托福听力真题题目tpo2
TPO ？ Conversation 1 1. Why does the man go to see his professor To borrow some charts and graphs from her To ask her to explain some statistical procedures To talk about report he is writing To discuss a grade he got on a paper 2. What information will the man include in his report? Click in the correct box for each phrase
3. Why does the professor tell the man about the appointment at the doctor's office? To demonstrate a way of remembering things To explain why she needs to leave soon To illustrate a point that appears in his report To emphasize the importance of good health 4. What does the professor offer to do for the man
5. Why does the professor say this() To question the length of the paper To offer encouragement To dispute the data sources To explain a theory Lecture 1 6. What is the professor mainly discussing The development of motor skills in children How psychologists measure muscle activity in the throat A theory about the relationship between muscle activity and thinking A study on deaf people's problem-solving techniques 7. Why does the professor say this() To give an example of a laryngeal habit To explain the meaning of a term To explain why he is discussing laryngeal habits To remind students of a point he had discussed previously 8. Why does the professor say about people who use sign language It is not possible to study their thinking habits They exhibit laryngeal habits The muscles in their hands move when they solve problems They do not exhibit ideomotor action 9. What point does the professor make when he refers to the university library A study on problem solving took place there Students should go there to read more about behaviorism Students' eyes will turn toward it if they think about it He learned about William James' concept of thinking there 10. The professor describes a magic trick to the class, what does the magic trick demonstrate?
11. What is the professor's opinion of the motor theory of thinking Most of the evidence he has collected contradicts it It explains adult behavior better than it explains child behavior It is the most valid theory of thinking at the present time It cannot be completely proved or disproved Lecture 2 12. What aspect of Manila hemp fibers does the professor mainly discuss in the lecture Similarities between cotton fibers and manila hemp fibers Various types of manila hemp fibers The economic importance of Manila hemp fibers A use of Manila hemp fibers 13. Why does the professor mention going away for the weekend? To tell the class a joke To apologize for not completing some work To introduce the topic of the lecture To encourage students to ask about her trip 14. What does the professor imply about the name Manila hemp It is a commercial brand name Part of the name is inappropriate The name has recently changed The name was first used in the 1940's 15. Why does the professor mention the Golden Gate Bridge? To demonstrate a disadvantage of steel cables To give an example of the creative use of color To show that steel cables are able to resist salt water To give an example of a use of Manila hemp 16. According to the professor, what was the main reason that many ships used Manila hemp ropes instead of steel cables? Manila hemp was cheaper Manila hemp was easier to produce Manila hemp is more resistant to salt water Manila hemp is lighter in weight 17. According to the lecture, what are two ways to increase the strength or rope made from Manila hemp fibers? Click on 2 answers Coat the fibers with zinc-based paint Combine the fibers into bundles Soak bundles of fibers in salt water Twist bundles of fibers Conversation 2 1.What are the students mainly discussing? Click on 2 answers Their courses for next semester Their plans for the weekend A poetry club A class assignment 2.What does the man plan to do at the end of the month Register for classes Finish writing his master's thesis Leave his job at the coffee shop Take a short vacation 3.Why does the man talk to the woman about the "Poetry Kitchen"? To find out how often the club meets To inform her that the date of the next meeting has changed To complain that not enough people are reading their poems To encourage her to attend 4.What is the woman's attitude toward participating in the poetry club? She is looking forward to hearing her professor's poetry She is interested in attending but she has no time She thinks the poetry that is read there is not very good She used to participate but did not enjoy it 5.What will the students do in the summer They will both take courses They will both have full-time jobs They will travel to England together They will teach a class together Lecture 3 6.What is the main purpose of the lecture? To illustrate the importance of extrinsic values To explain Aristotle's views about the importance of teaching To explain why people change what they value To discuss Aristotle's views about human happiness 7.The professor gives examples of things that have value for her. Indicate for each example what type of value it has for her. Click in the correct box. This question is worth 2 points.
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。
TPO2综合写作听力文本
先来看看托福综合写作地阅读材料：, . .文档收集自网络，仅用于个人学习中文：在很多机构里，恰当完成一个新项目地最好方法可能是把一组人组织成一个团队.一个团队来完成一个项目有几个优势.文档收集自网络，仅用于个人学习, , , . , , .文档收集自网络，仅用于个人学习翻译：首先，一组人员意味着有比任何一个个体拥有更为广泛地知识、技能以及技巧.同时，因为有更多数量人员地介入和更多资源地占有，团队工作可以以更快地速度对任务作出反应.同时，也能创造性地解决遇到地问题和争议.文档收集自网络，仅用于个人学习. .文档收集自网络，仅用于个人学习中文：由于在团队工作中个体无需承担风险，所以会倾向于作出冒险地决定.这就导致了团队工作有时候可以创造性地解决问题.这是因为团队把团队决策地责任分摊给所有地成员了，这样地话，即使决策最后证明是错地，也不会有任何个体需要对此负责.文档收集自网络，仅用于个人学习. . , “”, , ’ .文档收集自网络，仅用于个人学习翻译：加入一个团队对于个体成员来说是一个非常荣耀地.对于那些能够影响决策地成员来说，毫无疑问，他们在团队行为中得来地决策快感要优于他们被动地接受别人指派任务时候地感受.同时，团队中地个人有更多“闪耀”地机会，这些机会地实现是由于他们对团队地贡献不但被认可，而且是高度低认可.这种高度地认可是因为团队地成就和影响力是要要高于个体.团队可以实现个体所不完成地任务，达到个体所不能达到地高度.文档收集自网络，仅用于个人学习在这段阅读材料里考生需要抽取以下观点：、: .文档收集自网络，仅用于个人学习、: 文档收集自网络，仅用于个人学习、: .文档收集自网络，仅用于个人学习、: .文档收集自网络，仅用于个人学习这些观点是怎么抽取出来地呢?首先，: 主观点抽取地时候，有些同学喜欢凭感觉.可是如果感觉可靠地话，就没有那么多人失恋了.感觉是靠不住地，我们要找到根据.这篇文章地主观点算是比较好找地.阅读部分从题材上是，这个跟我们独立写作地作文是一致地.对于独立写作我们对开头段地要求是什么呢?那就是一个简短地加上一个清晰地.同时如果时间不允许，那么开头直接说观点也是可以地，这篇文章呢，就是开门见山地说出了观点：.而后面地一句话是过渡句，是预告下文地.也就是说，我将在团队工作地优势方面来支持我地主观点.我们在独立写作地时候，也可以把整理之后提前到开头段，因为开头段存在地目地是：.文档收集自网络，仅用于个人学习其次，: 简单地找到之后，大家就在第一个上面折戟了，华丽丽地选择了开头句.是呀，我们都说前置地呀!!!但是这是考题呀，就是考我们怎么抽出观点地.同时，经过这个也可以看出来，不把前置是多么讨厌地事情呀.我们写文章一个要不能用废话去烦考官，另一个是不能去考考官，因为我们是弱势群体.那么，这个是怎么找出来地呢?显然不是凭感觉地.我们先厘清一下一个概念，就是一段里面和下面地内容是什么关系呢?唉，是解释地关系.是解释地，是支持地.因此，所有表原因地部分，都不会是，而会是和.因此“ ”这句就华丽丽地不会是观点.而跟着它地那个主句，这很有可能是观点，但目前还不能这么草率地确定.我们沿着这个句子往前看，有个词是“”.这个词，直译过来就是“也”.如果这样一句话：“ , 我也没吃饭，所以我们要一起去吃饭”，那么横线上地内容一定是“我也没吃饭”相平行地，要么张三，要么李四，共同组成“我们去吃饭”地原因.所以之前地内容也是原因，而不是结果，那么就不会是观点.好了，先说到这里，接着说第二个，然后回过头来这这一段结尾地那个句子.文档收集自网络，仅用于个人学习然后，: 这个就好找多了，开头第一句嘛.但是这样就可以了吗?显然不行，我们这样地判断方法是没有普适性地，下一次不放在第一句怎么办?好吧，我们找一个很伟大地词：.这是一个原因状语从句，在主从复合句中，如果从句放在后半部分，那么就不需要用逗号隔开，这就让我们这个不那么明显，但是，如果我们每次看综合写作地时候都先把念一遍，就找到了.紧接着地这句就更和谐了，“ ”开头了.那么这句也是表原因啦.里面有个词，可能会给大家带来一些困扰：这不是因此吗?这不是于是吗?但是在前面还有一个神一样地词，是，好吧，这表示地时候前后地东东是并列地，所以能，前后都是表原因地.这个地存在表示后面这个原因，其实是前面地这个原因衍生出来地，然后共同充当地原因.好了，这一段就只剩下第一句话地主句了，就是了.这时候，我们再回过头看第一段地最后一句，好像也提到了了，但同时也看到了.前后地东西是并列地，那么是一个，则前面地句子也是地，验证了我们前边地推论.至于这里提到地是对下面地预告.我们总是就接用是用好还是好，但是很多时候，地道地表达会用句子来做.文档收集自网络，仅用于个人学习最后，: 这段地观点也是出现在了开头，.好了，我们再也不要用感觉去判断了.我们找到一个叫地词，它会告诉我们前后地两句是同等地位地，鉴于每段之后一个，那么这两句都被排除了.那么除了第一句我们好像也没有更好地选择了.可能有地同学会找到，然后认为前面地那半句是.但是，因为地存在粉碎了这样地观点，同时我们要知道，在使用推理论证地过程中，因果是可以不止一层地，很可能是ààà地过程.我们不能，就误认为是.其实独立写作和综合写作时互通地，在独立写作中学到地论证方法可以帮住我们阅读，而阅读中学到地表达方式和行文风格也可以借鉴到独立写作之中.文档收集自网络，仅用于个人学习那么观点找到了，怎样找分论点呢?三个分别是：, , .文档收集自网络，仅用于个人学习那么反驳地时候，就是不、不和不.第一个和第三个是没有问题地，但是对于和地反驳却有三个角度，一个是不，一个是不，一个是两个都反驳.就这篇文章地听力部分来说，是既反驳地，又反驳了.如果在听力部分听不到这个点，那就是一定会丢点地.很多学生都觉得自己听懂了，觉得这个无论是语速还是词汇都远小于单独地听力部分测试.但是，这两者之间是很有很大区别地，听力测试是有题目和选项地，更多地是要求大家抓到主干即可，如果要考细节，那么就会有重听.但是综合写作却考地是精听，要你听到观点和分论点之后，还有写出.有地学生说听懂之后，我让他来复述，都会漏掉很多地细节，因为听地时候要么不记笔记，要么记句子，这些都是不可取地.这部分应该和文章阅读一起单独跟大家说一说.文档收集自网络，仅用于个人学习以下这段材料是综合写作地听力部分：, . , .文档收集自网络，仅用于个人学习中文：现在我要给大家讲讲在一个公司考虑以团队工作地形式进行项目时候地发现吧.这几个项目是以团队地形式负责和完成地.六个月之后，公司来验收项目进行地如何.文档收集自网络，仅用于个人学习, “ ” . . . ’ , , . ? . . . , . ’ , .文档收集自网络，仅用于个人学习中文：实际上，在每个团队都会有一些成员选择“搭便车”.这些成员并没有对团队地工作有任何贡献，但是如果整个团队很好地完成了任务，他们也会从团队所获得地认可中获利.那么对于那些在团队中努力工作，为团队所面临地问题和正义提供很多简介地人呢?没有人知道他们地名字.当这些真正地贡献者被问及团队工作地感受是，他们地态度则是和阅读部分所预计地相反地.你应该不会对这样地态度感到意外地.文档收集自网络，仅用于个人学习’ . ? ; , .文档收集自网络，仅用于个人学习中文：另一个发现就是，一些项目进行地速度不是很快.为什么呢?这是因为团队需要很长地时间达成一致意见，他们需要开很多会才能在成员之间对于如何进行项目达成共识.文档收集自网络，仅用于个人学习, . “ ” , . “ .” , . ? , .文档收集自网络，仅用于个人学习中文：在另一方面，有些证据表明在团队中会有一到两个人会对整个团队非常有影响力.有时候，当他们对团队中正在运行地想法说了一句“这是行不通”地时候，这个想法就会在没有进行深入谈讨论之前就被放弃了.同时，还会存在这样一种情况：这些有影响力地人笃定他们相处地方法是“非常有创造性地”.这时候，即便有些成员会试图提醒其他成员项目现在正在沿着一个错误地方向进行，甚至有可能失败地.但是他们地声音会被其他地成员所忽略.你能猜到这个故事地结局吗?结局就是，当这个项目失败地时候，责备会被所有团队成员一同承担.文档收集自网络，仅用于个人学习如何抽取听力部分地观点：听力部分地观点顺序不一定跟阅读部分是完全一致地，这一点还是比较常见地.在篇文章里，听力部分地第二段，反驳地就是这个点，第三段反驳地是，而第四段则分别反驳了和.先说好地可能不经深入讨论就了，这样就无从实现了，接着说在地影响下可能在错误地方向上进行，进而失败，以驳斥了.文档收集自网络，仅用于个人学习教您记笔记：、需要注意地标志词：, , , 文档收集自网络，仅用于个人学习在听力部分，后面地话可就变得重要了.、笔记上地重点词：记笔记是一定要地，因为考地是精听，细节记不下来就会失分.但是不要记句子，而是记单词.就这篇文章来讲，你地笔记上需要出现以下词：文档收集自网络，仅用于个人学习) ’ , , , 文档收集自网络，仅用于个人学习) ’ , , 文档收集自网络，仅用于个人学习) , – , – , – , , .文档收集自网络，仅用于个人学习在实际记笔记地过程中，你可以选择自己特有地简写方法，那么你地笔记将会更加简洁.听地时候不要因为一个两个词地纠结影响大片信息地提取.文档收集自网络，仅用于个人学习文章结构：第一段：要表达地内容有：部分地主观点，部分地主观点，以及两者之间地关系.第二段：部分地，部分对应地，里面相对应地和.文档收集自网络，仅用于个人学习第三段：部分地，部分对应地，里面相对应地和.文档收集自网络，仅用于个人学习第四段：部分地，部分对应地，里面相对应地和.文档收集自网络，仅用于个人学习小贴士：没有必要在文章中出现部分地和，或者说不能出现.。
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TPO50听力Conversation2文本+题目+答案解析
托福TPO50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TPO50听力Conversation2文本+题目+答案解析，希望对大家备考有所帮助。
托福TPO50听力Conversation2文本Listen to a conversation between a student and the head of building maintenance.Teacher: Can I help you?Student: Yeah, I um……I’m taking summer classes right now and they put me in Robert’s Dormitory, over by the library.Teacher: Ok.Student: And I guess they are painting the library or doing something to the outside of the building?Teacher: Ah……yes, they are. They are replacing the bricks on the outside walls.Student: Well, whatever it is, it’s like……really disturbing, for those of us with windows facing the library. They are working on the wall right opposite us. I mean, dust is everywhere coming in the windows, and, the noise, cos we are like…… what, ten feet away. And……well, it is just not a pretty picture.Teacher: Right, well, that’s why we waited until now to start work on it. I mean, most students have already left campus for summer vacation.Student: Yeah, but Robert’s Hall has been used by all the summer students.Teacher: Really? The housing didn’t notify us of that.Student: Yeah. It’s pretty full. I mean, I can’t sleep at night, because of the smell and the dust and……You know, I’d love to just like close the windows but you know (it’s) being summer now.Teacher: Yes, I know. There is no air-conditioning in that building.Student: Right! So I mean, we got five more weeks of classes left, and we were really wondering how much longer they are going to be working on that particular wall. Because maybe it’s going to be a while.Do you think they could maybe work on a different side of the building for now, one that's not facing people’s dorm rooms, and wait until the students are gone? To come back and finish this side? I mean, that way the dust and noise won’t be coming directly into our windows while we are here.Teacher: You know, I wish it weren’t being done this way and it doesn’t make sense. But……this p articular decision was made by a special committee and their plan was finalized several months ago. They just didn’t realize there would be students in Robert’s Hall now.Student: Yeah.Teacher: Plus, well, the equipment is all set up, you know, the scaffolding is up on that side of the building and……oh it just won’t be practical to have the construction workers move everything to another side and leave a whole side of the library all torn out like that.Student: I guess not. Isn’t there another dorm open anywhere?Teacher: Not that I know. Oh, wait. I overheard someone saying today that Manchester Hall isn’t being used by the city’s summer camp after all. You know, most years they house their participants in that dorm all summer.Student: Well, there is an idea.Teacher: Now it’s a smaller dorm and it’s a little out of theway but……well, I bet……I bet they could move the affected student from Robert’s Hall.Student: Wow, I think a lot of people would definitely appreciate that.Teacher: Ok, well, let me call the housing people and I will get back to you. Leave your name and number, ok? And I will let you know what I find out.Student: Great. Thanks.托福TPO50听力Conversation2题目1.What problem is the student having?A. His dormitory is in need of repairs.B. He does not have summer housing.C. He is bothered by construction on campus.D. He is not able to use the university library.2.What does the student suggest that the construction workers do?。
托福听力tpo47 section2 对话讲座原文+题目+答案+译文
托福听力tpo47section2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 (6)原文 (7)题目 (9)答案 (11)译文 (11)Lecture4 (13)原文 (13)题目 (15)答案 (17)译文 (18)Conversation2原文NARRATOR:Listen to a conversation between a student and his professor. FEMALE PROFESSOR:This is not what I had in mind when I assigned a film review. MALE STUDENT:It isn’t?FEMALE PROFESSOR:No,what you wrote is a synopsis,a detailed summary of the movie,but it's not a review.MALE STUDENT:It's not?I guess I'm a little confused cause isn't that what a film review does,you know,describe the film?FEMALE PROFESSOR:Sure,in part,but a good review has to do more.But this is probably not your fault.I’m starting to think that I should've explained the assignment better,because,well,I got a lot of summaries,and very few reviews.MALE STUDENT:So…it wasn't only me?FEMALE PROFESSOR:Hardly.I just assumed that everyone would know what to do…MALE STUDENT:So,um,what else is a review supposed to do?FEMALE PROFESSOR:Well,it should also analyze the film,discuss its strengths and weaknesses,maybe compare it to other movies,even mention why the reviewer did or didn't like it.MALE STUDENT:You mean it should've been more personal?FEMALE PROFESSOR:For starters.Or maybe,“subjective”is a better word than “personal.”Yes,it should’ve been more subjective.MALE STUDENT:Maybe I could rewrite it?FEMALE PROFESSOR:Well,I don't know about rewriting it.Too many people seem to have missed the point.I think I may have to forgo evaluating this one.Instead,maybe we'll just devote a class to discussing what it takes to write a good film review,or maybe…hmm…you know,I have a colleague who writes film reviews for the local paper.Maybe I could ask her to come to class and describe what she does,and then have everyone rewrite their reviews.MALE STUDENT:So…she would talk about what a film review should be like,so we'd know what to do?FEMALE PROFESSOR:Well more than that…a professional film reviewer gets to see movies sometimes before they’ve even been released…they get advance copies, usually a video or DVD,to watch at home.Or they go to a movie as soon as it opens in the theaters.MALE STUDENT:Umm…Seeing it on the big screen,in a theater,doesn't that affect the experience.FEMALE PROFESSOR:Of course.Having other people there…can affect the review too…So for the next assignment,I might ask everyone to review one of the films the film club shows every weekend at the theater on campus.There’s no admission charge,they're free to students,and…the movies are shown Friday and Saturday nights,plus Sunday afternoon,so everyone should be able to see one.Yeah,that should work.MALE STUDENT:But for this time,will we have to rewrite our reviews?FEMALE PROFESSOR:Well,let's take it one thing at a time.Let me talk to my colleague.题目1.Why does the student go to the professor's office?A.To hand in an assignment that he rewroteB.To ask for additional time to complete an assignmentC.To persuade the professor to allow him to rewrite an assignmentD.To receive feedback on an assignment that he has already submitted2.Why will the professor probably not grade the film review the student hasA.She realizes that the film she assigned was too difficult for the student to review.B.She thinks that she may not have explained the assignment very well.C.The student did not follow the professor's guidelines for choosing a film.D.The review the student submitted was only a first draft.3.According to the professor,what are two elements of a good review that the student did NOT include?[Click on2answers.]A.A detailed summary of the filmB.The student's opinion of the filmC.A comparison of the film to other filmsD.An explanation of the film's popularity4.Why does the professor decide to ask the students to review one of the films being shown by the campus film club?A.So they can experience a film in an authentic reviewing atmosphereB.So they can compare the film club's film with the original films they reviewedC.So they have a chance to rewrite their original reviewsD.So they have a chance to attend a film with a professional reviewer5.What does the professor imply when she says this:MALE STUDENT:But for this time,will we have to rewrite our reviews?FEMALE PROFESSOR:Well,let's take it one thing at a time.Let me talk to myA.She would like her colleague’s opinion about the student’s film review.B.She will ask her colleague to help the man rewrite his review.C.She does not want to read more than one film review from each student.D.She would like more information before making a decision about the assignment.答案D B BC A D译文旁白：请听一段学生和他的教授之间的对话。
托福听力tpo66 section2 对话讲座原文+题目+答案+译文
托福听力tpo66section2对话讲座原文+题目+答案+译文Conversation2 (1)原文 (1)题目 (3)答案 (4)译文 (4)Lecture2 (6)原文 (6)题目 (8)答案 (10)译文 (10)Lecture3 (12)原文 (12)题目 (14)答案 (16)译文 (16)Conversation2原文Employee:Hi,how can I help you?Student:Hi,my name's Arney.This is my first semester here,and I'm hoping you might be able to help me.See,I don't know how to put this.But I'm having some trouble managing my money.Employee:You mean you didn't pay your tuition bill?Student:No,I'm okay with the big stuff.I mean I have student loans that pay for most of the tuition,but it's the everyday things that add up.Employee:You mean like books，food,things like that.Student:My parents give me an allowance for that stuff,but it's just not enough.I've asked them to increase it,even a little,but they think I need to learn to manage on my own.Employee:Well,that's a really common problem with first year students.You'vecome to the right place.We have resources that can help.So,first question.Do you have a budget worked out of your spending?Student:Hmm,no,I don't.Employee:OK.I can send you a budget work sheet.It's a computer document.And it'll help you think through what your expenses are and where you can cut costs. You’ll be surprised at how much the little things add up.You know,if you spend$2on a cup of coffee each morning,that's almost$200a semester.Student:So...if I could make my own coffee,that would be great,but I can't,since I live in the dormitory.Employee:True.But that's just an example.I also have this other sheet with suggestions.It's just a list of money saving ideas,like buy used books instead of new ones,and buy a bike since that's cheaper than taking the bus or owning a car.Student:I'd love to get a bike.Then I could even get a job in town.Employee:If you're thinking about a job,we do have postings for jobs as well. They're on the bulletin board outside my office.Student:Yeah,I saw it on my way in,it's empty.Employee:Yes,the positions get filled pretty quickly.But new one's open up too.I can't guarantee anything,but if something becomes available,that's where you're going to find out about it.Student:Well,if I got a job,I certainly have a little more spending money that would show my parents I'm managing on my own.Employee:But what's your course load this semester?If you have more than four courses,you might want to work on your budget and monitor your spending,rather than get a job for now.Student:I have four courses,but one is biology,and there's a3-hour lab each week. So it's really like a fifth course.Employee:You ought to think about it then.Maybe try to work on your budget and spending for a month,and see how you're doing,if you're still strapped for cash,but you're keeping up with all your course work,then you could try to find a job.Student:Yeah,and maybe by then that bulletin board won't be empty.题目1.Why does the man go to the financial services office?A.He needs to apply for a loan.B.He needs to set up a tuition payment plan.C.He wants some assistance finding a job.D.He wants some assistance with controlling his spending.2.What does the man imply about his parents?A.They are worried about his financial situation.B.They are not willing to increase his allowance.C.They do not want him to get a job.D.They are unhappy that he did not tell them about his problem.3.Why does the woman mention the cost of a cup of coffee?A.To emphasize why the man should make his own coffeeB.To give an example of a price that will change over timeC.To point out the impact of small expenses on a budgetD.To describe one way she reduced her own food expenses4.What advice does the woman give the man?[Click on2answers.]A.To reduce his course load this semesterB.To pay more attention to his spending habitsC.To postpone looking for a jobD.To start taking public transportation5.Why does the woman say this:Employee:Yes,the positions get filled pretty quickly.But new one's open up too.I can't guarantee anything,but if something becomes available,that's where you're going to find out about it.A.To let the man know she is annoyed with his questionsB.To emphasize the need to apply for a job early in the semesterC.To encourage the man to keep checking the bulletin boardD.To suggest it may not be possible to work on campus next semester答案D B C BC C译文1.工作人员:嗨，有什么我可以帮你的吗?2.学生:嗨，我叫Arney。
托福听力tpo45 section2 对话讲座原文+题目+答案+译文
托福听力tpo45section2对话讲座原文+题目+答案+译文Conversation2 (2)原文 (2)题目 (4)答案 (5)译文 (6)Lecture3 (7)原文 (7)题目 (10)答案 (12)译文 (12)Lecture4 (14)原文 (14)题目 (17)答案 (19)译文 (19)Conversation2原文NARRATOR:Listen to a conversation between a student and her economics professor.MALE PROFESSOR:Excellent presentation you made at the end of class yesterday!FEMALE STUDENT:Oh,thanks!MALE PROFESSOR:I'm so glad you volunteered to present first.Starting out by outlining what you were going to say,then,at the end,summarizing the key points—it was a very effective way of getting your points across.FEMALE STUDENT:I'm glad you think so.I was afraid it might come across as…too formal.MALE PROFESSOR:Not at all.In fact,I think it's a great approach,in general,for these presentations,so I hope the others were taking note.And the economic model you discussed—build-operate-transfer—I think everyone was quite interested.FEMALE STUDENT:Yeah,it makes so much sense.If governments allow private companies to build public works,like a power plant,and then operate it for a decade or two before transferring ownership to the government,everyone benefits.MALE PROFESSOR:Yes,the private companies make a profit,the public gets a needed infrastructure.FEMALE STUDENT:And all without the government having to spend any money up front.Which is amazing.MALE PROFESSOR:Right.FEMALE STUDENT:Anyway…as I said in my presentation,this model's being used in Turkey right now,and you said,when you handed out that brochure in class last week—about the university's Global Enrichment Initiative,you said one of the countries involved in that is Turkey.MALE PROFESSOR:Yes,that’s right.FEMALE STUDENT:So,I wanted to see if there's a chance…uh,the university sends fifteen students overseas to study?MALE PROFESSOR:Fifteen students per country—fifteen for Turkey,fifteen for Brazil, fifteen for Russia…We’ve got a total of six countries participating next summer.FEMALE STUDENT:Oh!MALE PROFESSOR:Yeah,and you spend six weeks in whichever country you’re selected for.The classroom component consists of seminars on that country's culture, politics,and economy.Most sessions are taught in English by local professors,but two of our faculty accompany each group and also give seminars.I'll be going to Brazil to teach a seminar on coffee next summer.FEMALE STUDENT:But you're an economist!MALE PROFESSOR:Coffee’s played a central role in Brazil's economic development for over200years.About a third of the coffee consumed worldwide is produced in Brazil.FEMALE STUDENT:Oh,I had no idea.Hmm.So,if I applied…I mean,can students pick the country they wanna go to?'Cause if I could go to Turkey…MALE PROFESSOR:Well,the primary goal of the Global Enrichment Initiative is simply cultural exchange…so students who’ve never been overseas before can broaden their perspective.This is why,on the application,you’re asked to indicate your first-,second-,and third-choice countries.FEMALE STUDENT:I’m only interested in Turkey,though.I'm studying both Turkish and Turkish history this term.MALE PROFESSOR:I see.FEMALE STUDENT:And,maybe I could learn more about how they're implementing the build-operate-transfer model there.Plus,I wouldn't wanna take a spot away fromsomeone who really wanted to go to one of the other countries.MALE PROFESSOR:Well,I guess you could leave the second and third choices blank…题目1.Why does the woman go to see the professor?A.To get suggestions about what to include in her next presentationB.To follow up on a question she had raised in classC.To update him on a research project she is helping him organizeD.To get information about a program that he had mentioned in class2.What do the speakers agree is a benefit of the build-operate-transfer economic model that they discuss?A.It permits government engineers to work on private construction projectsB.It helps private companies buy facilities that were built by the governmentC.It enables public facilities to be constructed without government funding.D.It enables private companies to operate public facilities that the government builds.3.Why does the professor point out how much coffee is produced in Brazil?A.To give an example of the economic model the woman is interested inB.To explain why it is appropriate for him to teach a seminar about coffeeC.To help clarify one of the goals of the Global Enrichment InitiativeD.To correct a common misperception about Brazil's economy4.Why is the woman interested in applying to go only to Turkey?[Click on2answers]A.She has been studying Turkey's history and language.B.She has already visited Brazil and Russia.C.She believes that selecting just one country will help her get accepted into the program.D.She would like to see how an economic model she studied is put into practice there.5.What does the professor imply when he says this:(PROFESSOR)I'm so glad you volunteered to present first!A.He thinks that going first helped the woman be less nervous about giving a presentation.B.He hopes other students will structure their presentations the way the woman did.C.The woman was the first student ever to give a presentation on Turkey's economy in his class.D.He is relieved that the class is staying on schedule for making presentations.答案D C B AD B译文旁白：听一段学生和她的经济学教授之间的对话。
托福听力tpo68 lecture1、2、3 原文+题目+答案+译文
托福听力tpo68 lecture1、2、3 原文+题目+答案+译文Lecture1 (2)原文 (2)题目 (4)答案 (6)译文 (6)Lecture2 (7)原文 (8)题目 (10)答案 (12)译文 (12)Lecture3 (14)原文 (14)题目 (17)答案 (19)译文 (19)Lecture1原文Professor: OK, let’s look at two specific ancient cultures of the arctic, both of which lived on the far northern edge of the continent, the Dorset and the Thule. The Dorset culture began around eight hundred BC and ranged to cross most of arctic Canada. The Thule, well, they lived in the same area, but about twelve hundred years later. Both groups left some beautiful art behind, really are best evidence that these folks even existed. And although these two cultures lived in the same region, each group approached their art in very different ways.Alright, so the Dorset culture. Archaeologists have unearthed hundreds of Dorset sculptures mostly carve from ivory or bone and sometimes stone. They were mostly small sculptures of animal or human figures. And our best guess is that they were probably used mainly for religious purposes. The main subject of Dorset animal sculptures is the polar bear. Some of these polar bears are represented in naturalistic or realistic ways, but usually, their abstracted or stylized that is to say less realistic. Here is a typical polar bear sculpture. It's carved from ivory, we call these artifacts flying or floating polar bears, because, because they look like the polar bears doing just that flying or floating. Notice the distinctive markings, they seem to mark out the skeleton or joints of the bear.While polar bears were favorite subject, the Dorset created sculptures of other animals too, like seals and caribou which were represented in a more realistic fashion. We speculate that if the Dorset feared or respected a particular animal, they were more likely to present it in a stylized way, like with the polar bear, which, of course, is a large dangerous predator, maybe, it was a way of dealing with their fear. We also have Dorset’s sculptures whose meaning is more allusive. I'm talking about horns with many human faces carved into them. What's remarkable about these sculptures is the variety of facial types in expressions that appear on the single horn. If only the people represented on these artifacts could answer our questions, it tells us whetherthey are ancestors or residents of villager or what.Okay, let's switch to Thule art, which differs from Dorset art in, in some important ways. Interestingly, Thule artwork wasn't generally influenced by the earlier Dorset culture. It seems it would’ve grown out of a separate tradition that originated in Alaska. Thule artwork was most likely used to decorate common objects such as tools with attractive designs, we can't be entirely sure about this. However, we've tried to interpret the symbolic designs into the art. But of course, it's impossible to confirm the accuracy of such interpretations. What we do know is that the Thule people made extensive use of engravings, they drove the small holes and carve lines into various materials. These engravings, engraved patterns, rather, are found on the diverse group of artifacts, things ranging from weapons to jewelry to cones and boxes. Here's some examples. It's hard to see, but most of these objects do have engravings on them. Thule art was more of a graphic art. Uh, more like drawing. Many of their designs are geometric and abstract. Others containing engravings of human and animal figures.For instance, the long skinny object, among left, has a face at the top. We’ve also found the tool handle with hunting and camp scenes carved into it. As far as Thule’s sculpture goes, there is only a few small objects in wooden dowels like the one in the bottom right-hand corner. These have either no facial features or very rudimentary ones, less detailed, less individualized than the faces of Dorset’s sculpture.One scholar has argued that this difference resulted from the nature of Thule’s society which was built around group hunting expeditions on the ocean. This hunting approach required a great deal of cooperation which may have led to a kind of an overall uniformity in their art. And emphasis on commonality rather than individuality, which probably explains why there’re human figures like the faces or had standardized faces that all look similar. The most famous of the few Thule sculptures are the ones of birds in creatures that are part bird and part woman. While the sculpture is probably had some symbolic purpose, patterns of holes were drilled into them too. So, in general compared with artwork of the Dorset, Thule artprobably had a more decorative or utilitarian function.题目1.What is the main purpose of the lecture?A. To examine the extent to which Thule and Dorset art influenced the artwork of other arctic culturesB. To examine how Thule and Dorset designs changed over timeC. To compare and contrast artwork from two ancient arctic culturesD. To discuss how the natural world is shown in the artwork of two ancient arctic cultures2.What does the professor imply about “flying”or “floating”polar-bear sculptures?[Click on 2 answers.]A. They may have helped the Dorset people cope with their fear of a dangerous animal.B. Art historians consider them to be of little religious importance to the Dorset people.C. The Dorset people created them to demonstrate respect for polar bears.D. They were designed to take advantage of the natural shape of the ivory.3.According to the professor, what can be inferred about Dorset society based on its artwork?A. It placed more emphasis on religious beliefs than Thule society did.B. It relied on hunting large animals to a greater extent than Thule society did.C. It placed an emphasis on the production of jewelry.D. It was structured to support long ocean expeditions.4.According to the professor, what appears to be the main reason that the Thule engraved holes and lines into their artifacts?A. To honor their Alaskan ancestorsB. To illustrate the layout of their campgroundsC. To add realism to their sculpturesD. To add decoration to their sculptures5.Why does the professor mention Thule group-hunting expeditions?A. To explain why the Thule had plenty of time to produce detailed artworkB. To draw a connection between cooperation in finding food and uniformity in artC. To compare Thule hunting practices with Dorset hunting practicesD. To suggest that the majority of Thule sculptures were probably lost at sea6.Why does the professor saythis:If only the people represented on these artifacts could answer our questionsA. To suggest that the students interview descendants of Dorset peopleB. To propose a topic that the students could write aboutC. To ask students who they think the faces representD. To indicate that there is still a lot of missing information答案C AC AD B D译文教授:好的，让我们来看一下北极的两种特定的古代文化，它们都生活在大陆的最北端，Dorset文化和Thule文化。
托福听力tpo65section2 对话讲座原文+题目+答案+译文
托福听力tpo65section2对话讲座原文+题目+答案+译文Conversation2 (1)原文 (1)题目 (3)答案 (4)译文 (5)Lecture3 (6)原文 (6)题目 (8)答案 (10)译文 (10)Conversation2原文Listen to a conversation between a student and his professor.Student:Professor Anderson,I really don’t want this to come out sounding all wrong, like I really appreciate you seeing me,taking the time and everything…Professor:What is it,Michael?Student:Well,it’s about the modern drama course.Professor:Ah,yeah,well,there’s a lot of work in that class.I hear about it all the time from students so let me guess,is the reading too difficult,assignments too long?Student:No,actually it’s just,I thought we would be reading different stuff,like more modern.Professor:What we are reading is very modern,quintessentially modern,I mean, don’t you think Samuel Beckett’s works are modern?Student:Frankly,no.I mean,I think he is more modern than Chekhov,but he wrote his best stuff over50years ago.Professor:Oh,I see.So by modern you mean…Student:Like David Mamet.I mean,he is alive and writing right now.Professor:I think what you mean is you would like to read more contemporary playwrights,is that it?Student:Yeah,contemporary,modern,basically the same thing,right?Professor:Well,we do use them interchangeably in everyday speech,but in terms of the history of drama,modern generally means the early and mid-20th century,the first six decades or so,but really it has less to do with the span of time and more to do with the work of a few very important playwrights.Student:I can see that these people may have been revolutionary artists for their times,but are their ideas,like,still relevant today?I mean,aren’t they,like,old hat?Professor:Well,I think that if you take a closer look at contemporary playwrights like David Mamet,you’d realize what he is doing is not all that different from what,say, an earlier playwright like Beckett,or even Chekhov,for example,was doing.It’s almost impossible to imagine that David Mamet could be writing the way he does if it hadn’t been for those earlier playwrights.Student:Can you give me an example?Professor:Mamet’s use of language,and the rhythm of the dialogue,like Beckett, rhythm was an important element in his dialogue.There is one particular play written by Mamet called The Cryptogram,which is a great example of this.Let’s justsay that Beckett looms behind all of Mamet’s plays,but this one,The Cryptogram, well,it’s not only Mamet’s language that recalls Beckett,but also the predicament in which Mamet’s characters find themselves.Here,really,Michael,I don’t think the course description is misleading.This is a course on modern drama and that is what we are reading.I mean,if you are interested in contemporary dramatists,then you can if you want to write your first paper on a contemporary playwright,but only if it’s a comparison with the work of an earlier playwright.I think that would be a good exercise,and it might even help you resolve some of the problems we talked about today.题目1.Why does the student go to see the professor?A.To request a suggestion for the topic of his first paperB.To ask a question about the history of dramaC.To complain that a course is not meeting his expectationsD.To drop out of a course the professor is teaching2.What is a view expressed by the student about early and mid-twentieth-century playwrights?A.Their works were quite conventional.B.Their plays are often very similar to one another.C.They had a negative influence on contemporary writers.D.Their works have become outdated.3.Why does the professor mention Mamet’s play The Cryptogram?A.To show that Mamet’s language and rhythm are original and uniqueB.To give an example of earlier playwrights’influence on MametC.To illustrate the difference between modern and contemporary playsD.To argue that Mamet’s plays are not typically modern4.What is the professor's suggestion for the student's first paper?A.An essay comparing two plays by ChekhovB.A paper on plays written by playwrights from different time periodsC.An essay focusing on the characteristics of contemporary dramaD.A paper on The Cryptogram and its influence on contemporary playwrights5.Why does the professor say this:Here,really,Michael,I don’t think the course description is misleading.This is a course on modern drama and that is what we are reading.A.To correct a mistake in the course syllabusB.To assure the student that the class will discuss the plays he likesC.To reject the student's objection concerning the reading assignmentsD.To indicate that she understands why the student is confused答案C D B B C译文请听一段学生和教授之间的对话。
托福TPO52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TPO52听力Conversation2文本+题目+答案解析，希望对大家备考有所帮助。
托福TPO52听力Conversation2文本 标题：Selling Self-made Ceramic Bowls Listen to part of a conversation between a student and an employee at the campus store. Student: I’d like the ceramic coffee mugs you have on display at the other end of the store. Were they made by students? Employee: Oh, we only use certain suppliers, wholesalers who’ve been selected by the store manager. Student: Do you ever sell things made by students? Employee: We used preferred vendors only because……I mean if we said yes to one student, we’d have to say yes to any student who asks. And this store is only so big. Student: That’s too bad because I make these pretty ceramic bowls. I designed them myself. I’m a studio art major. Anyway… um… I was hoping I could sell them here. You see I’m taking art 202, marketing your art. And for my final project I need to find a way to sell my own art work. Employee: Um… what about selling on line? A lot of art and crafts so marketed that way…… Student: I really don’t have the computer skills or the time to manage a website. Employee: What about the emporium? You know, that gift shop downtown. I’ve seen items by the local artists there. Student: They’re importing buys directly from the artists? Employee: Well, they sell items on consignment. Student: Consignment… I think my professor mentioned that. Employee: Yeah, you give them some items to sell on your behalf and then you and the stores split the purchase price. But they wouldn’t pay you anything up front if that’s what you want. And you might need to provide your own display case. Student: Oh, I already have display case, a portable one with three shelves. But aren’t the shops that were… you know, just buy stuff from me outright? Because if not enough bowls were sold, how would I recruit the cost of my materials? They are not cheap and neither was the case. Employee: All the stores around here that sell craft items are small and independently owned, like the emporium. For them, selling in consignment lowers their risk. They don’t get stuck with unsold items. They can return them to the owner. You just have to make sure you set the retail price high enough to make it worth you want. But you’re right, consignment isn’t for everyone. What about the spring craft fair? You know that outdoor market that‘s held on Saturdays? Plenty of local people sell their stuff there, ceramics, jewelry, decorative items. The demand fee is nominal I believe. Student:Oh, yeah. I remember seeing that last year. All those tables lined up at that weekend on main street, right? Employee:。