allows the sharks to bend easily as it swims.the shark's skin isn't cover with scales like otherfish :instead the skin's covered with barbs giveing it a rough texture like sandpaper.as you knownsharks are very quick swimmers.this is made possible by their fins one set at the side andanother set underneath the body .and the tail also help the shark move forward quickly.unlike other fishsharks have to keep swimming if they want to stay at a particular depth. and they rarely swim at the surface.mostlythey swim at the bottom of ocean scavenging and pick up food that's lying on the ocean floor.while most other animals including fish hunt their prey by means of their eyesight shark hunt essentially by smell.they have very acute sense of smell-and can sense the presence food long before they can see it.in Australia where people spend a lot of time at the beachthe government have realised that it is must prevent sharks from swiming near it beaches.as a result they have introduced a beach-netting program beach-netting or meshing involves setting large nets parallel to the shore this means that the nets on New South Wale beaches are set on one day .and then lifted and taken out the sea on the next day.when shark-netting first began in 1939 only the sydney metropolitan beaches were meshed-these beaches were chosen because beaches near the city usually the most crowed with swimmers.ten years laterin 1949 systematic meshing was extended to include the beaches to the south of Sydney.as a result of the general seccess of the program in Sydney.shark-meshings was introduced to the state of Queensland around 1970.the New Zealand authorities also looked at it but considered meshing unecomonical-asdid tahiti in the Pacific .at around the same time South Africa introduced meshing to some of its most popular swimming beaches.when meshing began approximately fifty hundred sharks was cought in the first year.however this declined the year that followed.and since that timeaverage annual catch has been only about one hundred fifty years.the majority of sharks are caught during warmest months.from November to Febraury.when shark are most active and when both air and the ocean are at their maximum temperature.despite quite large catchessome people believe that the shark meshing is not the best way to catch sharks.it's not they think that the sharks are afraid of nets.or because they eat holds in them.because neither of these is true. But meshing does appear to be less effective than some other mithods especially when there are big seas with high rolling waves and strong currents and anything lets the sand move-the sand that's holing the nets down when this moves the nets will also become less effective.。
托福听力原文整理版
托福听力原文整理版托福考试的听力跟我们平时一般英语考试听到的英语听力当然是存在较大的差距的。
因此如何做好听力这是一个问题。
最好的办法当然就是练习，下面为大家送上一篇托福听力原文。
The truth is we don't know what the main cause ofextinction of Steller's sea cow was.真实的情况是，我们并不知道虎头海牛灭绝的主要原因是什么。
There are problems with each of the theories thatyou read about.阅读中的每一个理论都是存在一些问题的。
First, the sea cows were massive creatures.首先，海牛是非常庞大的生物。
They were up to nine meters long and could weigh over ten tons, just enormous.它们通常都会达到9米长，而且重达10吨，体型巨大。
A couple of sea cows could feed a small Siberian village for months.几个海牛就够一个西伯利亚小村庄吃几个月了。
And the population of the native Siberian people wasn't very large.况且西伯利亚本地人的人口也不是很大。
So while the Siberians certainly did hunt the sea cows, they didn't need to hunt a lot of them.所以就算是西伯利亚人当时的确捕杀了海牛，那他们也不会捕很多。
So it's unlikely they were the ones who brought the sea cows to the point of extinction.由此看来他们并不是造成海牛灭绝的`原因。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
Part A1.M: How’s that project in your economics class coming along?W: I just put the finishing touches on it this morning.What does the woman mean? (put the finishing touch)2.W: You are such a good listener. What’s your secret?M: Well, when you grow up sharing a room with three older brothers, you get plenty of pra ctice.What can be inferred about the man?3.M: Didn’t Mary invite you to come with us to the movie tonight?W: she did. But I told her no. I didn’t like that movie the first time around.What can be inferred about the woman?4.W: This rash on my arm is driving me crazy. What do you think it could be?M: I really couldn’t say for sure, but it looks like something you ought to have checked out. What does the man imply the woman should do?5.W: Jim, have you seen the photos from Rachel’s party? There is a really funny one of you d ancing in the living room.M: Oh, yeah, that one. I don’t think I’ll ever live it down.What does the man mean? (live it down)6.M: It’s been hot and humid for three weeks straight. I wish it’d light up.W: I love summer weather, but there is a limit.What does the woman mean?7.W: You probably shouldn’t keep the clothes in the drier for longer than 45 min.M: Oh, no, I’ve already had them in there for an hour.What will the man probably do next?8.W: Is it too late for me to withdraw from my music class?M: Um, not that I know of.What does the man mean? (know of : be slightly acquainted with)9.M: Thank goodness spring break starts next week. Are you doing anything special?W: I have been planning to go to Florida with a friend of mine. But since she’s backed out, everything’s sort of on hold.What does the woman mean? (back out, on hold)10.M: I really enjoy the play. The students did a great job with the scenery. It looks so authen tic. I felt like I was back in the 19th century.W: I wish you could say the same thing about the costumes.What does the woman imply?11.W: Hey, I see you reading that new bestseller. Is it any good?M: It got off a slow start, but it’s starting to pick up a little now.What does the man mean? (get off)12.M: I’ve been trying to solve this puzzle for hours, but I just can’t seem to get it.W: Well, if you can’t, I won’t stand a chance.What does the woman imply? (stand a chance)13.M: Will you be finish soon? I have to make 10 copies of this report to show with my class t omorrow.W: I’m finish. But that’s an awful lot of pages. You’ll probably have to add some paper. What will the man probably do?14.W: I’m going over to see a car someone has for sale. It’s just a year old, and it’s supposed to be in excellent condition. Do you want to come with me to take a look at it? With all you r experience as a mechanic, I’d appreciate your opinion.M: That was twenty years ago. Cars have changed so much. I’m not sure how much help I might be, but sure I’ll come along for the ride.What does the man imply?15.M: Are you ready to start studying for the test yet or are you to wrap up in that TV show? W: Ask me again in about half an hour.What will the woman probably do next? (wrap up)16.M: That rusty old bicycle has been just sitting out there in front of the dormitory since we got to campus 6 months ago. We should get rid of it.W: I wish we could just do that. Whose is it anyway?What does the woman imply they should do?17.W: I didn’t know you living in an apartment. Why didn’t you get housing in a dorm?M: Only first year students are guaranteed space.What can be inferred about the man?18.W: It seems like we have been walking all day. I could go for a glass of ice tea.M: Ok. My treat though since you picked up the tab last time.What does the man mean?19.W: I got out of a science class late again. I never make it here to work on time. I hope I w on’t get in trouble.M: The boss is in the good mood. Maybe she’ll give you a break, this time.What does the man say about the boss?20.W: I had the best time yesterday with my younger sister. She’s spent the day with me here on campus. She sat in one of my classes. She even said she’d like to study here some day. M: That’s nice. But she’s got several years before college. Who knows what she’ll want to d o when the time comes.What does the man imply about the woman’s sister?21.M: Oh, no, my lunch costs 8 dollars but I only have a 5 in my wallet. Can you help me out? W: Sure. Just remember this when I need a ride to town.What can be inferred about the woman?22.W1: Weren’t you the person who said that not many students would sigh up for the talent show?W2: Yeah, I was really off the mark on that prediction.What can be inferred from the conversation? (off the mark)23.M: I am so sorry I overslept. The whole class will be waiting for us at the museum.W: I am not so sure about that. Remember the letter from the museum said that the tour was to start properly at nine.What does the woman think will happen?24.M: Have you gotten a pay raise in the time you taught here?W: I’m due for my first next year.What can be inferred about the woman? (“due” sounds the same as “do”)25.W: Oh, Paul, I’m so glad I run into you. I could sure use your hand carry these books.M: Here, let me take some of those. I don’t have to be anywhere till noon. So just tell me where you need to go.What does the man mean?26.W: I can’t stand know-it-alls.M: Tell me about it. They are one of my pet peeves.What does the man mean? (pet peeves: something that makes you mad or drives you craz y)27.M: Since there was no final exam scheduled, I thought I’d be able to leave for winter break a couple of days early.W: But at all presentation are taking a lot longer than Dr. Taylor expected, so he’s going to hold class during exam week.What does the woman imply?28.M: It’s the 3rd time this week my roommate had a party in our room. This is really starting to affect my class work. I wonder if I should talk to someone at the housing office about c hanging rooms.W: Sounds like you’ve got a legitimate reason. You two are just not compatible at all. What does the woman imply the man should do?29.W1: You know Frank’s appearance seems to be neater these days. I wonder why.W2: Maybe he just decided it was time to turn over a new leaf.What can be inferred about Frank? (turn over a new leaf)30.W: Quick, bring some paper towels. I drop the bag with the eggs.M: Paper towels? You may as well just throw out everything in the bag.What does the man imply?Part B31-35 AntibioticsW: Hi, Dan, you know that lab you missed? You can have my notes.M: Thanks. I appreciate that.W: So how are you feeling?M: Much better now that I began taking an antibiotic. Student health gave me one, and it’s really help. You know what amazes me that the human races survive before antibiotics. W: I agree. When my father was a young boy in the 1940’s, he got blood poisoning and wo uld have died. But his doctor had heard of this new drug, called penicillin.M: Wow, he was really lucky. And now we have lots of antibiotics that kill bacteria.W: Well, penicillin kills bacteria, but not all antibiotics do. Some are just slowing the bacter ia down until our normal immune defenses can finish the job. Tetracycline works that way. M: Wow, you are a fund of drug trivia. How do you know all these?W: My mother used to look up all our medicines, prescription and non-prescription. There a re lots of books around. It’s interesting. What antibiotic are you taking?M: I don’t remember. It’s on the bottle. I think I’ll take a new look at the label and drop by the library to see if they have reference books on medicines. See you in lab tomorrow.31. What are the speakers mainly discussing?32. What does the woman offer to give the man?33. Why does the woman tell the story about her father?34. Where did the woman learn about antibiotics?35. What will the man probably do next?36-40 in cafeteriaW: Hi, Bill, how is it going?M: Oh, hi, Jan. I’m OK. How about you?W: You can probably tell just by looking at me. I’m really busy. Hey, what are you reading? M: A pretty interesting article. My biology professor assigned it, and I thought I just look it over. But I got really involved in it. It’s about endangered species.W: That sounds pretty interesting. I’m getting frustrated with the two research papers I’m struggling with.M: Oh?W: And can you believe they are both due on the same day?M: That’s tough.W: I’ll get through it. So what’s this you are reading?M: Well, it’s basically about the choices conservationists are faced with. You know, these d ays when funding so hard to come by.W: Wait a minute. Is the focus on biology or economics?M: Both. Conservationists don’t have enough funding to save every endangered species in the world, so they have to decide based on what would be lost if a species became extinct. W: Can you give me an example of what you mean?M: T ake for instance, two animals, the spotted awl and the tailed toad. The article says the toad is unique. It has no relatives. But there are a lot of varieties of awls.W: So, if that toad became extinct, we’d lose an important link in the chain of revolution, ri ght?M: Exactly. But that isn’t so for the awl. So for conservationists, it might be clear choice of which animal to save.W: I see. I am glad I don’t have to make that kind of decision. Aren’t you?36. What are the speakers mainly discussing?37. Why is the woman so busy?38. Why does the woman say she’s frustrated?39. What problems do conservationists have?40. What can be inferred about the tailed toad?Part C41-44 Architecture historyIn my opinion, Frank Lloyd Wright was the greatest American architect of the 20th century. People who know his designs well point out that his roofs often leaked, his ceilings were to o low, and his houses were uncomfortable. In my presentation, however, I’ll be focusing on the virtues of his designs. For what you will see, it would be hard to dispute that he manip ulated space extremely well, some of his smallest houses look gigantic, and he had great r espect for the materials he used and also a tremendous skill for placing his buildings in har mony with nature. Wright’s career began when he was young. He was just a teenager whe n he helped build the chapel on his family’s property in Wisconsin. And from there, he got hired as a draftsman by the project architect. So it was a very long career. He died at 91, while his final major work, the Guggenheim Museum, was still being built. Today, we’ll cove r what we consider to be the two great periods of his career, Wright’s works before the Tok yo Imperial Hotel completed in 1922 and everything after Falling Water, a private residence in western Pennsylvania completed in 1936. The first period started around 1896, when h e made a dramatic shift from the classical tradition to the arts and crafts movement. Here, the emphasis was on order, consistency and unity of design. Things were kept simple with minimal decoration. Natural forms were very important. Let’s take a look at a slide of his o wn dining room done in this style.41. What is the purpose of the talk?42. What is one criticism of Wright?43. How did Wright’s career begin?44. Why does the speaker mention the Imperial Hotel and Falling Water?45-47 AstronomyWe are going to talk today about the moon, our moon. First of all, the earth’s moon is unu sual. Why? It’s larger than other moons or satellites in the solar system, in relation to its pl anet that is. Its diameter is more than a quarter that of the earth. And if you compare the earth and the moon in terms of substance, you find the moon isn’t much like the earth. For example, the earth has a significant iron core, but the moon contains very little heavy mat erials like iron. That’s why its density is much lower than that of the earth. Now, one time i t was believed that the moon and the earth were formed at the same time from the same material. But then wouldn’t the moon have as much iron as the earth? Another theory is th at the moon was formed elsewhere in the solar system, and then it was captured, sort of s peak, by earth. But study shows that the young earth would not have had enough gravitati onal force to stop a body the size of a moon from traveling through the solar system and p ull it into orbit. The newest theory is called the big splash theory. Here, the new young eart h was hit by another big planet. Most of the colliding planet entered the earth and became part of it. But the huge impact created a vapor that shed out into space and eventually con densed as the moon. Because this material came mostly from the earth surface crust, not t he iron core, the moon contains almost no iron. Well, as plausible as it sounds, it’s only a t heory, and we can’t be sure that this is what really happened, that this is how the moon ori ginated. Plenty of research remained to be done.45. What does the Prof mainly discuss?46. According to the Prof, why do scientists disagree with the theory that earth captured the moon?47. What information about the moon’s composition helps support the big splash theory?48-50 PsychologyIn order to diagnose and treat abnormal behavior, we have to start with clear definitions of what’s meant by abnormal and normal. Criteria must be worked out for distinguishing one from the other in actual clinical cases. The word abnormal implies a deviation from some c learly defined norm. In the case of physical illness, the boundary lines between normality a nd pathology are often clearly delineated by medical science, making it easier to diagnose. On the psychological level, however, we have no ideal model to use as a base of comparis on, nothing to help us distinguish mental health from mental disorder. The problem of defi ning abnormal behavior via establishing just what is meant by normal behavior has proved extremely difficult. However, as chapter 5 outlines, several criteria have been proposed. O ne norm described in detail in your text is personal adjustment. An individual who was able to deal with problems effectively without serious anxiety or unhappiness or more serious s ymptoms is said to be well adjusted. Personal adjustment as a norm has several serious li mitations though. For example, it makes no reference to the individual’s role in the group. How’re we going to classify, for example, the a typical politician or businessperson who eng ages in unethical practices. Either might be a successful, happy, well-adjusted individual. O bviously, the welfare of the group, as well as that of the individual, must be considered, wh ich brings me to the next approach.48. What problem concerning abnormal behavior does the instructor discuss?49. Why does the instructor mention physical illness?50. What will the instructor probably discuss next?。