托福TPO4听力Conversation1文本+题目+答案解析
tpo托福听力练习题
tpo托福听力练习题托福听力练习题参考答案及解析托福听力是考试中的一个重要部分，通过听力练习题可以帮助考生提高听力水平，熟悉题型，并掌握一些解题技巧。
下面是一些常见的TPO 托福听力练习题的参考答案及解析。
1. ConversationQuestion: What is the man's main problem?Answer: He is having trouble finding a place to live on campus.Explanation: In the conversation, the man mentions that he has been trying to find a place to live on campus, but all the dorms are full. This indicates that his main problem is not being able to find an on-campus accommodation.2. LectureQuestion: What does the professor mainly discuss?Answer: The impact of climate change on marine life.Explanation: The professor mentions that with the rise in ocean temperatures, many marine species are facing challenges such as coral bleaching and migration. This indicates that the main topic of the lecture is the impact of climate change on marine life.3. DiscussionQuestion: What is one solution proposed by the speakers?Answer: Building more bike lanes in the city.Explanation: In the discussion, one of the speakers suggests that building more bike lanes in the city can encourage people to commute by bike, reducing traffic congestion and air pollution. This indicates that building more bike lanes in the city is one solution proposed by the speakers.4. LectureQuestion: What is the main topic of the lecture?Answer: The evolution of language.Explanation: In the lecture, the professor discusses how language has evolved over time, from early forms of communication to the development of complex language systems. This indicates that the main topic of the lecture is the evolution of language.5. ConversationQuestion: Why does the woman want to get a refund?Answer: The product she bought was defective.Explanation: In the conversation, the woman mentions that the product she bought is not working properly and she wants to get a refund. This indicates that the reason she wants a refund is that the product she bought was defective.通过以上参考答案及解析，我们可以看到在托福听力练习题中，正确理解对话或讲座的关键信息是回答问题的关键。
TPO4听力解析
TPO4 listening 问题解析注：问题中红色标记词汇为解题突破点和关键词。
（编辑整理By Serene蘑菇）1. Why does the man need the woman’s assistance?Click on 2 answers.A. He does not know the publication date of some reviews he needs.B. He does not know the locatio n of the library’s vides collection of plays.C. He does not know how to find out where the play is currently being performed.D. He does not know how to determine which newspaper he should look at.答案：AD解析：（原文中）Yeah, I need to find a review. It‟s for my English class. We have to find reviews of the play we are reading. But they have to be from when the play was first performed, so I n eed to know when that was and I suppose I should start with newspaper reviews and…从第一组对话中得出student来咨询的直接原因有两个一是要找一份review，二是不知道从那份newspaper开始。
BC是无关选项。
2. What does the woman imply about critical reaction to the play Happy Strangers?A. Negative critical reaction led to its content being revised after it premiered.B. The play has always been quite popular among university students.C. Reactions to the play are more positive nowadays than they were in the past.D. The play is rarely performed nowadays because critics have never liked it.答案：C解析：（原文中）Well, that certainly explains why your professor wants you to read some of those old reviews. The critiques really tore the play to pieces when it opened. It‟s so controversial. Nobody had ever seen anything like it on the stage. Oh, sure. Of course the critiques‟ reaction made some people kind of curious about it. They wanted t o see what‟s causing all the fuss.从Women将现在人们的态度与过去作对比可以得知，现在人们的态度已经比以前积极了很多。
Unit4听力问题详解及原文
Unit4听力问题详解及原文Unit 4 Part 1 Short conversationsDirections: In this section you will hear some short conversations. Listen carefully and choose the best answer to the questions you hear.1. Recording 1A. 8:27.B. 8:30.C. 8:33.D. 8:13.Correct answer: ATranscript:M: What's the time according to your watch?W: Eight-thirty. But it's three minutes fast.Q: What is the correct time now?2. Recording 2A. When the guest is going to leave.B. When the guests are coming into the room.C. During the party.D. When the guest is making an appointment with the hostess.Correct answer: ATranscript:M: Thank you very much for such a delightful evening.W: You're welcome.Q: When does this conversation probably take place?3. Recording 3A. It will take him a long time to help the woman.B. He can help her for a while.C. It won't take a long time for him to help her.D. He couldn't help her though he'd like to.Correct answer: BTranscript:W: Jack, can you help me with this work?M: Sure, if it won't take too much time.Q: What does the man mean?4. Recording 4A. Because it stopped raining.B. Because she is staying at home.C. Because she has a raincoat.D. Because she has an umbrella in her car.Correct answer: CTranscript:M: It looks like rain, take my umbrella.W: Thanks anyway, but I have a raincoat in my car. Q: Why didn't the woman take the umbrella?5. Recording 5A. A library.B. A restaurant.C. A bookstore.D. A coffee shop.Correct answer: CTranscript:W: A copy of Gone with the Wind, please.M: Sorry, Madam. Sold out.Q: Where does the conversation probably take place?6. Recording 6A. A student.B. A salesman.C. A manager.D. A teacher.Correct answer: DTranscript:M: I don't know how you'll get through your teaching practice. W: Oh, I'll manage. I always do. I've planned all my lessons.Q: What do you think the woman is?7. Recording 7A. The man will go to Paris by plane.B. The man will go to Paris by train.C. The man lost his plane ticket.D. There is no plane available.Correct answer: DTranscript:W: Can you go to Paris tonight?M: But all the pilots are on strike.Q: What do we learn from the conversation?8. Recording 8A. He is taking a bath.B. He is reading a book.C. He is getting into the bathroom.D. He is looking at something that the woman showed him. Correct answer: ATranscript:M: Ann, could you come into the bathroom for a second?W: Yes. But let me finish this novel and I'll be right there.Q: What is the man doing?9. Recording 9A. Three hours.B. Four hours.C. Six hours.D. Eight hours.Correct answer: CTranscript:W: I studied three hours for this test and Ted studied four hours. M: I studied twice as long as you did.Q: How long did the man study for the test?10. Recording 10A. A meeting with the president.B. The news about the president.C. A telephone conversation.D. A speech by the president on TV.Correct answer: DTranscript:W: How did you like the president's speech last night?M: Oh, I was touched by his performance on TV.Q: What are the speakers talking about?Unit 4 Part 2 Long conversationsDirections: In this section you will hear a long conversation or conversations. Listen carefully and choose the best answer to the questions you hear.Recording 11. Why did Jenny want to buy a cell phone?A. To show off.B. To send text messages.C. To open a small shop.D. To communicate with others.Correct answer: D2. How many functions of cell phones were mentioned in theconversation?A. Seven.B. Six.C. Eight.D. Five.Correct answer: B3. Which of the following is not true according to the conversation?A. You can send messages by cell phones.B. Cell phones are better than cameras in taking pictures.C. You can listen to music with a cell phone.D. You can download information by using cell phone.Correct answer: BTranscript:W: Hi, Tom.M: Hello, Jenny.W: I heard you've bought a cell phone last week, I want to buy one, and can you tell me some special features of the cell phone?M: Of course, you know the basic function of a cell phone is to communicate with others.W: Yeah, that's the reason why I want to have one.M: I know that you have many friends; maybe you will find it rather difficult to remember all their telephone numbers. So you can put all the telephone numbers of your friends and relatives in the cell phone, which will make it easy for you to find them.W: That's great, tell me some more.M: And you can also write text messages instead of calling others, you know when someone is notavailable to answer your calls.W: I see, it's really useful.M: Many cell phones can also provide the service of surfing the Internet; therefore, you can look for or download something whenever and wherever you want to!W: How fantastic!M: You can also use your phone as a camera, some cell phones are even better than a camera.W: Woo, that's cool.M: What's more, you can kill time by playing games which you can download from the Internet or using it like an MP3 player to listen to music.W: I can't wait anymore, I want to buy one now!M: By the way, let me introduce to you some top brands of cell phones, like Nokia, Sony Ericsson and so on.Questions:1. Why did Jenny want to buy a cell phone?2. How many functions of cell phones were mentioned in the conversation?3. Which of the following is not true according to the conversation?Unit 4 Part 3 Understanding PassagesDirections: In this section you will hear a passage or passages. Listen carefully and choose the best answer to the questions you hear.Recording 11. What is Assured Labor?A. It is a company which can help you find jobs.B. It is a marketplace located in Massachusetts.C. It was a laboratory set up by five professors.D. It is a TV program.Correct answer: A2. What is the function of Part two in Assured Labor?A. To find positions in Boston.B. To help people get permanent jobs.C. To help people find temporary jobs.D. To provide specific information.Correct answer: B3. What are the companies interested in according to Assured Labor's president?A. Earning more money.B. Having more interviews with the employees.C. Opening up more factories.D. Having more modern hiring practices.Correct answer: D4. What would you do if you are interested in a job given by Assured Labor?A. You can pay money to preserve the job.B. You can call the company to make an appointment.C. You can talk to the president individually.D. You can reply by text message.Correct answer: DTranscript:In 2007, five young people in the American state of Massachusetts developed an idea. The team knew that the world is filled with mobile phones. About 80 percent of all people are said to live within reach of a wireless telephone signal.The idea was to use mobile phones and the Internet to connect job seekers with employers. The young people wrote a business plan and formed a company called Assured Labor, which won a development competition at the Massachusetts Instituteof Technology.Assured Labor is an electronic marketplace. It has two parts. Part one is for the United States. That operation was launched in January in Boston. It links people with employers offering temporary jobs. Part two is for developing markets. That operation is meant to help people get more permanent jobs. A representative is currently building partnerships with universities and international companies in Central America.Assured Labor's president, David Reich, says companies now place job advertisements on radio or in newspapers. Some even drive around in cars with loudspeakers announcing that jobs are available. He says the companies are interested in having more modern hiring practices. Through Assured Labor, companies will list open positions on the Internet. People who think they could do the job could reply by text message or on their cell phones.Questions:1. What is Assured Labor?2. What is the function of Part two in Assured Labor?。
国际交流英语视听说4第一单元听力原文与翻译(修正版)
1. Listening 1OK, everyone, what I want to do today is continue our discussion about cities and the challenges they face, and, I’d like to focus on the city of Venice, in Italy, which is an extraordinary example. So, to begin with, let’s review a few of the points we’ve discussed so far. Remember that, for centuries, the city has been struggling with the problem of flooding. As you know, the regular floodwaters—called the acqua alta—are a big problem in the city. You may also recall（想起）that the government has started the innovative（创新的）MOSE project to build water barriers and stop flooding from the ocean. Now, flooding is an important issue, but many Venetians say that the city has more serious problems than the acqua alta or the MOSE project. And most of these problems have to do with tourism. Of course, tourism has both the positive and negative side—tourism is extremely profitable. But the problem in Venice is too many tourists.For example, in 2007 the number of Venetian residents was 60,000. And what do you think the number of visitors to Venice was in that year? Twenty-one million! Recently, on a single holiday weekend in May, 80,000 tourists visited the city. Public parking lots filled up and were closed. And tourists walked through the streets eating and drinking and leaving a lot of trash behind.The result is that Venice’s city services justcan’t handle（处理，应对) so many people. The city has to pay more and more money for garbage collection to clean up all of the trash. In addition, public transportation on the famous boats and gondolas(平底船) is so crowded that Venetian residents（居民）can barely find room to get on.Along with trash and crowded transportation, city residents also have to deal with higher prices for food and for housing. Food prices continue to rise around the city. Some cafés charge as much as 13 U.S. dollars for a soft drink! In the Rialto Market—an area with many shops and stores—some of the grocery（食品，杂货）stores have been replaced by souvenir shops, which means that Venetians have fewer places to buy their groceries. In popular tourist areas, rent has almost tripled(三倍), and many small local businesses —for example, toy（玩具）stores and hardware（五金）stores—can’t afford to pay.Let me add that there is a serious housing problem in Venice. At one time, there were regulations（规章）making it illegal to convert（改装）residential buildings into hotels. But a law in 1999 removed those regulations, and the housing problem got even worse. Since then, the number of hotels and guesthouses has increased by 600 percent, and the number of houses that are available for local residents has gone down.These days, housing is only affordable for the very rich or for people who already own houses becausethey’ve been passed down by family. Young Venetians simply can’t afford to buy any property （财产）in the city. This has forced a huge number of Venetian residents to move out of the city. Thirty years ago, the population of Venice was around 120,000. Now it’s less than 60,000.So, why does Venice continue to encourage tourism when it causes so many problems? Mainly it’s because tourism in Venice generates（产生）more than two billion U.S. dollars a year in revenue （税）—and many think that the amount is much higher.Also, there’s a lot of financial pressure on Venice. The cleaning of canals（水道）, restoration（恢复）of old structures, and the MOSE project are all very expensive. Tourism brings in money to help the city solve these problems.Another point I want to make is that many people in Venice have jobs related to tourism. As more tourists come to the city, hotels, restaurants, and museums need to hire more workers. In fact, the city of Venice has a lower unemployment rate than the rest of Italy, and it’s likely a result of the tourism industry.Some people think that Venice is to blame for its own problems—that these problems are the result of greed for tourists’money. There’s a lot of talk about limiting tourists, taxing tourists, and even asking tourists to avoid the busy seasons of Easterand Carnival. However, as you can see, maximizing the number of tourists in Venice is also necessary. So, there seem to be no simple solutions to Venice’s tourism problem.好,大家,我今天要做的就是继续讨论城市和他们面临的挑战,我想把重点放在意大利的威尼斯市,这是一个非常好的例子。
2011年英语专四听力conversation one第4题解析
2011年英语专四听力conversation one第4题解析Here is a 621-word English essay based on the given title:The 2011 CET-4 Listening Comprehension Conversation One, Question 4 AnalysisIn the 2011 College English Test Band 4 (CET-4) listening comprehension section, conversation one contains a series of questions that test students' ability to understand spoken English in a real-life scenario. One of the most challenging questions in this conversation is question 4, which requires test takers to demonstrate their comprehensive listening skills. This essay will provide a detailed analysis of this particular question and discuss strategies for effectively answering similar types of questions in the future.The conversation in question four involves two individuals discussing a potential business deal. One person, who seems to be a salesperson, is trying to convince the other, who appears to be a potential customer, to invest in or purchase a certain product or service. Throughout the dialogue, the salesperson presents variousarguments and highlights the benefits of the offering, while the customer expresses some initial hesitation and raises a number of concerns.To successfully answer the question, test takers must pay close attention to the details provided in the conversation and demonstrate an understanding of the key points being discussed. This includes identifying the main purpose of the interaction, recognizing the roles and perspectives of the two speakers, and comprehending the specific information they exchange regarding the product or service being offered.One of the primary challenges of this question lies in the fact that the conversation contains a significant amount of technical or industry-specific terminology. The speakers use words and phrases that may not be familiar to all test takers, such as "market penetration," "revenue stream," and "projected ROI." Additionally, the conversation involves the discussion of numerical data, such as sales figures and financial projections, which can be difficult to follow and retain in a listening comprehension setting.To overcome these challenges, test takers should develop strategies for actively listening and processing the information presented in the dialogue. This may involve techniques such as taking notes, identifying key words and phrases, and mentally summarizing themain points as the conversation progresses. It is also important to maintain focus and avoid getting distracted by unfamiliar terminology or numerical details, as the overall understanding of the interaction is more important than the mastery of specific vocabulary.Another crucial aspect of this question is the need to demonstrate an understanding of the speakers' perspectives and attitudes. The conversation involves some degree of negotiation and the expression of differing viewpoints, and test takers must be able to discern the underlying motivations and concerns of both the salesperson and the potential customer. This requires a nuanced interpretation of the speakers' tone, body language, and verbal cues, which can be challenging to pick up on in a purely auditory format.To address this challenge, test takers should pay close attention to the emotional and interpersonal dynamics present in the conversation. They should try to identify any instances of agreement, disagreement, or compromise between the speakers, as well as any shifts in their attitudes or negotiating strategies. By understanding the overall context and relationship between the individuals involved, test takers can more accurately interpret the meaning and significance of the information being exchanged.In conclusion, the 2011 CET-4 listening comprehension question 4 from conversation one presents a complex and multifacetedchallenge for test takers. To effectively answer this question, students must develop a range of skills, including the ability to comprehend technical vocabulary, process numerical data, and interpret the underlying dynamics and perspectives of the speakers. By employing active listening strategies, maintaining focus, and demonstrating a nuanced understanding of the conversation, test takers can increase their chances of successfully answering this and similar types of questions in the future.。
托福听力tpo48 section1 对话讲座原文+题目+答案+译文
托福听力tpo48section1对话讲座原文+题目+答案+译文Conversation1 (1)原文 (1)题目 (3)答案 (5)译文 (5)Lecture1 (6)原文 (6)题目 (9)答案 (11)译文 (11)Lecture2 (13)原文 (13)题目 (16)答案 (18)译文 (18)Conversation1原文NARRATOR:Listen to a conversation between a student and a university employee at the campus employment office.FEMALE EMPLOYEE:Hi,can I help you?MALE STUDENT:I hope so.My name's Mark Whitman,I'm--FEMALE EMPLOYEE:Don't I remember you from last year?You worked in uh…where was it,the art library?MALE STUDENT:Yeah.You're good.That was me.And I really enjoyed the work.FEMALE EMPLOYEE:Right.Yeah,your supervisor gave us some really great feedback at the end of the year.“Oh,he’s so organized,always on time,helpful...”MALE STUDENT:Really?Well,I'm glad.It was a good job.FEMALE EMPLOYEE:Well,we usually try to match students'jobs with their academic interests...MALE STUDENT:Yeah,I'm not exactly sure what career I'm headed for,but librarian is a possibility.It was a great experience to learn how it works and,and meet some people working in the field.But for this year...well,that’s what I wanted to ask about.FEMALE EMPLOYEE:Oh.How come you waited so long to come in?You know how fast campus jobs fill up.If you’d come in earlier,you could probably have gotten the library job again--I mean,since you have the experience from last year,you don't need the training and all...but it's been filled now.MALE STUDENT:Yeah,I know.But I'd planned to get a job working at a restaurant off-campus this year.I really need to make more money than I did last year,and working as a waiter,there's always the tips.But…I've tried a ton of places and I haven't found anything.I know it’s really late,but well,uh,I was wondering…if maybe there was some job that hadn't been taken?Or maybe,umm,someone started a job and,ya know,had to drop it or something?FEMALE EMPLOYEE:Well,I doubt you'll find..MALE STUDENT:Could you,could you possibly check?I know it's a long shot but…My friend Suzanne,she takes photography classes in Harrison Hall.And,um,she sort of thought there might be an opening in the janitorial staff.FEMALE EMPLOYEE:Um,why does your friend,the photography student,think she has information about a janitorial staff opening?I'm pretty sure those jobs're filled. In fact,I remember taking lots of applications for them.Let me double check itonline…MALE STUDENT:She said the whole studio arts building and especially the photo lab have been kind of,uh…sort of messy lately?I mean,she says there's,uh,chemicals and stuff left out and,ya know,it's like no one's been cleaning up.But that could just be,ya know,students using the lab after hours or something.Like,after it's been cleaned.FEMALE EMPLOYEE:Hmm…hang on.There's…uh…there is um…an asterisk…uh, next to one of the job numbers here.There's a note.Let's see…Huh!…Your friend's right.Seems like one of the student janitors quit a couple weeks ago for some reason….Well,whatever.It looks like this is your lucky day.MALE STUDENT:Wow!That is so great!So who's the contact person?FEMALE EMPLOYEE:Check with the janitorial office.MALE STUDENT:Fine.Thanks so much.题目1.Why does the student go to the employment office?A.To get feedback from his previous supervisorB.To try to have his work hours reducedC.To find out about getting an on-campus jobD.To compare various job offers that he has received2.Why does the university employee seem surprised at the student's request for on-campus jobs?A.Because she knows he is interested in off-campus jobsB.Because she expected him to apply earlier in the semesterC.Because she knows he recently quit an on-campus jobD.Because she thought he already had an on-campus job3.What does the student imply about the job he had at the library last year?A.It did not require as much training as jobs in restaurants.B.It did not pay as well as jobs in restaurants.C.It offered a flexible work schedule for students.D.It convinced him to become a librarian in the future.4.Why does the student mention his friend Suzanne?A.To compare his restaurant job with her job at the photograph labB.To suggest that he wants to work with herC.To explain why students do not want to have janitorial jobsD.To explain why he thinks there is a job opening5.What can be inferred about the woman when she says this:FEMALE EMPLOYEE:Um,why does your friend,the photography student,think she has information about a janitorial staff opening?I'm pretty sure those jobs're filled.A.She believes that there is no way to confirm that information.B.She is concerned about information security.C.She doubts the accuracy of the information.D.She does not find the information helpful.答案C B BD C译文听一段一个学生和大学工作人员在校园职业介绍办公室的对话。
托福听力tpo47 section1 对话讲座原文+题目+答案+译文
托福听力tpo47section1对话讲座原文+题目+答案+译文Conversation1 (1)原文 (1)题目 (3)答案 (5)译文 (5)Lecture1 (7)原文 (7)题目 (10)答案 (12)译文 (12)Lecture2 (14)原文 (14)题目 (16)答案 (18)译文 (18)Conversation1原文NARRATOR:Listen to a conversation between a student and a music director. MALE STUDENT:Ms.Harper?FEMALE DIRECTOR:Yes,can I help you?MALE STUDENT:Hi,my name's Eric Patterson.I'm a journalism student.Uh,I wanted to ask you about the orchestra…FEMALE DIRECTOR:I'm sorry Eric,but the orchestra is only open to music majors.MALE STUDENT:Really?Well,see—FEMALE DIRECTOR:But the policy's changing next year.After that,if you've taken three music courses,you will be able to audition.MALE STUDENT:Well,uh,I have taken some music courses,and I do play the double bass,so maybe that’s something to think about.But actually,I was here about something else.FEMALE DIRECTOR:Oh,sorry!It's just I-I get that question all the time,so…MALE STUDENT:That's OK.Thing is,I work for Magna—the school paper—and I'm reporting on last week’s concert.Now,I went to it,and I really enjoyed it,but now I’m looking for some background knowledge.FEMALE DIRECTOR:Well,I can refer you to some of the students in the orchestra,if you’d like a young musician’s point of view…MALE STUDENT:Uh,I-I guess that might be helpful…But um,I’m really looking for a little bit of scholarly perspective.Some history of the music that was performed that evening.Where it originated,how it’s developed over time…FEMALE DIRECTOR:Well,some of our musicians kind of specialize in Appalachian music;in fact,that's part of the reason we performed it.So you really should talk to them,too.um,OK,so we were playing Appalachian music…from communities in the Appalachian mountain regions of the United States.MALE STUDENT:All right…FEMALE DIRECTOR:Uh…do you really think you can keep this all in your head?MALE STUDENT:Oh.Don't worry.All I need are a few key facts.I'm sure I can keep them straight until I get back to my dorm.FEMALE DIRECTOR:So.The music is generally based on folk ballads and instrumental dance tunes.Um,it started with Scottish and Irish immigrants who brought over their styles of music.It's called Anglo-Celtic.MALE STUDENT:So,people brought their musical traditions with them.FEMALE DIRECTOR:Well,this Anglo-Celtic music was considered an important link to the past for these people,which you can see in the way that Appalachian singers sing ballads;they have sort of a nasal quality to them,like in Celtic ballads.In their new land,some of the lyrics were updated,you know,to refer to the new locations,and the occupations that settlers had in America.But at the same time,lots of ballads were still about castles,and royalty…lords and ladies…stuff like that.Which is what they were about originally.MALE STUDENT:OK,and was that some sort of banjo I saw onstage during the performance。
TPO-42听力题目文本——对话部分(conversation)
TPO 42Conversation1QUESTIONS1.Why does the student want to talk to the professor?A. To let him know that she has no background in artB. To discuss the topic of her art history paperC. To inform him that she is unable to print out the class syllabus at the computer labD. To get another copy of the material from class2.What point does the professor make about the early Bauhaus school?A. Its intention was to create a distinctive artistic style.B. It started out with a focus on architecture.C. It was conceived as an experiment in education.D. Its founding director supported traditional classroom teaching.3.Why does the student mention her German studies?A. To indicate that she is interested in different fields of studyB. To indicate that she knows about the German art schoolC. To explain why she is taking a class about BauhausD. To explain why she thinks Bauhaus centered on architecture4.What is the professor s opinion about how Bauhaus works should bedisplayed?A. They should focus on a famous Bauhaus artist.B. They should reveal the diversity of the Bauhaus.C. They should be based on a single Bauhaus technique.D. They should be arranged by time period5. What does the professor say about the museum that the student is required to visit?Click on 2 answers.A. Its Bauhaus exhibit is organized by themes.B. Its Bauhaus exhibit will not be there much longer.C. It offers students a price reduction on Thursday nights.D. It will probably be quite crowded next weekend.Conversation2QUESTIONS1.Why does the student go to see the man?A. To register her group to perform for Parents’ WeekendB. To change the date when her dance group will give a performanceC. To complain about the floor in a newly built rehearsal roomD. To find out when a room she reserved will be available2. Why is the student s group unable to rehearse in the student center?A. The rehearsal space was overbooked.B. The building is being renovated.C. The rehearsal space was replaced by a game room.D. The group did not reserve a rehearsal room.3. What two points do the speakers make about tap dancing?Click on 2 answers.A.Tap dancing is becoming a popular form of entertainment on campus.B.Tap dancing classes have always been offered at the university.C.Tap dancing requires a certain type of flooring.D.Tap dancing creates sounds that are important to the performance.4. What does the man imply about the student theater?A. It is almost always booked.B. It has not been renovated in a long time.C. It is too small to accommodate the student s dance group.D. It is rarely used for dance performances.5. What does the man imply when he says this:He is not sure what kind of rehearsal space the student needs.He does not know of any rehearsal space off campus.He is unable to reserve rehearsal space off campus.He will call a dance studio in town.。
托福TPO41听力Conversation1文本+题目+答案解析
为了帮助大家高效备考托福，为大家带来托福TPO41听力Conversation1文本+题目+答案解析，希望对大家备考有所帮助。
托福TPO41听力Conversation1文本 Professor:I have some good news for you. One of the students who was signed up for the summer term at the field station next year won't be attending after all. Your name's first on the waiting list. So if you still want to do it, the space is available. Student:Oh, that's terrific! Professor:You were also interested in doing an independent research project next summer, right? Student:Yeah, on salt marsh restoration, but that was before, when I thought I wasn't going to get into the field station. Professor:Well, you can still do it if you want. I looked over your application for the independent research project, and it looks strong. I approved it. And you'd have even more resources there at the field station, so.... Student:The field station and an independent study, but the summer term is a few weeks shorter than a regular term. Professor:Well, it's up to you. You'd have to work hard but I think you can do very well. Professor Garfield, one of the professors over at the field station... Student:Yeah, I've heard of him. Professor:Yes, well. Professor Garfield has been doing research on salt marshes for years, assessing human impact and methods of salt marsh restoration. He is willing to oversee your project. Student:Wow! That's too good an opportunity to pass up. Professor:I thought you'd say that. When I spoke with Dr. Garfield, he suggested you take a particular course he'll be teaching here in the spring. It's called advanced topics in salt marsh management. The course looks at salt marsh ecology in depth and it also focuses on factors that stress salt marsh systems and how to assess and monitor the level of stress. Student:And that background information will fit right into my project on salt marsh restoration. This is so great! Professor:Oh, one more thing. Do you know John Arnold? Student:Not really, but he lives in my dorm. Why? Professor:John's another ecology student who will be at the Field Station next summer. I approved an independent research project for him, too. Initially, he had the same concern as you. But anyway, his topic will be similar to yours. He'll be researching how bridges and culverts that have been installed to allow tidal waters to move underneath roads between the sea and the salt marshes. Well, they are often too small. Student:I guess that would result in not enough tidal water flowing into the marshes to maintain the natural vegetation, right? Professor:Exactly, and he'll be looking at how to determine the right size. So I was thinking he might be a good choice for a summer roommate for you. 托福TPO41听力Conversation1题目 1.What does the professor talk about with the man? A. Reasons the man should work at the field station next summer instead of working independently B. Reasons the man should change the focus of his independent study project C. Projects that the man has permission to work on next summer D. Whether the man would be willing to cooperate on a project with another student 2.What does Professor Garfield suggest the student do during the spring term? A. Take a particular class B. Modify his research topic C. Pay the field-station program fee D. Begin collecting data 3.What do the student and John Arnold have in common? Click on 2 answers. A. They were both on the waiting list for the summer field program.。
TPO-40托福听力题目文本——对话部分（Conversation）【附答案】
TPO-40托福听力题目文本——对话部分(Conversation)【附答案】托福TPO，英文名为TOEFL Practice Online，中文直译为托福线上练习，TPO都是历年托福真题，对托福备考是非常有帮助的，今天为大家分享的是TPO-40托福听力题目文本——对话部分(Conversation)【附答案】。
TPO-40托福听力题目文本——对话部分(Conversation)【附答案】QUESTIONS1. Why does the student go to see the professor?a. To find out all the requirements for a projectb. To discuss a service gap at a restaurantc. To get help understanding concepts relevant to his projectd. To get help with designing a business plan2. Why does the professor mention a student in another class?a. To describe an interesting topic for a projectb. To explain the cause of her initial confusionc. To point out that she has not received e-mails from all her students yetd. To indicate that she has several students doing projects about restaurans托福听力主旨题的答题技巧新托福听力考试总共有六大技巧的测试与考核。
与这六大技巧相对，ETS有六大题型的测试，分别是：主旨题、细节题、句子功能题、态度题、结构题和推论题。
托福TPO44听力Conversation1文本+题目+答案解析
为了帮助大家高效备考托福，为大家带来托福TPO44听力Conversation1文本+题目+答案解析，希望对大家备考有所帮助。
托福TPO44听力Conversation1文本 Narrator:Listen to a conversation between a student and her sociology professor. Professor:I'm glad you got my message and were able to make it. But where are the other members of your group?Tom and Jane? Woman:They are actually at the library. They have a biology lab assignment that's due later this afternoon. So I'm here to represent the whole group. But...um...when we got your e-mail message about being worried about our research project, we were a little confused, we thought you were excited about our idea for the project. Professor:Well, I think it's a great research topic, but when I looked closely at your plan for accomplishing the research, I realized that your group was probably asking for some trouble. Woman:What do you mean?I thought that, you know, by monitoring students studying in the library we could really get a good understanding of people's study habits and stuff. Professor:The thing is, I think you might have a problem because of the Hawthorne Effect. Woman:The Hawthorne Effect? Professor:The Hawthorne effect is a technical term for when researchers ...uh...more or less forget about a specific variable, the variable of the researchers themselves. Now, the students in the library, they are going to know that you are observing them, right? So you have to consider the effect your very presence will have on the people you are observing. Woman:But...so you think... I mean it's not like our observations would be a secret. The students would know exactly what we would be doing. I mean, we'd put up a sign right outside the library. Professor:Yes, but that's just it. When people know they are being watched, they act differently. Let me explain how the Hawthorne effect got its nameand...well...you'll get the idea. See, there was a manufacturing facility called the Hawthorne plant. And researchers conducted some experiments there to see what conditions make workers the most productive. Woman:What sort of conditions? Professor:Well, one thing they experimented with was the lights. Were workers more productive with bright lights or dim lights?Well, here is the thing, whatever the researchers did, the workers' productivity increased. When the lighting was improved, productivity went up. When the lighting was dimmed, productivity went up again. Woman:That doesn't make a lot of sense. Professor:Exactly! So initially the experiment was considered a failure. But then the researchers realized that their own presence had affected the workers' productivity. The workers knew that the researchers were watching them, and with so much attention on them the workers felt compelled to work harder. Woman:Oh, I guess that really could be an issue with my group's research. Professor:Yes, but I don't want to send you all back to square one. So how about you set up a meeting with your group members and discuss this. Then we can meet again and go over your ideas. And I think that we should be able to figure out a way to get around the problem. 托福TPO44听力Conversation1题目 1.Why does the student go to see the professor? A. To get his opinion about why a project she recently completed had unexpected results. B. To discuss how a topic covered in class is similar to her group’s research topic. C. To ask him for suggestions to address a problem in her research. D. To discuss the professor's concern about her group's research project. 2.In response to the professor's question, what does the woman say about Tom and Jane?。
托福TPO47听力Conversation1文本+题目+答案解析
为了帮助大家高效备考托福，为大家带来托福TPO47听力Conversation1文本+题目+答案解析，希望对大家备考有所帮助。
托福TPO47听力Conversation1文本 Narrator:Listen to a conversation between a student and a music director. Student:Miss Harper? Director:Yes, can I help you? Student:Hi, my name's Eric Paterson. I'm a journalism Student. I wanted to ask you about the orchestra. Director:I'm sorry, Eric. But the orchestra is only open to music majors. Student:Really? Well, see- Director:But the policy is changing next year. After that, if you've taken three music courses, you will be able to audition. Student:Well, I have taken some music courses and I do play the double bass. So, maybe that's something to think about. But, actually, I was here about something else. Director:Oh, sorry. It's I... I get that question all the time. So... Student:That's okay. The thing is I work for Magna - the school paper and I am reporting on last week's concert.Now I went to it and I really enjoyed it, but now I'm looking for some background knowledge. Director:Well, I can refer you to some of the students in the orchestra if you'd like a young musician's point of view. Student:Uh...l guess that might be helpful. But...um...l am really looking for a little bit of scholarly perspective. Some history of the music that was performed that evening, where it originated, how it's developed over time. Director:Well, some of our musicians kind of specialize in Appalachian music. In fact, that's part of the reason we performed it. So you really should talk to them, too. Okay, so we were playing Appalachian music from communities in the Appalachian Mountain regions of the United States. Student:All right. Director:Uh...Do you really think you can keep these all in your head? Student:Oh, don't worry. All I need are a few key facts. I'm sure I can keep them straight until I get back to my dorm. Director:So the music is generally based on folk ballads and instrumental dance tunes. It started with Scottish and Irish immigrants who brought over their styles of music. It's called Anglo-Celtic. Student:So, people brought their musical traditions with them. Director:Well, this Anglo-Celtic music was considered an important link to the past for these people, which you can see in the way that Appalachian singers sing ballads. They have sort of a nasal quality to them, like in Celtic ballads. In their new land, some of the lyrics were updated, you know, to refer the new locations and the occupations that settlers had in America. But at the same time, lots of ballads were still about castles and royalty, lords and ladies, stuff like that, which is what they were about originally. Student:Okay. And was that some sort of banjo I saw on stage during the performance? Director:Yes, we are lucky that one of our student:s, Stewart Telford, has a nineteenth-century banjo, a real antique.He's able to play in most of the traditional styles.Did you know that banjos are of African-American origin and that settlers in Appalachia adopted banjos for their folk music? They became very common in traditional Appalachian music along with guitars and violins, of course. But if you want to learn about that banjo, talk to Stewart. Student:That's great, Miss Harper. Thanks a lot. Now, can you recommend any sources where I could look up more about this? Director:Sure, I have a great book. A Student: has it today, but you can borrow it tomorrow if you'd like. 托福TPO47听力Conversation1题目 1.Why does the student go to the woman’s office? A. To schedule an audition to join an orchestra B. To ask a question about a music class he is taking C. To get information for an article he is writing。
托福TPO54听力Conversation1文本+题目+答案解析
托福TPO54听力Conversation1文本+题目+答案解析为了帮助大家高效备考托福，为大家带来托福TPO54听力Conversation1文本+题目+答案解析，希望对大家备考有所帮助。
托福TPO54听力Conversation1文本Title: Story TheaterListen to a conversation between a student and a professor of her theater class.Student: So, Professor Baker, about our next assignment you talked about in class.Professor: Yes, this time you’ll be in groups of three, each of you will have a chance to direct the other two in a short scene from a play you’ve chosen yourself.Student: Right, and, well, I’ve been reading about story theater, and…Professor: Ah, story theater, tell me about what you’ve read.[a1]Student: Well, it’s a form of theater where folk or fairy tales are acted out. It was…eh, introduced, by the director Paul Sills in the 1960s. In Sills’s approach, an actor both narrates, and acts out a tale. So, like someone will appear on stage, and then will start narrating a tale, about…say a king, and then the same person will immediately switch to and start acting out the role of the king, with no props or scenery.Professor: Sills, you know I actually saw his first story theater production in 1968, he did the fairy tale ‘the blue light’.Student: Really, so whatever gave him the idea to produce that?Professor: Well, as you know, back in the late 1960s, lots of people in the United States were disillusioned with thegovernment. Sills was grappling with how to produce theater that was relevant in such times. Then he happened to read ‘the b lue light’, and he realized that it had just the message he wanted.See, in the story, a man has lost all hope as a result of the unfortunate events in his life, completely turns his life around, with the help of a magical blue light. So，the blue light in the story symbolizes a way out of seemingly unsolvable human problems.[a2] And for Sills, that light symbolized an answer to the political turmoil in the US.[a3]Student: But weren’t you…um, audiences bother that the actors were performing on a bare stage?Professor: Well, story theater is a departure from traditional dramatic theater with its realistic elaborate props and scenery, but Sills could make us see, say a big tall mountain through the facial expressions and body movements of the actors, and they’re telling of the story.We were all swept up, energized by such an innovative approach to theater, even if one or two of the critics weren’t as enthusiastic.[a4]Student: Cool, so, anyway. What I really wanted to ask, I’d love to try doing story theater for my project instead of just a scene from a traditional play.[a5]Professor: Um, that’s possible. A short tale can be about the same length as a single thing. Which fairy tale would you do?Student: Actually, I was reading about another director of story theater，Rack Stevenson. You know, he produces plays based on folk tales as well. Maybe I could direct one of those.Professor: Okay, yes, Rack Stevenson. Now, Stevenson’s style’s story theater is a little different from Sills’s. He’ll use simple props, a chair will represent a mountain, but thesignificant difference is with the narrator. The narrator will play only that role. Let’s talk about why.[a6][a1]Q1 出题点1[a2]Q3 出题点[a3]Q2 出题点[a4]Q4 出题点[a5]Q1 出题点2[a6]Q5 出题点TPO54 Conversation1听力题目与解析1、Why does the student go to see the professor?A. To learn about the background of a director who was discussed in classB. To ask permission to use a specific type of theater for her class assignmentC. To discuss the symbolism in a play she wants to use for her assignment。
托福听力tpo40 section1 对话讲座原文+题目+答案+译文
托福听力tpo40 section1 对话讲座原文+题目+答案+译文Conversation1 (2)原文 (2)题目 (4)答案 (5)译文 (5)Lecture1 (7)原文 (7)题目 (9)答案 (11)译文 (11)Lecture2 (12)原文 (13)题目 (15)答案 (17)译文 (17)Conversation1原文NARRATOR: Listen to a conversation between a student and a business professor. MALE STUDENT: Thanks for seeing me, Professor Jackson.FEMALE PROFESSOR: Sure, Tom. What can I do for you?MALE STUDENT: I'm gonna do my term project on service design, uh, what you see as a customer …the physical layout of the building, the parking lot. And I thought I'd focus on various kinds of eateries …restaurants, coffee shops, cafeterias, so I'd also analyze where you order your food, where you eat, and so on.FEMALE PROFESSOR: Wait, I thought you were going to come up with a hypothetical business plan for an amusement park? Isn’t that what you e-mailed me last week?I could've sworn …. Oh! I'm thinking of a Tom from another class.Tom Benson. Sorry, sorry.MALE STUDENT: No problem. I did e-mail you my idea too, though ….FEMALE PROFESSOR: Oh, that's right. I remember now. Restaurants …yeah …MALE STUDENT: So, here's my question. I read something about service standard that kinda confused me. What’s the difference between service design and service standard?FEMALE PROFESSOR: Service standard refers to what a company …employees …are ideally supposed to do in order for everything to operate smoothly. The protocols to be followed.MALE STUDENT: Oh, OK.FEMALE PROFESSOR: Um, so backing up…Service design is…uh, think of the cafeteria here on campus. There are several food counters, right? All with big, clear signs to help you find what you're looking for—soups, salads, desserts—so you knowexactly where to go to get what you need. And when you're finished picking up your food, where do you go?MALE STUDENT: To the cash registers.FEMALE PROFESSOR: And where are they?MALE STUDENT: Um, right before you get to the seating area.FEMALE PROFESSOR: Exactly. A place that you would logically move to next.MALE STUDENT: You know, not every place is like that. This past weekend was my friend's birthday, and I went to a bakery in town, to pick up a cake for her party. And the layout of the place was weird: People were all in each other's way, standing in the wrong lines to pay, to place orders…. Oh! And another thing? I heard this bakery makes really good apple pie, so I wanted to buy a slice of it, too.FEMALE PROFESSOR: OK.MALE STUDENT: There was a little label that said “apple pie,” where it's supposed to be, but there wasn’t any left.FEMALE PROFESSOR: And that's what's called a service gap. Maybe there wasn't enough training for the employees, or maybe they just ran out of pie that day. But something's wrong with the process, and the service standard wasn’t being met. MALE STUDENT: OK, I think I get it. Anyway, since part of the requirements for the term project is to visit an actual place of business, do you think I could use our cafeteria? They seem to have a lot of the things I'm looking for.FEMALE PROFESSOR: Well, campus businesses like the cafeteria or bookstore don't quite follow the kinds of service models we're studying in class. You should go to some other, local establishment, I'd say.MALE STUDENT: I see.FEMALE PROFESSOR: But just call the manager ahead of time so they aren't surprised.题目1.Why does the student go to see the professor?A. To find out all the requirements for a projectB. To discuss a service gap at a restaurantC. To get help understanding concepts relevant to his projectD. To get help with designing a business plan2.Why does the professor mention a student in another class?A. To describe an interesting topic for a projectB. To explain the cause of her initial confusionC. To point out that she has not received e-mails from all her students yetD. To indicate that she has several students doing projects about restaurants3.Why does the professor talk about the cafeteria on campus?A. To give an example of an effective service designB. To illustrate how service standards can inform service designC. To help the man understand a service problemD. To illustrate the concept of a service gap4.What do the speakers imply about the bakery the student went to recently? [Click on 2 answers.]A. The apple pie he bought there was not as good as it usually is.B. The bakery's service design was inefficient.C. The bakery needs additional employees to fix a service gap.D. The bakery did not meet a service standard.5.What does the professor say the student should do for his project?A. Compare an on-campus service model with an off-campus oneB. Interview the service manager and employees at the cafeteriaC. Recommend service improvements at the cafeteria and the bookstoreD. Analyze the service design of a nearby restaurant答案C B A BD D译文旁白：下面听一段学生和商务课教授间的对话。
托福TPO40听力Conversation1文本+题目+答案解析
为了帮助大家高效备考托福，为大家带来托福TPO40听力Conversation1文本+题目+答案解析，希望对大家备考有所帮助。
托福TPO40听力Conversation1文本 Listen to a conversation between a student and a business professor. Student: Thanks for seeing me. Professor Jackson. Professor: Sure, Tom. What can I do for you? Student: I'm gonna do my term project on service design. What you see as a customer, the physical layout of the building, the parking lot. And I thought I'd focus on various kinds of eateries: Restaurants, coffee shops, cafeterias. So I'd also analyze where you order your food, where you eat, and so on. Professor: Wait. I thought you were gonna come up with a hypothetical business plan for an amusement park. Isn't that what you e-mailed me last week? I could've sworn.. Oh, I'm thinking of a Tom from another class. Tom Benson. Sorry. Sorry. Student: No problem. I did e-mail you my idea too though. Professor: That's right. I remember now. Restaurants, Yeah. Student: So here's my question. I read something about service standard that kind of confused me. What's the difference between service design and service standard? Professor: Service standard refers to what a company...employees are ideally supposed to do in order for everything to operate smoothly. The protocols to be followed. Student: Oh, okay. Professor: So backing up. Service design is...uh, think of the cafeteria here on campus. There are several food counters, right? All with big, clear signs to help you find what you're looking for: soups, salads, desserts. So you know exactly where to go to get what you need. And when you are finished picking up your food, where do you go? Student: To the cash registers. Professor: And where are they? Student: Right before you get to the seating area. Professor: Exactly. A place that you would logically move to next. Student:You know, not every place is like that. This past weekend was my friend's birthday, and I went to a bakery in town to pick up a cake for her party. And the layout of the place was weird. People were all in each other's way, standing in the wrong lines to pay, to place orders. Oh, and another thing, I heard this bakery makes really good apple pie, so I wanted to buy a slice of it too. Professor:OK. Student:There was a little label that said apple pie where it's supposed to be but there wasn't any left. Professor:That's what's called a service gap, maybe there wasn't enough training for the employees or maybe they just ran out pie that day. But something is wrong with the process, and the service standard wasn't being met. Student:OK. I think I get it. Anyway, since part of the requirements for the term project is to visit an actual place of business. Do you think I could use our cafeteria? They seem to have a lot of the things I'm looking for. Professor:Well, campus businesses like the cafeteria or bookstore don't quite follow the kinds of service models we're studying in class. You should go to some other local establishment I'd say. Student:I see. Professor:But just call the manager ahead of time so they aren't surprised. 托福TPO40听力Conversation1题目 1.Why does the student go to see the professor? A. To find out all the requirements for a project B. To discuss a service gap at a restaurant C. To get help understanding concepts relevant to his project D. To get help with designing a business plan 2.Why does the professor mention a student in another class?。
托福TPO49听力Conversation1文本+题目+答案解析
为了帮助大家高效备考托福，为大家带来托福TPO49听力Conversation1文本+题目+答案解析，希望对大家备考有所帮助。
托福TPO49听力Conversation1文本 Listen to a conversation between a student and a librarian. Student: Hi, I need to get into special collections, in particular the British Literature.I was working with some of the William Blake books. Librarian: Well, then you must know that access is restricted. Student: Um, I was in a seminar with Professor Gray and she authorized access for us. Librarian: Oh, if that's the case, let me check.Right. Yeah. But it looks like that expired at the end of last semester Student: But I really need to get back in there.See...I didn't quite finish my project. Librarian: Aha! The plot thickens.Well, it's easy enough.Have Professor Gray authorize you again.You see, these editions are rare and shouldn't be handled more than necessary.Can you work from later editions or microfilm? Student: Not really. Actually my project...Well, it involves some annotations in the particular edition here.They haven't been reproduced because they are really not part of the text.You know, they generally clean them up.They are quite hard to see. Librarian: Well, often the characteristics of the manuscripts have been recorded.These types of extraneous markings might also be noted. Student: I don't think they are.They are very faint, and, well, I think I have a new angle on them.There was a study once a long time ago about these notes that everybody else has taken for granted without checking for themselves.I think there might have been a mistake in the past, that they were misread. Librarian: So get Professor Gray... Student: Uh...she's away this semester I had to beg her to give me extra time on this project.I haven't even received a grade in the class yet.And this class is a prerequisite for other classes in my major.I really need to see those books so I can finish this project and get back on course to graduate on time. Librarian: Everybody has special circumstances. Student: Two hours? One hour?I promise to be careful.I just need to look at a few pages with a strong magnifying glass. Librarian: Well, I can’t let you in without authorization from your professor.Can you get in touch with her somehow? Student: Maybe she'd be checking her email.I really thought I would be able to straighten this out without her.You know, she did me a huge favor by giving me the extra time.I feel like I'm skating on thin ice with her. Librarian: You know, you were lucky to have had permission to look at the books last semester.If we don't maintain our policies, they'll disintegrate. Student: I know. Would an email from her or a phone call be good enough? Librarian: Of course. 托福TPO49听力Conversation1题目 1.What are the speakers mainly discussing? A. The student’s difficulties locating sources for a research project B. The topic of the student’s research project C. The student’s request to visit a particular part of the library D. Procedures for requesting different editions of a book 2.Why is the student unable to use later editions or reproductions of a book he mentions? A. The later editions contain errors. B. Professor Gray specified the use of a particular edition. C. The later editions must be requested from another library. D. Reproductions typically omit the specific material he needs. 3.Why is the student reluctant to contact Professor Gray?。
托福TPO46听力Conversation1文本+题目+答案解析
为了帮助大家高效备考托福，为大家带来托福TPO46听力Conversation1文本+题目+答案解析，希望对大家备考有所帮助。
托福TPO46听力Conversation1文本 Listen to a conversation between a student and an employee in the student housing office. Student:Hi. I'm a first-year student here. I, I live in the dorms, and I, well, I like where I'm living now. It's convenient and quiet, but I'm starting to think about where I wanna live next year. Employee:Good idea. As a second-year, you have more freedom to choose a place that suits your needs. Student:Yeah! And I want to make sure that, well, that I apply in time to get what I want. And, um, a friend was telling me about these common-interest houses on campus. Employee:Yes. We have a language house, a life science house, a music house... Student:Yeah, the music house. That's the one I'm interested in, but, um, I'm not a music major. I do play an instrument, but I'm a history major. Employee:Oh, that's not an issue. You see, that house isn't just for music majors. It's for anyone who's interested in music. Student:But isn't that everyone? Employee:Well, maybe. But the house has a performance area and practice rooms. So people who choose to live there need to be open to the possibility that there's always gonna be someone playing something, an instrument, the radio, even at odd times. You're pretty much always gonna hear music there. That might bother some people. Student:Doesn't bother me. And I'd love to have a place to practice my saxophone without worrying about disturbing people. Employee:Well, it does sound like it might be a good fit for you. And the house also functions as a social club. Student:I know they do activities, but I don't know much beyond that. Employee:Well, for example, every month, I think it is, there's an informalconcert. Any house resident can perform. And remember that big jazz festival at University Park last month? Student:Of course. It was amazing. The music was great. Um, I, I didn't connect it to the music house. Employee:Not many people do. Anyway, they put on a whole range of other activities as well. Someone at the house could give you more information about those. Student:So, how do I...UITI, what's the process for getting a room there? Employee:You need to fill out an application form and send it to the house director. The form's on the housing department's website. But, don't get your hopes up too high. They can only accept about 30% of students who apply. Student:Oh, wow, I had no idea. Employee:So, for your application, it needs to include a personal statement, you know, why you're interested in living in the house, how you might contribute to the group. There are guidelines on the form. That statement's really important, because it's basically how they decide who to accept into the house. 托福TPO46听力Conversation1题目 1.Why does the student go to see the woman? A. To ask about events that the music house sponsors B. To find out which of the common interest houses have rooms available C. To find out if it would be possible for him to live in the music house D. To check on the status of his application to move into the music house 2.According to the woman, why might some people not want to live in the music house? A. It is rarely quiet. B. It is not conveniently located. C. All of the residents are required to participate in house activities. D. All of the residents must be enrolled in a music class.。
托福听力tpo49 section1 对话讲座原文+题目+答案+译文
托福听力tpo49section1对话讲座原文+题目+答案+译文Conversation1 (1)原文 (1)题目 (3)答案 (4)译文 (5)Lecture1 (6)原文 (6)题目 (9)答案 (11)译文 (11)Lecture2 (13)原文 (13)题目 (15)答案 (17)译文 (17)Conversation1原文NARRATOR:Listen to a conversation between a student and a librarian.MALE STUDENT:Uh,hi,I need to get into Special Collections.In particular the British Literature.I was working with some of the William Blake books.FEMALE LIBRARIAN:Well,then you must know that access is restricted.MALE STUDENT:Um,I was in a seminar with Professor Gray,and she authorized access for us.FEMALE LIBRARIAN:Oh,if that's the case…let me check.Right,yeah,but it looks like that expired at the end of last semester.MALE STUDENT:But I really need to get back in there.See,I didn't quite finish my project…FEMALE LIBRARIAN:Ah ha,the plot thickens!Well,it's easy enough;have Professor Gray authorize you again.You see,these editions are rare and shouldn't be handled more than necessary.Can you work from later editions?Or microfilm?MALE STUDENT:Not really…actually my project—well,it involves some annotations in the particular edition here.They haven't been reproduced because they’re really not part of the text.generally clean them up.They’re quite hard to see…FEMALE LIBRARIAN:Well,often the characteristics of the manuscripts have been recorded.These types of extraneous markings might also be noted.MALE STUDENT:I don't think they are.They're very faint,and well,I think I have a new angle on them.There was a study once a long time ago about these notes that everybody else has since taken for granted,without checking for themselves.I think there might have been a mistake in the past,that they were misread…FEMALE LIBRARIAN:So,get Professor Gray…MALE STUDENT:Uh,she's away this semester.I had to beg her to give me extra time on this project.I haven't even received a grade in the class yet.And,this class is a prerequisite for other classes in my major.I really need to see those books so I can finish up this project and get back on course to graduate on time.FEMALE LIBRARIAN:Everybody has special circumstances…MALE STUDENT:Two hours?One hour?I promise to be careful.I just need to look at a few pages with a strong magnifying glass.FEMALE LIBRARIAN:Well,I can't let you in without authorization from your professor. Can you get in touch with her somehow?MALE STUDENT:Maybe she's checking her e-mail.I really thought I'd be able to straighten this out without her.You know,she did me a huge favor by giving me the extra time.I feel like I'm skating on thin ice with her…FEMALE LIBRARIAN:You know,you were lucky to have had permission to look at the books last semester.If we don't maintain our policies,they'll disintegrate.MALE STUDENT:I know.Would an e-mail from her or a phone call be good enough?FEMALE LIBRARIAN:Of course.题目1.What are the speakers mainly discussing?A.The student's difficulties locating sources for a research projectB.The topic of the student's research projectC.The student's request to visit a particular part of the libraryD.Procedures for requesting different editions of a book2.Why is the student unable to use later editions or reproductions of a book he mentions?A.The later editions contain errors.B.Professor Gray specified the use of a particular edition.C.The later editions must be requested from another library.D.Reproductions typically omit the specific material he needs.3.Why is the student reluctant to contact Professor Gray?A.He already has disturbed her several times during her time away from campus.B.He does not feel comfortable about asking her for another favor.C.He does not know her e-mail address.D.He wants to surprise her with a completed project.4.What does the woman imply about the rules regarding Special Collections?A.The rules are unfair to the students.B.The rules are in place to protect the books.C.The rules are determined by the professors.D.The rules have changed since the previous semester.5.What does the woman mean when she says this:FEMALE LIBRARIAN:Everybody has special circumstances.A.She has been in a similar situation herself.B.She will help the student solve his problem.C.She has often heard this kind of story from students.D.She thinks the student should try to understand her situation.答案C D B B C译文旁白：接下来听一段学生和图书管理员之间的对话。
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为了帮助大家高效备考托福，为大家带来托福TPO4听力Conversation1文本+题目+答案解析，希望对大家备考有所帮助。
托福TPO4听力Conversation1文本
Narrator: Listen to a conversation between a student and a librarian.
Librarian: Can I help you?
Student: Yeah, I need to find a review. It’s for my English class. We have to find reviews of the play we are reading. But they have to be from when the play was first performed, so I need to know when that was and I suppose I should start with newspaper reviews and…
Librarian: Contemporary reviews.
Student: Sorry?
Librarian: You want contemporary reviews. What's the name of the play?
Student: It’s Happy Strangers. It was written in 1962 and we are supposed to write about its influence on American theatre and show why it’s been so important.
Librarian: Well, that certainly explains why your professor wants you to read some of those old reviews. The critiques really tore the play to pieces when it opened. It’s so controversial. Nobody had ever seen anything like it on the stage.
Student: Really? Is that a big deal?
Librarian: Oh, sure. Of course the critics’ reaction made some people kind of curious about it. They wanted to see what was causing all the fuss. In fact, we were on vacation in New York. Oh, I had to be, oh, around 16 or so, and my parents took me to see it. That would’ve been about 1965.
Student: So that was the year it premiered? Great! But uh, newspapers from back then aren’t online, so, how do I…
Librarian: Well, we have copies of old newspapers in the basement, and all the major papers publish reference guides to their articles, reviews, etc. You will find them in the reference stacks in the back. But I start with 1964, I think the play had been running for a little while when I saw it.
Student: How do you like it? I mean just two characters on the stage hanging around basically doing nothing.
Librarian: Well, I was impressed. The actors were famous, and besides it was my first time in a real theatre. But you are right. It was definitely different from many plays that we read in high school. Of course, in a small town the assignments are pretty traditional.
Student: Yeah, I’ve only read it but it doesn’t seem like it would be much fun to watch. The story doesn’t progress in any sort of logical matter, doesn’t have real ending either, just stops. Honestly, you know, I thought it was kind of slow and boring.
Librarian: Oh, well I guess you might think that. But when I saw it back then it was anything but boring. Some parts were really funny, but I remember crying too. But I’m not sure just reading it. You know, they’ve done this play at least once on campus. I’m sure there is a tape of the play in our video library. You might want to borrow it.
Student: That’s a good idea. I’ll have a better idea of what I really think of it before I read those reviews.
Librarian: I’m sure you will be surprised that anyone ever found it radical. But you will see why it is still powerful, dramatically speaking.
Student: Well, there must be something about it, or the professor wouldn’t have assigned it. I’m sure I’ll figure it out.
托福TPO4听力Conversation1题目
Question 1 of 5
Why does the man need the woman’s assistance?Click on 2 answers.
A. He does not know the publication date of some reviews he needs.
B. He does not know the location of the library’s videos collection of plays.
C. He does not know how to find out where the play is currently being performed.
D. He does not know how to determine which newspaper he should look at.
Question 2 of 5
What does the woman imply about critical reaction to the play Happy Strangers?。