托福TPO52听力Conversation2文本+题目+答案解析
托福听力tpo46 section2 对话讲座原文+题目+答案+译文
托福听力tpo46section2对话讲座原文+题目+答案+译文Conversation2 (2)原文 (2)题目 (4)答案 (7)译文 (7)Lecture3 (9)原文 (9)题目 (11)答案 (14)译文 (14)Lecture4 (16)原文 (16)题目 (20)答案 (22)译文 (23)Conversation2原文NARRATOR:Listen to part of a conversation between a student and her history professor.FEMALE STUDENT:So I definitely wanna write my term paper on American journalism in the eighteenth century.That old copy of the New York Daily Gazette you showed us,the one printed from the library's microfilm…just seeing a newspaper that was published in1789,that was really cool.MALE PROFESSOR:Yes,reading old newspapers can be a powerful experience,especially to a budding historian like yourself.As a resource for scholars and researchers,I don't think any form of publication really captures the day-to-day life of a community better than a local newspaper.FEMALE STUDENT:Yeah,I mean I knew that the number of newspapers exploded in the eighteenth century,but I figured they all deteriorated before the technology was invented to preserve them,or y'know,make copies.MALE PROFESSOR:Well,actually,before the mid-1800s,newspapers were printed on fairly sturdy paper made from cotton fibers.Those that survived are in surprisingly good shape.FEMALE STUDENT:Are there many more copies of the Gazette on microfilm?MALE PROFESSOR:Yeah,we've got a great microfilm library on campus. You'll find it invaluable,I'm sure,as you research your paper.Um,but also talk to the librarians,because they're creating an online archive of their microfilm collection.I'm not sure of the project's status,but if it's done,it'll probably save you time.So,um,eighteenth-century journalism; you must realize that that topic's too broad for this assignment. FEMALE STUDENT:I do.So one idea I had was like,looking at an important world event,like maybe the French Revolution of1789,since we just finished a unit on it.The readings you had given us were incredibly vivid;I loved them.But they were translations of French writers…historians.So,I thought it'd be interesting to pick the Gazette and one other American newspaper to see how each covered the Revolution,how the journalists reported it from America’s perspective….MALE PROFESSOR:Hmm.Interesting approach.But remember,I’ll be grading your paper based on the details you include.And at some point in your paper,you'll want to focus on a particular event of the Revolution, like maybe the storming of the Bastille prison?FEMALE STUDENT:How'bout the formation of the French NationalConstituent Assembly?MALE PROFESSOR:Sure,that would work.FEMALE STUDENT:And since I'm gonna look at newspapers from two cities,I could read the editorials,the opinion pieces,to find out what each community thought about the National Assembly.MALE PROFESSOR:OK,but…y'know,I once attended a history conference where a professor presented a paper on the American press and the French Revolution.She was discussing the development of democratic ideals here and in France at the time.But,ah,she also pointed out that using old newspapers as primary sources…to be aware that they reflected the values of only a segment of society and should not be used to draw conclusions about all Americans.I don't think I held onto her paper,but it was subsequently published,so you'll have no trouble tracking it down on the Internet.Let me give you her name…题目1.What is the conversation mainly about?ing new technologies to preserve old newspapersing old newspapers to conduct historical researchC.The rise of American journalism in the eighteenth centuryD.Press coverage of the French Revolution of17892.What gave the student inspiration for the topic of her term paper? [Click on2answers.]A.A recent visit to the library's microfilm collectionB.A long-standing interest in the history of FranceC.Seeing what an eighteenth-century newspaper looked likeD.Reading a translation of French historical accounts3.According to the professor,what should the student ask the librarians?A.Which eighteenth-century newspapers covered events in FranceB.If she can request microfilmed newspapers from another libraryC.If the old newspapers she wants to read are available online yetD.Whether the library has any original copies of eighteenth-century newspapers4.What will the student probably include in her term paper?A.Newspaper coverage of the French National Constituent AssemblyB.Newspaper coverage of the storming of the Bastille prisonC.Ways in which the French Revolution contributed to the development of democratic idealsD.How the reporting of American journalists differed from that of French journalists5.What can be inferred about the professor when he discusses a paper presented at a history conference?A.He is grateful that he saved the paper because it might help the student.B.He worries that the student will overgeneralize American attitudes based on the content of newspapersC.He is excited to provide a model that the student can use to organize her term paper.D.He hopes that the student will consider interviewing the author of the paper.答案B CDC A B译文旁白：听一段一个学生和她的历史教授之间的对话。
托福听力52-L2-Interactions within an Ecosystem
TPO-52-L21.What is the lecture mainly about?A. A new approach to ensuring the survival of a forest ecosystemB. Similarities between desert and forest-stream ecosystemsC. Interactions that take place within a North American forest ecosystemD. Factors that have contributed to the preservation of salmon populations in forest ecosystems2.Why does the professor mention ants and rodents competing for food?A. To make sure the students understand the different components of an ecosystemB. To point out the limited resources available to organisms in a desert ecosystemC. To illustrate how different species adapt to extreme temperaturesD. To provide an example of an easily understood interaction within an ecosystem3.According to the professor, how do trees contribute to the successful spawning of salmon? [Click on 2 answers]A. They provide streams with nutrients that the salmon need.B. They provide shade that keeps streams sufficiently cool.C. They help salmon avoid predators by providing camouflage.D. They reduce the amount of sediment entering streambeds.4.What point does the professor make about bears carrying salmon away from streams?A. It results in bears eating fewer fish.B. It reduces the amount of food available to scavengers.C. It improves the health of the surrounding trees.D. It improves the water quality of the streams.5.What does the professor imply about overfishing?A. It is one of several reasons that the bear population has declined.B. It is difficult to prevent in both oceans and streams.C. It cannot be the sole focus for those working to prevent salmon depletion.D. Its impact is minor compared to the problems caused by logging.6.Why does one of the students say this:A. To provide support for a hypothesis mentioned by the professorB. To suggest that a bear behavior mentioned by the professor seems improbableC. To explain why confrontations take place between bearsD. To explain why bears eat so much in a short time spanAnswers：C/D/BD/C/C/BInteractions within an EcosystemListen to part of a lecture in an environmental science class.Professor:Today we are going to begin discussing ecosystems. One important point I want to emphasize in the reading is that there are many interactions that take place within an ecosystem, interactions between animals, interactions between living and non-living things and so on. Now these interactions can be fairly simple and straightforward.Ah, there are certain species of ants and rodents sharing a desert ecosystem in Arizona. And they compete for the same plants to eat. And the competition influence is not only the size of the ant and rodent populations, but also the number of eventual plants. Now, this interaction is easy to see, right? However, there are many other interactions within ecosystems that are not so apparent and require closer examination. And the example from your reading was the forest ecosystem along the Pacific coast of North America. Um, specifically the role of salmon.Ok, as you probably know, salmon are born in fresh water streams, they might ran to oceans where they spent most of their lives. And then they return to the same streams where they were born to reproduce, or spawn. In order to spawn, salmon need cold, clear streams to ensure the survival of their eggs. And trees in the surrounding forest play an important role here. Their leaves provide shade from the Sun. When logging removes the trees, the streams are open to the Sun and the water becomes warmer. When the water warms up, the concentration of dissolved oxygen in the water decreases. And this reduces the chance that the salmon eggs will survive.And the trees also help keep the soil on the banks of the stream in place. Salmon cannot spawn in streambeds clogged with sediment, dirt, from the surrounding area. They need a clean, graveled streambed.Bred?Bred:I read that salmon also help keep stream healthy.Professor:Right. Salmon contribute important nutrients like carbon and phosphorus. And these nutrients promote diversity in the stream environment.Ok, um, so salmon need trees to successfully reproduce, but surprisingly trees also need salmon. And bears play an important intermediary role. So in the autumn, bears are busy putting on extra-weight as they prepare to hibernate. Each bear catches an estimated 700 fish during the 45 days that the salmon are spawning.The bears catch the salmon in the streams and then they carry them back into the forest toeat. Sometimes as much as 800 meters from the streams. And since the bears only eat about half of each fish they catch, other animals like eagles, crows and insects feed on the leftovers.Maria?Maria:Why did the bears bring the salmon so far into the forest? Why not just eat the fish near the streams?Professor:Well, imagine several hungry bears looking for salmon. When one bear catches a fish, it’s not uncommon for another bear to try stealing it. These confrontations can be pretty intense. So it’s safer to bring it back into the forest, to a place where the bear can eat undisturbed.Bred:Um, you said that the bears only eat half of each fish they catch? I mean if I were a bear preparing to hibernate, I probably eat everything I can catch.Professor:Well, certain parts of a salmon are more nourishing, fattier than others. It’s actually more efficient for a bear to only eat some parts of the fish and then try catching another one, instead of eating the whole fish.O k. So after the scavengers have eaten the leftovers, only the fish’s skeleton remains. Now, salmon contain nitrogen. So their decomposing bodies as skeletons provide a lot of nitrogen to the surrounding forest. Plants absorb this nitrogen which they need to grow. So the transfer of this nitrogen to the forest is important. Forest near streams with salmon actually reach maturity faster than other forests.Ok, so, why’s all these important? Well, salmon are in trouble. Some of their populations have gone extinct. And most of the remaining populations have been significantly reduced by overfishing and environmental challenges. Now, conservationists can try to prevent overfishing but, well, I mean you can see the interconnections within this ecosystem. We’ve alr eady talked about the importance of trees to salmon and the negative effect that something like logging can have. So you can see that protecting this ecosystem is going to take a broad effort.。
托福听力tpo52 section2 对话讲座原文+题目+答案+译文
托福听力tpo52section2对话讲座原文+题目+答案+译文Conversation2 (1)原文 (1)题目 (3)答案 (5)译文 (5)Lecture3 (7)原文 (7)题目 (9)答案 (11)译文 (11)Lecture4 (13)原文 (13)题目 (15)答案 (17)译文 (17)Conversation2原文NARRATOR:Listen to part of a conversation between a student and an employee at the campus store.FEMALE STUDENT:I like those ceramic coffee mugs you have on display at the other end of the store.Were they made by students?MALE PROFESSOR:Oh,we only use certain suppliers—wholesalers who've been selected by the store manager.FEMALE STUDENT:Do you ever sell things made by students?MALE PROFESSOR:We use preferred vendors only because,I mean…if we said yes to one student,we’d have to say yes to any student who asks.And the store's only so big!FEMALE STUDENT:Hmm,that’s too bad,'cause—um,I make these pretty ceramic bowls—I design'em myself—I'm a studio art major.Anyway,I was hoping I could sell’em here.You see,I’m taking Art202—“Marketing your Art.”And for my final project,I need to find a way to sell my own artwork.MALE PROFESSOR:Hmm…What about selling online?A lotta art and crafts are marketed that way.FEMALE STUDENT:I really don't have the computer skills,or the time to manage a Web site.MALE PROFESSOR:What about the Emporium—you know,that gift shop downtown? I’ve seen items by local artists there—FEMALE STUDENT:The Emporium buys directly from artists?MALE PROFESSOR:Well,they sell items on consignment.FEMALE STUDENT:Consignment…I think my professor mentioned that.MALE PROFESSOR:Yeah,you give them some items to sell on your behalf,and then you and the store split the purchase price.But they wouldn't pay you anything up front—if that’s what you want.And might may need to provide your own display case.FEMALE STUDENT:Oh,I already have a display case,a portable one with three shelves.But aren't there shops that would,you know,just buy stuff from me outright? 'Cause,if not enough bowls are sold,how would I recoup the cost of my materials—they’re not cheap…and neither was the case!MALE PROFESSOR:All the stores around here that sell craft items are small andindependently owned,like the Emporium.For them,selling on consignment lowers their risk;they don’t get stuck with unsold items—they can return them to the owner. You just have to make sure you set a retail price high enough to make it worth your while.But you're right,consignment isn't for everyone.What about the spring craft fair?You know,that outdoor market that’s held on Saturdays?Plenty of local people sell their stuff there—ceramics,jewelry,decorative items…The vendor fee is nominal,I believe.FEMALE STUDENT:Oh yeah,I remember seeing that last year…all those tables lined up in that vacant lot on Main Street,right?MALE PROFESSOR:Right!Since the craft fair's only a few blocks from campus,it seems like a good place for students to sell things.FEMALE STUDENT:Do you know how it works?MALE PROFESSOR:I think you'd just rent a space and set up a table to display your bowls on.You’d set the prices and keep all the profits.FEMALE STUDENT:Seems doable—But,hmm I don't have a car to haul everything down there.MALE PROFESSOR:You could take the campus bus—it goes into town on weekends.FEMALE STUDENT:True.But…I'd also hafta sit there all day when I should be in the library or the studio.I dunno…I suppose I could do my reading assignments between customers.题目1.Why does the woman go to talk to the man?A.To find out how the store pays artists for their workB.To purchase some ceramic coffee mugsC.To find out if the store sells objects made by studentsD.To ask about the advantages and disadvantages of consignment sales2.What is the main reason that the woman cannot display her ceramic bowls in the campus store?A.Her bowls are too expensive.B.There is not enough room for her display case.C.The store gets merchandise only from approved suppliers.D.There is little demand on campus for ceramic bowls.3.According to the conversation,what is a reason that the woman wants to sell her bowls?A.To earn enough money to buy a second display caseB.To fulfill a requirement of one of her coursesC.To impress her studio art professorD.To gain experience that could help in her future career4.What is the woman's attitude toward selling items at the Emporium?A.She is eager to display her work to the public thereB.She is encouraged because the Emporium specializes in selling ceramicsC.She is worried because she does not fully understand the consignment process.D.She is worried that she might not make much money.5.What concerns does the woman initially express about selling items at the craft fair? [Click on2answers]A.Whether doing so would interfere with her studiesB.Whether customers would appreciate her artistryC.Whether she could afford the fee charged to sellersD.Whether she would be able to transport her items to the fair答案C C BD AD译文旁白：请听一段学生和大学商店雇员之间的对话。
托福TPO53听力Conversation2文本+题目+答案解析
为了帮助大家高效备考托福，为大家带来托福TPO53听力Conversation2文本+题目+答案解析，希望对大家备考有所帮助。
托福TPO53听力Conversation2文本 Sounds In The Film Listen to part of a lecture in a film studies class. Professor: Nowadays we take sound in films for granted. I mean you still might see black and white films occasionally. But you'll hardly ever see silent films anymore. So it's interesting to note that the use of recorded sound was originally controversial. And some directors, uh, some filmmakers even thought it shouldn't be used, that it would destroy the purity of cinema, somehow reverse all the progress that had been made in the art of cinema. Abby? Abby: What about all the sounds you hear in some silent movies? Like, you know, a loud sound when somebody falls down or something? Professor: Okay, you're talking about a soundtrack added much later, which has over time become part of the film we know. But this recorded track didn't exist then. And it's not that most people didn't want sound in films. It's just that the technology wasn't available yet. Don't forget that instead of recorded sound, there was often live music that accompanied movies in those days, like a piano player or a larger orchestra in the movie theater. Also, think of the stage, the live theater, it has used wonderful sound effects for a long time. And if wanted, these could be produced during the viewing of a film. You know, the rolling of drums for thunder or whatever. But that wasn't as common. Oh, and another thing, that they might have in movie theaters in the early days, was a group of live actors reading the parts to go along with the film, or, and this seems a particularly bad idea to us now, one person narrating the action, an early example of a long tradition of movie producers, the ones concerned mostly about making money, not having much confidence in their audience, thinking that people somehow couldn't follow the events otherwise. So, it finally became possible to play recorded sound as part of the film in the 1920s. Trouble was, it wasn't always used to very good effect. First it was, you know, amazing to see somebody's mouth move at the same time you hear the words, or hear a door close when you see it closing on screen. But that luster wears off, of course. And if you're a director, a filmmaker, what's the next step? Abby: Well, you sound to enhance the movie right? Bring something more to it that wasn’t possible? Professor: Yes. That’s exactly what directors, who were more interested in cinema as art, not commerce, were thinking. But they also predicted that there would be a problem that sound would be misused and, boy, was it ever.Because the commercial types, the producers and so on, were thinking, “Okay. Now that sound is possible, let's talk as much as possible and forget about the fact that we're making a movie, that we have this powerful visual medium.” So many of the films of the twenties were basically straight adaptations of successful shows from the stage, theatre. The name they used for sound films then was “talking films” and that was on the mark, since, well, all they pretty much did was talk and talk. So, remedy? Well what was proposed by a number of filmmakers and theorists was the creative expressive use of sound, what they generally called nonsynchronous sound. Okay, synchronous sound means basically that what we hear is what we see. Everything on the soundtrack is seen on the screen. And everything was recorded simultaneously, which… Well, since the sound technicians working on films often had experience with live radio that made sense to them. Recording the sound separately and adding it in afterward? Well, that idea was less obvious. Anyway synchronous sound means the source of the sound is the image on the screen.Nonsynchronous sound then is… Abby: The sound doesn't match the picture? Professor: Right. Now we can look at this in various ways. But let's take it as literally as possible. Music, unless we see the radio or the orchestra, that's nonsynchronous. If the camera shot is of the listener rather than the speaker that's nonsynchronous. If we hear, say, background sounds that aren't on the screen, that's nonsynchronous. So, that doesn't seem so radical, does it? But again, those early producers didn't think their audiences could keep up with this.。
托福TPO52综合写作题目及范文(附解析)
托福TPO52综合写作题目及范文（附解析）托福TPO52综合写作题目及范文(附解析)TPO52综合写作的阅读要点内容为蔗糖可能带来许多健康风险，当作为糖的替代品。
今天给大家带来写作思路解析及范文，希望对大家有帮助。
托福TPO52综合写作题目听力文本：M: Now listen to part of a lecture on the topic you just read about:M: Many studies have found sucralose to be perfectly safe for people to consume. And it is useful for people who are trying to lose weight. The reading’s arguments against using sucralose can all be challenged.First, about sucralose affecting the thymus. If you look closely at the studies of sucralose consumption, there were no effects on the rats at all until they were eating extremely large quantities of sucralose. In order for a human to eat the equivalent amounts that affected the rats being studied, a human would have to consume about 4000 packets of sucralose per day for a month.Second, sure, some organochlorines are toxic. If they are consumed, they are digested and stored in fat tissue, and they continue to build up in the fat tissues till they reach toxic levels. But studies show sucralose is a bit different from the other organochlorines. Sucralose is not absorbed by the digestive system very well and so it does not accumulate in the body’s fat tissue. Since sucralose is not absorbed well by the digestive system and doesn’t build up to dangerous leve ls in fat tissue, it is unlikely to have the toxic effect that the otherorganochlorines do.Finally, there is the argument that many people who use artificial sweeteners in their drinks end up eating lots of real sugar in food like cake, and so they negate the benefits of using the sweetener. Well, that argument may hold true for many artificial sweeteners but sucralose has a unique property that makes it different. Most artificial sweeteners breakdown if they are heated too much, but sucralose does not break down when heated. That means that unlike other sweeteners, sucralose can be used to bake things, like cakes and cookies, for example. People craving something sweet can turn to cakes or cookies baked with sucralose, which helps them keep their diets on track.M: Summarize the points made in the lecture, being sure to explain how they challenge the specific points made in the reading passage.阅读文本：ReadingSucralose is an artificial sweetener that is used in place of natural sugar. Many people use sucralose as a substitute for sugar to control their weight. However, there may be several health risks associated with sucralose. Also, it is not clear whether sucralose actually helps people lose weight.First, researchers in Australia did studies on rats and discovered that sucralose consumption caused shrinking of the thymus in rats. The thymus is an organ that is crucial to maintaining a healthy immune system; in humans it is particularly active in childhood. If sucralose has similar effects on humans, then long-term use of sucralose could cause harm to the immune system, especially in children.Second, sucralose is created by replacing some of the atoms in natural sugar molecules with chlorine. This means sucralose belongs to a group of chemicals called organochlorines, which is another cause for concern. Organochlorines are known to be toxic to plants and animals, including humans. Some organochlorines are even used as pesticides. Sucralose is chemically similar to these toxic chemicals, so there may be a risk of poisoning if sucralose builds up in human body tissue (in fat tissue, for example).Third, substituting artificial sweeteners for real sugar in coffee, tea, and soft drinks often does not help people lose weight, since it reinforces the habit of enjoying sweet food. When people use artificial sweeteners in their drinks, their appetite for sugar remains strong, and they satisfy their sweetness cravings by eating greater portions of foods containing real sugar, such as cakes or cookies. Such eating habits can prevent them from achieving their goal of losing weight.Summarize the points made in the lecture, being sure to explain how theysupport/contradict specific points made in the reading passage.答题思路：1. 阅读要点概括：Main point: Sucralose may bring about many health risks when used as a substitute for sugar.Sub point 1: Sucralose may cause harm to the immune system.Sub point 2: There may be a risk of poisoning if sucralose builds up in human body tissue.Sub point 3: Substituting artificial sweeteners for real sugar does not help people lose weight.2. 听力要点概括：Main point: Sucralose is perfectly safe for people to consume.Sub point 1: It requires a consumption of extremely large quantities of sucralose to affect the thymus.Sub point 2: Sucralose does not accumulate in the body’s fat tissue so that it is unlikely to have the toxic effect.Sub point 3: People can use sucralose to replace sweet while keep their diets on track.范文：The sp eaker rebuts the reading’s arguments by debunking the exaggerated tested side effect on the human body, the hasty generalization that sucralose is proven toxic, and unwarranted claims that Sucralose can increase one’s sugar intake.The speaker begins by stating that Sucralose does affect the thymus, but only when the individual consumes a very large quantity of it, over 4000 packets per day. Despite the claim from the reading that sucralose might exert similar detrimental effects on a human thymus given the conclusive side effect has been witnessed in rats, the professor argues Sucralose can only pose a threat to one’s health under mass usage.Contrary to the belief in the passage that it belongs to a group of toxic chemicals called Organochlorines, Sucralose has been shown to act differently than traditional Organochlorines. The professor argues that people have a hard time fully digesting it and it does not build up in the body, therefore it is much less toxic. This directly challenges the fundamental theory in reading.Lastly, the professor casts doubt on the validity of the assumption that sucralose can encourage binge intakes of sweet food. The reading reasons that sucralose can build a growing reliance on sweetness, thus further d amaging one’s health.However, the speaker maintains that the very nature of Sucralose can endure a high heating temperature, thus serving as a perfect candidate to replace artificial sweeteners. In that sense any unfair concern over Sucralose being a gateway sugar inducer would be groundless.。
托福TPO5听力Conversation2文本+题目+答案解析
为了帮助大家高效备考托福，为大家带来托福TPO5听力Conversation2文本+题目+答案解析，希望对大家备考有所帮助。
托福TPO5听力Conversation2文本 Narrator: Listen to a conversation between a student and a professor. Student: Hi, I was wondering if I could talk with you about the assignment in the film theory class. Professor: Of course, Jill. Student: It seems that pretty much everyone else in the class gets what they are supposed to be doing but I’m not so sure. Professor: Well, the class is for students who are really serious about film. You must have taken film courses before. Student: Yeah, in high school, film appreciation. Professor: Hmmm…I wouldn’t think that would be enough. Did you concentrate mainly on form or content? Student: Oh, definitely content. We’d watch, say Lord of the Flies, and then discuss it. Professor: Oh, that approach, treating film as literature, ignoring what makes it unique. Student: I liked it, though. Professor: Sure, but that kind of class. Well, I’m not surprised that you are feeling a little lost. You know, we have two introductory courses that are supposed to be taken before you get to my course, one in film art, techniques, technical stuff and another in film history. So students in the class you are in should be pretty far along in film studies. In fact, usually the system blocks anyone trying to sign up for a class they shouldn’t be taking, who hasn’t taken the courses you are required to do first as prerequisites. Student: Well, I did have a problem with that but I discussed it with one of your office staff, and she gave me permission. Professor: Of course. No matter how many times I tell them, they just keep on… Well, for your own good, I’d really suggest dropping back and starting at the usualplace. Student: Yes. But I’ve already been in this class for 4 weeks. I’d hate to just drop it now especially since I find it so different, so interesting. Professor: I guess so. Frankly I can’t believe you’ve lasted this long. These are pretty in-depth theories we’ve been discussing and you’ve been doing OK so far, I guess. But still, the program’s been designed to progress through certain stages. Like any other professional training we build on pervious knowledge. Student: Then maybe you could recommend some extra reading I can do to… catch up? Professor: Well, are you intending to study film as your main concentration? Student: No, no. I am just interested. I’m actually in marketing, but there seems to be a connection. Professor: Oh…well, in…in that case, if you’re taking the course just out of interest, I mean I still highly recommend signing up for the introductory courses at some point, but in the meantime, there is no harm I guess in trying to keep up with this class. The interest is clearly there. Eh, instead of any extra reading just now though, you could view some of the old introductory lectures. We have them on video. That would give you a better handle on the subject. It’s still a pretty tall order, and we will be moving right along, so you will really need to stay on top of it. Student: OK, I’ve been warned. Now, could I tell you about my idea for the assignment? 托福TPO5听力Conversation2题目 Question 1 of 5 What is the conversation mainly about? A. An assignment about which the student would like advice. B. Concerns as to whether the student should be in the professor’s course. C. The selection of films to be viewed by students in a film theory course. D. The structure and sequence of courses in the Film Department.。
托福TPO52听力Conversation1文本+题目+答案解析
为了帮助大家高效备考托福，为大家带来托福TPO52听力Conversation1文本+题目+答案解析，希望对大家备考有所帮助。
托福TPO52听力Conversation1文本 标题：Explication of Pablo Neruda’s Poem Listen to a conversation between a student and his creative writing professor. Professor: John, listen. I can clearly see that you put a lot of time into your response paper. John: I did! It took me forever. I rewrote it a dozen times. Professor: And your hard work shows. Unfortunately, it’s a week late. John: I know. Sorry. I just got a little behind, you know, sports and homework. But I’m on top of things now. Professor: Glad to hear it! Now, as for our meeting today, I’d like to talk to all of my creative writing students one on one at least once during the term and see how they’re doing. John: I think I’m doing OK. Busy, you know, but other than that… Professor: Well, I found through the years that some of my assignments can be pretty tough for first year students like yourself, like the response paper you just did, the explication of a Pablo Neruda poem. Emm…by the way, why did you choose“The Lemon" ? It’s an unusual choice. John: It was my favorite in the book of Neruda’s poems. All the poems are about everyday objects and, you know, simple pleasures. Professor: Right, Elemental Odes, one of my favorites. John: I like how Neruda took things like fruit and vegetables and socks, and use metaphors and similes to describe them as these wonderful mysterious things, like in“The Lemon". He describes a lemon falling to Earth from the stars, and he compares a slice of lemon to a stained glass window. It’s so original! Professor: Beautiful images, aren’t they? Neruda didn’t win the Nobel Prize for literature by accident. John: No, he didn’t. Professor: Now, as you know, the paper was only the first half of the assignment, and I’m concerned about your ability to complete the second part on time, considering how much time the first part took you. John: Actually, I finished it just before I came here. Professor: Excellent! John: It was tricky, too. You know, having to write a poem inspired by “The Lemon", but in a completely different style. Professor: Right! John: In order to do that, I really had to study Neruda’s style and read a lot of his stuff, which was great, but“The Lemon" is free verse. So to do the assignment, I decided to use a strict meter——iambic pentameter, to be as different as possible. Professor: So each line of your poem has ten syllables and every other syllable is stressed. Interesting choice! Iambic pentameter is certainly different from free verse. John: It was hard for me though, because usually when I write a poem, I choose my own topic, and I just write. I don’t worry about counting syllables or anything. So, I’m kind of hoping we won’t have more assignments like this? Professor: Sorry to disappoint you, but these assignments are designed to get you out of your comfort zone, to get you reading and writing a wide variety of poetic styles. 托福TPO52听力Conversation1题目 1. What do the speakers mainly discuss? Methods that the professor uses to challenge her students Reasons that the student turned in his paper a week late The two parts of an assignment for a writing class Seldom discussed aspects of a famous poet's work 2. What reason does the professor give for wanting to meet with the student?。
托福TPO5听力Conversation2文本+题目+答案解析
托福TPO5听力Conversation2文本+题目+答案解析为了帮助大家高效备考托福，为大家带来托福TPO5听力Conversation2文本+题目+答案解析，希望对大家备考有所帮助。
托福TPO5听力Conversation2文本Narrator: Listen to a conversation between a student and a professor.Student: Hi, I was wondering if I could talk with you about the assignment in the film theory class.Professor: Of course, Jill.Student: It seems that pretty much everyone else in the class gets what they are supposed to be doing but I’m not so sure.Professor: Well, the class is for students who are really serious about film. You must have taken film courses before.Student: Yeah, in high school, film appreciation.Professor: Hmmm…I wouldn’t think that would be enough. Did you concentrate mainly on form or content?Student: Oh, definitely content. We’d watch, say Lord of the Flies, and then discuss it.Professor: Oh, that approach, treating film as literature, ignoring what makes it unique.Student: I liked it, though.Professor: Sure, but that kind of class. Well, I’m not surprised that you are feeling a little lost. You know, we have two introductory courses that are supposed to be taken before you get to my course, one in film art, techniques, technical stuff and another in film history. So students in the class you are in should be pretty far along in film studies. In fact, usually the system blocks anyone trying to sign up for a class they shouldn’t be taking, who hasn’t taken the courses you are required to do firstas prerequisites.Student: Well, I did have a problem with that but I discussed it with one of your office staff, and she gave me permission.Professor: Of course. No matter how many times I tell them, they just keep on… Well, for your own good, I’d really suggest dropping back and starting at the usualplace.Student: Yes. But I’ve already been in this class for 4 weeks. I’d hate to just drop it now especially since I find it so different, so interesting.Professor: I guess so. Frankly I can’t believe you’ve lasted this long. These are pretty in-depth theories we’ve been discussing and you’ve been doing OK so far, I guess. But still, the program’s been designed to progress through certain stages. Like any other professional training we build on pervious knowledge.Student: Then maybe you could recommend some extra reading I can do to… catch up?Professor: Well, are you intending to study film as your main concentration?Student: No, no. I am just interested. I’m actually in marketing, but there seems to be a connection.Professo r: Oh…well, in…in that case, if you’re taking the course just out of interest, I mean I still highly recommend signing up for the introductory courses at some point, but in the meantime, there is no harm I guess in trying to keep up with this class. The interest is clearly there. Eh, instead of any extra reading just now though, you could view some of the old introductory lectures. We have them on video. That would give you a better handle on the subject. It’s still a pretty tall order, and we will bemoving right along, so you will really need to stay on top of it.Student: OK, I’ve been warned. Now, could I tell you about my idea for the assignment?托福TPO5听力Conversation2题目Question 1 of 5What is the conversation mainly about?A. An assignment about which the student would like advice.B. Concerns as to whether the student should be in the professor’s course.C. The selection of films to be viewed by students in a film theory course.D. The structure and sequence of courses in the Film Department.。
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为了帮助大家高效备考托福，为大家带来托福TPO52听力Conversation2文本+题目+答案解析，希望对大家备考有所帮助。
托福TPO52听力Conversation2文本
标题：Selling Self-made Ceramic Bowls
Listen to part of a conversation between a student and an employee at the campus store.
Student:
I’d like the ceramic coffee mugs you have on display at the other end of the store. Were they made by students?
Employee:
Oh, we only use certain suppliers, wholesalers who’ve been selected by the store manager.
Student:
Do you ever sell things made by students?
Employee:
We used preferred vendors only because……I mean if we said yes to one student, we’d have to say yes to any student who asks. And this store is only so big.
Student:
That’s too bad because I make these pretty ceramic bowls. I designed them myself. I’m a studio art major. Anyway… um… I was hoping I could sell them here. You see I’m taking art 202, marketing your art. And for my final project I need to find a way to sell my own art work.
Employee:
Um… what about selling on line? A lot of art and crafts so marketed that way……
Student:
I really don’t have the computer skills or the time to manage a website.
Employee:
What about the emporium? You know, that gift shop downtown. I’ve seen items by the local artists there.
Student:
They’re importing buys directly from the artists?
Employee:
Well, they sell items on consignment.
Student:
Consignment… I think my professor mentioned that.
Employee:
Yeah, you give them some items to sell on your behalf and then you and the stores split the purchase price. But they wouldn’t pay you anything up front if that’s what you want. And you might need to provide your own display case.
Student:
Oh, I already have display case, a portable one with three shelves. But aren’t the shops that were… you know, just buy stuff from me outright? Because if not enough bowls were sold, how would I recruit the cost of my materials? They are not cheap and neither was the case.
Employee:
All the stores around here that sell craft items are small and independently owned, like the emporium. For them, selling in consignment lowers their risk. They don’t get stuck with unsold items. They can return them to the owner. You just have to make sure you set the retail price high enough to make it worth you want. But you’re right, consignment isn’t for everyone. What about the spring craft fair? You know that outdoor market that‘s held on Saturdays? Plenty of local people sell their stuff there, ceramics, jewelry, decorative items. The demand fee is nominal I believe.
Student:Oh, yeah. I remember seeing that last year. All those tables lined up at that weekend on main street, right?
Employee:。