托福TPO51听力Conversation2文本+题目+答案解析
为了帮助大家高效备考托福，为大家带来托福TPO51听力Conversation2文本+题目+答案解析，希望对大家备考有所帮助。
托福TPO51听力Conversation2文本
标题：Trip to the New York City
Listen to a conversation between a student and the director of the Student Activity Center.
Director:
Hello, Jack. Is everything set for the trip this Saturday?
Student:
Everything’s ready. Ah, fifteen people have signed up. Our train gets into New York City at noon which leaves plenty of time to get downtown to the art gallery for the reception.
Director:
It’s great. You could organize this. What an honor having a painting by one of our students in our exhibit!
Student:
Yeah. My roommate’s so modest. If we weren’t such good friends, I’d never realize that his work was being exhibited. So, since I was going anyway for the opening and all, I figure that might as well make a student event out of it. Working here at the Student Event Centers made me realize how popular our activities are. I figure they’ll be interested in it.
Director:
Well done, super job organizing everything. This poster was great. And they were up in no time.
Student:
Thanks. And I’m glad you could approve the funding for us.
Director:
My pleasure. By the way, how are you getting to the gallery from the train’s station?
Student:
Well, there are buses that run downtown.
Director:
Right. You grew up in New York City, didn’t you?
Student:
Yeah. But, the bus, well, that’s kind of what I want to talk to you about.
Director:
Yes.
Student:
I realized that at the last minute, but, well, the weather for Saturday is supposed to be really nice, sunny, warm. It’ll be a great opportunity to walk the High Line.
Director:
The……what?
Student:
Haven’t you? Oh, I guess not everyone has heard of it. It’s this amazing，it’s like this park in the sky.
Director:
A park in the sky?
Student:
Yeah. Well, see there was this old train line. You know one of those elevated lines, the kind that run high above the streets?
Director:。
托福听力tpo51 section1 对话讲座原文+题目+答案+译文
托福听力tpo51section1对话讲座原文+题目+答案+译文Conversation1 (1)原文 (1)题目 (3)答案 (5)译文 (5)Lecture1 (7)原文 (7)题目 (9)答案 (11)译文 (11)Lecture2 (13)原文 (13)题目 (15)答案 (17)译文 (17)Conversation1原文NARRATOR:Listen to part of a conversation between a student and her biology professor.MALE PROFESSOR:So the assignment is to reproduce one of the animal camouflage experiments we read about in our text book.Which experiment did you pick?FEMALE STUDENT:Well...I was wondering if I could try to reproduce an experiment that's kinda the opposite of what was discussed in the textbook?MALE PROFESSOR:So,instead of how and why an animal might hide itself,you want to do something about why an animal might want to be seen?Hmmm.Tell me more.FEMALE STUDENT:Well,I got the idea from one of the journals you said we should look at…it's an experiment about,um,they called them eyespots in the article?MALE PROFESSOR:Eyespots,sure,the patterns on the wings of moths and butterflies that are generally believed to scare off predators because they look like big eyes.FEMALE STUDENT:Yeah,except the article was about an experiment that disputes that theory.MALE PROFESSOR:Well,we know that the markings do scare the birds,but the idea that the spots look like eyes is,well that's just a commonly held belief.FEMALE STUDENT:So—that's not even based on research?MALE PROFESSOR:Well,this whole idea of moth or butterfly markings being scary because they look like eyes rests on how we imagine that their predators—like birds —perceive the markings.And we can never really know that.All we can do is observe bird behavior.But tell me more about the experiment.FEMALE STUDENT:OK,so the experiment looked at the shapes of the markings on moth wings.The researchers wanted to know if the markings that were round or eye-shaped were more effective at deterring predators than square or rectangular markings.MALE PROFESSOR:OK…FEMALE STUDENT:Yeah.So,they attached food to paper models of moths,with different shaped marks drawn on the wings,to see how birds reacted.And what's interesting is,they realized that the round marks were not more effective at scaring birds than other shapes.MALE PROFESSOR:Were they less effective?FEMALE STUDENT:No,they were about the same...but what researchers diddetermine is that larger markings are more effective than smaller markings at scaring off prey.They called this phenomenon“visual loudness.”MALE PROFESSOR:Visual loudness,huh.Well,I guess it's not all that shocking,if you think about it.FEMALE STUDENT:So,anyway,is it OK?Can I repeat this experiment and write about it?MALE PROFESSOR:Yes,I think that'll work.The problem I foresee is,well,where? This is an urban campus...You'll have a hard time finding a good place to set up the experiment.FEMALE STUDENT:Oh,I-I wasn't planning on doing it on campus.I'm going home for spring break,and my family lives in the country,far from the nearest city.I can set it up in the backyard.MALE PROFESSOR:Good idea.Except one week is not a lot of time.So you'll need to make some adjustments to have enough data.I'd set up the experiment near a bird feeder,and get in as much observation time as you can.题目1.Why does the student talk with the professor?A.She wants permission to revise an experiment that she conducted earlier.B.She has a question about the findings of an experiment in the textbook.C.She wants to reproduce an experiment that is not in the textbook.D.She would like some advice about how to study butterfly and moth behavior.2.What does the professor say is a common assumption about certain markings onbutterfly and moth wings?A.That the markings are usually hidden from viewB.That the markings attract some kinds of birds more than othersC.That some birds perceive the markings as large eyesD.That butterflies and moths use the markings to attract mates3.What were the results of the experiment that the student describes?[Click on2 answers.]A.Birds reacted to round markings the same way they reacted to square markings.rge markings scared birds more than small markings did.C.Most birds ignored markings that looked like eyes.D.Birds were attracted to more colorful markings.4.Why does the professor mention a bird feeder?A.To suggest a strategy that may help the student carry out her task successfullyB.To recommend a place on campus that is suitable for the student's projectC.To discuss another experiment that has yielded surprising resultsD.To point out a problem in the design of the original experiment5.What can be inferred about the student when she says this:Professor:Well,we know that the markings do scare the birds but the idea that the spots looked like eyes is……well,that is just a commonly held belief.Student:So,that’s not even based on research?A.She is skeptical about what the professor just told her.B.She just realized that she designed her experiment incorrectly.C.She is worried that she misunderstood something that she read.D.She had assumed that there was scientific evidence for the theory.答案C C AB A D译文旁白：请听一段学生和其生物学教授之间的对话。
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TPO12听力Conversation2文本+题目+答案解析
为了帮助大家高效备考托福，为大家带来托福TPO12听力Conversation2文本+题目+答案解析，希望对大家备考有所帮助。
托福TPO12听力Conversation2文本 Narrator: Listen to a conversation between a student and a Department Secretary. Student: Hi. Miss Handricks. Secretary: Hi Bret, how are you? Student: I’m fine, except I have a question about my paycheck. Secretary: Sure. What’ up? Student: Well, it’s already been several weeks at the end of the semester and my check was supposed to go directly into my bank account but there haven’t been any deposits. Secretary: That’s odd. Student: Yeah, and I thought graduate teaching assistant will automatically put on the payroll at the beginning of the semester. Secretary: They are. Let’s see did you complete all the forms for the payroll? Student: I filled in whatever they sent me, and I returned like the end of August. Secretary: Hum, well, you definitely should have been paid by now. At least two pay periods have passed since then. Student: I asked the bank and they didn’t know anything. Who should I talk to about this, payroll? Secretary: I’m going to contact them for you. There was a problem in processing some of the graduate students’ payroll paper work. ‘Cause their computer program crashed after all the information was processed. And some people’s information couldn’t be retrieved. Student: Hum. But why didn’t any one let me know? Secretary: I don’t know how they work over there, ‘cause they couldn’t even figure out whose information was missing. And this isn’t the first time, seems like something like this happens every semester. Student: So how do I find out if my information was lost? Secretary: I will contact them tomorrow morning to see if you’re in the system. But you’re probably not. Student: Well, then let me to do…? Secretary: Sorry, but you will need to fill out those forms again and then I will fax them over the payroll office. Student: And then what… Well, what I really need to know is how long till I get the money. I’m already a month behind my bills and my tuitions due soon. Secretary: They’ll get you into the system the same day they receive your paper works. So if you do that tomorrow, you’ll get paid next Friday. Student: That’s a long time from now. Will that pay checking include all the money I am owed? Secretary: It should. I will double check with the payroll department. Student: And another thing, Is there any way I could get paid sooner? I have been teaching all these weeks… Secretary: I know that’s not fair but I don’t think they can do anything; all the checks are computed automatically in the system. They can’t just write checks. Student: But they are the ones that have made mistakes. And they never told me! Woman: I understand how you feel and if I were you, I’d be upset too. I’ll tell you what: when I call them, I will explain the situation and ask them if there is any way you can be paid sooner. But I have to tell you that base on past experiences, you shouldn’t count on it. Student: (Sigh) I understand, thanks. I know it’s not your fault and that you’re doing everything you can. Secretary: Well, what I can do is: make sure that your first check is for total amount the university owes you. Student: That’ll be great! Thank you. I will be on campus about 10 tomorrow morning and I will come by to see you then.。
托福TPO26听力Conversation2文本+题目+答案解析
为了帮助大家高效备考托福，为大家带来托福TPO26听力Conversation2文本+题目+答案解析，希望对大家备考有所帮助。
托福TPO26听力Conversation2文本 Narrator: Listen to a conversation between a student and her biology professor． Professor: Hi, Jean．How was the…uh, the conference, right? The conference on volunteerism? That’s where you were last week． Student: Yeah. It was great. I met a lot of people from some really amazing organizations that are working in the area．Now it would be a lot easier to get students to volunteer in the community．Plus, I’ve never been to any of the beaches here before．Being at the beach was definitely a plus． Professor: Well, I hope you had time to look over the notes from the class you missed．You did get the notes, right? Student: Yup．I’II look them over before tomorrow’s class． Professor: Good．And let me know if you have any questions. Student: Well, there is something that I wanted to ask you now．It’s about something I noticed at the beach． Professor: Oh, what’s that? Student: Well, see, there are a lot of jellyfish there, floating in the water. Professor: That couldn’t have been pleasant. Student: Not for swimming. But it was interesting. I mean, the jellyfish were glowing．I swear they were．And I am wondering what that’s about． Professor: Ah, glowing jellyfish．That is interesting. Uh, it’s called bioluminescence．And actually we are going to talk about it later in the semester．Basically, bioluminescence is light that’s produced by a chemical reaction. Student: Really? Inside the jellyfish? Professor: Well, not all jellyfish, about half of them．Actually, a lot of marine organisms have this ability, especially in deeper parts of the ocean． Student: Oh? I get it. Like the darker it gets, the more the fish needs light, right? Professor: Well．bioluminescence serves a number of functions．Most aquatic organisms use it for communication and for attracting prey．But jellyfish usually use it as a defense against predators．Some jellyfish produce bright flashes of light that confuse predators, to, uh, to startle them．But jellyfish closer to the surface, probably like the jellyfish you saw, they use bioluminescence to hide．The light they produce matches the color of the dim sunlight, so they blend in, and, uh, and predators can’t see them． Student: Wow, really? Well, I am looking for a topic for my term paper ,so maybe I could do it on these glowing jellyfish．That’s why I wanted to ask you about them, you know, to find out if there was really something to write about． Professor: It’s a great topic．But you’II have to make sure the topic is manageable．Like I said, about half of all jellyfish are bioluminescent, so you may want to look at a particular type of jellyfish or several types that benefit from bioluminescence in the same way, or you could investigate current research on bioluminescence, on, on the chemical process, or…Here’s an idea．You seem to be very involved in local issues．See if you can identify the jellyfish you observed on the beach and how they fit into the local ecosystem． Student: Yeah, you know, some of the environmental groups I met last week might even be able to help me． 托福TPO26听力Conversation2题目 1.Why does the student go to see the professor? A. To obtain notes from a class she missed. B. To discuss a conference she attended. C. To ask about a possible topic for a research paper. D. To clarify information about volunteering in the community. 2.What does the student say about the conference she attended? A. It will help convince students to get involved in the community. B. It taught her a lot about marine ecosystems.。
托福听力tpo54 section2 对话讲座原文+题目+答案+译文
托福听力tpo54section2对话讲座原文+题目+答案+译文Conversation2 (1)原文 (1)题目 (3)答案 (5)译文 (5)Lecture3 (7)原文 (7)题目 (9)答案 (11)译文 (11)Lecture4 (12)原文 (12)题目 (15)答案 (17)译文 (17)Conversation2原文NARRATOR:Listen to a conversation between a student and an employee in the university's historical library.FEMALE EMPLOYEE:Morning!What can I help you find?MALE STUDENT:Well,I saw on the Internet that the university library has menus and things from local restaurants—like The Springfield Eatery?FEMALE EMPLOYEE:Right.A lot of local businesses have donated materials to our collection,including that restaurant.I'm pretty sure we have,uh,ten or fifteen boxes of materials from there.MALE STUDENT:Good.I thought you were located in the main library,so I went there first and they sent me here.I hadn't realized the university had a separate historical library.I think what you're doing is great—collecting local documents and photos—keeping a record of the region.FEMALE EMPLOYEE:I'm glad you see the value in it.We've been collecting materials for going on seventy years st year we had an exhibition that showcased how the town square has changed over the past50years.So that got the word out a little...but you're right—a lot of students don't know we exist.Well,unless they're majoring in history.So,you're looking for something for a class?MALE STUDENT:Not exactly.My grandmother went to this university,and while she was here,she worked as a waitress.FEMALE EMPLOYEE:At The Springfield Eatery.MALE STUDENT:Yes,and that's where she met my grandfather!So,they're celebrating their fiftieth anniversary this year,and I noticed online that you have old menus from some of the restaurants.I was thinking I could find one from the year they met and frame a copy for them.FEMALE EMPLOYEE:What a unique idea!What year are you looking for?MALE STUDENT:Uh,1954.FEMALE EMPLOYEE:I know we have a few menus from the1950s,but you'll have tocheck...there are some gaps…some years we didn't receive any new materials,and sometimes restaurants go a while without changing their menus....MALE STUDENT:Oh no!I really wanted to give them something special.FEMALE EMPLOYEE:Well…how about this:We also have a lot of photos,so maybe you could find one of your grandmother—or maybe even one with both of your grandparents.MALE STUDENT:That’d be awesome!FEMALE EMPLOYEE:The only thing is,most of our materials are still in boxes—no one's ever taken the time to organize them,so it-it might require a fair amount of sifting.MALE STUDENT:Hmm…I have a couple a tests coming up,but I can take a quick look, if that's OK.I know some libraries have special rules for handling delicate or old materials.FEMALE EMPLOYEE:Well,these aren't particularly old.Just the usual rules apply…no food or drinks.MALE STUDENT:OK.Thanks for your help!题目1.Why does the man go to see the woman?A.To ask the woman if she has photographs of local businessesB.To conduct research for a history classC.To try to find a gift for his grandparentsD.To find out how long a local restaurant has been in business2.What does the woman say about an exhibition the library held last year?A.It was in honor of the town's seventieth anniversary.B.It helped increase awareness of the collection.C.It was arranged by students who study history.D.It mostly included photographs from the1950s.3.What does the woman imply about the menus?A.Most of the menus in the collection are from the Springfield Eatery.B.All of the menus in the collection are carefully organized in boxes.C.The menu the man is looking for is probably in the main library.D.The man might not find the menu he is looking for.4.What does the woman suggest that the man consider doing?A.Look for a photo of his grandparentsB.Frame a photograph of a menu from a different yearC.Call the restaurant to ask whether they have what he is looking forD.Take a picture of the restaurant5.Why does the man say this：MALE STUDENT:I know some libraries have special rules for handling delicate or old materials.Employee:Well,these aren’t particularly old.Just the usual rules apply,no food ordrinks.A.To inform the woman that he has handled old materials in the pastB.To inquire whether the library has regulations for handling historical documentsC.To imply that the library should do a better job protecting historical documentsD.To argue that special precautions are not necessary in this case答案C BD A B译文旁白：请听一段学生和大学历史图书馆雇员之间的对话。
托福TPO16听力Conversation2文本+题目+答案解析
为了帮助大家高效备考托福，为大家带来托福TPO16听力Conversation2文本+题目+答案解析，希望对大家备考有所帮助。
托福TPO16听力Conversation2文本 Narrator: Listen to a conversation between a professor and the student. Woman: Jeff, I’m glad you’d drop by. I’ve been meaning to congratulate you won the class leadership award. Man: Thanks, Professor Brownson. I was really happy to get it and a little surprised. I mean, there were so many other people nominated. Woman: Well, I know the award was well deserved. Now, what can I do for you today? Man: I needed to talk to you about the medieval history test. You know, the one scheduled for Friday afternoon? Woman: Yes? Man: Well, there’s this trip that my French class is taking, we’re going to Montreal for the weekend. Woman: Montreal! That’s my favorite city. What will you be seeing there? Man: Uh, I’m not sure yet. Well, the reason, the main reason I wanted to go, is that we’ll be rooming with French-speaking students there. You know, so we can get a chance to use our French to actually talk to real French speakers. Woman: It sounds like a great opportunity. But, then, there’s that test. Man: Yeah, but, well, the thing is the bus leaves right in the middle of when our history class meets this Friday. So, well, I was thinking maybe I could take the test on a different day, like, Monday morning during your office hours? Woman: Uh, Monday morning. Um, that would not be, oh wait, let me just see one thing. Uh ha, OK, that’s what I thought. So, for your class, I was planning a take-home exam. So, you could just take the test along with you, uh, let’s see, I guess you could come to class Friday just to pick up the test, that way you’ll still make your bus, and then find some quiet time during your trip to complete it, and you can bring it to class Wednesday when I’ll be collecting everyone else’s. Man: Hum, uh, during the trip, well, I guess I could, so I should plan to take my books and stuff with me. Woman: You’ll definitely need your class notes. I’m giving you some short essay questions to make you think critically about the points we discussed in class. Just state, uh, state and defend your opinion, analyze the issues, speculate about how things might have turned out differently. So, you see, I don’t care if you look up dates and that kind of things, what I want is for you to synthesize information, to reflect back on what we’ve read and discussed, and to form your own ideas, not just to repeat points from the textbook. Does that make sense? Man: Yeah, I think so. You’re looking for my point of view. Woman: That’s right. The mid-term exam showed me that you know all the details of who, where and when. For this test, I want to see how you can put it all together, to show some original thinking. Man: That sounds pretty challenging, especially trying to work it into this trip, but, yeah, I think I can do it. Woman: I’m sure you can. Man: Thank you, Professor Brownson. Woman: Have a great time in Montreal. 托福TPO16听力Conversation2题目 1.Why does the student go to see the professor A. To find out his grade on the midterm exam. B. To explain why he missed a class. C. To get help writing an essay. D. To ask to take a test at a different time. 2.Why does the professor congratulate the student? A. He received the highest grade on a recent test. B. He recently won an award. C. He was accepted into a history program in France.。
托福听力tpo58 section2 对话讲座原文+题目+答案+译文
托福听力tpo58section2对话讲座原文+题目+答案+译文Conversation2 (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 (17)Conversation2原文NARRATOR:Listen to a conversation between a student and a professor.MALE STUDENT:Hi,Professor Johnson?FEMALE PROFESSOR:Hi,how can I help you?MALE STUDENT:Well,my name’s Matthew,Matthew Burns.I signed up to take Film 200next year.FEMALE PROFESSOR:Film200...Film200...Now where did I put that enrollmentsheet?I wasn’t expecting anyone to turn up quite this early,but they did send me the preliminary enrollment,and...found it!And your last name again is…MALE STUDENT:Burns,Matthew Burns.FEMALE PROFESSOR:Yes,Matthew,O.K.,here you are.So,what’s...?MALE STUDENT:Well,um,I’m a bit nervous about taking a film class for the first time,and,uh,I thought maybe I could get a head start over the summer.I already have an idea for a script and I was wondering if you could give me a couple of tips.FEMALE PROFESSOR:A script?MALE STUDENT:Yeah,a script for a film.FEMALE PROFESSOR:But Film200is not a filmmaking class.MALE STUDENT:It’s not?FEMALE PROFESSOR:Uh-uh.We,we watch films,discuss them,analyze them,write about them…we do a lot of writing,but we don’t write a film script.I guess you were thinking it was a filmmaking class?MALE STUDENT:Well,yeah...FEMALE PROFESSOR:No,200is Film Narrative.It deals with how films tell stories, what narrative techniques are used in film—by analyzing a number of the classics.MALE STUDENT:Oh,I see.FEMALE PROFESSOR:Yeah.We’ll talk about how narratives in film differ from stories in books.Did you read the class description?MALE STUDENT:I uh...I was so excited to enroll in a film class that I guess I didn’t pay enough attention to what kind of film class it was.I thought I was registering for a film making class.Sorry.FEMALE PROFESSOR:No,no.No problem.I mean,I can see how this kind of misunderstanding could happen.You know,there are a couple of filmmaking classes,if that’s what interests you.But I don’t teach them;you’d have to talk with Professor Webb.Actually,though,there’s no reason why you couldn’t take my class as well as a filmmaking class...MALE STUDENT:I wonder if I could swing that;I can’t get out of my English,Biology and French classes,they’re required;and I wanted my fourth class to be filmmaking.FEMALE PROFESSOR:Which English class are you registered for?MALE STUDENT:Um,English Composition.It’s a required writing class–all students hafta take it.FEMALE PROFESSOR:Oh yes,English Comp.You’ll be writing a lot for that class.You know,this film class might fulfill your English requirement…you’d have to check with the English department.It’s totally up to you,but...Let me ask you:Do you watch a lot of movies?MALE STUDENT:Tons…mostly modern ones.FEMALE PROFESSOR:Well,if you want to be a filmmaker,you need to be acquainted with the classics.Professor Webb could tell you more about what you should do.I recommend you talk to her.Then you can think about it over the summer.You can always add or drop a class in the fall.MALE STUDENT:Yeah,I think I’ll do that.Thank you,Professor Johnson.You’ve been very helpful.题目1.Why does the man go to see the professor?A.To confirm that he is registered for her classB.To introduce himself to her before the beginning of classesC.To discuss work he plans to do in preparation for her classD.To borrow a copy of a film he missed in class2.What did the man wrongly assume?A.That he cannot take a film class during his second year of collegeB.That he is required to take a film classC.That he has registered for a filmmaking classD.That a film class will fulfill his English literature requirement3.What will the students learn about in Professor Johnson’s class?A.How classic stories become filmsB.How to produce a filmC.Famous screenwritersD.Narrative techniques used in film4.What do the film narrative class and the English composition class have in common?A.Both use the same textbook.B.Both require students to write a lot of papers.C.Both are taught by Professor Webb.D.Both are required for a degree in film studies.5.What does the professor suggest the man find out at the English department?A.Whether the English department offers a course on narratives in storiesB.Whether the film narrative course could be accepted for his English requirementC.When the man needs to make a final decision about his fall classesD.When the English composition class is scheduled to meet答案C CD B B译文旁白：听学生和教授之间的对话。
托福TPO7听力Conversation2文本+题目+答案解析
为了帮助大家高效备考托福，为大家带来托福TPO7听力Conversation2文本+题目+答案解析，希望对大家备考有所帮助。
托福TPO7听力Conversation2文本 Narrator: Listen to a conversation between a student and a librarian. Stu: Hi, I am new here. I, um, couldn't come to the student orientation and I'm wondering if you can give me a few quick pointers about the library? I’d really appreciate it. Librarian: Sure. I’d be glad to. What's your major area of study? Stu: Latin American Literature. Librarian: OK. Well, over here's the section where we have language, literature and the arts. And if you go downstairs you will find the history section. Generally, the students who concentrate in Latin American literature find themselves researching in the history section a lot. Stu: Um-hmm, you are right. I am a transfer student and I've already done a year at another university, so I know how the research can go. I spent a lot of time in the history section. So how long can I borrow books for? Librarian: Our loan period is a month. Oh, I should also mention that we have an inter-library loan service. If you need to get hold a book that’s not in our library, there is a truck that runs between our library and a few other public and university libraries in this area. It comes around three times a week. Stu: Hey, that's great! At my last school, it could take a really long time to get the materials I needed. So when I had a project, I had to make a plan way in advance. This sounds much faster. Another thing I was wondering is: is there a place where I can bring my computer and hook it up? Librarian: Sure. There is a whole area here on the main floor where you can bring a laptop and plug it in for power, but on top of that we also have a connection for the internet at every seat. Stu: Nice, so I can do all the research I need to do right here in the library. I’ll have all the resources, all the books and the information I need right here in one place. Librarian: Yeah. That's the idea. I am sure you'll need photocopiers too. There are down the hall to your left. We have a system where you have to use a copy card,so you'll need to buy a card from the front desk. You insert it into the machine and you are ready to make copies. Stu: How much do you guys get charge? Librarian: Seven cents a copy. Stu: Oh, that’s not too bad. Thanks. Um, where is the collection of rare books? Librarian: Rare books are up on the second floor. They are in a separate room where the temperature is controlled, to preserve the old paper in them. You need to get special permission to access them, and then you have to wear gloves to handle them ‘cause the oils in our hands, you know, can destroy the paper. And gloves prevent that so we have a basket of gloves in the room. Stu: Ok. Thanks. I suppose that’s all I need to know. You've been very helpful. Thanks. Librarian: Anytime. Bye Stu: Bye. 托福TPO7听力Conversation2题目 Question 1 of 5 Why does the student come to the library? A. To learn about the library's resources. B. To ask about interlibrary loans. C. To attend the new student orientation. D. To start work on a research project. Question 2 of 5 Why does the librarian point out the history section to the student? A. She wants to point out the closest area containing copy machines. B. She assumes that he will need to do research there.。
托福听力tpo50 全套对话讲座原文+题目+答案+译文
托福听力tpo50全套对话讲座原文+题目+答案+译文Section1 (2)Conversation1 (2)原文 (2)题目 (4)答案 (5)译文 (5)Lecture1 (7)原文 (7)题目 (9)答案 (11)译文 (11)Lecture2 (13)原文 (13)题目 (15)答案 (17)译文 (18)Section2 (19)Conversation2 (19)原文 (19)题目 (21)答案 (23)译文 (23)Lecture3 (25)原文 (25)题目 (27)答案 (29)译文 (29)Lecture4 (31)原文 (31)题目 (33)答案 (35)译文 (36)Section1Conversation1原文NARRATOR:Listen to a conversation between a student and a political science professor.MALE STUDENT:I’m not sure if you know,but I was elected to student government this year…FEMALE PROFESSOR:Oh,congratulations!I was in student government myself as an undergraduate.It taught me a lot about the political process.In fact,the experience solved my problem of what to do with my life—it really cemented my interest in becoming a political scientist.MALE STUDENT:Cool.Anyway,um,the reason I came by is,we’re getting ready to conduct a straw poll on campus.You know,hold an informal vote,since the general election’s just a couple months away.We wanna get a feel for the student body’s political leanings.Like,who students are planning to vote for,which political party people identify with,that sorta thing.FEMALE PROFESSOR:Oh sure.I helped students run a straw poll once,years ago.It was a lotta work,mostly because we used paper ballots and stayed up all night counting‘em.But if you use computers.MALE STUDENT:Yeah,we’re creating a Web site for it where students’ll be able to vote online.Um,and we’re looking for a faculty advisor to help,actually.I was hoping you might be rested.FEMALE PROFESSOR:Oh,I’m flattered,John,but my schedule’s so jammed.I’m teaching two seminars,your intro course,finishing up my research…But,uh,what about Professor Klein?She’s new in our department.Plus,she’s a whiz with computers.MALE STUDENT:OK.I’ll ask her.FEMALE PROFESSOR:So,have you decided on a topic for your term paper yet?MALE STUDENT:Not really.FEMALE PROFESSOR:Why not write about your straw poll?Since the paper’s not due till after the election,you could include your results,maybe compare them with the real election results?MALE STUDENT:But would that be enough?I mean,just comparing numbers?FEMALE PROFESSOR:Well,no,you’d need to provide some analysis,too.But I was thinking—there’s a couple of local ballot questions this year,ya know,referenda that voters can either support or not support.MALE STUDENT:Right,there’s one on whether to ban smoking in restaurants,and another one,uh…I think it’s whether to spend tax dollars for a new sports arena in the city.FEMALE PROFESSOR:OK,here’s an idea…In regular elections,the vast majority of voters ignore referenda;they vote for their favorite candidates,but avoid ballot questions.We believe it’s because voters aren’t familiar with the questions or don’t understand them.But actively educating people on ballot questions right before they vote can improve referendum participation rates.MALE STUDENT:In that case,maybe we could have our straw-poll Web site provide information on the ballot questions,like how each proposal would affect students.FEMALE PROFESSOR:Exactly.And when you write your paper,you could compare the students’referendum voting rate to the general public’s,and include your own analysis of the results.Plus there’s plenty of published research on referendum voting behavior.MALE STUDENT:Thanks Professor Miller!I had no idea this straw poll could actually help me in my course work.题目1.Why does the man go to see the professor?A.To suggest an idea for his research projectB.To tell her about his election to student governmentC.To ask for her help on a political projectD.To discuss methods of gathering public opinion2.What is the professor's attitude toward her involvement in student government as an undergraduate?A.She is grateful that the experience helped inspire her career choice.B.She regrets that her involvement took time away from her studies.C.She wishes that she had been more active than she was.D.She is glad that her involvement enabled her to help other students.3.What is the student government's main reason for conducting a straw poll?A.To educate students on the candidates'positionsB.To remind students to vote in the upcoming electionC.To find out how students feel about the local referendaD.To get an idea of students'political preferences4.Why does the professor mention paper ballots?A.To show how a straw poll differs from an actual electionB.To stress the importance of keeping accurate recordsC.To indicate that conducting a poll may present challengesD.To suggest a way to improve communication between the student body and the student government5.Why does the professor discuss voting behavior on referenda?A.To encourage the man to vote on the local referendaB.To help the man develop a focus for his term paperC.To express her skepticism that voting behavior can be changedD.To let the man know about her current research project答案C AD C B译文旁白：请听一段学生和政治学教授之间的对话。
托福TPO24听力Conversation2文本+题目+答案解析
为了帮助大家高效备考托福，为大家带来托福TPO24听力Conversation2文本+题目+答案解析，希望对大家备考有所帮助。
托福TPO24听力Conversation2文本 Narrator: Listen to a conversation between a student and his geography professor. Student: Hi. Professor Brown. Professor: Hi. Paul. What can I do for you? Student: I have a question about the final exam. I mean, will it cover everything we've done all term? Or just what we've been doing since the mid-term exam. Professor: Everything we've done all term. Student: Oh, boy. You know, I am still not too clear about the hydrologic cycle, um, the transfer of water back and forth between the earth and the atmosphere. I really blew the question about it on the mid-term exam. I want to do better on the final exam. But I am still having trouble with it. Professor: Well, uh, have you been to the tutoring center? Student: No, not for geography anyway. Isn't that just for when you need help with writing, like an essay or a research paper? Professor: Oh, no. you can get tutoring in a lot of subjects. Some graduate students from this department tutor there. Student: That's good to know. But I hardly go there because I have a part-time job. I never seem to be free when they are open. Professor: Well, they will be extending their hours when final exams begin. You might try then. But um... Well, since you are here now, can I help you with something? Student: Well, the hydrologic cycle. I remember we went over a diagram in class. And from what I remember, water changes back and forth from water in lakes and oceans to vapor, and then back to water again when it falls as rain or snow, as precipitation. It's constantly being recycled through evaporation and condensation. Professor: That's it. Basically. Um... so exactly what is it you don't understand? Student: OK. I guess what I am really confused about is how the topography of the land, the mountains and valleys and stuff, affects precipitation. Professor: OK. Good question. Precipitation is influenced by topography among other things. Um, why don't we talk about lake-effect snow? It's a phenomenon that occurs anywhere you have a large lake that doesn't freeze and have cold air flowing over it, mostly in the Northern Hemisphere. Student: Like the great lakes in the United States? Professor: Yeah. What happens is that the cold arctic air blows across the lake from the north in winter. And as the air crosses the lake, the lower layer is warmed by the lake water, which is much warmer than the arctic air. And as this air is warmed and picks up moisture, it becomes lighter than the air above it. Student: So it starts to rise, right? Professor: Yes. And clouds begin to form. When the air gets closer to the shore, it's slowed down by the land and starts to pile up. So it rises even faster because it has nowhere else to go, that's where topography comes into the picture. Student: And then it snows because as the air rises, it cools off and loses its capacity to hold water vapor. Professor: That's right. Student: OK. Thanks. Any chance you'll have this question on the final? Professor: I don't know yet. But you seem to have a handle on it. 托福TPO24听力Conversation2题目 1.Why does the student go to speak with the professor? A. To discuss material that might be on the final exam. B. To review his answers to the midterm exam. C. To get information about a class he missed. D. To find out about the services of the tutoring center. 2.What does the professor tell the student about the tutoring center? A. It will have extended hours during the final-exam period.。