托福听力原文
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tpo69section1-对话讲座原文+题目+答案+译文
托福听力tpo69section1对话讲座原文+题目+答案+译文Conversation1 (2)原文 (2)题目 (4)答案 (7)译文 (7)Lecture1 (9)原文 (9)题目 (13)答案 (15)译文 (15)Conversation1原文Student:Hi I'm Robert West,we had an appointment. University administrator:You hear about your graduation form right?I'm about to print it out.Student:Oh good,thanks,I was kind of wondering what it is all about,I mean,I’ve completed more than enough courses work to graduate.University administrator:All this is strictly routine,of course you have to finish your course work.But this form is just the administrative checklist.It's our way of making sure you don't have any unfinished university business,like unpaid tuition bills or lab fees that’s sort of thing.Student:Well,I do have an outstanding student loan,but I was told that I don't have to start paying that off yet,not until I get a job,I do have a job interview tomorrow.University administrator:well,good luck with it,but not your loan,it's not an issue here.Let’s see,the only problem I see is um，what’s this fine for…uh,an overdue CD that you borrowfrom the music library.Student:Really?I…I checked it out,like three months ago,but wasn’t really for me.University administrator:Oh,you checked it out for a friend？Student:No,for a faculty member actually.We need that music for a play we produced.Uh,professor Williams was our director and I was in the show.Anyway,he’d asked me to borrow the recording from the library.University administrator:Okay,but that still doesn't explain why you didn't return it.Student:Well,he ended up with it.He says he’d return it.And I just assumed that was that.Because I never heard anything from the library.University administrator:That’s all,you used it and you know this.Student:Yeah,Oh,but I did recently move to a new apartment, maybe they did send something.University administrator:Okay,well this should’ve been done in a time in manner.But as they say better late than never,if you return the CD now,you get away with just a late time,which is a lot less than the fee to replace it.Student:Yeah,but it's totally not my fault,so now I have to track down the CD to avoid having to pay this replacement fee. University administrator:Well,yes.I mean it sounds like there was some kind of a mix-up,but the burden is still on you to settle your library account.You know it,it might be that their records are wrong,so first I suggest you go there make sure and then you might have to go talk to professor Williams. Student:Oh,I guess I have no choice.University administrator:Don't worry too much,these things always get sorted out.Student:Yeah,you’re right.It's no big thing,I should be more worried about my job,interview,then about this. University administrator:And when it’s all worked out,come back here for your paper work.题目.Why does the student go to see the woman?A.To make sure he has completed enough course work to graduateB.To find out when his student loan must be paid backC.To pick up an administrative formD.To complain about a library fine2.What is the student's problem?A.He forgot to return some library books.B.He cannot start paying off his student loan yet.C.He paid his graduation fee too late.D.He owes money to the music library.3.Who is Professor Williams?A.The head of the libraryB.The director of a play the student was inC.The student's music professorD.The person who arranged a job interview for the student4.What is the most likely reason the student did not receive the notice from the library?A.He recently moved.B.He has been out of town.C.The library just mailed it the day before.D.The library sent it to Professor Williams.5.What can be inferred about the student when he says this: University administrator:Well,yes.I mean it sounds like there was some kind of a mix-up,but the burden is still on you to settle your library account.You know it,it might be that their records are wrong,so first I suggest you go there make sure and then you might have to go talk to professor Williams. Student:Oh,I guess I have no choice.A.He is not sure how to respond to the woman.B.He feels he has been treated unfairly.C.He wonders if there is another solution.D.He does not think the woman's suggestions will work.答案C D B A B译文1.学生：嗨！我是Robert West，我们之前有约。
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TPO21听力原文
TPO 21 听力原文Conversation1NarratorListen to a conversation between a student and a professor.Professor Excuse me, can I help you? You look a little lost.Student Yeah, I am. This is my first day on campus, and I don’t know where anything is.Prof essor Can’t find your orientation session?Student Uh-huh. What a way to begin! Lost going to orientationProfessor Well, my guess is in the auditorium, that’s where they usually are.Student You’re right, the general ones. I went to one of those sess ions ealier today. But now I need the one for my major, engineering. My schedule says the meeting room is in ... Johnson Hall? In the engineering department, which should be right here in front of us, according to the map. But this building is called the Morgan Hall.Professor Well, your map reading skills are fine actually. This used to be Johnson Hall, all right. Trouble is they changed the name to Morgan Hall last spring. So they sent you a map with an old name? I am surprised.Student Well, this was actually mailed out month and month ago. I got a second pack in the mail more recently with another one of these maps in it. I guess they must have the updated name. I left that one in my dorm room.Professor Well, things change fast around here. This building was renamed after one of our professors. She retired a few months ago. She is very well-known in the world of physics. Too bad for Johnson, I guess.Student Who is Johnson anyway?Professor Oh, one of the early professors here. Unfortunately, I thinks his ideas are going out of style. Science kept marching forward.Student I’ll say it does. That’s why I transferred to this university. I was really impressed with all the research equipment you guys have at the laboratories. You arereally on the forefront.Professor Um... so do you know what kind of engineering you want to specialize in?Student Yeah, aerospace engineering.Professor Well, the aerospace engineering department here is excellent! Eh... do you know that this university was the first one in the country to offer a program in aerospace engineering?Student Yeah, I know. And a couple of students who graduated from here became astronauts and orbited the Earth.Professor Right. The department has many prominent alumni. Well, you might end up taking some of your advanced math course with me. I get a lot of students from the engineering department because I teach the required applied mathematics courses.Student Oh, cool. Actually, I want to get a minor in math.Professor Excellent. Hmm... A major in aerospace engineering with a minor in math, you’ll go far with that degree. More of our students should do that. There are so many more opportunities available in the field when you have a strong math background.Student I’m glad to hea r you say that.TPO 21 Lecture 1 Astronomy(Geocentric&Heliocentric theory)Narrator Listen to part of a lecture in a history of science class.Aristarchus-Heliocentric TheoryProfessor Ok, we have been talking about how throughout history, it was often difficult for people to give up ideas which have long been taken for granted as scientific truth, even if those ideas were false. In Astronomy, for example, the distinction between the solar system and the universe wasn’t clear until modern times. The ancient Greeks believed that what we called the solar system was in fact the entire universe, and that the universe was geocentric. Geocentric meansEarth-centered, so the geocentric view holds that the Sun, the planets, and the stars, all revolve around the Earth, which is stationary. Of course, we now know that the planets, including Earth, revolve around the Sun, and that the solar system is only a tiny part of the universe.So, why did the ancient Greeks believe that the Earth was the center of the universe? Well, it made sense to them. Observations of the sky make it appear as if the Sun, the moon, and the stars all revolve around the Earth everyday, while the Earth itself stayed in one place. And this view is also supported by their philosophical and religious beliefs about the origin and structure of the universe. It was presented in the works of well-known Greek philosophers as early as the fourth century B.C.E., and the geocentric theory continue to prevail in Western thought for almost 2,000 years, until the 17th century.Now, what’s especially interesting is that when astronomical observations were made that seemed to be inconsistent with the geocentric view, the ancient Greeks did not really consider alternative theories. It was so intuitive, so sensible that the Earth was the center of the universe that astronomers found ways to explain those seemingly inconsistent phenomena within the geocentric view.For example, Greek astronomers made excellent, very accurate observations of the movements of the planets, but the observations revealed a bit of a problem. The geocentric theory said, that the planets would move around the Earth in one direction. However, astronomers noticed that at times, several planets seem to stop moving in one direction and start moving backward in their orbits around the Earth, and they came up with a theory that these planets themselves moved in smaller circles called epicycles as they travelled around the Earth. Here’s a picture of what they imagined. You see how this epicycle theory could account for the seemingly backward motion of the planet. Of course, today we know that this appearance of backward motion is caused by the fact that Earth, as well as other planets, all move in their own orbits around the Sun, and the relative movements of the planets with respect to each other can get quite complex.However, there were a few astronomers in Greece and other places who didn’t agree with the geocentric view, for example, a Greek astronomer who lived in the third century B.C.E. He proposed the theory that our planetary system might be heliocentric, his name was Aristarchus. Heliocentric means Sun-centered, that the Earth revolves around the Sun. Aristarchus recognized from his calculations that the Sun was much larger than the Earth and other planets. It was probably this discovery that led him to conclude that the universe is heliocentric. I mean, isn’t it more sensible to think that a smaller heavenly body would orbit a larger one, rather than the opposite?However, his proposition was rejected largely based on other scientific beliefs held at the time, which all made sense in a way even if they were incorrect. Let me mention two objections Greeks made to Aristarchus’s theory. First, they believe that everything that moves creates its own wind, so to speak, everyone has this experience when you are running, right? So, they thought that if the Earth itself was moving, there would have to be a constant wind blowing, sweeping them off their feet, and of course there wasn’t. And second, the idea of an Earth that moved didn’t fit in with the ancient Greeks’ understanding of gravity. They thought that gravity was basically a natural tendency of all things to move towards the center of the universe, which was the Earth, or the center of the Earth, so that explains why apples and other falling objects were falling straight down. If the Sun was at the center of the universe, things would fall toward the Sun and away from the Earth, which of course they didn’t. So these were some of the reasons they rejected the heliocentric theory.TPO21 Lecture 2 Computer Science(Software Development)Narrator Listen to part of a lecture in a Computer Science class. The professor is discussing software engineering.Professor We’ve been talking about th e software development cycle, and today I’d like to move on to the next stage of that cycle-testing, and why finding bugs during testing is actually a great thing. Eh...eh... the quality of the software product often relies heavily on how well it’s been te sted. Liz?Student Um... just a quick thing. Bugs is the word for problems in the program code, right?ProfessorYeah, in code or in a computer itself. There is a bit of a story behind that term. Um... back in the 1940s, when the computer industry was just starting, a group of computer scientists was working late one night, and there was a problem in one of the computers’ circuits1. When they examined it, they found a five-centimeter long moth caught in there. Once they debugged the computer, it worked just fine. And ever since then, all kinds of computer problems have been known as bugs.Anyway, you want to find bugs while the software is still in the development and testing phases. Finding them when the software product has already been put on the market can be quite embarrassing. Generally speaking, every software development project has a group of testers and a group of developers. Jack?Student And they are different people?Professor They are generally completely different group of people. My personal opinion is that they have to be different groups of people because developers often have a bias for their own work, and it blinds them to certain problems that might be obvious to somebody else. So it is always good to have a different set of eyes to go in there and make sure that everything is tested properly.Ok, now, here’s the key. Developers and testers have different mentalities. The mentality of the software developer is construtive, creative, they are spending long hours working together to create and build something new. A software tester, on the other hand, their entire goal is to look at this product and find problems with it, to improve it. Now, this difference between the testers and the developers can lead to an environment where there is a bit of friction. And that friction sometimes makes it difficult for the two teams to work together.There are two projects that I worked on a couple of years ago. One, which I’ll call Project Split, well, the testing and development teams did not work well together. And the other, I’ll call Project Unity, during which both teams worked very well together. Now, during Project Split, we had defect meetings where the developers and the testers met together, eh... eh... to discuss various problems and how they should be fixed. And you could sense the conflict just by walking into the room. Literally, the testers and the developers sat on opposite sides on the table. Um... and ... and the developers were very defensive about the feedback.Student Well, if b ugs are being pointed out they wouldn’t be too happy since its their work.Professor Exactly. Now, ‘cause the two teams weren’t working well together, the fixes were coming very very slowly. And you know, a lot of times when you fix bugs you introduce new bugs, or you discover bugs and other areas that only come to light because something has been changed, so fixing all those new additional bugs was also being delayed. Um... the test process went on much longer than expected and we ended up having to put the product on the market with known bugs in it, which was obviously not ideal.Student Ok, and what about Project Unity? How was it different?ProfessorUm... this was different because two teams worked closely together during the defect meetings, inste ad of put up walls. Um... we didn’t even talked about, you know, who should fix this, who is at fault2. We all acknowledge what needed to be fixed. So if we had ten bugs, we said, ‘Hey, you know what? Let’s do this one first ‘cause this would expose anothe r whole bunch of defects that we haven’t even seen yet.’ So we were being proactive3 and effective. And because we were so much more effective with our time, we were actually able to do more than just fix the bugs, we even put in some improvements that we hadn’t planned.TPO21 Conversation 2Narrator Listen to a conversation between a student and her public relations professor.Student Hi, professor Gordin. I really learned a lot from your lecture, the one about analyzing all those different segments of the population. Oh, the official term is audience, right? I never imagine that one company could have over thirty audiences to communicate with.Professor Yeah, a lot of students are taken aback by this, and some public relations consultants don’t figure it out until they’ve worked in the field a while.Student Everyone thinks, public relations, eh, PR is easy, but there’s a lot to it. You really got to know what you are doing.Professor Absolutely. So, Stacy, your email implied that you needed my advice about graduate school?Student No, since my undergraduate degree will be in public relations, I’ve already decided to get a master’s degree in marketing. Sorry, I wasn’t clear. My issue is, I have got two require courses and two electives. I am trying to figure out which elective course is to take. My advisor suggested economics and accounting, but I am not really sure.Professor About?Student Well, I endured accounting and economics in high school and barely stayed awake, they were so ...Profe ssor Ok, Ok. I hear you. Eh... you say you wanted a master’s in marketing, you have got one more semester till graduation. Have you taken any marketing courses yet?Student No, I figured I’ve got the marketing basis already since I have take every PR in communication courses offered here.Professor Well, there’s some overlap between PR and marketing, but there are important differences too. Marketing focuses on selling your product or service, eh, you know, attracting customers through advertising, and also buiding relationships with customers. That’s what a marketing department does. PR is all about, it involves relationships too, that’s why I am saying the two fields overlap. But in PR, you are developing relationships with a wider range of audience.Student Right. Like employees, suppliers, the media. I do understand this in theory, but aren’t you still selling your product, just in a different way?Professor Not necessarily. Ok, do you remember that PR strategy I alluded to the other day? The one o ur university uses, a strategy that doesn’t overlap its marketing strategy?Student You mean how the university invites local residents to attend certain lectures and classes for free?Professor Yeah, this cultivates a sense of good will and helps the university avoid becoming isolated from the larger community. Bringing neighbours into our classrooms is good PR, but it is not marketing since our neighbours aren’t our customers, for the most part.Student That’s why I want to focus on marketing in graduate school. Wouldn’t having expertise in PR and marketing giving me more career options?Professor Yeah, but you’ll also want to enjoy your work. So for you electives, why don’t you take advertising principles and intro to marketing, which I teach. This way, you’ll find out if marketing is something you really want to pursue. Graduate School tuition is expensive, and these courses will give you a good overview of the field before committing yourself.Student I wish my advisor had suggested those courses.Professor Well, I am someone who has worked in both marketing and PR, so I can offer a different perspective than someone who only teaches ...TPO21 Lecture3 Biology(Snake Evolution)Narrator Listen to part of a lecture in a biology class.Professor Probably back in some previous biology course you learned that snakes evolved from lizards, and that the first snakes weren’t venomous and then along came more advanced snakes, the venomous snakes. Ok, venomous snakes are the ones that secrete poisonous substances or venom, like the snakes of the viper family or cobras. Then there is non-venomous snakes like constrictors and pythons. Another family of snakes, the colubrids, don’t really fit neatly into either category though. Colubrids, and you probably learned this too, although they are often classified as venomous snakes, they are actually generally non-venomous. They are classified as venomous snakes because they resemble them, their advanced features more than the othernon-venomous snakes.Now, what if I told you that there is a good chance that most everything I just said is wrong? Well, everything except the part about snakes evolving from lizards. See, the basic theory about snake evolution has been challenged by a recent study that revealed a whole new understanding of evolutionary relationship for reptiles, you know, which reptiles descended from which ancestors. The researchers study the proteins in the venom genes of various species of colubrids. Emm... snake venom is a mixture of proteins, some toxic, poisonous, and some not. By analyzing the DNA, the genetic material of the proteins, the researchers could focus on the toxic genes and use them to trace the evolution of snake venom, and from this, the evolution of snakes.Traditionally, to understanding evolutionary relationships, we looked at various easily observed physical characteristics of animals, their skeleton, the size of their brain, and... and then classify them based on similarities and differences. The problem with this method is that characteristics that appear similar may actually have developed in quite different ways. For example, some venoms are chemical-based, and others are bacteria-based, so they clearly had to have developed along different routes and may not be as closely related as we thought.Now, and not everyone will agree about this. The classification based on DNA seems to be much more reliable. Ok, back to the research. The researchers found that venom evolved before snakes even existed, about a hundred million years before. Now, a couple of venomous lizards were included in this study. And the researchers found some of the same DNA in their venom as in the snakes’ venom. This suggested that the common ancestor of all snakes was actually venomous lizard, which meansth at actually, according to this research, anyway, in terms of the snakes’ ancestry, there is no such thing as a non-venomous snake, not even colubrids. What separates colubrids from other snakes we have been classifying is venomous, is not the lack of venom, but the lack of an effective way to deliver the venom into its prey. In mostvenomous snakes, like vipers and cobras, the venom is used to catch and inmoblize the prey; but in colubrids, venom drips onto the prey only after the prey is in the snake’s mou th. So for colubrids, the venom must serve some other purpose, maybe linked to digesting prey. As the different families of venomous snakes evolved, the teeth moved forward, becoming larger, and the venom becoming stronger, so the evolution of the obvious venomous snakes, like cobras and vipers, is about the evolution of an efficient delivery system, not so much the evolution of the venom itself.So, if there are no truly non-venomous snakes, were the so-called non-venomous snakes, like constrictors and pythons, were they venomous at some point in their evolution? Well, that’s not clear at this point. Constrictors have evolved to kill their prey by crushing, but perhaps they once were venomous, and then at some point their venom-producing apparatus4 wasn’t needed anymore, so it gradually disappeared. There’s one species of snake, the brown tree snake, that uses both constriction and venom, depending on its prey. So, well, it is possible.So, we have these new concepts of snakes’ evolution and a new DNA data base, all these information on the genetic makeup of snake venom. And what we have learned from this has led researchers to believe that venom proteins may have some exciting applications in the field of medical research. You see, venom alters biological functions in the same way certain drugs do, and the big benefit of drugs made from snakes venom would be that they target only certain cells, so maybe that’ll create fewer side effects. Now, it sounds far-fetched5, venom is the basis for human drugs. So far, only one protein has been targeted for study as a potential drug, but who knows, maybe someday.TPO21 Lecture 4 Art History(Alice Neel)Narrator Listen to part of a lecture in an Art History class.ProfessorAll right, so today we are moving on to Alice Neel, N-E-E-L. Um... Alice Neel painted portraits, she was born in Pennsylvania, and she lived from 1900 to 1984. And I guess you might say, she experienced difficulties as an artist. She was in her 70s, before she had her first major solo exhibition. Um, and this is due at least in part to eh... or... because of photography. After photography became regarded as an art form, portrait painting became less prestigious6, less respected as an art form. And, well, art photography kind of took its place, so you can imagine that a portrait artist, would have had a hard time finding acceptance.Eh, but the real reason I want to look at Neel, is that I really find her style ... eh, she had interesting ways of portraying people. She combined some elements ofrea lism. What’s realism, Alison?Student It’s like painting something exactly how it is, so an artist would try to make it as accurate, um... and objective as possible. Painting stuff just how it appears on the surface.Professor Ok, good. So Neel combined realism with, well, actually, with expressionism. And that is? We, we just covered this.Student Um... It’s into emotion, like artists are trying to, well, express themselves through the painting, right?ProfessorYep. The artist is depicting subjective emotions, showing the inner reality as interpreted by the artist rather than the outward form. So the image itself might be distorted or exaggerated in some way. The expression overrides7 objective representation. Ok, so, Alice Neel combined these two styles ... Yes?Student Em... How is that even possible? How can your portray something exactly as it is and at the same time distort it with emotions? I don’t get it.ProfessorAll right, good question. It is actually a good lead-in8 to some of the techniques that Neel used, that she employed to bridge that contradiction. In a minute, I’ll show you some of her portraits, and I’ll want you to notice a few things about them.First, Neel’s use of bold color. All right? You’ll see she uses color to conveyemt ion and feeling, like the subjects’ clothing for instance, it appears brighter than it really is. And the subjects, the people being portrayed, Neel paid special attention to faces. The way she paints the eyes and how the faces are portrayed, these are quite realistic, like the realists’ work. But another thing Neel did was use elongated, sort of stretchy figures.Student But didn’t a lot of expressionist painters do that? So really your are saying that Neel’s techniques were similar to what other artists were doing. What was it that she did, that was like all her own?Professor Ok, well, I think it has to do partly with the way she combined these techniques. So, for example, those realistic faces and eyes, but bright, distorted figures. It is a mix. You’l l see that her portraits do reflect reality, the people that were actually sitting there. Realism was important in the sense that she wanted to show people as they really were, much like a photographer would. But Neel wasn’t satisfied with photo-like realism, she went beyond that. And this is where expressionism comes in.She believed in capturing the whole person, not just what was on the surface, that’s where the expressionists’ distortion is important, in an attempt to reveal the subjects’ character or personality.But Neel’s paintings are distinctive for her time in part because they are portraits. Remember I said that photography and art photography had largely taken the place of portraiture, to the extent that some critics had declared the genre of portraiture to be dead. But Neel felt that painting should reflect reality, a real realist’s stance9 you could say. And to her, individuals, people best reflect the reality of their time, of the age that they lived in, so she painted portraits. And if you look at her work, we are talking in the vicinity of10 three thousand paintings. If your looked at them, it is like this gallery of the whole century, an enomous range of subjects: families, women, children, artists, people in poverty--these paintings really span class, age and gender. It is like she transformed the genre, it is not just formal depictions of presidents and ancestors any more.But keep in mind that she was doing this when abstract art dominated the art scene. Representations of people weren’t fashionable in the art world. And it wasn’t until fairly late in the century that critics recognized the power of what she did.。
托福听力tpo46 section1 对话讲座原文+题目+答案+译文
托福听力tpo46section1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 (6)原文 (6)题目 (9)答案 (11)译文 (11)Lecture2 (12)原文 (12)题目 (15)答案 (17)译文 (17)Conversation1原文NARRATOR:Listen to a conversation between a student and an employee in the student housing office.MALE STUDENT:Hi.I'm a first-year student here,I-I live in the dorms,and I…well,I like where I'm living now…it's convenient and quiet,but I'm starting to think aboutwhere I want to live next year.FEMALE EMPLOYEE:Good idea.As a second-year,you'll have more freedom to choose a place that suits your needs.MALE STUDENT:Yeah,and I want to make sure that,well,that I apply in time to get what I want.And,um,a friend was telling me about these,uh—not quite sure of terminology]common interest houses on campus…?FEMALE EMPLOYEE:Yes,we have a language house,a life science house,a music house—MALE STUDENT:Yeah,the music house!That's the one I'm interested in.But,um,I’m not a music major;I do play an instrument,but I'm a history major.FEMALE EMPLOYEE:Oh,that's not an issue.You see,that house isn't just for music majors.It’s for anyone who’s interested in music.MALE STUDENT:But…isn't that everyone?FEMALE EMPLOYEE:Well,maybe,but the house has a performance area and practice rooms.So people who choose to live there need to be open to the possibility that there's always going to be someone playing something—an instrument,the radio…even at odd times.You're pretty much always going to hear music there.That might bother some people.MALE STUDENT:Doesn't bother me.And I'd love to have a place to practice my saxophone without worrying about disturbing people.FEMALE EMPLOYEE:Well,it does sound like it might be a good fit for you.And the house also functions as a social club.MALE STUDENT:I know they do activities,but I don't know much beyond that…FEMALE EMPLOYEE:Well,for example,every month I think it is,there’s an informal concert…any house resident can perform.And remember the big jazz festival at University Park last month?MALE STUDENT:Of course!It was amazing—the music was great!Um,I-I didn't connect it to the music house.FEMALE EMPLOYEE:Not many people do.Anyway,they put on a whole range of other activities as well—someone at the house could give you more information about those.MALE STUDENT:So,how do I…uh,what's the process for getting a room there?FEMALE EMPLOYEE:You need to fill out an application form and send it to the house director.The form's on the housing department's Web site.But don't get your hopes up too high—they can only accept about thirty percent of the students who apply.MALE STUDENT:Oh wow,I had no idea…FEMALE EMPLOYEE:So,for your application…it needs to include a personal statement.You know,why you're interested in living in the house,how you might contribute to the group.There are guidelines on the form.That statement's really important because it's basically how they decide who to accept into the house题目1.Why does the student go to see the woman?A.To ask about events that the music house sponsorsB.To find out which of the common interest houses have rooms availableC.To find out if it would be possible for him to live in the music houseD.To check on the status of his application to move into the music house2.According to the woman,why might some people not want to live in the music house?A.It is rarely quiet.B.It is not conveniently located.C.All of the residents are required to participate in house activities.D.All of the residents must be enrolled in a music class.3.What does the woman imply when she mentions the jazz festival?A.It was free for residents of the music house.B.It was held at the music house.C.Music house residents were encouraged to perform at it.D.Music house residents were involved in organizing it.4.Why does the woman mention the acceptance rate of applicants for the music house?A.To warn the student that his application might not be approvedB.To suggest that the music house is not a popular place to liveC.To convince the student that his chances are better if he applies in personD.To emphasize the importance of turning in the application form early5.What information does the student need to include in his application?[Click on2 answers]A.Some ways he might contribute to the music house communityrmation about his experience as a musicianC.Reasons why he wants to live in the music houseD.A recommendation from a current resident of the music house答案C AD A AC译文旁白：听一段一个学生和一个工作人员在学生住宿办公室的对话。
托福听力原文
托福听力原文Conversation 1:Passage 1Man: Hi. Are you Paula?$ Woman: Jim?$ Man: Hi. Nice to meet you.$ Woman: Glad to meet you.$ Man: So, you need some tutoring in English?$ Woman: Yeah. I'm taking English composition, and I'm not doing very well on my essays.$ Man: Right. Um, well, first let's see if we can figure out a time to meet . . . that we're both free.$ Woman: Okay.$ Man: How about Mondays? Maybe in the morning? I don't have any classes until eleven on Mondays.$ Woman: That would work, but I was hoping we could, you know, meet more than once a week.$ Man: Oh. Well, Tuesdays are out. I've got classes and, uh, I work at the library part time on Tuesdays and Thursdays. Bu t I could get together on Wednesdays.$ Woman: In the morning?$ Man: Probably nine-thirty would be best. That way we'd have an hour to work before I'd have to get ready for my eleven o'clock.$ Woman: So that would be two hours a week then?$ Man: I could do that.$ Woman: Oh, but, would that be extra? You know, 2. would I need to pay you for the extra session连续授课时间?$ Man: No. Um, just so you meet me here at the LearningCenter, and we both sign in, then I'll get paid. Tutoring is free, to you, I mean. The school pays me. But we both have to show up.3 If you don't show up and sign in for a session, then I don't get paid. So . . .$ Woman: Oh, don't worry about that. I really need the help.I won't miss any sessions unless I'm sick or something.$ Man: Okay then. So you want me to help you with your essays?$ Woman: Right. I could bring you some that have, you know, comments on them. I'm getting C's and . . .$ Man: Well, that's not too bad. Once I see some of your writing, we should be able to pull that up （名次提前）to a B.$ Woman: You think so?$ Man: Sure. But I need to explain something. Some of my students in the past . . . they expected me to write their essays for them. But that's not what a tutor is supposed to do.4. My job is to help you be a better writer.$ Woman: Oh, I understand that. But you'll read my essays, right?$ Man: Oh yeah. No problem. We'll read them together, and I'll makesuggestions.$ Woman: Great. I think part of the problem is I just don't understand the teacher's comments. $ Maybe you can help me figure them out.$ Man: Sure. Who's the teacher?$ Woman: Simpson.$ Man: 5. No problem. I've tutored a couple of her students, so I know more or less where she's coming from. Okay, then. I guess we'll meet here on Monday.$ Woman: I'll be here. Nine-thirty you said.$ Man: Just sign in when you get here.Passage 2Professor:6. Okay, today we’re going to discuss the four major types of drainage patterns(排水系统).7. I trust you’ve already read the chapter so you’ll recall that a drainage pat tern is the arrangement of channels that carry water in an area. And these patterns can be very distinctive since they’re determined by the climate, the topography(地形学,地形测量学), and the composition of the rock that underlies the formations. So, consequently, we can see that a drainage pattern is really a good visual summary of the characteristics of a particular region, both geologically and climactically. In other words, when we look at drainage patterns, wecan draw conclusions about the structural formation and relief of the land as well as the climate.Now all drainage systems are composed of an interconnected network of streams, and, when we view them together, they form distinctive patterns. Although there are at least seven identifiable kinds of drainage patterns, for our purposes, we’re going to limit our study to the four major types. Probably the most familiar pat te rn is the dendritic (树枝状的) drainage pattern.8. This is a stream that looks like the branches of a tree. Here’s an example of a dendritic pattern. As you can see, it’s similar to many systems in nature. In addition to the structure of a tree, it also resembles the human circulation system. This is a very efficient drainage system because the overall length of any one branch is fairly short, and there are many branches, so thatallows the water to flow quickly and efficiently from the source or sources.$ O kay, let’s look at the next example.$ This drainage pattern is referred to as a radial(辐射状的) pattern. Notice how the streams flow from a central point. This is usually a high mountain, or a volcano. 9. It kind of looks like the spokes(辐条；) that radiate out from the hub(中心) of a wheel. When we see a radial pattern, we know that the area has experienced uplift and that the direction of the drainage is down the slopes of a relatively isolated centralpoint.$ Going back to the dendritic for a moment. The pattern is determined by the direction of the slope of the land, but it, uh, the streams flow in more or less the same direction, and . . . so it’s unlike the radial that had multiple directions of flow from the highest point.$ Now this pattern is very different from either the dendritic or the radial. $ This is called a rectangular (长方形的; 矩形的) pattern, and I think you can see why. Just look at all of those right-angle (直角) turns. The rectangle pattern is typical of a landscape that’s been formed by fractured joints and faults. And because this broken rock is eroded more easily than unbroken rock, stream beds are carved along the jointed bedrock.10 Finally we have the trellis (格架) pattern. And here in this example, you can see quite clearly how the tributaries (支流的)of an almost parallel structure drain into valleys and . . . and form the appearance of a garden trellis. This pattern forms in areas where there are alternating bands of variable resistance, and by that I mean that the bands of rock that are very strong and resistant to erosion alternate with bands of rock that are weakand easily eroded. This often happens when a horizontal(水平的), plain folds and outcroppings (出露地表) appear.$ So, as I said, as a whole, these patterns are dictated by the structure and relief of the land.$ The kinds of rocks on which the streams are developed, the structuralpattern of the folds(褶层), uh, faults, and . . . uplift will usually determine a drainage system. However, I should also mention that drainage patterns can occasionally appear to be, well, out of sync with the landscape. And this can happen when a stream flows over older structures that have been uncovered by erosion or . . . or when a stream keeps its original drainage system when rocks are uplifted. So when that happens, the pattern appears to be c ontrary to the expected course of the stream. 11. But I’m interested in your understanding the basic drainage systems. So I don’t plan to trick you with test questions about exceptional patterns, but I expect you to know that exceptions to the patterns can occur when geological events influence them.Passage 3Professor:$ Drawing is a very basic a rt form. It’s appealing because it can be used to make a very quick record of the ideas that an artist may be envisioning(imaginative), so, a drawing can serve as a visual aid for the artist to remember a certain moment of inspiration and maybe use it for a more detailed work later on. Okay, usually such sketches allow the artist to visualize the proportions and the shapes without much attention to details so these images can be used by painters, architects, sculptors—any artist really. And large renderings, sketches of parts of the whole . . . thesecan be helpful in the creative process when a . . . a huge image might be more difficult to conceive of in its entirety. Or, a sketch of just one face in a crowd can allow the artist to . . . focus on creating just that part of the image.So, in many artists’ studios, countless drawings are strewn about as the final painting or sculpture takes form. And this gives us insight into the creative process, as well the opportunity to see changes from the images at the beginning in the images of the finished work. It’s rare, in fact, for an artist to use permanent materials to begin a piece of art. And some painters, for example, even sketch onto the surface of the canvas before applying the pigments. 13. 14. Now, architects are especially prone to（be likely to）sketches because, of course, their buildings are so large that an image in smaller scale is necessary to the imagination and implementation of such projects. So, uh, these studies become the basis for future works. And again, this is very interesting as a record of the creative process. Okay so far? 1412. Okay, drawing has several other functions besides as a temporary reference. For centuries, artists have used drawing as a traditional method of education. By copying the great works, especially of the Old Masters, aspiring artists could learn a lot about proportion, how to capture light and shadow and . . . and so forth. In fact, some artists who later achieve recognition, still continue to use this practice to hone their skills or . . . or simply to pay homage to another artist, as is often the case whena work of art originally created in another medium like a sculpture . . . when it’s recreated in the form of a drawing. Many examples of drawings of Michelangelo’s sculptures were re-created by well-known artists. One that comes to mind is the Study of Michelangelo’s Bound Slave by Edgar Degas. Theoriginal by Michelangelo was a marble sculpture that was, oh, about seven feet in height, but the small drawing was made in a sketchpad. In any case, the study is also considered a masterpiece, on a small scale, of course.12. So . . . what additional purposes m ight be served by the medium of drawing?Well, let’s remember that photography is a relatively new art form, so prior to the use of photographs to record historical events, a quick drawing by an artist was about the only way to preserve a real-time visual account of an important moment. Although a more permanent visual impression might be rendered later, it would be based on memory and not on the artist’s actual observation. 15. Probably the most often cited example of a sketch t hat preserved a n historical record would be the small drawing of Marie Antoinette(玛丽安彤奈特) as she was taken to the guillotine(断头台) in a cart through the streets of Paris. Jacques-Louis David sketched this famous drawing on a piece of paper about the size of the palm of his hand. And the artist, the artist reporter, is still important even in modern times, when photography isn’t possible, for e xample, when judges won’t permit cameras in the courtroom.17. Ok ay, to review, we’ve talked abou t three functions for drawing—as a visual aid for the artist to complete a future work, as a method of educ ation f or aspiring artists or eve n practiced artists, and as a way to report an event. But the sketchbook has . . . other possibilities. $ Sometimes a drawing is the final execution of the art. Picasso produced hundreds of drawings in, well, every conceivable medium, but especially in pencil and crayon. I find it very interesting that Picasso did so much of this kind of work . . . drawing, I mean, in his last years. Some critics have argued thathe was just laughing at the art world, which was willing to pay outrageous sums for anything with his name on it, and clearly, a drawing can be executed in a short period of time. But others, other critics, 16. they feel as I do that Pi casso was drawing because it was so basic, and because it was so spontaneous and so much fun. And also, think about how difficult it really is to produce a quick drawing with a few lines and, uh, no opportunity to . . . to recreate the original, either by painting it out or remodeling the clay or changing the building materials, or . . . or any of the other methods for revision of a finished artistic work that artists have at their disposal. So, what I’m saying is that drawing when it’s elevated to a finished piece, it must be done with confidence and it must show a high degree of creativity and mastery of the art form. In a way, it harkens back to the beginnings of art itself, when some unknown artist must have stuck a finger in the earth to draw animage or . . . maybe he picked up a stone and made a drawing on the wall of a cave.Okay, so, as a first assignment, I want you to make a couple of sketches yourself. I’m not going to grade them. This isn’t a studio art class. I just want you to use a few basic strokes to capture an image. You can do the first one in pencil, crayon, ink, chalk, or even charcoal . . . whatever you like. Then, I want you to sketch the same image in a different medium. So, if you do a face in pencil, I want you to do the same face but in chalk or crayon. Bring them to class next week and we’ll continue our discussion of drawing, but we’ll talk more about the ma terials artists use to produce drawings, and, uh, we’ll refer to your sketches as examples.Passage 4Student: Thanks for seeing me, Professor Williams.Professor: Glad to, Alice. What do you have on your mind?Student:18. Well, I got a little mixed up when I started to go over my notes from the last class, so I had a few questions.Professor: Shoot.Student: Okay. I understand the three basic sources of personnel for multinational companies.That’s fairly self-explanatory.Professor: Host country, home country, and third country.Student: Right. But then you started talking about staffing patterns that . . . let me see . . . okay . . 19.. you said, “staffing pa tterns may vary depending on the length of time that t he multinational company has been operating,” and you gave some examples, but I got confused and now I can’t read my notes.Professor: Okay. Well, one pattern is to rely on home country managers to staff the key positions when the company opens, but gradually moving more host country nationals into upper management as the company grows.Student: So, for example, if a French company opened a factory in Canada, then French management would gradually replace themselves with Canadian managers. Is that what you mean?Professor: Right. I think I used that very example in class. So do you want to try to explain the second pattern to me?Student: Sure. 20.I think it’s the one where home country nationals are put in charge of the company if it’s located in a developed country, but in a developing country, t hen home country nationals manage the company sort of indefinitely.Professor: Right again. 20. And an example of that wouldbe . . . Student: . . . maybe using German management for a Swiss company in Germany, but, uh, they might send Swiss management to provideleadership for a Swiss company in . . . in . . .Professor: How about Zimbabwe?Student: This is one of the confusing parts.Zimbabwe has a very old and highly developed culture, so…Professor: . . . but it’s still defined as a developing country because of the economic base—which is being developed now.Student: Oh, okay.21. I guess that makes sense. Then the example of the American company with British management . . . when the company is in India . . . tha t would be a third-country pattern. Professor: Yes. In fact, this pattern is fairly prevalent among multinational companies in the United States.Many Scottish or English ma nagers have been hired for top management positions at United States subsidiaries in the former British colonies-India, Jamaica, the West Indies, some parts of Africa . . .Student: Okay. So I’ve got all the examples right now.$ Professor: Anything else?$ Student: Just one thing. There were some typical patterns for certain countries.$ Professor: Like the last example.$ Student: No. This came later in the lecture. Something about Japan and Europe.$ Professor: Oh. Right. I probably said that both Japanese multinationalcompanies and European companies tend to assign senior-level home country managers to 22. overseas locations for their entire careers, whereas multinational companies in the UnitedStates view overseas assignments as temporary, so they may actually find themselves reporting to a senior-level manager from the host country who has more experience.$ Student: So, for example, a Japanese company in the United States would most probably have senior-level Japanese managers with mid-level managers maybe from the United States. But in Japan, the senior-level Japanese managers at an American company would probably have mid-level American managers reporting to them?$ Professor: Well, generalities are always a little tricky, but for the most part, that would be a typical scenario. Because living as a permanent expatriate is a career move in Japan, but a temporary strategy in the United States.$ Student: Okay. That’s interesting.$ Professor: And important for you to know as a business major with an interest in international business.$ You’re still on that track, aren’t you?$ Student: I sure am. But, you know, I wasn’t thinking in terms of living abroad for my entire career.$ That really is a huge commitment, and something to ask about going in.Anyway, like you say, most American companies view overseas assignments as temporary. That’s more what I have in mind, for m yself, I mean.Passage 5 astronomy 天文学Professor:$ Okay, let’s get started. Um, as you know today I promised to take you on a walk through the sola r system, so let’s start here with the central object of our solar system—the Sun. As you can see, the Sun is about five inches in diameter an d that’sabout the size of a large grapefruit（柚子）, which is exactly what I’ve used to represent it here in our model. So, I’m going to take two steps and that will bring me to the planet closest to the Sun. That would be Mercury（水星）. Two more steps to Venus （金星）. And one step from Venus to Earth. Let’s continue walking three steps from Earth to Mars（火星）. And that’s as far as I can go here in the classroom, but we can visualize the rest of the journey.24. Don’t bother writing this down. Just stay with me on this. So, to go from Mars to Jupiter（木星）, we’d have to walk a little over half the length of a football field, so that would put us about at the library here on campus, and then to get from Jupiter to Saturn（土星）, we’d have to walk another 75 yards, so by then we’d be at Harmon Hall. From Saturn to Uranus（天王星）, we’d have to walk again as far as we’d gone in our journey from the Sun to Saturn, and so we’d probably be at the Student Union. From Uranus to Neptune（海王星）we’d have to walk the same distance again, which would take us all the way to the graduate dormitory towers. From Neptune to Pluto （冥王星）, another 125 yards. So, we’d en d up about one third of a mile from this classroom at the entrance to the campus.$ Okay. That’s interesting, but now I want you to think about the orbits of the planets in those locations. Clearly, the first four planets could orbit fairly comfortably in this room, but to include the others, we’d have to occupy an area of more than six-tenths of a mile, which is all the way from College Avenue to Campus Drive. Remember that for this scale, the Sun is five inches, and most of the planets are smaller than the lead on a sharpened pencil. Okay, with that in mind, I want you to think about space. Sure, there are some moons around a few planets, and ascattering of asteroids and comets, but really, there isn’t a lot out there in such a vast area. It’s, well, it’s pretty empty. And that’s what I really want to demonstrate with this exercise.Now, it would really be even more impressive if you could actually make that walk, and actually you can, if you visit Washington, D.C., where a scale model is set up on the National Mall, starting at the National Air and Space Museum and ending up at the Arts and Industries Museum. I did that a couple of years ago, and it was, well amazing. Even though Iknew the distances intellectually, there’s nothing like the experience. Has anybody else done that walk?$ Student 1:$ I have. And you’re right. It’s an eye-opener. It took me about twenty minutes to go from the Sun to Pluto because I stopped to read the information at each planet, but when I made the return trip, it was about ten minutes.$ Professor: Did you take pictures?$ Student 1: I didn’t. But, you know, I don’t think it would ha ve captured it anyway.25. Professor:$ I think you’re right. What impressed me about doing it was to see what was not there. I mean, how much space was between the bodies in the solar system. And a photograph wouldn’t have shown that.So back to our model. Here’s another tho ught for you. The scale for our model is 1 to 10 billion. Now, let’s suppose that we want to go to the nearest star system, the neighbor to our solar system. That would be the Alpha Centauri system, which is a little less than four and a half light years a way. Okay. Let’s walk it on our model. Here we are on the East Coast of the United States.So if we want to make it all the way to Alpha Centauri, we have to hike all the way to the West Coast, roughly a distance of 2,700 miles. And that’s just the closest one.$ To make a model of the Milky Way Galaxy would require a completely different scale because . . . because the surface of the Earth wouldn’t be large enough to accommodate a model at the scale of 1 to 10 billion. Now, let’s stop here for a minute because I just want to be sure that we’re all together on the terms solar system and galaxy. 26. Remember that our solar system is a single star, the Sun, with various bodies orbiting around it—nine planets and their moons, and asteroids, comets, meteors. But the galaxy has a lot of star systems—probably 100 billion of them.Okay? This is important because you can be off by almost 100 billion if you get confused by these terms. Not a good idea. Okay, then, even if we could figure out a different scale that would let us make a model of the Milky Way Galaxy, even then, it would be challenging to make 100 billion stars, which is what you’d have to do to complete the model. How many would that be exactly? Well, just try to count all the grains of sand on all the beaches on Earth. That would be about 100 billion. But of course, you couldn’t even count them in your lifetime, could you? I f you’d started counting in 1000 B.C.E. you’d be finishing just about now, with the counting, I mean. But of course, that assumes tha t you wouldn’t sleep or take any breaks.27. So, what am I hoping for from this lecture? What do you think I want you to remember?$ Student 2: Well, for one thing, the e normous distances . . .$ Student 3: . . . and the vast emptiness in space.$ Professor:$ That’s good. I hope that you’ll also begin to appreciatethe fact that the Earth isn’t the center of the universe.$ Our planet, although it’s very beautiful and unique, it’s still just one planet, orbiting around just one star in just one galaxy.Passage 6Professor:$ Okay, we know from our earlier study of Freud that29. defense mechanisms protect us from bringing painful thoughts o r feelings to the surface of our consciousness. We do this because our minds simply can’t tolerate these thoughts. So, defense mechanisms help us to express these painful thoughts or feelings in another way, while we repress the real problem. The function of defense mechanisms is to keep from being overwhelmed. Of course, the avoidance of problems can result in additional emotional issue s. And there’s a huge distinction between repression and suppression. Anybody want to explain the difference? $ Student 1:$ I’ll try it. 30. I think repression is an unconscious response to serious events or images but suppression is more conscious and deals with something unpleasant but not usually, well, terrible experiences.$ Professor:$ I couldn’t have said it better. Now remember that the thoughts or feelings that we’re trying to repress may include, just to mention a few, anger, depression, competition, uh . . . fear, envy, hate, and so on.$ For instance, let’s suppose that you’re very angry with your professor.31. N ot me, of cou rse. I’m referring to another professor. So, you’re very angry because he’s treated you unfairly insome way that . . . that could cause you to lose your scholarship. Maybe he failed you on an examination that didn’t really cover the material that he’d gone over in class, and an F grade in the course is going to be unacceptable to your sponsors. So, this wou ld be very painful, as I’m sure you’d agree. And I’d say it would qualify as a serious event.$ So let’s take a look a t several different types of defense mechanisms that you might employ to repress the feelings of disappointment, rage perhaps, and . . . a nd even violence that you’d feel toward the professor. Most of them are named so the mechanism is fairly obvious and one of the most common mechanisms is denial, which is . . .$ Student 2: If I want to deny something, I’ll just say I’m not angry with the professor.$ Professor:$ Exactly. You may even extend the denial to include the sponsors, and you could tell your friends that they’d never revoke your scholarship. And。
托福听力tpo67section1 对话讲座原文+题目+答案+译文
托福听力tpo67section1对话讲座原文+题目+答案+译文Conversation1 (2)原文 (2)题目 (4)答案 (6)译文 (6)Lecture1 (8)原文 (8)题目 (10)答案 (12)译文 (13)Lecture2 (14)原文 (14)题目 (16)答案 (18)译文 (19)Conversation1原文Student:Hi.I know it's Friday afternoon and all,but this is kind of an emergency.Supervisor:Oh,what kind of emergency?Exactly?Student:Well,I mean,there's no danger or anything.It's like a personal emergency. It's about my apartment.Supervisor:Well,I really only deal with dormitories.The apartment facilities, supervisors,offices,next door room,208ask for Jim.Student:I just came from there.They sent me to you.It's a problem with my stove.Supervisor:And they sent you here.All right.Now,what's the problem?Student:My stove isn't working at all.It won't even turn on.Supervisor:It's electric?Student:Yes.Supervisor:Okay,our electrician is out today,his daughter is getting married tomorrow.So realistically he probably won't get to it until Monday afternoon. Perhaps Tuesday.Student:Really,we have to go without a stove for a whole weekend,possibly more?Supervisor:Yes,as you pointed out,this is not a dire emergency,so it's going to be handled under the normal maintenance schedule,which is Monday through Friday. And I know for a fact that Monday is already pretty tight,the electrician will have a lot to catch up on.So when I say possibly Tuesday,I'm just trying to be realistic.Student:But I really rely on that stove.I don't have any kind of on campus dining arrangement or contract.Supervisor:Well,I understand,but…Student:And it's not even the whole problem.I'm expecting a bunch of people to show up tomorrow night.I'm going to be hosting a meeting of the editorial staff of the school paper.And a dinner was scheduled.Supervisor:Now I see which you meant by a personal emergency,but all I can really do is put in a work request.I'm sorry.Student:I just got finished shopping for all the food for the meeting.Ah.I guess,I'll just have to call it off.Supervisor:Why would you cancel the meeting?Student:Well,I mean,I could do it next week.Supervisor:Couldn't you like use a neighbour or something?Student:I don't think so.I mean,the only neighbors I really know,well enough to ask the guys next door,if you saw the state of that kitchen,you'd understand.I'm not sure I could find the stove under all the mess.Supervisor:I see.Well,we could try to set you up in one of our conference rooms in the Johnson building.Student:Really?I thought that student groups couldn't book the rooms in Johnson.Supervisor:Well,normally they can't.However,given your situation,I can try to put in a word with some people and see if we can make an exception here.There is also a full kitchen in the Johnson building,so you'd be covered there.Student:Okay.Yes.That definitely would work.Um.Do you have any idea when you know if you can make this happen or not?Because I'll need to let people know.Supervisor:Yeah,I understand people need to know what's going on.Um.Let me get back to you in an hour or so on this.Can you leave me your phone number?Student:Sure.Thanks.题目1.Why does the woman go to see the facilities supervisor?A.To find out where there is a stove that she can useB.To complain about her treatment in another facilities officeC.To ask if a meeting can be moved to another locationD.To schedule repairs for a broken appliance2.Why does the woman believe that her problem is a serious one?[Click on2 answers.]A.She does not have an on-campus option for meals.B.She is concerned that the stove could be dangerous.C.She knows that other students have had similar problems.D.She was relying on using the stove for an upcoming event.3.What will the woman probably do next?A.Request an emergency repair for her stoveB.Prepare a meal that does not need to be cookedC.Move her event to a different locationD.Reschedule her event to the following week4.What does the woman imply about her next-door neighbors?A.Their kitchen is too dirty for her to use.B.Their stove is not functioning properly.C.They do not let other people use their stove.D.They will be using their kitchen this weekend.5.What can be inferred about the supervisor when he says this:Student:I just got finished shopping for all the food for the meeting.Ah.I guess,I'll just have to call it off.Supervisor:Why would you cancel the meeting?Student:Well,I mean,I could do it next week.A.He feels sorry for the woman.B.He believes that the woman's plan of action is not necessary.C.He wants to know the reason for the woman's decision.D.He wants the woman to confirm her plan.答案D AD C A B译文1.学生：嗨。
托福TPO12听力原文
TPO 12 听力原文Conversation 1NarratorListen to a conversation between a student and a professor.StudentSo Professor Tibets, your notes said that you want to see me about myheavy-weight paper. I have to say that grade wasn’t what I was expecting. Itho ught I’d done a pretty good job.ProfessorOh, you did. But do you really want to settle for pretty good when you can do something very good?StudentYou think it can be very good?ProfessorAbsolutely!StudentWould that mean you’d…I could get a bette r grade?ProfessorOh, sorry! It’s not for your grade. It's…I think you could learn a lot by revising it. StudentYou mean, rewrite the whole thing? I really swamped. There’re deadlines wherever I turn and… and I don’t really know how much time I could g ive it. ProfessorWell, it is a busy time, with spring break coming up next week. It’s your call.But I think with all a little extra effort, you could really turn this into a fine essay. StudentNo… yeah…I mean, after I read your comments, I...I can s ee how it tries to do too much.ProfessorYeah. It’s just too ambitious for the scope of the assignment.StudentSo I should cut out the historical part?ProfessorYes. I would just stick to the topic. Anything unrelated to the use of nature EMITRY has no place in the paper. All that tangential material just distracted from the main argument.StudentYeah, I never know how much to include. You know…where to draw the line?ProfessorTell me about it! All writers struggled without one. But it’s something you can learn. That will become more clear with practice. But I think if you just cut out the…emm…StudentThe stuff about history, but if I cut out those sections, won’t it be too short?ProfessorWell, better a short well-structured paper than a long paper thatpoorly-structured and wanders off topic.StudentSo all I have to do is to leave those sections?ProfessorWell, not so fast. After you cut out those sections, you’ll have to go back and revise the rest, to see how it all fits together. And of course, you’ll have to revise the introduction too, to accurately describe what you do in the body ofthe paper. But that shouldn’t be too difficult. Just remember to keep the discussion focused. Do you think you can get it to me by noon tomorrow?StudentWow…emm…I have so much…er…but I’ll try.ProfessorOK, good! Do try! But if you can’t, well, sure for after spring break, OK?TPO12 Lecture 1 BiologyNarratorListen to part of a lecture in a Biology Class.ProfessorAs we learn more about the DNA in human cells and how it controls the growth and development of cells, then maybe we can explain a very important observation, that when we try to grow most human cells in libratory, they seem programmed to divide only a certain number of times before they die. Now this differs with the type of cell. Some cells, like nerve cells, only divide seven to nine times in their total life. Others, like skin cells, will divide many, many more times. But finally the cells stop renewing themselves and they die. And in the cells of the human body itself, in the cells of every organ, of almost every type of tissues in the body, the same thing will happen eventually.OK, you know that all of persons’ genetic information is contained on very long pieces of DNA called Chro mosomes. 46 of them are in the human cells that’s23 pairs of these Chromosomes are of very lengths and sizes. Now if you look at this rough drawing of one of them, one Chromosome is about to divide into two. You see that it sort of looks like, well actual ly it’s much more complex than this but it reminds us a couple of springs linked together to coil up pieces of DNA. And if you stretch them out you will find they contain certain genes, certain sequences of DNA that help to determine how the cells of the body will develop. When researchers look really carefully at the DNA in Chromosomesthough, they were amazed, we all were, to find that only a fraction of it, maybe 20-30%, converts into meaningful genetic information. It’s incredible; at least it was to me. But if you took away all the DNA that codes for genes, you still have maybe 70% of the DNA left over. That’s the so-called JUNK DNA. Though the word junk is used sort of townies cheek.The assumption is that even these DNA doesn’t make up any of the g enes it must serve some other purpose. Anyway, if we examine these ends of these coils of DNA, we will find a sequence of DNA at each end of every human Chromosome, called a telomere. Now a telomere is a highly repetitious and genetically meaningless sequence of DNA, what we were calling JUNK DNA. But it does have any important purpose; it is sort of like the plastic tip on each end of shoelace. It means not help you tie your shoe but that little plastic tip keeps the rest of the shoelace, the shoe string from unraveling into weak and useless threads. Well, the telomere at the end of Chromosomes seems to do about the same thing--- protect the genes the genetically functional parts of the。
托福TPO14听力原文
TPO 14 听力原文Conversation 1Narrator:Listen to a conversation between a student and the librarian employee.Student:Hi, I am looking for this book---the American judicial system. And I can’t seem to findit anywhere. I need to read a chapter for my political science class.Librarian:Let me check in the computer. Um… doesn’t seem to be checked out and it’s not onreserve. You’ve checked the shelves I assume.Student:Yeah, I even checked other shelves and tables next to where the book should be.Librarian:Well, it’s still here in the library. So people must be using it. You know this seems tobe a very popular book tonight. We show six copies. None are checked out. And, yetyou didn’t even find one copy on the shelves. Is it a big class?Student:Maybe about Seventy Five?Librarian:Well, you should ask your professor to put some of the copies on reserve. You knowabout the ‘Reserve system’, right?Student:I know that you have to read reserve books in the library and that you have timelimits. But I didn’t know that I could ask a professor to put a book on the reserve. Imean I thought the professors make that kind of decisions at the beginning of the semester.Librarian:Oh… they can put books on reserve at anytime during the semester.Student:You know reserving book seems a bit unfair. What if someone who is not in the classwants to use the book?Librarian:That’s why I said some copies.Student:Ah, well, I’ll certainly talk to my professor about it tomorrow. But what I am gonna dotonight?Librarian:I guess you could walk around the Poli-Sci ----- ‘Political Science’ section and look atthe books waiting to be re-shelved.Student:There are do seem to be more than normal.Librarian:We are a little short of staff right now. Someone qui t recently, so things aren’t gettingre-shelved as quickly as usual. I don’t think they’ve hired replacement yet, so, yeah,the un-shelved books can get a bit out of hand.Student:This may sound a bit weird. But I’ve been thinking about getting a job. Um… I’venever worked at the library before, But…..Librarian:That’s not a requirement. The job might still be open. At the beginning of the semester we were swamped with applications, but I guess everyone who wants thejob has one by now.Student:What can you tell me about the job?Librarian:Well, we work between six and ten hours a week, so it’s a reasonable amount.Usually we can pick the hours we want to work. But since you’d be starting so late inthe semester, I’m not sure how that would work for you. And… Oh… we get paid thenormal university rates for student employees.Student:So who do I talk to?Librarian:I guess you talk to Dr. Jenkins, the head librarian. She does the hiring.TPO 14 Lecture 1 PsychologyNarrator:Listen to part of a lecture in a psychology classProfessor:We’ve said that the term “Cognition” refers to mental states like: knowing and believing, and to mental processes that we use to arrive at those states. So forexample, reasoning is a cognitive process, so it’s perc eption. We use information thatwe perceive through our senses to help us make decisions to arrive at beliefs and soon. And then there are memory and imagination which relate to the knowledge of things that happen in the past and may happen in the future. So perceiving,remembering, imagining are all internal mental processes that lead to knowing or believing. Yet, each of these processes has limitations, and can lead us to hold mistaken believes or make false predictions. Take memory for example, maybe youhave heard of studies in which people hear a list of related words. Ah…, let`s say a listof different kinds of fruit. After hearing this list, they are presented with several additional words. In this case, we`ll say the additional words were “blanket” and “cheery”. Neither of these words was on the original list, and, well, people will claimcorrectly that “blanket” was not on the original list, they’ll also claim incorrectly thatthe word “cheery” was on the list. Most people are convinced they heard the word “cheery” on the original list. Why do they make such a simple mistake? Well, we think because the words on the list were so closely related, the brain stored only thegist of what they heard. For example, that all the items on the list were types of thefruit. When we tap our memory, our brains often fill in details and quite often thesedetails are actually false. We also see this “fill-in” phenomenon with perception.Perception is the faculty that allows us to process information in the present as we take it via our senses. Again, studies have shown that people will fill in informationthat they thought they perceived even when they didn`t. For example, experimentshave been done where a person hears a sentence, but it is missing the word, that lo gically completes it. They’ll claim to hear that word even though it was never said.So if I were to say…er…the sunrise is in the…and then fill to complete the sentence,people will often claim to have heard the word “east”.In cognitive psychology, we hav e a phrase for this kind of inaccurate “filling in of details”--- it’s called: A Blind Spot. The term originally refers to the place in our eyeswhere the optic nerve connects the back of the eye to the brain. There are no photoreceptors in the area where the nerve connects to the eye. So that particular area ofthe eye is incapable of detecting images. It produces “A Blind Spot” in our field vision.We are unaware of it, because the brain fills in what it thinks belongs in its image, sothe picture always appears complete to us. But the term “blind spot” has also takenon a more general meaning--- it refers to people being unaware of a bias that may affect their judgment about the subject. And the same “blind-spot phenomenon”that affects memory and perception also affects imagination. Imagination is a facultythat some people use to anticipate future events in their lives. But the ease with which we imagine details can lead to unrealistic expectations and can bias our decisions.So…er…Peter, suppose I ask you to image a lunch salad, no problem, right? But I betyou imagine specific ingredients. Did yours have tomatoes, Onion, Lettuce? mine did?Our brains fill in all sorts of details that might not be part of other people’s image of asalad, which could lead to disappointment for us. If the next time we order a salad ina restaurant, we have our imagined salad in mind, that’s not necessarily what we’llget on our plate. The problem is not that we imagine things, but that we assume what we’ve imagined is accu rate. We should be aware that our imagination has thisbuilt-in feature, the blind spot, which makes our predictions fall short of reality.TPO 14 Lecture 2 BiologyNarrator:Listen to part of a lecture in a biology class.Professor:Almost all animals have some way of regulating their body temperature; otherwisethey wouldn’t survive extreme hot or cold conditions---sweating, panting, swimmingto cooler or warmer water; ducking into somewhere cool like a burrow or a hole under a rock; these are just a few. And that’s body is colder or warmer than the surrounding environment, because it’s a microclimate.A microclimate is a group of climate conditions that affect the localized area, weatherfeatures like temperature, wind, moisture and so on. And when I say localized, I mean really localized, because microclimates can be, as the name suggests, pretty small, even less than a square meter. And microclimates are affected by hugenumber of other variables. Obviously weather conditions in the surrounding areas are a factor. But other aspects of the location like, um… the elevation of the land, theplant life nearby, and so on, have a substantial effect on microclimates. And of coursethe human development in the area, eh, a road will affect a nearby microclimate. It’salso interesting to know that microclimates thither or near each other can have verydifferent conditions. In the forest for example, there can be a number of verydifferent microclimates close to each other, because of all the variables I justmentioned.Student:So how does a hole in the ground, a burrow, stay cool in a hot climate?Professor:Well, since cold air sinks, and these spots are shaded, they are usually much coolerthan the surrounding area. And these spots are so important because many animalsrely on microclimates to regulate their body temperature. Hmm, for instance, there isa species of squirrel, in the Western part of the United States that can get really hotwhen they were out foraging for food. So they need a way to cool down. So what’dthey do? They go back to their own burrow. Once they get there, their bodytemperatures decrease very, very quickly. The trip to the burrow prevents thesquirrel from getting too hot.Student:But squirrels are mammals, right? I thought mammals regulate their temperature internally.Professor:Mammals do have the ability to regulate their body temperature, but not all can do itto the same degree, or even the same way. Like when you walk outside on a hot day,you perspire, and your body cools itself down, a classic example of how mammal regulates its own body temperature. But one challenge that squirrels face, well manysmall mammals do, is that because of their size, sweating would make them lose toomuch moisture. They dehydrate. But on the other hand, their small size allows themto fit into very tiny spaces. So for small mammals, microclimates can make a big difference. They rely on microclimates for survival.Student:So cold blood animals, like reptiles, they can’t control their own body temperature,so I can image the effect of microclimate would have on them.Professor:Yes, many reptile insects rely on microclimates to control their body temperature. Alot of reptiles use burrows or stay under rocks to cool down. Of course with reptiles,it’s a balancing act. Staying in the heat for too long can lead to problems, but stayingin the cold can do the same. So reptiles have to be really precise about where they spend their time, even how they position their bodies. And when I say the y’reprecise, I mean it--- some snakes will search out a place under rocks of a specific thickness, because too thin a rock doesn’t keep them cool enough, and too thick a rock will cause them to get too cold. That level of precision is critical to the snake formaintaining its body temperature. And even microscopic organisms rely onmicroclimates for survival.Think about this, decomposing leaves create heat that warms the soil; the warm soilin turn affects the growth, the conditions of organisms there. And those organisms then affect the rate of decomposition of the leaves. So a microclimate can besomething so small and so easily to disturbed that even a tiny change can have a bigimpact. If someone on a hike knocks a couple of rocks over, they could be unwittinglydestroying a microclimate that an animal or organism relies on.TPO 14 Conversation 2Narrator:Listen to a conversation between a student and his faculty adviserAdvisor:Hi ，Steven I schedule this appointment, cause it has been a while since we touch this.Student:I know I have been really busy--- a friend of my works on a school a paper. Heasksme if I would like to try to reporting so I did and I really love it.Advisor:Hey…that's sounds great!Student:Yeah… the first article I wrote it was profile of the chemistry professor---the one whose name teacher the year. My article ran on the front page. When I saw my name, I mean my byline in print, I was hooked. Now I know this is what I want to do--- be a reporter.Advisor:Isn't it great to discover something that you really enjoy? And I read that the articletoo? It was very good.Student:To be honest, the articles got a lot of editing. In fact I barely recognized a couple ofparagraphs. But the editor explained why the changes were made. I learned a lot andmy second article didn't meet nearly many changes.Advisor:Sound like you got a real neck for this.Student:Yeah… anyway, I am glad you schedule this meeting because I want to change mymajor to journalism now.Advisor:Um，the university doesn't offer major in journalism.Student:Oh no…Advisor:But….Student:I… I mean… should I transfer to another school, or major in English?Advisor:Er… wait a minute. Let me explain why the major isn’t offered. Editors at t he newspaper… editors… um… I mean when you apply for a reporting job, editors lookat the two things--- they want to see clips, you know, some of your published articles,though also want to try out, though give you an assignment like… covering a price ofconferences some other event, then see if you can craft the story about it, accurately,on dead line.Student:So they don't even to look at my major?Advisor:It is not that they don't look at it… it is… well, having a degree in something otherthan journalism should actually work to your advantage.Student:How?Advisor:Most journalism specialized these days. They only write about science or business ortechnology for example. Is there a type of reporting you think you may like to specialize then?Student:Well… I think it can be really cool to cover the Supreme Court. I mean… theirdecisionaffects so many people.Advisor:That is really a goal worth striving for. So, why not continue major in political science?And as elective, you could take some Pre-Law classes like Constitution Law, and asfor you work on the student newspaper paper, maybe they let you cover some localcourt cases--- once that the student and professor here would want to read about.Student:Do you know of any？Advisor:I do. Actually, there is case involving this computer software program that one of ourprofessors wrote. The district courts decide in if the university entitle to any of ourprofessors' profits?Student:Wah…. I will definitely follow upon that!TPO 14 Lecture 3 AstronomyNarrator:Listen to part of a lecture in an astronomy class.Professor:OK, last time we talked about ancient agricultural civilizations that observed the starsand then used those observations to keep track of the seasons. But today I want to talk about the importance of stars for early seafarers, about how the fixed patterns of stars were used as navigational aids.OK, you’ve all heard about the Vikings and their impressive navigation skills, but theseafaring people of the pacific islands, the Polynesians and the Micronesians,werequite possibly the world’s greatest navigators. Long before the development of, uh,advanced navigational tools in Europe, pacific islanders were travelling from NewZealand to Hawaii and back again, using nothing but the stars as their navigationalinstruments.Um, the key to the pacific islanders’ success was probably their location near the equator. What that meant was that the sky could be partitioned, divided up, much more symmetrically than it could farther away from the equator. Unlike the Vikings,early observers of the stars in Polynesia or really anywhere along the equator wouldfeel that they were at the very center of things, with the skies to the north and the skies to the south behaving identically, they could see stars going straight up in theeast and straight down in the west. So it was easier to discern the order in the sky than farther north or farther south, where everything would seem more chaotic.Take the case of the Gilbert Islands, they are part of Polynesia, and lie very close tothe equator. And the people there were able to divide the sky into symmetrical boxes,according to the main directions, north, east, south and west. And they couldprecisely describe the location of a star by indicating its position in one of those imaginary boxes. And they realized that you had to know the stars in order tonavigate. In fact there was only one word for both in the Gilbert Islands, when youwanted to the star expert, you ask for a navigator.Um, islanders from all over the pacific learned to use the stars for navigation, and they passed this knowledge down from generation to generation. Some of them utilized stone structures called stone canoes, ah, and these canoes were on land, ofcourse, and you can still see them on some islands today. They were positioned as ifthey were heading in the direction of the points on the sea horizon where certain stars would appear and disappear during the night, and, um, young would-benavigators set by the stones at night and turned in different directions to memorizethe constellations they saw, so they could recognize them and navigate… by them later on when they went out to sea.One important way the Polynesians had for orienting themselves was by using zenithstars. A zenith star was a really bright star that would pass directly overhead atparticular latitude…at a particular distance from the equator, often at a latitude associate with some particular pacific island. So the Polynesians could estimate theirlatitude just by looking straight up, by observing whether a certain zenith star passeddirectly overhead at night, they’d know if they have rates the same latitude as a particular island they were trying to get to. Um, another technique used by the Po lynesians was to look for a star pair, that’s two stars that rise at the same time, orset at the same time, and navigators could use these pairs of stars as reference points,because they rise or set together only at specific latitudes. So navigators might seeone star pair setting together. And, uh…would know how far north or south of the equator they were. And if they kept on going, and the next night they saw the pairsof stars setting separately, then they would know that they were at a different degreeof latitude. So looking at rising and setting star pairs is a good technique. Um…actually it makes more sense with setting stars; they can be watched instead of tryingto guess when they’ll rise.Uh, OK, I think all this shows that navigating doesn’t re ally require fancy navigationalinstruments; the peoples of the pacific islands had such expert knowledge ofastronomy as well as navigation that they were able to navigate over vast stretches ofOpen Ocean. Uh, it's even possible that Polynesian navigators had already sailed tothe Americas, centuries before Columbus.TPO 14 Lecture 4 ArcheologyNarrator:Listen to part of the lecture in the archaeology classProfessor:When we think of large monumental structures built by early societies and Egyptianpyramid probably comes to mind. But there are some even earlier structures in theBritish Isles also worth discussing, and besides the well-known circle of massivestones of Stonehenge which don’t get me wrong is remarkable enough, well, otherimpressive Neolithic structures are found there too. Oh, yes, we are talking about theNeolithic period here, also called new Stone Age, which was the time before stonetools began to be replaced by tools made by bronze and other metals.It was about 5000 years ago, even before the first Egyptian pyramid that some of amazing Neolithic monuments---tombs, were racketed at the very size around ironedGreat Britain and costal islands nearby.I am referring particular to structures that in some cases, look like ordinary naturalhills. But we definitely build by humans, well-organized communities of human’s toenclose a chamber or room within stone walls and sometimes with a high, cleverlydesigned sealing of overlapping stones. These structures are called Passage Graves,because in the chamber, sometime several chambers in fact, could only be entered from the outside through a narrow passage way.Michael:Excuse me, professor, but you said Passage Graves. Was this just monument to honorthe dead buried there or were they designed to be used somehow by the living?Professor:Ah, yes! Good question, Michael. Besides being built as tombs, some of these Passage Graves were definitely what we might call Astronomical Calendars, with chambers they flooded with some light on the certain special days of the year, witchmust see miraculous and inspired good dealer of they really just wonder. Butresearch indicates that not just light but also the physics of sound help to enhance this religious experience.Michael:How so?Professor:Well, first the echoes. When religious leaders started chanting with echoes bouncedoff the stonewalls over and over again, it must seem like a whole chorus of other voices, spirits of God maybe join in. But even more intriguing is what physicistscalledStanding Waves. Basically, the phenomenon of Standing Waves occurs when soundwaves of the same frequency reflect off the walls and meet from opposite directions.So, the volume seems to alternate between very loud and very soft. You can stand quite near a man singing in loud voice and hardly hear him. Yet step little further away and voice is almost defining. As you move around chamber, the volume of thesound goes way up and way down, depending on where you are and these standingwaves. And often the acoustic makes it hard to identify where sounds are coming from. It is powerful voices that are speaking to you or chanting from inside your ownhead. This had to engender powerful sense of all Neolithic worshipers.And another bit of physics I played here is something called Resonance. I know physics, but well I imagine you have all below near of top empty bottles and heardsounds it makes. And you probably notice that depending on its size--- each emptybottle plays one particular music note. Or it is the physics might put it, each bottle resonates at a particular frequency. Well, that’s true of these chambers too. If you make a constant noise inside the chamber, maybe by steadily beating drum at certainrate, a particular frequency of sound will resonate. We will ring out intensely,depending on the size of chamber. In some of large chambers though, theseintensified sound may be too deep for us to hear, we can feel it. We are mysteriouslyagitated by a….but it is not a sound our ears can hear. The psychologic al effects of allthese extraordinary sounds can be profound, especially when they seem sodisconnected from human doing drumming or chanting. And there can be observablephysical effects on people too. In fact, the sounds can cause headaches, feelings ofdizziness, increase heartache, that sort of thing, you see.Anyway, what is we experience inside one of these Passage Graves clearly could befar more intense than everyday reality outside which made them very special places.But back to your question, Michael, as to whether these Graves were designed to beused by the living. Well, certainly, we have got to ask economical or calendarfunction. That seems pretty obvious, and I wanna go into more detail on that now.。
托福听力tpo69 lecture1、2、3 原文+题目+答案+译文
托福听力tpo69 lecture1、2、3 原文+题目+答案+译文Lecture1 (2)原文 (2)题目 (5)答案 (8)译文 (8)Lecture2 (10)原文 (10)题目 (14)答案 (17)译文 (17)Lecture3 (20)原文 (20)题目 (23)答案 (26)译文 (26)Lecture1原文So, we've talked about the plates that form the earth crust and their movements and how in some places they're separating. Now, when this happens in the ocean along a middle ocean ridge, some important things can happen, in particular you can get a hydrothermal vent. This is a lot like a geyser except it’s on the ocean floor.A geyser of course is a kind of eruption from underground hot spring. Water that’s been heated up in Earth’s interior, when under pressure, can erupt, sending that water and steam, shooting upwards through crack in the earth. A hydrothermal vent is essentially this same thing, but the water is emitted out of cracks or, or fractures in the ocean floor. If Forms that don't depend on energy from the sun, but depend on chemical energy.But, the vents are also enormous significance for us. From a purely geological perspective, because the chemistry of the oceans is affected by them. To see how, let’s look at the process a little more closely. They typically occur in fields, so you might have an area with a dozen of them, but you need two things to get one of these fields, first, you got haveheat. And you’ve got have fissures in the ocean floor. So, in a vent field, you've got cracks in the ocean floor. And cold water at the bottom of the ocean, we are talking, maybe two degrees Celsius, goes down into them, as it goes underground, it heats up, because in these fields, there are magma chambers, only a few kilometers below the ocean floor.This hot molten rock heats the solid rock above it to as high as five hundred degrees Celsius. And this heated solid rock, then heats the ocean water that flows over it. Now remember, the high pressure of the deep sea, allows water to stay liquid at such a high temperature, so it can reach temperatures of, three or four hundred degrees Celsius.As the water heated, it rises up through other cracks and it shoots up back into the ocean, much like with geyser on land. Now, the important part, is what the water is carrying with it, as it emerges. The heated water draws minerals from solid rock. So, you get dissolved metals in the water, like iron and copper. When the water shoots up and re-enters the cold ocean, it quickly cools and these minerals precipitate out. They’re released and they are deposited into the ocean water, which affects its composition. And it also creates quite a site, these vents have a plume that looks like a smoke, likes smoke that’s coming up out of the vent in the earth.Remember some of the water coming out of the vents is over threehundred degree Celsius. When it’s this hot, it dissolves sulfur, iron and other metals in the rock and it interacts with. when these minerals precipitate out, the water forms of black plume, so these vents are called black smokers. It's the sulfur and metals precipitating out of the water that that's what causes black color.But there are also white smokers, these emit what looks like a white smoke. That's because their water is relatively cool, above one hundred to three hundred degrees. Still pretty warm, but, not warm enough to dissolve sulfur or iron. Instead, they draw off different minerals from rocks. Things like silica and they give off different color, whitish color, when those minerals precipitate out.But in both black and white smokers as the waters emitted in the plume, the mineral that precipitate out, eventually build up around the vent, forming large, tower, like structures or minerals, build up layer upon layer, we call these chimneys, just like a chimney on a house. Different minerals will tend to build up at different places on the chimneys. But, some of the minerals like silica, a form kind of cement, and they hold the whole structure together. So, they can grow quite large and quite quickly. If you can believe it there was one chimney that reached forty-seven meters, that’s like fourteen story It collapsed, but it’s actually now rebuilding.题目1.What does the professor mainly discuss?A. The process by which molten rock can enter the oceanB. The formation of hydrothermal ventsC. The differences between geysers and hydrothermal ventsD. The mineral composition of hydrothermal vent chimneys2.According to the professor, what is the main difference between geysers and hydrothermal vents?A. Where they occurB. What causes themC. The size of their plumesD. The temperature of the water they emit3.What aspect of hydrothermal vents is of most significance to the professor?A. Their role in supporting unusual life formsB. Their role in affecting the chemical composition of the oceansC. Their role in affecting the movement of ocean platesD. Their role in affecting the temperature of ocean water4.What conditions are needed for hydrothermal vents to form?[Click on2 answers.]A. Heated rock beneath the ocean floorB. Rocks on the ocean floor with high mineral contentC. Cracks in the ocean floorD. Strong ocean currents5.What are two differences between black smokers and whitesmokers?[Click on 2 answers.]A. Black smokers emit water at a higher temperature.B. Black smokers are more common than white smokers are.C. Black smokers are found in deeper ocean water.D. Black smokers release different types of minerals than white smokers release.6.What does the professor say about the chimney structures that grow around hydrothermal vents？A. They last only a few years.B. They are formed by a single mineral.C. They can grow very tall.D. Their growth rate depends on the temperature of the water emitted from the vent.答案B A B AC AD C译文我们之前讨论了构成地壳的板块及其运动，以及在某些地方它们如何分离。
托福听力tpo45 lecture1、2、3、4 原文+题目+答案+译文
托福听力tpo45 lecture1、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 (7)原文 (7)题目 (10)答案 (12)译文 (12)Lecture3 (15)原文 (15)题目 (17)答案 (19)译文 (19)Lecture4 (21)原文 (21)题目 (24)答案 (26)译文 (26)托福听力tpo45 lecture1、2、3、4 原文+题目+答案+译文Lecture1原文NARRATOR: Listen to part of a lecture in an art history class.MALE PROFESSOR: As I was saying, the Renaissance period—which started in the fourteen hundreds in Europe—the Renaissance was still a pretty religious period. And that's reflected in the artwork of that time.But artists were starting to experiment with a more secular point of view as well—a tendency to also use the natural world as the subject matter for their art.And there were different ways that these natural themes were explored. For instance, many artists would paint portraits, while others—although this was more common in northern Europe—would make landscapes the subject of their works.But today I'd like to consider an influential Italian Renaissance artist, Leon Battista Alberti, who took a slightly different approach.Leon Battista Alberti was a painter, sculptor, architect, musician, poet—very wide-ranging interests—like daVinci or Michelangelo, the sort of guy for whom the term “Renaissance man” was in fact created.Alberti believed that the most important approach for a painter was to capture a story or narrative. Now, as I've indicated, this narrative could be either religious or secular, depending on what the work of art was for. If the work was to be placed in a church then obviously it'd have a religious theme, whereas if it was for someone's home then it could deal with a different subject matter. The exact narrative didn't really matter, so long as it was one that captivated the audience—that held the viewer's attention.So what is actually needed to tell a story?Well, Alberti needed characters, right? Human figures.And he wanted to represent them as realistically as possible to capture the viewer's attention. One way he achieved this was to make use of what's known as the contrapposto pose.A contrapposto pose basically entails showing a slight twist in the body. The shoulders and hips are usually bent in different directions. In other words, if the left shoulder is bent so that it's slightly higher than the right shoulder, then the hips will be bent so that the left side will be slightly lower than the right side. Similarly, in sculptures, most of the weight seems to be on one foot, which also results in this slanted position—making it seem like the figure is about to walk or move. This adds to the realistic aspect of the figure.But there are actually a lot of things that could go wrong in the attempt to create such a pose. You could make a figure’s arms bigger than its legs, or the head too small for the body. Messing up the proportions can leave a figure looking cartoon-like and unnatural. But Alberti had a solution: He encouraged artists to visualize a figure's bones and structure. This would give the artist an idea of the proportions of the figure. From there, Alberti suggested the artist imagine attaching the tendons and muscles, then covering those with flesh and skin.Now, although this method may seem complicated, artists since antiquity have used anatomical observations to try to get the proportions of the human figure as accurate as possible—though obviously not to the degree that Alberti was recommending.Now, in addition to characters, the setting is extremely important, especially when attempting to tell a story realistically. Renaissance artists essentially needed to create a three-dimensional scene on a two-dimensional surface. They accomplished this by the use of perspective—a relatively new idea for artists at the time. In particular, the type of perspective that Alberti advocated was called linear one-point perspective. In fact, Alberti was one of the artists who developed the geometry behind linear one-point perspective.Linear perspective basically consists of drawing straight lines that extend from the forefront of the painting into the background—lines that seem to be parallel to each other, but which actually converge on a single point in the horizon, called the vanishing point. By drawing figures and objects smaller and smaller as the lines get closer together, the artist is able to create depth in a painting. This gives the illusion of a third dimension and makes the work of art more realistic.题目1.What is the lecture mainly about?A. Reasons for the transition from religious to secular themes in Renaissance artB. The disproportionate influence of Italian artists during the Renaissance periodC. Techniques used during the Renaissance to produce realistic works of artD. A comparison of themes in paintings and sculptures during the Renaissance2.What is the professor's opinion of Leon Battista Alberti as an artist?A. Alberti's interests were too diverse for him to succeed in any one field.B. Alberti was ineffective in imposing his own theories on other artists.C. Alberti was a much more skilled artist than da Vinci or Michelangelo.D. Alberti represents the Renaissance ideal of wide-ranging achievement.3.According to the professor, what did Alberti consider to be the most important aspect of a Renaissance painting?A. That it convey an appealing narrativeB. That its figures be posed symmetricallyC. That its theme not be religiousD. That its characters be positioned within a landscape4.Why did some artists begin to use the contrapposto pose?A. To create a cartoon-like effectB. To help viewers identify the main figure in a work of artC. To show the relative sizes of human figuresD. To make human figures appear more natural5.Why does the professor discuss tendons and muscles?A. To emphasize that Alberti's study of anatomy led to his interest in artB. To show the emphasis Alberti placed on using physically fit modelsC. To illustrate the difficulty of maintaining a contrapposto pose in real lifeD. To explain one of Alberti's methods for creating accurate proportions6.Why was the development of linear one-point perspective important to Renaissance artists?A. It helped painters to place figures more symmetrically within their paintings.B. It allowed painters to create an illusion of three dimensions.C. It enabled artists to paint large landscapes for the first time.D. It encouraged artists to take an interest in geometry.答案C D A D D B译文旁白：听一篇艺术史学科讲座。
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。
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。
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。
老托福听力精选PartC原文5篇
老托福听力精选PartC原文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1Before I tell you about the interesting discovery related to Tyrannosaurus rex, I need to review something we studied last semester, the difference between what are commonly called cold-blooded and warm-blooded animals.在我告知你们和Tyrannosaurus(暴龙/霸王龙)rex(雷克斯霸王龙/雷克斯暴龙)有关的好玩发觉之前，我需要回顾一下我们上学期学过的内容，通常被称作冷血和温血动物之间的区分In warm-blooded animals, birds and mammals, for example, the body temperature normally stays within a narrow range, no matter what the outside temperature is.在温血动物中，举例来说，鸟类和哺乳动物，体温通常保持在一个小范围内，不管外面温度是多少。
As a result, a warm-blooded animal is usually active in both cold and hot weather because its body temperature can adjust to the temperature of its environment.结果，温血动物通常在冷热天气中都很活跃，由于它的体温能适应它的环境温度On the other hand, cold-blooded animals, such as most reptiles, amphibians, and insects, are unable to create enough heat internally to raise their temperature above the temperature of the environment.另一方面，冷血动物，比如大多数的爬行动物，两栖动物，和昆虫，不能产生足够的内在的热量来把它们的温度提升到环境温度之上。
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tpo67 lecture1、2、3 原文+题目+答案+译文
托福听力tpo67 lecture1、2、3 原文+题目+答案+译文Lecture1 (2)原文 (2)题目 (5)答案 (7)译文 (8)Lecture2 (10)原文 (10)题目 (13)答案 (17)译文 (17)Lecture3 (19)原文 (19)题目 (23)答案 (26)译文 (26)Lecture1原文Professor: Now we've said that animal behavior patterns involve an interplay between an animal and its environment. In particular, behavior patterns can change as an animal becomes adapted to its environment. We can see the results of this in the way that animals have developed different types of feeding behavior. Animals are generally classified as a generalist feeders and specialist feeders. Now, um, these terms are used in a variety of ways. At times, they're used to refer to an animal's range of habitats. I've also seen them used to describe the number of foraging techniques that are used by an individual or species.Um, but for our purposes, we're going to use them to refer to the range of food items that are eaten by a species. So a generalist feeder is a species that eats a wide variety of foods during its lifetime. And a specialist is a species that feeds on a highly restricted number of foods. A good example of a generalist would be a rat. Rats are notorious for eating just about anything that's available, whether it's a plant or an animal. At the other end of the spectrum, we have the koala which eats only the leaves of eucalyptus trees.Okay, now there are advantages to each. For a generalist, If 1 type of food isn't around, it can feed on another that's more abundant. On theother hand, the advantage of being a specialist is that the animal is well adapted to its food. You could say that specialists are feeding masters, their consumption, even their digestive system is just so finely tuned. For instance, take the koala. The eucalyptus leaves that it feeds on, don't contain much protein. What's more, the leaves contain compounds that are poisonous to most species? But the koalas digestive system has adapted to handle this. It's liver deactivates, the poisonous compounds, and its digestive system is designed to extract the maximum amount of nutrients from the leaves.So it's not a question of which strategy is better. The real question is, what determines how selective animal species are in what they eat? Well, the answer may lie in a concept called optimal foraging. The idea is that natural selection favors animals whose feeding behavior has the lowest cost to benefit ratio. That is you want to get the best healthiest food you can. And you want to do it as quickly as possible. And as easily as possible.Now, in a natural environment, no animal forage in an absolutely optimal manner. But, well, I read some research on a little rat called the kangaroo rat, which lives in deserts in North America. The kangaroo rat is a generalist which eats plant matter like seeds and fruit. It lives in deep burrows which provide protection from the desert heat and from predators like hawks or snakes. And it goes foraging at night for food.For plant matter, under the protection of darkness, even though it's a generalist. If the only thing available is seed, if a choice of seeds is available to it, it picks up seeds that provide more energy than those it leaves behind. And it carries them back to its burrow. Once it's there, it might eat only the richest seeds from the ones that brought back. So it selects seeds outside in a way that lets it spend as little time as possible foraging in that risky environment, and then sorts out its food later when it's safely in its burrow.Oh, yes, Kenneth. You have a question?Male student: But what about the koala? It gets by uh, by being even more selective, you'd think you would be really risky to rely completely on eucalyptus leaves. Wouldn't it be better to diversify like the kangaroo rat, and eat, at least one or two other things?Professor: Well, what do you think the koala would say? What do I gain by being so selective? In terms of optimal foraging, it's clear that eucalyptus trees provide an abundant source of food. Other animals can't eat the leaves and think of how little energy the koala uses. It spends only about 3 hours each day eating to get the energy it needs. So being a specialist allows it to get the nutrients it needs with minimal expenditure of energy.题目1.What is the lecture mainly about?A. The reasons why some animals eat only plantsB. The advantages of two different feeding adaptationsC. The variety of foods that certain animals can eatD. The relationship between two animals that share a habitat2.What definition of the term “generalist” does the professor use in the lecture?A. An animal species that eats a wide variety of foodsB. An animal species that lives in a range of different habitatsC. An animal species that uses several techniques to forage for foodD. An animal species that forages at several different times of the day3.What points does the professor make about the koala’s specialist feeding habits? [Click on 2 answers.]A. It obtains all the food it needs in relatively little time.B. It requires large amounts of protein in its diet.C. It can eat leaves that are poisonous to other animals.D. It spends most of its time eating.4.What does the professor imply about the kangaroo rat?A. It will take more risks when foraging for high-energy food.B. It is one of the most selective feeders in North America.C. Its competitors often eat its food supply.D. It is selective when choosing what food it eats.5.How does the professor organize the information in the lecture?A. By contrasting an old theory with a new theoryB. By defining important terms and then giving examples of themC. By describing the similarities between two animalsD. By describing a problem and then suggesting some solutions6.Why does the professor say this:Male student: But what about the koala? It gets by uh, by being evenmore selective, you'd think you would be really risky to rely completely on eucalyptus leaves. Wouldn't it be better to diversify like the kangaroo rat, and eat, at least one or two other things?Professor: Well, what do you think the koala would say? What do I gain by being so selective? In terms of optimal foraging, it's clear that eucalyptus trees provide an abundant source of food. Other animals can't eat the leaves and think of how little energy the koala uses.A. To express agreement that the koala should eat a greater variety of foodB. To indicate that the koala’s behavior does not illustrate optimal foragingC. To remind the man of the characteristics of selective feedersD. To encourage the man to consider the koala’s feeding behavior differently答案B A ACD B D译文我们已经说过动物的行为模式涉及到动物和它的环境之间的相互作用。
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。
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0401W: Hey Steve, got any plans for tonight?M: Hi, Jane. No, I don't think so. Why? Got any suggestions?W: In fact, I do. I just got two tickets to the opening of the exhibit of the reprints by Julia Margaret Cameron. I would have tomention it earlier, but I was on the waiting list for these tickets and I wasn't sure I'd even get them.M: An exhibit, huh? I like such things. But I don't know who Julia……W: Margaret Cameron! She was a photographer in the 1800s. She is interesting to art-historians in general and students ofphotography in particular because she ... how should I say, change the aesthetics for photography.M: What do you mean?W: Well, her specialty was portraits and instead of just making a factual record of details like most photographers did, you know, justcapturing what a person look like in a dispassionate thought of way. She, like a portrait painter, was interested in capturing hersubject's personality. M: Interesting! How did she do that?W: She invented a number of techniques that affect the picture. Like one of these things she did was blur images slightly by using asoft focus on the subject. That's pretty common now.M: Yeah, seen that. Who did she photograph?W: Famous people of her day, Alfred Lord Tennyson, Henry Wadsworth Longfellow, Charles Darwin, I don't know who else. We'll seeat the exhibition.M: You really pick my curiosity. I am going to enjoy this.31. What is the conversation mainly about? (A) A famous photographer32. What did Julia Margaret Cameron emphasize in her portraits? (C) Her subject's personality33. According to the conversation, what unique photographic technique did Margaret Cameron use? (D) Soft focus34. What will be the subject of the pictures at the exhibit? (C) Well-known peopleM: Do you want to the movies with on Saturday?W: Thanks, but I have to study my research project. I'm taking that same anthropology course you took with Prof. Grady.M: The one on ethnographic interviewing? Oh, good! I'm sure you'll get a lot out of it.W: I have to admit the word "ethnography"(人种学) scared me a little at first. It seems so technical. But then when she explained that it's what anthropologists do, you know, how they investigate and record aspects of a culture, I didn't seem so intimidating!M: Yeah, it's all part of the fields work anthropologists conduct and it's good to start doing that now before you become a graduatestudent and have to conduct large projects yourself. Who are you going to interview?W: You know the publishing office where I used to work? Vivian, the woman I worked for, she's been a manager there for over 30years and had seen a lot of changes in the industry. I thought I'd start out by interviewing her about how the people in the officeinteract with each other and with outside clients.M: Isn't it funny how we use the thing that anthropologists study to foreign cultures and had the travel halfway across the world to doit? The best part of that course is that it shows you that ethnographic research can also be done on a familiar ground.W: Yeah. I got the idea from my project from reading Robert Marshal's study of office life and Irealized I already had somebackground in that. So far, I'm really enjoying this course.35. What is the conversation mainly about? (B) An anthropology course the woman is taking36. What does the woman say about the subject of ethnography? (A) It is not as difficult as she had thought it would be.37. Why does the man think that the course will be a good one for the woman? (D) It will prepare her for future work in anthropology.38. Who is the first person the woman will interview? (C) Her former bossM: I'm going to pass this piece of amber around so you can see this spider trapped inside it. It's a good example of amber-inclusion,one of the inclusions that scientists are interested in these days. This particular piece is estimated to be about 20 million years old.Please be extremely careful not to drop it. Amber shatters as easily as glass. One thing I really like about amber is its beautiful goldencolor. Now, how does the spider get in there? Amber is really fossilized tree resin. Lots of chunks of amber contain insects like thisone or animal parts like feathers or even plants. Here is how it happens. The resin oozes out of the tree and the spider or leaf gets incased in it. Over millions and millions of years, the resin hardens and fossilizes into the semiprecious(次珍贵的、准宝石的) stone you see here. Ambers can be found in many different places around the world. But the oldest deposits are right here in the United States, inAppalachia(阿巴拉契亚). It's found in several other countries, too, though right now scientists are most interested in ambers coming from the Dominican Republic（多美尼加共和国）. Because it has a great many inclusions, something like one insect inclusion for every one hundred pieces. One possible explanation for this it that the climate is tropical and a greater variety of number of insectsthrive in tropics than in other places. What's really interesting is the scientists are now able to recover DNA from these fossils andstudy the genetic material for important clues to revolution.39. Why does the professor pass the amber around to the students? (B) So they can examine its contents40. When the professor mentor glass in the talk, what point is he trying to make about amber? (D) How easily amber can break41. What is amber derived from? (C) Tree resin42. Why is the Dominican Republic an important source of amber? (A) Its amber contains numerous fossils.43. What type of amber is probably the most valuable for genetic research? (C) Amber containing organic materialNow we've been talking about the revolutionary period in the United States history when the colonies wanted to separate fromEngland. I'd like to mention one point about the very famous episode from that period, a point I think is pretty relevant even today. I'msure you remember, from when you are children, the story of Paul Revere's famous horseback ride to the Massachusetts countryside.In that version, he single-headily alerted the people that "the British were coming". We have this image of us solitary rider galloping（飞驰的）along of the dark from one farm house to another. And of course the story emphasized the courage of one man, made him a hero in our history books, right? But, that rather romantic version of the story is not what actually happened that night. In fact, thatversion misses the most important point entirely. Paul Revere was only one of the many riders helping deliver the messages that night.Just one part of a pre-arrange plan, that was thought out well in advance in preparation for just such an emergency.I don't mean todiminish Revere's role though. He was actually an important organizer andpromoter of this group effort for freedom. His mid-nightrider didn't just go knocking on farm house doors. They also awaken the institutions of New England. They went from town to townand engage the town leaders, the military commanders and volunteer groups, even church leaders, people who would then continue tospread the word. My point is that Paul Revere and his political party understood, probably more clearly than later generations everhave, that political institutions are theirs a kind of medium for the will of people and also to both build on and support the individualaction. They knew the success requires careful planning and organization. The way they went about the work that night made a bigdifference in the history and this country.44. What does the story of Paul Revere usually emphasize? (C) The courage of one man45. What new information does the speaker provide about Paul Revere? (D) He was not the only messenger.46. What does the speaker imply is most significant about the ride of Paul Revere? . (A) It was well planned.Let me warn you against a mistake that historians of science often make. They sometimes assume that people in the past use thesame concepts we do. Here is a wonderful example that makes the use of history of mathematics some while ago. It concerns anancient Mesopotamian(美索不达米亚人) tablet that has some calculations on it using square numbers. The calculations look an awful one like the calculations of the link of the sides of triangle. So that's what many historians assume they were. But using squarenumbers to do this is a very sophisticated technique. If the Mesopotamians knew how to do it, as historians started thinking that theydid. Well, they learn math with incredibly advanced. Well, it turns out the idea of Mesopotamians use square numbers to calculatethe link of triangle's sides is probably wrong. Why? Because we discovered that Mesopotamians didn't know how to measure angles,which is a crucial element in the whole process of triangle calculations. Apparently the Mesopotamians had a number of other usesfor square numbers. These other uses were important but they were not used with triangles. And so these tablets in all likelihoodwere practice sheets, if you like, for doing simpler math exercises with square numbers. In all likelihood, it was the ancient Greekswho first calculate the link of triangle's sides using square numbers. And this was hundreds of years after the Mesopotamians.47. What is the main purpose of the talk? (C) To discuss a mistaken historical interpretation48. According to the professor, what did some historians mistakenly assumed about the Mesopotamians? (D) They calculated thelength of triangle sides.49. What was on the Mesopotamian tablet mentioned in the talk? (B) Calculations using square numbers50. What does the professor imply about the ancient Greeks? (D) They knew how to measure angles.0405A: What’s up Marcy? U seemed to be in a good moon today.B: I guess I am. It’s the new printer I just bought for my computer.A: Hey, that’s terrific.B: Thanks.A: It’s good I can charge it to my credit card though. if I’d had to come up with that much cash onthe sp ot, I just wouldn’t be able to afford it.B: U know, I’m doing a term paper on that for my economic seminar. I read that a lot people in the world would be able to supportthemselves and their families much better if they could start their own businesses. But usually the bank won’t lend them money they need to start it. Often, if u don’t have property or other assets, they won’t give u even the smallest loan.A: That doesn’t seem fair.B: Exactly. But now there’re something known as micro-credit. That’s what we call very small loans that enable people to go intobusiness for themselves. In Southern Asia micro-credit programs were set up to lend people that regular banks even wouldn’t look at.A: And the borrowers used the money？B: To buy tools and materials for producing cloth or food or whatever that they can sell to make a little money to feed their familiesand also start to pay back the loan, and then they can borrow a little more and make a little more profit. A nd…A: And the lenders get their money back?B: With interest. It’s been so successful that now micro-credit lending is spreading to other parts of the world too, even to NorthAmerica. That’s what my paper will be about.A: Say, do u need someone to type it for u? My rates are reasonable, and it’ll look really nice when I print it out.B: On your new printer? Hey, how could I say no.31. Why is the woman happy? B. She has a new printer for her computer.32. What is the conversation mainly about? B. A way to help people improve their economic conditions.33. Why does the man mention Southern Asia? D. Microcredit programs have been very successful there.34. What will the woman probably do? D. Type the man's term paper.A: I think I’ve finally decided what to write my paper about. It’s a new museum right near the Capitol building in Washington D.C.B: Really? I picked a museum too, a science museum up in Alberta, Canada. They look sort of like spaceship.A: Say I read about that. It was built about 20 years ago, I think by the same architect who designed the building I’m interested in.Douglas Cardinal.B: That’s him! But I can’t image Cardinal designing anything in the traditional classical style of the Capitol.A: Well this new structure has to fit in with the architecture of the Capitol, but its style is anything but traditional. I don’t mean that it’sone of those big glass boxes they call modern architecture though. Instead of rectangles and straight lines, this build has roundedfree form shapes and sweeping curves. It supposes to represent the natural forms like the Canyon cliffs in the western states, rockformations that were shaped by water and the wind.B: Sounds fantastic. But I wonder why that sort of style would be chosen for a building inWashington D.C.A: That’s easy. This place is called the National Museum of American Indian. And it’s devoted to exhibits of Native American cultures,including those of the west. And for Cardinal this is his own family heritage too. And in designing this museum he was careful torespect the various Native American values and traditions, like paying attentions to the directions of winds and the positionof thesun in different seasons of the year.B: Wow, an untraditional building, designed to show case some of north Americ an’s oldest traditions. Interesting!35.what is the discussing mainly about? B. The architectural design of a new museum.36.what do the two museums mentioned in the conversations have in common? A. Both were designed by the same architect.37.what did the architect designed the new building to look like? D. A natural landscape.38.what kinds of traditions are represented in Cardinal’s new building? B. Traditional values of Native Americans.Today let’s consider the neutrino(中微子) and the resolves of some experiments down in the 1995 at the Los Alamos national aboratory in New Mexico, which bear on the neutrino. These resolves suggest that this little particle does indeed have mass that tinybet to be sure but measurable by the very sensitive instruments of th at lab. The neutrino’s origin has a lways been an interesting case,though a case not unusual in the history of physics. As you know, ordinarily scientific observation precedes scientific theory. Oceantides were observed, ocean tides were explained; gravity is observed, gravity is explained. However, let’s consider what happened in the neutrino’s case. When the neutrino was proposed over sixty years ago, it was a convenient fiction. Scientists had not observed sucha particle nor even as a fact. So what let them to conceive of this imaginary object? They had been writing equations about neutrondecay in which the energy amounts on each side of their equations were unequal. In order to keep this energy amounts the same onboth sides of the equations, they added little particle named neutrino and gave it precisely enough energy to balance the equations andthe loan be hold years later. About thirty-five years ago real neutrinos were found. Now we have the more recent developments.Originally, the neutrino was thought not to have any mass at all. But Los Alamos experiments seem to disprove this premise. Theyindicated that neutrinos do have mass—about one-millionth the mass of electron.39.why did the speaker mentions the ocean tides and gravity?They are examples of the usual sequence of observation and explanation.40.how did the concept of neutrino originate? D. Scientists were unable to balance equations of energy without it.41.what did the experimental results at Los Alamos show about the neutrino? D. That it has a tiny amount of mass.The forests of New England constituted both are resource and barrier for the first British settlers who reach these shores. In addition tothe maples, firs, oaks and birches(白桦) were white pines whose scientific name is Pinusstrobus. These white pines were straight and tall, perfect for use as masts on the sailing ships of the time. Britain had used up its supply of mast trees, so is eager for this product ofits young colony. By the first load of masts reached Britain in 1634 and Britain was marveled the size of the trees, which haddiameters of up to 4 feet at the wide end. For every yard of mast height, the body end needed to be one inch in diameter. In1705,Britain passed a lawstating that all white pines over 24 inches at the body end we re reserved for the use of king’s navy. Such trees were marked by blazing the king’s arrow symbol on the tree with three cuts of the hatchet. These trees were selected by the surveyorgeneral, whose work often met with resistances of colonists.42.what is the main topic of this talk? B. The role of New England trees in British shipbuilding.43.in what course is this speaker probably lecturing? C. History.44.what type of trees were used to making masts? D. Birch.45.which characteristic of the tree was used to classify as reserved for the king? A. Its width.46.which mark was used to reserve a tree for the king’s navy? D. ->Now the Australia jumping spider as you can image got its name for its ability to leap. But it can sw im too. What’s most interesting though is its ability to use try and error tactics when solving problems. Now the jumping spider attacks an d eats other spiders. It’ll sit at the edge of another spider's web and attract the spider by tapping out different signals to mimic the struggles of a trapped insect and it’ll keep changing the signals till successfully lured its prey out. Well, to see if the jumping spider could apply the same problemsolving technique, try and error to unfamiliar situations, scientists conducted an experiment. They field a trap full of water and thenput some sand in the middle, like an island. In between the island and the edge of the trap, they put a rock. When they put the spideron the island, some tried jumping to the rock, and some tried swimming. All the spiders that successfully reached the rock either byjumping or by swimming use the same method to make it from the rock to the edge of the tree. If the spider failed to reach the rock, itwas placed back on the island, but the next time they try to leave, spiders did oppo site of whatever didn’t work th e first time, leaping ifit had swum, or swimming if it had leaped. So we see the spiders using the same try and error in crossing the water as they used inhunting.47.what this talk on Australia jumping spiders mainly about? D. How they solve problems.48. How do the Australia spiders attract the other kinds of spiders? B. By imitating signals that the other spiders send.49.in the experiment, what did the spiders have to do to reach the rock? B. Cross some water.50.what would happen if the spider tied to get to the rock but fail to reach the rock? B. It would try to reach the rock a different way.0408W：So you are up to some tennis this afternoon or what?M: Well, to tell you the truth, I’m not feeling so hot today.W: Come on. How long has it been since we played.M: A couple of days.W: A couple of days? Come on. It’s been more than a couple of days.M: Yeah. I guess you’re right. It’s been almost a week.W: It’s been exactly a week. And we used to play at least thre e times this week.M: I know. Playing right after classed was something to look forward to.W: Yeah. And it was right before dinner. So we build up our appetite.M: I’ve just been very busy. I guess. And my stomach is bothering today.W: But you look ok to me.M: Well, I was up late with Steve in the library working on a project we got to do by tomorrow for that anthropology class. We'vebeen working on it all weekend. And I was drinking a lot of coffee. I guess I just drank too much. W: Listen. I took that class last semester. And I could meet you in the library later tonight and help with if you want. And then youhave time to play tennis this afternoon.M: Yeah. I guess my stomach doesn’t hurt that bad. And I could certainly use your help. But it’s also….W: Is there something else bothering you?M: Well, to be honest, I am getting tired of always losing.（总算说实话了^_^）31 What are the students mainly discussing? (B) Why the man does not want to play tennis32 When was the last time the speaker play tennis? (D) One week ago33 What does the man think is the reason for his stomach? (A) He drank too much coffee last night.34 What does the woman offer to do for the man? (B) Help him finish his anthropology project M: How about a walk, Nancy?W: Sure. Let’s go now before it gets dark.M: What’s your hurry?W: Haven’t you noticed? The street lights on campus are different. They gave off a hazy(朦胧的) yellow glow that make some colorsfade out. It is not as much fun taking an evening walk as it was before.M: Oh, you mean the new sodium bulbs. Yeah, that was in the newspaper. They make things look different alright. But they providebetter visibility than regular lighting. They are tuned to the colors in which human vision is the sharpest and that section isamplified. The problem is that a lot of the colors are blocked out.W: Well, I don’t feel comfortable when green looks like brown. Sodium bulbs might make sense for highways, though, if they reallydo improve visibility so much.M: Yeah. And the interesting thing is that the new halogen headlights(双卤素前灯) on cars cancel out the adverse aspects of sodiumlighting and the colors appear natural again.W: Well, then sodium bulbs should be used only where there are a lot of cars. Why are they in places where I want to take a quietwalk? The city must be trying to save money.M: It is. Sodium bulbs last about 7 times longer than regular bulbs. It can be that, I guess.35 What’ the main subject of this conversation? (A) Safety in poorly lighted areas36.Why does the woman want to take a walk right away? (C) She no longer enjoys walking at night.37 Why do colors appear natural at night on a highway lighted by sodium bulbs? The headlights on cars counter the fade-out effect.38 What’s one reason that sodium bulbs are being installed? (A) They last much longer than regular bulbs.I’d like to share with you today my experience with the new approach to building a house. It’s called Envelop Building. Essentially,what it means is that as you are building a house, you try to leave the landscape feature on the land, especially the vegetation in theoriginal condition. So what you are not doing is the usual practice of land-scraping. By which I mean literally scraping or clearing landof any and all the original plants. Why is the approach called Envelop Building? Because instead of clearing everything away, you letyour original landscape elements envelop or surround your house. Let the vegetation physical features such as hills and slopes orinteresting rock formations, constituted a significant part of the character of the building sight. The design of the house should takethese features of the property into account. Actually integrating your original wild landscape with a house is not that new. The famousAmerican architect Wright was doing it about 65 years ago. So we are in good company. Envelop Building is not as easy as it sounds though. It’s not just that you build your house and leave the land alone. By building, you are already damaging the original landscape.But as architects, we should try to work with environment, not against it. A creative architect can find ways to incorporate naturallandscape into the overall design. For example, why used the massive boulders on the side of one of the most famous houses has partof the house foundation?39According to the professor, what does the term “landscaping” refer to?(A) Eliminating the original vegetation from the building site40In Envelop Building,what is done with the landscape features of a building sight?They are integrated into the design of the building.41 Why does the professor mention the architect Frank Loid Wright? (C) Because Wright used elements of envelope buildingToday we are going to talk about copyrighting works of art. A copyright is a proof of authorship （作者身份）. It protects artists against someone else using their work without their permission. It’s important to remember that United States Copyright Law protects artisticexpressions such as paintings, but does not protect any ideas, concept, procedure or technique. In all the United States Copyright Law,Artists needed to take several steps to obtain copyright protection. The law as changed in 1978 and again 1989. For artists the currentlaw means everything they create is automatically and immediately copyrighted. They don’t have to f ile any documents and under theprotection of the Copyright Law, any recreations of their original work such as prints are also covered by the artists copyright. Furthermore, any changes artists made to their original works are covered. The Law also makes it clear that when someone buys the work ofart, they are not allowed to destroy or change that work of art. Artists keep the copyright even after selling the work of art. Thepurchaser may buy the physical work, but the right to make prints or copies is still the artists’ and buy ers does not automatically haveany right to make and sell prints or copies of work. Although works are automatically copyrighted, artists are encouraged to registertheir work with United States Copyright Office. Registering art provides additional legal protection and also gives the people aroundthe world the ability to approach the honors about licensing and purchasing right.42 What is the talk mainly about? (D) Protecting artists from illegal use of their work43 When does the Artist Copyright start? (D) The moment the work of art is finished44 What does the United States Copyright Law state about a work of art that is sold? The artist continues to hold the copyright for it.45 What does the professor say about the United States Copyright Law? (B) It does not protect artists' techniques and procedures.46 What is an advantage of registering art with the United States Copyright Office. (B) An artist has greater legal protection.Today let’s talk about synesthesia(副感觉), that’s a brain condition in which a person’s senses are combined in a unusual ways. For example, a person with synesthesia may taste sounds. To them, a musical note may taste like a pekoe(香红茶). Many people who have synesthesia experience intense colors when they hear specific words. For example, they might see a flash of pink every time they hear the word “jump”. For a long time, many scientists were unconvinced that synesthesia really exists. So in the 1990s an experiment wasdone to find our for sure. Two groups were studied. One was a group of people who claim to experience colors when they heardcertain words. The other was a controlled group, people who experience nothing out of the ordinary when hearing words. Each groupwas asked to describe the colors they thought of when they heard a list of spoken words. When the test was repeated, the differencebetween the two groups was startling. After just a week, the controlled group gave the same answers only a third of the time. But evena year of a half later, the synesthetic group gave the same answers 92% of the time. Clearly, this is not just a matter of memory.Scientists are still not sure just why synesthesia happens. But certain drugs are reportedly able to produce it artificially. So we allprobably have brains with connections that could synesthesia. It’s just the connections normally are used in that way.47 What’ the main purpose of the talk? (C) To discuss an unusual condition of the brain48 What’s the one example of synesthesia that the professor mentions? (D) Tasting sounds49 What was the purpose of the experiment the professor mentioned (C) To determine whether or not synesthesia exists50 What were some of people in the study able to do? (A) Consistently associate words with certain colors0410M: I don’t know, Susan, I don’t feel like I am reaching my freshman class this semester.W: Why do you say that?M: It’s just they seem to glaze over(眼神呆滞) with noncomprehension, even when I’m talking about the basics, they are not specially motivated either. I know the class is a first year science requirement for most of them. But I’ve got to do something.W: Jean, you know Jean White, she teaches physics, she just told me about how she livens up(活跃)her classes.M: What did she do?W: Well, basically, she takes something they are interested in, like music, and tries to relate principal of science to that. Otherwise, theconcepts seem to go right over their heads.。