托福听力中教授与学生的“逆天”对话
托福听力tpo66section1 对话讲座原文+题目+答案+译文
托福听力tpo66section1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 (4)Lecture1 (6)原文 (6)题目 (9)译文 (11)Conversation1原文Student:How was that conference last weekend?Professor Miles.Professor:Great.I heard some really terrific presentations,refreshing topics too. About all these,you don't usually hear too much about.Student:why not?Professor:Oh,it's a funny thing about academia.It thinks scholars would do research about every topic imaginable.But actually,some authors,some genres aren't respective very much.So not very much is written them...gothic literature,detective novels.Student:But that's what the conference was about？Professor:Yeah,pretty much.It was kind of subversive,I guess.But there's a whole wealth of knowledge out there just waiting to be explored.I find that really exciting.Student:Sure.Professor:Yeah.Anyway,you wanted to ask me about the final paper?Student:Yeah，which I see now ties into the theme of that conference,since we're supposed to write about a book from one of those lesser genres.I was wondering what about science fiction?Professor:Sure.Though it's a genre that's actually getting more and more respect within academia.There was even a talk at the conference about Jack Vance.Student:He wrote planet of adventure,right?Professor:Yeah.He's a well-researched respected science fiction writer.If you're interested in science fiction,you could look them up.That leads you to lots of other authors and lots of possibilities for your paper.Student:Great.I'm relieved you think that,that's a good genre to study.I'll find a book that interests me and do the paper on that.It seems like most people assume that science fiction is kind of like,I don't know,junk literature.Professor:Yes,a lot of people do.Student:Yeah,but I've read somethings and I think that some of it is really well written and it takes so much imagination to write SCI-Fi.Professor:Well,careful,though,there is a difference between science fiction and Scifi.Student:What do you mean?Professor:SCI fi,that's what you tend to see in films.It has all the spaceships and robots,and it focuses on exotic technology you know factor like special effects，at the expense of a well written story.I think a lot of people don't realize this and tend not to make a distinction.Student:Okay.Professor:But true science fiction is much more intellectual than that. The story is very important,and even though it might take place in an imaginary world,it might have exotic gadgets.The focus is on the plot.Science fiction creates metaphors about our world.And well what it means to be human.It's meant to getpeople to think about real things like history and human behavior.That's worthy of your time,but not SCI fi.Student:Great.Well.Can I let you know next week which book I want write about?Professor:Sure.题目1.Why does the man go to see the professor?A.To find out what the assignment is for the final paperB.To discuss a conference that the professor attendedC.To get a topic area approved for a class assignmentD.To find out the difference between science fiction and sci-fi2.What was unusual about the conference that the professor attended?A.It included presentations by many scholars who were not well known to the professor.B.It included presentations by students.C.It focused on authors who are respected by most scholars.D.It focused mostly on less popular literary genres.3.Why does the professor mention Jack Vance?[Click on2answers.]A.To encourage the man to write a paper about Planet of AdventureB.To support her point that some authors should be researched moreC.To indicate a way for the man to begin looking for a suitable topicD.To demonstrate that science fiction is gaining attention from scholars4.What is the man’s attitude toward science fiction?A.He is confident that it will become more respected.B.He disagrees with a commonly held opinion about it.C.He understands why it is not well respected.D.He is impressed that it includes exotic technology.5.According to the professor,what is a key difference between sci-fi and science fiction?A.Sci-fi is intellectually more challenging than most science fiction.B.Science fiction stories are often made into films.C.Science fiction places more importance on plot than sci-fi does.D.Science fiction makes little use of exotic technology.答案C D CD B C译文1.学生：上周末的会议如何，Miles教授？2.教授：很好，我听到了很多非常精彩的演讲，以及令人耳目一新的话题，而且这些话题平时都没机会听到。
托福听力tpo69section1-对话讲座原文+题目+答案+译文
托福听力tpo69section1对话讲座原文+题目+答案+译文Conversation1 (2)原文 (2)题目 (4)答案 (7)译文 (7)Lecture1 (9)原文 (9)题目 (13)答案 (15)译文 (15)Conversation1原文Student:Hi I'm Robert West,we had an appointment. University administrator:You hear about your graduation form right?I'm about to print it out.Student:Oh good,thanks,I was kind of wondering what it is all about,I mean,I’ve completed more than enough courses work to graduate.University administrator:All this is strictly routine,of course you have to finish your course work.But this form is just the administrative checklist.It's our way of making sure you don't have any unfinished university business,like unpaid tuition bills or lab fees that’s sort of thing.Student:Well,I do have an outstanding student loan,but I was told that I don't have to start paying that off yet,not until I get a job,I do have a job interview tomorrow.University administrator:well,good luck with it,but not your loan,it's not an issue here.Let’s see,the only problem I see is um，what’s this fine for…uh,an overdue CD that you borrowfrom the music library.Student:Really?I…I checked it out,like three months ago,but wasn’t really for me.University administrator:Oh,you checked it out for a friend？Student:No,for a faculty member actually.We need that music for a play we produced.Uh,professor Williams was our director and I was in the show.Anyway,he’d asked me to borrow the recording from the library.University administrator:Okay,but that still doesn't explain why you didn't return it.Student:Well,he ended up with it.He says he’d return it.And I just assumed that was that.Because I never heard anything from the library.University administrator:That’s all,you used it and you know this.Student:Yeah,Oh,but I did recently move to a new apartment, maybe they did send something.University administrator:Okay,well this should’ve been done in a time in manner.But as they say better late than never,if you return the CD now,you get away with just a late time,which is a lot less than the fee to replace it.Student:Yeah,but it's totally not my fault,so now I have to track down the CD to avoid having to pay this replacement fee. University administrator:Well,yes.I mean it sounds like there was some kind of a mix-up,but the burden is still on you to settle your library account.You know it,it might be that their records are wrong,so first I suggest you go there make sure and then you might have to go talk to professor Williams. Student:Oh,I guess I have no choice.University administrator:Don't worry too much,these things always get sorted out.Student:Yeah,you’re right.It's no big thing,I should be more worried about my job,interview,then about this. University administrator:And when it’s all worked out,come back here for your paper work.题目.Why does the student go to see the woman?A.To make sure he has completed enough course work to graduateB.To find out when his student loan must be paid backC.To pick up an administrative formD.To complain about a library fine2.What is the student's problem?A.He forgot to return some library books.B.He cannot start paying off his student loan yet.C.He paid his graduation fee too late.D.He owes money to the music library.3.Who is Professor Williams?A.The head of the libraryB.The director of a play the student was inC.The student's music professorD.The person who arranged a job interview for the student4.What is the most likely reason the student did not receive the notice from the library?A.He recently moved.B.He has been out of town.C.The library just mailed it the day before.D.The library sent it to Professor Williams.5.What can be inferred about the student when he says this: University administrator:Well,yes.I mean it sounds like there was some kind of a mix-up,but the burden is still on you to settle your library account.You know it,it might be that their records are wrong,so first I suggest you go there make sure and then you might have to go talk to professor Williams. Student:Oh,I guess I have no choice.A.He is not sure how to respond to the woman.B.He feels he has been treated unfairly.C.He wonders if there is another solution.D.He does not think the woman's suggestions will work.答案C D B A B译文1.学生：嗨！我是Robert West，我们之前有约。
托福听力tpo64 section1 对话讲座原文+题目+答案+译文
托福听力tpo64section1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 (9)答案 (11)译文 (11)Lecture2 (13)原文 (13)题目 (15)答案 (17)译文 (17)Conversation1原文Listen to a conversation between a student and a philosophy professor.Male Professor:Hi,Melissa,you're rough draft for your paper is looking very promising so far.Female Student:Thanks.I still have some reading to do.Post-modernism is pretty challenging.so...Male Professor:well，you're off to a good start.So anything else about the class or post-modernism since we have a few minutes before my next appointment?Female Student:Well,actually in class,you talked about a French philosopher.Uh, Lyotard.You said he didn't believe in stories or something like that,that stories were invalid.Male Professor:Okay.I think I see,uh,first of all,you understand what he um, remember what Lyotard said about the uh.the grand narrative?Female Student:Not really.Male Professor:Okay，have a seat.Female Student:All right.Male Professor:It's not quite the same way you're thinking of narratives,not stories. Lyotard,meant narrative as in a way of understanding the world.Female Student:Um.I uh.Male Professor:How can I explain this uh,grand narrative...It's...It's like an idea that that helps people make sense of history.Like when you picture the early middle ages in Europe,but what do you think?Female Student:Okay,like,um,there weren't a lot of cultural achievements then, lots of wars,but not a lot of important art or books or anything,like it was the Dark Ages.Male Professor:All right that that's a simple explanation of a time in history,right? Something that tends to be accepted or understood by most people.That makes it a grand narrative.Here's a more recent one.Scientific progress.Female Student:Ah,ha.Male Professor:People look at important inventions throughout history,light bulbs, cars,computers.And we generally believe that there's an underlying universal truth, that modern technology makes the world better.It's been the belief for so long that people accept it as being true.We don't even think of it much.We just accept that modern technology has that effect.Female Student:Well.it does make our lives better.Male Professor:All right.This is where Lyotard comes in.He believed we have to be careful about accepting ideas like that.He said these beliefs really oversimplify things and that we should think more critically.Are there times when technology would not be considered progressive where it doesn't bring improvement?Female Student:Oh.I don't know,uh,pollution,but I…Male Professor:No,no,that's good.It would be hard to say pollution was a form of improving the world.Female Student:But isn't pollution just a side effect of...?Oh!So it kind of goes against the grand narrative about technology.It complicates things.Male Professor:Yeah.And that's a basic idea behind post-modernism,that we should be skeptical of grand narratives,because there's a good chance they are not completely true.Female Student:You mean?Male Professor:Well，not to say there's no truth in grand narratives.Of course.It's just that nothing is as simple and straightforward as it seems.We should look critically at the things we assume.Female Student:Okay.I....I think I get it.Thanks.题目1.What are the speakers mainly discussing?A.A paper the woman is writing about a philosopherB.A disagreement between two philosophers about a termC.The interpretation of a term used in a philosopher’s workD.The professor’s opinion about a philosopher2.Why does the professor ask the woman about the early Middle Ages?A.To elicit an example of a grand narrativeB.To make a point about changes in technologyC.To encourage her to compare two grand narrativesD.To present an example that contradicts Lyotard’s idea3.What points does the professor make about scientific progress?[Click on2 answers.]A.Historically,people have believed that it improves the world.B.According to Lyotard,it has caused more harm than good.C.It is part of a grand narrative that has changed over time.D.According to Lyotard,its benefits should be questioned.4.Why does the woman mention pollution?A.To demonstrate the problem with Lyotard’s claimB.To ask how important it is in Lyotard’s argumentC.To illustrate the negative effects of technologyD.To introduce another grand narrative5.What does the professor mean when he says this:We don't even think of it much.We just accept that modern technology has that effect.Female Student:Well.it does make our lives better.Male Professor:All right.This is where Lyotard comes in.A.He is going to change the topic of the conversation.B.He is going to challenge the woman’s belief.C.He wants to clarify the time period in question.D.He wants to correct a statement he made earlier.答案C A AD C B译文1.听一个学生和哲学教授之间的对话。
托福听力tpo43 section2 对话讲座原文+题目+答案+译文
托福听力tpo43section2对话讲座原文+题目+答案+译文Conversation2 (2)原文 (2)题目 (4)答案 (5)译文 (5)Lecture3 (7)原文 (7)题目 (9)答案 (11)译文 (11)Lecture4 (13)原文 (13)题目 (15)答案 (17)译文 (17)Conversation2原文NARRATOR:Listen to part of a conversation between a student and his theater professor.MALE STUDENT:Hi,Professor Davis.Sorry I missed class yesterday.I was just getting over a cold.FEMALE PROFESSOR:That's alright,Andrew.Feeling better now?MALE STUDENT:Oh,yeah.Fine.Um,I had a question,though.For the midterm,um, how much do we need to know,like,about the different acting styles?Since the last few chapters have been on writing our own material—scripts and stuff—well,will the exam be about that,or about stuff from the earlier chapters?Like um—FEMALE PROFESSOR:Oh!Andrew,before I forget—and,uh I will get to your question, but—now don’t leave without taking the tickets for tomorrow's field trip.I have a last-minute meeting,so I can't make it after all.But since you helped organize the trip,I'll let you hand out the tickets…I’ve got everything you need right here.MALE STUDENT:Sure,no problem.FEMALE PROFESSOR:And…uh,you don't need directions to the theater—you've been there before,right?MALE STUDENT:Yup.FEMALE PROFESSOR:Good.Oh!Oh,also…please remind everyone about the reception afterward—it’ll be an opportunity to ask Alan Altman about his acting in the play—which,uh,we can discuss in class next week.MALE STUDENT:OK,I’ll tell them.It’s really something!—I mean,I know our acting professors must be in plays all the time,but it isn't every day you get to see one right here in town.FEMALE PROFESSOR:Oh,you might be surprised.There's a calendar on the main bulletin board listing all the local productions that faculty are involved in.MALE STUDENT:Well,it seems like Professor Altman’s a really popular actor.I just read his bio in the local paper.I know the critics,uh,always praise him,but I had no idea he was such a commercial success too!And—and—it said he just won an award last year!—for,…uh,playwriting,wasn’t it?FEMALE PROFESSOR:Well,there is a general playwriting category,but actually,his award was for script adaptation—he adapted a novel into a play.MALE STUDENT:Script adaptation…?FEMALE PROFESSOR:Oh,it’s a very specialized skill—writing a play based on some other written work—novels,short stories…Now we've been studying original plays, which are pretty much based on the writer's imagination.But think about adapting a script…MALE STUDENT:Yeah…seems like it might be easier,like to start with something that's already written.FEMALE PROFESSOR:Well,actually…Think about it:transferring that material to a whole different genre.From narration to live dialogue.Imagination is a part of it,sure, but it also requires a lot of technical knowledge—about theater production…acting…and so on.So Professor Altman,for example:he took a novel and made it into a play,dealing with all the different conventions that plays have—you know,like limitations of scene changes…and,uh…—well,it'd be a good thing to ask him about at the reception tomorrow.MALE STUDENT:Yeah,sounds like an interesting topic.FEMALE PROFESSOR:Oh—and before I forget—the packet with the tickets has a list of the students'addresses.Since the van is picking you up first,you can direct the driver to the other students'dorms.MALE STUDENT:Sure,that was the plan.FEMALE PROFESSOR:OK;good.Now,about the midterm…题目1.What are the speakers mainly discussing?[Click on2answers.]A.The man's concerns about the midterm examB.An acting award that Professor Davis recently wonC.A professor's playwriting accomplishmentsD.Arrangements for attending a local play2.What does Professor Davis plan to give the student?[Click on2answers.]A.Directions to a theaterB.A list of students'addressesC.Tickets to a playD.A study guide for the midterm exam3.Why does Professor Davis want the students to attend a reception?A.So that the students can hear a talk about script adaptationB.So that the students can see a professor receive an awardC.So that the students can ask an actor questionsD.So that the students can meet the director of a play4.What does the professor imply about script adaptation?A.It depends almost entirely on the writer's imagination.B.It is more often based on novels than on short stories.C.It is more difficult than the man thinks it is.D.It gives playwrights more commercial success than writing original plays does5.Why does the professor say this:MALE STUDENT:I know our acting professors must be in plays all the time,but it isn't every day you get to see one right here in town.FEMALE PROFESSOR:Oh,you might be surprised.There's a calendar on the main bulletin board listing all the local productions that faculty are involved in.A.To express doubt about the quality of local playsB.To indicate that the man’s assumption is wrongC.To encourage the man to see local productionsD.To indicate that she agrees with the man答案CD BC C C B译文旁白：请听一部分学生和他的戏剧教授的对话。
托福听力TPO1原文 Conversation 2
下面就让小编来为大家介绍一下托福听力TPO1原文中Conversation 2的文本内容吧，大家要好好把握，这些都是非常有价值的材料，希望能够给准备托福听力的同学带来帮助。
TPO 1 Conversation 2NarratorListen to part of a conversation between a student and his professor.ProfessorHi Mathew, I’m glad you could come in today. You’ve been observing Mr. Grable’s third-grade class for your approaches to education paper, right?StudentUm, yes. I go over to Johnson Elementary School, you know, to watch Mr. Grable teach the children in class. It’s been amazing, I mean, I’m just learning so much from just watching him. I’m so glad the classroom observations are a requirement for the education program. I mean it’s like the best thing ever to prepare you to be a good teacher.ProfessorWell, I’m glad to see you feel that way, Mathew. You know, that’s the goal. So, I’ve been reading over your observation notes and I’m quite interested in what’s going on, in particular with the astronomy unit he’s been teaching.StudentThe astronomy unit?ProfessorIt seems that Mr. Grable has mastered the interdisciplinary approach to teaching that we’ve been talking about in class.StudentOh! OK, yeah, so like when he was teaching them astronomy, he didn't just teach them the names of the planets, he used it as a way to teach mythology.ProfessorReally! So, how did he do that?StudentWell, some of the students could already name the planets, but they didn’t know that the names had any meaning — the stories behind them.ProfessorSo, he…StudentHe introduced Greek and Roman mythology as a way of explaining. Like, you know, how like Jupiter’s the biggest planet, right, and how Jupiter was the name of the king of the gods in Roman mythology, right? So since Jupiter, the planet, is the largest planet in our solar system, it’s like the king of the planets, like Jupiter was the king of all the gods.ProfessorOh, Mathew, that’s a great example.StudentYeah! And each student chose a planet and then did research on it to write a report and make a presentation. They went to the library to do the research, then they made presentations about the planet they chose.ProfessorSo, in one science unit, in which the focus was astronomy, the students also learned about the literature of Greek and Roman mythology, used research skills in the library, wrote a report and practiced their oral presentation skills.StudentExactly! He used this one topic to teach third-graders all that stuff — how to use the books in the library, to write reports, and even how to speak in public. Plus they had a great time doing it.ProfessorYou know, Mathew, this is just what we’ve been talking about in our class. I’m sure everyone can learn something from your experience. You know, Mathew, I’d love for you to talk about this astronomy unit in class on Wednesday.StudentReally?! Um…‘cause I don’t really think I’ll have any time to write my paper by then.ProfessorOh, you won’t need to write anything new just yet. For Wednesday, use your class observation notes and explain the things we’ve discussed today.StudentOk, that sounds all right.翻译独白：听一段学生和教授的对话。
托福听力tpo62 section1 对话讲座原文+题目+答案+译文
托福听力tpo62 section1 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 (9)答案 (11)译文 (11)Lecture2 (13)原文 (13)题目 (16)答案 (18)译文 (18)Conversation1原文Listen to a conversation between a student and a professor.Student: So the reason I came in, Professor Williams, well, it’s about what you were explaining in your philosophy class today.Professor: Yes?Student: En, Yeah, the whole thing about simulations, would you …would you mind going over that with me again?Professor: No problem. The main point of the book I was referring to is that, well, in a post-modern world, we live in a world of unreal images of simulations. For example, the things we see on TV become a reality for us even though they are not in fact real. They’re representations, simulations of reality.Student: Post-modern world?Professor: Right. It came after the modern one.Student: Gee...thanks a lot.Professor: No, sorry. You are right. Post-modern, well, that’s a sticky term that covers a lot of things. Let’s save that for later. But back to my point about simulation, it leads to hyper-realism, a feeling that something is more real than real.Student: Wow…Wow, I’m sorry. But all this is…I just don’t get it.Professor: Video games, virtual reality, theme parks, all of these remove us from reality. Worse yet, we can begin to think these simulations, these fake experiences are real, or we don’t know the difference anymore.Student: Well, actually I’m starting to think this class is not for me. In fact, I wonder if I might not do better just to drop the course.Professor: Oh, you are still having trouble following this?Student: Yeah, I just don’t think I’m cut out for philosophy. I signed up because my academic advisor…well, I feel like my advisor sort of pushed me into it. Professor: I see. If I may ask, what are you interested in?Student: I want to be a lawyer.Professor: Well, then you need a firm base in logic and argumentation, so this philosophy course is basically a necessity for you.Student: I hope not. I could only get maybe half the lecture.Professor: That’s pretty good then. I covered a lot, probably too much. And these were only some opening remarks for the first day of class. I was just skimming through some contemporary ideas and, well, more cultural theory than actual philosophy, so you needn’t worry. Starting next week, we are going to read some real philosophy, primary sources like Plato, Rousseau, Emerson. And you’ll be able to talk about them in small discussion groups led by graduate assistants.Student: Well, I don’t know.Professor: I understand you are uneasy about this course, but, well, give it another chance, attend a few more sessions, get into your assigned discussion group, then see how you feel. Look, these ideas, like what post-modernism really is. They are ideas that people developed over years, careers, lifetimes. I didn’t mean to scare you.Student: I guess I should have just taken it in the spirit it’s intended, as an intro. You are right that instead of trying to wrap my mind around every little detail all at once, I need to work on seeing the bigger picture and not getting so stressed out. Professor: Well, don’t think you are going to learn all the law right away either. Have you looked at the law library lately?Student: Yeah. Talk about scary!题目1.What is the conversation mainly about?A. Reasons that philosophical concepts are difficult to defineB. The intended purpose of the discussion groupsC. The student's difficulties in trying to understand some informationD. The relevance of philosophy to the student's long-term goals2.How does the student feel about the professor's explanation of simulations?A. He finds it amusing and interesting.B. He feels even more confused than before.C. He is grateful for the clarification.D. He realizes that he already understands the general concept.3.Who influenced the student to sign up for the philosophy course?A. The philosophy professorB. A law librarianC. A graduate assistantD. An academic adviser4.What does the professor imply that she should have done differently in the first class?A. She should have stressed the practical importance of philosophy.B. She should have discussed the readings for the course in greater detail.C. She should not have included so much material in the lecture.D. She should not have frightened the students by mentioning a challenging assignment.5.What does the professor imply will make the student feel more comfortable with the course in the future?[Click on 2 answers.]A. She will explain postmodernism in much more detail.B. The class will read works by writers whose ideas she expects will interest the student.C. The student will have opportunities to talk about the course material in a small group.D. The student will be able to make use of the law library.答案C BD C BC译文请听一段学生和教授之间的对话。
托福听力tpo49 section2 对话讲座原文+题目+答案+译文
托福听力tpo49section2对话讲座原文+题目+答案+译文Conversation2 (1)原文 (1)题目 (4)答案 (5)译文 (5)Lecture3 (7)原文 (7)题目 (10)答案 (12)译文 (12)Lecture4 (14)原文 (14)题目 (16)答案 (18)译文 (18)Conversation2原文NARRATOR:Listen to a conversation between a student and a professor.MALE PROFESSOR:Oh hi Melanie,how are you doing?FEMALE STUDENT:I'm good thanks.I just have some questions about this paper,for your class.Do you have a second to talk about it now?MALE PROFESSOR:Oh yes,no problem;I have about20minutes before my next class.Will that be enough time?FEMALE STUDENT:Yeah I think so.Okay so the thing is,you know,okay I'm writing my paper on the history of jazz in New York City.MALE PROFESSOR:Alright,well that's a pretty broad subject.FEMALE STUDENT:Well actually I'm focusing on a specific decade–the50s–and on and I’m only doing it on a few specific artists.MALE PROFESSOR:Oh okay–because I was going to say that seemed a bit,ah,too ambitious for a10page paper.FEMALE STUDENT:Yeah.No,it's not the subject I'm having trouble with–actually the paper is practically writing itself,I mean I’ve got a lot to say and it’s going pretty well.The thing is,I have this idea…that might make it better and I was wondering if there’s any way I could get an extension…I mean I know it’s due next week right?MALE PROFESSOR:That's right,on Monday.But I don't understand,it sounds like you’re doing so well;why do you need more time?FEMALE STUDENT:Yeah well,I could write the paper as it is and turn it in on time and it would be fine…MALE PROFESSOR:But…?FEMALE STUDENT:But I was just talking to one of my friends,whose family has lived in New York forever,and it turns out that her grandfather was actually there in the period of jazz I'm writing about–I mean he was a jazz musician and he actually,like personally knew the artists I'm writing about.MALE PROFESSOR:You're kidding!Well that’s a coincidence.FEMALE STUDENT:Yeah,I know,it's cool,right?So anyway,that's why I waswondering if I could get an extension,because I thought it would be really great if I could like,interview him,for my paper…MALE PROFESSOR:Ah.FEMALE STUDENT:But I don’t think I can meet with him until early next week,so [trailing off]…MALE PROFESSOR:Ah I see,well!It would certainly add a new dimension to your paper,wouldn’t it?Have you talked with this gentleman yet?FEMALE STUDENT:Um,no,but I talked to my friend,just,you know ran the idea past her,and she said he would probably love to do it.But,you know,he's busy until next week.MALE PROFESSOR:Okay well,yeah!I think that in this case we can definitely extend your deadline until,let’s say,Friday next week?FEMALE STUDENT:Okay that would be great.MALE PROFESSOR:But just to be fair,why don't you turn in an outline of your paper on the due date.FEMALE STUDENT:The outline...oh that's no problem.It's basically done except for the parts about the interview...MALE PROFESSOR:Oh yeah...the interview.Could you have the questions ready then too...the ones you’re planning on asking?FEMALE STUDENT:Sure,yeah I can do that,too.MALE PROFESSOR:And then I'll expect the final draft next Friday.FEMALE STUDENT:Okay great!Thanks.MALE PROFESSOR:Sure,I'm looking forward to reading it!题目1.Why does the student go to see the professor?A.To ask if she can interview him for her paperB.To ask permission to extend the length of her paperC.To ask permission to change the topic of her paperD.To ask for more time to finish her paper2.What can be inferred about the student's work on her paper so far?A.She received a lot of help on the paper from professional musicians.B.She has found enough information to complete the paper.C.She did not start working on the paper early enough.D.She is having difficulty finding sources for the paper.3.Why does the student want to interview her friend's grandfather?A.He has written articles about jazz music in New York City.B.He has recordings of the musicians discussed in the woman's paper.C.He owned a historic jazz club in New York City.D.He was a jazz musician during the1950s.4.What does the professor ask the student to do on the original due date of the paper?[Click on two answers.]A.Turn in her first draftB.Hand in an outlineC.Submit interview questionsD.Confirm that she has scheduled an interview5.Why does the student say this:Professor:All right.Well,that's a pretty broad subject.Student:Well,actually I'm focusing on a specific decade,the50s.A.To address the professor's concernB.To explain a change in her approach to her paperC.To restate the professor's pointD.To request approval of her topic答案D B D BC A译文旁白：听一段学生和教授之间的对话。
托福听力tpo57 全套对话讲座原文+题目+答案+译文
托福听力tpo57 全套对话讲座原文+题目+答案+译文Section 1 (1)Conversation1 (1)原文 (1)题目 (3)答案 (5)译文 (5)Lecture1 (6)原文 (6)题目 (8)答案 (9)译文 (10)Lecture2 (11)原文 (11)题目 (13)答案 (15)译文 (15)Section 2 (17)Conversation2 (17)原文 (17)题目 (19)答案 (20)译文 (20)Lecture3 (22)原文 (22)题目 (24)答案 (26)译文 (26)Section 1Conversation1原文NARRATOR: Listen to a conversation between a student and a professor.FEMALE PROFESSOR: Hi Eric, how are things going?MALE STUDENT: Oh, I’m really busy with my workload. Some professors assign so much reading that…It’s like they think we have no other homework.FEMALE PROFESSOR: One of the most important things you’ll learn in college is how to manage your time. How to, you know, prioritize. When to say no to a social engagement if you have a paper due, that sort of thing.MALE STUDENT: I guess so.FEMALE PROFESSOR: So, how are you finding the material we’re covering in class? MALE STUDENT: I’ve actually come to talk to you about it. I have a six-month-old niece, so I find early childhood development really interesting. Piaget—that Swiss psychologist you told us about—his development theory is really cool.FEMALE PROFESSOR: Yes—his theory that cognitive development in children occurs in four stages that you can, ah, actually observe.MALE STUDENT: Yeah, um, so my niece, she’s in the, um, sen-sor-i-motor stage now, right at the part where she thinks things disappear when they’re out of sight. FEMALE PROFESSOR: Very good. She probably won’t understand that objects continue to exist even when they’re out of sight until she’s a month or so older. MALE STUDENT: Yeah. Yesterday, we were knocking a little ball around, and it rolled under the couch. She immediately lost interest and reached for something else. FEMALE PROFESSOR: Because to her, the ball ceased to exist.MALE STUDENT: Yeah. I’ve actually been taking notes on her behavior because I’d like to write my term paper about her, if it’s OK with you.FEMALE PROFESSOR: Your term paper?MALE STUDENT: Yeah, I’d like to do a case study or something. Piaget watched his kids and, like, changed the whole world of psychology.FEMALE PROFESSOR: Wait a minute. Piaget didn’t just observe his own children. Hedid exhaustive research over thirty years to develop and test his theory. And anyway, your assignment isn’t to do a study; it’s to research the literature on a particular psychological topic and write about it. And I gave you a list of suggested topics to choose from.MALE STUDENT: Well, what if I researched something like: Is it possible to speed up, uh, cognitive development? Like, if I reached under the couch to get the ball while she watched me, would she learn earlier that objects don’t disappear? Or can’t six-month-old babies think that way yet?FEMALE PROFESSOR: Uh, umm…I do applaud your initiative, Eric. However, I sincerely doubt you could get any kind of valid or meaningful information from such an experiment.MALE STUDENT: But I already put so much time into watching my niece.FEMALE PROFESSOR: Remember, this is only a freshman psychology class. You aren’t trained in carrying out an original research project. I wish you had come to me earlier, but, you know, there’s still some time before the due date. I suggest that you recheck the list of topics. At least one of them relates to cognitive development. Then come see me again if you have any questions.MALE STUDENT: OK.题目1.Why does the student go to see the professor?A. To request an extension of the due date of his term paperB. To ask about a theory he did not understand in classC. To discuss an idea for his term paper projectD. To get advice on how to prioritize his work2.Why does the student mention a particular stage in early childhood development?A. To show that his niece learns faster than other children in that stageB. To show that his niece displays behavior appropriate for that stageC. To point out that he does not agree with Piaget’s theory about that stageD. To point out that he does not fully understand how that stage can be observed3.Why does the professor discuss Piaget’s research method?A. To suggest that the student use the same methodB. To provide a criticism of Piaget’s theoryC. To supplement information provided in classD. To clarify the student’s assumption about what Piaget did4.Why does the professor reject the student’s proposal to write about his niece?[Click on 2 answers.]A. The proposal does not fulfill the requirements of the assignment.B. The proposal does not take Piaget’s theory into consideration.C. The student’s niece is too young to display the behaviors identified by Piaget.D. The student does not have sufficient training to conduct a worthwhile experiment.5.Why does the professor says this:would she learn earlier that objects don’t disappear? Or can’t six-month-old babies think that way yet?FEMALE PROFESSOR: Uh, umm…I do applaud your initiative, Eric.A. She does not have time to answer the student’s questions.B. She does not want to hurt the student’s feelings.C. She is pleased that the student thought of an original research project.D. She is impressed with the student’s understanding of the class material.答案C BD AD B译文旁白：听学生和教授之间的对话。
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托福听力中教授与学生的“逆天”对话
如果你的托福想要考到90+，托福听力是大家必须要攻克的难关。
同学们在练习TPO时会发现，25以后的对话难度接近lecture了有木有?很多句子都能听懂，放在一起却不知道professor到底要说什么有木有?很多时候，我的学生们都会问我，…老师，听力到底怎么精听?‟今天，我们以学生与教授的对话为例，对这个问题进行详细探讨。
同学们要明白的是，精听练习不能单纯只是听，跟读。
我们在听的过程中，必须边听边把对话进行…肢解‟，即，要建立对话框架。
一段对话听完了，我们要思考，两个说话人主要聊了什么事，关于这事又展开了几个具体讨论点，每个讨论点的核心内容是什么。
托福听力的基本框架
请大家注意，托福听力对话的基本框架：
提出问题-分析问题-解决问题
这一规律适用于任何对话。
那么这样一来，我们就可以很好地根据这个基本结构，在听力时先听，学生或教授为什么在office hour见面，是学生要找教授商量论文topic，申请项目的volunteer，还是research不知道该采用什么方法?又或者，教授对于学生写的论文first draft 有些意见，需要当面和学生讨论并给出修改意见。
在此之后，我们可以根据具体的对话走向，看看问题是怎样一步步被解决的。
可能同学们会说，老师，我连他们俩说的有些句子都听不懂，怎么能建立对话框架呢?
提出这个问题的同学们，应该是有这样的情况，一个句子播了十来遍了，其中一个单词却怎么都听不出来。
在此，我建议大家注意总结你听不出来单词的情况：
如果是你不知道的生词，那我们整理出来，熟悉它的发音，释义。
如果单词很简单，你却还没听懂，那么你需要系统学习英语，美国人讲话的一些发音规律，如，吞音，短词组的连读等。
总结出规律后，你需要做大量的模仿，这样，我们慢慢养成sense后，即使有连读，失爆等现象，自然而然你也能反应过来并听懂了。
教授与学生的“逆天”对话
下面，我们以tpo27-2-1为例的前半部分为例，分析它的结构。
Student：Would it be okay to focus on something related to agriculture?
此句一出，我们立刻知道，本对话是要讨论论文topic，而且是学生去征求导师意见了。
框架1：topic (paper，agriculture?)
Professor：Sure, farming technology is fine, as long as it‟s pre-modern. But this isn‟t a long paper, so are you going to need to pick a specific area of pre-modern agriculture, like irrigation or food crops of ancient Greece.
Student：I am actually interested in hydroponics.
这个单词一出，估计大家都蒙圈了。
这什么啊?但是别忘了，学术词汇会解释的，而且很多时候是考点，所以你没有时间蒙圈，请专心往下听。
Professor：Hydroponics. Growing plants in water instead of soil. 释义get √
Student：Well, not in pure water, in water that has the proper mix of nutrients.
Professor：OK. But is it a pre-modern technology? I mean, hydroponics isn‟t really my specialty but from the research I have read, we are talking the nineteenth century, maybe the seventeenth century if you really stretch it.
but, 转折信号词。
教授对学生选材提出质疑。
进入问题分析阶段，此处不要着急记笔记，先看教授为什么反对。
Student：Oh? But the Aztec civilization back in the thirteenth century in basically where Mexico city is today … An article I read said the Aztecs were using hydrop onics in something they called … I have got the word right here. Um. Chinampas.
学生想，就你会but啊，我也会，他也转折了。
我们还不着急记笔记，让他俩慢慢吵去。
Professor：Chinampas, the so-called floating gardens.
第二个学术词汇出现，同时也是小黑板上的词，亮警报，有考点!这里，很多同学不知道chinampas, 听解释也有很多没听懂的，究其原因，floating的t失爆了，很多同学听成floading。
Student：Exactly. So yeah the chinampas, the article said very clearly these floating gardens are proof that the Aztec invented hydroponic farming.
Professor：Well, chinampas are artificial islands built up in shallow lakes. Islands made from packed earth and weeds and uh, material from the bottom of the lake. They may have appeared to be floating in the water, but in fact they reach all the way to the bottom of the lake. So the primary growing medium, what the plants draw nutrients from, is actually soil, not water.
初期同学们听的时候，几乎都不知所云。
但是我们要硬着头皮听，教授和学生都来回争辩几次了。
这里，professor一个well，开启了讲课模式。
中间我们跟着听，直到so, 教授要为这次争辩下结论了，具备简单语法知识的同学，应该明白，what引导名词性从句，跳过不听，结论就是primary medium is not water，结合之前对hydroponics的解释，我们瞬间明白，chinampas不是hydroponics的一种
Student：So the article was wrong about that? Too bad, it seems like a great topic, but I guess…
学生用另一种形式重复教授的结论，too bad，情感信号词
框架2：学生想写的chinampas 不等于hydroponic
如此练习下去，慢慢大家就会形成听力划分结构意识，然后在此基础上，我们对关键句进行跟读，听写练习，效果自然会好很多。
希望这种听力练习方式能够给同学们一些启示。