托福听力tpo56 lecture1、2、3 原文+题目+答案+译文
托福听力tpo56 lecture1、2、3 原文+题目+答案+译文Lecture1 (1)原文 (1)题目 (3)答案 (5)译文 (5)Lecture2 (7)原文 (7)题目 (9)答案 (11)译文 (12)Lecture3 (14)原文 (14)题目 (16)答案 (18)译文 (18)Lecture1原文NARRATOR: Listen to part of a lecture in an art history class.MALE PROFESSOR: OK, at the end of our last class I started to talk a little bit about a dominant movement in United States painting in the late 1940s and the 1950s. And I said that the artists involved shared a spirit of revolt against tradition and a belief in spontaneous freedom of expression. This significant art movement is known as Abstract Expressionism.Now, Abstract Expressionism is kind of hard to define, but it-it’s basically an attemptby the artist to convey meaning or feeling in an abstract way. So, the artists didn’t worry about whether they were painting familiar subject matter, like the kinds of things you’d see in the world around you. They’d paint...well, abstract things, on, ah, a huge canvas—which itself was a break from traditional technique. And it was common among artists to apply the paint to the canvas very rapidly and with great force. So let’s look at the work of the most famous American Abstract Expressionist, Jackson Pollock.There was nothing in Jackson Pollock’s training as an artist that suggested he would come to be seen as some sort of artistic revolutionary. In the 1930s he studied drawing and painting at the Art Students League, a popular art school in New York City. What he did later—in the 1940s—was a startling innovation. Jackson Pollock used a technique, the so called “pour and drip” technique, for which he is best known. He didn’t use the traditional easel—he laid his wall-size canvas flat on the floor, so he could move around it and work it from all sides. Then he poured and dripped his paint onto the canvas without touching it with a brush—just poured and dripped.Now, the physical movements involved in Pollock’s painting technique have led people to call it “action painting,” which almost suggests that the process of creating the painting, physically, was at least as important as the end product itself. In fact, people used to watch him work in his studio, dripping and pouring paint and other materials onto his canvases. This could make you think of Pollock’s work as being kind of like, wild or chaotic, or random. But the truth is that Pollock was in complete control of his materials and his paintings.Pollock’s pour and drip works were quite revolutionary, and at first they shocked the art world. Pollock used massive canvases. They seem more like portable murals than anything else. A good example of his technique is the painting “Autumn Rhythm,” which Pollock painted in 1950.“Autumn Rhythm,” at first glance looks like basically, just a whole lot of squiggly lines;rather bizarre, just like a bunch of pointless drips and swirls. But if you look closely, you see why it’s so admired.Beneath all the apparent chaos there’s really a very definite structure of lines, rhythms, and sensations that makes the whole piece work. Sheer randomness would not be nearly as visually appealing as this painting is. You need some structure, even if it’s not readily apparent.I’ve read some articles by other scholars who’ve, in their discussion of Pollock, um, some of them like to point out that he painted his canvases while looking down at them, since they were on the ground, as I said, but when we go to a museum, they’re up on a wall. They think this is significant because it makes our perspective different. But I mean...well, think of photography. We’ve all seen photos of the sky, the ground...meaning that the photographer was shooting from different angles. Does that mean that we should put a photo of the sky, on the ceiling? Of course not. It wouldn’t matter if you’re looking at it on a wall or in a photo album on your lap. And I think it’s the same with Pollock. It doesn’t matter from which angle we view his paintings. It’s OK that he painted on the floor and we look at it on the wall.But in spite of his work being shocking and even misunderstood at first, Pollock’s work became so influential in the development of Abstract Expressionism, that the artistic community started to shift its attention from Paris, which had been the center of the art world, to New York, where Pollock lived and worked. So Pollock’s breakthrough work helped move the focus of contemporary art, and that’s one of the measures of his greatness, really.题目1.Why does the professor discuss Jackson Pollock?A. To point out a common misconception about Abstract ExpressionismB. To help students understand the nature of Abstract ExpressionismC. To compare Pollock’s technique to that of other Abstract Expressionist paintersD. To defend Pollock and the Abstract Expressionists from criticism2.What point does the professor make about Jackson Pollock’s training as an artist?A. It motivated him to rebel against art he claimed was boring.B. It contrasted with the type of art he later created.C. It taught him how to paint using unconventional methods.D. It was very different from the type of training most artists receive.3.What were two features of Jackson Pollock’s painting technique?[Click on 2 answers.]A. He used walls as a painting surface.B. He painted the canvas while it was on the floor.C. He applied paint by pouring or dripping it.D. He allowed visitors at his studio to help with the painting.4.What is the professor’s attitude toward the term “action painting”?A. He thinks it correctly describes Pollack’s painting technique.B. He considers it less appropriate for Pollock than for other Abstract Expressionists.C. He believes that it represents the sense of movement displayed in Pollock’s paintings.D. He is pleased that contemporary critics rarely use the term.5.What feature of Autumn Rhythm does the professor imply is representative of Pollock’s works?A. It symbolizes the passage of time.B. It reveals a lack of control over emotions.C. It combines structure and the appearance of chaos.D. It combines tradition and innovation.6.Why does the professor discuss photography?A. To emphasize how different it is from paintingB. To make a point about its increasing popularity in New York’s art worldC. To show the extent of Pollock’s influenceD. To support his argument about the way people look at Pollock’s paintings答案B B BC A C D译文旁白：在艺术史课上听一部分讲座。
托福听力tpo50 lecture1、2、3、4 原文+题目+答案+译文
托福听力tpo50 lecture1、2、3、4 原文+题目+答案+译文Lecture1 (1)原文 (1)题目 (4)答案 (6)译文 (6)Lecture2 (8)原文 (8)题目 (10)答案 (12)译文 (12)Lecture3 (14)原文 (14)题目 (16)答案 (18)译文 (18)Lecture4 (20)原文 (20)题目 (22)答案 (24)译文 (24)Lecture1原文NARRATOR: Listen to part of a lecture in an ancient history class.FEMALE PROFESSOR: OK, last time we were discussing trade and commerce during the Bronze Age … And I said a little over 3,000 years ago there was quite a lively trade among the countries along the Mediterranean Sea—people were making objects out of bronze, and they were using bronze tools to make other goods, and they developed trade networks to trade these goods with other countries around the Mediterranean … One of the things they traded was glass …And recently there was an archeological excavation in Egypt—on the Nile River, around where it enters the Mediterranean Sea—where they discovered an ancient glass factory. Robert?MALE STUDENT: I thought our textbook said that the Egyptians imported their glass from other countries.FEMALE PROFESSOR: Well, until now that's what the evidence seemed to suggest. I mean, we had some evidence that suggested that the Egyptians were making glass objects, uh, but not glass.MALE STUDENT: OK, am-am I missing something? They're making glass, but they're not making glass.FEMALE PROFESSOR: I said they were making glass objects, right? You see, it was previously thought that they weren't actually making the raw glass itself, that they were importing unfinished glass from Mesopotamia—um, which today is a region consisting of Iraq, and parts of Syria, Turkey, and Iran—and simply reworking it. Most archeologists believed that the glass factories were in Mesopotamia because that's where the oldest known glass remains come from. You see, there were two stages of glassmaking: the primary production stage, where they made disks of raw glass… Uh, an- and then there was the secondary stage, where they melted the raw glass, the glass disks, and created decorative objects or whatever.And from this new Egyptian site we've learned that the primary production stage had several steps. First, they took quartz—a colorless, transparent mineral—and crushed it. Then they took that crushed quartz and mixed it with plant ash; uh, “plant ash” is just what it soundslike—the ash that's left after you've burned plant material. They slowly heated this mixture, at a relatively low temperature, in small vessels, um containers, like jars, made out of clay. Uh, and that yielded a kind of glassy material…They took this glassy material and ground it up into a powder, and then they used metallic dye to color it… After that, they poured the colored powder out into disk-shaped molds and heated it up to very high temperatures, so that it melted. After it cooled, they'd break the molds, and inside…there were the glass disks. These disks were shipped off to other sites within Egypt and places around the Mediterranean. Then, in the secondary phase, the disks were reheated and shaped into decorative objects. Susan?FEMALE STUDENT: So what kind of objects were people making back then? FEMALE PROFESSOR: Well, the most common objects we’ve found—mostly in Egypt and Mesopotamia—uh, the most common objects were beads; one thing Egyptians were very, very good at was imitating precious stones; they created some beads that looked so much like emeralds and pearls that it was very difficult to distinguish them from the real thing. Uh, and-and also beautiful vessels, uh, with narrow necks; they were probably really valuable, so they wouldn't have been used to hold cooking oil or common food items; they were most likely used for expensive liquids like perfume. Now the glass made at this factory was mostly red; to get this red color, they used copper; in a sophisticated process. Of course, any kind of glass was very valuable, so these red bottles would only have been owned by wealthy people. In fact, because it was so difficult to make, and sort of mysterious and complicated, it was probably a product produced for the royal family, and they probably used glass to show their power. Also, beautiful, expensive objects make great gifts if you're looking to establish or strengthen political alliances…and it's quite possible that ancient Egyptians were actually exporting glass, not just making it or importing it. The trade with Mesopotamia was probably a friendly, mutual trade…because, uh, Mesopotamian glass was usually white or yellow, so Mesopotamians might have said something like, “We'll give you two white disks for two red disks.” There’s no proof ofthat, uh—at least not yet…题目1.What is the lecture mainly about?A. New information about glass production and use in ancient EgyptB. Whether Egyptians or Mesopotamians were the first to invent glassC. Differences between Egyptian glass and other kinds of glassD. Reasons why ancient Egyptians imported glass from other countries2.What is the importance of the archaeological evidence recently found in Egypt?A. It supports the theory that ancient Egyptians imported glass from Mesopotamia.B. It proves that ancient Egyptians made glass objects prior to the Bronze Age.C. It provides the first evidence that glassmaking in the Bronze Age required two different stages.D. It shows that ancient Egyptians were producing raw glass.3.The professor describes a process for making glass disks. Summarize the process by putting the steps in the correct order. [Click on a sentence. Then drag it to the space where it belongs. The last one is done for you.]A.Glass-like material is ground up and dyed blue or red.B.Powdered material is heated at very high temperatures.C.Crushed quartz and plant ash are heated at low temperatures.D.Containers are broken to remove glass disks.4.Based on the lecture, what are two kinds of glass objects that were valued in ancient Egypt and Mesopotamia? [Click on 2 answers.]A. BeadsB. Cooking utensilsC. ContainersD. Windows5.According to the professor, what are two reasons why ancient Egyptians exported glass? [Click on 2 answers.]A. To build relationships with foreign leadersB. To hold cooking oil that was sold in other countriesC. To get bronze tools from other countriesD. To acquire colors of glass not made in Egypt6.Why does the professor say this:Robert: Ok. Am……Am I missing something? They are making glass but they are not making glass?Professor: I said they were making glass objects, right?A. To emphasize that glass objects were only made in ancient EgyptB. To find out what the student does not understandC. To indicate that there was no contradiction in her previous statementD. To correct what she said in her previous statement答案A D CABD AC AD C译文旁白：请听一个古代历史课上的讲座片段。
托福听力tpo55 lecture1、2、3 原文+题目+答案+译文
托福听力tpo55 lecture1、2、3 原文+题目+答案+译文Lecture1原文NARRATOR: Listen to part of a lecture in an art history class.MALE PROFESSOR: OK, so we’ve all heard of the Louvre, right? Maybe the most famous art museum in Paris, France? In 1793 the Louvre was the first museum to open its doors to the public. Up till then, there were lots of private museums…private collections in the homes of Europe’s royalty and nobility…but only a select few were invited to see those works of art. The idea of a public museum was, in essence, a new one.Now, when the Louvre opened as a public museum, it was free to all artists every day of the week. But to those who were not artists—y’know, the rest of the general public? Well, they were only allowed to visit the museum on certain days. And that’s because the public museum was first seen as a teaching institution—a place where past artistic achievements would be available to current artists to learn from.OK, so you see the first step was taken—from museums that were just private institutions owned by royalty…to the Louvre, a museum open to the public—with some restrictions. But then there was another shift…and that was brought about by a French painter named Alexandre Lenoir. Lenoir was a young and enthusiastic artist who’d been assigned to be the supervisor of a storehouse for artworks in 1791.Y’see, the French Revolution was taking place at that time, and many national monuments and other works of art were getting damaged or destroyed. Consequently, a couple of large buildings in Paris were dedicated as storehouses for rescued artworks. Five years later, in 1796, Lenoir did something unique with the art in his storehouse—something never done before: he classified and displayed thepaintings and statues by period and style.So people began to notice—and admire—what Lenoir was doing. And soon, he transformed his storehouse into what would become the National Museum of French Monuments, which would later become a branch of the very Louvre that started this whole discussion. And, uh, what’s even more notable is that, Lenoir’s system of classification and display—it became a model for other public art museums…with each room in the museum representing a different century or period of art. Lenoir’s belief that a museum should be concerned with public instruction and offer education according to historical periods—this concept seems obvious now, but it was groundbreaking back then.Interestingly, though, not everyone was, uhh…impressed with Lenoir…or with museums in general, for that matter. There were people—including some artists and historians—who were as much against museums as Lenoir was for them. In fact, some argued that museums would pretty much bring an end to art. They contended that works of art removed from their original context were…incomplete—that artworks ought to remain in the places…the mountains, towns, uhh…in the locations where they were originally created and viewed.Take a painting created in an Italian seaside village, for example. Could that painting maintain its same identity once it was moved to a museum in France? Nowadays, most of us know and appreciate the fact that we can go to a museum and see many works of art from different time periods, artists, and countries. The fact that anyone can go into one place and see works of distant cultures, enjoy their beauty, and even find inspiration in them benefits us all. The Louvre clearly embraces this concept. But there are still some skeptics, people today who are just as skeptical of art museums as the critics were back in Lenoir’s day…and for all the same reasons.题目1.What is the lecture mainly about?A. The influence of private art galleries on public museumsB. The role of art museums as teaching institutions for artistsC. The debate about the Louvre’s opening to the publicD. The early history of the public art museum2.Why does the professor mention that artists were allowed to visit the Louvre every day?[Click on 2 answers.]A. To point out that the public museum was conceived as a place for studyingB. To indicate that all citizens were able to visit the museum whenever they wantedC. To question why certain artists did not spend time at the LouvreD. To contrast the accessibility of art in the Louvre with that of art in private museums3.Why does the professor mention the French Revolution?A. To name an event depicted in Alexandre Lenoir’s artworkB. To identify the theme of an exhibit room in the LouvreC. To explain why art storehouses were createdD. To help explain some people’s attitude toward public museums4.According to the professor, what major contribution did Alexandre Lenoir make to the art community?A. He donated many original paintings to public museums.B. He developed a systematic way of exhibiting art in museums.C. He invented a unique way to restore damaged artwork.D. He designed a national monument in post-Revolution France.5.The professor gives an example of a painting made in an Italian seaside village. According to the professor, what would some skeptics say about that painting?A. It should not be exhibited unless it appeals to people from a variety of cultures.B. It should not be moved out of the geographic area in which it was created.C. It should be exhibited in the Louvre before traveling to any other museum.D. It should always be grouped with similar paintings in a museum.6.What opinion about public art museums does the professor express?A. They focus too much on entertainment and not enough on education.B. They are more important to artists than to the general public.C. Their way of exhibiting artwork needs to be modernized.D. They succeed in allowing varied works of art to be appreciated in a centralized location.答案B ADC B B D译文旁白：听艺术史课上的一篇讲座。
托福听力tpo40 lecture1、2、3、4 原文+题目+答案+译文
托福听力tpo40lecture1、2、3、4原文+题目+答案+译文Lecture1 (2)原文 (2)题目 (4)答案 (5)译文 (6)Lecture2 (7)原文 (7)题目 (9)答案 (11)译文 (11)Lecture3 (13)原文 (13)题目 (16)答案 (18)译文 (18)Lecture4 (20)原文 (20)题目 (22)答案 (24)译文 (24)Lecture1原文NARRATOR:Listen to part of a lecture in an art history class.MALE PROFESSOR:Last class I passed out your assignment for your first paper,and today I want to spend some time going over it.Mm…most people never take any art history until they get to college,so many of you have probably never written an art history paper before.I gave you a list of appropriate works of art for you to write about.So your next step in this process needs to be to go look at the work you've selected as your topic.And bring a pencil and a notepad with you,because I don't mean you should just drop by at the museum and glance at it so you can say you've seen it in real life.You need to go and sit in front of the work and really look at it—carefully and slowly.And keep careful notes about what you see—you’ll need them for the kind of art history paper you're going to be writing…it's what we call a formal analysis.A formal analysis of a work of art,any kind of art,is based on its formal qualities, which means qualities related to the form—things like color…texture…line…shapes…proportion…and composition.Probably the closest thing to a formal analysis you might have written is for an English class.If you've…say…written an analysis of a poem,you've used the same skills—you've given an analysis of the poem by describing and analyzing its form and meter.A formal analysis paper in art history is very similar.Now,before you begin writing your formal analysis,you'll want to start with a summary of the overall appearance of the work—a brief description of what you see. Are there figures—people?What are they doing?Or is it a landscape…or an abstract representation of something?Tell what the subject is,and what aspects are emphasized in the painting.This will give your reader an overview of what the work looks like before you analyze it.The next part of your paper—the actual formal analysis—will be the longest and most important section of your paper,where you describe and analyze individual design elements.For this portion of the paper,you're going to rely on the notes you took at the museum,because you should be able to describe in detail the design elements the artist uses,and how they are used.For example,does the artist use harsh lines or soft lines—are the colors bright or muted?Focus on the design elements that you feel are most strongly represented in that particular work of art. And if you don't know where to begin,take note of where your eye goes first.Then describe things in the order in which your eye moves around the work.This will help you understand how one part relates to another—the interaction between the different parts of the work.OK,this kind of analysis should occur throughout the main portion of the paper.In the last section of your paper—and this goes beyond formal analysis—you comment on the significance of what you have seen.What details of the work convey meaning?Some significant details will not be apparent to you right away,but if you look long enough,you realize how important they are for your interpretation of the work.Many years ago,I was writing a formal analysis of a painting of a little boy.In the painting,a little boy was standing in his nursery,and he was holding a toy bird in his hand,and there were more toys around him in the background of the painting. Because of the bird he was holding,I assumed at first that the painting was about the innocence of children.But as I looked at the painting longer,I realized that the boy's eyes looked sad even though there was no discernable expression on his face.And then it dawned on me that,even though he was surrounded by toys,he was all alone in his nursery.The boy's eyes were a significant detail in the painting,that I didn't notice at first.题目1.What point does the professor make about the writing of a formal analysis in art history?A.Its objective is to identify common features of several works of art.B.Its most important part is the explanation of an artwork's significance.C.Several styles of writing a formal analysis are used by art historians.D.A particular approach is required to present Information about an artwork.2.According to the professor,what will students need to do before writing the art history paper?A.Look at examples of formal analysis in textbooksB.Take notes on the artwork they will write aboutC.Go to different museums before selecting a topic for the paperD.Study the historical context of the artwork they will write about3.Why does the professor mention an English class?A.To explain the difference between visual language and written languageB.To explain that students need good writing skills for their assignmentC.To point out similarities between a poetry paper and the students'assignmentD.To point out that many art historians become writers4.What does the professor recommend as a way to understand the relationship between different parts of an artwork?A.Looking for lines that connect different parts of the workB.Examining the artwork from several different anglesC.Looking for similar colors the artist used throughout the workD.Determining how the viewer's eyes move around the work5.Why does the professor talk about his own experience analyzing the painting of a little boy?A.To point out a common misconception about formal analysisB.To stress the importance of looking at an artwork thoroughlyC.To show why a formal analysis should not emphasize small detailsD.To provide an example of an artwork that is easy to analyze6.The professor describes three sections the art history paper should contain.Place them in the order in which they should appear in the paper.Click on a phrase.Then drag it to the space where it belongs.A.Analysis of the design elements the artist usesB.Discussion of the meaning of the artworkC.Summary of the appearance of the artwork答案D B C D B CAB译文旁白：下面听一段艺术史课程的片段。
托福听力tpo46 lecture1、2、3、4 原文+题目+答案+译文
托福听力tpo46lecture1、2、3、4原文+题目+答案+译文Lecture1 (2)原文 (2)题目 (4)答案 (6)译文 (6)Lecture2 (8)原文 (8)题目 (10)答案 (12)译文 (12)Lecture3 (14)原文 (14)题目 (16)答案 (18)译文 (18)Lecture4 (19)原文 (19)题目 (22)答案 (24)译文 (24)Lecture1原文NARRATOR:Listen to part of a lecture in a biology class.FEMALE PROFESSOR:I'd like to continue our discussion of animal behavior and start off today's class by focusing on a concept we haven't yet touched upon—swarm intelligence.Swarm intelligence is a collective behavior that emerges from a group of animals,like a colony of termites,a school of fish,or a flock of birds.Let's first consider the principles behind swarm intelligence,and we'll use the ant as our model.Now,an ant on its own is not that smart.When you have a group of ants,however, there you have efficiency in action.You see,there's no leader running an ant colony. Each individual,each individual ant operates by instinctively following a simple set of rules when foraging for food.Rule number1:Deposit a chemical marker…called a pheromone.And rule2:Follow the strongest pheromone path.The strongest pheromone path is advantageous to ants seeking food.So,for example,when ants leave the nest,they deposit a pheromone trail along the route they take.If they find food,they return to the nest on the same path and the pheromone trail gets stronger—it's doubled in strength.Because an ant that took a shorter path returns first,its pheromone trail is stronger,and other ants will follow it, according to rule2.And as more ants travel that path,the pheromone trail gets even stronger.So,what's happening here?Each ant follows two very basic rules,and each ant acts on information it finds in its immediate local environment.And it's important to note: Even though none of the individual ants is aware of the bigger plan,they collectively choose the shortest path between the nest and a food source because it's the most reinforced path.By the way,a-a few of you have asked me about the relevance of what we're studying to everyday life.And swarm intelligence offers several good examples of how concepts in biology can be applied to other fields.Well,businesses have been able to use this approach of following simple rules when designing complex systems,for instance,in telephone networks.When a call is placed from one city to another,it has to connect through a number of nodes along the way.At each point,a decision has to be made:Which direction does the call go from here?Well,a computer program was developed to answer this question based on rules that are similar to the ones that ants use to find food.Remember,individual ants deposit pheromones,and they follow the path that is most reinforced.Now,in the phone network,a computer monitors the connection speed of each path, and identifies the paths that are currently the fastest—the least crowded parts of the network.And this information,converted into a numeric code,is deposited at the network nodes.This reinforces the paths that are least crowded at the moment. The rule the telephone network follows is to always select the path that is most reinforced.So,similar to the ant's behavior,at each intermediate node,the call follows the path that is most reinforced.This leads to an outcome which is beneficial to the network as a whole,and calls get through faster.But getting back to animal behavior,another example of swarm intelligence is the way flocks of birds are able to fly together so cohesively.How do they coordinate their movements and know where they're supposed to be?Well,it basically boils down to three rules that each bird seems to follow.Rule1:Stay close to nearby birds.Rule2:Avoid collision with nearby birds.And rule3:Move in the average speed and direction of nearby birds.Oh,and by the way,if you're wondering how this approach can be of practical use for humans:The movie industry had been trying to create computer-generated flocks of birds in movie scenes.The question was how to do it easily on a large scale?A researcher used these threerules in a computer graphics program,and it worked!There have also been attempts to create computer-generated crowds of people using this bird flocking model of swarm intelligence.However,I'm not surprised that more research is needed.The three rules I mentioned might be great for bird simulations,but they don't take into account the complexity and unpredictability of human behavior.So,if you want to create crowds of people in a realistic way,that computer model might be too limited.题目1.What is the lecture mainly about?A.Various methods that ants use to locate foodB.A collective behavior common to humans and animalsC.A type of animal behavior and its application by humansD.Strategies that flocks of birds use to stay in formation2.According to the professor,what behavior plays an important role in the way ants obtain food?A.Ants usually take a different path when they return to their nest.B.Ants leave chemical trails when they are outside the nest.C.Small groups of ants search in different locations.D.Ants leave pieces of food along the path as markers.3.What are two principles of swarm intelligence based on the ant example?[Click on2answers.]A.Individuals are aware of the group goal.B.Individuals act on information in their local environment.C.Individuals follow a leader's guidance.D.Individuals instinctively follow a set of rules.4.According to the professor,what path is followed by both telephone calls on a network and ants seeking food?A.The path with the least amount of activityB.The most crowded pathC.The path that is most reinforcedD.The path that has intermediate stopping points5.Why does the professor mention movies?A.To identify movie scenes with computer-simulated flocks of birdsB.To identify a good source of information about swarm intelligenceC.To emphasize how difficult it still is to simulate bird flightD.To explain that some special effects in movies are based on swarm intelligence6.What is the professor's attitude about attempts to create computer-generated crowds of people?A.She believes that the rules of birds'flocking behavior do not apply to group behavior in humans.B.She thinks that crowd scenes could be improved by using the behavior of ant colonies as a model.C.She is surprised by how realistic the computer-generated crowds are.D.She is impressed that computer graphics can create such a wide range of emotions.答案C B BD C D A译文下面听一段生物学讲座的片段。
托福听力tpo66 lecture1、2、3 原文+题目+答案+译文
托福听力tpo66lecture1、2、3原文+题目+答案+译文Lecture1 (1)原文 (1)题目 (3)答案 (5)译文 (5)Lecture2 (7)原文 (7)题目 (9)答案 (11)译文 (11)Lecture3 (13)原文 (13)题目 (15)答案 (17)译文 (18)Lecture1原文Professor:OK,today,I want to talk about sleep.We all sleep.Human sleep,many animal sleep.When we sleep,we aren't actually unconscious,but in a state of reduced awareness of our surroundings.Now,what does that mean for animals in the wild,if they are in a state like that?Unable to monitor their environment?Male Student:Well,they're helpless,vulnerable to predators,maybe.Professor:Right.They are vulnerable to predators.Yeah,they sleep.So let's talk about why,the biology of sleep.So the first thing l want you to understand is that sleeps a very risky behavior.And risky don't evolve unless they bring the animals some kind of benefit that outweighs that risk.So sleep must have a really important function.And I want to emphasize that there is a difference between sleep and other forms of inactivity,like regular rest.The insects,for instance,rest.But they don't sleep.What's specific to sleep is thatthe brain alters many of its usual activities,including its connection to sensory and motor organs,it shuts those connections down.So a sleeping animal can usually neither sense nor move.And I say usually because…well,we will get to that in a minute.So,basically all mammals and birds sleep.But there are some unusual ways of sleeping.Take marine mammals.Like dolphins,dolphins need to swim up for air once in a while,so they can't completely shut off all movement and sensation.So their brain can't shut down completely.But dolphins get around this.How?won't they sleep one brain hemisphere at a time?Sleeping dolphins actually look like they're just resting,awake and occasionally swim up for air.So how can we even tell their sleeping?Well,we measured their brain activity which showed that1/2was active while the other was sleeping.That's some adaptation, uh?So,what is the function of sleep?As I said,it must be important,but why?Okay.I know you're all tempted to say,uh,that sleeps when the whole body rests that sleep is our mechanism to recover from physical activity.And it's true.When you sleep, your muscles lose their tone,they relax,the body saves energy.But this could happen even during regular waking rest.I mean,that's probably what happens when insects rest.You don't need sleep for that.You can get the same benefit by resting awake.So this doesn't explain why sleep involved.To explain the real function,the most important benefit of sleep.You'll need to focus on the brain,not the muscles.Remember how we can tell that a dolphin sleeping not just resting,is because of a unique pattern of brain activity,which is a clue that sleeps function has to do specifically with the brain.And that's the general consensus cause,that's what could explain by it evolved.It also explains why sleep is a characteristic of mammals and birds,because they have the most complex brains of all animals.The simpler brain uh like a reptile gets by with little sleep or even without sleep.OK,so we know that sleep benefits the brain but in what way?We are notsure yet.Okay.So one hypothesis is that during sleep,the brain's synthesize molecules that it needs for proper functioning when awake.The longer we stay awake,the more those molecules get depleted.So the brain needs to replenish them,and this supposedly happens during sleep.I'm talking about energy sources like glycogen and some types of neuro-transmitter that are needed to transmit signals between nerve cells.So these get replenish during sleep and the next morning our brain is working with a full supply of energy and neuro-transmitters again.With that explains why we feel so alert and mentally refreshed after night sleep.Yes,Jim?Male Student:Well,you know,I don't work well in the morning at all.Female Student:Yeah,I do my best work at night too.Professor:Not everyone's at their best in the morning.I grant you that.But that doesn't rule out the replenishment hypothesis.It's just a bit more complicated than I said.They were fairly sure that there's this other rhythm of mental activity going on that independent of sleep.It's like a pre-program24hours cycle.Your mental activity peaks at a certain hour every day,like at night,for you two.And then it goes down at some other point.But the point is that after a sleepless night,that peak is not as high as it would normally be,and the longer you go without,the lower those peaks get. So the replenishment may be needed to keep the metal high.Does that make sense? The two mechanisms are not mutually exclusive.That's what I'm trying to say.题目1.What is the main purpose of the lecture?A.To explain why people sleep at night rather than during the dayB.To discuss the problems caused by a lack of sleepC.To explain why muscles in the body need sleepD.To explore benefits that are provided by sleep but not by regular rest2.Why does the professor mention that sleep is a risky behavior?A.To suggest that resting while awake is better than sleepingB.To indicate how important the benefits of sleep must beC.To explain why many animals sleep during the dayD.To explain why birds sleep less than mammals3.According to the professor,why is the sleep of dolphins unusual?A.Their sleep is interrupted whenever they need to come up for air.B.They can move around while they are asleep.C.In every dolphin group only half of the dolphins are asleep at any given time.D.Their brains show no activity during sleep.4.What does the professor conclude about the view that the main function of sleep is to allow the body to recover from physical activity?A.It is true for all animals except marine mammals.B.It is supported by measurements of brain activity.C.It explains why sleep has evolved.D.It is not convincing when examined more closely.5.According to the hypotheses discussed by the professor,what determines howalert we feel at a particular time of the day?[Click on2answers.]A.The supply of certain chemicals in our brainB.The chemical composition of our dietC.Our24-hour cycle of mental activityD.The time of day when we usually wake up6.Why do the students say this:Male Student:Well,you know,I don't work well in the morning at all.Female Student:Yeah,I do my best work at night too.A.To show the professor that they have understood the theoryB.To support the professor's point that people tend to be active at the same timeC.To point out a fact that seems to contradict the hypothesis the professor just discussedD.To indicate that they would like to change their sleeping habits答案D B B D AC C译文教授：好的，今天我想谈谈睡眠。
托福听力tpo51 lecture1、2、3、4 原文+题目+答案+译文
托福听力tpo51lecture1、2、3、4原文+题目+答案+译文Lecture1 (1)原文 (1)题目 (3)答案 (5)译文 (6)Lecture2 (7)原文 (7)题目 (10)答案 (12)译文 (12)Lecture3 (14)原文 (14)题目 (16)答案 (18)译文 (18)Lecture4 (20)原文 (20)题目 (22)答案 (24)译文 (24)Lecture1原文NARRATOR:Listen to part of a lecture in a botany class.FEMALE PROFESSOR:So,continuing with crop domestication,and corn—or,um, maize,as it's often called.Obviously it's one of the world's most important cropstoday.It's such a big part of the diet in so many countries,and it's got so many different uses,that it's hard to imagine a world without it.But because it doesn't grow naturally,without human cultivation,and because there's no obvious wild relative of maize…uh,well,for the longest time,researchers weren’t able to find any clear link between maize and other living plants.And that's made it hard for them to trace the history of maize.Now,scientific theories about the origins of maize first started coming out in the 1930s.One involved a plant called teosinte.Teosinte is a tall grass that grows wild in certain parts of Mexico and Guatemala.When researchers first started looking at wild teosinte plants,they thought there was a chance that the two plants—um, maize and teosinte—were related.The young wild teosinte plant looks a lot like the corn plant,and the plants continue to resemble each other—at least superficially—even when they're developed.But when the scientists examined the fruits of the two plants,it was a different story. When you look at ripe corn,you see row upon row of juicy kernels…um,all those tiny little yellow squares that people eat.Fully grown teosinte,on the other hand, has a skinny stalk that holds only a dozen or so kernels behind a hard,um,almost stonelike casing.In fact,based on the appearance of its fruit,teosinte was initially considered to be a closer relative to rice than to maize.But there was one geneticist,named George Beadle,who didn't give up so easily on the idea that teosinte might be…well…the“parent”of corn.While still a student in the1930s,Beadle actually found that the two plants had very similar chromosomes—very similar genetic information.In fact,he was even able to make fertile hybrids between the two plants.In hybridization,you remember,the genes of two species of plants are mixed to produce a new,third plant—a hybrid.And if this offspring—this hybrid—is fertile,then that suggests that the two species are closely related genetically.This new,hybrid plant looked like an intermediate,right between maize and teosinte.So,Beadle concluded that maize must've been developed over many years,uh,that it is a domesticated form of teosinte.Many experts in thescientific community,however,remained unconvinced by his conclusions.They believed that,with so many apparent differences between the two plants,it would have been unlikely that ancient—that prehistoric peoples could’ve domesticated maize from teosinte.I mean,when you think about it,these people lived in small groups,and they had to be on the move constantly as the seasons changed.So for them to selectively breed,to have the patience to be able to pick out just the right plants…and gradually—over generations—separate out the durable,nutritious maize plant from the brittle teosinte that easily broke apart…it's a pretty impressive feat,and you can easily see why so many experts would have been skeptical.But,as it turns out,Beadle found even more evidence for his theory when he continued his experiments,producing new hybrids,to investigate the genetic relationship between teosinte and maize.Through these successive experiments,he calculated that only about five specific genes were responsible for the main differences between teosinte and maize—the plants were otherwise surprisingly similar genetically.And more recently,botanists have used modern DNA testing to scan plant samples collected from throughout the Western Hemisphere.This has allowed them to pinpoint where the domestication of maize most likely took place—and their research took them to a particular river valley in southern Mexico.They've also been able to estimate that the domestication of maize most likely occurred about9,000 years ago.And subsequent archaeological digs have confirmed this estimate.In one site,archaeologists uncovered a set of tools that were nearly9,000years old.And these tools were covered with a dusty residue…a residue of maize,as it turns out…thus making them the oldest physical evidence of maize that we've found so far.题目1.What is the lecture mainly about?A.A research study that compares wild and domesticated plantsB.Problems with a commonly held hypothesis about the origin of teosinteC.Reasons why wild plants are usually unsuitable for agricultureD.The process used to identify the ancestor of a modern crop2.What evidence seemed to indicate that maize and teosinte are not related?A.Young teosinte plants do not physically resemble young maize plants.B.Preliminary DNA evidence indicated that teosinte was related to rice.C.Maize and teosinte usually grow in significantly different climates.D.Maize and teosinte have very different types of kernels.3.Why does the professor discuss hybrids?A.To explain how a geneticist confirmed that maize was widely grown9,000years agoB.To indicate the earliest method used by geneticists to identify plant originsC.To explain a method used to demonstrate a link between two plant speciesD.To describe how geneticists distinguish between wild plants and domesticated plants4.What was most researchers'initial view of George Beadle's theory about teosinte?A.They accepted it but questioned the evidence cited.B.They rejected it because of conflicting archaeological evidence.C.They questioned it because it implies that ancient farmers were sophisticatedplant breeders.D.They questioned it because genetic research was viewed with skepticism at that time.5.What did Beadle conclude about maize and teosinte?A.Both plants lack particular genes that are common in most domesticated plants.B.Both plants have particular genes that enable them to adapt to varying climates.C.Only a small number of genes are responsible for the differences between the two plants.D.The genetic composition of both plants is very similar to that of rice.6.According to the professor,why was the discovery of stone tools important?A.It proved that teosinte was simultaneously domesticated in multiple locations.B.It helped to confirm the period in which maize was first domesticated.C.It suggested that maize required farming techniques that were more complex than experts had previously assumed.D.It provided evidence that maize plants were used for more purposes than experts had previously assumed.答案D D C C C B译文旁白：请听一段植物学讲座的节选。
tpo56综合写作听力原文
tpo56综合写作听力原文The lecture discusses two theories that explain the disappearance of the Maya civilization in Central America. According to the traditional view, the Maya civilization declined due to warfare and conflicts. On the other hand, a new theory suggests that environmental factors, particularly drought, played a significant role in the downfall of the Maya civilization.The traditional view argues that the Maya civilization's collapse was primarily caused by warfare and conflicts. The lecturer mentions that some scholars support this view because of the evidence of violence found in Maya cities including fortification walls and defensive structures. Additionally, the discovery of mass graves further supports the claim of warfare and internal conflicts. The lecturer emphasizes that these conflicts might have weakened the civilization and made it vulnerable to other factors.However, a new theory challenges the traditional view by highlighting the importance of environmental factors. According to this theory, drought played a central role in the decline of the Maya civilization. The lecturer explains that climate change during the time of the Maya civilization led to an extended drought period. This drought significantly impacted the agricultural productivity of the Maya, leading to food shortages and famine. The lecturer points out that evidence of reduced agricultural activities and abandoned farmlands supports this theory. The reliance of the Maya civilization on agriculture made them particularly vulnerable to environmental changes.Furthermore, the lecturer mentions that the impacts of drought also affected other aspects of the Maya society. Lack of water led to the collapseof the irrigation system, which was crucial for sustaining agriculture. The scarcity of water also caused social unrest and conflicts over limited resources within the society. The lecturer highlights that archaeological evidence, such as water reservoirs and canals, suggests the importance of water management systems in the Maya civilization.In conclusion, the decline of the Maya civilization in Central America can be explained by both the traditional view of warfare and conflicts, as well as the new theory highlighting the role of environmental factors, particularly drought. The lecturer emphasizes the significance of considering multiple factors when analyzing the disappearance of ancient civilizations.。
托福听力tpo56 section1 对话讲座原文+题目+答案+译文
托福听力tpo56section1对话讲座原文+题目+答案+译文Conversation1 (1)原文 (1)题目 (4)答案 (5)译文 (5)Lecture1 (7)原文 (7)题目 (9)答案 (11)译文 (11)Lecture2 (13)原文 (13)题目 (15)答案 (17)译文 (18)Conversation1原文NARRATOR:Listen to a conversation between a student and her philosophy professor.FEMALE STUDENT:Professor Miller?MALE PROFESSOR:Hi,Laura.Everything alright?FEMALE STUDENT:Yeah.I just...wanted to let you know...after this semester I...I’ve decided to change my major.MALE PROFESSOR:Really?Why?I,I thought you loved philosophy.FEMALE STUDENT:I do,but...I don’t know.I have to be practical.It’s great to take all these philosophy classes,but I mean...I need to start thinking about finding a job after I graduate.MALE PROFESSOR:Because,uh let’s see...people with a degree in philosophy don’t have anything to offer employers.Right?FEMALE STUDENT:Well...kind of.Lots of my friends are business majors.I need to study something that’ll actually prepare me for a career.MALE PROFESSOR:If I had a dollar for every time I heard that.OK.Studying something like business is great preparation,of course.Especially for people who already know their career goals.But for those who don’t,well...what’s yours,what’re your goals?FEMALE STUDENT:I have no idea.MALE PROFESSOR:So,for you...perhaps it’s not the best option.FEMALE STUDENT:That’s a good point.MALE PROFESSOR:With a major in philosophy...besides the possibility of grad school —which I think would be wonderful for you—you know lots of things that are valuable in any career.FEMALE STUDENT:Like what?How Johnson tried to refute Berkeley’s empiricism?MALE PROFESSOR:Well...what did Johnson do?FEMALE STUDENT:Well,you know...what Berkeley said was that we can’t really know any objects,we can just perceive them.It’s all about our senses perceiving things.Berkeley basically made the point that it doesn’t really make sense to believe in actual,physical matter...What Johnson did was,Johnson was trying to disprove that,so he kicked a big stone.He said that refuted Berkeley.MALE PROFESSOR:Uh-huh.So,what do you think of that?FEMALE STUDENT:Well,not that I’m convinced by Berkeley either,but I really don’t think Johnson refuted anything.And I think Berkeley would just say that Johnson still doesn’t know anything apart from what he senses.Seeing the stone,feeling his foot hurting after he kicked it—it’s all still just based on his perceptions.Johnson can’t argue that he knows anything other than what his senses have told him.MALE PROFESSOR:You know what you just did?FEMALE STUDENT:Told you something that’s not relevant anywhere but a philosophy class?MALE PROFESSOR:No.You demonstrated well-developed analytical skills.Philosophy majors can critique other people’s reasoning,make a convincing argument, summarize...and communicate very effectively.These things are important in any career.And in life!FEMALE STUDENT:OK,but...still!You don’t see any of that in job descriptions!MALE PROFESSOR:Really?Oh,I think you do.I’ve seen so many articles lately,by heads of companies in all kinds of fields,complaining that it’s hard to find employees who can do that.Ask at the career services office—they’ll tell you the same thing.FEMALE STUDENT:Well,I guess career services would know.MALE PROFESSOR:Also,why don’t you think about...You know,our department always has information about summer internships.That’d give you some concrete experience to put on your résumé.FEMALE STUDENT:That’s an idea.MALE PROFESSOR:An internship could help you get your foot in the door.题目1.What is the conversation mainly about?A.The best careers for philosophy majorsB.The arguments made by two philosophersC.Why the student should continue studying philosophyD.Why the student should look for an internship in philosophy2.What does the professor imply about studying business?A.It will improve the student’s chances of being accepted into graduate school.B.It may not be a wise choice for the student.C.It could help the student clarify her career goals.D.There may be fewer jobs in this field than the student thinks.3.Why does the student mention Johnson and Berkeley?A.To cast doubt on something the professor saidB.To get the professor’s opinion about a topic from classC.To indicate that she wishes to change the subjectD.To check whether she has understood a philosophical argument4.What does the student imply about Johnson’s argument?A.It is more convincing than Berkeley’s argument.B.It disproves an accepted theory.C.It demonstrates the existence of physical matter.D.It fails to prove the point he was trying to make.5.Why does the professor tell the student to go to the career services office?A.To research summer internship opportunitiesB.To ask how to include her skills on her résuméC.To read job descriptions for careers in philosophyD.To confirm that her skills are valuable to employers答案C B AD D译文旁白：听一个学生和她的哲学教授之间的对话。
托福听力题目TPO 056
TPO56听力Section1Conversation1:Listen to a conversation between a student and her philosophy professor.1.What is the conversation mainly about?〇The best careers for philosophy majors〇The arguments made by two philosophers〇Why the student should continue studying philosophy〇Why the student should look for an internship in philosophy2.What does the professor imply about studying business?〇It will improve the student's chances of being accepted into graduate school〇It may not be a wise choice for the student〇It could help the student clarify her career goals〇There may be fewer jobs in this field than the student thinks3.Why does the student mention Johnson and Berkeley?〇To cast doubt on something the professor said〇To get the professor’s opinion about a topic from class〇To indicate that she wishes to change the subject〇To check whether she has understood a philosophical argument4.What does the student imply about Johnson’s argument?〇It is more convincing than Berkeley's argument〇It disproves an accepted theory.〇it demonstrates the existence of physical matter〇It fails to prove the point he was trying to make.5.Why does the professor tell the student to go to the career services office?〇To research summer internship opportunities〇To ask how to include her skills on her resume〇To read job descriptions for careers in philosophy〇To confirm that her skills are valuable to employersLecture1：Listen to part of a lecture in an art history class.1.Why does the professor discuss Jackson Pollock?〇To point out a common misconception about Abstract Expressionism〇To help students understand the nature of Abstract Expressionism〇To compare Pollock's technique to that of other Abstract Expressionist painters〇To defend Pollock and the Abstract Expressionists from criticism2.What point does the professor make about Jackson Pollock’s training as an artist?〇It motivated him to rebel against art he claimed was boring〇It contrasted with the type of art he later created.〇It taught him how to paint using unconventional methods〇It was very different from the type of training most artists receive3.What were two features of Jackson Pollock’s painting technique?Click on2answers.〇He used walls as a painting surface.〇He painted the canvas while it was on the floor.〇He applied paint by pouring or dripping it〇He allowed visitors at his studio to help with the painting4.What is the professor’s attitude toward the term“action painting”？〇He thinks it correctly describes Pollacks painting technique.〇He considers it less appropriate for Pollock than for other Abstract Expressionists.〇He believes that it represents the sense of movement displayed in Pollock’s paintings.〇He is pleased that contemporary critics rarely use the term5.What feature of Autumn Rhythm does the professor imply is representative of Pollock’s works?〇It symbolizes the passage of time.〇It reveals a lack of control over emotions.〇It combines structure and the appearance of chaos〇It combines tradition and innovation6.Why does the professor discuss photography?〇To emphasize how different it is from painting〇To make a point about its increasing popularity in New York’s art world〇To show the extent of Pollock’s influence〇To support his argument about the way people look at Pollock’s paintingsLecture2：Listen to part of a lecture in a zoology class.1.What does the professor mainly discuss?〇Conditions that led to the extinction of the archaeopteryx〇The adaptation of the archaeopteryx to its environment〇Research on the archaeopteryx as an example of the typical dinosaur〇The importance of the archaeopteryx in the study of the evolution of birds2.According to the professor,why was the first archaeopteryx fossil of unusually high quality?〇The fossil was not exposed to harsh weather conditions that could have damaged it_〇Archaeopteryx bones preserve more successfully than the bones of other birds〇The stone in which the fossil was found was composed of very fine particles〇The archaeopteryx was fossilized more recently than other ancient birds found in fossils.3.Why does the professor mention the Mona Lisa?〇To argue that examining fossils is a process that requires great attention to detail〇To point out that the archaeopteryx fossils can be interpreted in different ways〇To demonstrate that no one fully understands the process of bird fossilization〇To persuade the class that the archaeopteryx was a particularly beautiful bird4.What point does the professor make about the tail of the archaeopteryx?〇It was the only part of the archaeopteryx not preserved in fossils.〇It is the reason that the archaeopteryx is classified as a bird〇It was very different from the tails of modern birds〇It is the reason ornithologists believe the archaeopteryx could fly5.What is the professor’s attitude toward the recent research on fossils discovered in China?〇She is inclined to believe the results of the research〇She has not yet formed any opinion about the study because it is incomplete.〇She is upset that the study's conclusions contradicted her own opinions.〇She doubts that the study will help answer questions about the archaeopteryx6.Why does the professor say this(重听题)〇To indicate that she disagrees with other researchers〇To acknowledge that her explanation may have been unclear〇To warn the student about a common misunderstanding〇To suggest that the student should listen more carefullySection2Conversation1:Listen to a conversation between a student and a university employee.1.What is the conversation mainly about?〇Collecting membership fees for a student club〇Arrangements for an upcoming student trip〇A recent performance by a famous jazz group〇Finding a good restaurant in the city2.Why do the students want to get to the theater early?〇To purchase their concert tickets〇To avoid rush hour traffic〇To be able to get good seats〇To have time to eat dinner3.What is the woman's attitude toward the students1plan to eat separately?〇She is convinced that there will be problems.〇She approves because they will not be able to get a reservation for such a large group〇She does not believe that they have planned enough time to eat separately.〇She thinks it would be cheaper if they had dinner together.4.Why does the man change the time that the vans will meet the students after the concert?〇To reduce the cost of parking〇To get students home in time to study〇To make sure that no student will be left behind〇To avoid the crowds after the concert5.What information will the woman give the man tomorrow?〇The cost of the concert tickets〇The hourly charges for van drivers〇The amount of money the students need to deposit〇The amount of money the students still oweLecture1:Listen to part of a lecture in an archeology class1.What aspect of archaeology in Iceland does the professor mainly discuss?〇Various techniques for dating archaeological sites〇Causes of damage to a Viking-era house〇Evidence of early agricultural tools〇A method for locating buried structures2.According to the professor,why are the remains of old Icelandic houses difficult for archaeologists to find?〇The remains cannot be detected by a remote sensing tool.〇The remains are located in areas that are now covered by glaciers.〇The houses were made of material that is similar to the soil around them〇The houses were extremely small3.Why does the professor discuss Icelandic sagas about Viking explorers?〇To help explain archaeologists'interest in Iceland〇To help the students understand the climate of Iceland〇To compare the geography of Iceland to that of North America〇To provide an overview of the history of archaeology4.According to the professor,what kind of data does the remote sensing tool provide?〇The approximate age of different types of buried structures〇The electrical conductivity of the ground at different locations〇The chemical composition of different types of soil and peat〇The temperature of the ground at different depths5.What is the significance of the building that was found by using the remote sensing tool?〇It might have been the first museum in Iceland.〇It might have been built with materials from North America.〇It may help prove that a story from the Icelandic sagas is true〇It may be the only building in Iceland built of compressed peat6.Why does the student say this:（重听题）〇He thinks that the professor may have already answered his question〇He wants the professor to repeat what she just said〇He is sorry that he missed last week’s lecture〇He cannot hear what the professor is saying答案解析：Section1Conversation1：CBADDLecture1：BB(BC),ACDLecture2：DCB,CAASection2Conversation1：BCACDLecture1：DCA,BCA恭喜你完成全部学习，距离和托福分手不远啦！。
托福听力tpo60 lecture1、2、3 原文+题目+答案+译文
托福听力tpo60 lecture1、2、3 原文+题目+答案+译文Lecture1 (1)原文 (1)题目 (3)答案 (5)译文 (5)Lecture2 (7)原文 (7)题目 (9)答案 (11)译文 (12)Lecture3 (13)原文 (13)题目 (16)答案 (18)译文 (18)Lecture1原文Listen to part of a lecture in an art history class.As you know, artists today can choose from an enormous selection of media, including water colors, acrylic paints, not to mention special pains formulated for almost any surface you might wanna paint on. But even so, oil paints are still the medium of choice among most professional artists and hobbyists. So why is that? well, for one thing, oil paints extremely versatile, suitable for many different painting styles, different subjects, and different sizes of work. Another advantage is thatthey're easy to use. Even for beginners, they can be manipulated. You can apply oil paint to a canvas. And then because they don't dry right away, they can be scraped off and paint it over.So you don't have to waste expensive material every time you make a change. Unlike acrylic paint, which really can't be moved once it's applied, acrylic paints dry very quickly. So in general, when using them, it's more difficult to make changes. And with watercolors, you can't really paint over a mistake, because it really diminishes the freshness of the colors. So oil paint is the medium of choice for many painters. Nowadays, anyway, in terms of art history, oil paints actually pretty young in Europe before the invention, rather, the development of oil paint, painters mostly used Tempera. Tempera was made with egg yolk. Believe it or not, the yoke acted as a binder. A binder enables the color pigment to stick to your canvas, and no temporal wasn't always yellow. If that's what you're thinking. Artists made their own paint by mixing egg yolk with a color pigment like powdered iron ore copper. But it dried very fast, which left little room for error or change.You really had to get it right the first time. Then in the early 15th century, a Flemish painter named Jan of Van Eyck started experimenting up after that emperor in one of the Nikes paintings cracked while drawing in the sun. He decided to try to make a paint that would avoid this fate. So he tried. And oil mixture, actually other painters before him had tried using oils as a binder. So while the Nikes credited with inventing oil paint, it's not entirely true. In Greece and Italy, olive oil had been used to prepare pigment mixtures, but the paint took a really long time to dry, just the opposite of tempera. But van Eyck had a secret recipe for his oil paint. He used linseed oil. Not only did this paint dry without cracking, van dyke also discovered that it could be applied in very thin layers. This technique gave the colors of depth that was previously unknown. And just as important, the linseed oil actually increased the brilliance of the color. So as a result, pigment oil mixtures became very popular among artists. Some tried to improve the paint by developing their own recipes, like uh, by using walnut oil, for instance, or by cooking their oil mixtures. But a greatmany began using some sort of oil as their binder.Now with all this experimentation with mixtures, well, it took a long time for artists to get comfortable with using these new oil paints to get a true feeling for how to apply them to the best effect. The early painters in oil like that Ike laid the paint down in thin layers with brush strokes that were so delicate that they're practically invisible. And it really wasn't until the end of the 16th century and in the 17th century that the full potential of oil paint was realized, for example, that's when artists finally began to combine delicately painted areas with thick brush strokes. So you could actually see the marks of the brush combining the rough and the smooth gives oil paintings great textural depth. Of course, the public who are used to smooth surfaces actually complained that these paintings looked unfinished. And some of that attitude carried over until later centuries, like, well, you're probably familiar with the work of the painter Vincent Van Gogh. Van gogh's famous nowadays for his thick, swirling brush strokes. But amazingly enough, his work was not appreciated back in the 19th century, and he sold just one painting during his lifetime. Of course, the French impressionists, who were his contemporaries, attained more popular acclaim, but they used a different technique. They applied oil paint and thick dabbs to depict the effects of light on the landscape.题目1.What does the professor mainly discuss?A. The relationship between painting techniques and types of paint that are usedB. Reasons for the changes in the popularity of oil paint since the seventeenth centuryC. The historical development and use of oil paintD. The main differences between oil paint and tempera2.What reasons does the professor give for the popularity of oil paint among modern artists?[Click on 2 answers.]A. It can be used for a number of painting styles.B. It allows artists to make changes.C. It does not fade easily.D. It can be made easily even by amateur painters.3.What property do tempera and acrylic paint have in common?A. They do not stick well to the canvas.B. They tend to crack as they dry.C. They tend to make colors look dull.D. They dry very quickly.4.What are two points the professor makes about the painter Jan van Eyck?[Click on 2 answers.]A. He did not invent the use of oil as a binder.B. He improved his own oil mixtures by heating them.C. He invented tempera.D. He applied oil paint to a canvas in thin layers.5.Why does the professor talk about combining delicate brushstrokes with thickbrushstrokes?A. To explain the popularity of van Eyck's paintingsB. To describe a difference between linseed oil and olive oil as a binderC. To indicate that artists became more experienced in the use of oil paintD. To point out a similarity between the painters van Eyck and van Gogh6.Why does the professor mention Vincent van Gogh?A. To emphasize that paintings made with thick brushstrokes were unpopular in the pastB. To show that artists did not know how to use oil paints correctly until the nineteenth centuryC. To describe the origin of a painting technique used by the French ImpressionistsD. To support his statement about when painters first began to use thick brushstrokes答案C ABD AD C A译文请听艺术史课上的部分内容。