托福TPO52听力Conversation2文本+题目+答案解析

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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.。

托福TPO52口语Task2题目+满分范文

为了帮助大家高效备考托福，为大家带来托福TPO52口语Task2题目+满分范文，希望对大家备考有所帮助。

托福TPO52独立口语Task2题目： Question: Given the choice, many people would prefer to live in an older or more historic building or house. Others would prefer to live in a more modern building or house. Which would you prefer and why? 1、答题要领： (1)specifically express your stand. (2)ideally include 2 reasons for your preference. 2、观点提示： (1) An older or more historic building or house 1) Can stay in touch with old friends in the building 2) These places are generally in the center of the city so the transportation is more convenient. (2) More modern building or house 1) It is more convenient to live in modern buildings equipped with all kinds of electrical facilities like refrigirators, air conditionals ect. 2) Generally modern buildings have more scientific layout and better lightning conditions. 3、模板： (1) Well,in my opinion , I definitely think it is better to... (2) There are a couple of reasons for my preference. (3) First, … (4) Second, … 托福TPO52独立口语Task2满分范文： I prefer to live in an older house. Firstly, an older house is relatively cheaper for me to rent., Wwith the same amount of money, I can get a bigger but older house than one with modern equipment. If I am lucky enough, I may have a garden and can spend my free time digging, planting, watering and doing the hundred and one othermany other jobs that are needed in a garden. That is a precious experience for me to get away from the hurry offace pace of modern busy working lives. Secondly, I am the kind of person who is interested in older and historical stuffsthings., Lliving inside an old housejust reminds me of the vivid stories that must have taken place over the years. I can sleep better at night, feeling the sense of history, and get rid of the noises made by modern equipment. 以上是给大家整理的托福TPO52口语Task2题目+满分范文，希望对你有所帮助!。

根据2023年托福考试二真题答案及解析

根据2023年托福考试二真题答案及解析本文档旨在提供2023年托福考试二真题的答案及解析，帮助考生更好地理解和应对考试。

以下是各部分的题目答案和简要解析：听力部分：1. 答案：A解析：根据听力材料可知，对话中提到了去博物馆参观古代艺术品。

2. 答案：B解析：听力中提到了他们计划在周末一起去露营。

3. 答案：C解析：对话中提到了订购一份海鲜披萨。

阅读部分：4. 答案：D解析：根据第一段最后一句话可知，这位教授对环境问题持乐观态度。

5. 答案：A解析：根据第二段第一句话可知，家庭成员之间的交流关系对一个人的发展至关重要。

6. 答案：C解析：根据第三段最后两句话可知，通过运动可以增强身体健康。

口语部分：7. 答案：In my opinion, the best way to relax is to take a walk in nature. It helps me clear my mind and relieve stress.解析：根据个人观点，最好的放松方式是在大自然中散步。

这有助于清理思路和减轻压力。

写作部分：8. 答案：The advantages of studying abroad outweigh the disadvantages. Firstly, it provides students with a multicultural environment, which broadens their horizons. Secondly, studying abroad enhances language skills and promotes personal growth. Finally, international experience can be a valuable asset for future career opportunities.解析：留学的优势大于劣势。

托福TPO52口语文本+题目及下载

?小编给考生们带来了托福TPO52口语文本+题目及下载，希望大家多做题，多积累、多研究，有针对性的规划考试。

task1QuestionWhat characteristic in a house or apartment do you think is the mostimportant for making it a good place to live? Choose one quality orcharacteristic. Explain why you think it is important.示例范文：Speaking of one quality that makes a house or an apartment a good place tolive, it must have plenty of windows. First, if a house has many windows, itcould offer the people who live in it better scenery to appreciate, whether it’sa glorious city view or spectacular natural scenery. With this, while feeingquite tired after work, they could take a look at outside world and refreshtheir mind. Second, plenty of windows would make the interior environmentbright, which is very essential to people’s mood and health. When people are ina dark surrounding, they tend to be upset, impatient and depressed. On thecontrary, brightness could bring them a better mood and in a long run would dogood to their physical health as well. Therefore, having plenty of windows is acharacteristic in a house or apartment that I value.索取“TPO52口语听力音频+范文”，请加sunny老师微信(shnc_2018)，发送暗号“TPO52”Task2QuestionState whether you agree or disagree with the following statement. Thenexplain your reasons, using specific details in your explanation. People aremore likely to enjoy themselves at concerts or films if they go with a group of friends.范文I disagree with the statement that people are more likely to enjoythemselves if going to concerts or films with a group of friends. First, with friends being around, people couldn’t fully enjoy or appreciate films or concerts. While watching a movie or listening to a concert, what people want most is to indulge themselves in it and forget all the worries and troubles from the outside world. If their friends are nearby, they couldn’t concentrate, not to mention enjoy what they are watching or listening to. Second, they may feel bored if they are not into the concerts or movies. What the group is going to watch or listen is up to the one in charge. For example, if one prefers action movie while the final decision made by the leader a romantic film, then this is definitely going to be a boring and killing experience to this person. Therefore, I wouldn’t recommend people going to a movie or concert with friends.task3Graduation speaker should be a business leaderI think the university should invite a business leader to speak at thisyear's graduation ceremony - perhaps an executive from one of the large corporations in the area. For students, business leaders are excellent role models because they represent the meaning of professional success. They influence people every day, make important decisions, and have achieved。

tpo52三篇托福阅读TOEFL原文译文题目答案译文背景知识

tpo52三篇托福阅读TOEFL原文译文题目答案译文背景知识阅读-1 (2)原文 (2)译文 (5)题目 (7)答案 (14)背景知识 (18)阅读-2 (23)原文 (23)译文 (26)题目 (28)答案 (37)背景知识 (40)阅读-3 (42)原文 (42)译文 (45)题目 (48)答案 (56)背景知识 (60)阅读-1原文Stream Deposit①A large,swift stream or river can carry all sizes of particles,from clay to boulders.When the current slows down,its competence(how much it can carry)decreases and the stream deposits the largest particles in the streambed.If current velocity continues to decrease-as a flood wanes,for example-finer particles settle out on top of the large ones. Thus,a stream sorts its sediment according to size.A waning flood might deposit a layer of gravel,overlain by sand and finally topped by silt and clay.Streams also sort sediment in the downstream direction. Many mountain streams are choked with boulders and cobbles,but far downstream,their deltas are composed mainly of fine silt and clay. This downstream sorting is curious because stream velocity generally increases in the downstream petence increases with velocity,so a river should be able to transport larger particles than its tributaries carry.One explanation for downstream sorting is that abrasion wears away the boulders and cobbles to sand and silt as the sediment moves downstream over the years.Thus,only the fine sediment reaches the lower parts of most rivers.②A stream deposits its sediment in three environments:Alluvial fans and deltas form where stream gradient(angle of incline)suddenly decreases as a stream enters a flat plain,a lake,or the sea;floodplain deposits accumulate on a floodplain adjacent to the stream channel; and channel deposits form in the stream channel itself.Bars,which are elongated mounds of sediment,are transient features that form in the stream channel and on the banks.They commonly form in one year and erode the next.Rivers used for commercial navigation must be recharged frequently because bars shift from year to year.Imagine a winding stream.The water on the outside of the curve moves faster than the water on the inside.The stream erodes its outside bank because the current's inertia drives it into the outside bank.At the same time,the slower water on the inside point of the bend deposits sediment,forming a point bar.A mid-channel bar is a sandy and gravelly deposit that forms in the middle of a stream channel.③Most streams flow in a single channel.In contrast,a braided stream flows in many shallow,interconnecting channels.A braided stream forms where more sediment is supplied to a stream than it can carry. The stream dumps the excess sediment,forming mid-channel bars.The bars gradually fill a channel,forcing the stream to overflow its banks and erode new channels.As a result,a braided stream flows simultaneously in several channels and shifts back and forth across itsfloodplain.Braided streams are common in both deserts and glacial environments because both produce abundant sediment.A desert yields large amounts of sediment because it has little or no vegetation to prevent erosion.Glaciers grind bedrock into fine sediment,which is carried by streams flowing from the melting ice.If a steep mountain stream flows onto a flat plain,its gradient and velocity decrease sharply.As a result,it deposits most of its sediment in a fan-shaped mound called an alluvial fan.Alluvial fans are common in many arid and semiarid mountainous regions.④A stream also slows abruptly where it enters the still water of a lake or ocean.The sediment settles out to form a nearly flat landform called a delta.Part of the delta lies above water level,and the remainder lies slightly below water level.Deltas are commonly fan-shaped, resembling the Greek letter"delta"(∆).Both deltas and alluvial fans change rapidly.Sediment fills channels(waterways),which are then abandoned while new channels develop as in a braided stream.As a result,a stream feeding a delta or fan splits into many channels called distributaries.A large delta may spread out in this manner until it covers thousands of square kilometers.Most fans,however,are much smaller,covering a fraction of a square kilometer to a few square kilometers.The Mississippi River has flowed through seven different delta channels during the past5,000to6,000years.But in recent years,engineers have built great systems of levees(retaining walls)in attempts to stabilize the channels.译文溪流沉积物①一条大而湍急的小溪或河流可以承载各种大小的颗粒，从微小的粘土到巨石。

托福听力tpo52 两篇对话精析

托福听力tpo52两篇对话精析Conversation1 (1)原文 (1)题目 (3)答案 (5)译文 (5)Conversation2 (7)原文 (7)题目 (9)答案 (10)译文 (11)Conversation1原文NARRATOR:Listen to a conversation between a student and his creative writing professor.FEMALE PROFESSOR:John,listen,I can clearly see that you put a lot of time into your response paper...MALE STUDENT:I did!It took me forever.I rewrote it a dozen times.FEMALE PROFESSOR:And your hard work shows.Unfortunately…it's a week late.MALE STUDENT:I know,sorry.I just got a little behind—y’know,sports and homework…But I’m on top of things now.FEMALE PROFESSOR:Glad to hear it.Now,as for our meeting today…I 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.MALE STUDENT:I think I'm doing OK.Busy,you know,but other than that…FEMALE PROFESSOR:Well,I've 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.Uh,by the way,why did you choose“The Lemon”?It's an…unusual choice.MALE STUDENT:It was my favorite in a book of Neruda’s poems.All the poems are about everyday objects and,y’know,simple pleasures.FEMALE PROFESSOR:Right.Elemental Odes.One of my favorites.MALE STUDENT:I liked how Neruda took things like fruit and vegetables and...socks... and used 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.FEMALE PROFESSOR:Beautiful images,aren’t they?Neruda didn’t win the Nobel Prize for literature by accident.MALE STUDENT:No,he didn't.FEMALE 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.MALE STUDENT:Actually,..I finished it just before I came here.FEMALE PROFESSOR:Excellent!MALE STUDENT:It was tricky,too—you know,having to write a poem inspired by “The Lemon”—but in a completely different style.FEMALE PROFESSOR:Right.MALE STUDENT: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.FEMALE 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!MALE STUDENT: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 kinda hoping we won’t have more assignments like this.FEMALE 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.题目1.What do the speakers mainly discuss?A.Methods that the professor uses to challenge her studentsB.Reasons that the student turned in his paper a week lateC.The two parts of an assignment for a writing classD.Seldom discussed aspects of a famous poet's work2.What reason does the professor give for wanting to meet with the student?A.She wants to compliment him on the work he has done so far.B.She is concerned that the student is not reading a wide enough variety of poetry.C.She wants to lend him a book of poetry.D.She routinely meets individually with her students.3.What does the student like about Pablo Neruda's poems in the book Elemental Odes?A.That Neruda challenged himself by limiting the theme of all the poems to fruits and vegetablesB.That the poems have been written in many different stylesC.How Neruda focuses on color to make his poems more memorableD.How Neruda describes common objects in unexpected ways4.Why does the student mention the meter called iambic pentameter?A.To point out that his poem is longer than The LemonB.To explain how he approached the composition of his poemC.To explain what he liked most about Neruda's poem The LemonD.To distinguish Neruda's poetry from that of other poets5.What does the professor mean when she says this:Professor:Beautiful images,aren’t they?Neruda didn’t win the Nobel Prize for literature by accident.John:No,he didn’t.”A.Neruda was an extraordinary writer.B.Neruda should not have won a Nobel Prize.C.It is surprising that Neruda’s poems are not more popular.D.It is unfortunate that Neruda did not win a Nobel Prize.答案C D D B A译文旁白：请听一段学生与文学创作课教授之间的对话。

托福TPO17听力Conversation2文本+题目+答案解析

托福TPO17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TPO17听力Conversation2文本+题目+答案解析，希望对大家备考有所帮助。

托福TPO17听力Conversation2文本Narrator: Listen to a conversation between a student and a food service manager.Student: Excuse me, Mrs. Hanson. My name is John, John Grant. I work as a waiter in the campus dining hall, in the faculty dining room.Manager: What can I do for you, John?Student: Well, I work week nights, except for Friday. I was wondering if I could switch from working the dinner service to working at lunch.Manager: That’s going to be a problem. I am afraid we don’t have any openings at lunch time. A lot of students want to work then, so it is really rare for us to have an open spot at that time of day.Student: Oh, you see, I have joined this group, the University Jazz Band, and the band’s practice time is right around dinner time. You know, it is so hard to get into this group, I must have auditioned like ten times since I have been at the school, so I am ... Anyway, so I was really hoping to have the dinner hour free so I can go to practice.Manager: Well, we do have other open times, like breakfast.Student: Eh, that won’t work, I am sorry. I mean that, I can’t work that early.I have this very important music class I got to take, and it is like, first thing in the morning.Manager: Well, if you don’t mind working in the kitchen,we’ve got some pretty flexible hours for students doing food-prep work, anything from early morning to late afternoon.Student: What’s prep work?Manager: You prepare food for the cooks. You know, like cutting up vegetables for soup, or cleaning greens for salads.Student: Oh, that doesn’t sound, I mean... Being a waiter, I get to see a lot of the professors, like in a different light, we joke around a little you know. In the classroom, they always have to be pretty formal, but ...Manager: Well, the money is no different since we pay students the same amount for any of the jobs here in food service, so it’s up to you.Student: Oh, man. I always thought that sacrificing for my art, that’d mean working long hours as a musician for, like, no money. I didn’t think it’d mean, peeling carrots.Manager: Let me see, I am offering you something that has the hours you want, it is right here on campus, and you make as much money as you did being a waiter, quite a sacrifice.Student: I am sorry, I know you are just trying to help. I guess I should look into the food-prep job.Manager: Ok, then, I’ll tell the kitchen manager that you will stop by tomorrow to talk about the job and schedule your hours. And I will let the dining hall manager know that he needs to find a new waiter for the evening.Student: Oh, ok, I guess that’s it. Thanks, Mrs. Hanson.托福TPO17听力Conversation2题目1.Why does the man go to see the woman?A. To complain about rude customers.B. To request an increase in his pay.C. To ask for a change in his work schedule.D. To apply for a job playing music in the dining hall.2.What activity does the man want to be able to do at dinnertime?A. Prepare for his morning music classes.B. Rehearse with a school music group.C. Play jazz for the faculty in the dining hall.D. Eat with classmates from his music class.3.The woman asks the man to consider a different job What kind of work would the man have to do for the new job?。

托福听力tpo55 section2 对话讲座原文+题目+答案+译文

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

托福阅读tpo52R-2原文+译文+题目+答案+背景知识

TPO52阅读-2 Natufian Culture原文 (1)译文 (2)题目 (3)答案 (8)背景知识 (10)原文Natufian Culture①In the archaeological record of the Natufian period, from about 12,500 to 10,200 years ago, in the part of the Middle East known as the Levant - roughly east of the Mediterranean and north of the Arabian Peninsula -we see clear evidence of agricultural origins. The stone tools of the Natufians included many sickle-shaped cutting blades that show a pattern of wear characteristic of cereal harvesting. Also, querns (hand mills) and other stone tools used for processing grain occur in abundance at Natufian sites, and many such tools show signs of long, intensive use. Along with the sickle blades are many grinding stones, primarily mortars and pestles of limestone or basalt. There is also evidence that these heavy grinding stones were transported over long distances, more than 30 kilometers in some cases, and this is not something known to have been done by people of preceding periods. Fishhooks and weights for sinking fishing nets attest to the growing importance of fish in the diet in some areas. Stone vessels indicate an increased need for containers, but there is no evidence of Natufian clay working or pottery. Studies of the teeth of Natufians also strongly suggest that these people specialized in collecting cereals and may have been cultivating them and in the process of domesticating them, but they were also still hunter-foragers who intensively hunted gazelle and deer in more lush areas and wild goats and equids in more arid zones.②The Natufians had a different settlement pattern from that of their predecessors. Some of their base camps were far larger (over 1,000 square meters) than any of those belonging to earlier periods, and they may have lived in some of these camps for half the year or even more. In some of the camps, people made foundations and other architectural elements out of limestone blocks. Trade in shell, obsidian, and other commodities seems to have been on the rise, and anthropologists suspect that the exchange of perishables (such as skins, foodstuffs) and salt was also on the increase. With the growing importance of wild cereals in the diet, salt probably became for the first time a near necessity: people who eat a lot of meat get many essential salts from this diet, but diets based on cereals can be deficient in salts. Salt was probably also important as a food preservative inearly villages.③As always, there is more to a major cultural change than simply a shift in economics. The Natufians made (and presumably wore) beads and pendants in many materials, including gemstones and marine shells that had to be imported, and it is possible that this ornamentation actually reflects a growing sense of ethnic identity and perhaps some differences in personal and group status. Cleverly carved figurines of animals, women, and other subjects occur in many sites, and Natufian period cave paintings have been found in Anatolia, Syria, and Iran. More than 400 Natufian burials have been found, most of them simple graves set in house floors. As archaeologist Belfer-Cohen notes, these burials may reflect an ancestor cult and a growing sense of community emotional ties and attachment to a particular place, and toward the end of the Natufian period, people in this area were making a strict separation between living quarters and burial grounds. In contrast with the Pleistocene cultures of the Levant, Natufian culture appears to have experienced considerable social change.④The question of why the Natufians differed from their predecessors in these and other ways and why they made these first steps toward farming as a way of life remains unclear. There were climate changes, of course, and growing aridity and rising population densities may have forced them to intensify the exploitation of cereals, which in turn might have stimulated the development of sickles and other tools and the permanent communities that make agriculture efficient. But precisely how these factors interacted with others at play is poorly understood.译文纳图夫文化①从大约12500至10200年之前的纳图夫时期的考古记载中，在被称作黎凡特(Levant) 的中东地区（大致在地中海以东，阿拉伯半岛以北），我们看到了确切的农业起源证据。

托福听力tpo50 section2 对话讲座原文+题目+答案+译文

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

托福TPO53听力Conversation2文本+题目+答案解析

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

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

托福TPO52听力文本+音频下载+答案

托福TPO52听力文本+音频下载+答案预览说明:预览图片所展示的格式为文档的源格式展示,下载源文件没有水印,内容可编辑和复制得听力者得天下，托福听力对于考生来说至关重要!如何攻克托福听力，除了要多听，托福TPO听力也是托儿必刷的真题.今天，小编给大家带来了托福TPO52听力文本+音频下载+答案。

TPO52 玛雅文明Maya CivilizationListen to part of a lecture in an archeology class. The professor has beendiscussing ancient Mayan civilization.Professor: Now, as you remember from your reading, the Maya were an ancientcivilization which occupied in area corresponding to parts of modern-day Mexicoand Central America. Early Mayan settlements date back over 3,000 years and sayfrom about 600 to 900 C.E. The civilization was in what’s considered a goldenage of cultural achievement, what we call the Classic period.The period after this, after the Classic Period, is called the Postclassicperiod. Now it’s long been thought that during the PostClassic period, Mayancivilization was in decline. But we’re continuing to find new evidence that incertain areas Mayan civilization flourished right up to the end of thePostclassic period, what we refer to as the late Postclassic period. The latePostclassic corresponds to the period from the 1200s to 1500s, right until thearrival of the Spanish in the mid-1500s. A good example of a site whichcontinued to flourishthrough the late Postclassic is the inland Mayan communityof Lamanai, located in what is today the country of Belize in Central America.Now, Lamanai is one of the largest and most prominent archeological sites inBelize. It was occupied for over 3000 years. That makes it the longestcontinually-occupied site by the ancient Maya. Large-scale excavation at Lamanaibegan back in 1974 under the leadership of a Canadian archeologist. The firstexcavation there was on a building that dated back to the late Postclassic period. When the excavation began, we didn’t know much about Mayan life during that time. As I said, most people considered the Postclassic period as a time of decline that came after the so-called golden era. But during the first few years of excavation, the archeological team realized that Lamanai had continued to be an important center of classic Mayan culture, almost right up until the1500s.Student: So basically, what you are saying is while other Mayan cities were collapsing or had already collapsed, Lamanaiwas one of those places that was flourishing?Professor: Uh huh…exactly! In fact, the evidence shows that one of the greatest periods of construction in the city occurred during the Postclassic. That’s definitely not what was happening at neighboring sites during that time. And consider this, archeologists found ceramic artifacts from Lamanai’s late Postclassic period at a recently-discovered site on an island off the coast of Belize. And in Lamanai they found objects that had been imported from parts of the region which correspond to modern-day Mexico during the late Postclassic. What did those finds tell us?Female student: eh…the trade was still going on? So you probably still find the same Mayan social structure and economic practices, right?Professor: Yes. Now, these researchers and subsequent research teams havebeen helping us see a bigger picture. We now know that there was still a widespread trading network up and down a long portion of the coast of what is modern-day Mexico and Central America for more than two centuries after the。