TPO4-lecture4
TPO 7-Lecture 4 Glacial Movement
TPO 7-Lecture 4Glacial MovementNarrator: Listen to part of a lecture in a Geology class.Professor: Last time, we started to talk about glaciers and how these masses of ice form from crystallized snow, and some of you were amazed at how huge some of these glaciers are.Now, even though it may be difficult to understand how a huge masses of ice can move or flow, it’s another word for it, it’s really known that no secret that the glaciers flow because of gravity.But, how they flow, the way they flow, needs some explaining.Now, the first type of glacier flow is called: basal slip.B asal slip or sliding as it’s often called, basically refers to the slipping or sliding of glacier across bedrock, actually across a thin layer of water on top of the bedrock.S o, this process shouldn’t be too hard to imagine.What happens is that the ice at the base of the glacier is under a great deal of pressure-the pressure coming from the weight of the overlying ice.You probably know that under pressure, the melting temperature of water, of the ice I mean, is reduced.So, ice at the base of the glacier melts, even though its’ below zero degree Celsius.And this result in a thin layer of water between the glacier and the ground.This layer of water reduces friction is like a lubricant.And it allows the glacier to slide or slip over the bedrock. OK?Now the next type of movement we will talk about is called: deformation.You’ve already known that ice is brittle, if you hit it with a hammer, it will shatter like glass.But ice is also plastic, it can change shape without breaking.If you leave, for example, a bar of ice supported only at one end, the end, the unsupported end will deform under its own weight.It’ll kind of flatten out at one end, get distorted, deformed.Think of deformation as a very slow oozing.Depending on the stresses on the glacier, the ice crystals with it reorganize.And during this re-organization the ice crystals realign in a way that allows them to slide pass each other.And so the glacier oozes downhill without any ice actually melting.Now, there are a couple of factors that affect the amount of deformation that take place or the speed of the glacier’s movement for example.Deformation is more like to occur the thicker the ice is, because of the gravity of the weight of the ice.And temperature also plays a part here, in that cold ice does not move as easily as ice that is close to the melting point.In fact, it is not different from the way of oil is, thicker at low temperatures.So, if you have a glacier in a slightly warmer region, it will flow faster than a glacier in acooler region.Ok, um…..Now, I’d like to touch briefly on extension and compression.Your textbook includes these as types, as a particular type of glacier movement, but you will see that there are as many textbooks that omit it as a type of movement as include it.And I might not include it right now, if it weren’t in your textbook.But, basically, the upper parts of glaciers have less pressure on them.So, they don’t deform easily, they tend to be more brittle.And crevasses can form in this upper layers of the glacier.When the glacier comes into contact with bedrock walls or is otherwise under some kind of stress, but can’t deform quickly enough.So, the ice would expand or constrict, and that can cause big fissures big cracks to form in the surface layers of the ice, and that brittle surface ice moving is sometimes considered a type of glacier movement depending on which source you are consulting.Now, as you probably know, glaciers generally move really slowly.But sometimes, they experience surges, and during these surges, in some places, they can move at speeds as high as 7000 meters per year.Now, speeds like that are pretty unusual, hundreds of times faster than the regular movement of glacier, but you can actually see glacier move during these surges, though it is rare.。
TPO-47+听力题目文本——讲座部分(lecture)
1.What is the lecture mainly about?A.The influence of Hernani on later French playsB.The way that Hernani challenged traditional guidelines for playsC.The influence of Shakespeare on Victor Hugo’s playsD.The changing attitudes toward Victo r Hugo’s plays in the nineteenth century2.What is the professor’s opinion of the play Hernani?A.It is too political.B.It is not very creative.C.It is not an artistic success.D.It has been unjustly ignored.3.What feature of A Midsummer Night’s Dream is NOT consistent with neoclassicalprinciples?A.It has several main characters.B.It uses sophisticated language.C.It takes place in more than one location.D.It takes place during a single night.4.Why does the professor mention clowns in plays by Shakespeare?A.To point out that Shakespeare rebelled against neoclassicismB.To reinforce the idea that neoclassical plays were sometimes comicalC.To introduce an aspect of Hernani that French critics objected toD.To illustrate a characteristic of the plays that influenced Hugo5.Why did Hugo invite his friends to the opening of Hernani?A.To include people in the audience who understand his goalsB.To introduce them to a new and different kind of playC.To try maintain a pleasant, comfortable atmosphere in the theaterD.To thank them for supporting his efforts as a playwright6.What does the professor imply about the fights that occurred after performances ofHernani?Click on 2 answers.A.They were partly due to a misunderstanding of Hugo’s opinions.B.They affected a general social conflict in France at the time.C.They occurred because of deeply held literary opinions.D.They prevented other writer from writing romantic plays.1.What does the professor mainly discuss?A.Long-distance seasonal migration of seabirdsB.Two major ways that seabirds navigateC. A seabird that flies far in search of foodD.Reasons why seabirds often live on islands2.According to the professor, what influences an albatross’s choice of an island for nesting?A.Air currents near the islandB.Availability of food on the islandC.Predators inhabiting the islandD.The number of albatross already nesting on the island3.According to the professor, what helps albatross chicks survive despite the fact that theirparents have to fly such long distances to find food?Click on 2 answers.A.Albatross raise only one chick at a time.B.Albatross forage only for foods that are exceptionally rich in nutrients.C.Albatross store large quantities of food in the nest.D.Albatross chicks are adapted to tolerate long intervals without food.4.What does the professor imply about theories that explain how albatross navigate?A.They are based on studies of seabirds in captivity.B.They are based on observation of albatross in the wild.C.They are guesses that are not based on any evidence about birds.D.They have not been confirmed by studies of albatross themselves.5.According to the professor, why do some biologists doubt that magnetite helps birdsnavigate?A.Its magnetic properties are quite weak.B.It is found in young birds that cannot fly yet.C.It is found in all albatross species.D.It is in birds that do not migrate.6.Why does the professor say this:A.To emphasize how wasteful the albatross behavior isB.To encourage students to reflect on how impressive the albatross behavior isC.To signal that she is about to introduce a new topicD.To find out whether the students have understood her explanationsLecture3 (Sports Management)1.W hat does the professor mainly discuss?A.Different types of physical training that athletes might requireB.Strategies for getting a job as the head coach of a sports teamC.Aspects of a coach’s job beyond knowledge about sportsD.Reasons why coaches should focus on winning games2.Based on the survey discussed by the professor, what are the two main areas to whichnew coaches should give more attention?Click on 2 answers.A.Increasing their knowledge of game strategiesB.Improving their organizational skillsC.Building and maintaining strong relationshipsD.Stressing the importance of athletes’ academic studies3.Why does the professor mention pregame meals?A.To emphasize the importance of good nutrient for athletesB.To suggest a good time for coaches to talk about game strategyC.To point out that coaches often spend too much time on schedulingD.To give an example of the need for coaches to be more detail oriented4.What is the professor’s opinion about coaches who focus mainly on strategies for winninggames?A.They should study these game strategies outside the university.B.They should concentrate on the sport they are most interested in.C.They are neglecting other skills that may be more important.D.They will probably become the most successful coaches.5.What does the professor imply about coaches who establish a lot of rules for teammembers?A.They have problems enforcing the rules.B.They rely on rules to avoid having to make decisions.C.They usually relax the rules as they become more familiar with their players.D.They are not popular but they are efficient.6.Why does the professor say this: ?A.To insist that the student needs to remember what he has just been toldB.To acknowledge that her suggestion is not very practicalC.To emphasize how impressed she is by the student’s achievementD.To imply that the student is not yet ready to begin coachingLecture4 (Meteorology)1.What is the lecture mainly about?A.Various kinds of windsB.Theories about recent changes in Earth’s climateC.The role of wind in regulating Earth’s climateD.The role of air in limiting the amount of the Sun’s energy that reaches Earth2.According to the lecture, what creates areas of high pressure and low pressure in theatmosphere?A.The rotation of EarthB.Wind moving from areas over water to areas over landC.Differences in temperature at different places on EarthD.Differences in concentrations of water vapor in different parts of the atmosphere3.According to the professor, what are two reasons why all areas of Earth are not heatedequally during daylight hours?Click on 2 answers.A.Some regions of Earth receive more energy from the Sun than others.B.The amount of energy emitted by the Sun varies in intensity over the course of the day.C.The Sun heats stationary air faster than it heats moving air.D.The Sun heats land faster than it heats water.4.What are two benefits of wind mentioned by the professor?Click on 2 answers.A.It transferred water across EarthB.It shifts heat from some areas of Earth to others.C.It helps maintain a constant rate of evaporation of ocean water.D.It reduces the amount of the Sun’s energy that is absorbed by the ocean.5.What does the professor imply about the heat stored in water vapor?A.The heat is rarely transported by the wind.B.The heat was drawn from the ocean during the evaporation process.C.The heat’s intensity depends on the altitude of the vapor.D.The heat loses energy over time as it is stored in the vapor.6.Why does the professor mean when he says this: ?A.He is pleased that the woman made a good observation.B.He is grateful that the woman has reminded him of a point he neglected to discuss.C.He thinks that the woman has correctly summarized what he just said.D.He thinks that the woman has provided a logical transition to his next point.。
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lecture的结构
托福听力lecture的结构1. Lecture有结构托福听力的lecture基本上都是总分总的结构，即「引入话题——展开讨论——教授总结」，下面分点论述：1）引入话题其实托福听力lecture里面讲课的教授就跟大家碰到过的老师一样，有的喜欢直入主题，有的喜欢拉七杂八。
总的说来，lecture话题的引入方式有三种：•开门见山：啥也不扯，一言不合就开车，比如TPO1 Lecture2：Ok, let’s get started. Great. Today I want to talk abouta way in which we are able to determine how old a pieceof land, or some other geologic feature is –datingtechniques.•课程回顾：回顾上堂课的内容，然后再切入本堂课的内容；一般来说本次是上次的细化或者与上次的对比。
比如TPO5Lecture2：Last week, we covered some arguments against going back to the Moon. But there are compelling reasons in favor of another Moon landing too, um…not the least of which is trying to pinpoint the moon’s age.••啰哩吧嗦：有的教授实在是特别啰嗦，比如TPO2 Lecture2：Hi, everyone. Good to see you all today.【你也好啊】Actually,I expected the population to be a lot lower today. Ittypically runs between 50 and 60 percent on the day theresearch paper is due.【来的人多不好么，说明你受欢迎啊】Um, I was hoping to have your exams back today【啊，要放榜啦】, but, uh, the situation was that I went away forthe weekend, and I was supposed to get in yesterday at five, and I expected to fully complete all the exams by midnightor so, which is the time that I usually go to bed, but myflight was delayed, and I ended up not getting in untilone o’clock in the morning【你飞机晚点关我什么事啊】.Anyway, I’ll do my b est to have them finished by the nexttime we meet【开始上课吧，please】. OK. In the last class,we started talking about...【终于开始了…】不论是用哪一种引入方式，话题总是要出来的。
【托福听力资料】托福TPO11 听力文本——Lecture 4
【托福听力资料】托福TPO11 听力文本——Lecture 4众所周知，托福TPO材料是备考托福听力最好的材料。
相信众多备考托福的同学也一直在练习这套材料，那么在以下内容中我们就为大家带来托福TPO听力练习的文本，希望能为大家的备考带来帮助。
TPO11 Lecture 4 BusinessNarrator：Listen to part of a lecture in a Business Class.Professor:Let’s get started. Um, last time we were talking about the need foradvertising. Now, let’s look at how you can successfully call attention to the service or product you want to sell. To succeed, you’ve got to develop a systematic approach. If you don’t come up with a system, um, a plan, you risk making decisions that waste money, or even drive away potential customers.But what does a systematic advertising plan look like? Well, it covers whatwe call -- the ‘Four Ms’. The‘Four Ms’: Market, Media, Money, Message. All areimportant areas to focus on when creating your advertising plan. We will look atthem one by one.The First step is to look at your Market, that’s the people who mightbecome customers, buyers of your service or product. You need to know all about your possible customers： Who are they? What age group are they? What do they like, or dislike? How do they shop? So, you got that? A market is a group of potential customers.Next, Media… Obviously the major media are television, radio, newspapers,magazines, um, billboards, and so forth. There are all avenues of communication.And you need to figure out: Which media you should advertise through? Whichmedia will reach your intended audience -- your market? So, you do research,trying to determine which media will reach the most potential customers for thelowest cost. For instance, if you have a product, that ... oh... say teacherswould like, then teachers are your market. So you ask yourself: What magazinesdo the majority of teachers read? What TV programs do teachers watch? Doteachers listen to much radio? At what times of the day? Say, now your researchturns up two magazines that teachers read. And it also shows that the majorityof teachers - say ages twenty to thirty - read the magazine about classroomactivities. While most teachers older than that read the other magazine, the oneabout, oh, let’s say—‘Educational Psychology’. You think your product willappeal most to teachers ages twenty to thirty, so you decide to put youradvertisement in their favorite magazine, the one about classroom activities.You don’t waste money advertising in the ‘Educational Psychology’ magazine, youknow the one that the younger teachers generally don’t read. And since you’rereaching the majority of the teachers in your target age group, you’re probablyspending your money well, which bring us to the third M -- Money.You have an advertising budget to spend, but how do you to spend it wisely.Again, research is the key. Good research gives you facts, facts that can helpyou decide, well, as we already mentioned, decide the right market to target, and the best media to use. But also: When to advertise? or…or how to get the best rates? Like, maybe you’re advertising Sports equipment, and you have been spending most of your budget during the holiday season when people buy gifts for each other. Now, in theory, that would seem a great time to advertise, but maybe research shows that you’re wrong, that the customers who buy sports equipment tend not to give it as a holiday gift, but want to use it themselves. In that case, advertising during a different season of the year might give you better results. And, um, maybe at even lower, non-holiday rates, so you actually save money. But you need to get the facts; facts that come from good research to be certain and know for sure that you’re getting your money’s worth.OK, finally, there is your message: What you want to say about your product? Why buying it will make the customer’s life easier, or safer or better somehow. Whatever the message is, make sure you get it right.Let me give you an example of not getting it right, Ha...ha...ha... you are going to love this one: There was this Soup Shop, the soup was really tasty, but there weren’t a lot of customers. The owner thought that maybe if they gave something away for free with each purchase, then more people would come buy soup. So they got some cheap socks, and they advertised to give a pair away with each bowl of soup. But, then even fewer people came to the restaurant. Well, you can imagine why. People started to associate the soup with feet; they began to imagine the soup smelled like feet. The advertising message, soup means freesocks, was a bad choice; it was a waste of money. And worse, it caused the loss of customers.Now, I want everyone to get into small groups and come up with some examples, not of good advertising messages, but of truly disastrous ones. Think of real examples or make some up, and talk about the reasons those messages are unsuccessful. And then we’ll get back together and share.希望这些对你的托福备考有帮助，预祝大家托福考试能取得理想成绩。
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。
托福听力学科分类(完全修正版)(可编辑修改word版)
8
TPO 22 Lecture 2
Faint Young Sun Paradox
Astronomy
9
TPO 24 Lecture 4
Shield Volcanoes on Venus
Astronomy
10
TPO 26 Lecture 3
The Orbits of Comets
Astronomy
ArtHistory
11
TPO 21 Lecture 4
Alice Neel (Artist)
Art History
12
TPO 33 Lecture 4
Renaissance Gardens
ArtHistory
13
TPO 34 Lecture 1
Dada
ArtHistory
14
TPO 15 Lecture 3
Nightcap Oak
Botany
20
TPO 34 Lecture 3
Relationship between Plant and its
Pollinator
Botany
21
TPO 28 Lecture
Plants’ Photoreceptors
Botany
22
TPO 19 Lecture 3
Spartina
Animal & Enviornment
13
TPO 20 Lecture 4
Snowshoe Hare
Animal & Enviornment
14
TPO 07 Lecture 2
Bats' Use of Ultrasound
托福听力tpo41 lecture1、2、3、4 原文+题目+答案+译文
托福听力tpo41lecture1、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 (12)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FEMALE PROFESSOR:Many organisms have developed the ability to survive in harsh environmental conditions—extreme heat or cold,or,very dry conditions....Like, plants in the desert—your textbook doesn’t have much about the specifics on desert plants,but I think that desert plants are great examples of specialized adaptations to extreme environmental conditions.So with desert plants,there are basically three different adaptive strategies.And I should point out that these strategies are not specific to any particular species—many different species have developed each of the adaptations.So,first off,there are succulent plants.There are many different species of succulent plants,but they all can absorb and store a lot of water.Obviously,opportunities to get water in the desert are few and far between.Generally,rains are light and short,so the rain doesn’t seep too far down into the soil…and there's a limited window of time for any plant to get the water before it evaporates.But succulent plants have a spread-out and shallow root system that can quickly pull in water from the top inch of soil,though the soil has to be saturated,since succulents aren't good at absorbing water from soil that’s only a little moist.Succulent plants also are well suited to retaining water—important in an environment where rainy days are rare.Succulent plants can store water in their leaves,in their stems,or in their roots.And to keep that moisture from evaporating in the hot desert sun,most succulent plants have a waxy outer layer that makes them almost waterproof when their stomates are closed.They also preserve water by minimizing their surface area—the more of the plantthat’s out in the sun,the more potential there is to lose stored-up water—and that means that most succulent plants have few,if any,leaves.Now besides succulent plants,there are also drought-tolerant plants. Drought-tolerant plants are like bears in a way.You know how bears mostly sleep through the winter?They can survive without eating because their metabolism slows down.Well,drought-tolerant plants also go into a dormant state when resources—in their case,water—runs short.A drought-tolerant plant can actually dry out without dying.I said before that most desert rains are light and brief,but occasionally there's a heavy one.Drought-tolerant plants revive after one of these significant rainfalls—and they're able to absorb a good bit of the rainfall due to their deep roots.Actually the root system for drought-tolerant plants is more extensive than the root systems of many plants that live in wetter climates.Drought-tolerant plants can even absorb water from relatively dry soil because of their deep roots,in contrast to succulent plants.The third adaptive strategy is to avoid the drought conditions altogether.Yes,there are plants that do this—annual plants.An annual plant will mature and produce seeds in a single season that will become the next generation of annual plants.In desert conditions,annual plants grow in the fall or spring to avoid the heat of summer and the cold of winter.Of course,these plants could face a serious problem if a particular fall or spring happened to be very dry—they would have difficulty growing and could die before producing seeds.But they have a mechanism to prevent one year of low rainfall from wiping them out. Not all seeds an annual plant puts out will grow the following year.Some seeds remain dormant in the ground for several years.It's a type of insurance that protects the annual plants from a season of poor growing conditions,of unfavorable weather.题目1.What is the lecture mainly about?A.The growth rates of plants in different geographical regionsB.Different ways that plants have adapted to desert environmentsC.The different mechanisms that plant roots use to absorb waterD.Different kinds of succulent plants2.What are two features of succulent plants that help them survive in deserts?[Click on2answers.]A.Succulent plants store water in their leaves and stems.B.Succulent plants become dormant until the next rainfall.C.Succulent plants have short stems.D.Succulent plants have few leaves.3.Why does the professor mention bears?A.To remind students of information from a previous lectureB.To point out a feature common to all desert plantsC.To reinforce a point about drought-tolerant plantsD.To help students understand the concept of adaptation4.What is one ability that drought-tolerant plants have that succulent plants do not have?A.The ability to absorb water from dry soilB.The ability to absorb water through their leavesC.The ability to prevent moisture from being lost through their leavesD.The ability to shed leaves5.Why can annual plants grow in a desert even after a year of no rainfall?A.Annual plants have an extensive root system that can absorb water from far away.B.Annual plants produce seeds all year long.C.Seeds of annual plants can store water for a long time.D.Seeds of annual plants can survive in the ground for a long time without water.5.Listen again to part of the lecture.Then,answer the question.(PROFESSOR)The third adaptive strategy is to avoid the drought conditions altogether.Yes,there are plants that do this.Why does the professor say this: (PROFESSOR)Yes,there are plants that do this.A.To correct a previous statementB.To acknowledge a potentially surprising factC.To anticipate the types of questions that students might have about the topicD.To make sure that students are paying attention答案B ADC AD B译文教授：许多生物已经发展了在恶劣环境中生存的能力：酷热、严寒，或者非常干燥的环境。
托福TPO1-30听力中Lecture部分的每个Lecture文章主旨大意和中心思想
childhood amnesia,rate of forgetting
中 parenting behaviors of birds
中
different types of residential architectures in the United States
中
the state of Florida,farmers moved south,great citric industry in Florida,the impact of landscapes on temperature
How you can successfully call attention to the service or
product you want to sell
DNA,chromosomes
MBWA--managing by wandering around
难 Opera,the golden age in French literature
Animal communication systems,human language
How whales became ocean dwellers
中 Where american food ingredients originally come from
nutrient cycle,the carbon cycle,the Phosphorus cycle
Lec 4 Art history
Lec 1 Art history
Lec 2 Environmental Science Lec 3 History Lec 4 Biology Lec 1 Astronomy Lec 2 Art history Lec 3 European history Lec 4 Biology
2018年3月24日托福听力真题回忆及解析
2018年3月24日托福听力真题回忆及解析相信大家都很想知道2018年3月24日托福听力考了哪些内容吧，下面小编给大家带来2018年3月24日托福听力真题回忆及解析，希望大家喜欢。
2018年3月24日托福听力真题回忆及解析(精准)Conversation 1话题分类：学校社团(部分论文讨论)场景内容回忆：女生找教授询问关于太阳系以外的星系，并想以此为题目作为演讲的题目，老师表示认同。
接下来学生表示自己希望可以申请创立一个新的社团，并询问了创立社团的相关问题，老师进行了解答，并在学生表示有困惑的时候鼓励学生创立社团对学生帮助很大，并且讨论了高空云层对下方云层会产生影响。
学生说很多因素很困难去探测或者控制，甚至会对一些调查产生影响，教授说这些都是很好的能促进学生们学习的部分。
参考听力：TPO 16 Conversation 1Conversation 2话题分类：论文作业场景内容回忆：女生和Creative Writing 教授的对话。
教授留的作业是让大家写memoir回忆录。
女生说她的人生回忆都是很可怕的事情，能不能写成关于其他人的人物传记。
教授说他让大家写回忆录的目的主要是让大家体验不同的写作风格，并且相信女生能写好。
之后澄清了memoir和autobiography之间的不同，并举例说明。
女生听明白之后，就清楚自己的memoir怎么写了。
参考听力：TPO 34 Conversation 2Lecture 1话题分类：艺术历史(涉及考古)内容回忆：讲座主题主要围绕在1800年左右的平版印刷的话题。
两个艺术家创新lithograph，用于报纸业，反映西部地区生活，也反映理想化的乡村生活。
这个东西，在当时价格平价，但是现在放在展馆里，价值成千上万。
教授说现在的考古学界对pottery一般是用单一的分类方法，但是她认为这样不全面，比如咱们班这两个同学来自不同的城市，看起来没有共同点，但是如果从别的角度会发现他们都爱滑雪，所以她认为分类时应该考虑很多因素，说了4~5个，主要介绍了shape。
【托福听力资料】托福tpo15听力文本-lecture4
【托福听力资料】托福TPO15 听力文本-Lecture 4众所周知，托福TPO材料是备考托福听力最好的材料。
相信众多备考托福的同学也一直在练习这套材料，那么在以下内容中我们就为大家带来托福TPO听力练习的文本，希望能为大家的备考带来帮助。
TPO 15 Lecture 4 BiologyNarrator: Listen to part of a lecture in a biology class.Professor:OK. We’ve been talking till now about the two basic needs of a biologicalcommunity – an energy source to produce organic materials, you know uh, food forthe organisms, and the waste recycling or breakdown of materials back intoinorganic molecules, and about how all this requires photosynthesis when greenplants or microbes convert sunlight into energy, and also requiresmicroorganisms, bacteria, to secrete chemicals that break down or recycle theorganic material to complete the cycle. So, now we are done with this chapter ofthe textbook, we can just review for the weekly quiz and move on to the nextchapter, right? Well, not so fast. First, I ‘d like to talk about somediscoveries that have challenged one of these fundamental assumptions about whatyou need in order to have a biological community.And, well, there actually were quite a few surprises. It all began in 1977with the exploration of hydrothermal vents on the ocean floor. Hydrothermalvents are cracks in the Earth’s surface that occur, well, the ones we aretaiking about here are found deep at the bottom of the ocean. And these vents onthe ocean floor, they release this incredibly hot water, 3 to 4 times the temperature that you boil water at, because this water has been heated deep within the Earth.Well about 30 years ago, researchers sent a deep-sea vessel to explore the ocean’s depth, about 3 kilometers down, way deep to the ocean floor, No one had ever explored that far down before. Nobody expected there to be any life down there because of the conditions.First of all, sunlight doesn’t reach that far down so it ’ s totally dark. There couldn’t be any plant or animal life since there’s no sunlight, no source of energy to make food. If there was any life at all, it’d just be some bacteria breaking down any dead materials that might have fallen to the bottom of the ocean . And?Student 1 ：And what about the water pressure? Didn ’ t we talk before about how the deeper down into the ocean you go, the greater the pressure? Professor ：Excellent point! And not only the extreme pressure, but also the extreme temperature of the water around these vents. If the lack of sunlight didn’t rule out the existence of a biological community down there then these factors certainly would, or so they thought.Student 2：So you are telling us they did find organisms that could live under those conditions?Professor: They did indeed, something like 300 different species.Student 1 ：But... but how could that be? I mean without sunlight, no energy,no no …Protessor:What they discovered was that microorganisms, bacteria, had taken over both functions of the biological community - the recycling of waste materials and the production of energy. They were the energy source. You see, it turns out that certain microorganisms are chemosynthetic - they don’t need sunlight because they take their energy from chemical reactions.So, as I said, unlike green plants which are photosynthetic and get their energy from sunlight, these bacteria that they found at the ocean floor, these are chemosynthetic, which means that they get their energy from chemical reactions. How does this work?As we said, these hydrothermal vents are releasing into the ocean depth this intensely hot water and here is the thing, this hot water contains a chemical called hydrogen sulfide, and also a gas , carbon dioxide. Now these bacteria actually combine the hydrogen sulfide with the carbon dioxide and this chemical reaction is what produces organic material which is the food for larger organisms. The researchers had never seen anything like it before.Student 2 : Wow! So just add a chemical to a gas, and bingo, you ’ ve got a food supply?ProfessorNot just that! W hat was even more surprising were all the large organisms that lived down there. The most distinctive of these was something called thetube worm. Here, let me show you a picture . The tube of the tube worm is really, really long. They can be up to one and a half meters long , and these tubes are attached to the ocean floor, pretty weird looking, huh?And another thing, the tube worm has no mouth or digestive organs. So you are asking how does it eat? Well, they have these special organs that collect the hydrogen sulfide and carbon dioxide and then transfer it to another organ, where billions of bacteria live. These bacteria that live inside the tube worms, the tube worms provide them with hydrogen sulfide and carbon dioxide. And the bacteria, well the bacteria kind of feed the tube worms through chemosynthesis, remember, that chemical reaction I described earlier.。
TPO1-3听力题目
TPO1-3听力题目托福TPO 1-3 Listening QuestionsTPO1 Lecture 1 5TPO1 Lecture 2 6TPO1 Conversation 2 8TPO1 Lecture 3 8TPO1 Lecture 4 9TPO2 Conversation 1 11TPO2 Lecture 1 11TPO2 Lecture 2 12TPO2 Conversation 2 13TPO2 Lecture 3 14TPO2 Lecture 4 15TPO3 Conversation 1 16TPO3 Lecture 1 17TPO3 Lecture 2 18TPO3 Conversation 2 19TPO3 Lecture 3 20TPO3 Lecture 4 21TPO4 Conversation 1 22TPO4 Lecture 1 23TPO4 Lecture 2 24TPO4 Conversation 2 25TPO4 Lecture 3 26TPO4 Lecture 4 27TPO5 Conversation 1 29TPO5 Lecture 1 29TPO5 Lecture 2 30TPO5 Conversation 2 32TPO5 Lecture 3 32TPO5 Lecture 4 33TPO6 Conversation 1 35TPO6 Lecture 1 36TPO6 Lecture 2 37TPO6 Conversation 2 38TPO6 Lecture 3 38TPO7 Conversation 1 41 TPO7 Lecture 1 41 TPO7 Lecture 2 42 TPO7 Conversation 2 43 TPO7 Lecture 3 44 TPO7 Lecture 4 45 TPO8 Conversation 1 46 TPO8 Lecture 1 47 TPO8 Lecture 2 49 TPO8 Conversation 2 50 TPO8 Lecture 3 51 TPO8 Lecture 4 52 TPO9 Conversation1 54 TPO9 Lecture 1 55 TPO9 Lecture 2 56 TPO9 Conversation 2 57 TPO9 Lecture 3 58 TPO9 Lecture 4 59 TPO10 Conversation 1 61 TPO10 Lecture 1 63 TPO10 Lecture 2 64 TPO10 Conversation 2 65 TPO10 Lecture 3 66 TPO10 Lecture 4 67 TPO11 Conversation 1 69 TPO11 Lecture 1 70 TPO11 Lecture 2 71 TPO11 Conversation 2 72 TPO11 Lecture 3 73 TPO11 Lecture 4 74 TPO12 Conversation 1 75 TPO12 Lecture 1 76 TPO12 Lecture 2 77 TPO12 Conversation 2 78 TPO12 Lecture 3 79 TPO12 Lecture 4 80 TPO13 Conversation 1 81TPO13 Lecture 2 83 TPO13 Conversation 2 85 TPO13 Lecture 3 86 TPO13 Lecture 4 87 TPO14 Conversation 1 88 TPO14 Lecture 1 89 TPO14 Lecture 2 91 TPO14 Conversation 2 92 TPO14 Lecture 3 93 TPO14 Lecture 4 94 TPO15 Conversation 1 95 TPO15 Lecture 1 96 TPO15 Lecture 2 97 TPO15 Conversation 2 99 TPO15 Lecture 3 100 TPO15 Lecture 4 101 Tpo16 Conversation 1 102 TPO16 Lecture 1 103 TPO16 Lecture 2 105 TPO16 Conversation 2 106 TPO16 Lecture 3 107 TPO16 Lecture 4 108 Tpo-17 Conversation 1 110 TPO17 Lecture 1 111 TPO17 Lecture 2 112 TPO 17 Conversation 2 113 TPO 17 Lecture 3 114 TPO17 Lecture 4 115 TPO 18 Conversation 1 117 TPO 18 Lecture 1 117 TPO 18 Lecture 2 118 TPO 18 Conversation 2 119 TPO 18 Lecture 3 119 TPO 18 Lecture 4 120 TPO 19 Conversation 1 121 TPO 19 Lecture 1 122 TPO 19 Lecture 2 123TPO 19 Conversation 2 124TPO 19 Lecture 3 125TPO 19 Lecture 4 126TPO 20 Conversation 1 127TPO 20 Lecture 1 128TPO 20 Lecture 2 129TPO 20 Conversation 2 130TPO 20 Lecture 3 131TPO 20 Lecture 4 133TPO 21 Conversation 1 134TPO 21 Lecture 1 135TPO 21 Lecture 2 136TPO 21 Conversation 2 137TPO 21 Lecture 3 138TPO 21 Lecture 4 139TPO 22 Conversation 1 140TPO 22 Lecture 1 141TPO 22 Lecture 2 142TPO 22 Conversation 2 143TPO 22 Lecture 3 144TPO 22 Lecture 4 145TPO 23 Conversation 1 146TPO 23 Lecture 1 148TPO 23 Lecture 2 149TPO 23 Conversation 2 151TPO 23 Lecture 3 152TPO 23 Lecture 4 153TPO 24 Lecture 4 156TPO1 Conversation 11. Why does the student go to see the librarian?To sign up for a seminar on using electronic sources for research To report that a journal is missing from the reference areaTo find out the procedure for checking out journal articlesTo ask about how to look for resources for a class paper2.What does the librarian say about the availability of journals and articles in the library?They are not easy to find if a professor put them on reserveMost of them are accessible in an electronic formatMost of them can be checked out for three weeksPrinted versions from the past three years are located in the reference section.3.What does the librarian suggest the student should do to save time?Choose an easier research topicConcentrate on five journalsRead the summaries of the articles firstInstall a new program on her home computer4.What can be inferred about why the woman decides to use the computer in the library? She thinks she might need additional help from the manShe does not have a computer at homeShe has to hand in her assignment by the end of the dayShe will be meeting a friend in the library later on5.Why does the woman say this()She had forgotten about the informationShe is surprised she was not aware of the informationShe is annoyed that the information was published only recentlyShe is concerned that the librarian gave her incorrect informationTPO1 Lecture 16.What is the purpose of the lecture?To explain the difference between two artistic stylesTo describe a new art gallery to the classTo introduce an artist's work to the classTo show how artists' styles can evolve over time7.What does the professor say about Frantzen's painting of a farm scene?It resembles a photographIt may be Frantzen's best known paintingIt was painted in the Impressionist styleIt was painted while Frantzen lived abroad8.Why did Frantzen go to the Sales Barn?To study human form and movementTo earn money by painting portraitsTo paint farm animals in an outdoor settingTo meet people who could model for her paining9.What does the professor imply about the painting of the young woman surrounded by pumpkins?It was painted at an art fairIt combines Impressionism with RealismIt convinced Frantzen that she was a good illustratorIt was originally meant to be used in an advertisement10.Why does the professor discuss Frantzen's difficulties as a young painter?He wants to point out mistakes that young artists commonly makeHe thinks her example can inspire the students in their own livesHer difficulties remind him of the difficulties he himself experienced as a young girl Her difficulties are the subject of some of the paintings in the gallery that the students will visit11.What does the professor imply when he says this()The students can understand Frantzen's art without knowing about her lifeThe students should pay very close attention to what he is going to saySome of his students are already familiar with Frantzen's life storySome of his students may not appreciate Frantzen's workTPO1 Lecture 212.What does the professor mainly discuss?The difference in age among American mountain rangesThe importance of a technique used for dating geological materialsThe recent discovery of an ancient canyonA comparison of various minerals used for dating13.Before the use of uranium-lead analysis, where did most geologists think the Grand Canyon sandstone came from?An ancient lake located in the American SouthwestA desert that once connected two continentsSands carried by a river from the Appalachian MountainsA nearby mountain range that had flattened out over time14.In the talk, the professor describes the sequence of uranium-lead dating. Summarize the sequence by putting the events in the correct order.Drag your answer choices to spaces where they belong. To remove an answer choice, click on itZircon in the sandstone is matched to the zircon in a particular mountain range.The amount of lead in sandstone zircon is measuredThe age of zircon in a sandstone sample is determined12315.According to the professor, what change has caused uranium-lead dating to gain popularity recently?It can be performed outside a laboratoryIt can now be done more efficientlyIt no longer involves radioactive elementsIt can be used in fields other than geology16.Why does the professor talk about the breaking apart of Earth's continents?To give another example of how uranium-lead dating might be usefulTo explain how the Grand Canyon was formedTo demonstrate how difficult uranium-lead dating isTo disprove a theory about the age of Earth's first mountain ranges17.What does the professor imply when he says this()The class is easier than other geology classesThe class has already studied the information he is discussingSome students should take a course in geological dating techniquesHe will discuss the topic later in the classTPO1 Conversation 21.What is the conversation mainly aboutA lesson Matthew prepared for his studentsA class Matthew has been observingA term paper that Matthew has writtenA problem in Matthew's classroom2.What is Matthew's opinion about observing Mr.Grabell's third-grade class? It will help him become a more effective teacherIt could help improve his study habitsIt has improved his public-speaking skillsIt may be the most difficult assignment he has had3.Why does Matthew mention Greek and Roman mythology?To identify a topic frequently discussed in third gradeTo get the professor's opinion about a lesson he taughtTo make a suggestion to improve the class he is takingTo illustrate a technique used to teach a third-grade class4.What important skills did Mr.Grabell introduce to his third-grade class?Click on 3 answersReviewing other student's reportsUsing books in the libraryInterviewing their classmatesSpeaking in publicWriting reports5.What will Matthew probably do in next Wednesday's class?Hand in his assignment earlyTry to start a study groupMake a presentation to the classChoose a topic for his paperTPO1 Lecture 36.What is the lecture mainly about?Art in the Neolithic periodThe site of a Neolithic townMethods of making stone toolsThe domestication of plants and animals by early farmers7.What does the professor imply about the tools used by the people of Catalhoyuk?They were made of stone that came from CatalhoyukThey were among the sharpest tools available at the timeThey were often used in religious ritualsThey were used primarily for agriculture8.What does the professor say about the entrances to the horses in Catalhoyuk?Click on 2 answersThey were in the roofThey were usually kept closedThey allowed smoke to escape from the houseThey stood opposite one another across narrow streets9.What does the professor say about Catalhoyuk graves?The graves contained precious stonesMany people were buried in each graveThe grave were located under the house floorsThe graves contained ashes rather than bones10.What does the professor think of the idea that the inhabitants of Catalhoyuk deliberately arranged their house so that they could live near their ancestors' graves?She thinks it is a good guess, but only a guessShe thinks some evidence supports it, but other evidence contradicts it.She thinks that further excavations will soon disprove itShe thinks that it is not appropriate to make such guesses about the distant past11.What are three things the professor says about the artwork of Catalhoyuk? Click on 3 answersIt was clearly important to the Catalhoyuk religionIt became covered with sootIt often shows farmers at workIts significance is unknownIt contains many hunting scenesTPO1 Lecture 412.What is the main topic of the lectureThe types of habitats marmots preferMethods of observing marmot behaviorFeeding habits of some marmot speciesDifferences in behavior between marmot species13.According to the case study, why are marmots ideal for observationThey do not hide from humansThey reside in many regions throughout North AmericaThey are active in open areas during the dayTheir burrows are easy to locate14.Drag the appropriate description of each marmot species' behavior to the box below the marmot's nameClick on a phrase. Then drag it to the space where it belongs.One of the phrases will not be usedDisplays aggressive tendencies is family oriented says active during the winterOlympic Marmot Eastern Marmot15.What reason does the professor give for the difference in marmot behaviour patterns?Type of food availableThe size of the populationInteraction with other marmot speciesAdaptations to the climate16.Why does the professor say this()To inform the student that his definition is incorrectTo suggest that the student did not do the readingTo encourage the student to try againTo change the topic of discussion17.Why does the professor say this()To express a similar concernTo encourage the student to explain what she meansTo address the student's concernTo agree with the studentTPO2 Conversation 11.Why does the man go to see his professorTo borrow some charts and graphs from herTo ask her to explain some statistical proceduresTo talk about report he is writingTo discuss a grade he got on a paper2.What information will the man include in his report?Click in the correct box for each phraseInclude in report Not include in reportClimate chartsInterviews with meteorologistsJournals notesStatistical tests3.Why does the professor tell the man about the appointment at the doctor's office? To demonstrate a way of remembering thingsTo explain why she needs to leave soonTo illustrate a point that appears in his reportTo emphasize the importance of good health4.What does the professor offer to do for the manHelp him collect more data in other areas of the stateSubmit his research findings for publicationGive him the doctor's telephone numberReview the first version of his report5.Why does the professor say this()To question the length of the paperTo offer encouragementTo dispute the data sourcesTo explain a theoryTPO2 Lecture 16.What is the professor mainly discussingThe development of motor skills in childrenHow psychologists measure muscle activity in the throatA theory about the relationship between muscle activity and thinkingA study on deaf people's problem-solving techniques7.Why does the professor say this()To give an example of a laryngeal habitTo explain the meaning of a termTo explain why he is discussing laryngeal habitsTo remind students of a point he had discussed previously8.Why does the professor say about people who use sign languageIt is not possible to study their thinking habitsThey exhibit laryngeal habitsThe muscles in their hands move when they solve problemsThey do not exhibit ideomotor action9.What point does the professor make when he refers to the university libraryA study on problem solving took place thereStudents should go there to read more about behaviorismStudents' eyes will turn toward it if they think about itHe learned about William James' concept of thinking there10.The professor describes a magic trick to the class,what does the magic trick demonstrate?An action people make that they are not aware ofThat behaviorists are not really scientistsHow psychologists study childrenA method for remembering locations11.What is the professor's opinion of the motor theory of thinkingMost of the evidence he has collected contradicts itIt explains adult behavior better than it explains child behaviorIt is the most valid theory of thinking at the present timeIt cannot be completely proved or disprovedTPO2 Lecture 212.What aspect of Manila hemp fibers does the professor mainly discuss in the lectureSimilarities between cotton fibers and manila hemp fibersVarious types of manila hemp fibersThe economic importance of Manila hemp fibersA use of Manila hemp fibers13.Why does the professor mention going away for the weekend?To tell the class a jokeTo apologize for not completing some workTo introduce the topic of the lectureTo encourage students to ask about her trip14.What does the professor imply about the name Manila hempIt is a commercial brand namePart of the name is inappropriateThe name has recently changedThe name was first used in the 1940's15.Why does the professor mention the Golden Gate Bridge?To demonstrate a disadvantage of steel cablesTo give an example of the creative use of colorTo show that steel cables are able to resist salt waterTo give an example of a use of Manila hemp16.According to the professor, what was the main reason that many ships used Manila hemp ropes instead of steel cables?Manila hemp was cheaperManila hemp was easier to produceManila hemp is more resistant to salt waterManila hemp is lighter in weight17.According to the lecture, what are two ways to increase the strength or rope made from Manila hemp fibers?Click on 2 answersCoat the fibers with zinc-based paintCombine the fibers into bundlesSoak bundles of fibers in salt waterTwist bundles of fibersTPO2 Conversation 21.What are the students mainly discussing?Click on 2 answersTheir courses for next semesterTheir plans for the weekendA poetry clubA class assignment2.What does the man plan to do at the end of the monthRegister for classesFinish writing his master's thesisLeave his job at the coffee shopTake a short vacation3.Why does the man talk to the woman about the "Poetry Kitchen"?To find out how often the club meetsTo inform her that the date of the next meeting has changedTo complain that not enough people are reading their poemsTo encourage her to attend4.What is the woman's attitude toward participating in the poetry club?She is looking forward to hearing her professor's poetryShe is interested in attending but she has no timeShe thinks the poetry that is read there is not very goodShe used to participate but did not enjoy it5.What will the students do in the summerThey will both take coursesThey will both have full-time jobsThey will travel to England togetherThey will teach a class togetherTPO2 Lecture 36.What is the main purpose of the lecture?To illustrate the importance of extrinsic valuesTo explain Aristotle's views about the importance of teachingTo explain why people change what they valueTo discuss Aristotle's views about human happiness7.The professor gives examples of things that have value for her. Indicate for each example what type of value it has for her.Click in the correct box. This question is worth 2 points.Only extrinsic value Only intrinsic value Both extrinsic and intrinsic value TeachingExercisehealthPlaying a musical instrument8.Why is happiness central to Aristotle's theory?Because it is so difficult for people to attainBecause it is valued for its own sake by all peopleBecause it is a means to a productive lifeBecause most people agree about what happiness is9.According to the professor, why does Aristotle think that fame cannot provide true happiness?Fame cannot be obtained without help from other peopleFame cannot be obtained by all peopleFame does not last foreverPeople cannot share their fame with other people10.What does the professor mean when she says this()Teaching is not a highly valued profession in societyShe may change professions in order to earn more moneyThe reason she is a teacher has little to do with her salaryMore people would become teachers if the salary were higher11.What is Bode's law?A law of gravitationAn estimate of the distance between Mars and JupiterA prediction of how many asteroids there areA pattern in the spacing of the planetsTPO2 Lecture 412.Why does the professor explain Bode's Law to the class?To describe the size of the asteroidsTo explain who the asteroids belt was discoveredTo explain how gravitational forces influence the planetsTo describe the impact of telescopes on astronomy13.How does the professor introduce Bode's Law?By demonstrating how it is derived mathematicallyBy describing the discovery of UranusBy drawing attention to the inaccuracy of a certain patternBy telling the names of several of the asteroids14.According to the professor, what two factors contributed to the discovery of the asteroid Ceres?Click on 2 answersImproved telescopesAdvances in mathematicsThe discovery of a new starThe position of Uranus in a pattern15.What does the professor imply about the asteroid belt?It is farther from the Sun than UranusBode believed it was made up of small starsIt is located where people expected to find a planetCeres is the only one of the asteroids that can be seen without a telescope16.Why does the professor say thisTo introduce an alternative application of Bode's LawTo give an example of what Bode's law cannot explainTo describe the limitaions of gravitational theoryTo contrast Bode's Law with a real scientific lawTPO3 Conversation 1Q1Why does the women come to the office?To notify the university of her change of addressTo find out where her physics class is being heldTo get directions to the science buildingTo complain about her physics class being canceledQ2What happened to the letter the university sent to the woman?She threw it away by mistakeHer roommate forgot to give it to herIt was sent to her old mailing addressIt was sent to another student by mistakeQ3Why was the woman’s physics class canceled?Not enough students signed up to take the classNo professors were available to teach the classThe university changed its requirements for physics studentsThere were no classrooms available in the science building at the hourQ4What does the man suggest the woman do before the beginning of next semester? Consult with her advisor about her class scheduleCheck with the registrar’s office about the location of the classRegister for her classes earlyCall the physics departmentQ5RWhat does the man imply when he say this:He know the physics class has been canceledHe is not sure where the science building isMany of the room assignments have been changedThe women can check for herself where her class isTPO3 Lecture 1Q6What does the professor mainly discuss?Major changes in the migratory patterns of hummingbirdsThe adaptation of hummingbirds to urban environmentsConcern about the reduction of hummingbird habitatThe impact of ecotourism on hummingbird populationsQ7What does the professor imply might cause a decrease in the hummingbird population?An increase in the ecotourism industryAn increase in the use of land to raise crops and cattleA decrease in banding studiesA decrease in the distance traveled during migrationQ8What does the professor say people have done to help hummingbirds survive?They have built a series of hummingbird feeding stationsThey have supported new laws that punish polluters of wildlife habitatsThey have replanted native flowers in once polluted areasThey have learned to identify various hummingbird speciesQ9What way of collecting information about migrating hummingbirds does the professor mention?Receiving radio signals from electronic tracking devicesBeing contacted by people who recapture banded birdsCounting the birds that return to the same region every yearComparing old and young birds’ migration routesQ10What does the professor imply researchers have learned while studying hummingbird migration?Hummingbirds have totally disappeared from some countries due to recent habitat destructionPrograms to replant flowers native to hummingbird habitats are not succeeding Some groups of hummingbirds have changed their migration patternsSome plant species pollinated by hummingbirds have become extinctQ11RWhat does the professor imply when she say this:There is disagreement about the idea she has presentedShe does not plan to discuss all the detailsHer next point may seem to contradict what she has just saidThe point she will make next should be obvious to the studentsTPO3 Lecture 2Q12What is the main purpose of the lecture?To discuss the style of an early filmmakerTo describe different types of filmmaking in the 1930sTo discuss the emergence of the documentary filmTo describe Painleve’s influence on today’s science-fiction filmsQ13Why are Painleve’s films typical of the films of the 1920s and 1930s?They do not have soundThey are filmed underwaterThey are easy to understandThey difficult to categorizeQ14According to the professor, how did Painleve’s film confuse the audience?They show animals out of their natural habitatThey depict animals as having both human and animal characteristicsThe narration is scientific and difficult to understandThe audiences of the 1920s and 1930s were not used to films shot underwaterQ15Why does the professor mention sea horses?To explain that they were difficult to film in the 1930sTo point out that Cousteau made documentaries about themTo illustrate Pianleve’s fascination with unusual animalsTo explain why Painleve’s underwater films were not successfulQ16Why does the professor compare the film style of Jacques Cousteau and Jean Painleve?To explain how Painleve influenced CousteauTo emphasize the uniqueness of Painleve’s filming styleTo emphasize the artistic value of Cousteau’s documentary filmsT o demonstrate the superiority of Painleve’s filmmaking equipmentQ17RWhat does the student imply when he say this:He does not like Jean Painleve’s filmsHe thinks that the professor should spend more time discussing Jacques Cousteau’s filmHe believes that high quality filmmakers are usually well knownHe believes that Jean Painleve’s film have been unfairly overlookedTPO3 Conversation 2Q1Why does the student go to see the professor?To ask about a class assignmentTo find out about a midsemester projectTo get information about summer jobsTo discuss ways to improve his gradeQ2What was originally located on the site of the lecture hall?A farmhouseA pottery factoryA clothing storeA bottle-manufacturing plantQ3What is mentioned as an advantage of working on this project?Off-campus travel is paid offStudents can leave class earlyThe location is convenientIt fulfills a graduation requirementQ4What is the professor considering doing to get move volunteers?Offering extra class creditPaying the students for their timeAsking for student volunteers from outside her classProviding flexible work schedulesQ5What information does the student still need to get from the professor? The name of the senior researcherWhat book he needs to read before the next lectureWhen the train session will be scheduledWhere the project is locatedTPO3 Lecture 3Q6What does the professor mainly discuss?The oldest known cave artHow ancient cave art is datedThe homes of Paleolithic humansHow Paleolithic humans thought about animalsQ7When does the professor mention his daughter?To describe her reaction to seeing the paintingsTo explain the universal appeal for the Chauvet paintingsTo demonstrate the size of most Paleolithic cave artTo emphasize his point about the age of Chauvet paintingsQ8What is the professor’s opinion about the art at the Chauvet cave?It is extremely well doneIt probably reflected artists’ religious beliefsIt is less sophisticated than the art at Lascaux and AltamiraIt is probably not much older than the are at Lascaux and AltamiraQ9According to the professor, what is the significance of charcoal marks on the walls of the Chauvet cave?They suggest that Paleolithic people cooked their food in the caveThey prove that people came to the cave long after the paintings were madeThey show how much light the Paleolithic artists needed for their workThey were used in recent times to date the paintingsQ10Compared to other Paleolithic art, what is unusual about the animals painted at Chauvet?Most of them are horsesMany of them are dangerousMany of them are shown alongside humansAll of them are species that are still found in FranceQ11What are two questions about the Chauvet cave artists that the professor raises but cannot answer?Choice two answers belowHow they lighted their work areaHow they obtained pigments for their paintsWhy they chose to paint certain animals and not othersWhy they placed their art in dark, uninhabited placesTPO3 Lecture 4Q12What is the lecture mainly about?Different ways of magnifying the spectrum of a starHow a chemical element was first discovered on the SunHow astronomers identify the chemical elements in a starWhy the spectra of different stars are composed of different colors。
【托福听力备考】TPO10听力文本——Lecture 4
【托福听力备考】TPO10听力文本——Lecture 4众所周知，托福TPO材料是备考托福听力最好的材料。
相信众多备考托福的同学也一直在练习这套材料，那么在以下内容中我们就为大家带来托福TPO听力练习的文本，希望能为大家的备考带来帮助。
TPO10 Lecture 4 PsychologyNarrator：Listen to part of a lecture in a Psychology Class.ProfessorOK. If I ask about the earliest thing you can remember, I’ll bet for most ofyou, your earliest memory would be from about age 3, right? Well, that’s truefor most adults. We can’t remember anything that happened before the age of 3.And this phenomenon is so widespread and well-documented it has a name. It iscalled childhood amnesia and was first documented in 1893.As I said, this phenomenon refers to adults not being able to rememberchildhood incidents. It’s not children trying to remember events from last monthor last year. Of course it follows that if you can’t remember an incident as achild, you probably won’t remember it as an adult. OK?So …so... so why is this? What are the reasons for childhood amnesia?Well, once a popular explanation was that childhood memories are repressed... uh, the memories are disturbing so that as adults we keep them buried, andso we can’t recall them. And this is based on…well, well, it’s not based on, on,on… the kind of solid research and lab testing we want to talk about today. Solet’s put that explanation aside and concentrate on just two. OK?It...it could be that as children we do form memories of things prior to age 3, but forget them as we get grow older, that’s one explanation. Another possibility is that children younger than three ck some cognitive capacity for memory. And that idea, that children are unable to form memories, that’s been the dominant belief in psychology for the past hundred years. And this idea is very much tied to two things, the theories of Jean Piaget and also to language development in children.So Piaget’s theory of cognitive development. Piaget suggested that because they don’t have language, children younger than 18 to 24 months live in the here and now, that is they lack the mean to symbolically represent objects and events, that are not physically present. Everybody get that? Piaget proposed that young children don’t have a way to represent things that aren’t right in front of them. That’s what language does, right? Words represent things, ideas.Once language starts to develop from about age 2, they do have a system for symbolic representation and can talk about things which aren’t in their immediate environment including the past. Of course he didn’t claim that infants don’t have any sort of memory, it’s acknowledged that they can recognize some stimuli, like faces. And for many years this model was very much in favor in psychology, even though memory tests were never performed on young children. Well, finally in the 1980s, a study was done. And this study showed that veryyoung children under the age of 2 do have the capacity for recall. Now, if the children can’ t talk, how was recall tested? Well, that is a good question, since the capacity for recall has always been linked with the ability to talk.So the researchers set up an experiment using imitation-based tasks. Adults used props, uh, toys or other objects to demonstrate an action that had 2 steps. The children were asked to imitate the steps immediately and then again after delays of one or more month. And even after a delay, the children could…could recall or replicate the action, the objects used, the steps involved and the order of the steps. Even children as young as 9 months!Now, tests showed that there was a faster rate of forgetting among the youngest children, but most importantly it showed that the development of recall did not depend on language development. And that was an importance finding!I guess I should add that the findings don’t say that there was no connection...no connection between the development of language and memory. There’s some of evidence that being able to talk about an event does lead to having a stronger memory of that event. But that does not seem to be the real issue here.So, back to our question about the cause of childhood amnesia, well, there is something called the rate of forgetting. And childhood amnesia may reflect a high rate of forgetting, in other words, children under the age of 3 do form memories and do so without language. But they forget the memories at a fastrate, probably faster than adults do. Researchers have set a standard….sort ofan expected rate of forgetting, but that expected rate was set based on the tests done on adults. So what is the rate of forgetting for children under theage of 3? We expect it to be high, but the tests to prove this really haven’tbeen done yet.。
TPO23-Lecture4 Choreography Class
Choreography ClassNow when you think about choreography, well, for your last assignment, you choreograph the dance that was performance on stage in front of life audience. Now screen dance is very different. It is a dance routine you will be choreographing specifically to be viewed on a screen, on a computer screen, on a TV screen, on a movie theater, any screen. So the question we have to ask is “What is the difference between choreography for a live performance and choreography for an on-screen viewing?” Ok? Think for a minute. When you see a movie, is it just a film of people acting on a screen? Of course not. Movie is using a variety of camera angles and creative editing. Movies can distort time, slow movement down or speed it up, show actors fading in and out of scenes, etc. All of these, all of these film-making techniques, things that cannot be used in the life performance, are possible in a screen dance. Now we will cover this concept in greater details later, but you should be getting the idea that I don’t want you to just film dancers on stage and turn it in as your screen dance project. Yes, David!But isn’t something lost here, Professor Watson? I am a dancer, and when I perform on stage, I am so energized by the audience reactions, the applause. I actually, and for a lot of dancers, it, it really inspires us.Um, you are right. Screen dance which is relatively new isn’t for everyone. Some dancers may seem reluctant to participate in your project, because they do thrive on an immediacy of performing life. Um, if this happens, you could point out that screen dance offers the other ways for dancers to connect to audience. For example, dancers can express themselves; even change the whole mood of the scene through a facial expression. And you could film close-up shots on their faces. Facial expressions are not that important in live performances. Generally, choreographer knows that someone in the back row of theater may not be able to see a dancer’s face clearly.But um, I have never used a movie camera or an editing film before. How will we learn everything we need to know to…?Don’t worry. The camera you will be using is pretty simple to operate. And you will get a play with the film editing several times before beginning your project. You also have the option of working with a student in the film department, someone who is familiar with the performance technology. But the choreography and the end result will be your responsibility of course.Could you talk some more about the film-making techniques? You know the ones that work best for screen dancers.I will show some of my favorite screen dancers next week to give you a better idea.But…Ok. Here is one technique that can create the illusion of flow in a screen dance. You film the same dancer entering and exiting the frame several times. Moving slowly at first, then faster and faster, then in the editing room, you can digitally manipulate these images. Like, you might put five or ten or twenty copies of that same dancer meeting himself in the middle of the screen to make it look like if he is dancing with himself.Obviously, this cannot be done in the live performance. Another example… um… in one screen dance I saw, the dancers leap through sheets of fire in a big abandoned building. Of course, this building is not really on fire. Um… technique called superimposing was used. The dancers were filmed and later, in the editing room, the fire was edited to the background.That sounds awesome. But if anyone can watch a dancer on a computer screen, why would they pay and go to see a live performance? What if the screen dance got so popular that it replacedthe live screen?Screen dance is an entirely different type of presentation. It could never replicate the immediacy, the kind of drama the live performance offers. There is always being an audience for that. I think what screen dance will do though is heighten awareness of dance in general, because it is a way … it can reach people in their homes, in their workplaces at any time really. And if someone discovers that they love dance by watching the screen dance, there is a good chance to get interested enough to buy a ticket to see a live performance.。
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and other politicians started to push for major funding to support and promote
support the arts?
Professor
Well, as a matter of fact, a lot of politicians who did not believe in government
support for the arts, they wanted to do away with the agency entirely, for that
out-of-work artists.
Professor
So was it successful? Janet? What
Yeah, sure, it was successful. I mean, for one thing, the project established a
And by the mid 1970s, by 1974 I think, all fifty states had their own arts
agencies, their own state arts councils that work with the federal government
Yeah. But didn’t the government end up wasting a lot of money for art that
wasn’t even very good?
Professor
Uh…some people might say that. But wasn’t the primary objective of the
TPO 4 Lecture 4 United States government
Narrator
Listen to part of a lecture in a United States government class.
Professor
OK, last time we were talking about government support for the arts. Who can
financial support from corporations. And the Kennedy and Lincoln centres
aren’t the only examples. Many of your cultural establishments in the United
lot of…uh like community art centers and galleries and places like rural areas
where people hadn’t really had access to the arts.
Professor
Right.
Frank
government made to, you know, to support the arts was the Federal Art
Project.
Professor
Right, so what can you say about the project?
Frank
Um…it was started during the Depression, um…in the 1930s to employ
arts unless…well, unless the government made it attractive for them to do so,
by offering corporations tax incentives to support the arts, that is, by letting
corporations pay less in taxes if they were patrons of the arts. Um, the
Kennedy Centre in Washington D.C. , you may uh…maybe you’ve been there,
or Lincoln Centre in New York. Both of these were built with substantial
support as there are those who agree. In fact, with artists in particular, you
have lots of artists who support and who have benefited from this agency,
War, unemployment was down and it seems that these programs weren’t
really necessary any longer.
So, moving on, we don't actually see any govern…well any real government
individual states throughout the country started to establish their own state arts
councils to help support the arts. There was kind of uh…cultural explosion.
States will have a plaque somewhere acknowledging the support – the money
they received from whatever corporation. Oh, yes, Janet?
Janet
But aren’t there a lot of people who don’t think it’s the government’s role to
sum up some of the main points? Frank?
Frank
Well, I guess there wasn’t really any, you know, official government support for
the arts until the twentieth century. But the first attempt the United States
very reason, to get rid of governmental support. But they only succeeded in
taking away about half the annual budget. And as far as the public goes,
well…there are about as many individuals who disagree with the government
the Arts was created.
So it was through the NEA, the National Endowment for the Arts, um…that the
arts would develop, would be promoted throughout the nation. And then
although it seems that just as many artists suppose a government agency
being involved in the arts, for many different reasons, reasons like they don’t
with corporations, artists, performers, you name it.
Frank
Did you just say corporations? How are they involved?
Professor
Well, you see, corporations aren’t always altruistic. They might not support the
the arts. It was felt by a number of politicians that …well that the government
had a responsibility to support the arts as sort of… oh, what can we say?...the
Federal Art Project to provide jobs?
Frank
That’s true. I mean…it did provide jobs for thousands of unemployed artists.
Professor
Right. But then when the United States became involved in the Second World
the soul…or spirit of the country. The idea was that there be a federal
subsidy…um…uh…financial assistance to artists and artistic or cultural