托福听力原文

合集下载

托福听力tpo50 lecture1、2、3、4 原文+题目+答案+译文

托福听力tpo50 lecture1、2、3、4 原文+题目+答案+译文Lecture1 (1)原文 (1)题目 (4)答案 (6)译文 (6)Lecture2 (8)原文 (8)题目 (10)答案 (12)译文 (12)Lecture3 (14)原文 (14)题目 (16)答案 (18)译文 (18)Lecture4 (20)原文 (20)题目 (22)答案 (24)译文 (24)Lecture1原文NARRATOR: Listen to part of a lecture in an ancient history class.FEMALE PROFESSOR: OK, last time we were discussing trade and commerce during the Bronze Age … And I said a little over 3,000 years ago there was quite a lively trade among the countries along the Mediterranean Sea—people were making objects out of bronze, and they were using bronze tools to make other goods, and they developed trade networks to trade these goods with other countries around the Mediterranean … One of the things they traded was glass …And recently there was an archeological excavation in Egypt—on the Nile River, around where it enters the Mediterranean Sea—where they discovered an ancient glass factory. Robert?MALE STUDENT: I thought our textbook said that the Egyptians imported their glass from other countries.FEMALE PROFESSOR: Well, until now that's what the evidence seemed to suggest. I mean, we had some evidence that suggested that the Egyptians were making glass objects, uh, but not glass.MALE STUDENT: OK, am-am I missing something? They're making glass, but they're not making glass.FEMALE PROFESSOR: I said they were making glass objects, right? You see, it was previously thought that they weren't actually making the raw glass itself, that they were importing unfinished glass from Mesopotamia—um, which today is a region consisting of Iraq, and parts of Syria, Turkey, and Iran—and simply reworking it. Most archeologists believed that the glass factories were in Mesopotamia because that's where the oldest known glass remains come from. You see, there were two stages of glassmaking: the primary production stage, where they made disks of raw glass… Uh, an- and then there was the secondary stage, where they melted the raw glass, the glass disks, and created decorative objects or whatever.And from this new Egyptian site we've learned that the primary production stage had several steps. First, they took quartz—a colorless, transparent mineral—and crushed it. Then they took that crushed quartz and mixed it with plant ash; uh, “plant ash” is just what it soundslike—the ash that's left after you've burned plant material. They slowly heated this mixture, at a relatively low temperature, in small vessels, um containers, like jars, made out of clay. Uh, and that yielded a kind of glassy material…They took this glassy material and ground it up into a powder, and then they used metallic dye to color it… After that, they poured the colored powder out into disk-shaped molds and heated it up to very high temperatures, so that it melted. After it cooled, they'd break the molds, and inside…there were the glass disks. These disks were shipped off to other sites within Egypt and places around the Mediterranean. Then, in the secondary phase, the disks were reheated and shaped into decorative objects. Susan?FEMALE STUDENT: So what kind of objects were people making back then? FEMALE PROFESSOR: Well, the most common objects we’ve found—mostly in Egypt and Mesopotamia—uh, the most common objects were beads; one thing Egyptians were very, very good at was imitating precious stones; they created some beads that looked so much like emeralds and pearls that it was very difficult to distinguish them from the real thing. Uh, and-and also beautiful vessels, uh, with narrow necks; they were probably really valuable, so they wouldn't have been used to hold cooking oil or common food items; they were most likely used for expensive liquids like perfume. Now the glass made at this factory was mostly red; to get this red color, they used copper; in a sophisticated process. Of course, any kind of glass was very valuable, so these red bottles would only have been owned by wealthy people. In fact, because it was so difficult to make, and sort of mysterious and complicated, it was probably a product produced for the royal family, and they probably used glass to show their power. Also, beautiful, expensive objects make great gifts if you're looking to establish or strengthen political alliances…and it's quite possible that ancient Egyptians were actually exporting glass, not just making it or importing it. The trade with Mesopotamia was probably a friendly, mutual trade…because, uh, Mesopotamian glass was usually white or yellow, so Mesopotamians might have said something like, “We'll give you two white disks for two red disks.” There’s no proof ofthat, uh—at least not yet…题目1.What is the lecture mainly about?A. New information about glass production and use in ancient EgyptB. Whether Egyptians or Mesopotamians were the first to invent glassC. Differences between Egyptian glass and other kinds of glassD. Reasons why ancient Egyptians imported glass from other countries2.What is the importance of the archaeological evidence recently found in Egypt?A. It supports the theory that ancient Egyptians imported glass from Mesopotamia.B. It proves that ancient Egyptians made glass objects prior to the Bronze Age.C. It provides the first evidence that glassmaking in the Bronze Age required two different stages.D. It shows that ancient Egyptians were producing raw glass.3.The professor describes a process for making glass disks. Summarize the process by putting the steps in the correct order. [Click on a sentence. Then drag it to the space where it belongs. The last one is done for you.]A.Glass-like material is ground up and dyed blue or red.B.Powdered material is heated at very high temperatures.C.Crushed quartz and plant ash are heated at low temperatures.D.Containers are broken to remove glass disks.4.Based on the lecture, what are two kinds of glass objects that were valued in ancient Egypt and Mesopotamia? [Click on 2 answers.]A. BeadsB. Cooking utensilsC. ContainersD. Windows5.According to the professor, what are two reasons why ancient Egyptians exported glass? [Click on 2 answers.]A. To build relationships with foreign leadersB. To hold cooking oil that was sold in other countriesC. To get bronze tools from other countriesD. To acquire colors of glass not made in Egypt6.Why does the professor say this:Robert: Ok. Am……Am I missing something? They are making glass but they are not making glass?Professor: I said they were making glass objects, right?A. To emphasize that glass objects were only made in ancient EgyptB. To find out what the student does not understandC. To indicate that there was no contradiction in her previous statementD. To correct what she said in her previous statement答案A D CABD AC AD C译文旁白：请听一个古代历史课上的讲座片段。

托福听力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。

TOEFL老托福听力PartC原文精选5篇

TOEFL老托福听力PartC原文精选5篇老托福听力PartC原文1At last month's meeting you asked me to draw up a report about the possibility of keeping the student center open twenty-four hours a day.在上个月的会议上你们要求我起草一个报告，关于保持学生中心每天24小时开放的可能性。

I decided that the best way to assess the need for expanded hours was to talk to the people who were still in the student center at closing time.我判断评估增加小时数的需求的最好方法是与在关闭时间依然在学生中心里面的人谈谈。

First, over the course of the two weeks, I interviewed more than fifty students as they left the student center at its regular closing time of twelve midnight.首先，在过去两周的进程中，我面谈了超过五十名同学，当他们在通常的午夜12点的关闭时间离开学生中心时。

About eighty percent of them said they would prefer that the center stay open later.他们中的大约百分之八十说，他们更喜欢中心保持开放更晚些。

Of the three main uses of the center—eating in the snack bar, recreation in the game room or watching TV, and studying by far the most popular late night activity is—and this may surprise you—studying.中心的三大用途——在快餐部吃东西，在娱乐室消遣或看电视，以及学习，目前为止最普遍的深夜活动是——这也许会让你们很惊讶——学习。

托福TPO21听力原文

TPO 21 听力原文Conversation1NarratorListen to a conversation between a student and a professor.Professor Excuse me, can I help you? You look a little lost.Student Yeah, I am. This is my first day on campus, and I don’t know where anything is.Prof essor Can’t find your orientation session?Student Uh-huh. What a way to begin! Lost going to orientationProfessor Well, my guess is in the auditorium, that’s where they usually are.Student You’re right, the general ones. I went to one of those sess ions ealier today. But now I need the one for my major, engineering. My schedule says the meeting room is in ... Johnson Hall? In the engineering department, which should be right here in front of us, according to the map. But this building is called the Morgan Hall.Professor Well, your map reading skills are fine actually. This used to be Johnson Hall, all right. Trouble is they changed the name to Morgan Hall last spring. So they sent you a map with an old name? I am surprised.Student Well, this was actually mailed out month and month ago. I got a second pack in the mail more recently with another one of these maps in it. I guess they must have the updated name. I left that one in my dorm room.Professor Well, things change fast around here. This building was renamed after one of our professors. She retired a few months ago. She is very well-known in the world of physics. Too bad for Johnson, I guess.Student Who is Johnson anyway?Professor Oh, one of the early professors here. Unfortunately, I thinks his ideas are going out of style. Science kept marching forward.Student I’ll say it does. That’s why I transferred to this university. I was really impressed with all the research equipment you guys have at the laboratories. You arereally on the forefront.Professor Um... so do you know what kind of engineering you want to specialize in?Student Yeah, aerospace engineering.Professor Well, the aerospace engineering department here is excellent! Eh... do you know that this university was the first one in the country to offer a program in aerospace engineering?Student Yeah, I know. And a couple of students who graduated from here became astronauts and orbited the Earth.Professor Right. The department has many prominent alumni. Well, you might end up taking some of your advanced math course with me. I get a lot of students from the engineering department because I teach the required applied mathematics courses.Student Oh, cool. Actually, I want to get a minor in math.Professor Excellent. Hmm... A major in aerospace engineering with a minor in math, you’ll go far with that degree. More of our students should do that. There are so many more opportunities available in the field when you have a strong math background.Student I’m glad to hea r you say that.TPO 21 Lecture 1 Astronomy(Geocentric&Heliocentric theory)Narrator Listen to part of a lecture in a history of science class.Aristarchus-Heliocentric TheoryProfessor Ok, we have been talking about how throughout history, it was often difficult for people to give up ideas which have long been taken for granted as scientific truth, even if those ideas were false. In Astronomy, for example, the distinction between the solar system and the universe wasn’t clear until modern times. The ancient Greeks believed that what we called the solar system was in fact the entire universe, and that the universe was geocentric. Geocentric meansEarth-centered, so the geocentric view holds that the Sun, the planets, and the stars, all revolve around the Earth, which is stationary. Of course, we now know that the planets, including Earth, revolve around the Sun, and that the solar system is only a tiny part of the universe.So, why did the ancient Greeks believe that the Earth was the center of the universe? Well, it made sense to them. Observations of the sky make it appear as if the Sun, the moon, and the stars all revolve around the Earth everyday, while the Earth itself stayed in one place. And this view is also supported by their philosophical and religious beliefs about the origin and structure of the universe. It was presented in the works of well-known Greek philosophers as early as the fourth century B.C.E., and the geocentric theory continue to prevail in Western thought for almost 2,000 years, until the 17th century.Now, what’s especially interesting is that when astronomical observations were made that seemed to be inconsistent with the geocentric view, the ancient Greeks did not really consider alternative theories. It was so intuitive, so sensible that the Earth was the center of the universe that astronomers found ways to explain those seemingly inconsistent phenomena within the geocentric view.For example, Greek astronomers made excellent, very accurate observations of the movements of the planets, but the observations revealed a bit of a problem. The geocentric theory said, that the planets would move around the Earth in one direction. However, astronomers noticed that at times, several planets seem to stop moving in one direction and start moving backward in their orbits around the Earth, and they came up with a theory that these planets themselves moved in smaller circles called epicycles as they travelled around the Earth. Here’s a picture of what they imagined. You see how this epicycle theory could account for the seemingly backward motion of the planet. Of course, today we know that this appearance of backward motion is caused by the fact that Earth, as well as other planets, all move in their own orbits around the Sun, and the relative movements of the planets with respect to each other can get quite complex.However, there were a few astronomers in Greece and other places who didn’t agree with the geocentric view, for example, a Greek astronomer who lived in the third century B.C.E. He proposed the theory that our planetary system might be heliocentric, his name was Aristarchus. Heliocentric means Sun-centered, that the Earth revolves around the Sun. Aristarchus recognized from his calculations that the Sun was much larger than the Earth and other planets. It was probably this discovery that led him to conclude that the universe is heliocentric. I mean, isn’t it more sensible to think that a smaller heavenly body would orbit a larger one, rather than the opposite?However, his proposition was rejected largely based on other scientific beliefs held at the time, which all made sense in a way even if they were incorrect. Let me mention two objections Greeks made to Aristarchus’s theory. First, they believe that everything that moves creates its own wind, so to speak, everyone has this experience when you are running, right? So, they thought that if the Earth itself was moving, there would have to be a constant wind blowing, sweeping them off their feet, and of course there wasn’t. And second, the idea of an Earth that moved didn’t fit in with the ancient Greeks’ understanding of gravity. They thought that gravity was basically a natural tendency of all things to move towards the center of the universe, which was the Earth, or the center of the Earth, so that explains why apples and other falling objects were falling straight down. If the Sun was at the center of the universe, things would fall toward the Sun and away from the Earth, which of course they didn’t. So these were some of the reasons they rejected the heliocentric theory.TPO21 Lecture 2 Computer Science(Software Development)Narrator Listen to part of a lecture in a Computer Science class. The professor is discussing software engineering.Professor We’ve been talking about th e software development cycle, and today I’d like to move on to the next stage of that cycle-testing, and why finding bugs during testing is actually a great thing. Eh...eh... the quality of the software product often relies heavily on how well it’s been te sted. Liz?Student Um... just a quick thing. Bugs is the word for problems in the program code, right?ProfessorYeah, in code or in a computer itself. There is a bit of a story behind that term. Um... back in the 1940s, when the computer industry was just starting, a group of computer scientists was working late one night, and there was a problem in one of the computers’ circuits1. When they examined it, they found a five-centimeter long moth caught in there. Once they debugged the computer, it worked just fine. And ever since then, all kinds of computer problems have been known as bugs.Anyway, you want to find bugs while the software is still in the development and testing phases. Finding them when the software product has already been put on the market can be quite embarrassing. Generally speaking, every software development project has a group of testers and a group of developers. Jack?Student And they are different people?Professor They are generally completely different group of people. My personal opinion is that they have to be different groups of people because developers often have a bias for their own work, and it blinds them to certain problems that might be obvious to somebody else. So it is always good to have a different set of eyes to go in there and make sure that everything is tested properly.Ok, now, here’s the key. Developers and testers have different mentalities. The mentality of the software developer is construtive, creative, they are spending long hours working together to create and build something new. A software tester, on the other hand, their entire goal is to look at this product and find problems with it, to improve it. Now, this difference between the testers and the developers can lead to an environment where there is a bit of friction. And that friction sometimes makes it difficult for the two teams to work together.There are two projects that I worked on a couple of years ago. One, which I’ll call Project Split, well, the testing and development teams did not work well together. And the other, I’ll call Project Unity, during which both teams worked very well together. Now, during Project Split, we had defect meetings where the developers and the testers met together, eh... eh... to discuss various problems and how they should be fixed. And you could sense the conflict just by walking into the room. Literally, the testers and the developers sat on opposite sides on the table. Um... and ... and the developers were very defensive about the feedback.Student Well, if b ugs are being pointed out they wouldn’t be too happy since its their work.Professor Exactly. Now, ‘cause the two teams weren’t working well together, the fixes were coming very very slowly. And you know, a lot of times when you fix bugs you introduce new bugs, or you discover bugs and other areas that only come to light because something has been changed, so fixing all those new additional bugs was also being delayed. Um... the test process went on much longer than expected and we ended up having to put the product on the market with known bugs in it, which was obviously not ideal.Student Ok, and what about Project Unity? How was it different?ProfessorUm... this was different because two teams worked closely together during the defect meetings, inste ad of put up walls. Um... we didn’t even talked about, you know, who should fix this, who is at fault2. We all acknowledge what needed to be fixed. So if we had ten bugs, we said, ‘Hey, you know what? Let’s do this one first ‘cause this would expose anothe r whole bunch of defects that we haven’t even seen yet.’ So we were being proactive3 and effective. And because we were so much more effective with our time, we were actually able to do more than just fix the bugs, we even put in some improvements that we hadn’t planned.TPO21 Conversation 2Narrator Listen to a conversation between a student and her public relations professor.Student Hi, professor Gordin. I really learned a lot from your lecture, the one about analyzing all those different segments of the population. Oh, the official term is audience, right? I never imagine that one company could have over thirty audiences to communicate with.Professor Yeah, a lot of students are taken aback by this, and some public relations consultants don’t figure it out until they’ve worked in the field a while.Student Everyone thinks, public relations, eh, PR is easy, but there’s a lot to it. You really got to know what you are doing.Professor Absolutely. So, Stacy, your email implied that you needed my advice about graduate school?Student No, since my undergraduate degree will be in public relations, I’ve already decided to get a master’s degree in marketing. Sorry, I wasn’t clear. My issue is, I have got two require courses and two electives. I am trying to figure out which elective course is to take. My advisor suggested economics and accounting, but I am not really sure.Professor About?Student Well, I endured accounting and economics in high school and barely stayed awake, they were so ...Profe ssor Ok, Ok. I hear you. Eh... you say you wanted a master’s in marketing, you have got one more semester till graduation. Have you taken any marketing courses yet?Student No, I figured I’ve got the marketing basis already since I have take every PR in communication courses offered here.Professor Well, there’s some overlap between PR and marketing, but there are important differences too. Marketing focuses on selling your product or service, eh, you know, attracting customers through advertising, and also buiding relationships with customers. That’s what a marketing department does. PR is all about, it involves relationships too, that’s why I am saying the two fields overlap. But in PR, you are developing relationships with a wider range of audience.Student Right. Like employees, suppliers, the media. I do understand this in theory, but aren’t you still selling your product, just in a different way?Professor Not necessarily. Ok, do you remember that PR strategy I alluded to the other day? The one o ur university uses, a strategy that doesn’t overlap its marketing strategy?Student You mean how the university invites local residents to attend certain lectures and classes for free?Professor Yeah, this cultivates a sense of good will and helps the university avoid becoming isolated from the larger community. Bringing neighbours into our classrooms is good PR, but it is not marketing since our neighbours aren’t our customers, for the most part.Student That’s why I want to focus on marketing in graduate school. Wouldn’t having expertise in PR and marketing giving me more career options?Professor Yeah, but you’ll also want to enjoy your work. So for you electives, why don’t you take advertising principles and intro to marketing, which I teach. This way, you’ll find out if marketing is something you really want to pursue. Graduate School tuition is expensive, and these courses will give you a good overview of the field before committing yourself.Student I wish my advisor had suggested those courses.Professor Well, I am someone who has worked in both marketing and PR, so I can offer a different perspective than someone who only teaches ...TPO21 Lecture3 Biology(Snake Evolution)Narrator Listen to part of a lecture in a biology class.Professor Probably back in some previous biology course you learned that snakes evolved from lizards, and that the first snakes weren’t venomous and then along came more advanced snakes, the venomous snakes. Ok, venomous snakes are the ones that secrete poisonous substances or venom, like the snakes of the viper family or cobras. Then there is non-venomous snakes like constrictors and pythons. Another family of snakes, the colubrids, don’t really fit neatly into either category though. Colubrids, and you probably learned this too, although they are often classified as venomous snakes, they are actually generally non-venomous. They are classified as venomous snakes because they resemble them, their advanced features more than the othernon-venomous snakes.Now, what if I told you that there is a good chance that most everything I just said is wrong? Well, everything except the part about snakes evolving from lizards. See, the basic theory about snake evolution has been challenged by a recent study that revealed a whole new understanding of evolutionary relationship for reptiles, you know, which reptiles descended from which ancestors. The researchers study the proteins in the venom genes of various species of colubrids. Emm... snake venom is a mixture of proteins, some toxic, poisonous, and some not. By analyzing the DNA, the genetic material of the proteins, the researchers could focus on the toxic genes and use them to trace the evolution of snake venom, and from this, the evolution of snakes.Traditionally, to understanding evolutionary relationships, we looked at various easily observed physical characteristics of animals, their skeleton, the size of their brain, and... and then classify them based on similarities and differences. The problem with this method is that characteristics that appear similar may actually have developed in quite different ways. For example, some venoms are chemical-based, and others are bacteria-based, so they clearly had to have developed along different routes and may not be as closely related as we thought.Now, and not everyone will agree about this. The classification based on DNA seems to be much more reliable. Ok, back to the research. The researchers found that venom evolved before snakes even existed, about a hundred million years before. Now, a couple of venomous lizards were included in this study. And the researchers found some of the same DNA in their venom as in the snakes’ venom. This suggested that the common ancestor of all snakes was actually venomous lizard, which meansth at actually, according to this research, anyway, in terms of the snakes’ ancestry, there is no such thing as a non-venomous snake, not even colubrids. What separates colubrids from other snakes we have been classifying is venomous, is not the lack of venom, but the lack of an effective way to deliver the venom into its prey. In mostvenomous snakes, like vipers and cobras, the venom is used to catch and inmoblize the prey; but in colubrids, venom drips onto the prey only after the prey is in the snake’s mou th. So for colubrids, the venom must serve some other purpose, maybe linked to digesting prey. As the different families of venomous snakes evolved, the teeth moved forward, becoming larger, and the venom becoming stronger, so the evolution of the obvious venomous snakes, like cobras and vipers, is about the evolution of an efficient delivery system, not so much the evolution of the venom itself.So, if there are no truly non-venomous snakes, were the so-called non-venomous snakes, like constrictors and pythons, were they venomous at some point in their evolution? Well, that’s not clear at this point. Constrictors have evolved to kill their prey by crushing, but perhaps they once were venomous, and then at some point their venom-producing apparatus4 wasn’t needed anymore, so it gradually disappeared. There’s one species of snake, the brown tree snake, that uses both constriction and venom, depending on its prey. So, well, it is possible.So, we have these new concepts of snakes’ evolution and a new DNA data base, all these information on the genetic makeup of snake venom. And what we have learned from this has led researchers to believe that venom proteins may have some exciting applications in the field of medical research. You see, venom alters biological functions in the same way certain drugs do, and the big benefit of drugs made from snakes venom would be that they target only certain cells, so maybe that’ll create fewer side effects. Now, it sounds far-fetched5, venom is the basis for human drugs. So far, only one protein has been targeted for study as a potential drug, but who knows, maybe someday.TPO21 Lecture 4 Art History(Alice Neel)Narrator Listen to part of a lecture in an Art History class.ProfessorAll right, so today we are moving on to Alice Neel, N-E-E-L. Um... Alice Neel painted portraits, she was born in Pennsylvania, and she lived from 1900 to 1984. And I guess you might say, she experienced difficulties as an artist. She was in her 70s, before she had her first major solo exhibition. Um, and this is due at least in part to eh... or... because of photography. After photography became regarded as an art form, portrait painting became less prestigious6, less respected as an art form. And, well, art photography kind of took its place, so you can imagine that a portrait artist, would have had a hard time finding acceptance.Eh, but the real reason I want to look at Neel, is that I really find her style ... eh, she had interesting ways of portraying people. She combined some elements ofrea lism. What’s realism, Alison?Student It’s like painting something exactly how it is, so an artist would try to make it as accurate, um... and objective as possible. Painting stuff just how it appears on the surface.Professor Ok, good. So Neel combined realism with, well, actually, with expressionism. And that is? We, we just covered this.Student Um... It’s into emotion, like artists are trying to, well, express themselves through the painting, right?ProfessorYep. The artist is depicting subjective emotions, showing the inner reality as interpreted by the artist rather than the outward form. So the image itself might be distorted or exaggerated in some way. The expression overrides7 objective representation. Ok, so, Alice Neel combined these two styles ... Yes?Student Em... How is that even possible? How can your portray something exactly as it is and at the same time distort it with emotions? I don’t get it.ProfessorAll right, good question. It is actually a good lead-in8 to some of the techniques that Neel used, that she employed to bridge that contradiction. In a minute, I’ll show you some of her portraits, and I’ll want you to notice a few things about them.First, Neel’s use of bold color. All right? You’ll see she uses color to conveyemt ion and feeling, like the subjects’ clothing for instance, it appears brighter than it really is. And the subjects, the people being portrayed, Neel paid special attention to faces. The way she paints the eyes and how the faces are portrayed, these are quite realistic, like the realists’ work. But another thing Neel did was use elongated, sort of stretchy figures.Student But didn’t a lot of expressionist painters do that? So really your are saying that Neel’s techniques were similar to what other artists were doing. What was it that she did, that was like all her own?Professor Ok, well, I think it has to do partly with the way she combined these techniques. So, for example, those realistic faces and eyes, but bright, distorted figures. It is a mix. You’l l see that her portraits do reflect reality, the people that were actually sitting there. Realism was important in the sense that she wanted to show people as they really were, much like a photographer would. But Neel wasn’t satisfied with photo-like realism, she went beyond that. And this is where expressionism comes in.She believed in capturing the whole person, not just what was on the surface, that’s where the expressionists’ distortion is important, in an attempt to reveal the subjects’ character or personality.But Neel’s paintings are distinctive for her time in part because they are portraits. Remember I said that photography and art photography had largely taken the place of portraiture, to the extent that some critics had declared the genre of portraiture to be dead. But Neel felt that painting should reflect reality, a real realist’s stance9 you could say. And to her, individuals, people best reflect the reality of their time, of the age that they lived in, so she painted portraits. And if you look at her work, we are talking in the vicinity of10 three thousand paintings. If your looked at them, it is like this gallery of the whole century, an enomous range of subjects: families, women, children, artists, people in poverty--these paintings really span class, age and gender. It is like she transformed the genre, it is not just formal depictions of presidents and ancestors any more.But keep in mind that she was doing this when abstract art dominated the art scene. Representations of people weren’t fashionable in the art world. And it wasn’t until fairly late in the century that critics recognized the power of what she did.。

托福听力tpo46 section1 对话讲座原文+题目+答案+译文

托福听力tpo46section1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 (12)原文 (12)题目 (15)答案 (17)译文 (17)Conversation1原文NARRATOR:Listen to a conversation between a student and an employee in the student housing office.MALE 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 aboutwhere I want to live next year.FEMALE EMPLOYEE:Good idea.As a second-year,you'll have more freedom to choose a place that suits your needs.MALE 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,uh—not quite sure of terminology]common interest houses on campus…?FEMALE EMPLOYEE:Yes,we have a language house,a life science house,a music house—MALE 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.FEMALE 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.MALE STUDENT:But…isn't that everyone?FEMALE 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 going to be someone playing something—an instrument,the radio…even at odd times.You're pretty much always going to hear music there.That might bother some people.MALE STUDENT:Doesn't bother me.And I'd love to have a place to practice my saxophone without worrying about disturbing people.FEMALE EMPLOYEE:Well,it does sound like it might be a good fit for you.And the house also functions as a social club.MALE STUDENT:I know they do activities,but I don't know much beyond that…FEMALE EMPLOYEE:Well,for example,every month I think it is,there’s an informal concert…any house resident can perform.And remember the big jazz festival at University Park last month?MALE STUDENT:Of course!It was amazing—the music was great!Um,I-I didn't connect it to the music house.FEMALE 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.MALE STUDENT:So,how do I…uh,what's the process for getting a room there?FEMALE EMPLOYEE:You need to fill out an application form and send it to the house director.The form's on the housing department's Web site.But don't get your hopes up too high—they can only accept about thirty percent of the students who apply.MALE STUDENT:Oh wow,I had no idea…FEMALE 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题目1.Why does the student go to see the woman?A.To ask about events that the music house sponsorsB.To find out which of the common interest houses have rooms availableC.To find out if it would be possible for him to live in the music houseD.To check on the status of his application to move into the music house2.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.3.What does the woman imply when she mentions the jazz festival?A.It was free for residents of the music house.B.It was held at the music house.C.Music house residents were encouraged to perform at it.D.Music house residents were involved in organizing it.4.Why does the woman mention the acceptance rate of applicants for the music house?A.To warn the student that his application might not be approvedB.To suggest that the music house is not a popular place to liveC.To convince the student that his chances are better if he applies in personD.To emphasize the importance of turning in the application form early5.What information does the student need to include in his application?[Click on2 answers]A.Some ways he might contribute to the music house communityrmation about his experience as a musicianC.Reasons why he wants to live in the music houseD.A recommendation from a current resident of the music house答案C AD A AC译文旁白：听一段一个学生和一个工作人员在学生住宿办公室的对话。

托福听力原文

托福听力原文Conversation 1:Passage 1Man: Hi. Are you Paula?$ Woman: Jim?$ Man: Hi. Nice to meet you.$ Woman: Glad to meet you.$ Man: So, you need some tutoring in English?$ Woman: Yeah. I'm taking English composition, and I'm not doing very well on my essays.$ Man: Right. Um, well, first let's see if we can figure out a time to meet . . . that we're both free.$ Woman: Okay.$ Man: How about Mondays? Maybe in the morning? I don't have any classes until eleven on Mondays.$ Woman: That would work, but I was hoping we could, you know, meet more than once a week.$ Man: Oh. Well, Tuesdays are out. I've got classes and, uh, I work at the library part time on Tuesdays and Thursdays. Bu t I could get together on Wednesdays.$ Woman: In the morning?$ Man: Probably nine-thirty would be best. That way we'd have an hour to work before I'd have to get ready for my eleven o'clock.$ Woman: So that would be two hours a week then?$ Man: I could do that.$ Woman: Oh, but, would that be extra? You know, 2. would I need to pay you for the extra session连续授课时间?$ Man: No. Um, just so you meet me here at the LearningCenter, and we both sign in, then I'll get paid. Tutoring is free, to you, I mean. The school pays me. But we both have to show up.3 If you don't show up and sign in for a session, then I don't get paid. So . . .$ Woman: Oh, don't worry about that. I really need the help.I won't miss any sessions unless I'm sick or something.$ Man: Okay then. So you want me to help you with your essays?$ Woman: Right. I could bring you some that have, you know, comments on them. I'm getting C's and . . .$ Man: Well, that's not too bad. Once I see some of your writing, we should be able to pull that up （名次提前）to a B.$ Woman: You think so?$ Man: Sure. But I need to explain something. Some of my students in the past . . . they expected me to write their essays for them. But that's not what a tutor is supposed to do.4. My job is to help you be a better writer.$ Woman: Oh, I understand that. But you'll read my essays, right?$ Man: Oh yeah. No problem. We'll read them together, and I'll makesuggestions.$ Woman: Great. I think part of the problem is I just don't understand the teacher's comments. $ Maybe you can help me figure them out.$ Man: Sure. Who's the teacher?$ Woman: Simpson.$ Man: 5. No problem. I've tutored a couple of her students, so I know more or less where she's coming from. Okay, then. I guess we'll meet here on Monday.$ Woman: I'll be here. Nine-thirty you said.$ Man: Just sign in when you get here.Passage 2Professor:6. Okay, today we’re going to discuss the four major types of drainage patterns(排水系统).7. I trust you’ve already read the chapter so you’ll recall that a drainage pat tern is the arrangement of channels that carry water in an area. And these patterns can be very distinctive since they’re determined by the climate, the topography(地形学,地形测量学), and the composition of the rock that underlies the formations. So, consequently, we can see that a drainage pattern is really a good visual summary of the characteristics of a particular region, both geologically and climactically. In other words, when we look at drainage patterns, wecan draw conclusions about the structural formation and relief of the land as well as the climate.Now all drainage systems are composed of an interconnected network of streams, and, when we view them together, they form distinctive patterns. Although there are at least seven identifiable kinds of drainage patterns, for our purposes, we’re going to limit our study to the four major types. Probably the most familiar pat te rn is the dendritic (树枝状的) drainage pattern.8. This is a stream that looks like the branches of a tree. Here’s an example of a dendritic pattern. As you can see, it’s similar to many systems in nature. In addition to the structure of a tree, it also resembles the human circulation system. This is a very efficient drainage system because the overall length of any one branch is fairly short, and there are many branches, so thatallows the water to flow quickly and efficiently from the source or sources.$ O kay, let’s look at the next example.$ This drainage pattern is referred to as a radial(辐射状的) pattern. Notice how the streams flow from a central point. This is usually a high mountain, or a volcano. 9. It kind of looks like the spokes(辐条；) that radiate out from the hub(中心) of a wheel. When we see a radial pattern, we know that the area has experienced uplift and that the direction of the drainage is down the slopes of a relatively isolated centralpoint.$ Going back to the dendritic for a moment. The pattern is determined by the direction of the slope of the land, but it, uh, the streams flow in more or less the same direction, and . . . so it’s unlike the radial that had multiple directions of flow from the highest point.$ Now this pattern is very different from either the dendritic or the radial. $ This is called a rectangular (长方形的; 矩形的) pattern, and I think you can see why. Just look at all of those right-angle (直角) turns. The rectangle pattern is typical of a landscape that’s been formed by fractured joints and faults. And because this broken rock is eroded more easily than unbroken rock, stream beds are carved along the jointed bedrock.10 Finally we have the trellis (格架) pattern. And here in this example, you can see quite clearly how the tributaries (支流的)of an almost parallel structure drain into valleys and . . . and form the appearance of a garden trellis. This pattern forms in areas where there are alternating bands of variable resistance, and by that I mean that the bands of rock that are very strong and resistant to erosion alternate with bands of rock that are weakand easily eroded. This often happens when a horizontal(水平的), plain folds and outcroppings (出露地表) appear.$ So, as I said, as a whole, these patterns are dictated by the structure and relief of the land.$ The kinds of rocks on which the streams are developed, the structuralpattern of the folds(褶层), uh, faults, and . . . uplift will usually determine a drainage system. However, I should also mention that drainage patterns can occasionally appear to be, well, out of sync with the landscape. And this can happen when a stream flows over older structures that have been uncovered by erosion or . . . or when a stream keeps its original drainage system when rocks are uplifted. So when that happens, the pattern appears to be c ontrary to the expected course of the stream. 11. But I’m interested in your understanding the basic drainage systems. So I don’t plan to trick you with test questions about exceptional patterns, but I expect you to know that exceptions to the patterns can occur when geological events influence them.Passage 3Professor:$ Drawing is a very basic a rt form. It’s appealing because it can be used to make a very quick record of the ideas that an artist may be envisioning(imaginative), so, a drawing can serve as a visual aid for the artist to remember a certain moment of inspiration and maybe use it for a more detailed work later on. Okay, usually such sketches allow the artist to visualize the proportions and the shapes without much attention to details so these images can be used by painters, architects, sculptors—any artist really. And large renderings, sketches of parts of the whole . . . thesecan be helpful in the creative process when a . . . a huge image might be more difficult to conceive of in its entirety. Or, a sketch of just one face in a crowd can allow the artist to . . . focus on creating just that part of the image.So, in many artists’ studios, countless drawings are strewn about as the final painting or sculpture takes form. And this gives us insight into the creative process, as well the opportunity to see changes from the images at the beginning in the images of the finished work. It’s rare, in fact, for an artist to use permanent materials to begin a piece of art. And some painters, for example, even sketch onto the surface of the canvas before applying the pigments. 13. 14. Now, architects are especially prone to（be likely to）sketches because, of course, their buildings are so large that an image in smaller scale is necessary to the imagination and implementation of such projects. So, uh, these studies become the basis for future works. And again, this is very interesting as a record of the creative process. Okay so far? 1412. Okay, drawing has several other functions besides as a temporary reference. For centuries, artists have used drawing as a traditional method of education. By copying the great works, especially of the Old Masters, aspiring artists could learn a lot about proportion, how to capture light and shadow and . . . and so forth. In fact, some artists who later achieve recognition, still continue to use this practice to hone their skills or . . . or simply to pay homage to another artist, as is often the case whena work of art originally created in another medium like a sculpture . . . when it’s recreated in the form of a drawing. Many examples of drawings of Michelangelo’s sculptures were re-created by well-known artists. One that comes to mind is the Study of Michelangelo’s Bound Slave by Edgar Degas. Theoriginal by Michelangelo was a marble sculpture that was, oh, about seven feet in height, but the small drawing was made in a sketchpad. In any case, the study is also considered a masterpiece, on a small scale, of course.12. So . . . what additional purposes m ight be served by the medium of drawing?Well, let’s remember that photography is a relatively new art form, so prior to the use of photographs to record historical events, a quick drawing by an artist was about the only way to preserve a real-time visual account of an important moment. Although a more permanent visual impression might be rendered later, it would be based on memory and not on the artist’s actual observation. 15. Probably the most often cited example of a sketch t hat preserved a n historical record would be the small drawing of Marie Antoinette(玛丽安彤奈特) as she was taken to the guillotine(断头台) in a cart through the streets of Paris. Jacques-Louis David sketched this famous drawing on a piece of paper about the size of the palm of his hand. And the artist, the artist reporter, is still important even in modern times, when photography isn’t possible, for e xample, when judges won’t permit cameras in the courtroom.17. Ok ay, to review, we’ve talked abou t three functions for drawing—as a visual aid for the artist to complete a future work, as a method of educ ation f or aspiring artists or eve n practiced artists, and as a way to report an event. But the sketchbook has . . . other possibilities. $ Sometimes a drawing is the final execution of the art. Picasso produced hundreds of drawings in, well, every conceivable medium, but especially in pencil and crayon. I find it very interesting that Picasso did so much of this kind of work . . . drawing, I mean, in his last years. Some critics have argued thathe was just laughing at the art world, which was willing to pay outrageous sums for anything with his name on it, and clearly, a drawing can be executed in a short period of time. But others, other critics, 16. they feel as I do that Pi casso was drawing because it was so basic, and because it was so spontaneous and so much fun. And also, think about how difficult it really is to produce a quick drawing with a few lines and, uh, no opportunity to . . . to recreate the original, either by painting it out or remodeling the clay or changing the building materials, or . . . or any of the other methods for revision of a finished artistic work that artists have at their disposal. So, what I’m saying is that drawing when it’s elevated to a finished piece, it must be done with confidence and it must show a high degree of creativity and mastery of the art form. In a way, it harkens back to the beginnings of art itself, when some unknown artist must have stuck a finger in the earth to draw animage or . . . maybe he picked up a stone and made a drawing on the wall of a cave.Okay, so, as a first assignment, I want you to make a couple of sketches yourself. I’m not going to grade them. This isn’t a studio art class. I just want you to use a few basic strokes to capture an image. You can do the first one in pencil, crayon, ink, chalk, or even charcoal . . . whatever you like. Then, I want you to sketch the same image in a different medium. So, if you do a face in pencil, I want you to do the same face but in chalk or crayon. Bring them to class next week and we’ll continue our discussion of drawing, but we’ll talk more about the ma terials artists use to produce drawings, and, uh, we’ll refer to your sketches as examples.Passage 4Student: Thanks for seeing me, Professor Williams.Professor: Glad to, Alice. What do you have on your mind?Student:18. Well, I got a little mixed up when I started to go over my notes from the last class, so I had a few questions.Professor: Shoot.Student: Okay. I understand the three basic sources of personnel for multinational companies.That’s fairly self-explanatory.Professor: Host country, home country, and third country.Student: Right. But then you started talking about staffing patterns that . . . let me see . . . okay . . 19.. you said, “staffing pa tterns may vary depending on the length of time that t he multinational company has been operating,” and you gave some examples, but I got confused and now I can’t read my notes.Professor: Okay. Well, one pattern is to rely on home country managers to staff the key positions when the company opens, but gradually moving more host country nationals into upper management as the company grows.Student: So, for example, if a French company opened a factory in Canada, then French management would gradually replace themselves with Canadian managers. Is that what you mean?Professor: Right. I think I used that very example in class. So do you want to try to explain the second pattern to me?Student: Sure. 20.I think it’s the one where home country nationals are put in charge of the company if it’s located in a developed country, but in a developing country, t hen home country nationals manage the company sort of indefinitely.Professor: Right again. 20. And an example of that wouldbe . . . Student: . . . maybe using German management for a Swiss company in Germany, but, uh, they might send Swiss management to provideleadership for a Swiss company in . . . in . . .Professor: How about Zimbabwe?Student: This is one of the confusing parts.Zimbabwe has a very old and highly developed culture, so…Professor: . . . but it’s still defined as a developing country because of the economic base—which is being developed now.Student: Oh, okay.21. I guess that makes sense. Then the example of the American company with British management . . . when the company is in India . . . tha t would be a third-country pattern. Professor: Yes. In fact, this pattern is fairly prevalent among multinational companies in the United States.Many Scottish or English ma nagers have been hired for top management positions at United States subsidiaries in the former British colonies-India, Jamaica, the West Indies, some parts of Africa . . .Student: Okay. So I’ve got all the examples right now.$ Professor: Anything else?$ Student: Just one thing. There were some typical patterns for certain countries.$ Professor: Like the last example.$ Student: No. This came later in the lecture. Something about Japan and Europe.$ Professor: Oh. Right. I probably said that both Japanese multinationalcompanies and European companies tend to assign senior-level home country managers to 22. overseas locations for their entire careers, whereas multinational companies in the UnitedStates view overseas assignments as temporary, so they may actually find themselves reporting to a senior-level manager from the host country who has more experience.$ Student: So, for example, a Japanese company in the United States would most probably have senior-level Japanese managers with mid-level managers maybe from the United States. But in Japan, the senior-level Japanese managers at an American company would probably have mid-level American managers reporting to them?$ Professor: Well, generalities are always a little tricky, but for the most part, that would be a typical scenario. Because living as a permanent expatriate is a career move in Japan, but a temporary strategy in the United States.$ Student: Okay. That’s interesting.$ Professor: And important for you to know as a business major with an interest in international business.$ You’re still on that track, aren’t you?$ Student: I sure am. But, you know, I wasn’t thinking in terms of living abroad for my entire career.$ That really is a huge commitment, and something to ask about going in.Anyway, like you say, most American companies view overseas assignments as temporary. That’s more what I have in mind, for m yself, I mean.Passage 5 astronomy 天文学Professor:$ Okay, let’s get started. Um, as you know today I promised to take you on a walk through the sola r system, so let’s start here with the central object of our solar system—the Sun. As you can see, the Sun is about five inches in diameter an d that’sabout the size of a large grapefruit（柚子）, which is exactly what I’ve used to represent it here in our model. So, I’m going to take two steps and that will bring me to the planet closest to the Sun. That would be Mercury（水星）. Two more steps to Venus （金星）. And one step from Venus to Earth. Let’s continue walking three steps from Earth to Mars（火星）. And that’s as far as I can go here in the classroom, but we can visualize the rest of the journey.24. Don’t bother writing this down. Just stay with me on this. So, to go from Mars to Jupiter（木星）, we’d have to walk a little over half the length of a football field, so that would put us about at the library here on campus, and then to get from Jupiter to Saturn（土星）, we’d have to walk another 75 yards, so by then we’d be at Harmon Hall. From Saturn to Uranus（天王星）, we’d have to walk again as far as we’d gone in our journey from the Sun to Saturn, and so we’d probably be at the Student Union. From Uranus to Neptune（海王星）we’d have to walk the same distance again, which would take us all the way to the graduate dormitory towers. From Neptune to Pluto （冥王星）, another 125 yards. So, we’d en d up about one third of a mile from this classroom at the entrance to the campus.$ Okay. That’s interesting, but now I want you to think about the orbits of the planets in those locations. Clearly, the first four planets could orbit fairly comfortably in this room, but to include the others, we’d have to occupy an area of more than six-tenths of a mile, which is all the way from College Avenue to Campus Drive. Remember that for this scale, the Sun is five inches, and most of the planets are smaller than the lead on a sharpened pencil. Okay, with that in mind, I want you to think about space. Sure, there are some moons around a few planets, and ascattering of asteroids and comets, but really, there isn’t a lot out there in such a vast area. It’s, well, it’s pretty empty. And that’s what I really want to demonstrate with this exercise.Now, it would really be even more impressive if you could actually make that walk, and actually you can, if you visit Washington, D.C., where a scale model is set up on the National Mall, starting at the National Air and Space Museum and ending up at the Arts and Industries Museum. I did that a couple of years ago, and it was, well amazing. Even though Iknew the distances intellectually, there’s nothing like the experience. Has anybody else done that walk?$ Student 1:$ I have. And you’re right. It’s an eye-opener. It took me about twenty minutes to go from the Sun to Pluto because I stopped to read the information at each planet, but when I made the return trip, it was about ten minutes.$ Professor: Did you take pictures?$ Student 1: I didn’t. But, you know, I don’t think it would ha ve captured it anyway.25. Professor:$ I think you’re right. What impressed me about doing it was to see what was not there. I mean, how much space was between the bodies in the solar system. And a photograph wouldn’t have shown that.So back to our model. Here’s another tho ught for you. The scale for our model is 1 to 10 billion. Now, let’s suppose that we want to go to the nearest star system, the neighbor to our solar system. That would be the Alpha Centauri system, which is a little less than four and a half light years a way. Okay. Let’s walk it on our model. Here we are on the East Coast of the United States.So if we want to make it all the way to Alpha Centauri, we have to hike all the way to the West Coast, roughly a distance of 2,700 miles. And that’s just the closest one.$ To make a model of the Milky Way Galaxy would require a completely different scale because . . . because the surface of the Earth wouldn’t be large enough to accommodate a model at the scale of 1 to 10 billion. Now, let’s stop here for a minute because I just want to be sure that we’re all together on the terms solar system and galaxy. 26. Remember that our solar system is a single star, the Sun, with various bodies orbiting around it—nine planets and their moons, and asteroids, comets, meteors. But the galaxy has a lot of star systems—probably 100 billion of them.Okay? This is important because you can be off by almost 100 billion if you get confused by these terms. Not a good idea. Okay, then, even if we could figure out a different scale that would let us make a model of the Milky Way Galaxy, even then, it would be challenging to make 100 billion stars, which is what you’d have to do to complete the model. How many would that be exactly? Well, just try to count all the grains of sand on all the beaches on Earth. That would be about 100 billion. But of course, you couldn’t even count them in your lifetime, could you? I f you’d started counting in 1000 B.C.E. you’d be finishing just about now, with the counting, I mean. But of course, that assumes tha t you wouldn’t sleep or take any breaks.27. So, what am I hoping for from this lecture? What do you think I want you to remember?$ Student 2: Well, for one thing, the e normous distances . . .$ Student 3: . . . and the vast emptiness in space.$ Professor:$ That’s good. I hope that you’ll also begin to appreciatethe fact that the Earth isn’t the center of the universe.$ Our planet, although it’s very beautiful and unique, it’s still just one planet, orbiting around just one star in just one galaxy.Passage 6Professor:$ Okay, we know from our earlier study of Freud that29. defense mechanisms protect us from bringing painful thoughts o r feelings to the surface of our consciousness. We do this because our minds simply can’t tolerate these thoughts. So, defense mechanisms help us to express these painful thoughts or feelings in another way, while we repress the real problem. The function of defense mechanisms is to keep from being overwhelmed. Of course, the avoidance of problems can result in additional emotional issue s. And there’s a huge distinction between repression and suppression. Anybody want to explain the difference? $ Student 1:$ I’ll try it. 30. I think repression is an unconscious response to serious events or images but suppression is more conscious and deals with something unpleasant but not usually, well, terrible experiences.$ Professor:$ I couldn’t have said it better. Now remember that the thoughts or feelings that we’re trying to repress may include, just to mention a few, anger, depression, competition, uh . . . fear, envy, hate, and so on.$ For instance, let’s suppose that you’re very angry with your professor.31. N ot me, of cou rse. I’m referring to another professor. So, you’re very angry because he’s treated you unfairly insome way that . . . that could cause you to lose your scholarship. Maybe he failed you on an examination that didn’t really cover the material that he’d gone over in class, and an F grade in the course is going to be unacceptable to your sponsors. So, this wou ld be very painful, as I’m sure you’d agree. And I’d say it would qualify as a serious event.$ So let’s take a look a t several different types of defense mechanisms that you might employ to repress the feelings of disappointment, rage perhaps, and . . . a nd even violence that you’d feel toward the professor. Most of them are named so the mechanism is fairly obvious and one of the most common mechanisms is denial, which is . . .$ Student 2: If I want to deny something, I’ll just say I’m not angry with the professor.$ Professor:$ Exactly. You may even extend the denial to include the sponsors, and you could tell your friends that they’d never revoke your scholarship. And。

托福听力tpo67section1 对话讲座原文+题目+答案+译文

托福听力tpo67section1对话讲座原文+题目+答案+译文Conversation1 (2)原文 (2)题目 (4)答案 (6)译文 (6)Lecture1 (8)原文 (8)题目 (10)答案 (12)译文 (13)Lecture2 (14)原文 (14)题目 (16)答案 (18)译文 (19)Conversation1原文Student:Hi.I know it's Friday afternoon and all,but this is kind of an emergency.Supervisor:Oh,what kind of emergency?Exactly?Student:Well,I mean,there's no danger or anything.It's like a personal emergency. It's about my apartment.Supervisor:Well,I really only deal with dormitories.The apartment facilities, supervisors,offices,next door room,208ask for Jim.Student:I just came from there.They sent me to you.It's a problem with my stove.Supervisor:And they sent you here.All right.Now,what's the problem?Student:My stove isn't working at all.It won't even turn on.Supervisor:It's electric?Student:Yes.Supervisor:Okay,our electrician is out today,his daughter is getting married tomorrow.So realistically he probably won't get to it until Monday afternoon. Perhaps Tuesday.Student:Really,we have to go without a stove for a whole weekend,possibly more?Supervisor:Yes,as you pointed out,this is not a dire emergency,so it's going to be handled under the normal maintenance schedule,which is Monday through Friday. And I know for a fact that Monday is already pretty tight,the electrician will have a lot to catch up on.So when I say possibly Tuesday,I'm just trying to be realistic.Student:But I really rely on that stove.I don't have any kind of on campus dining arrangement or contract.Supervisor:Well,I understand,but…Student:And it's not even the whole problem.I'm expecting a bunch of people to show up tomorrow night.I'm going to be hosting a meeting of the editorial staff of the school paper.And a dinner was scheduled.Supervisor:Now I see which you meant by a personal emergency,but all I can really do is put in a work request.I'm sorry.Student:I just got finished shopping for all the food for the meeting.Ah.I guess,I'll just have to call it off.Supervisor:Why would you cancel the meeting?Student:Well,I mean,I could do it next week.Supervisor:Couldn't you like use a neighbour or something?Student:I don't think so.I mean,the only neighbors I really know,well enough to ask the guys next door,if you saw the state of that kitchen,you'd understand.I'm not sure I could find the stove under all the mess.Supervisor:I see.Well,we could try to set you up in one of our conference rooms in the Johnson building.Student:Really?I thought that student groups couldn't book the rooms in Johnson.Supervisor:Well,normally they can't.However,given your situation,I can try to put in a word with some people and see if we can make an exception here.There is also a full kitchen in the Johnson building,so you'd be covered there.Student:Okay.Yes.That definitely would work.Um.Do you have any idea when you know if you can make this happen or not?Because I'll need to let people know.Supervisor:Yeah,I understand people need to know what's going on.Um.Let me get back to you in an hour or so on this.Can you leave me your phone number?Student:Sure.Thanks.题目1.Why does the woman go to see the facilities supervisor?A.To find out where there is a stove that she can useB.To complain about her treatment in another facilities officeC.To ask if a meeting can be moved to another locationD.To schedule repairs for a broken appliance2.Why does the woman believe that her problem is a serious one?[Click on2 answers.]A.She does not have an on-campus option for meals.B.She is concerned that the stove could be dangerous.C.She knows that other students have had similar problems.D.She was relying on using the stove for an upcoming event.3.What will the woman probably do next?A.Request an emergency repair for her stoveB.Prepare a meal that does not need to be cookedC.Move her event to a different locationD.Reschedule her event to the following week4.What does the woman imply about her next-door neighbors?A.Their kitchen is too dirty for her to use.B.Their stove is not functioning properly.C.They do not let other people use their stove.D.They will be using their kitchen this weekend.5.What can be inferred about the supervisor when he says this:Student:I just got finished shopping for all the food for the meeting.Ah.I guess,I'll just have to call it off.Supervisor:Why would you cancel the meeting?Student:Well,I mean,I could do it next week.A.He feels sorry for the woman.B.He believes that the woman's plan of action is not necessary.C.He wants to know the reason for the woman's decision.D.He wants the woman to confirm her plan.答案D AD C A B译文1.学生：嗨。

托福TPO12听力原文

TPO 12 听力原文Conversation 1NarratorListen to a conversation between a student and a professor.StudentSo Professor Tibets, your notes said that you want to see me about myheavy-weight paper. I have to say that grade wasn’t what I was expecting. Itho ught I’d done a pretty good job.ProfessorOh, you did. But do you really want to settle for pretty good when you can do something very good?StudentYou think it can be very good?ProfessorAbsolutely!StudentWould that mean you’d…I could get a bette r grade?ProfessorOh, sorry! It’s not for your grade. It's…I think you could learn a lot by revising it. StudentYou mean, rewrite the whole thing? I really swamped. There’re deadlines wherever I turn and… and I don’t really know how much time I could g ive it. ProfessorWell, it is a busy time, with spring break coming up next week. It’s your call.But I think with all a little extra effort, you could really turn this into a fine essay. StudentNo… yeah…I mean, after I read your comments, I...I can s ee how it tries to do too much.ProfessorYeah. It’s just too ambitious for the scope of the assignment.StudentSo I should cut out the historical part?ProfessorYes. I would just stick to the topic. Anything unrelated to the use of nature EMITRY has no place in the paper. All that tangential material just distracted from the main argument.StudentYeah, I never know how much to include. You know…where to draw the line?ProfessorTell me about it! All writers struggled without one. But it’s something you can learn. That will become more clear with practice. But I think if you just cut out the…emm…StudentThe stuff about history, but if I cut out those sections, won’t it be too short?ProfessorWell, better a short well-structured paper than a long paper thatpoorly-structured and wanders off topic.StudentSo all I have to do is to leave those sections?ProfessorWell, not so fast. After you cut out those sections, you’ll have to go back and revise the rest, to see how it all fits together. And of course, you’ll have to revise the introduction too, to accurately describe what you do in the body ofthe paper. But that shouldn’t be too difficult. Just remember to keep the discussion focused. Do you think you can get it to me by noon tomorrow?StudentWow…emm…I have so much…er…but I’ll try.ProfessorOK, good! Do try! But if you can’t, well, sure for after spring break, OK?TPO12 Lecture 1 BiologyNarratorListen to part of a lecture in a Biology Class.ProfessorAs we learn more about the DNA in human cells and how it controls the growth and development of cells, then maybe we can explain a very important observation, that when we try to grow most human cells in libratory, they seem programmed to divide only a certain number of times before they die. Now this differs with the type of cell. Some cells, like nerve cells, only divide seven to nine times in their total life. Others, like skin cells, will divide many, many more times. But finally the cells stop renewing themselves and they die. And in the cells of the human body itself, in the cells of every organ, of almost every type of tissues in the body, the same thing will happen eventually.OK, you know that all of persons’ genetic information is contained on very long pieces of DNA called Chro mosomes. 46 of them are in the human cells that’s23 pairs of these Chromosomes are of very lengths and sizes. Now if you look at this rough drawing of one of them, one Chromosome is about to divide into two. You see that it sort of looks like, well actual ly it’s much more complex than this but it reminds us a couple of springs linked together to coil up pieces of DNA. And if you stretch them out you will find they contain certain genes, certain sequences of DNA that help to determine how the cells of the body will develop. When researchers look really carefully at the DNA in Chromosomesthough, they were amazed, we all were, to find that only a fraction of it, maybe 20-30%, converts into meaningful genetic information. It’s incredible; at least it was to me. But if you took away all the DNA that codes for genes, you still have maybe 70% of the DNA left over. That’s the so-called JUNK DNA. Though the word junk is used sort of townies cheek.The assumption is that even these DNA doesn’t make up any of the g enes it must serve some other purpose. Anyway, if we examine these ends of these coils of DNA, we will find a sequence of DNA at each end of every human Chromosome, called a telomere. Now a telomere is a highly repetitious and genetically meaningless sequence of DNA, what we were calling JUNK DNA. But it does have any important purpose; it is sort of like the plastic tip on each end of shoelace. It means not help you tie your shoe but that little plastic tip keeps the rest of the shoelace, the shoe string from unraveling into weak and useless threads. Well, the telomere at the end of Chromosomes seems to do about the same thing--- protect the genes the genetically functional parts of the。

1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。

0401W: Hey Steve, got any plans for tonight?M: Hi, Jane. No, I don't think so. Why? Got any suggestions?W: In fact, I do. I just got two tickets to the opening of the exhibit of the reprints by Julia Margaret Cameron. I would have tomention it earlier, but I was on the waiting list for these tickets and I wasn't sure I'd even get them.M: An exhibit, huh? I like such things. But I don't know who Julia……W: Margaret Cameron! She was a photographer in the 1800s. She is interesting to art-historians in general and students ofphotography in particular because she ... how should I say, change the aesthetics for photography.M: What do you mean?W: Well, her specialty was portraits and instead of just making a factual record of details like most photographers did, you know, justcapturing what a person look like in a dispassionate thought of way. She, like a portrait painter, was interested in capturing hersubject's personality. M: Interesting! How did she do that?W: She invented a number of techniques that affect the picture. Like one of these things she did was blur images slightly by using asoft focus on the subject. That's pretty common now.M: Yeah, seen that. Who did she photograph?W: Famous people of her day, Alfred Lord Tennyson, Henry Wadsworth Longfellow, Charles Darwin, I don't know who else. We'll seeat the exhibition.M: You really pick my curiosity. I am going to enjoy this.31. What is the conversation mainly about? (A) A famous photographer32. What did Julia Margaret Cameron emphasize in her portraits? (C) Her subject's personality33. According to the conversation, what unique photographic technique did Margaret Cameron use? (D) Soft focus34. What will be the subject of the pictures at the exhibit? (C) Well-known peopleM: Do you want to the movies with on Saturday?W: Thanks, but I have to study my research project. I'm taking that same anthropology course you took with Prof. Grady.M: The one on ethnographic interviewing? Oh, good! I'm sure you'll get a lot out of it.W: I have to admit the word "ethnography"(人种学) scared me a little at first. It seems so technical. But then when she explained that it's what anthropologists do, you know, how they investigate and record aspects of a culture, I didn't seem so intimidating!M: Yeah, it's all part of the fields work anthropologists conduct and it's good to start doing that now before you become a graduatestudent and have to conduct large projects yourself. Who are you going to interview?W: You know the publishing office where I used to work? Vivian, the woman I worked for, she's been a manager there for over 30years and had seen a lot of changes in the industry. I thought I'd start out by interviewing her about how the people in the officeinteract with each other and with outside clients.M: Isn't it funny how we use the thing that anthropologists study to foreign cultures and had the travel halfway across the world to doit? The best part of that course is that it shows you that ethnographic research can also be done on a familiar ground.W: Yeah. I got the idea from my project from reading Robert Marshal's study of office life and Irealized I already had somebackground in that. So far, I'm really enjoying this course.35. What is the conversation mainly about? (B) An anthropology course the woman is taking36. What does the woman say about the subject of ethnography? (A) It is not as difficult as she had thought it would be.37. Why does the man think that the course will be a good one for the woman? (D) It will prepare her for future work in anthropology.38. Who is the first person the woman will interview? (C) Her former bossM: I'm going to pass this piece of amber around so you can see this spider trapped inside it. It's a good example of amber-inclusion,one of the inclusions that scientists are interested in these days. This particular piece is estimated to be about 20 million years old.Please be extremely careful not to drop it. Amber shatters as easily as glass. One thing I really like about amber is its beautiful goldencolor. Now, how does the spider get in there? Amber is really fossilized tree resin. Lots of chunks of amber contain insects like thisone or animal parts like feathers or even plants. Here is how it happens. The resin oozes out of the tree and the spider or leaf gets incased in it. Over millions and millions of years, the resin hardens and fossilizes into the semiprecious(次珍贵的、准宝石的) stone you see here. Ambers can be found in many different places around the world. But the oldest deposits are right here in the United States, inAppalachia(阿巴拉契亚). It's found in several other countries, too, though right now scientists are most interested in ambers coming from the Dominican Republic（多美尼加共和国）. Because it has a great many inclusions, something like one insect inclusion for every one hundred pieces. One possible explanation for this it that the climate is tropical and a greater variety of number of insectsthrive in tropics than in other places. What's really interesting is the scientists are now able to recover DNA from these fossils andstudy the genetic material for important clues to revolution.39. Why does the professor pass the amber around to the students? (B) So they can examine its contents40. When the professor mentor glass in the talk, what point is he trying to make about amber? (D) How easily amber can break41. What is amber derived from? (C) Tree resin42. Why is the Dominican Republic an important source of amber? (A) Its amber contains numerous fossils.43. What type of amber is probably the most valuable for genetic research? (C) Amber containing organic materialNow we've been talking about the revolutionary period in the United States history when the colonies wanted to separate fromEngland. I'd like to mention one point about the very famous episode from that period, a point I think is pretty relevant even today. I'msure you remember, from when you are children, the story of Paul Revere's famous horseback ride to the Massachusetts countryside.In that version, he single-headily alerted the people that "the British were coming". We have this image of us solitary rider galloping（飞驰的）along of the dark from one farm house to another. And of course the story emphasized the courage of one man, made him a hero in our history books, right? But, that rather romantic version of the story is not what actually happened that night. In fact, thatversion misses the most important point entirely. Paul Revere was only one of the many riders helping deliver the messages that night.Just one part of a pre-arrange plan, that was thought out well in advance in preparation for just such an emergency.I don't mean todiminish Revere's role though. He was actually an important organizer andpromoter of this group effort for freedom. His mid-nightrider didn't just go knocking on farm house doors. They also awaken the institutions of New England. They went from town to townand engage the town leaders, the military commanders and volunteer groups, even church leaders, people who would then continue tospread the word. My point is that Paul Revere and his political party understood, probably more clearly than later generations everhave, that political institutions are theirs a kind of medium for the will of people and also to both build on and support the individualaction. They knew the success requires careful planning and organization. The way they went about the work that night made a bigdifference in the history and this country.44. What does the story of Paul Revere usually emphasize? (C) The courage of one man45. What new information does the speaker provide about Paul Revere? (D) He was not the only messenger.46. What does the speaker imply is most significant about the ride of Paul Revere? . (A) It was well planned.Let me warn you against a mistake that historians of science often make. They sometimes assume that people in the past use thesame concepts we do. Here is a wonderful example that makes the use of history of mathematics some while ago. It concerns anancient Mesopotamian(美索不达米亚人) tablet that has some calculations on it using square numbers. The calculations look an awful one like the calculations of the link of the sides of triangle. So that's what many historians assume they were. But using squarenumbers to do this is a very sophisticated technique. If the Mesopotamians knew how to do it, as historians started thinking that theydid. Well, they learn math with incredibly advanced. Well, it turns out the idea of Mesopotamians use square numbers to calculatethe link of triangle's sides is probably wrong. Why? Because we discovered that Mesopotamians didn't know how to measure angles,which is a crucial element in the whole process of triangle calculations. Apparently the Mesopotamians had a number of other usesfor square numbers. These other uses were important but they were not used with triangles. And so these tablets in all likelihoodwere practice sheets, if you like, for doing simpler math exercises with square numbers. In all likelihood, it was the ancient Greekswho first calculate the link of triangle's sides using square numbers. And this was hundreds of years after the Mesopotamians.47. What is the main purpose of the talk? (C) To discuss a mistaken historical interpretation48. According to the professor, what did some historians mistakenly assumed about the Mesopotamians? (D) They calculated thelength of triangle sides.49. What was on the Mesopotamian tablet mentioned in the talk? (B) Calculations using square numbers50. What does the professor imply about the ancient Greeks? (D) They knew how to measure angles.0405A: What’s up Marcy? U seemed to be in a good moon today.B: I guess I am. It’s the new printer I just bought for my computer.A: Hey, that’s terrific.B: Thanks.A: It’s good I can charge it to my credit card though. if I’d had to come up with that much cash onthe sp ot, I just wouldn’t be able to afford it.B: U know, I’m doing a term paper on that for my economic seminar. I read that a lot people in the world would be able to supportthemselves and their families much better if they could start their own businesses. But usually the bank won’t lend them money they need to start it. Often, if u don’t have property or other assets, they won’t give u even the smallest loan.A: That doesn’t seem fair.B: Exactly. But now there’re something known as micro-credit. That’s what we call very small loans that enable people to go intobusiness for themselves. In Southern Asia micro-credit programs were set up to lend people that regular banks even wouldn’t look at.A: And the borrowers used the money？B: To buy tools and materials for producing cloth or food or whatever that they can sell to make a little money to feed their familiesand also start to pay back the loan, and then they can borrow a little more and make a little more profit. A nd…A: And the lenders get their money back?B: With interest. It’s been so successful that now micro-credit lending is spreading to other parts of the world too, even to NorthAmerica. That’s what my paper will be about.A: Say, do u need someone to type it for u? My rates are reasonable, and it’ll look really nice when I print it out.B: On your new printer? Hey, how could I say no.31. Why is the woman happy? B. She has a new printer for her computer.32. What is the conversation mainly about? B. A way to help people improve their economic conditions.33. Why does the man mention Southern Asia? D. Microcredit programs have been very successful there.34. What will the woman probably do? D. Type the man's term paper.A: I think I’ve finally decided what to write my paper about. It’s a new museum right near the Capitol building in Washington D.C.B: Really? I picked a museum too, a science museum up in Alberta, Canada. They look sort of like spaceship.A: Say I read about that. It was built about 20 years ago, I think by the same architect who designed the building I’m interested in.Douglas Cardinal.B: That’s him! But I can’t image Cardinal designing anything in the traditional classical style of the Capitol.A: Well this new structure has to fit in with the architecture of the Capitol, but its style is anything but traditional. I don’t mean that it’sone of those big glass boxes they call modern architecture though. Instead of rectangles and straight lines, this build has roundedfree form shapes and sweeping curves. It supposes to represent the natural forms like the Canyon cliffs in the western states, rockformations that were shaped by water and the wind.B: Sounds fantastic. But I wonder why that sort of style would be chosen for a building inWashington D.C.A: That’s easy. This place is called the National Museum of American Indian. And it’s devoted to exhibits of Native American cultures,including those of the west. And for Cardinal this is his own family heritage too. And in designing this museum he was careful torespect the various Native American values and traditions, like paying attentions to the directions of winds and the positionof thesun in different seasons of the year.B: Wow, an untraditional building, designed to show case some of north Americ an’s oldest traditions. Interesting!35.what is the discussing mainly about? B. The architectural design of a new museum.36.what do the two museums mentioned in the conversations have in common? A. Both were designed by the same architect.37.what did the architect designed the new building to look like? D. A natural landscape.38.what kinds of traditions are represented in Cardinal’s new building? B. Traditional values of Native Americans.Today let’s consider the neutrino(中微子) and the resolves of some experiments down in the 1995 at the Los Alamos national aboratory in New Mexico, which bear on the neutrino. These resolves suggest that this little particle does indeed have mass that tinybet to be sure but measurable by the very sensitive instruments of th at lab. The neutrino’s origin has a lways been an interesting case,though a case not unusual in the history of physics. As you know, ordinarily scientific observation precedes scientific theory. Oceantides were observed, ocean tides were explained; gravity is observed, gravity is explained. However, let’s consider what happened in the neutrino’s case. When the neutrino was proposed over sixty years ago, it was a convenient fiction. Scientists had not observed sucha particle nor even as a fact. So what let them to conceive of this imaginary object? They had been writing equations about neutrondecay in which the energy amounts on each side of their equations were unequal. In order to keep this energy amounts the same onboth sides of the equations, they added little particle named neutrino and gave it precisely enough energy to balance the equations andthe loan be hold years later. About thirty-five years ago real neutrinos were found. Now we have the more recent developments.Originally, the neutrino was thought not to have any mass at all. But Los Alamos experiments seem to disprove this premise. Theyindicated that neutrinos do have mass—about one-millionth the mass of electron.39.why did the speaker mentions the ocean tides and gravity?They are examples of the usual sequence of observation and explanation.40.how did the concept of neutrino originate? D. Scientists were unable to balance equations of energy without it.41.what did the experimental results at Los Alamos show about the neutrino? D. That it has a tiny amount of mass.The forests of New England constituted both are resource and barrier for the first British settlers who reach these shores. In addition tothe maples, firs, oaks and birches(白桦) were white pines whose scientific name is Pinusstrobus. These white pines were straight and tall, perfect for use as masts on the sailing ships of the time. Britain had used up its supply of mast trees, so is eager for this product ofits young colony. By the first load of masts reached Britain in 1634 and Britain was marveled the size of the trees, which haddiameters of up to 4 feet at the wide end. For every yard of mast height, the body end needed to be one inch in diameter. In1705,Britain passed a lawstating that all white pines over 24 inches at the body end we re reserved for the use of king’s navy. Such trees were marked by blazing the king’s arrow symbol on the tree with three cuts of the hatchet. These trees were selected by the surveyorgeneral, whose work often met with resistances of colonists.42.what is the main topic of this talk? B. The role of New England trees in British shipbuilding.43.in what course is this speaker probably lecturing? C. History.44.what type of trees were used to making masts? D. Birch.45.which characteristic of the tree was used to classify as reserved for the king? A. Its width.46.which mark was used to reserve a tree for the king’s navy? D. ->Now the Australia jumping spider as you can image got its name for its ability to leap. But it can sw im too. What’s most interesting though is its ability to use try and error tactics when solving problems. Now the jumping spider attacks an d eats other spiders. It’ll sit at the edge of another spider's web and attract the spider by tapping out different signals to mimic the struggles of a trapped insect and it’ll keep changing the signals till successfully lured its prey out. Well, to see if the jumping spider could apply the same problemsolving technique, try and error to unfamiliar situations, scientists conducted an experiment. They field a trap full of water and thenput some sand in the middle, like an island. In between the island and the edge of the trap, they put a rock. When they put the spideron the island, some tried jumping to the rock, and some tried swimming. All the spiders that successfully reached the rock either byjumping or by swimming use the same method to make it from the rock to the edge of the tree. If the spider failed to reach the rock, itwas placed back on the island, but the next time they try to leave, spiders did oppo site of whatever didn’t work th e first time, leaping ifit had swum, or swimming if it had leaped. So we see the spiders using the same try and error in crossing the water as they used inhunting.47.what this talk on Australia jumping spiders mainly about? D. How they solve problems.48. How do the Australia spiders attract the other kinds of spiders? B. By imitating signals that the other spiders send.49.in the experiment, what did the spiders have to do to reach the rock? B. Cross some water.50.what would happen if the spider tied to get to the rock but fail to reach the rock? B. It would try to reach the rock a different way.0408W：So you are up to some tennis this afternoon or what?M: Well, to tell you the truth, I’m not feeling so hot today.W: Come on. How long has it been since we played.M: A couple of days.W: A couple of days? Come on. It’s been more than a couple of days.M: Yeah. I guess you’re right. It’s been almost a week.W: It’s been exactly a week. And we used to play at least thre e times this week.M: I know. Playing right after classed was something to look forward to.W: Yeah. And it was right before dinner. So we build up our appetite.M: I’ve just been very busy. I guess. And my stomach is bothering today.W: But you look ok to me.M: Well, I was up late with Steve in the library working on a project we got to do by tomorrow for that anthropology class. We'vebeen working on it all weekend. And I was drinking a lot of coffee. I guess I just drank too much. W: Listen. I took that class last semester. And I could meet you in the library later tonight and help with if you want. And then youhave time to play tennis this afternoon.M: Yeah. I guess my stomach doesn’t hurt that bad. And I could certainly use your help. But it’s also….W: Is there something else bothering you?M: Well, to be honest, I am getting tired of always losing.（总算说实话了^_^）31 What are the students mainly discussing? (B) Why the man does not want to play tennis32 When was the last time the speaker play tennis? (D) One week ago33 What does the man think is the reason for his stomach? (A) He drank too much coffee last night.34 What does the woman offer to do for the man? (B) Help him finish his anthropology project M: How about a walk, Nancy?W: Sure. Let’s go now before it gets dark.M: What’s your hurry?W: Haven’t you noticed? The street lights on campus are different. They gave off a hazy(朦胧的) yellow glow that make some colorsfade out. It is not as much fun taking an evening walk as it was before.M: Oh, you mean the new sodium bulbs. Yeah, that was in the newspaper. They make things look different alright. But they providebetter visibility than regular lighting. They are tuned to the colors in which human vision is the sharpest and that section isamplified. The problem is that a lot of the colors are blocked out.W: Well, I don’t feel comfortable when green looks like brown. Sodium bulbs might make sense for highways, though, if they reallydo improve visibility so much.M: Yeah. And the interesting thing is that the new halogen headlights(双卤素前灯) on cars cancel out the adverse aspects of sodiumlighting and the colors appear natural again.W: Well, then sodium bulbs should be used only where there are a lot of cars. Why are they in places where I want to take a quietwalk? The city must be trying to save money.M: It is. Sodium bulbs last about 7 times longer than regular bulbs. It can be that, I guess.35 What’ the main subject of this conversation? (A) Safety in poorly lighted areas36.Why does the woman want to take a walk right away? (C) She no longer enjoys walking at night.37 Why do colors appear natural at night on a highway lighted by sodium bulbs? The headlights on cars counter the fade-out effect.38 What’s one reason that sodium bulbs are being installed? (A) They last much longer than regular bulbs.I’d like to share with you today my experience with the new approach to building a house. It’s called Envelop Building. Essentially,what it means is that as you are building a house, you try to leave the landscape feature on the land, especially the vegetation in theoriginal condition. So what you are not doing is the usual practice of land-scraping. By which I mean literally scraping or clearing landof any and all the original plants. Why is the approach called Envelop Building? Because instead of clearing everything away, you letyour original landscape elements envelop or surround your house. Let the vegetation physical features such as hills and slopes orinteresting rock formations, constituted a significant part of the character of the building sight. The design of the house should takethese features of the property into account. Actually integrating your original wild landscape with a house is not that new. The famousAmerican architect Wright was doing it about 65 years ago. So we are in good company. Envelop Building is not as easy as it sounds though. It’s not just that you build your house and leave the land alone. By building, you are already damaging the original landscape.But as architects, we should try to work with environment, not against it. A creative architect can find ways to incorporate naturallandscape into the overall design. For example, why used the massive boulders on the side of one of the most famous houses has partof the house foundation?39According to the professor, what does the term “landscaping” refer to?(A) Eliminating the original vegetation from the building site40In Envelop Building,what is done with the landscape features of a building sight?They are integrated into the design of the building.41 Why does the professor mention the architect Frank Loid Wright? (C) Because Wright used elements of envelope buildingToday we are going to talk about copyrighting works of art. A copyright is a proof of authorship （作者身份）. It protects artists against someone else using their work without their permission. It’s important to remember that United States Copyright Law protects artisticexpressions such as paintings, but does not protect any ideas, concept, procedure or technique. In all the United States Copyright Law,Artists needed to take several steps to obtain copyright protection. The law as changed in 1978 and again 1989. For artists the currentlaw means everything they create is automatically and immediately copyrighted. They don’t have to f ile any documents and under theprotection of the Copyright Law, any recreations of their original work such as prints are also covered by the artists copyright. Furthermore, any changes artists made to their original works are covered. The Law also makes it clear that when someone buys the work ofart, they are not allowed to destroy or change that work of art. Artists keep the copyright even after selling the work of art. Thepurchaser may buy the physical work, but the right to make prints or copies is still the artists’ and buy ers does not automatically haveany right to make and sell prints or copies of work. Although works are automatically copyrighted, artists are encouraged to registertheir work with United States Copyright Office. Registering art provides additional legal protection and also gives the people aroundthe world the ability to approach the honors about licensing and purchasing right.42 What is the talk mainly about? (D) Protecting artists from illegal use of their work43 When does the Artist Copyright start? (D) The moment the work of art is finished44 What does the United States Copyright Law state about a work of art that is sold? The artist continues to hold the copyright for it.45 What does the professor say about the United States Copyright Law? (B) It does not protect artists' techniques and procedures.46 What is an advantage of registering art with the United States Copyright Office. (B) An artist has greater legal protection.Today let’s talk about synesthesia(副感觉), that’s a brain condition in which a person’s senses are combined in a unusual ways. For example, a person with synesthesia may taste sounds. To them, a musical note may taste like a pekoe(香红茶). Many people who have synesthesia experience intense colors when they hear specific words. For example, they might see a flash of pink every time they hear the word “jump”. For a long time, many scientists were unconvinced that synesthesia really exists. So in the 1990s an experiment wasdone to find our for sure. Two groups were studied. One was a group of people who claim to experience colors when they heardcertain words. The other was a controlled group, people who experience nothing out of the ordinary when hearing words. Each groupwas asked to describe the colors they thought of when they heard a list of spoken words. When the test was repeated, the differencebetween the two groups was startling. After just a week, the controlled group gave the same answers only a third of the time. But evena year of a half later, the synesthetic group gave the same answers 92% of the time. Clearly, this is not just a matter of memory.Scientists are still not sure just why synesthesia happens. But certain drugs are reportedly able to produce it artificially. So we allprobably have brains with connections that could synesthesia. It’s just the connections normally are used in that way.47 What’ the main purpose of the talk? (C) To discuss an unusual condition of the brain48 What’s the one example of synesthesia that the professor mentions? (D) Tasting sounds49 What was the purpose of the experiment the professor mentioned (C) To determine whether or not synesthesia exists50 What were some of people in the study able to do? (A) Consistently associate words with certain colors0410M: I don’t know, Susan, I don’t feel like I am reaching my freshman class this semester.W: Why do you say that?M: It’s just they seem to glaze over(眼神呆滞) with noncomprehension, even when I’m talking about the basics, they are not specially motivated either. I know the class is a first year science requirement for most of them. But I’ve got to do something.W: Jean, you know Jean White, she teaches physics, she just told me about how she livens up(活跃)her classes.M: What did she do?W: Well, basically, she takes something they are interested in, like music, and tries to relate principal of science to that. Otherwise, theconcepts seem to go right over their heads.。