托福听力tpo56 lecture1、2、3 原文+题目+答案+译文
托福听力tpo50 lecture1、2、3、4 原文+题目+答案+译文
托福听力tpo50 lecture1、2、3、4 原文+题目+答案+译文Lecture1 (1)原文 (1)题目 (4)答案 (6)译文 (6)Lecture2 (8)原文 (8)题目 (10)答案 (12)译文 (12)Lecture3 (14)原文 (14)题目 (16)答案 (18)译文 (18)Lecture4 (20)原文 (20)题目 (22)答案 (24)译文 (24)Lecture1原文NARRATOR: Listen to part of a lecture in an ancient history class.FEMALE PROFESSOR: OK, last time we were discussing trade and commerce during the Bronze Age … And I said a little over 3,000 years ago there was quite a lively trade among the countries along the Mediterranean Sea—people were making objects out of bronze, and they were using bronze tools to make other goods, and they developed trade networks to trade these goods with other countries around the Mediterranean … One of the things they traded was glass …And recently there was an archeological excavation in Egypt—on the Nile River, around where it enters the Mediterranean Sea—where they discovered an ancient glass factory. Robert?MALE STUDENT: I thought our textbook said that the Egyptians imported their glass from other countries.FEMALE PROFESSOR: Well, until now that's what the evidence seemed to suggest. I mean, we had some evidence that suggested that the Egyptians were making glass objects, uh, but not glass.MALE STUDENT: OK, am-am I missing something? They're making glass, but they're not making glass.FEMALE PROFESSOR: I said they were making glass objects, right? You see, it was previously thought that they weren't actually making the raw glass itself, that they were importing unfinished glass from Mesopotamia—um, which today is a region consisting of Iraq, and parts of Syria, Turkey, and Iran—and simply reworking it. Most archeologists believed that the glass factories were in Mesopotamia because that's where the oldest known glass remains come from. You see, there were two stages of glassmaking: the primary production stage, where they made disks of raw glass… Uh, an- and then there was the secondary stage, where they melted the raw glass, the glass disks, and created decorative objects or whatever.And from this new Egyptian site we've learned that the primary production stage had several steps. First, they took quartz—a colorless, transparent mineral—and crushed it. Then they took that crushed quartz and mixed it with plant ash; uh, “plant ash” is just what it soundslike—the ash that's left after you've burned plant material. They slowly heated this mixture, at a relatively low temperature, in small vessels, um containers, like jars, made out of clay. Uh, and that yielded a kind of glassy material…They took this glassy material and ground it up into a powder, and then they used metallic dye to color it… After that, they poured the colored powder out into disk-shaped molds and heated it up to very high temperatures, so that it melted. After it cooled, they'd break the molds, and inside…there were the glass disks. These disks were shipped off to other sites within Egypt and places around the Mediterranean. Then, in the secondary phase, the disks were reheated and shaped into decorative objects. Susan?FEMALE STUDENT: So what kind of objects were people making back then? FEMALE PROFESSOR: Well, the most common objects we’ve found—mostly in Egypt and Mesopotamia—uh, the most common objects were beads; one thing Egyptians were very, very good at was imitating precious stones; they created some beads that looked so much like emeralds and pearls that it was very difficult to distinguish them from the real thing. Uh, and-and also beautiful vessels, uh, with narrow necks; they were probably really valuable, so they wouldn't have been used to hold cooking oil or common food items; they were most likely used for expensive liquids like perfume. Now the glass made at this factory was mostly red; to get this red color, they used copper; in a sophisticated process. Of course, any kind of glass was very valuable, so these red bottles would only have been owned by wealthy people. In fact, because it was so difficult to make, and sort of mysterious and complicated, it was probably a product produced for the royal family, and they probably used glass to show their power. Also, beautiful, expensive objects make great gifts if you're looking to establish or strengthen political alliances…and it's quite possible that ancient Egyptians were actually exporting glass, not just making it or importing it. The trade with Mesopotamia was probably a friendly, mutual trade…because, uh, Mesopotamian glass was usually white or yellow, so Mesopotamians might have said something like, “We'll give you two white disks for two red disks.” There’s no proof ofthat, uh—at least not yet…题目1.What is the lecture mainly about?A. New information about glass production and use in ancient EgyptB. Whether Egyptians or Mesopotamians were the first to invent glassC. Differences between Egyptian glass and other kinds of glassD. Reasons why ancient Egyptians imported glass from other countries2.What is the importance of the archaeological evidence recently found in Egypt?A. It supports the theory that ancient Egyptians imported glass from Mesopotamia.B. It proves that ancient Egyptians made glass objects prior to the Bronze Age.C. It provides the first evidence that glassmaking in the Bronze Age required two different stages.D. It shows that ancient Egyptians were producing raw glass.3.The professor describes a process for making glass disks. Summarize the process by putting the steps in the correct order. [Click on a sentence. Then drag it to the space where it belongs. The last one is done for you.]A.Glass-like material is ground up and dyed blue or red.B.Powdered material is heated at very high temperatures.C.Crushed quartz and plant ash are heated at low temperatures.D.Containers are broken to remove glass disks.4.Based on the lecture, what are two kinds of glass objects that were valued in ancient Egypt and Mesopotamia? [Click on 2 answers.]A. BeadsB. Cooking utensilsC. ContainersD. Windows5.According to the professor, what are two reasons why ancient Egyptians exported glass? [Click on 2 answers.]A. To build relationships with foreign leadersB. To hold cooking oil that was sold in other countriesC. To get bronze tools from other countriesD. To acquire colors of glass not made in Egypt6.Why does the professor say this:Robert: Ok. Am……Am I missing something? They are making glass but they are not making glass?Professor: I said they were making glass objects, right?A. To emphasize that glass objects were only made in ancient EgyptB. To find out what the student does not understandC. To indicate that there was no contradiction in her previous statementD. To correct what she said in her previous statement答案A D CABD AC AD C译文旁白：请听一个古代历史课上的讲座片段。
托福听力tpo55 lecture1、2、3 原文+题目+答案+译文
托福听力tpo55 lecture1、2、3 原文+题目+答案+译文Lecture1原文NARRATOR: Listen to part of a lecture in an art history class.MALE PROFESSOR: OK, so we’ve all heard of the Louvre, right? Maybe the most famous art museum in Paris, France? In 1793 the Louvre was the first museum to open its doors to the public. Up till then, there were lots of private museums…private collections in the homes of Europe’s royalty and nobility…but only a select few were invited to see those works of art. The idea of a public museum was, in essence, a new one.Now, when the Louvre opened as a public museum, it was free to all artists every day of the week. But to those who were not artists—y’know, the rest of the general public? Well, they were only allowed to visit the museum on certain days. And that’s because the public museum was first seen as a teaching institution—a place where past artistic achievements would be available to current artists to learn from.OK, so you see the first step was taken—from museums that were just private institutions owned by royalty…to the Louvre, a museum open to the public—with some restrictions. But then there was another shift…and that was brought about by a French painter named Alexandre Lenoir. Lenoir was a young and enthusiastic artist who’d been assigned to be the supervisor of a storehouse for artworks in 1791.Y’see, the French Revolution was taking place at that time, and many national monuments and other works of art were getting damaged or destroyed. Consequently, a couple of large buildings in Paris were dedicated as storehouses for rescued artworks. Five years later, in 1796, Lenoir did something unique with the art in his storehouse—something never done before: he classified and displayed thepaintings and statues by period and style.So people began to notice—and admire—what Lenoir was doing. And soon, he transformed his storehouse into what would become the National Museum of French Monuments, which would later become a branch of the very Louvre that started this whole discussion. And, uh, what’s even more notable is that, Lenoir’s system of classification and display—it became a model for other public art museums…with each room in the museum representing a different century or period of art. Lenoir’s belief that a museum should be concerned with public instruction and offer education according to historical periods—this concept seems obvious now, but it was groundbreaking back then.Interestingly, though, not everyone was, uhh…impressed with Lenoir…or with museums in general, for that matter. There were people—including some artists and historians—who were as much against museums as Lenoir was for them. In fact, some argued that museums would pretty much bring an end to art. They contended that works of art removed from their original context were…incomplete—that artworks ought to remain in the places…the mountains, towns, uhh…in the locations where they were originally created and viewed.Take a painting created in an Italian seaside village, for example. Could that painting maintain its same identity once it was moved to a museum in France? Nowadays, most of us know and appreciate the fact that we can go to a museum and see many works of art from different time periods, artists, and countries. The fact that anyone can go into one place and see works of distant cultures, enjoy their beauty, and even find inspiration in them benefits us all. The Louvre clearly embraces this concept. But there are still some skeptics, people today who are just as skeptical of art museums as the critics were back in Lenoir’s day…and for all the same reasons.题目1.What is the lecture mainly about?A. The influence of private art galleries on public museumsB. The role of art museums as teaching institutions for artistsC. The debate about the Louvre’s opening to the publicD. The early history of the public art museum2.Why does the professor mention that artists were allowed to visit the Louvre every day?[Click on 2 answers.]A. To point out that the public museum was conceived as a place for studyingB. To indicate that all citizens were able to visit the museum whenever they wantedC. To question why certain artists did not spend time at the LouvreD. To contrast the accessibility of art in the Louvre with that of art in private museums3.Why does the professor mention the French Revolution?A. To name an event depicted in Alexandre Lenoir’s artworkB. To identify the theme of an exhibit room in the LouvreC. To explain why art storehouses were createdD. To help explain some people’s attitude toward public museums4.According to the professor, what major contribution did Alexandre Lenoir make to the art community?A. He donated many original paintings to public museums.B. He developed a systematic way of exhibiting art in museums.C. He invented a unique way to restore damaged artwork.D. He designed a national monument in post-Revolution France.5.The professor gives an example of a painting made in an Italian seaside village. According to the professor, what would some skeptics say about that painting?A. It should not be exhibited unless it appeals to people from a variety of cultures.B. It should not be moved out of the geographic area in which it was created.C. It should be exhibited in the Louvre before traveling to any other museum.D. It should always be grouped with similar paintings in a museum.6.What opinion about public art museums does the professor express?A. They focus too much on entertainment and not enough on education.B. They are more important to artists than to the general public.C. Their way of exhibiting artwork needs to be modernized.D. They succeed in allowing varied works of art to be appreciated in a centralized location.答案B ADC B B D译文旁白：听艺术史课上的一篇讲座。
托福听力tpo40 lecture1、2、3、4 原文+题目+答案+译文
托福听力tpo40lecture1、2、3、4原文+题目+答案+译文Lecture1 (2)原文 (2)题目 (4)答案 (5)译文 (6)Lecture2 (7)原文 (7)题目 (9)答案 (11)译文 (11)Lecture3 (13)原文 (13)题目 (16)答案 (18)译文 (18)Lecture4 (20)原文 (20)题目 (22)答案 (24)译文 (24)Lecture1原文NARRATOR:Listen to part of a lecture in an art history class.MALE PROFESSOR:Last class I passed out your assignment for your first paper,and today I want to spend some time going over it.Mm…most people never take any art history until they get to college,so many of you have probably never written an art history paper before.I gave you a list of appropriate works of art for you to write about.So your next step in this process needs to be to go look at the work you've selected as your topic.And bring a pencil and a notepad with you,because I don't mean you should just drop by at the museum and glance at it so you can say you've seen it in real life.You need to go and sit in front of the work and really look at it—carefully and slowly.And keep careful notes about what you see—you’ll need them for the kind of art history paper you're going to be writing…it's what we call a formal analysis.A formal analysis of a work of art,any kind of art,is based on its formal qualities, which means qualities related to the form—things like color…texture…line…shapes…proportion…and composition.Probably the closest thing to a formal analysis you might have written is for an English class.If you've…say…written an analysis of a poem,you've used the same skills—you've given an analysis of the poem by describing and analyzing its form and meter.A formal analysis paper in art history is very similar.Now,before you begin writing your formal analysis,you'll want to start with a summary of the overall appearance of the work—a brief description of what you see. Are there figures—people?What are they doing?Or is it a landscape…or an abstract representation of something?Tell what the subject is,and what aspects are emphasized in the painting.This will give your reader an overview of what the work looks like before you analyze it.The next part of your paper—the actual formal analysis—will be the longest and most important section of your paper,where you describe and analyze individual design elements.For this portion of the paper,you're going to rely on the notes you took at the museum,because you should be able to describe in detail the design elements the artist uses,and how they are used.For example,does the artist use harsh lines or soft lines—are the colors bright or muted?Focus on the design elements that you feel are most strongly represented in that particular work of art. And if you don't know where to begin,take note of where your eye goes first.Then describe things in the order in which your eye moves around the work.This will help you understand how one part relates to another—the interaction between the different parts of the work.OK,this kind of analysis should occur throughout the main portion of the paper.In the last section of your paper—and this goes beyond formal analysis—you comment on the significance of what you have seen.What details of the work convey meaning?Some significant details will not be apparent to you right away,but if you look long enough,you realize how important they are for your interpretation of the work.Many years ago,I was writing a formal analysis of a painting of a little boy.In the painting,a little boy was standing in his nursery,and he was holding a toy bird in his hand,and there were more toys around him in the background of the painting. Because of the bird he was holding,I assumed at first that the painting was about the innocence of children.But as I looked at the painting longer,I realized that the boy's eyes looked sad even though there was no discernable expression on his face.And then it dawned on me that,even though he was surrounded by toys,he was all alone in his nursery.The boy's eyes were a significant detail in the painting,that I didn't notice at first.题目1.What point does the professor make about the writing of a formal analysis in art history?A.Its objective is to identify common features of several works of art.B.Its most important part is the explanation of an artwork's significance.C.Several styles of writing a formal analysis are used by art historians.D.A particular approach is required to present Information about an artwork.2.According to the professor,what will students need to do before writing the art history paper?A.Look at examples of formal analysis in textbooksB.Take notes on the artwork they will write aboutC.Go to different museums before selecting a topic for the paperD.Study the historical context of the artwork they will write about3.Why does the professor mention an English class?A.To explain the difference between visual language and written languageB.To explain that students need good writing skills for their assignmentC.To point out similarities between a poetry paper and the students'assignmentD.To point out that many art historians become writers4.What does the professor recommend as a way to understand the relationship between different parts of an artwork?A.Looking for lines that connect different parts of the workB.Examining the artwork from several different anglesC.Looking for similar colors the artist used throughout the workD.Determining how the viewer's eyes move around the work5.Why does the professor talk about his own experience analyzing the painting of a little boy?A.To point out a common misconception about formal analysisB.To stress the importance of looking at an artwork thoroughlyC.To show why a formal analysis should not emphasize small detailsD.To provide an example of an artwork that is easy to analyze6.The professor describes three sections the art history paper should contain.Place them in the order in which they should appear in the paper.Click on a phrase.Then drag it to the space where it belongs.A.Analysis of the design elements the artist usesB.Discussion of the meaning of the artworkC.Summary of the appearance of the artwork答案D B C D B CAB译文旁白：下面听一段艺术史课程的片段。
托福听力tpo46 lecture1、2、3、4 原文+题目+答案+译文
托福听力tpo46lecture1、2、3、4原文+题目+答案+译文Lecture1 (2)原文 (2)题目 (4)答案 (6)译文 (6)Lecture2 (8)原文 (8)题目 (10)答案 (12)译文 (12)Lecture3 (14)原文 (14)题目 (16)答案 (18)译文 (18)Lecture4 (19)原文 (19)题目 (22)答案 (24)译文 (24)Lecture1原文NARRATOR:Listen to part of a lecture in a biology class.FEMALE PROFESSOR:I'd like to continue our discussion of animal behavior and start off today's class by focusing on a concept we haven't yet touched upon—swarm intelligence.Swarm intelligence is a collective behavior that emerges from a group of animals,like a colony of termites,a school of fish,or a flock of birds.Let's first consider the principles behind swarm intelligence,and we'll use the ant as our model.Now,an ant on its own is not that smart.When you have a group of ants,however, there you have efficiency in action.You see,there's no leader running an ant colony. Each individual,each individual ant operates by instinctively following a simple set of rules when foraging for food.Rule number1:Deposit a chemical marker…called a pheromone.And rule2:Follow the strongest pheromone path.The strongest pheromone path is advantageous to ants seeking food.So,for example,when ants leave the nest,they deposit a pheromone trail along the route they take.If they find food,they return to the nest on the same path and the pheromone trail gets stronger—it's doubled in strength.Because an ant that took a shorter path returns first,its pheromone trail is stronger,and other ants will follow it, according to rule2.And as more ants travel that path,the pheromone trail gets even stronger.So,what's happening here?Each ant follows two very basic rules,and each ant acts on information it finds in its immediate local environment.And it's important to note: Even though none of the individual ants is aware of the bigger plan,they collectively choose the shortest path between the nest and a food source because it's the most reinforced path.By the way,a-a few of you have asked me about the relevance of what we're studying to everyday life.And swarm intelligence offers several good examples of how concepts in biology can be applied to other fields.Well,businesses have been able to use this approach of following simple rules when designing complex systems,for instance,in telephone networks.When a call is placed from one city to another,it has to connect through a number of nodes along the way.At each point,a decision has to be made:Which direction does the call go from here?Well,a computer program was developed to answer this question based on rules that are similar to the ones that ants use to find food.Remember,individual ants deposit pheromones,and they follow the path that is most reinforced.Now,in the phone network,a computer monitors the connection speed of each path, and identifies the paths that are currently the fastest—the least crowded parts of the network.And this information,converted into a numeric code,is deposited at the network nodes.This reinforces the paths that are least crowded at the moment. The rule the telephone network follows is to always select the path that is most reinforced.So,similar to the ant's behavior,at each intermediate node,the call follows the path that is most reinforced.This leads to an outcome which is beneficial to the network as a whole,and calls get through faster.But getting back to animal behavior,another example of swarm intelligence is the way flocks of birds are able to fly together so cohesively.How do they coordinate their movements and know where they're supposed to be?Well,it basically boils down to three rules that each bird seems to follow.Rule1:Stay close to nearby birds.Rule2:Avoid collision with nearby birds.And rule3:Move in the average speed and direction of nearby birds.Oh,and by the way,if you're wondering how this approach can be of practical use for humans:The movie industry had been trying to create computer-generated flocks of birds in movie scenes.The question was how to do it easily on a large scale?A researcher used these threerules in a computer graphics program,and it worked!There have also been attempts to create computer-generated crowds of people using this bird flocking model of swarm intelligence.However,I'm not surprised that more research is needed.The three rules I mentioned might be great for bird simulations,but they don't take into account the complexity and unpredictability of human behavior.So,if you want to create crowds of people in a realistic way,that computer model might be too limited.题目1.What is the lecture mainly about?A.Various methods that ants use to locate foodB.A collective behavior common to humans and animalsC.A type of animal behavior and its application by humansD.Strategies that flocks of birds use to stay in formation2.According to the professor,what behavior plays an important role in the way ants obtain food?A.Ants usually take a different path when they return to their nest.B.Ants leave chemical trails when they are outside the nest.C.Small groups of ants search in different locations.D.Ants leave pieces of food along the path as markers.3.What are two principles of swarm intelligence based on the ant example?[Click on2answers.]A.Individuals are aware of the group goal.B.Individuals act on information in their local environment.C.Individuals follow a leader's guidance.D.Individuals instinctively follow a set of rules.4.According to the professor,what path is followed by both telephone calls on a network and ants seeking food?A.The path with the least amount of activityB.The most crowded pathC.The path that is most reinforcedD.The path that has intermediate stopping points5.Why does the professor mention movies?A.To identify movie scenes with computer-simulated flocks of birdsB.To identify a good source of information about swarm intelligenceC.To emphasize how difficult it still is to simulate bird flightD.To explain that some special effects in movies are based on swarm intelligence6.What is the professor's attitude about attempts to create computer-generated crowds of people?A.She believes that the rules of birds'flocking behavior do not apply to group behavior in humans.B.She thinks that crowd scenes could be improved by using the behavior of ant colonies as a model.C.She is surprised by how realistic the computer-generated crowds are.D.She is impressed that computer graphics can create such a wide range of emotions.答案C B BD C D A译文下面听一段生物学讲座的片段。
托福听力tpo66 lecture1、2、3 原文+题目+答案+译文
托福听力tpo66lecture1、2、3原文+题目+答案+译文Lecture1 (1)原文 (1)题目 (3)答案 (5)译文 (5)Lecture2 (7)原文 (7)题目 (9)答案 (11)译文 (11)Lecture3 (13)原文 (13)题目 (15)答案 (17)译文 (18)Lecture1原文Professor:OK,today,I want to talk about sleep.We all sleep.Human sleep,many animal sleep.When we sleep,we aren't actually unconscious,but in a state of reduced awareness of our surroundings.Now,what does that mean for animals in the wild,if they are in a state like that?Unable to monitor their environment?Male Student:Well,they're helpless,vulnerable to predators,maybe.Professor:Right.They are vulnerable to predators.Yeah,they sleep.So let's talk about why,the biology of sleep.So the first thing l want you to understand is that sleeps a very risky behavior.And risky don't evolve unless they bring the animals some kind of benefit that outweighs that risk.So sleep must have a really important function.And I want to emphasize that there is a difference between sleep and other forms of inactivity,like regular rest.The insects,for instance,rest.But they don't sleep.What's specific to sleep is thatthe brain alters many of its usual activities,including its connection to sensory and motor organs,it shuts those connections down.So a sleeping animal can usually neither sense nor move.And I say usually because…well,we will get to that in a minute.So,basically all mammals and birds sleep.But there are some unusual ways of sleeping.Take marine mammals.Like dolphins,dolphins need to swim up for air once in a while,so they can't completely shut off all movement and sensation.So their brain can't shut down completely.But dolphins get around this.How?won't they sleep one brain hemisphere at a time?Sleeping dolphins actually look like they're just resting,awake and occasionally swim up for air.So how can we even tell their sleeping?Well,we measured their brain activity which showed that1/2was active while the other was sleeping.That's some adaptation, uh?So,what is the function of sleep?As I said,it must be important,but why?Okay.I know you're all tempted to say,uh,that sleeps when the whole body rests that sleep is our mechanism to recover from physical activity.And it's true.When you sleep, your muscles lose their tone,they relax,the body saves energy.But this could happen even during regular waking rest.I mean,that's probably what happens when insects rest.You don't need sleep for that.You can get the same benefit by resting awake.So this doesn't explain why sleep involved.To explain the real function,the most important benefit of sleep.You'll need to focus on the brain,not the muscles.Remember how we can tell that a dolphin sleeping not just resting,is because of a unique pattern of brain activity,which is a clue that sleeps function has to do specifically with the brain.And that's the general consensus cause,that's what could explain by it evolved.It also explains why sleep is a characteristic of mammals and birds,because they have the most complex brains of all animals.The simpler brain uh like a reptile gets by with little sleep or even without sleep.OK,so we know that sleep benefits the brain but in what way?We are notsure yet.Okay.So one hypothesis is that during sleep,the brain's synthesize molecules that it needs for proper functioning when awake.The longer we stay awake,the more those molecules get depleted.So the brain needs to replenish them,and this supposedly happens during sleep.I'm talking about energy sources like glycogen and some types of neuro-transmitter that are needed to transmit signals between nerve cells.So these get replenish during sleep and the next morning our brain is working with a full supply of energy and neuro-transmitters again.With that explains why we feel so alert and mentally refreshed after night sleep.Yes,Jim?Male Student:Well,you know,I don't work well in the morning at all.Female Student:Yeah,I do my best work at night too.Professor:Not everyone's at their best in the morning.I grant you that.But that doesn't rule out the replenishment hypothesis.It's just a bit more complicated than I said.They were fairly sure that there's this other rhythm of mental activity going on that independent of sleep.It's like a pre-program24hours cycle.Your mental activity peaks at a certain hour every day,like at night,for you two.And then it goes down at some other point.But the point is that after a sleepless night,that peak is not as high as it would normally be,and the longer you go without,the lower those peaks get. So the replenishment may be needed to keep the metal high.Does that make sense? The two mechanisms are not mutually exclusive.That's what I'm trying to say.题目1.What is the main purpose of the lecture?A.To explain why people sleep at night rather than during the dayB.To discuss the problems caused by a lack of sleepC.To explain why muscles in the body need sleepD.To explore benefits that are provided by sleep but not by regular rest2.Why does the professor mention that sleep is a risky behavior?A.To suggest that resting while awake is better than sleepingB.To indicate how important the benefits of sleep must beC.To explain why many animals sleep during the dayD.To explain why birds sleep less than mammals3.According to the professor,why is the sleep of dolphins unusual?A.Their sleep is interrupted whenever they need to come up for air.B.They can move around while they are asleep.C.In every dolphin group only half of the dolphins are asleep at any given time.D.Their brains show no activity during sleep.4.What does the professor conclude about the view that the main function of sleep is to allow the body to recover from physical activity?A.It is true for all animals except marine mammals.B.It is supported by measurements of brain activity.C.It explains why sleep has evolved.D.It is not convincing when examined more closely.5.According to the hypotheses discussed by the professor,what determines howalert we feel at a particular time of the day?[Click on2answers.]A.The supply of certain chemicals in our brainB.The chemical composition of our dietC.Our24-hour cycle of mental activityD.The time of day when we usually wake up6.Why do the students say this:Male Student:Well,you know,I don't work well in the morning at all.Female Student:Yeah,I do my best work at night too.A.To show the professor that they have understood the theoryB.To support the professor's point that people tend to be active at the same timeC.To point out a fact that seems to contradict the hypothesis the professor just discussedD.To indicate that they would like to change their sleeping habits答案D B B D AC C译文教授：好的，今天我想谈谈睡眠。
托福听力tpo51 lecture1、2、3、4 原文+题目+答案+译文
托福听力tpo51lecture1、2、3、4原文+题目+答案+译文Lecture1 (1)原文 (1)题目 (3)答案 (5)译文 (6)Lecture2 (7)原文 (7)题目 (10)答案 (12)译文 (12)Lecture3 (14)原文 (14)题目 (16)答案 (18)译文 (18)Lecture4 (20)原文 (20)题目 (22)答案 (24)译文 (24)Lecture1原文NARRATOR:Listen to part of a lecture in a botany class.FEMALE PROFESSOR:So,continuing with crop domestication,and corn—or,um, maize,as it's often called.Obviously it's one of the world's most important cropstoday.It's such a big part of the diet in so many countries,and it's got so many different uses,that it's hard to imagine a world without it.But because it doesn't grow naturally,without human cultivation,and because there's no obvious wild relative of maize…uh,well,for the longest time,researchers weren’t able to find any clear link between maize and other living plants.And that's made it hard for them to trace the history of maize.Now,scientific theories about the origins of maize first started coming out in the 1930s.One involved a plant called teosinte.Teosinte is a tall grass that grows wild in certain parts of Mexico and Guatemala.When researchers first started looking at wild teosinte plants,they thought there was a chance that the two plants—um, maize and teosinte—were related.The young wild teosinte plant looks a lot like the corn plant,and the plants continue to resemble each other—at least superficially—even when they're developed.But when the scientists examined the fruits of the two plants,it was a different story. When you look at ripe corn,you see row upon row of juicy kernels…um,all those tiny little yellow squares that people eat.Fully grown teosinte,on the other hand, has a skinny stalk that holds only a dozen or so kernels behind a hard,um,almost stonelike casing.In fact,based on the appearance of its fruit,teosinte was initially considered to be a closer relative to rice than to maize.But there was one geneticist,named George Beadle,who didn't give up so easily on the idea that teosinte might be…well…the“parent”of corn.While still a student in the1930s,Beadle actually found that the two plants had very similar chromosomes—very similar genetic information.In fact,he was even able to make fertile hybrids between the two plants.In hybridization,you remember,the genes of two species of plants are mixed to produce a new,third plant—a hybrid.And if this offspring—this hybrid—is fertile,then that suggests that the two species are closely related genetically.This new,hybrid plant looked like an intermediate,right between maize and teosinte.So,Beadle concluded that maize must've been developed over many years,uh,that it is a domesticated form of teosinte.Many experts in thescientific community,however,remained unconvinced by his conclusions.They believed that,with so many apparent differences between the two plants,it would have been unlikely that ancient—that prehistoric peoples could’ve domesticated maize from teosinte.I mean,when you think about it,these people lived in small groups,and they had to be on the move constantly as the seasons changed.So for them to selectively breed,to have the patience to be able to pick out just the right plants…and gradually—over generations—separate out the durable,nutritious maize plant from the brittle teosinte that easily broke apart…it's a pretty impressive feat,and you can easily see why so many experts would have been skeptical.But,as it turns out,Beadle found even more evidence for his theory when he continued his experiments,producing new hybrids,to investigate the genetic relationship between teosinte and maize.Through these successive experiments,he calculated that only about five specific genes were responsible for the main differences between teosinte and maize—the plants were otherwise surprisingly similar genetically.And more recently,botanists have used modern DNA testing to scan plant samples collected from throughout the Western Hemisphere.This has allowed them to pinpoint where the domestication of maize most likely took place—and their research took them to a particular river valley in southern Mexico.They've also been able to estimate that the domestication of maize most likely occurred about9,000 years ago.And subsequent archaeological digs have confirmed this estimate.In one site,archaeologists uncovered a set of tools that were nearly9,000years old.And these tools were covered with a dusty residue…a residue of maize,as it turns out…thus making them the oldest physical evidence of maize that we've found so far.题目1.What is the lecture mainly about?A.A research study that compares wild and domesticated plantsB.Problems with a commonly held hypothesis about the origin of teosinteC.Reasons why wild plants are usually unsuitable for agricultureD.The process used to identify the ancestor of a modern crop2.What evidence seemed to indicate that maize and teosinte are not related?A.Young teosinte plants do not physically resemble young maize plants.B.Preliminary DNA evidence indicated that teosinte was related to rice.C.Maize and teosinte usually grow in significantly different climates.D.Maize and teosinte have very different types of kernels.3.Why does the professor discuss hybrids?A.To explain how a geneticist confirmed that maize was widely grown9,000years agoB.To indicate the earliest method used by geneticists to identify plant originsC.To explain a method used to demonstrate a link between two plant speciesD.To describe how geneticists distinguish between wild plants and domesticated plants4.What was most researchers'initial view of George Beadle's theory about teosinte?A.They accepted it but questioned the evidence cited.B.They rejected it because of conflicting archaeological evidence.C.They questioned it because it implies that ancient farmers were sophisticatedplant breeders.D.They questioned it because genetic research was viewed with skepticism at that time.5.What did Beadle conclude about maize and teosinte?A.Both plants lack particular genes that are common in most domesticated plants.B.Both plants have particular genes that enable them to adapt to varying climates.C.Only a small number of genes are responsible for the differences between the two plants.D.The genetic composition of both plants is very similar to that of rice.6.According to the professor,why was the discovery of stone tools important?A.It proved that teosinte was simultaneously domesticated in multiple locations.B.It helped to confirm the period in which maize was first domesticated.C.It suggested that maize required farming techniques that were more complex than experts had previously assumed.D.It provided evidence that maize plants were used for more purposes than experts had previously assumed.答案D D C C C B译文旁白：请听一段植物学讲座的节选。
tpo56综合写作听力原文
tpo56综合写作听力原文The lecture discusses two theories that explain the disappearance of the Maya civilization in Central America. According to the traditional view, the Maya civilization declined due to warfare and conflicts. On the other hand, a new theory suggests that environmental factors, particularly drought, played a significant role in the downfall of the Maya civilization.The traditional view argues that the Maya civilization's collapse was primarily caused by warfare and conflicts. The lecturer mentions that some scholars support this view because of the evidence of violence found in Maya cities including fortification walls and defensive structures. Additionally, the discovery of mass graves further supports the claim of warfare and internal conflicts. The lecturer emphasizes that these conflicts might have weakened the civilization and made it vulnerable to other factors.However, a new theory challenges the traditional view by highlighting the importance of environmental factors. According to this theory, drought played a central role in the decline of the Maya civilization. The lecturer explains that climate change during the time of the Maya civilization led to an extended drought period. This drought significantly impacted the agricultural productivity of the Maya, leading to food shortages and famine. The lecturer points out that evidence of reduced agricultural activities and abandoned farmlands supports this theory. The reliance of the Maya civilization on agriculture made them particularly vulnerable to environmental changes.Furthermore, the lecturer mentions that the impacts of drought also affected other aspects of the Maya society. Lack of water led to the collapseof the irrigation system, which was crucial for sustaining agriculture. The scarcity of water also caused social unrest and conflicts over limited resources within the society. The lecturer highlights that archaeological evidence, such as water reservoirs and canals, suggests the importance of water management systems in the Maya civilization.In conclusion, the decline of the Maya civilization in Central America can be explained by both the traditional view of warfare and conflicts, as well as the new theory highlighting the role of environmental factors, particularly drought. The lecturer emphasizes the significance of considering multiple factors when analyzing the disappearance of ancient civilizations.。
托福听力tpo56 section1 对话讲座原文+题目+答案+译文
托福听力tpo56section1对话讲座原文+题目+答案+译文Conversation1 (1)原文 (1)题目 (4)答案 (5)译文 (5)Lecture1 (7)原文 (7)题目 (9)答案 (11)译文 (11)Lecture2 (13)原文 (13)题目 (15)答案 (17)译文 (18)Conversation1原文NARRATOR:Listen to a conversation between a student and her philosophy professor.FEMALE STUDENT:Professor Miller?MALE PROFESSOR:Hi,Laura.Everything alright?FEMALE STUDENT:Yeah.I just...wanted to let you know...after this semester I...I’ve decided to change my major.MALE PROFESSOR:Really?Why?I,I thought you loved philosophy.FEMALE STUDENT:I do,but...I don’t know.I have to be practical.It’s great to take all these philosophy classes,but I mean...I need to start thinking about finding a job after I graduate.MALE PROFESSOR:Because,uh let’s see...people with a degree in philosophy don’t have anything to offer employers.Right?FEMALE STUDENT:Well...kind of.Lots of my friends are business majors.I need to study something that’ll actually prepare me for a career.MALE PROFESSOR:If I had a dollar for every time I heard that.OK.Studying something like business is great preparation,of course.Especially for people who already know their career goals.But for those who don’t,well...what’s yours,what’re your goals?FEMALE STUDENT:I have no idea.MALE PROFESSOR:So,for you...perhaps it’s not the best option.FEMALE STUDENT:That’s a good point.MALE PROFESSOR:With a major in philosophy...besides the possibility of grad school —which I think would be wonderful for you—you know lots of things that are valuable in any career.FEMALE STUDENT:Like what?How Johnson tried to refute Berkeley’s empiricism?MALE PROFESSOR:Well...what did Johnson do?FEMALE STUDENT:Well,you know...what Berkeley said was that we can’t really know any objects,we can just perceive them.It’s all about our senses perceiving things.Berkeley basically made the point that it doesn’t really make sense to believe in actual,physical matter...What Johnson did was,Johnson was trying to disprove that,so he kicked a big stone.He said that refuted Berkeley.MALE PROFESSOR:Uh-huh.So,what do you think of that?FEMALE STUDENT:Well,not that I’m convinced by Berkeley either,but I really don’t think Johnson refuted anything.And I think Berkeley would just say that Johnson still doesn’t know anything apart from what he senses.Seeing the stone,feeling his foot hurting after he kicked it—it’s all still just based on his perceptions.Johnson can’t argue that he knows anything other than what his senses have told him.MALE PROFESSOR:You know what you just did?FEMALE STUDENT:Told you something that’s not relevant anywhere but a philosophy class?MALE PROFESSOR:No.You demonstrated well-developed analytical skills.Philosophy majors can critique other people’s reasoning,make a convincing argument, summarize...and communicate very effectively.These things are important in any career.And in life!FEMALE STUDENT:OK,but...still!You don’t see any of that in job descriptions!MALE PROFESSOR:Really?Oh,I think you do.I’ve seen so many articles lately,by heads of companies in all kinds of fields,complaining that it’s hard to find employees who can do that.Ask at the career services office—they’ll tell you the same thing.FEMALE STUDENT:Well,I guess career services would know.MALE PROFESSOR:Also,why don’t you think about...You know,our department always has information about summer internships.That’d give you some concrete experience to put on your résumé.FEMALE STUDENT:That’s an idea.MALE PROFESSOR:An internship could help you get your foot in the door.题目1.What is the conversation mainly about?A.The best careers for philosophy majorsB.The arguments made by two philosophersC.Why the student should continue studying philosophyD.Why the student should look for an internship in philosophy2.What does the professor imply about studying business?A.It will improve the student’s chances of being accepted into graduate school.B.It may not be a wise choice for the student.C.It could help the student clarify her career goals.D.There may be fewer jobs in this field than the student thinks.3.Why does the student mention Johnson and Berkeley?A.To cast doubt on something the professor saidB.To get the professor’s opinion about a topic from classC.To indicate that she wishes to change the subjectD.To check whether she has understood a philosophical argument4.What does the student imply about Johnson’s argument?A.It is more convincing than Berkeley’s argument.B.It disproves an accepted theory.C.It demonstrates the existence of physical matter.D.It fails to prove the point he was trying to make.5.Why does the professor tell the student to go to the career services office?A.To research summer internship opportunitiesB.To ask how to include her skills on her résuméC.To read job descriptions for careers in philosophyD.To confirm that her skills are valuable to employers答案C B AD D译文旁白：听一个学生和她的哲学教授之间的对话。
托福听力题目TPO 056
TPO56听力Section1Conversation1:Listen to a conversation between a student and her philosophy professor.1.What is the conversation mainly about?〇The best careers for philosophy majors〇The arguments made by two philosophers〇Why the student should continue studying philosophy〇Why the student should look for an internship in philosophy2.What does the professor imply about studying business?〇It will improve the student's chances of being accepted into graduate school〇It may not be a wise choice for the student〇It could help the student clarify her career goals〇There may be fewer jobs in this field than the student thinks3.Why does the student mention Johnson and Berkeley?〇To cast doubt on something the professor said〇To get the professor’s opinion about a topic from class〇To indicate that she wishes to change the subject〇To check whether she has understood a philosophical argument4.What does the student imply about Johnson’s argument?〇It is more convincing than Berkeley's argument〇It disproves an accepted theory.〇it demonstrates the existence of physical matter〇It fails to prove the point he was trying to make.5.Why does the professor tell the student to go to the career services office?〇To research summer internship opportunities〇To ask how to include her skills on her resume〇To read job descriptions for careers in philosophy〇To confirm that her skills are valuable to employersLecture1：Listen to part of a lecture in an art history class.1.Why does the professor discuss Jackson Pollock?〇To point out a common misconception about Abstract Expressionism〇To help students understand the nature of Abstract Expressionism〇To compare Pollock's technique to that of other Abstract Expressionist painters〇To defend Pollock and the Abstract Expressionists from criticism2.What point does the professor make about Jackson Pollock’s training as an artist?〇It motivated him to rebel against art he claimed was boring〇It contrasted with the type of art he later created.〇It taught him how to paint using unconventional methods〇It was very different from the type of training most artists receive3.What were two features of Jackson Pollock’s painting technique?Click on2answers.〇He used walls as a painting surface.〇He painted the canvas while it was on the floor.〇He applied paint by pouring or dripping it〇He allowed visitors at his studio to help with the painting4.What is the professor’s attitude toward the term“action painting”？〇He thinks it correctly describes Pollacks painting technique.〇He considers it less appropriate for Pollock than for other Abstract Expressionists.〇He believes that it represents the sense of movement displayed in Pollock’s paintings.〇He is pleased that contemporary critics rarely use the term5.What feature of Autumn Rhythm does the professor imply is representative of Pollock’s works?〇It symbolizes the passage of time.〇It reveals a lack of control over emotions.〇It combines structure and the appearance of chaos〇It combines tradition and innovation6.Why does the professor discuss photography?〇To emphasize how different it is from painting〇To make a point about its increasing popularity in New York’s art world〇To show the extent of Pollock’s influence〇To support his argument about the way people look at Pollock’s paintingsLecture2：Listen to part of a lecture in a zoology class.1.What does the professor mainly discuss?〇Conditions that led to the extinction of the archaeopteryx〇The adaptation of the archaeopteryx to its environment〇Research on the archaeopteryx as an example of the typical dinosaur〇The importance of the archaeopteryx in the study of the evolution of birds2.According to the professor,why was the first archaeopteryx fossil of unusually high quality?〇The fossil was not exposed to harsh weather conditions that could have damaged it_〇Archaeopteryx bones preserve more successfully than the bones of other birds〇The stone in which the fossil was found was composed of very fine particles〇The archaeopteryx was fossilized more recently than other ancient birds found in fossils.3.Why does the professor mention the Mona Lisa?〇To argue that examining fossils is a process that requires great attention to detail〇To point out that the archaeopteryx fossils can be interpreted in different ways〇To demonstrate that no one fully understands the process of bird fossilization〇To persuade the class that the archaeopteryx was a particularly beautiful bird4.What point does the professor make about the tail of the archaeopteryx?〇It was the only part of the archaeopteryx not preserved in fossils.〇It is the reason that the archaeopteryx is classified as a bird〇It was very different from the tails of modern birds〇It is the reason ornithologists believe the archaeopteryx could fly5.What is the professor’s attitude toward the recent research on fossils discovered in China?〇She is inclined to believe the results of the research〇She has not yet formed any opinion about the study because it is incomplete.〇She is upset that the study's conclusions contradicted her own opinions.〇She doubts that the study will help answer questions about the archaeopteryx6.Why does the professor say this(重听题)〇To indicate that she disagrees with other researchers〇To acknowledge that her explanation may have been unclear〇To warn the student about a common misunderstanding〇To suggest that the student should listen more carefullySection2Conversation1:Listen to a conversation between a student and a university employee.1.What is the conversation mainly about?〇Collecting membership fees for a student club〇Arrangements for an upcoming student trip〇A recent performance by a famous jazz group〇Finding a good restaurant in the city2.Why do the students want to get to the theater early?〇To purchase their concert tickets〇To avoid rush hour traffic〇To be able to get good seats〇To have time to eat dinner3.What is the woman's attitude toward the students1plan to eat separately?〇She is convinced that there will be problems.〇She approves because they will not be able to get a reservation for such a large group〇She does not believe that they have planned enough time to eat separately.〇She thinks it would be cheaper if they had dinner together.4.Why does the man change the time that the vans will meet the students after the concert?〇To reduce the cost of parking〇To get students home in time to study〇To make sure that no student will be left behind〇To avoid the crowds after the concert5.What information will the woman give the man tomorrow?〇The cost of the concert tickets〇The hourly charges for van drivers〇The amount of money the students need to deposit〇The amount of money the students still oweLecture1:Listen to part of a lecture in an archeology class1.What aspect of archaeology in Iceland does the professor mainly discuss?〇Various techniques for dating archaeological sites〇Causes of damage to a Viking-era house〇Evidence of early agricultural tools〇A method for locating buried structures2.According to the professor,why are the remains of old Icelandic houses difficult for archaeologists to find?〇The remains cannot be detected by a remote sensing tool.〇The remains are located in areas that are now covered by glaciers.〇The houses were made of material that is similar to the soil around them〇The houses were extremely small3.Why does the professor discuss Icelandic sagas about Viking explorers?〇To help explain archaeologists'interest in Iceland〇To help the students understand the climate of Iceland〇To compare the geography of Iceland to that of North America〇To provide an overview of the history of archaeology4.According to the professor,what kind of data does the remote sensing tool provide?〇The approximate age of different types of buried structures〇The electrical conductivity of the ground at different locations〇The chemical composition of different types of soil and peat〇The temperature of the ground at different depths5.What is the significance of the building that was found by using the remote sensing tool?〇It might have been the first museum in Iceland.〇It might have been built with materials from North America.〇It may help prove that a story from the Icelandic sagas is true〇It may be the only building in Iceland built of compressed peat6.Why does the student say this:（重听题）〇He thinks that the professor may have already answered his question〇He wants the professor to repeat what she just said〇He is sorry that he missed last week’s lecture〇He cannot hear what the professor is saying答案解析：Section1Conversation1：CBADDLecture1：BB(BC),ACDLecture2：DCB,CAASection2Conversation1：BCACDLecture1：DCA,BCA恭喜你完成全部学习，距离和托福分手不远啦！。
托福听力tpo60 lecture1、2、3 原文+题目+答案+译文
托福听力tpo60 lecture1、2、3 原文+题目+答案+译文Lecture1 (1)原文 (1)题目 (3)答案 (5)译文 (5)Lecture2 (7)原文 (7)题目 (9)答案 (11)译文 (12)Lecture3 (13)原文 (13)题目 (16)答案 (18)译文 (18)Lecture1原文Listen to part of a lecture in an art history class.As you know, artists today can choose from an enormous selection of media, including water colors, acrylic paints, not to mention special pains formulated for almost any surface you might wanna paint on. But even so, oil paints are still the medium of choice among most professional artists and hobbyists. So why is that? well, for one thing, oil paints extremely versatile, suitable for many different painting styles, different subjects, and different sizes of work. Another advantage is thatthey're easy to use. Even for beginners, they can be manipulated. You can apply oil paint to a canvas. And then because they don't dry right away, they can be scraped off and paint it over.So you don't have to waste expensive material every time you make a change. Unlike acrylic paint, which really can't be moved once it's applied, acrylic paints dry very quickly. So in general, when using them, it's more difficult to make changes. And with watercolors, you can't really paint over a mistake, because it really diminishes the freshness of the colors. So oil paint is the medium of choice for many painters. Nowadays, anyway, in terms of art history, oil paints actually pretty young in Europe before the invention, rather, the development of oil paint, painters mostly used Tempera. Tempera was made with egg yolk. Believe it or not, the yoke acted as a binder. A binder enables the color pigment to stick to your canvas, and no temporal wasn't always yellow. If that's what you're thinking. Artists made their own paint by mixing egg yolk with a color pigment like powdered iron ore copper. But it dried very fast, which left little room for error or change.You really had to get it right the first time. Then in the early 15th century, a Flemish painter named Jan of Van Eyck started experimenting up after that emperor in one of the Nikes paintings cracked while drawing in the sun. He decided to try to make a paint that would avoid this fate. So he tried. And oil mixture, actually other painters before him had tried using oils as a binder. So while the Nikes credited with inventing oil paint, it's not entirely true. In Greece and Italy, olive oil had been used to prepare pigment mixtures, but the paint took a really long time to dry, just the opposite of tempera. But van Eyck had a secret recipe for his oil paint. He used linseed oil. Not only did this paint dry without cracking, van dyke also discovered that it could be applied in very thin layers. This technique gave the colors of depth that was previously unknown. And just as important, the linseed oil actually increased the brilliance of the color. So as a result, pigment oil mixtures became very popular among artists. Some tried to improve the paint by developing their own recipes, like uh, by using walnut oil, for instance, or by cooking their oil mixtures. But a greatmany began using some sort of oil as their binder.Now with all this experimentation with mixtures, well, it took a long time for artists to get comfortable with using these new oil paints to get a true feeling for how to apply them to the best effect. The early painters in oil like that Ike laid the paint down in thin layers with brush strokes that were so delicate that they're practically invisible. And it really wasn't until the end of the 16th century and in the 17th century that the full potential of oil paint was realized, for example, that's when artists finally began to combine delicately painted areas with thick brush strokes. So you could actually see the marks of the brush combining the rough and the smooth gives oil paintings great textural depth. Of course, the public who are used to smooth surfaces actually complained that these paintings looked unfinished. And some of that attitude carried over until later centuries, like, well, you're probably familiar with the work of the painter Vincent Van Gogh. Van gogh's famous nowadays for his thick, swirling brush strokes. But amazingly enough, his work was not appreciated back in the 19th century, and he sold just one painting during his lifetime. Of course, the French impressionists, who were his contemporaries, attained more popular acclaim, but they used a different technique. They applied oil paint and thick dabbs to depict the effects of light on the landscape.题目1.What does the professor mainly discuss?A. The relationship between painting techniques and types of paint that are usedB. Reasons for the changes in the popularity of oil paint since the seventeenth centuryC. The historical development and use of oil paintD. The main differences between oil paint and tempera2.What reasons does the professor give for the popularity of oil paint among modern artists?[Click on 2 answers.]A. It can be used for a number of painting styles.B. It allows artists to make changes.C. It does not fade easily.D. It can be made easily even by amateur painters.3.What property do tempera and acrylic paint have in common?A. They do not stick well to the canvas.B. They tend to crack as they dry.C. They tend to make colors look dull.D. They dry very quickly.4.What are two points the professor makes about the painter Jan van Eyck?[Click on 2 answers.]A. He did not invent the use of oil as a binder.B. He improved his own oil mixtures by heating them.C. He invented tempera.D. He applied oil paint to a canvas in thin layers.5.Why does the professor talk about combining delicate brushstrokes with thickbrushstrokes?A. To explain the popularity of van Eyck's paintingsB. To describe a difference between linseed oil and olive oil as a binderC. To indicate that artists became more experienced in the use of oil paintD. To point out a similarity between the painters van Eyck and van Gogh6.Why does the professor mention Vincent van Gogh?A. To emphasize that paintings made with thick brushstrokes were unpopular in the pastB. To show that artists did not know how to use oil paints correctly until the nineteenth centuryC. To describe the origin of a painting technique used by the French ImpressionistsD. To support his statement about when painters first began to use thick brushstrokes答案C ABD AD C A译文请听艺术史课上的部分内容。
托福听力tpo49 lecture1、2、3、4 原文+题目+答案+译文
托福听力tpo49lecture1、2、3、4原文+题目+答案+译文Lecture1 (1)原文 (1)题目 (4)答案 (6)译文 (6)Lecture2 (8)原文 (8)题目 (10)答案 (12)译文 (12)Lecture3 (14)原文 (14)题目 (17)答案 (19)译文 (19)Lecture4 (21)原文 (21)题目 (23)答案 (25)译文 (25)Lecture1原文NARRATOR:Listen to part of a lecture in a geology class.MALE PROFESSOR:Alaska is fascinating to geologists because of its incrediblelandscapes.Uh,permafrost has a lot to do with this.That is,the areas where the ground—the soil—is always frozen,except for the very top layer—what we call the active layer of permafrost—which melts in the summer and refreezes again in the winter.The northern part of Alaska is covered in lakes—thousands of them—and most of these are what we call thaw lakes.T-h-a-w.Thaw lakes.I'm gonna show you a few sketches of them in a minute,so you'll have a good idea of what I'm talking about.So, how these thaw lakes are formed has to do with…OK,it starts with ice wedges.The top part of the ice wedge melts—Should I back up?Ice wedges form when water runs into cracks in the ground,the permafrost,then freezes.You ever see mud after it dries?Dried mud has cracks,because when it dries, it contracts,it shrinks.Well,in winter,permafrost behaves similarly.It shrinks in winter,because it freezes even more thoroughly then,and as it shrinks,it forms deep,deep cracks.Then in the summer,when the active layer—the top layer of the permafrost—melts,the melt water runs into those cracks in the permafrost,then freezes again—because that ground,the ground beneath the active layer,is still below freezing.So,you have wedges of ice in the permafrost.Now the ice wedges widen the original cracks in the permafrost,because water expands when it freezes.All right?OK,then in autumn,the active layer on top freezes again.Then in winter,the permafrost starts contracting again and the cracks open up even wider.So the next summer,when the active layer melts again and flows into the widened cracks…and…freezes…it makes the cracks even wider.So it’s sort of a cycle through which the cracks and the wedges grow wider and wider.So when the ice wedge reaches a certain size,its top part—in the active layer—turns into a little pond when it melts in the summer.And that's the beginning of your thaw lake.[pause]There are thousands of them in northern Alaska.One of the most fascinating things about these lakes—and this is important—is that they mostly havethe same shape.Like an elongated oval,or egg shape.And what's more,all the ovals are oriented in the same way.Here's an idea of what they look like,what the landscape looks like from an aerial view,with the lakes side by side.There's been considerable research done to try to figure out what causes them to be shaped and oriented this way.We know that the shape and orientation are caused by the way the lakes grow once they're formed,but the question is,what makes them grow this way?One theory sees winds as the cause.This region of Alaska has strong winds that blow perpendicular to the lakes.What happens is,wind blows straight into the longer side of the lakes.Now,wouldn’t that erode the lake bank in that direction?The same direction as the wind?Well…no.Actually,what happens is that the waves caused by the winds build a sorta protective layer of sediment—it's called a“protective shelf”—along the bank of the lake directly in front of them;so that bank is shielded from erosion,and the waves are diverted to the sides,to the left and to the right,and that’s why the left and the right banks start eroding.Get it?The bank straight ahead is protected,but the lake currents--the waves--erode the banks to the sides.That's the current model,um,the wind erosion model,which is generally accepted.But,there's a new theory that says that[deliberately]thaw slumping,not wind,is what shapes the thaw lakes.Thaw slumping,um…OK.Sometimes,in the summer,the temperature rises pretty quickly.So the active layer of permafrost thaws faster than the water can drain from the soil.So the sides of the thaw lakes get,like,mushy,and slump,or slide,into the lake.Then,the lake water spreads out more,and the lake gets bigger,OK?Also,in that part of Alaska,the terrain is gently sloped,so the lakes are all on an incline.Here.Now,this is an exaggeration of the angle—the hill isn't this steep—butsee how with the lake's banks,the side that is farther downhill…it's smaller,lower. This short bank thaws faster than the tall one does,so it falls into the lake—it slumps, much more and much faster than the other bank.When the short banks of many lakes slump,they move farther downhill and the lakes grow—all in the same downhill direction.This is a new theory,so it hasn't been tested much yet.In field studies,when we've looked at the banks of these thaw lakes,there's not much evidence of slumping. We'd expect to see cliff-like formations there,from the slumping,but we haven't really found many of those.题目1.What is the main purpose of the lecture?[Click on two answers.]A.To contrast how different kinds of thaw lakes growB.To explain why a new theory of thaw lakes is gaining acceptanceC.To explain how processes in permafrost lead to the formation of thaw lakesD.To describe two competing theories about the growth of thaw lakes2.The professor explains thaw lake formation as a cycle of events that occur repeatedly.Summarize this cycle,starting with the event filled in below.[Click on a sentence.Then drag it to the space where it belongs.The first one is done for you. One sentence will not be used]A.Meltwater flows into cracks in permafrostB.Ice wedges inside permafrost completely meltC.Freezing water expands cracks in permafrostD.Ice in the active layer melts as temperatures riseE.Permafrost shrinks and cracks as temperatures drop..3.What is the significance of the'protective shelf'discussed by the professor?A.It prevents the slumping of lake banks.B.It shields the lake surface from strong winds.C.It redirects the waves to lake banks that do not face the wind.D.It allows the lakes to grow in the same direction as the wind blows.4.According to the thaw slumping model,which side of a thaw lake grows fastest?A.The side where the bank is shortestB.The side least exposed to windC.The side that is at the highest elevationD.The side opposite the protective shelf5.What is the professor's opinion of the thaw slumping model?A.He thinks it was urgently needed.B.He is not convinced that it has a firm basis.C.He thinks it would be better if it were simplified.D.He does not think it is very different from the old model.6.Why does the professor say this:You ever see mud after it dries?A.He wants some information from the students.B.He thinks that the students may find an example helpful.C.He realizes that he forgot to mention an important topic.D.He wants to point out an important difference between frozen ground and dry ground.答案CD EDACB C A B B译文听一段地质学的讲座。
托福听力tpo45 lecture1、2、3、4 原文+题目+答案+译文
托福听力tpo45 lecture1、2、3、4 原文+题目+答案+译文Lecture1 (2)原文 (2)题目 (4)答案 (6)译文 (6)Lecture2 (7)原文 (7)题目 (10)答案 (12)译文 (12)Lecture3 (15)原文 (15)题目 (17)答案 (19)译文 (19)Lecture4 (21)原文 (21)题目 (24)答案 (26)译文 (26)托福听力tpo45 lecture1、2、3、4 原文+题目+答案+译文Lecture1原文NARRATOR: Listen to part of a lecture in an art history class.MALE PROFESSOR: As I was saying, the Renaissance period—which started in the fourteen hundreds in Europe—the Renaissance was still a pretty religious period. And that's reflected in the artwork of that time.But artists were starting to experiment with a more secular point of view as well—a tendency to also use the natural world as the subject matter for their art.And there were different ways that these natural themes were explored. For instance, many artists would paint portraits, while others—although this was more common in northern Europe—would make landscapes the subject of their works.But today I'd like to consider an influential Italian Renaissance artist, Leon Battista Alberti, who took a slightly different approach.Leon Battista Alberti was a painter, sculptor, architect, musician, poet—very wide-ranging interests—like daVinci or Michelangelo, the sort of guy for whom the term “Renaissance man” was in fact created.Alberti believed that the most important approach for a painter was to capture a story or narrative. Now, as I've indicated, this narrative could be either religious or secular, depending on what the work of art was for. If the work was to be placed in a church then obviously it'd have a religious theme, whereas if it was for someone's home then it could deal with a different subject matter. The exact narrative didn't really matter, so long as it was one that captivated the audience—that held the viewer's attention.So what is actually needed to tell a story?Well, Alberti needed characters, right? Human figures.And he wanted to represent them as realistically as possible to capture the viewer's attention. One way he achieved this was to make use of what's known as the contrapposto pose.A contrapposto pose basically entails showing a slight twist in the body. The shoulders and hips are usually bent in different directions. In other words, if the left shoulder is bent so that it's slightly higher than the right shoulder, then the hips will be bent so that the left side will be slightly lower than the right side. Similarly, in sculptures, most of the weight seems to be on one foot, which also results in this slanted position—making it seem like the figure is about to walk or move. This adds to the realistic aspect of the figure.But there are actually a lot of things that could go wrong in the attempt to create such a pose. You could make a figure’s arms bigger than its legs, or the head too small for the body. Messing up the proportions can leave a figure looking cartoon-like and unnatural. But Alberti had a solution: He encouraged artists to visualize a figure's bones and structure. This would give the artist an idea of the proportions of the figure. From there, Alberti suggested the artist imagine attaching the tendons and muscles, then covering those with flesh and skin.Now, although this method may seem complicated, artists since antiquity have used anatomical observations to try to get the proportions of the human figure as accurate as possible—though obviously not to the degree that Alberti was recommending.Now, in addition to characters, the setting is extremely important, especially when attempting to tell a story realistically. Renaissance artists essentially needed to create a three-dimensional scene on a two-dimensional surface. They accomplished this by the use of perspective—a relatively new idea for artists at the time. In particular, the type of perspective that Alberti advocated was called linear one-point perspective. In fact, Alberti was one of the artists who developed the geometry behind linear one-point perspective.Linear perspective basically consists of drawing straight lines that extend from the forefront of the painting into the background—lines that seem to be parallel to each other, but which actually converge on a single point in the horizon, called the vanishing point. By drawing figures and objects smaller and smaller as the lines get closer together, the artist is able to create depth in a painting. This gives the illusion of a third dimension and makes the work of art more realistic.题目1.What is the lecture mainly about?A. Reasons for the transition from religious to secular themes in Renaissance artB. The disproportionate influence of Italian artists during the Renaissance periodC. Techniques used during the Renaissance to produce realistic works of artD. A comparison of themes in paintings and sculptures during the Renaissance2.What is the professor's opinion of Leon Battista Alberti as an artist?A. Alberti's interests were too diverse for him to succeed in any one field.B. Alberti was ineffective in imposing his own theories on other artists.C. Alberti was a much more skilled artist than da Vinci or Michelangelo.D. Alberti represents the Renaissance ideal of wide-ranging achievement.3.According to the professor, what did Alberti consider to be the most important aspect of a Renaissance painting?A. That it convey an appealing narrativeB. That its figures be posed symmetricallyC. That its theme not be religiousD. That its characters be positioned within a landscape4.Why did some artists begin to use the contrapposto pose?A. To create a cartoon-like effectB. To help viewers identify the main figure in a work of artC. To show the relative sizes of human figuresD. To make human figures appear more natural5.Why does the professor discuss tendons and muscles?A. To emphasize that Alberti's study of anatomy led to his interest in artB. To show the emphasis Alberti placed on using physically fit modelsC. To illustrate the difficulty of maintaining a contrapposto pose in real lifeD. To explain one of Alberti's methods for creating accurate proportions6.Why was the development of linear one-point perspective important to Renaissance artists?A. It helped painters to place figures more symmetrically within their paintings.B. It allowed painters to create an illusion of three dimensions.C. It enabled artists to paint large landscapes for the first time.D. It encouraged artists to take an interest in geometry.答案C D A D D B译文旁白：听一篇艺术史学科讲座。
托福听力tpo44 lecture1、2、3、4 原文+题目+答案+译文
托福听力tpo44lecture1、2、3、4原文+题目+答案+译文Lecture1 (2)原文 (2)题目 (4)答案 (6)译文 (6)Lecture2 (7)原文 (8)题目 (10)答案 (12)译文 (12)Lecture3 (14)原文 (14)题目 (16)答案 (19)译文 (19)Lecture4 (20)原文 (21)题目 (23)答案 (25)译文 (25)Lecture1原文NARRATOR:Listen to part of a lecture in a materials science class.MALE PROFESSOR st time we finished going over some of the fundamental concepts of nanotechnology—the multidisciplinary science of manipulating—or controlling—extremely small units of matter,on the scale of molecules or even atoms.So,I want to talk about how nanotechnology is being used today,and,just to give you an idea,we'll look at one particular application.A team of materials scientists in Massachusetts has been working on a new,ultrathin coating,a nanocoating that might be applied to objects like bathroom mirrors,car windows,and eyeglasses to prevent fogging.And the coating has the potential to be a permanent solution,unlike the kinds of anti-fogging,spray-on liquids that are on the market today...Now,fogging often occurs when a cold surface comes into contact with warm,moist air,such as when a glass shower door or mirror fogs up during a warm shower.…Now,what's actually happening is,uh,what the fog is,is thousands of tiny spherical water droplets condensing on the surface of the glass.Light hits the water droplets and is scattered in random directions,causing the fogging effect.Now,the kind of spray-on treatments I mentioned,well,they wear off.What happens is they cause the tiny water droplets to flatten when they condense on the surface of the shower door,or bathroom mirror,or whatever object it is that it's been applied to.Because the droplets are flattened,when light hits them,the light doesn't scatter. But as I said,those kinds of treatments don't last very long.The new coating has two important components.One:negatively charged silicananoparticles—these are basically tiny particles of glass.And two:a positively charged polymer—which,you already know,a polymer is a chemical compound. These're layered over each other…the polymer,then the silica nanoparticles,the polymer,then the silica nanoparticles,you see.They're layered in such a way that the silica nanoparticles don't pack together tightly.In other words,the structure has pores,or holes,little tiny pockets,throughout it.The coating prevents fog from developing because it loves water.It attracts the water droplets—sucking them into the tiny pores.And that alters the shape of the droplets; the droplets are forced to flatten and to join together into a single sheet of water, rather than remaining as single droplets—each of which is a sphere that scatters light in different directions.OK,so instead of being scattered,the light passes through the thin sheet of water.So there's no fogging effect.The ultrathin coating can be made more durable by heating it—and of course the object it's applied to—to an extremely hot temperature—500degrees Celsius.What that does is burn the polymer away and fuse the silica nanoparticles together—while maintaining the structure of pores.But that's possible only on materials that can withstand high heat.Glass,yes.Plastics, no.But they're working on solving that problem;trying to come up with a way to coat plastics and other materials durably and effectively.Interestingly,it was a plant—the lotus plant—that inspired this work,I guess you could say inspired it in an indirect sort of way.The leaves of this plant are what we call“superhydrophobic.”Lotus leaves,being superhydrophobic,don’t attract water—they repel it—in a big way.When raindrops fall on lotus leaves,they remain spherical.They roll right off.So for a long time the Massachusetts scientists tried to create a coating that acted like these lotus leaves—a coating that was superhydrophobic.But then they began to think about the opposite extreme.Uh,could they accomplish their goal by making acoating that,instead of repelling water,actually attracted water?Well,they seem to have gotten quite far with this approach.It’s really strong work with a range of interesting consumer applications.It's not costly to manufacture the coating.Some car makers are interested in applying it to their windshields.Looks like we'll probably see it on the markets in everyday products in the next few years.题目1.What is the main purpose of the lecture?A.To provide an example of a practical use of nanotechnology.B.To show the origins of the field of nanotechnology.C.To give a brief outline of the main concepts of nanotechnology.D.To explain the growing interest in nanotechnology research.2.How does the professor organize the information he presents to the class?A.He describes the inspiration behind the nanocoating,then how the coating works.B.He describes how the nanocoating is currently marketed,then the inspiration behind it.C.He explains how fogging occurs,then the basic concepts of nanotechnology.D.He explains how fogging occurs,then how the nanocoating prevents it.3.According to the professor,how does the new nanocoating work?A.By forcing light to bounce off a glass-coated polymer.B.By forcing water droplets to roll off an ultrathin surface.C.By causing water droplets to merge into a single sheet of water.D.By causing light to scatter randomly in many directions.4.According to the information in the lecture,why does the new nanocoating not last as long on plastic as it does on glass?A.Plastic cannot withstand extremely high temperatures.B.The internal structure of plastic repels a positively charged polymer.C.The coating solution scatters when it comes into contact with plastic.D.Plastic surfaces scratch more easily than glass surfaces do.5.What inspired the team of scientists in developing the new coating?A.A problem the team frequently encountered in everyday life.B.The ineffectiveness of spray solutions in flattening water droplets.C.The leaves of a plant that the team had been investigating.D.Interactions observed between silica nanoparticles and polymers.6.What is the professor's opinion about the approach inventors took to the development of the new nanocoating?A.He thinks other inventors should use a similar approach.B.He is impressed by the flexibility of their approach.C.He is surprised the research process took so long.D.He thinks they should have spent more time testing a superhydrophobic coating.答案A D C A C B译文旁白：请听一段材料科学的讲座。
托福听力tpo56 section2 对话讲座原文+题目+答案+译文
托福听力tpo56section2对话讲座原文+题目+答案+译文Conversation2 (1)原文 (1)题目 (3)答案 (5)译文 (5)Lecture3 (6)原文 (7)题目 (9)答案 (11)译文 (11)Conversation2原文NARRATOR:Listen to a conversation between a student and a university employee.MALE STUDENT:Hi,Louise.I have that information you need for our club trip.FEMALE EMPLOYEE:I’m sorry,George,I don’t remember—so many students have needed transportation arrangements this week—which trip is it that you’re organizing?MALE STUDENT:It’s the jazz club trip—the one we’re taking into the city to see that concert by the Victory Jazz Quartet.FEMALE EMPLOYEE:Oh right—that famous group you were telling me st time we talked,you didn’t know how many students wanted to go.MALE STUDENT:Well,according to the sign-up sheet,twenty-seven students havebought a concert ticket and want a seat on the bus.FEMALE EMPLOYEE:Twenty-seven,huh.That won’t fill up a bus.We’ll have to use a couple of vans.Which is actually good—it’ll be easier for them to find parking in the city.MALE STUDENT:OK.Uh,we were thinking that the bus,the vans,should leave around three o’clock.That way we’ll be in the city around four thirty.FEMALE EMPLOYEE:Or later…don’t forget about rush hour.MALE STUDENT:That’ll still give us plenty of time.We already have tickets,but this theater doesn’t have assigned seating—so we need to get there early—like around seven thirty—to get good seats.FEMALE EMPLOYEE:So,what are you gonna do with all that extra time?MALE STUDENT:Oh,go find dinner,walk around,whatever.Then we’ll meet back at the theater.FEMALE EMPLOYEE:Why not eat together?MALE STUDENT:Well,if people get their own meals,then we don’t have to worry about restaurant reservations…about finding a place that can handle such a large group.FEMALE EMPLOYEE:But if you all go separate ways,there’s bound to be somebody who’ll turn up late or get lost or something.MALE STUDENT:Oh,I know this group,they’re not like that…FEMALE EMPLOYEE:You know,I’ve scheduled a lot of student trips.If I were you,I’d think about going out for something like,oh,say,pizza—some of those places are pretty big—and who doesn’t like pizza?MALE STUDENT:Well,I’ll check with the group and see what they think.Anyway,the tickets say the concert ends around ten,but I’m pretty sure it’ll be later than thatbefore we get out of the theater.You know,with encores…and the crowds…FEMALE EMPLOYEE:Alright,then I’ll have the vans pick you up at ten fifteen.But, everybody better be there.The van drivers won’t wait around.MALE STUDENT:In that case,let’s make it a little later,like ten thirty.FEMALE EMPLOYEE:Alright.Did you bring the deposit?MALE STUDENT:Yeah,I did what you suggested—asked everybody to give me some money to reserve their space on the bus.They know they’ll have to pay more once we know what the total is.FEMALE EMPLOYEE:I’ll have to run a few numbers to get the final cost.Vans are a lot cheaper than buses but we’ll have to pay for two drivers—they’ll charge us by the hour.Of course,you’ll get the normal student discount from the van company, and I’ll deduct your deposit.I can let you know the balance tomorrow.MALE STUDENT:Great,I’ll come by after class.题目1.What is the conversation mainly about?A.Collecting membership fees for a student clubB.Arrangements for an upcoming student tripC.A recent performance by a famous jazz groupD.Finding a good restaurant in the city2.Why do the students want to get to the theater early?A.To purchase their concert ticketsB.To avoid rush hour trafficC.To be able to get good seatsD.To have time to eat dinner3.What is the woman’s attitude toward the students’plan to eat separately?A.She is convinced that there will be problems.B.She approves because they will not be able to get a reservation for such a large group.C.She does not believe that they have planned enough time to eat separately.D.She thinks it would be cheaper if they had dinner together.4.Why does the man change the time that the vans will meet the students after the concert?A.To reduce the cost of parkingB.To get students home in time to studyC.To make sure that no student will be left behindD.To avoid the crowds after the concert5.What information will the woman give the man tomorrow?A.The cost of the concert ticketsB.The hourly charges for van driversC.The amount of money the students need to depositD.The amount of money the students still owe答案B C A C D译文旁白：听学生和大学职员之间的对话。
托福听力tpo57 lecture1、2、3 原文+题目+答案+译文
托福听力tpo57 lecture1、2、3 原文+题目+答案+译文Lecture1 (1)原文 (1)题目 (3)答案 (5)译文 (5)Lecture2 (7)原文 (7)题目 (9)答案 (11)译文 (11)Lecture3 (13)原文 (13)题目 (15)答案 (17)译文 (17)Lecture1原文NARRATOR: Listen to part of a lecture in a theater history class. The class is discussing 18th-century plays in Europe and the United States.MALE PROFESSOR: By far the most popular genre of plays during the 18th century was the sentimental comedy. Now, in order to sort of get our heads around what a sentimental comedy is, where it came from, and why on earth it was so popular, we need to understand what sentimentality was, as a philosophical movement. So, uh, during the 18th century, some thinkers, uh, philosophers, political theorists uh cameup with this idea of sentimentality. The main point in sentimentality is that-that people are inherently good, people are good by nature. In the past, in other times, some people had believed or claimed that men and women are naturally selfish, or naturally evil; during the seventeenth century there was a very popular theory, known as-as the “social contract,” set out by thinkers like Thomas Hobbes, which argued that people are naturally selfish …. Eh, during the eighteenth century, on the other hand, eh thinkers associated with sentimentality came along and said no, no, no, people are naturally good. Yes, Diane, question?FEMALE STUDENT: Yeah, sorry to interrupt, but… why was it called—that first one, uh, the “social contract”—why was it called that? I mean, if people are supposed to be naturally selfish, isn’t that the opposite of being social?MALE PROFESSOR: Uh. the emphasis was more on the contract part. If people are naturally inclined to do what’s in their own self-interest, then, in order to have people living together in peace, you-you needed to develop some kind of a social contract, a sort of agreement—I won’t hit you over the head and take your stuff if you don’t hit me over the head and take my stuff... But, in the eighteenth century, the sentimental theorists came along and said that people are naturally good. FEMALE STUDENT: Hard to believe sometimes if you watch the evening news.MALE PROFESSOR: Okay. If you try to argue that people are naturally good, you’re going to have to answer the question: “What about the fact that bad things happen? How do we account for the fact that people do bad things?” Sentimental theorists claimed that evil deeds happen because people are led astray by bad influences. That is, people can be pressured, or seduced, or tricked into doing something wrong. And, uh, the other question that comes up in relation to sentimentality is: “If you are led astray, how can you be redeemed? Can you be brought back to your state of natural goodness?” What do you think?MALE STUDENT: I think, yeah, if you think people are basically good, then you probably also think they can be, you know, brought back to being good again.MALE PROFESSOR: That’s right. And they said you do this by appealing to a person’s natural instincts, trying to return them or connect them to their natural state, especially via the emotions. Making someone cry, then, could make them good again. Uh, picture, for example, uh, the evil villain, smirking at his latest, uh, robbery and theft, who happens to see a lost child, walking down the street, sobbing, and he starts to sniffle and cry and maybe his heart goes out to this, this lost child, and he wants to he the child and somehow he realizes that he’s been bad—or rather, been behaving badly—since according to sentimentalist theory, he was never truly bad to begin with.Alright, that’s sort of the hallmark of sentimentality, and it’s what became the driving force behind sentimental comedies.MALE STUDENT: I, I don’t get why they’re comedies—they don’t sound funny …MALE PROFESSOR: You’re right, a sentimental comedy is not specifically funny. The goal isn’t to make the audience laugh; in fact, the goal’s to make the audience cry. Thus, a sentimental comedy will usually depict someone virtuous, but in some sort of distress. Perhaps a good virtuous man or woman who, who’s suffering financial hardships, and uh, we see them desperate for food, barely able to survive, tempted to, to rob someone. But they resist that temptation and still triumph in the end. And again, seeing this, the audience is expected to cry, and thus reconnect with their natural emotional state…题目1.What is the lecture mainly about? [Click on 2 answers.]A. Story elements that make comedies funnyB. A type of play that was popular in the pastC. Opposing theories about human natureD. Theories about roles that people play in society2.Why does the professor mention social contract theory?A. To provide the historical setting for the development of sentimental theoryB. To give an example of a theory proposed by sentimental philosophersC. To explain the basic concept underlying all sentimental comediesD. To offer one explanation for the influence sentimental comedies had on society3.According to the professor, what two questions did sentimental theorists need to answer about their theory?[Click on 2 answers.]A. Why do people do bad things?B. How can people resist bad influences?C. How is it possible for people to feel good when they do bad things?D. Can people who do bad things become good again?4.According to the professor, what is a typical sentimental comedy usually about?A. A good person who tries to help othersB. A good person in a desperate situationC. A person who encourages others to behave badlyD. A bad person who is punished in the end5.What does the professor imply is the fundamental objective of sentimentalcomedies?A. To make people aware of social problemsB. To remind people that money does not always bring happinessC. To help people forget about their problemsD. To encourage people to be true to their inner nature6.What does the professor imply when he says this?A. Sentimental comedies preceded the development of sentimental theory.B. Sentimental comedies were surprisingly funny.C. It is difficult to understand why sentimental comedies were once so popular.D. It is not known exactly where the first sentimental comedies were presented.答案BC A AD B D C译文旁白：在戏剧历史课上听一部分讲座。
托福听力tpo53 lecture1、2、3、4 原文+题目+答案+译文
托福听力tpo53lecture1、2、3、4原文+题目+答案+译文Lecture1 (1)原文 (1)题目 (4)答案 (5)译文 (6)Lecture2 (8)原文 (8)题目 (10)答案 (12)译文 (12)Lecture3 (14)原文 (14)题目 (16)答案 (18)译文 (18)Lecture4 (20)原文 (20)题目 (22)答案 (24)译文 (24)Lecture1原文NARRATOR:Listen to part of a lecture in a film studies class.MALE PROFESSOR:Nowadays,we take sound in films for granted—I mean,you stillmight see black and white films occasionally,but you hardly ever see silent films anymore.So it's interesting to note that the use of recorded sound was originally controversial FEMALE STUDENT:What about all the sounds you hear in some silent movies?Like, you know a loud sound when somebody falls down or something?MALE PROFESSOR:OK,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 the1920s. 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?FEMALE STUDENT:Well,use sound to enhance the movie,right?Bring something more to it that wasn't possible…MALE 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,OK,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,theater.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,the 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.OK,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…FEMALE STUDENT:The sound doesn't match the picture?MALE 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 wehear,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.FEMALE STUDENT:Excuse me,but did you say earlier that some filmmakers actually advocated not using sound at all?MALE PROFESSOR:Well,yes,but that was a bit of an exaggeration,I guess.What I meant to say was that some filmmakers thought that the way the film sound was actually used was setting the art of filmmaking back.But everyone agreed that sound solved some very difficult issues,and offered potentially exciting tools.题目1.What is the lecture mainly about?A.The influence of theater on early sound filmsB.Conflicting views on uses of sound during the early days of sound filmsC.The great progress in cinema after the development of soundD.Viewer reactions to early sound films2.According to the professor,what types of sound were used in silent film theaters? [Click on3answers]A.Live music performed in the theaterB.Sound effects created in the theaterC.Recorded sound tracks played with the filmD.Live narration during the filmE.Musical entertainment offered before the film3.What is the professor's attitude toward early movie producers?A.He is critical of their influence on films.B.He thinks they had little influence on films.C.He thinks they understood what audiences wanted.D.He acknowledges that they made progress possible.4.According to the professor,what was characteristic of sound films in the1920s?A.Dialogues between characters were kept to a minimum.B.Many films were closely based on theater plays.C.Musical sound tracks were added to most films.D.Sounds were recorded separately and added to films later.5.What is an example of synchronous sound in a film?A.A character hearing a train that is not visibleB.A past conversation being replayed in a character's mindC.A character playing guitar and singing on screenD.A song playing at the end of a film as credits appear on the screen答案B ABD A B C译文Narrator：请听一段电影研究讲座的节选。
托福听力tpo65 lecture1、2、3 原文+题目+答案+译文
托福听力tpo65 lecture1、2、3 原文+题目+答案+译文Lecture1 (1)原文 (1)题目 (3)答案 (5)译文 (5)Lecture2 (7)原文 (7)题目 (9)答案 (11)译文 (11)Lecture3 (13)原文 (14)题目 (16)答案 (18)译文 (18)Lecture1原文Listen to part of the lecture in a biology class.Professor: Until about 30 years ago, scientific opinion was pretty much unanimous in thinking that dinosaurs were cold-blooded creatures, and not warm blooded like mammals and birds. What are these terms cold- and warm-blooded mean?Well, they are imprecise terms, a little bit inaccurate, but for the sake of consistency, I’ll continue to use them.Warm-blooded animals, or technically, endothermic animals, are animals that use their own metabolism to maintain a relatively high, generally constant body temperature. They generate their own heat, whereas cold-blooded animals, uh, technically called endothermic animals, cold-blooded animals rely on the environment primarily to regulate their body temperature. And their body temperature can actually vary a great deal depending on the temperaturesurrounding them.Now, as I said, mammals and birds are warm-blooded creatures, and we being mammals, you’re familiar with, you know, your body stays pretty much the same temperature all the time, whereas if you’ve ever seen, say, snakes or lizards you know, basking in the sun on the rock, you can see the characteristic feature of a cold-blooded creature that is using the environment to help regulate its body temperature.As I said, until about 30 years ago, dinosaurs were, because they seem to most closely resemble reptiles, they were thought to be cold-blooded. Then about 30 years ago a number of scientists began to suggest the possibility that dinosaurs might in fact be warm-blooded. This was very exciting for a variety of reasons. Warm-blooded creatures are closer to us. They are more active. They move faster. They can live in a wider range of environments than cold-blooded creatures. So a lot of scientists kind of got on this bandwagon for warm-blooded dinosaurs. But unfortunately, a lot of the evidence for dinosaurs possibly being warm-blooded is indirect. Among the pieces of evidence is that the fossilized remains of dinosaurs have shown that certain kinds of dinosaurs had feathers.Now, feathers in birds, one of their main functions, apart from helping certain birds to fly, is that they are an insulator. They preserve body heat, so by analogy, some people are argued, well, ok, if they were feathered dinosaurs, maybe they had feathers for insulation. Yes, maybe. But maybe not.Another piece of indirect evidence is that some dinosaurs, uh, well, some dinosaur remains have been found in areas, latitudes that today have arctic climates and might in fact had very cold climates at the time that the dinosaurs were living there. It’s hard to function as a cold-blooded creature in an arctic climate. Unfortunately, we don’t have exact climate information. It’s only been suggested that these areas might have been as cold as they are today. So again, this is not, you know, not a knockdown argument in favor of dinosaurs being warm-blooded.Another argument for the warm-blooded theory has to do with looking at the anatomy of dinosaurs and at the similarities with warm-blooded animals. If you look at what’s around today, well, let’s see, today anything that walks on two legs is warm-blooded. That goes for humans and some other primates, and birds like the ostrich, okay? Only warm-blooded creatures, you know, like ostriches, have upright posture.Alright, so proponents of the idea that dinosaurs were warm-blooded say, well, look at dinosaurs, some of them had upright posture too. Coincidence? They say no, these two-legged dinosaurs were warm-blooded too. Okay, but on the other hand, as far as we can tell, dinosaurs lacked a body structure called the respiratory turbinate. Why is that significant?Respiratory turbinate are these complicated structures inside the nasal cavity. They are aligned with soft tissue and their function is that as the air passes through these complicated kinds of curlicue passages, air coming in is warmed up, so that warm-blooded creature isn’t shocked by.. Its lungs aren’t shocked by receiving cold air directly from the outside, which would really disturb its internal temperature. So unless there are some other mechanism that we don’t know about, it seems that these, that dinosaurs lacked this vital feature of all existing warm-blooded animals.题目1.What is the main purpose of the lecture?A. To explain the differences between dinosaurs and modern-day animalsB. To present evidence for a theory that dinosaurs were warm-bloodedC. To describe the body structures of recently discovered dinosaursD. To compare the fossils of warm- and cold-blooded dinosaurs2.There is evidence that some dinosaurs had feathers. According to the professor, why does this support the theory that dinosaurs were warm-blooded?A. Feathers prevented dinosaurs’ body heat from escaping.B. Feathers show that dinosaurs were capable of flight.C. Dinosaurs and birds descended from the same evolutionary ancestor.D. Dinosaurs used feathers to absorb heat from the sun’s rays.3.What does the professor imply about regions that now have arctic climates?A. They can probably support both warm- and cold-blooded modern animals.B. They might have been warmer in the past than they are now.C. They are areas in which dinosaurs were never able to live.D. They are good sources of fossils of feathered dinosaurs.4.Why does the professor mention ostriches?A. To point out that not all birds are able to flyB. To cite evidence that dinosaurs were cold-bloodedC. To show that not all birds have respiratory turbinatesD. To give an example of an animal with upright posture5.What is the professor's opinion of the theory that dinosaurs were warm-blooded?A. It has changed our understanding of the term “warm-blooded.”B. Thirty years ago it was not convincing, but today most evidence supports it.C. It needs more evidence in order to be convincing.D. Most of the evidence we have supports a different theory.6.What does the professor imply when she says this:A. Warming up air may not be as important a function as many scientists believe.B. Cold-blooded animals may use a different mechanism from warm-blooded animals.C. It is possible that dinosaurs had another way to warm up air they breathed.D. Warm-blooded dinosaurs were probably very different from warm-blooded animals today.答案B A B DC C译文请听生物课上的部分内容。
托福听力tpo58 lecture1、2、3 原文+题目+答案+译文
托福听力tpo58lecture1、2、3原文+题目+答案+译文Lecture1 (1)原文 (1)题目 (4)答案 (6)译文 (6)Lecture2 (8)原文 (8)题目 (10)答案 (12)译文 (12)Lecture3 (14)原文 (14)题目 (16)答案 (18)译文 (19)Lecture1原文NARRATOR:Listen to part of a lecture in a biology class.FEMALE PROFESSOR:So,those are some of the common theories on bird migration. Now let’s talk about“homing.”Homing is more than just the return flight home from migratory trips—homing can take place at any time and from any location.It’s the ability that some birds have of finding their way back to an exact location regardless of their starting point…or how far away they are…or the time of year…and so on. You’ve all heard of homing pigeons but there are lots of bird species that have highlyrefined homing skills so maybe there’s some evolutionary advantage.Why would birds be so good at this?Todd?MALE STUDENT:Well,baby birds stay in the nest while the parents go out and hunt for food.If the parents have to fly all over the place to find the food,they’d need to be able to find the nest again.FEMALE PROFESSOR:And once you’d found food you’d want to get home quickly, wouldn’t you?To feed your young?So you’d want the most direct path home—you wouldn’t want to retrace whatever winding,meandering path you’d taken while you were searching for food.Being able to fly home directly is very efficient:the offspring get food faster and their parents are home sooner to look out for them.MALE STUDENT:But,it isn’t just the offspring that benefit—the adult birds get back to a safe place sooner as well.FEMALE PROFESSOR:Right.Now,what about finding your way home after going south for the winter?FEMALE STUDENT:Well,it’d be nice if you could go back to a place you knew was OK. Ya’know,one that’s got water or food…Not too many predators.Some place where you might even still have a nest.FEMALE PROFESSOR:Good.Now,so far,we’ve been talking about times when birds intentionally—or,at least instinctively—leave home,but are there other reasons why a bird might find itself away from its nest?FEMALE STUDENT:Birds are vulnerable to really strong winds.Storms could blow them pretty far off course.FEMALE PROFESSOR:But finding your way back to your nest when you’ve been accidentally displaced is a little different from getting home after your annual migration to a warmer climate.So,do you think all those mechanisms we discussed…that birds use when migrating…apply to homing as well?FEMALE STUDENT:I think so.I mean we talked about using the Sun and the stars asnavigational guides—and that would certainly be helpful for homing.And so would that ability to sense Earth’s magnetic poles—the one in the studies you described about the,uh,internal magnetic compass birds have.Yeah,it should be the same.FEMALE PROFESSOR:OK,so celestial bodies make good navigational aids.Anything else?MALE STUDENT:Well,for short distances,you could just memorize the e landmarks.Like,when my friend tells me to turn left after I see the post office to get to his house.FEMALE PROFESSOR:So,when birds are out searching for food,they can memorize landmarks.Mountains,rivers…who knows,maybe even the post office.Studies of gannets have shown that this is one way they navigate.Gannets are seabirds so when they wind up in an unfamiliar location over land,they fly in outward spirals until they reach the coast.Then they use the coastline to find their way home.Of course,when we say that birds“memorize”their terrain—that may not be accurate.It’s not always a good idea to use human analogies when trying to understand animal behavior—particularly when it comes to navigation which we,as a species,are spectacularly bad at.I mean,even with maps,how often do we get lost? But,with birds,they’re actually overengineered to be good at navigation.Just think about all those tools we’ve discussed—celestial bodies,magnetic fields, landmarks—they’ve got a lot of sensory cues at their disposal.But how do they use them?For example:do birds use one navigational cue at a time…Like being guided by stars when the sky is clear and using magnetic fields when it’s cloudy?Or,do they use all these tools simultaneously—calibrating their location from multiple cues at the same time?Does the answer depend on the particular species?This is a really rich subject for research…In fact,let’s talk about how you might go about designing some experiments to answer these questions.Keeping in mind,as I said,that your personal experiences won’t be of much use as you try to come up with hypotheses to test.题目1.What does the professor mainly discuss in the lecture?[Click on2answers.]A.Some ways birds benefit by having homing abilitiesB.Several ways that birds improve their homing abilitiesC.Some navigational tools that birds use in migration and homingD.Several research studies that measure migration and homing abilities in birds2.According to the professor,what are three ways in which homing behavior is different from migration behavior in birds?[Click on3answers.]A.Homing is not a seasonal activity.B.Homing does not always involve long distances.C.Homing behavior is learned rather than instinctive.D.Homing abilities allow birds to deal with unexpected situations.E.Homing requires the use of different navigational tools than does migration.3.According to the professor,birds often take a different route when they leave the nest to hunt for food than they do when they return to the nest.What is one reason for this behavior?A.Birds use the return flight to teach their young homing skills.B.Birds want to complete the return trip as quickly as possible.C.By taking different routes,birds have access to more food sources.D.By taking different routes,birds avoid predators that may try to follow them.4.Why does the professor mention a study with gannets?A.To identify a bird species that does not migrate long distancesB.To explain that some birds fly in spiral patterns until they locate food sourcesC.To illustrate differences in behavior between coastal and mountain bird speciesD.To demonstrate that some birds use distinctive features of the landscape as a navigation tool5.What does the professor imply about the design of research experiments that the students might conduct on bird navigation?A.Well-designed research studies help to explain human as well as bird navigational abilities.B.Past research studies were mistakenly designed to study only one navigational skill at a time.C.Students need to be careful to avoid designing experiments that are based on faulty assumptions.D.Students should try to design experiments that challenge traditional theories about birds’navigational abilities.6.Why does the student say this?FEMALE STUDENT:I think so.I mean we talked about using the Sun and the stars as navigational guides—and that would certainly be helpful for homing.And so would that ability to sense Earth’s magnetic poles—the one in the studies you described about the,uh,internal magnetic compass birds have.Yeah,it should be the same.A.To establish a connection between two scientific studiesB.To point out that the professor mentioned these details in a previous classC.To indicate she is confident that her initial response was correctD.To show that she agrees with the professor’s interpretation of a theory答案AC ABD B D C C译文旁白：在生物课上听一节课的部分内容。
托福听力tpo62 lecture1、2、3 原文+题目+答案+译文
托福听力tpo62 lecture1、2、3 原文+题目+答案+译文Lecture1 (1)原文 (1)题目 (3)答案 (5)译文 (6)Lecture2 (7)原文 (7)题目 (10)答案 (12)译文 (12)Lecture3 (14)原文 (14)题目 (16)答案 (18)译文 (18)Lecture1原文Listen to part of a lecture in an architectural history class.Professor: Now we’ve talked about how social concerns inform the designs of some architects in the United States in the 19th century. And it holds true not only for building architects but also for landscape architects. The way we design our landscapes is hugely important to, for how we live, easily as important as the buildings we live in. And these social concerns were especially apparent in the work of a huge figure in the history of landscape architecture: Frederick Law Olmsted. Olmsted is particularly associated with the building of public parks in the mid-1800s. At that time, with industrialization, the United States was moving from a rural, agricultural way of life to an urban one. Many people were moving from farms to cities, and cities themselves were growing fast. And that was creating concern and anxiety about people losing touch with nature.Now, based on your reading, how did this situation relate to Olmsted? Ken.Male Student: Well, he saw that as cities grew to accommodate the larger populations, a lot of open space would be used up for buildings and infrastructure. I guess he thought that eventually there might not be any open space left, green space.Professor: And others shared this concern as well, people with some power.Male Student: Right. So in New York City, they decided to build this huge park, Central Park. And they hired him to design it.Professor: Right. Olmsted together with Calbert Vaux. And he, what Olmsted wanted to do through this park and others was to preserve people’s connections with the natural world. Central Park is his best-known project and it really launched his career. There were so many details that made this such a model of success that…yeah, Julia. Female Student: It seems like he integrated the park into the city really well, especially by putting streets across the park so that you can still get from one side of the city to the other.Professor: And those streets don’t disrupt the unity of the park very much. But why not? What feature, what modification did he make?Female Student: Well, they weren’t any narrower than any regular city streets. Professor: No, not narrower.Female Student: Oh, lower. He put them at a lower level than the rest of the park and used short tunnels.Professor: Yes, exactly. The streets were designed to be as unobtrusive as possible, not interrupting the flow of people walking in the park, not interfering with the natural setting, while still functioning as streets.Making tunnels was the best way to achieve this balance in many locations within the park, and then pass for pedestrians went above the street throughout the park.What’s so special about it to me is Olmsted did such a good job of using the space by emphasizing the natural elements of the park. So with ground areas that were low, he made them even lower and turned them into ponds and meadows, then he emphasized some high, rocky areas. He used…he planted small forests close to grassy meadows. By doing this, he emphasized contrast in contour and texture, but he made it all work as a whole. He also made the northern half of the park more of the nature preserve while the southern part was more for people and recreation.So Central Park was a huge success and it led to more work for him. He designed dozens of urban parks throughout the country. So that’s probably his greatest legacy to architecture as a profession, but not his only legacy.He also designed landscapes for public buildings, campuses, even entire towns. In that area, urban planning, he showed the same concern for preserving open spaces that he had shown with Central Park. For example, his design of a town of Riverside, Illinois. He planned it so it would have the conveniences of city living, but it also had open space for recreation for nature. He lowered the streets slightly so they wouldn’t block natural views, like views of the Des Plaines River, which flows through Riverside. He really wanted to preserve the shores of the river so he didn’t put houses there. Instead, he turned the river front area into a park. And about a quarter of Riverside is parks.What’s also remarkable is that Riverside, well, even today, the streets and other parts of Olmsted’s plans are almost completely intact. It’s really an oasis in the city that’s grown around it, the city of Chicago, since that time. Goes to show you how valuable good design really is.题目1.What is the lecture mainly about?A. The reasons why Olmsted was selected to design Central ParkB. The impact that Olmsted's designs had on the growth of citiesC. Ways that Olmsted's design for Central Park influenced the design of Riverside, IllinoisD. Olmsted's design goals as revealed in two of his projects2.What does the professor imply about the increase in the population of urban areas in the middle of the nineteenth century?A. It caused difficulty in the design and creation of city parks.B. It was one of the reasons that Central Park was created.C. It forced Olmsted to build more roads in Central Park than he had originally planned.D. Olmsted viewed the increase in population as a positive trend.3.What is one of the features of Olmsted's design of Central Park that the professor particularly admires?A. The use of trees as boundaries between recreational and non-recreational areasB. The emphasis of naturally occurring contrastsC. The quality of the materials used for streets and buildingsD. The wide variety of styles used for its tunnels4.What design feature did Olmsted incorporate into both Central Park and the town of Riverside, Illinois?A. Forest areas that were left undisturbedB. Streets at lower levels than other ground areasC. The removal of large rocks that obstructed viewsD. The expansion of naturally occurring ponds5.What does the professor say about the town of Riverside, Illinois today?A. It has stayed true to Olmsted's original design.B. It is regarded as Olmsted's most successful project.C. It has even more parkland than Olmsted had created.D. It has nicer parks than the city of Chicago does.6.What can be inferred about the woman when she says this:Professor: And those streets don’t disrupt the unity of the park very much. But why not? What feature, what modification did he make?Female Student: Well, they weren’t any narrower than any regular city streets. Professor: No, not narrower.A. She believes there is more than one correct answer to the professor's question.B. She realizes she is repeating a point the professor made earlier.C. She recognizes that she is not giving a correct answer.D. She thinks the answer to the professor's question is obvious.答案D B B B A C译文请听建筑史课上的部分内容。
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托福听力tpo56 lecture1、2、3 原文+题目+答案+译文Lecture1 (1)原文 (1)题目 (3)答案 (5)译文 (5)Lecture2 (7)原文 (7)题目 (9)答案 (11)译文 (12)Lecture3 (14)原文 (14)题目 (16)答案 (18)译文 (18)Lecture1原文NARRATOR: Listen to part of a lecture in an art history class.MALE PROFESSOR: OK, at the end of our last class I started to talk a little bit about a dominant movement in United States painting in the late 1940s and the 1950s. And I said that the artists involved shared a spirit of revolt against tradition and a belief in spontaneous freedom of expression. This significant art movement is known as Abstract Expressionism.Now, Abstract Expressionism is kind of hard to define, but it-it’s basically an attemptby the artist to convey meaning or feeling in an abstract way. So, the artists didn’t worry about whether they were painting familiar subject matter, like the kinds of things you’d see in the world around you. They’d paint...well, abstract things, on, ah, a huge canvas—which itself was a break from traditional technique. And it was common among artists to apply the paint to the canvas very rapidly and with great force. So let’s look at the work of the most famous American Abstract Expressionist, Jackson Pollock.There was nothing in Jackson Pollock’s training as an artist that suggested he would come to be seen as some sort of artistic revolutionary. In the 1930s he studied drawing and painting at the Art Students League, a popular art school in New York City. What he did later—in the 1940s—was a startling innovation. Jackson Pollock used a technique, the so called “pour and drip” technique, for which he is best known. He didn’t use the traditional easel—he laid his wall-size canvas flat on the floor, so he could move around it and work it from all sides. Then he poured and dripped his paint onto the canvas without touching it with a brush—just poured and dripped.Now, the physical movements involved in Pollock’s painting technique have led people to call it “action painting,” which almost suggests that the process of creating the painting, physically, was at least as important as the end product itself. In fact, people used to watch him work in his studio, dripping and pouring paint and other materials onto his canvases. This could make you think of Pollock’s work as being kind of like, wild or chaotic, or random. But the truth is that Pollock was in complete control of his materials and his paintings.Pollock’s pour and drip works were quite revolutionary, and at first they shocked the art world. Pollock used massive canvases. They seem more like portable murals than anything else. A good example of his technique is the painting “Autumn Rhythm,” which Pollock painted in 1950.“Autumn Rhythm,” at first glance looks like basically, just a whole lot of squiggly lines;rather bizarre, just like a bunch of pointless drips and swirls. But if you look closely, you see why it’s so admired.Beneath all the apparent chaos there’s really a very definite structure of lines, rhythms, and sensations that makes the whole piece work. Sheer randomness would not be nearly as visually appealing as this painting is. You need some structure, even if it’s not readily apparent.I’ve read some articles by other scholars who’ve, in their discussion of Pollock, um, some of them like to point out that he painted his canvases while looking down at them, since they were on the ground, as I said, but when we go to a museum, they’re up on a wall. They think this is significant because it makes our perspective different. But I mean...well, think of photography. We’ve all seen photos of the sky, the ground...meaning that the photographer was shooting from different angles. Does that mean that we should put a photo of the sky, on the ceiling? Of course not. It wouldn’t matter if you’re looking at it on a wall or in a photo album on your lap. And I think it’s the same with Pollock. It doesn’t matter from which angle we view his paintings. It’s OK that he painted on the floor and we look at it on the wall.But in spite of his work being shocking and even misunderstood at first, Pollock’s work became so influential in the development of Abstract Expressionism, that the artistic community started to shift its attention from Paris, which had been the center of the art world, to New York, where Pollock lived and worked. So Pollock’s breakthrough work helped move the focus of contemporary art, and that’s one of the measures of his greatness, really.题目1.Why does the professor discuss Jackson Pollock?A. To point out a common misconception about Abstract ExpressionismB. To help students understand the nature of Abstract ExpressionismC. To compare Pollock’s technique to that of other Abstract Expressionist paintersD. To defend Pollock and the Abstract Expressionists from criticism2.What point does the professor make about Jackson Pollock’s training as an artist?A. It motivated him to rebel against art he claimed was boring.B. It contrasted with the type of art he later created.C. It taught him how to paint using unconventional methods.D. It was very different from the type of training most artists receive.3.What were two features of Jackson Pollock’s painting technique?[Click on 2 answers.]A. He used walls as a painting surface.B. He painted the canvas while it was on the floor.C. He applied paint by pouring or dripping it.D. He allowed visitors at his studio to help with the painting.4.What is the professor’s attitude toward the term “action painting”?A. He thinks it correctly describes Pollack’s painting technique.B. He considers it less appropriate for Pollock than for other Abstract Expressionists.C. He believes that it represents the sense of movement displayed in Pollock’s paintings.D. He is pleased that contemporary critics rarely use the term.5.What feature of Autumn Rhythm does the professor imply is representative of Pollock’s works?A. It symbolizes the passage of time.B. It reveals a lack of control over emotions.C. It combines structure and the appearance of chaos.D. It combines tradition and innovation.6.Why does the professor discuss photography?A. To emphasize how different it is from paintingB. To make a point about its increasing popularity in New York’s art worldC. To show the extent of Pollock’s influenceD. To support his argument about the way people look at Pollock’s paintings答案B B BC A C D译文旁白：在艺术史课上听一部分讲座。