托福TPO5听力Conversation2文本+题目+答案解析

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托福听力tpo52 section2 对话讲座原文+题目+答案+译文

托福听力tpo52section2对话讲座原文+题目+答案+译文Conversation2 (1)原文 (1)题目 (3)答案 (5)译文 (5)Lecture3 (7)原文 (7)题目 (9)答案 (11)译文 (11)Lecture4 (13)原文 (13)题目 (15)答案 (17)译文 (17)Conversation2原文NARRATOR:Listen to part of a conversation between a student and an employee at the campus store.FEMALE STUDENT:I like those ceramic coffee mugs you have on display at the other end of the store.Were they made by students?MALE PROFESSOR:Oh,we only use certain suppliers—wholesalers who've been selected by the store manager.FEMALE STUDENT:Do you ever sell things made by students?MALE PROFESSOR:We use preferred vendors only because,I mean…if we said yes to one student,we’d have to say yes to any student who asks.And the store's only so big!FEMALE STUDENT:Hmm,that’s too bad,'cause—um,I make these pretty ceramic bowls—I design'em myself—I'm a studio art major.Anyway,I was hoping I could sell’em here.You see,I’m taking Art202—“Marketing your Art.”And for my final project,I need to find a way to sell my own artwork.MALE PROFESSOR:Hmm…What about selling online?A lotta art and crafts are marketed that way.FEMALE STUDENT:I really don't have the computer skills,or the time to manage a Web site.MALE PROFESSOR:What about the Emporium—you know,that gift shop downtown? I’ve seen items by local artists there—FEMALE STUDENT:The Emporium buys directly from artists?MALE PROFESSOR:Well,they sell items on consignment.FEMALE STUDENT:Consignment…I think my professor mentioned that.MALE PROFESSOR:Yeah,you give them some items to sell on your behalf,and then you and the store split the purchase price.But they wouldn't pay you anything up front—if that’s what you want.And might may need to provide your own display case.FEMALE STUDENT:Oh,I already have a display case,a portable one with three shelves.But aren't there shops that would,you know,just buy stuff from me outright? 'Cause,if not enough bowls are sold,how would I recoup the cost of my materials—they’re not cheap…and neither was the case!MALE PROFESSOR:All the stores around here that sell craft items are small andindependently owned,like the Emporium.For them,selling on consignment lowers their risk;they don’t get stuck with unsold items—they can return them to the owner. You just have to make sure you set a retail price high enough to make it worth your while.But you're right,consignment isn't for everyone.What about the spring craft fair?You know,that outdoor market that’s held on Saturdays?Plenty of local people sell their stuff there—ceramics,jewelry,decorative items…The vendor fee is nominal,I believe.FEMALE STUDENT:Oh yeah,I remember seeing that last year…all those tables lined up in that vacant lot on Main Street,right?MALE PROFESSOR:Right!Since the craft fair's only a few blocks from campus,it seems like a good place for students to sell things.FEMALE STUDENT:Do you know how it works?MALE PROFESSOR:I think you'd just rent a space and set up a table to display your bowls on.You’d set the prices and keep all the profits.FEMALE STUDENT:Seems doable—But,hmm I don't have a car to haul everything down there.MALE PROFESSOR:You could take the campus bus—it goes into town on weekends.FEMALE STUDENT:True.But…I'd also hafta sit there all day when I should be in the library or the studio.I dunno…I suppose I could do my reading assignments between customers.题目1.Why does the woman go to talk to the man?A.To find out how the store pays artists for their workB.To purchase some ceramic coffee mugsC.To find out if the store sells objects made by studentsD.To ask about the advantages and disadvantages of consignment sales2.What is the main reason that the woman cannot display her ceramic bowls in the campus store?A.Her bowls are too expensive.B.There is not enough room for her display case.C.The store gets merchandise only from approved suppliers.D.There is little demand on campus for ceramic bowls.3.According to the conversation,what is a reason that the woman wants to sell her bowls?A.To earn enough money to buy a second display caseB.To fulfill a requirement of one of her coursesC.To impress her studio art professorD.To gain experience that could help in her future career4.What is the woman's attitude toward selling items at the Emporium?A.She is eager to display her work to the public thereB.She is encouraged because the Emporium specializes in selling ceramicsC.She is worried because she does not fully understand the consignment process.D.She is worried that she might not make much money.5.What concerns does the woman initially express about selling items at the craft fair? [Click on2answers]A.Whether doing so would interfere with her studiesB.Whether customers would appreciate her artistryC.Whether she could afford the fee charged to sellersD.Whether she would be able to transport her items to the fair答案C C BD AD译文旁白：请听一段学生和大学商店雇员之间的对话。

托福TPO53听力Conversation2文本+题目+答案解析

为了帮助大家高效备考托福，为大家带来托福TPO53听力Conversation2文本+题目+答案解析，希望对大家备考有所帮助。

托福TPO53听力Conversation2文本 Sounds In The Film Listen to part of a lecture in a film studies class. Professor: Nowadays we take sound in films for granted. I mean you still might see black and white films occasionally. But you'll hardly ever see silent films anymore. So it's interesting to note that the use of recorded sound was originally controversial. And some directors, uh, some filmmakers even thought it shouldn't be used, that it would destroy the purity of cinema, somehow reverse all the progress that had been made in the art of cinema. Abby? Abby: What about all the sounds you hear in some silent movies? Like, you know, a loud sound when somebody falls down or something? Professor: Okay, you're talking about a soundtrack added much later, which has over time become part of the film we know. But this recorded track didn't exist then. And it's not that most people didn't want sound in films. It's just that the technology wasn't available yet. Don't forget that instead of recorded sound, there was often live music that accompanied movies in those days, like a piano player or a larger orchestra in the movie theater. Also, think of the stage, the live theater, it has used wonderful sound effects for a long time. And if wanted, these could be produced during the viewing of a film. You know, the rolling of drums for thunder or whatever. But that wasn't as common. Oh, and another thing, that they might have in movie theaters in the early days, was a group of live actors reading the parts to go along with the film, or, and this seems a particularly bad idea to us now, one person narrating the action, an early example of a long tradition of movie producers, the ones concerned mostly about making money, not having much confidence in their audience, thinking that people somehow couldn't follow the events otherwise. So, it finally became possible to play recorded sound as part of the film in the 1920s. Trouble was, it wasn't always used to very good effect. First it was, you know, amazing to see somebody's mouth move at the same time you hear the words, or hear a door close when you see it closing on screen. But that luster wears off, of course. And if you're a director, a filmmaker, what's the next step? Abby: Well, you sound to enhance the movie right? Bring something more to it that wasn’t possible? Professor: Yes. That’s exactly what directors, who were more interested in cinema as art, not commerce, were thinking. But they also predicted that there would be a problem that sound would be misused and, boy, was it ever.Because the commercial types, the producers and so on, were thinking, “Okay. Now that sound is possible, let's talk as much as possible and forget about the fact that we're making a movie, that we have this powerful visual medium.” So many of the films of the twenties were basically straight adaptations of successful shows from the stage, theatre. The name they used for sound films then was “talking films” and that was on the mark, since, well, all they pretty much did was talk and talk. So, remedy? Well what was proposed by a number of filmmakers and theorists was the creative expressive use of sound, what they generally called nonsynchronous sound. Okay, synchronous sound means basically that what we hear is what we see. Everything on the soundtrack is seen on the screen. And everything was recorded simultaneously, which… Well, since the sound technicians working on films often had experience with live radio that made sense to them. Recording the sound separately and adding it in afterward? Well, that idea was less obvious. Anyway synchronous sound means the source of the sound is the image on the screen.Nonsynchronous sound then is… Abby: The sound doesn't match the picture? Professor: Right. Now we can look at this in various ways. But let's take it as literally as possible. Music, unless we see the radio or the orchestra, that's nonsynchronous. If the camera shot is of the listener rather than the speaker that's nonsynchronous. If we hear, say, background sounds that aren't on the screen, that's nonsynchronous. So, that doesn't seem so radical, does it? But again, those early producers didn't think their audiences could keep up with this.。

托福TPO5听力Conversation2文本+题目+答案解析

托福TPO5听力Conversation2文本+题目+答案解析为了帮助大家高效备考托福，为大家带来托福TPO5听力Conversation2文本+题目+答案解析，希望对大家备考有所帮助。

托福TPO5听力Conversation2文本Narrator: Listen to a conversation between a student and a professor.Student: Hi, I was wondering if I could talk with you about the assignment in the film theory class.Professor: Of course, Jill.Student: It seems that pretty much everyone else in the class gets what they are supposed to be doing but I’m not so sure.Professor: Well, the class is for students who are really serious about film. You must have taken film courses before.Student: Yeah, in high school, film appreciation.Professor: Hmmm…I wouldn’t think that would be enough. Did you concentrate mainly on form or content?Student: Oh, definitely content. We’d watch, say Lord of the Flies, and then discuss it.Professor: Oh, that approach, treating film as literature, ignoring what makes it unique.Student: I liked it, though.Professor: Sure, but that kind of class. Well, I’m not surprised that you are feeling a little lost. You know, we have two introductory courses that are supposed to be taken before you get to my course, one in film art, techniques, technical stuff and another in film history. So students in the class you are in should be pretty far along in film studies. In fact, usually the system blocks anyone trying to sign up for a class they shouldn’t be taking, who hasn’t taken the courses you are required to do firstas prerequisites.Student: Well, I did have a problem with that but I discussed it with one of your office staff, and she gave me permission.Professor: Of course. No matter how many times I tell them, they just keep on… Well, for your own good, I’d really suggest dropping back and starting at the usualplace.Student: Yes. But I’ve already been in this class for 4 weeks. I’d hate to just drop it now especially since I find it so different, so interesting.Professor: I guess so. Frankly I can’t believe you’ve lasted this long. These are pretty in-depth theories we’ve been discussing and you’ve been doing OK so far, I guess. But still, the program’s been designed to progress through certain stages. Like any other professional training we build on pervious knowledge.Student: Then maybe you could recommend some extra reading I can do to… catch up?Professor: Well, are you intending to study film as your main concentration?Student: No, no. I am just interested. I’m actually in marketing, but there seems to be a connection.Professo r: Oh…well, in…in that case, if you’re taking the course just out of interest, I mean I still highly recommend signing up for the introductory courses at some point, but in the meantime, there is no harm I guess in trying to keep up with this class. The interest is clearly there. Eh, instead of any extra reading just now though, you could view some of the old introductory lectures. We have them on video. That would give you a better handle on the subject. It’s still a pretty tall order, and we will bemoving right along, so you will really need to stay on top of it.Student: OK, I’ve been warned. Now, could I tell you about my idea for the assignment?托福TPO5听力Conversation2题目Question 1 of 5What is the conversation mainly about?A. An assignment about which the student would like advice.B. Concerns as to whether the student should be in the professor’s course.C. The selection of films to be viewed by students in a film theory course.D. The structure and sequence of courses in the Film Department.。

托福TPO35听力Conversation2文本+题目+答案解析

为了帮助大家高效备考托福，为大家带来托福TPO35听力Conversation2文本+题目+答案解析，希望对大家备考有所帮助。

托福TPO35听力Conversation2文本 Narrator: Listen to a conversation between a student and his European History Professor. Professor: So I wanted to talk about your outline. I do like your topic: William, the conqueror, leading the Norman invasion of England. But I'm a little concerned about your source and the fact that you want to use it as the entire basis of your paper. Student: Really? The Bayeux tapestry? I thought it was pretty creative to use something that was made to hang on a wall as a source. And as far as I know it's the most important documentation of the invasion, a first-hand account, right? Professor: Well, you are right. It's considered a primary source. And at 70 meters long, the tapestry certainly is impressive. Imagine the time it took for those embroiderers to sew all those words and images to tell the story of the Norman forces sailing from France to England. So, yeah, it's an amazing artifact, but what’s problematic is that the tapestry is a very controversial source. Were you aware of this? Student: Well, I know some pieces of it were probably lost. Professor: It is incomplete, but... Student: But I also read that historians have relied on it to help interpret the events leading up to the invasion and the battle itself. Professor: Well, it has great historical value, no doubt, but in my opinion, there's a problem because...well...do you know who commissioned the tapestry? Student: It was a church official...um...the bishop of Bayeux, a city in France? Professor: Yes. And the bishop was also William the Conqueror's half-brother. Student: Oh! That I didn't know. But regardless of who commissioned it, isn't the fact that it was based on eye witness accounts the most important thing? I mean, it was made only 17 years after the battle. So plenty of eye witnesses were still alive. Professor: Yes, that's true. But the real point of the controversy isn't thebattle itself. It has to do with the reason for the battle: who was the rightful heir to the throne? Who would be the next king? And if William the Conqueror's brother is the one who's commissioned this tapestry... Student: Then he would be the one to decide which words and images would go on the tapestry and what would be left out. Professor:Exactly. So of course the tapestry shows why William should be the new king. Student:I guess I see your point. Embroiderers are just gonna do what they are told to do. Professor:You have to understand that the tapestry depicted an entire series of events as they were interpreted by the Normans, the victors of the battle. And that's a problem if you are trying to write objectively about the invasion, especially if you use it as your only source of information. After all, it's important for historians to examine an event from all sides. 托福TPO35听力Conversation2题目 1.Why does the professor want to talk to the student? A. To review material from a previous class. B. To recommend a resource for an assignment. C. To outline steps the student should take to complete his research. D. To discuss the student's plan for a paper. 2.What does the professor imply about the student's outline? A. It needs to have a clearer thesis. B. It needs to include specific examples. C. It needs to have information from additional sources. D. It needs to be better organized. 3.According to the student, why is the Bayeux Tapestry an important historical document?。

托福TPO52听力Conversation2文本+题目+答案解析

为了帮助大家高效备考托福，为大家带来托福TPO52听力Conversation2文本+题目+答案解析，希望对大家备考有所帮助。

托福TPO52听力Conversation2文本标题：Selling Self-made Ceramic Bowls Listen to part of a conversation between a student and an employee at the campus store. Student: I’d like the ceramic coffee mugs you have on display at the other end of the store. Were they made by students? Employee: Oh, we only use certain suppliers, wholesalers who’ve been selected by the store manager. Student: Do you ever sell things made by students? Employee: We used preferred vendors only because……I mean if we said yes to one student, we’d have to say yes to any student who asks. And this store is only so big. Student: That’s too bad because I make these pretty ceramic bowls. I designed them myself. I’m a studio art major. Anyway… um… I was hoping I could sell them here. You see I’m taking art 202, marketing your art. And for my final project I need to find a way to sell my own art work. Employee: Um… what about selling on line? A lot of art and crafts so marketed that way…… Student: I really don’t have the computer skills or the time to manage a website. Employee: What about the emporium? You know, that gift shop downtown. I’ve seen items by the local artists there. Student: They’re importing buys directly from the artists? Employee: Well, they sell items on consignment. Student: Consignment… I think my professor mentioned that. Employee: Yeah, you give them some items to sell on your behalf and then you and the stores split the purchase price. But they wouldn’t pay you anything up front if that’s what you want. And you might need to provide your own display case. Student: Oh, I already have display case, a portable one with three shelves. But aren’t the shops that were… you know, just buy stuff from me outright? Because if not enough bowls were sold, how would I recruit the cost of my materials? They are not cheap and neither was the case. Employee: All the stores around here that sell craft items are small and independently owned, like the emporium. For them, selling in consignment lowers their risk. They don’t get stuck with unsold items. They can return them to the owner. You just have to make sure you set the retail price high enough to make it worth you want. But you’re right, consignment isn’t for everyone. What about the spring craft fair? You know that outdoor market that‘s held on Saturdays? Plenty of local people sell their stuff there, ceramics, jewelry, decorative items. The demand fee is nominal I believe. Student:Oh, yeah. I remember seeing that last year. All those tables lined up at that weekend on main street, right? Employee:。

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TPO-5TPO 05 – Listening PartConversationNarratorListen to a conversation between a student and a counselor at the University Counseling Center.StudentHi, thanks for seeing mein such short notice.CounselorNo problem. How can Ihelp?StudentWell, Ithink I might have made a mistake coming to the school.CounselorWhat makesyou say that?StudentI’m a little overwhelmed bythe size ofthis place. I comefrom a small town. Therewere only 75 of us in myhigh school graduating class. Everyone knew everyone.We all grew up together.CounselorSo it’s a bit of a culture shock for you? Being one of15,000 studentson a bigcampus in an unfamiliar city?StudentThat’s an understatement. Ijust can’t getcomfortable in class or in the dorms. You know, socially.CounselorUm…well,let’s startwith theacademics. Tellme about you classes.StudentI’m taking mostly introductorycourses and some are taught in these huge lecturehalls.CounselorAnd you are having trouble in keeping pace with the material?StudentNo, in fact I got an A on my first economics paper.It’s just that,it’s so impersonal, I’m not used to it.CounselorAre your classes impersonal?StudentNo, it’s just that…for example, in sociology yesterday,the professor asked a question, so I raised my hand, several of us raised our hands. And Ikept my hand up because Idid the reading and knew theanswer.But the professor just answered his own question and continued with the lecture.CounselorWell, in a big room it’s possible he didn’tnotice you. Maybe he was starting to save time.In eithercase Iwouldn’t takeit personally.StudentI suppose. ButI just don’t know how to,you know,distinguish myself.CounselorWhy not stop by his office during office hours?StudentThat wouldn’tseem right. You know, taking time from other studentswho needhelp?CounselorDon’t say that. That’s what office hours are for. Thereis no reason you couldn’t pop in to say hi and tomake yourself known. Ifyou are learning a lot in class,let theprofessor know. Wouldn’t you appreciate positive feedbackif you werea professor?StudentYou are right. That’s a good idea.CounselorOK, er…let’s turn toyour social life. How’s it going in thedorms?StudentI don’t have much in common with myroommate or anyone else I’ve met so far.Everyone’s into sports and I’m m ore artsy,you know,into music. I play thecello. CounselorHah, have you been playing long?StudentSince age ten. It’s a big part ofmy life. Athome I was the youngest memberofour community orchestra.CounselorYou are not going tobelieve this. Thereis a string quarteton campus, all students. And it so happened that the cellist graduated last year.They’ve been searching high and low for a replacement,someone with experience. Wouldyou be interested in auditioning?StudentAbsolutely.I wanted toget myacademic worksettled beforepursuing mymusic here.But Ithink this would be a good thing for me. Iguess if I reallywant to fit in hereI should find people who love music as much as I do. Thank you. CounselorMypleasure.LectureNarratorListen to part ofa lecturein a sociology class.Professor:Have you everheard theone about alligatorsliving in New York sewers?Thestorygoes like this: a family went on vacation in Florida and bought a couple of baby alligatorsas presentsfor theirchildren, then returned from vacation toNew York, bringing the alligators home with themas pets. But thealligatorswould escape and find their wayinto the New Yorksewer system where they startedreproducing, grew to huge sizesand now strike fear into sewer workers.Have you heard this story? Well,it isn’ttrue and it never happened. Butdespite that, thestory has been around since the 1930s. Or how about thesong ‘twinkle, twinkle little star’,you know, ‘twinkle, twinkle, little star,ho w I wonder what you are’. Wellwe’ve all heard this song. Where am I going withthis? Well, both the song and the storyare examplesof memes.And that’swhat we would talkabout, thetheoryof memes.A meme is defined as a pieceof information copied from person toperson. Bythis definition, most ofwhat you know, ideas, skills, stories, songs are memes.All thewords you know, allthe scientific theoriesyou’ve learned, therules your parentstaught you to observe, all arememes that have been passed on fromperson to person.So what?You maysay. Passing on ideas from one person to another isnothing new.Well, thewhole point of defining this familiar process astransmission of memesis so that wecan exploreits analogy with thetransmission of genes. Asyou know, all living organisms pass on biologicalinformation through the genes.What’s a gene? A gene is a piece ofbiological information that getscopied or replicated, and thecopy or replica is passed onto the new generation. So genesare defined as replicators.Genesare replicatorsthat pass on information about propertiesand characteristicsoforganisms. Byanalogy, memesalso get replicated and in theprocess pass on cultureinformation from person to person, generation togeneration. So memes arealso replicators.To be a successful replicator,thereare threekeycharacteristics: longevity,fecundity and fidelity.Let’s take acloser look.First, longevity. A replicator must exist long enough to be able to get copied,and transfer itsinformation. Clearly, thelonger a replicator survives, the better itschances of getting its message copied and passed on. So longevity is a key characteristicof a replicator. Ifyou take thealligator story,it can exist for a long time in individual memory, let’s say, mymemory.I can tellyou thestory now orten yearsfrom now,the same with the twinkle, twinkle song. So these memeshave longevity because theyarememorable for one reason or another.Next,fecundity.Fecundity is theability toreproduce in large numbers. Forexample,the common housefly reproducesby laying several thousand eggs,so each fly gene getscopied thousands of times. Memes, well, theycan bereproduced in large numbersas well. How many timeshave you sung the‘twinkle, twinkle song’ to someone? Each timeyou replicated that song, andmaybe passed it along to someone who did not know it yet,a small childmaybe.And finally, fidelity. Fidelity means accuracyofthe copying process. We knowfidelity is an essential principle ofgenetic transmission. Ifa copy ofa geneis abit different from theoriginal, that’s called a genetic mutation. And mutationsare usually bad news. An organism often can not survive with a mutated gene.And so a gene usually can not be passed on, unless it’s an exactcopy. For memeshowever,fidelity is not always so important.For example, if you tellsomeone thealligator story Itold you today, it probably won’t be word for word exactly as I said it. Still, it will be basically the same story,and the person who hearsthe storywill be able to pass it along. Other memesare replicated withhigher fidelity though, like the twinkle, twinkle song. Ithad the exact samewords 20 years ago as it does now.Well, that’s because we see songs assomething that has to be performed accuratelyeach time.Ifyou change aword, the otherswill usuallybring you in line. They’ll say, ‘that’s not how you sing it’,right?So, you can see how looking at piecesof culturalinformation as replicators,as memes, and analyzing them in termsoflongevity, fecundity and fidelity, wecan gain some inside about how theyspread, persist or changeLectureNarratorListen to part ofa lecturein an Astronomy ClassProfessor:Last week, wecovered some argumentsagainst going back to the Moon. Butthereare compelling reasons in favor of another Moon landing too, um… notthe least of which is trying topinpoint themoon’s age. We could do this in theoryby studying an enormousimpact crater,known as the SouthPole-Aitken Basin. Um…it’s located in themoon’s South Polar Region. But, since it’s on thefar side of the moon, it can only be seen from space. Hereis an image of…we’ll callit theSPA Basin. Thiscolor-coated image of theSPA Basin, those aren’t itsactual colors obviously, thisimage is from the mid 90s, from the American spacecraft called Clementine. Um…unlike earlier lunar missions, Clementine didn’t orbit only around the moon’s equator.Itsorbits enable it to send back data to create thistopographical map of … well,the grey and white area towardsthe bottom is the South Pole, thepurples and blues inthe middle correspond to low elevations - theSPA Basin itself, theorangesand redsaround it are higher elevations. The basin measures an amazing2,500 km in diameter,and itsaverage depth is 12 km. That makesit thebiggest known crater in our solar system and it maywell be theoldest.You know planetary researcherslove studying deep craters untillearn aboutthe impacts thatcreated them,how theyredistributed piec esof a planet’s crust and in this case, we especially want to know if any ofthe mantle, thelayerbeneath the crust,was exposed by the impact. Not everyone agrees, but some expertsare convinced thatwhatever created the SPA Basin did penetrate theMo on’s mantle.And we need to find out, because much more than thecrust,the mantle containsinformation about a planet’s or Moon’s totalcomposition. And that’s keyto understanding planet formation. Um… Dian?Dian: So, the only wayto know the basin’s age is tostudy its rocksdirectly? Professor: well,from radio survey data,we know that the basin contains lots of smaller craters. So it must be really old, about 4 billion years, give or takea few hundred million years. But that’s not very precise.Ifwe had rocksamplesto study,we’d know whetherthe small craters wereformed by impacts duringthe final stagesof planetaryformation, or if theyresulted from later meteor showers.Dian: But if we know around how old the Basin is, I’m not sure that’s reas on enough to go to the Moon again.Professor: No…,but such crude estimates…um…wecan do better than that. Besides, thereare other things worth investigating, like is there waterice on the moon? Clementine’s data indicated that thewall of the south-polar crater was more reflective than expected. So some experts thinkthere’s probably ice there.Also, data from a later mission indicatessignificant concentrations of hydrogen and by inferencewater less than a meterunderground at both poles. Student: Well if there’s water,how did it get there?Underground rivers?Professor: Wethink meteors that crashed into the moon or tails ofpassing cometsmay have introduced water molecules. Anywater moleculesthat foundtheir wayto the floors of cratersnear th e moon’s poles, that water would be perpetuallyfrozen,because thefloors ofthose cratersare always in shadow. Um…furthermore,if the water icewas mixed in with rockand dust, it would be protected from evaporation.Dian: So are you saying theremight be primitive life on the moon?Professor: that’s not mypoint at all. Um… o.k.,say thereis waterice on the moon. That would be a verypracticalvalue for a future moon base forastronauts. Water ice could be melted and purified for drinking. Itcould also be broken down into itscomponent parts- oxygen and hydrogen. Oxygen couldbe used to breathe,and hydrogen could be turned into fuel, rocketfuel. So waterice could enable the creation ofa self-sustaining moon base someday, a mining camp perhapsor a departure point for further space exploration.Student: Butholding tonsof equipment to the moon to make fueland build alife support system for a moon base, wouldn’t that be too expensive?Professor: Permanentbase, maybe a way’s off,but weshouldn’th ave to waitfor that. The dust at the bottom ofthe SPA Basin reallydoes have a fascinating storyto tell.I wouldn’t give for a fewsamples of it.ConversationNarratorListen to a conversation between a student and a professor.StudentHi, Iwas wondering if Icould talkwith you about the assignment in the filmtheoryclass.ProfessorOf course,Jill.StudentItseems that prettymuch everyone else in the class getswhat theyaresupposed to be doing but I’m not so sure.ProfessorWell, theclass is for studentswho are reallyserious about film. You must havetaken film coursesbefore.StudentYeah, in high school, film appreciation.ProfessorUm…Iwouldn’t think thatwould be enough. Did you concentrate mainly onform or content?StudentOh, definitely content.We’d watch,say Lord of the Flies, and then discuss it.ProfessorOh, that approach, treating film as literature, ignoring what makes it unique.StudentI liked it, though.ProfessorSure, but that kind of class. Well, I’m not surprised that you are feeling a little lost. You know, we have two introductory coursesthat are supposed to betaken beforeyou get to mycourse, one in film art, techniques, technical stuffand another in film history. So studentsin theclass you are in should be prettyfar along in film studies. In fact, usually thesystem blocks anyone trying to sign up for the class theyshouldn’t be taking. And who hasn’t takenthe coursesyou are required todo first as prerequisites.StudentWell, Idid have a problem with that but I discussed it with one of your office staff, and she gave me permission.ProfessorOf course.No matter how many timesI tellthem,theyjust keep on…Well, foryour own good, I really suggest dropping back and starting at theusual place. StudentYes. ButI’ve already been in thisclass for 4 weeks. I’d hate to just drop it now especially since Ifind it so different,so interesting.ProfessorI guess so. Frankly Ican’t believe you’ve lasted this long. These are prettyin-depth theorieswe’ve been discussing and you’ve beendoing OKso far,Iguess. Butstill, theprogram’s been designed to progress through certainstages. Like anyother professional training we build on pervious knowledge.StudentThen maybe you could recommend some extra reading I can do to…catchup?ProfessorWell, areyou intending to study film as your main concentration?StudentNo, no. Iam just interested. I’m actually in marketing,but thereseemsto be aconnection.ProfessorOh…well, in…in that case, if you’re taking thecourse just out of interest, Imean I still highly recommend signing up for theintroductory coursesat somepoint, but in the meantime,thereis no harm I guess in trying to keepup withthis class. Theinterest is clearly there.Eh, instead ofany extra reading justnow though, you could view some of theold introductorylectures. Wehavethem on video. That would give you a better handle on the subject.It’s still aprettytall order,and wewill be moving right along, so you will reallyneed tostayon top of it.StudentOK, I’ve been warned. Now,could Itellyou about the idea for the assignment?LectureNarratorListen to part ofa lecturein a chemistryclass.ProfessorOkay. Iknow you all have a lot ofquestions about this lab assignment that'scoming out so ... I'mgonna takea little time this morning to discuss it.So, you know theassignment has to do with Spectroscopy, right?And yourreading should help you get a good idea of what that'sall about. But,let's talkabout Spectroscopya littlenow just tocover the basics.What is Spectroscopy? Well,the simplest definition I can give you is thatSpectroscopy is the study of theinteraction between matterand light. Now,visible light consists of different colorsor wavelengths, which together make upwhat's called spectrum, a band of colors, like you see in a rainbow. And allsubstances,all forms of matter,can be distinguished according to whatwavelength of light theyabsorb and which ones theyreflect.It'slike, um, well,everyelementhas, what we call, itsown spectralsignature.Ifwe can read thatsignature,we can identify the element.And that's exactlywhat spectroscopydoes.Now,Laser Spectroscopy,which is the focus ofyour assignment, worksbymeasuring veryprecisely what parts ofthe spectrum are absorbed bydifferentsubstances.And it has applications in a lot of different disciplines. And yourassignment will be to choose a discipline that interestsyou, and devise anexperiment. For example,I'm gonna talk about art. I'minterested in the artandto me it'sinteresting how spectroscopy is used to analyze art.Er... let'ssay a museum curatorcomes toyou with a problem. She's comeacross this painting that appears to be an original - let'ssay, a Rembrandt.And she wants to acquire it for her museum. Butshe's got a problem: she's not absolutelycertain it'san original.So, what do you do? How do you determine whetherthe painting's authentic?Okay. Thinkabout the scientific process. You've got the question: Isthepainting a Rembrandt? So first, you'll need to make a list of characteristics the painting would have tohave to be a Rembrandt.Then you have to discover whetherthe painting in question has those characteristics.So first ofall, you'll need to know thetechniques Rembrandt used when he applied paint tocanvas - his brushstrokes, how thickly he applied his paint. So you’d need to workwith an art historian who has expert knowledge ofRembrandt'sstyle.You'd have to know when he created his paintings, um...what pigmentsheused, in otherwords, what ingredients he used to make different colors ofpaint, costhe ingredients used in paints and binding agents plus varnishes, finishes, what have you, have changed over time.Since you're trying to verify that'sa Rembrandt, theingredients in thepigment would need to have been used during Rembrandt's lifetime - in the 17thcentury.And that's wherechemistrycomes in. You've got to find out what'sinthose pigments, learn their composition, and that requireslab work - detectiveworkreally - in a word, Spectroscopy.So, how do we use Spectroscopy? Well, we put an infrared microscope - a spectroscope - on tinytiny bitsof paint. And using ultraviolet light we can see the spectralsignature ofeach component part ofthe pigment. Then wecompare these signatureswith those ofparticular elements like zinc or lead, to determine what the pigment was made of.So, you can see whythis type ofanalysis requires a knowledge ofthe history ofpigments, right?How and when theyweremade? Say we determined a pigment was made with zinc, forexample.We know the spectralsignature ofzinc. And it matchesthat of thepaint sample. We also know that zinc wasn't discovered untilthe 18th century. And since Rembrandt lived during the 17th century, we know he couldn't have painted it.Now,Spectroscopy has a verydistinct advantage over previous methods of analyzing our works, because it's not invasive. You don't have to remove big chips of paint to do your analysis, which is what othermethods require.All you do is train themicroscope on tiny flecksof paint and analyze them.Now a word or two about restoration. Sometimes original art works appear questionable or inauth entic because they’ve had so many restorersaddtouchup layers to cover up damage, damage from the paint havingdeteriorated over time.Well, spectroscopy can reviewthe composition ofthose touchup layers too. So we can find out when theywereapplied. Then if wewant to undo some bad restoration attempts, we can determine what kind of process wecan use to remove them to dissolve the paint and uncover theoriginal.LectureNarratorListen to part ofa lecturein a literatureclass.ProfessorNow we can't really talkabout fairy taleswithout first talking about folk tales because there'sa strong connection between these two genres, these twotypesof stories. In fact,many fairy talesstarted out as folk tales.So, what's a folk tale?How would you characterize them?Jeff?Jeff:Well, theyareold stories, traditional stories. Theywerepassed down orallywithin culturesfrom generation togeneration, so theychanged a lot over time.I mean,everystory teller,or, maybe everytown, might have had a slightlydifferent version ofthe same folk tale.Professor:That's right.There'slocal difference.And that'swhy wesay folk talesare communal. Bycommunal, we mean theyreflectthe traitsand the concernsofa particular community at a particular time.So essentially the same tale could be told in different communities, with certain aspectsof the tale adapted to fitthe specific community.Um, not the plot, the details of what happens in the storywould remain constant.That was the thread that held the tale together.But allthe other elements, like the location or characters, might be modified for each audience.Okay. So what about fairy tales? Th…theyalso are found in most cultures, buthow are theydifferent from folk tales?I guess the first question is: what is a fairy tale?And don’t anyone say “a storywith a fairy in it” because we all know that very few fairy talesactually have those tinymagical creaturesin them.But,whatelse can we say about them?Mary.Mary:Well, theyseem tob e lessrealistic than folk tales…like theyhave something improbable happening - a frog turning into a prince, say. Oh, that'sanother common element,royalty - a prince or princess. And fairy talesall seem to take place in a location that'snowhere and everywhereat the same time.Professor:What's the line-up? How do all the storiesstart?Once upon a time, in a faraway land...oh, in the case of folk tales,each story teller would specify a particular location and time,though the time and location would differ for different storytellers.With fairy tales, however,the location is generally unspecified, no matterwho the storytelleris. That land far away... We'llcomeback to thispoint in a few minutes.Student:Um...I,I thought that a fairy tale was just a written version of an oral folk tale. Professor:Well, not exactly,though that is how many fairy talesdeveloped. For example,in thelate 18th century, theGrimm Brotherstraveled throughout what's now Germany, recording localfolk tales. These were eventually published as fairytales, but not before undergoing a processof evolution.Now,a number ofthings happen when an oral talegetswritten down. First, the language changes. Itbecomesmore formal, more standard - some might say,"less colorful". It's like thedifference in your language depending on whetheryou are talking to someone, or writing them a letter.Second, when an orally transmitted story is written down, an authoritative version with a recognized author is created. The communal aspect getslost. The tale no longer belongsto the community.It belongs to theworld, so to speak. Because ofthis,elementslike place and time can no longer be tailored to suit a particular audience. So theybecome less identifiable, moregeneralizable to anyaudience.On the other hand, descriptions ofcharactersand settings can be developedmore completely. Infolk tales,charactersmight be identified bya name, butyou wouldn't know anything more about them. Butin fairy tales,people nolonger have to remember plots. They're written down, right? So more energycan be put into otherelementsof thestory like characterand setting. So youget more details about thecharacters, about where the action takesplace,what people's houseswere like,ur, whetherthey're small cabins or grandpalaces. And it's worth investing thatenergybecause thestory,now in bookform, isn't in danger ofbeing lost. Those details won't be forgotten. Ifa folk taleisn't repeated byeach generation, it may be lost for all time.But with a fairytale,it's always there in a book, waiting to be discovered, again and again.Another interesting differenceinvolves thechange in audience.Who thestoriesare meant for? Contraryto what many people believe today, folk taleswereoriginally intended for adults, not for children. So why is it that fairy talesseem targeted toward children nowadays?源于：小马过河相关推荐：2012年11月18日托福写作真题解析2012年11月18日托福口语真题解析2012年11月18日托福阅读真题解析2012年11月18日托福听力真题解析。

托福TPO5口语Task2题目+满分范文

为了帮助大家高效备考托福，为大家带来托福TPO5口语Task2题目+满分范文，希望对大家备考有所帮助。

托福TPO5独立口语Task2题目： Do you agree or disagree with the following statement? Why or why not? Use details and examples to explain your answer. It is more important to study math or science than it is to study art or literature. 托福TPO5独立口语Task2满分范文： I strongly disagree with the statement that studying math or science is more important than studying art or literature. Of course, math and science are very important, but it doesn't mean that they are more important than art or literature. We admire Newton for his scientific achievements such as Newton's first law. We also admire Leonardo for his art accomplishments such as MonaLisa. These two people are not comparable because they are in two different fields. So some people like studying science; some like studying literature. They all make great contributions to the human civilizations. So all these subjects are equally important. 以上是给大家整理的托福TPO5口语Task2题目+满分范文，希望对你有所帮助!。

英语听力教程5unit2part2答案及文本

英语听力教程5U n i t2P a r t2答案及文本-CAL-FENGHAI.-(YICAI)-Company One1Unit 2 New Developments in medicinePart IIAA Comparison Between Western and Holistic MedicineWestern medicine1. treating patients as a series of isolated partsHolistic medicinetaking into account the symptoms, age, habits, emotions and lifestyleWestern medicine2. looking at the part which isn't working wellHolistic medicinebuilding an overall pictureWestern medicine3. trying to remove symptoms, not the causeHolistic medicinetreating the cause of illnessWestern medicine4. using drug and surgeryHolistic medicinepreventing illness -- balanced diet & healthy lifestyleB1.(T)2.(F)3.(T)4.(T)5.(F)6.(F)P: Good morning, and welcome to our program Worldly Wise. Today our attention turns to medicine and health care, and we examine a move which is becoming more and more popular, a move away from western attitudes to medicine towards what is known as the holistic approach. But what is it What does holistic mean I spoke to Dr. Henry Wilson, of the National Homeopathic Center.W: Well, holistic means "whole", or more than that. But in terms of health care, what it means is looking at the whole body, the whole person when it comes to treating them.P: And how does that differ from a more western approach?W: Modem medicine treats patients as a series of parts that are all isolated. It looks at the part which isn't working and tries to remove the symptoms until everything's working well again a bit like a mechanic repairing a car. The opposite of holistic is symptomatic. Too often, modem medicine treats the symptoms and not the cause of an illness. Drugs and surgery can remove the symptoms ...P: But what's wrong with that Surely that's what a person who's ill wants, isn't it to feel better, not to have the pain any moreW: Yes, but as I said, the cause remains. If you have a backache, painkillers will take away the pain, but there's still something wrong somewhere that caused the backache in the first place.P: So what does the holistic approach think about illness?W: Well, it takes into account not only the symptoms, but also the age, habits, emotions and lifestyle of the individual, and tries to build an overall picture. You see, being healthy means there is a balance, or a harmony, between your mind and your body. When you're ill, it's because there's an imbalance somewhere, and this imbalance is shown by symptoms. The symptoms themselves aren't very important. For example, two people suffering from headaches might be given very different treatment, because the cause of the headache is not the same.P: You mentioned treatment. If holistic medicine doesn't prescribe drugs, how does it treat illness?W: It's important to understand that what holistic medicine tries to do above all is prevent illness, and we all know that prevention is better than cure. A good diet, with lots of fresh food, not processed food with its preservatives and chemicals is essential; and a healthy lifestyle, without too much pressure and worry, and lots of exercise and rest, not too much, not too little -- these are things that will prevent illness.Statements:1.More and more people are moving away from western medicine to holistic medicine.2.Western medicine is good for a mechanic while repairing a car.3.The cause of a backache is more important than the symptom itself.4.According to the holistic approach,when one is ill,it means there is an imbalance somewhere in him.5.If there are two people suffering from a headache,holistic medicine will treat them in the same way.6.The prevention of an illness is much easier than curing it.。

TPO-45 听力题目文本——对话部分(conversation) (2)

Conversation 11. Why does the student go to see the man?(Click on 2 answers)□ To discontinue a campus service□ To pay the fee for her campus mailbox□ To get information about mailing a package□ To pick up a package2. What does the man say about the campus mailbox service?O Its rates for all students have recently gone down.O It is the only way to receive certain mailings about university eventsO All students are required to use it.O It is more reliable than e-mail.3. How does the student usually obtain information about campus events? (Click on 2 answers)□ She reads about them on the university Web site.□ She learns about them at her place of work.□ She sees the posters on a bulletin board.□ Her roommate tells her about them.4. What does the man offer to do for the student?O Reduce the cost of renting a mailboxO Send her a form to fill outO Provide university organizations with her new addressO Deliver a package to her apartment5. Why does the student say this:O To indicate that she agrees with the manO To inform the man of a recent developmentO To prevent a misunderstandingO To support her own positionConversation 21. Why does the woman go to see the professor?O To get suggestions about what to include in her next presentationO To follow up on a question she had raised in classO To update him on a research project she is helping him organizeO To get information about a program that he had mentioned in class2. What do the speakers agree is a benefit of the build-operate-transfer economic model that they discuss?O It permits government engineers to work on private construction projects.O It helps private companies buy facilities that were built by the government.O It enables public facilities to be constructed without government funding.O It enables private companies to operate public facilities that the government builds.3. Why does the professor point out how much coffee is produced in Brazil?O To give an example of the economic model the woman is interested inO To explain why it is appropriate for him to teach a seminar about coffeeO To help clarify one of the goals of the Global Enrichment InitiativeO To correct a common misperception about Brazil's economy4. Why is the woman interested in applying to go only to Turkey? (Click on 2 answers)□□ She has been studying Turkey's history and language.□ She has already visited Brazil and Russia.□ She believes that selecting just one country will help her get accepted into the program.□ She would like to see how an economic model she studied is put into practice there.5. What does the professor imply when he says this:O He thinks that going first helped the woman be less nervous about giving a presentation.O He hopes other students will structure their presentations the way the woman did. O The woman was the first student ever to give a presentation on Turkey's economy in his class.O He is relieved that the class is staying on schedule for making presentations.。

托福口语task5原文

托福口语task5原文为了帮助大家高效备考〔托福〕,熟悉托福综合口语task5，下面我为您整理了关于托福口语task5原文，希望对你有所帮助。

TPO52托福口语Task 5听力原文Listen to a conver〔sat〕ion between two students on campus. Woman: Hey Jim, you know what you are doing this summer? Man: Yeah, I get this chemistry internship lined up. Im gonna be helping my lab professor with a research experiment. Woman: How cool!Man: I know. I want to work at a chemistry lab after I graduate, so this would be a great experience.Woman: Sounds like you are all set.Man: Emnot quite. Heres a problem. You see, the internship doesnt pay and I really need to earn money this summer.Woman: Well, I read the campus bookstores help this summer. Maybe you could work at the lab during the week and at the bookstore on the weekends.Man: Maybe, but then Ill be working all the time. Illhardly have any time to relax all this summer.Woman: True. But heres a thought. Why not ask your professor if you can share the internship with another person?Man: You know, now that you mentioned it. Other summer interns have done this and the professors fine with it. Woman: Right. So you can still earn money on days when you didnt have to be at the lab.Man: Yeah, sounds good. The only drawback is that I might not learn as much as I would if I were actually at the lab every day and followed the results of the experiment.Woman: I know but it might be worth a try.TPO52托福口语Task 5听力题目The speakers discuss two possible solutions to the mans problem. Briefly summarize the problem. Then state which solution you recommend and why.Preparation Time: 20 SecondsResponse Time: 60 SecondsTPO52托福口语Task 5满分范文In the conversation, the student is facing a problem that he is going to have a free internship this summer at theschools chemistry lab but he also wants to make some money. There are two solutions. He could choose either to work at the lab during the weekdays and take a part-time job at the bookstore on the weekends or to ask his professor if he could share his internship with another person. As far as Im concerned, the latter is a better solution. If he chooses to share his internship with another person, he might be able to earn the money and gain the lab experience at the same time. Whats more, other students might have already dealt with this circumstance before and it is likely that the professor is ok with this solution. So the student doesnt need to be afraid that he might leave a very bad impression or something. All in all, because of these two reasons, I think the second one is a better choice.新托福口语task5解析:请教授写推举信托福口语题目考试日期：2017年10月28日新托福口语题目回忆版本一：Task 5Integrated Speaking: Problem-Solutions题目问题：女生申请心理学实验室的暑期项目，必须要教授写推举信，但是之前技术问题教授没收到邮件。

托福TPO5套听力真题(文本)

music here.But Ithink this would be a good thing for me. Iguess if I reallywant
to fit in hereI should find people who love music as much as I do. Thank you.
All thewords you know, allthe scientific theoriesyou've learned, therules your
parentstaught you to observe, all arememes that have been passed on from
a professor?
Student
You are right. That's a good idea.
Counselor
OK, er...let's turn toyour social life. How's it going in thedorms?
Student
storygoes like this: a family went on vacation in Florida and bought a couple of
baby alligatorsas presentsfor theirchildren, then returned from vacation to
information that getscopied or replicated, and thecopy or replica is passed on
startedreproducing, grew to huge sizesand now strike fear into sewer workers.

TPO51托福听力Conversation 2文本题目及答案解析

TPO51托福听力Conversation 2文本题目及答案解析本文提供的内容是托福tpo雷哥托福整理TPO51托福听力Conversation2文本题目及答案解析，想要获得完整版TPO51全套真题答案解析，添加小助手微信：ybnt110获取，或者同学们可以来雷哥托福官网在线模考练习。

Conversation 2 听力材料文本1.Why does the man go to the career center?A.To provide feedback on a workshop he recently attendedB.To submit his resume for a job in the career centerC.To get help preparing for a job searchD.To learn more about an internship opportunity2.According to the woman, what aspect of a job interview usually concerns students most?A.How to obtain an interviewB.What to expect during an interviewC.Ways to highlight one’s strengths during an interviewD.How to effectively negotiate a salary during an interview3.What does the woman say about the job in Ashlington? Choose 2 answers.A.It offers approximately the same pay as the internship.B.It is open to students who have not yet graduated.C.It could turn into an opportunity for a more permanent job.D.It might require more design experience than the man has.4.Why does the woman mention the career center’s Web site?A.To indicate where the man can learn about the center's workshopsB.To indicate where the man can submit his application for the internshipC.To suggest that the man look at sample portfolios posted thereD.To suggest that the man look there for additional job postings5.What is the woman’s opinion about photographs of student art submitted with job applications? Choose 2 answers.A.They do not need to be taken by a professional photographer.B.They are not necessary for most graphic design positions.C.They are unlikely to help a student’s job search.D.They should be as clear as possible.参考答案1-5：C、B、BC、D、AD文章来源：雷哥托福。

TPO5听力解析

TPO5 listening 问题解析注：问题中红色标记词汇为解题突破点和关键词。

（编辑整理By Serene蘑菇）Section1Conversation1Q1: What do the speakers mainly discuss?A. Why the woman has little in common with her roommatesB. How the woman can keep up in her academic studiesC. The woman’s adjustment to life at the universityD. The woman’s decision to transfer to another university答案：C解析：（原文中）Counselor : No problem. How can I help?Student : Well, I think I might have made a mistake coming to the school.I‟m a little overwhelmed by the size of this place.从第一组问答中得出女生来咨询的原因就是因为她觉得自己无法适应现在的学校。

因此C。

D中的答案并不是女生要说的，她为何要转校。

Q2: Why does the woman mention her hometown?A. To draw a contrast to her current situationB. To acknowledge that she is accustomed to living in big citiesC. To indicate that she has known some people on campus for a long timeD. To emphasize her previous success in academic studies答案：A解析：（原文中）Counselor : So it‟s a bit of a culture shock for you? Being one of 15,000 students on a big campus in an unfamiliar city?Student : That‟s an understatement. I just can‟t get comfortable in class or in the dorms.You know, socially.女生强调自己家乡学校的规模就是就是为了与现在的学校作对比来显示自己无法适应。

英语听力教程5Unit2Part3答案及文本

Unit 2 New Developments in medicinePart IIIAExperiment ReportProject: development of anti-AIDS medicine – T-20Researchers: Dr. Michael Saag and others at the University of AlabamaSubjects: 16 men infected with HIVProcedure:A. Subjects were divided into four groups.B. Two groups were given the lowest amount of T-20.C. The third group was given more of T-20.D. The fourth group was given the highest amount of T-20.Observations:A. The first two groups showed almost no reaction.B. The amount of HIV in the blood of the third group fell by ten times.C. The amount of HIV of the fourth group could not be measured in two weeks.Findings:A. T-20 attacks HIV before it has a chance to infect other cells.B. T-20 has no major bad effects.B1. In about 18 months.2. A virus that causes AIDS.3. Proteids inhibitors.4. I t’s difficult to take because it is not a pill.A promising new drug is being developed by American doctors that attacks the AIDS virus very soon after a person is infected. The drug is known as T-20. It is being tested in humans. Scientists say if everything goes well, the experimental medicine may be ready to be sold in about 18 months. The new drug is unlike other anti-AIDS medications, It attacks HIV before it has had a chance to infect other cells. HIV is the virus that causes AIDS. Dr. Michael Saag led the study at the University of Alabama in Birmingham. He says the findings offer the first proof that it is possible to fight HIV very soon after infection. In the study, T-20 was given by injection to 16 men infected with HIV. The men were divided into four groups. The two groups that were given the lowest amount of the drug showed almost no reaction to it. The third group of men was given more of the drug. Dr. Saag says the amount of HIV in the blood fell by ten times in that group. The fourth group was given the highest amount of T-20. In that group, the amount of HIV fell so low within two weeks of treatment it could not be measured. Dr. Saag say she is excited about T-20. He says it offers another treatment choice for patients in whom older drugs no longer work. Many new drugs have been used to treat the AIDS virus. Experts say drugs currently used can suppress the AIDS virus to very low levels in infected people. These drugs include proteids inhibitors. They help the immune system remain reasonably strong enough to fight other infections. Without proteids the HIV virus is unable to leave the cells where' it reproduces. So it cannot enter a person's blood andinfect other cells. Researchers say T-20 also may offer a second chance to patients who are unable to deal with the bad effects of proteids inhibitors and other anti-AIDS drugs. Experts say there were no major bad effects of T-20 in their study. Researchers say T-20 appears to be at least as effective as existing anti-AIDS treatments. However, some say they are concerned that the drug is difficult to take because it is not a pill that can be swallowed. Researchers are doing more studies to see if T-20 in a pill form would be as effective.Questions:1.When might people be able to purchase T-20 on the market?2.What is HIV?3.What do the currently used anti-AIDS drugs include?4.What are some scientific concerns about the new drug?Why?。

托福听力tpo55 section2 对话讲座原文+题目+答案+译文

托福听力tpo55 section2 对话讲座原文+题目+答案+译文Conversation2 (1)原文 (1)题目 (3)答案 (4)译文 (4)Lecture3 (5)题目 (6)答案 (8)Conversation2原文NARRATOR: Listen to a conversation between a student and her academic adviser. MALE PROFESSOR: Thanks for stopping by, Shelly. Professor Miller sent me an email, and I thought we’d better have a little chat.FEMALE STUDENT: Professor Miller, the art history professor?MALE PROFESSOR: Yes. I’m concerned because midterm grades are due in a couple of weeks, and he says you haven’t completed a single assignment for his course. And he didn’t want to turn in a failing grade without making sure that—FEMALE STUDENT: Wait, I’m not taking his course—I dropped it.MALE PROFESSOR: You did? Well according to the registrar’s office, you’re still enrolled in it. I pulled up your file. Your schedule shows that you are officially enrolled in Introduction to Art History with Professor Miller, Islamic art with Professor Campbell…well, here, you look at it, you’re registered for 5 courses. FEMALE STUDENT: But I’m enrolled in only 4 courses this semester. I mean, I did signup for Introduction to Art History initially, but when Professor Campbell gave me permission to enroll in his Islamic art course, I dropped Professor Miller’s course. Or at least, I intended to. I had to—they meet at the same time.MALE PROFESSOR: I see. So your admission to the Islamic art course was not contingent on your completion of the art history course?FEMALE STUDENT: Well, Professor Campbell waived the prerequisite in my case because he felt that I had enough background in art history to handle his course. But you know, now that I think about it, maybe I just added Professor Campbell’s course and forgot to drop Professor Miller’s course.MALE PROFESSOR: I guess it’s possible. Still, I’m surprised we didn’t catch it earlier in the semester. Didn’t you and I meet at the end of the second week of classes to finalize your course selections?FEMALE STUDENT: No…Uh, I mean I remember getting an e-mail about setting up a meeting with my adviser, but I thought it was only for people who had an enrollment problem or something they needed to work out. I didn’t realize it was a requirement.MALE PROFESSOR: Well, it’s strongly recommended that students meet with their advisers early in the semester…and now you can see why! But there’s no real harm done. However, don’t forget to file a formal withdrawal from introduction to art history with the registrar’s office by Friday, when the withdrawal period ends. And you might want to apologize to Professor Miller as well.FEMALE STUDENT: Oh, I’ll definitely make a point of dropping by his office to explain what happened. I was just so focused on getting admitted into the Islamic art course, and so happy when Professor Campbell said I could take it, that I kind of forgot about everything else.题目1.Why did the adviser ask the student to meet with him?A. To express concern about her academic performanceB. To discuss her course choices for the following semesterC. To find out why she dropped a courseD. To ask if she had changed her major course of study2.What did the adviser do to get more information before meeting with the student?A. He requested a record of the student’s grades in all her art classes.B. He consulted a description of the course about Islamic art.C. He obtained a list of courses in which the student is enrolled.D. He checked the requirements for art history students.3.What do the speakers imply about the Islamic art course?A. It is an introductory course.B. It can be taken only in combination with an Islamic history course.C. Students need a recommendation from their academic adviser to take it.D. Most students are required to take an introductory art history course before taking it.4.What does the adviser imply about the meetings he has with students at the beginning of the semester?A. They should be scheduled at least two weeks in advance.B. They can help students avoid problems with their class schedules.C. Faculty members must be invited to the meetings.D. They are necessary only when a student has a problem.5.What does the adviser suggest that the student do? [Click on 2 answers.]A. Make up the work she has missedB. Contact the registrar’s officeC. Apologize to an art history professorD. Drop the Islamic art course答案A C DB BC译文旁白：听一个学生和教授之间的对话。

托福听力tpo50 section2 对话讲座原文+题目+答案+译文

托福听力tpo50section2对话讲座原文+题目+答案+译文Conversation2 (1)原文 (1)题目 (3)答案 (5)译文 (5)Lecture3 (7)原文 (7)题目 (9)答案 (11)译文 (11)Lecture4 (13)原文 (13)题目 (15)答案 (17)译文 (17)Conversation2原文NARRATOR:Listen to a conversation between a student and the head of building maintenance.FEMALE HEAD OF MAINTENANCE:Can I help you?MALE STUDENT:Yeah,I,uh—I’m taking summer classes right now,and they’ve put me in Roberts dormitory,over by the library.FEMALE HEAD OF MAINTENANCE:OK…?MALE STUDENT:And I guess they’re,uh…painting the library,or doing something to the outside of the building…FEMALE HEAD OF MAINTENANCE:Ah,yes,they are—they’re replacing the bricks on the outside walls.MALE STUDENT:Well,whatever it is,it’s,like,really disturbing for those of us with windows facing the library—they’re working on the wall right opposite us.I mean, dust is everywhere,coming in the windows...and the noise…Cause we’re like,what, ten feet away,and,uh—well,it’s just not a pretty picture.FEMALE HEAD OF MAINTENANCE:Right,well that’s why we waited until now to start work on it.I mean,most students have already left campus for summer vacation…MALE STUDENT:Yeah,but Roberts Hall is being used by all the summer students.FEMALE HEAD OF MAINTENANCE:Really?Housing didn’t notify us of that.MALE STUDENT:Yeah,it’s pretty full!I mean,I can’t sleep at night’cause of the smell,and the dust,and…you know,I’d love to just,like,close the windows,but you know,being summer and all…FEMALE HEAD OF MAINTENANCE:Yes,I know,there’s no air-conditioning in that building…MALE STUDENT:Right.So,I mean—we’ve got five more weeks of classes left,and we were really wondering how much longer they’re going to be working on that particular wall…’Cause maybe,if it’s going to be a while,do you think they could maybe work on a different side of the building for now?One that’s not facing people’s dorm rooms?And wait till the students are gone to come back and finish this side?I mean,that way the dust and noise won’t be coming directly into our windows, while we’re here.FEMALE HEAD OF MAINTENANCE:You know,I wish it weren’t being done this way.Itdoesn’t make sense.But this particular decision was made by a special committee, and their plan was finalized several months ago.Uh,they just didn’t realize there’d be students in Roberts Hall now.MALE STUDENT:Yeah.FEMALE HEAD OF MAINTENANCE:Plus,uh…well,the equipment is all set up,y’know,the scaffolding up on that side of the building—well,it just wouldn’t be practical to have the construction workers move everything to another side,and leave a whole side of the library all torn up like that.MALE STUDENT:I guess not…Isn’t there another dorm open?Anywhere?FEMALE HEAD OF MAINTENANCE:Not that I know—oh,wait!I overheard someone saying today that Manchester Hall isn’t being used by the City Summer Camp after all.Y’know,most years they house their participants in that dorm all summer.MALE STUDENT:Well,there’s an idea…FEMALE HEAD OF MAINTENANCE:Now it’s a smaller dorm,and it’s a little out of the way,but,uh…I-I bet they could move the affected students from Roberts Hall.MALE STUDENT:Well,I think a lot of people would definitely appreciate that.FEMALE HEAD OF MAINTENANCE:OK,well…well let me call the housing people,and then I’ll get back to you.Leave me your name and number,OK?I’ll let you know what I find out.MALE STUDENT:Great!Thanks.题目1.What problem is the student having?A.His dormitory is in need of repairs.B.He does not have summer housing.C.He is bothered by construction on campus.D.He is not able to use the university library.2.What does the student suggest that the construction workers do?A.Stop their project until summer classes are overB.Start their work later in the dayC.Work on a different buildingD.Work on a different part of the library3.What does the woman imply about the construction plans?[Click on2answers]A.They cannot be changed at this point.B.It is unfortunate that they were approved.C.They have been changed several times already.D.They were not approved until very recently.4.What does the woman imply about moving students to another dormitory?A.She does not think it is necessary.B.She will need to get permission from the housing office.C.Students will have to wait until the dormitory is available.D.Students should contact the housing office for permission.5.What does the student imply when he says this:Student:Well,whatever it is,it’s like……really disturbing,for those of us with windows facing the library.They are working on the wall right opposite.I mean,dust is everywhere coming in the windows,and,the noise,cos we are like……what,ten feet away.And……well,it is just not a pretty picture.A.The new library walls are not very attractive.B.The view from the student's window is blocked by the construction.C.The construction is causing damage to nearby buildings.D.The construction is frustrating for many students.答案C D AB B D译文旁白：请听一段学生和建筑维护主管之间的对话。

托福听力tpo56 section2 对话讲座原文+题目+答案+译文

托福听力tpo56section2对话讲座原文+题目+答案+译文Conversation2 (1)原文 (1)题目 (3)答案 (5)译文 (5)Lecture3 (6)原文 (7)题目 (9)答案 (11)译文 (11)Conversation2原文NARRATOR:Listen to a conversation between a student and a university employee.MALE STUDENT:Hi,Louise.I have that information you need for our club trip.FEMALE EMPLOYEE:I’m sorry,George,I don’t remember—so many students have needed transportation arrangements this week—which trip is it that you’re organizing?MALE STUDENT:It’s the jazz club trip—the one we’re taking into the city to see that concert by the Victory Jazz Quartet.FEMALE EMPLOYEE:Oh right—that famous group you were telling me st time we talked,you didn’t know how many students wanted to go.MALE STUDENT:Well,according to the sign-up sheet,twenty-seven students havebought a concert ticket and want a seat on the bus.FEMALE EMPLOYEE:Twenty-seven,huh.That won’t fill up a bus.We’ll have to use a couple of vans.Which is actually good—it’ll be easier for them to find parking in the city.MALE STUDENT:OK.Uh,we were thinking that the bus,the vans,should leave around three o’clock.That way we’ll be in the city around four thirty.FEMALE EMPLOYEE:Or later…don’t forget about rush hour.MALE STUDENT:That’ll still give us plenty of time.We already have tickets,but this theater doesn’t have assigned seating—so we need to get there early—like around seven thirty—to get good seats.FEMALE EMPLOYEE:So,what are you gonna do with all that extra time?MALE STUDENT:Oh,go find dinner,walk around,whatever.Then we’ll meet back at the theater.FEMALE EMPLOYEE:Why not eat together?MALE STUDENT:Well,if people get their own meals,then we don’t have to worry about restaurant reservations…about finding a place that can handle such a large group.FEMALE EMPLOYEE:But if you all go separate ways,there’s bound to be somebody who’ll turn up late or get lost or something.MALE STUDENT:Oh,I know this group,they’re not like that…FEMALE EMPLOYEE:You know,I’ve scheduled a lot of student trips.If I were you,I’d think about going out for something like,oh,say,pizza—some of those places are pretty big—and who doesn’t like pizza?MALE STUDENT:Well,I’ll check with the group and see what they think.Anyway,the tickets say the concert ends around ten,but I’m pretty sure it’ll be later than thatbefore we get out of the theater.You know,with encores…and the crowds…FEMALE EMPLOYEE:Alright,then I’ll have the vans pick you up at ten fifteen.But, everybody better be there.The van drivers won’t wait around.MALE STUDENT:In that case,let’s make it a little later,like ten thirty.FEMALE EMPLOYEE:Alright.Did you bring the deposit?MALE STUDENT:Yeah,I did what you suggested—asked everybody to give me some money to reserve their space on the bus.They know they’ll have to pay more once we know what the total is.FEMALE EMPLOYEE:I’ll have to run a few numbers to get the final cost.Vans are a lot cheaper than buses but we’ll have to pay for two drivers—they’ll charge us by the hour.Of course,you’ll get the normal student discount from the van company, and I’ll deduct your deposit.I can let you know the balance tomorrow.MALE STUDENT:Great,I’ll come by after class.题目1.What is the conversation mainly about?A.Collecting membership fees for a student clubB.Arrangements for an upcoming student tripC.A recent performance by a famous jazz groupD.Finding a good restaurant in the city2.Why do the students want to get to the theater early?A.To purchase their concert ticketsB.To avoid rush hour trafficC.To be able to get good seatsD.To have time to eat dinner3.What is the woman’s attitude toward the students’plan to eat separately?A.She is convinced that there will be problems.B.She approves because they will not be able to get a reservation for such a large group.C.She does not believe that they have planned enough time to eat separately.D.She thinks it would be cheaper if they had dinner together.4.Why does the man change the time that the vans will meet the students after the concert?A.To reduce the cost of parkingB.To get students home in time to studyC.To make sure that no student will be left behindD.To avoid the crowds after the concert5.What information will the woman give the man tomorrow?A.The cost of the concert ticketsB.The hourly charges for van driversC.The amount of money the students need to depositD.The amount of money the students still owe答案B C A C D译文旁白：听学生和大学职员之间的对话。

托福TPO51听力Conversation2文本+题目+答案解析

为了帮助大家高效备考托福，为大家带来托福TPO51听力Conversation2文本+题目+答案解析，希望对大家备考有所帮助。

托福TPO51听力Conversation2文本标题：Trip to the New York City Listen to a conversation between a student and the director of the Student Activity Center. Director: Hello, Jack. Is everything set for the trip this Saturday? Student: Everything’s ready. Ah, fifteen people have signed up. Our train gets into New York City at noon which leaves plenty of time to get downtown to the art gallery for the reception. Director: It’s great. You could organize this. What an honor having a painting by one of our students in our exhibit! Student: Yeah. My roommate’s so modest. If we weren’t such good friends, I’d never realize that his work was being exhibited. So, since I was going anyway for the opening and all, I figure that might as well make a student event out of it. Working here at the Student Event Centers made me realize how popular our activities are. I figure they’ll be interested in it. Director: Well done, super job organizing everything. This poster was great. And they were up in no time. Student: Thanks. And I’m glad you could approve the funding for us. Director: My pleasure. By the way, how are you getting to the gallery from the train’s station? Student: Well, there are buses that run downtown. Director: Right. You grew up in New York City, didn’t you? Student: Yeah. But, the bus, well, that’s kind of what I want to talk to you about. Director: Yes. Student: I realized that at the last minute, but, well, the weather for Saturday is supposed to be really nice, sunny, warm. It’ll be a great opportunity to walk the High Line. Director: The……what? Student: Haven’t you? Oh, I guess not everyone has heard of it. It’s this amazing，it’s like this park in the sky. Director: A park in the sky? Student: Yeah. Well, see there was this old train line. You know one of those elevated lines, the kind that run high above the streets? Director:。

托福TPO53听力Conversation2文本+题目+答案解析

托福TPO53听力Conversation2文本+题目+答案解析为了帮助大家高效备考托福，为大家带来托福TPO53听力Conversation2文本+题目+答案解析，希望对大家备考有所帮助。

托福TPO53听力Conversation2文本Sounds In The FilmListen to part of a lecture in a film studies class.Professor: Nowadays we take sound in films for granted. I mean you still might see black and white films occasionally. But you'll hardly ever see silent films anymore.So it's interesting to note that the use of recorded sound was originally controversial. And some directors, uh, some filmmakers even thought it shouldn't be used, that it would destroy the purity of cinema, somehow reverse all the progress that had been made in the art of cinema. Abby?Abby: What about all the sounds you hear in some silent movies? Like, you know, a loud sound when somebody falls down or something?Professor: Okay, you're talking about a soundtrack added much later, which has over time become part of the film we know. But this recorded track didn't exist then.And it's not that most people didn't want sound in films. It's just that the technology wasn't available yet. Don't forget that instead of recorded sound, there was often live music that accompanied movies in those days, like a piano player or a larger orchestra in the movie theater.Also, think of the stage, the live theater, it has used wonderful sound effects for a long time. And if wanted, these could be produced during the viewing of a film. You know, the rolling of drums for thunder or whatever. But that wasn't as common.Oh, and another thing, that they might have in movie theaters in the early days, was a group of live actors reading the parts to go along with the film, or, and this seems a particularly bad idea to us now, one person narrating the action, an early example of a long tradition of movie producers, the ones concerned mostly about making money, not having much confidence in their audience, thinking that people somehow couldn't follow the events otherwise.So, it finally became possible to play recorded sound as part of the film in the 1920s. Trouble was, it wasn't always used to very good effect. First it was, you know, amazing to see somebody's mouth move at the same time you hear the words, or hear a door close when you see it closing on screen.But that luster wears off, of course. And if you're a director, a filmmaker, what's the next step?Abby: Well, you sound to enhance the movie right? Bring something more to it that wasn’t possible?Professor: Yes. That’s exactly what directors, who were more interested in cinema as art, not commerce, were thinking.But they also predicted that there would be a problem that sound would be misused and, boy, was it ever.Because the commercial types, the producers and so on, were thinking, “Okay. Now th at sound is possible, let's talk as much as possible and forget about the fact that we're making a movie, that we have this powerful visual medium.”So many of the films of the twenties were basically straight adaptations of successful shows from the stage, theatre. The name they used for sound films then was “talking films” and that was on the mark, since, well, all they pretty much did was talk and talk.So, remedy? Well what was proposed by a number of filmmakers and theorists was the creative expressive use of sound, what they generally called nonsynchronous sound.Okay, synchronous sound means basically that what we hear is what we see. Everything on the soundtrack is seen on the screen. And everything was recorded simultaneously, which… Well, since the sound technicians working on films often had experience with live radio that made sense to them. Recording the sound separately and adding it in afterward? Well, that idea was less obvious.Anyway synchronous sound means the source of the sound is the image on the screen.Nonsynchronous sound then is…Abby: The sound doesn't match the picture?Professor: Right. Now we can look at this in various ways. But let's take it as literally as possible.Music, unless we see the radio or the orchestra, that's nonsynchronous. If the camera shot is of the listener rather than the speaker that's nonsynchronous. If we hear, say, background sounds that aren't on the screen, that's nonsynchronous.So, that doesn't seem so radical, does it? But again, those early producers didn't think their audiences could keep up with this.。