-
托福
TPO36
听力
文本
+
题目
+
答案
+MP3
音频下载
上海新航道整理
!
由于托福
TPO
听力
36
文本已
经很长了,此文档不包含托福听力
TPO36
题目
+
答案,
托福
TPO36MP3
题目
+
答案
+
音频下载
,请移步:
/toefl/tpotingli/
p>
托福
TPO
听力
1
-48
文本查看及下载,请移步:
/toefl/tpotin
gli/
更多托福
TPO
查看,请点击:
托福
TPO
写作大全
托福
TP
O
口语大全
托福
TPO
阅读大全
Conversation
1
Listen to a conversation
between a student and an admission officer at City
College.
Student: Hi, can I
ask you a few questions about starting classes
during your summer session? Q1
Admission officer: Sure, ask away. It
starts next week, you know.
Student: Yeah, and I wanted to get some
required courses out of the way, so I can, maybe I
can graduate one term
earlier and get
out into the job market sooner. Q2
Admission officer: That sounds like a
good idea. Let me pull up the summer school
database on my computer
here.
Student:
Ok.
Admission officer: OK,
here it is. What?s your student ID
number?
Student: Oh, well,
the thing is, I?m no
t actually admitted
here. I will be starting school upstate at Hooper
University in the fall, but I?m down
here for the summer staying with my grandparents,
?cause I have a summer job
near
here.
Admission officer: Oh,
I see. Well.
Student: So I?m
out of lu
ck?
Admission officer: Well, you would be
if you were starting anywhere but Hooper, but City
College has a sort of
special
relationship with Hooper, a full exchange
agreement. So our students can take classes at
Hooper, and vice
versa.Q5 So if you can
show me proof, eh, your admissions letter from
Hooper, then I can get you into our system here
and give you an ID number.
Student: Oh, cool. So, um, I wanna take
a math course and a science course, preferably
biology, and I was also
hoping to get
my English Composition Course out of the way,
too.
Admission officer:
Well, all three of those courses are offered in
the summer, but you?ve got to understand that
summer courses are condensed. You need
longer hours and the assignments are doubled up
because it?s the s
ame
amount of information presented and
tested in a regular term, but it?s only six weeks
long. Two courses are considered
full
time in summer term. Q3 Even if you weren?t
working, I couldn?t let you register for more than
that.
Student: Yeah, I was
half expecting that. What about the schedule? Are
classes only offered during the day?
Admission officer: Well, during the
week, we have some classes in the daytime and some
at night. And on the
weekends, we have
some classes all day Saturday or all day Sunday
for the six weeks.
Student:
My job is pretty flexible, so one on the weekday
and one on the weekend shouldn?t be any problem.
Ok,
so after I bring you my admissions
letter, how do I sign up for the
classes?
Admission officer:
Well, as soon as your student ID number is
assigned and your information is in our admission
system, you can register by phone
almost immediately. Q4
Student: Oh, what about financial aid?
Is it possible to get it for the
summer?
Admission officer:
Sorry, but that?s something you would
have to work out long before now, but
the good news is
that the tuition for
our courses is about half of what you?re gonna be
paying at Hooper.
Student:
Oh, well, that helps. Thank you so much for
answering all my questions. Ah, I?ll be back
tomorrow with
my letter.
Admission officer: I won?t be here
then, but do you see that lady sitting at that
desk over there? That?s Ms Brinker.
I?ll leave her a note about what we
discussed and she?ll get you started.
Q4
Student: Cool.
Lecture 1 World
History Class
Listen to part
of a lecture in a world history class.
Professor: In any introductory course,
I think it?s always a good idea to step back and
ask ourselves: What are we
studying in
this class? And why are we studying it? So, for
example, when you looked at the title of this
course in the
catalogue, Introduction
to World History, what did you think you were
getting into? What made you sign up for it,
besides filling the social science
requirement?
Students:
Hahahahah
Professor:
Anyone?
Student: Well, just
the history of everything, you know like starting
at the beginning with, I guess the Greeks and
Romans, the Middle Ages, the
Renaissance, you know, that kind of stuff, like
what we did in high school.
Professor: Ok, now what you are
describing is one approach to world history. In
fact, there are several approaches,
basic models or conceptual frameworks
of what we study when we do history. And what you
studied in high school,
what I call the western-heritage model,
this used to be the most common approach in US
high schools and colleges. In
fact,
it?s the model I learned with, when I was growing
up back, oh, about a hundred years ago.
Students: Hahahahahha
Professor: Ah, at Middle Town High
School up in Maine, I guess it made sense to my
teachers back then, since,
well, the
history of Western Europe was the cultural-
heritage of everyone in my class, and this
remained the dominant
approach in most
US schools till, oh, maybe 30, 40 years ago. But
it doesn?t take more than a quick look around
campus, even just this classroom today,
to see that the student body in the US is much
more diverse than my little class
in
Middle Town High. And this western-heritage model
was eventually replaced by or sometimes combined
with one
or more of the newer
approaches. And I want to take a minute to
describe these to you today. So you can see where
this
course fits in. Ok, so up until
the mid-20th century, the basic purpose of most
world history courses was to learn about
a set of values, institutions, ideas,
which were considered the heritage of the people
of Europe. Things like democracy,
legal
systems, types of social organization, artistic
achievements. Now, as I said, this model gives us
a rather limited
view of history. So in
the 1960s and 70s, it was combined with or
replaced by what I call the different-cultures
model.
The 60s were a period in which
people were demanding more relevance in the
curriculum, and there was criticism of
the European focus that you?re likely
to find in all the academic disciplines. For the
most part, the
different-cultures
model didn?t challenge the basic
assumptions of the western
-heritage
model. What it did was insist on representing
other civilizations and cultural
categories, in addition to those of Western
Europe. In other words, the heritage of all
people, not just what goes back to the
Greeks and Romans, but also the origins of
African, Asian, Native American
civilizations. Though more inclusive,
it?s still basically a heritage model, which
brings us to a third approach. What I
call the patterns-of-change model. Like
the different-cultures model, this model presents
a wide cultural perspective.
But with
this model, we?re no longer limited by notions of
fixed cultural or geographical boundaries. So
then, studying
world history is not so
much a questio
n of how a particular
nation or ethnic group developed, but rather it?s
a look at
common themes, conflicts,
trends that cut across modern-day borders of
nations or ethnic groups. In my opinion, this is
the best way of studying history, to
better understand current-
day trends
and conflicts. For example, let?s take the study
of the Islamic world. Well, when I
first learned about Islamic Civilization, it was
from the perspective of Europeans?.
Now, with the patterns-
of-
change model, we?re looking at the
past t
hrough a wider length. So we
would be more
interested, say, in how
interactions with Islamic civilization, the
religion, art, literature, affected cultures in
Africa,
India, Spain, and so on. Or
let?s take another example, instead of looking at
each cultur
al group as having a
separate,
linear development from some
ancient origin, in this course, we?ll be looking
for the common themes that go beyond
cultural or regional distinctions, so
instead of studying a particular succession of
British Kings or a dynasty of Chinese
emperors. In this course, we?ll be
looking at the broader concepts of monarchy,
imperialism and political
transformation.
Lecture 2 Environmental
Science Class
Listen to part
of a lecture in an environmental science
class.
Professor: OK, now
let?s talk about another environmental
concern, soil erosion. It?s a major problem all
around
the world. Sometimes erosion
damages soil so severely that the land can no
longer be cultivated, and it?s just
abandoned. That happened in a big way
right here i
n the United States. Some
of you have probably read the novel “the
Grapes of Wrath”, and maybe you
remember that the story took place in the 1930s
during the time of what was called
the
Dust Bowl. Dust Bowl is a term we use to describe
an ecological and human disaster that took place
in the Southern
Great Plains region.
For nearly eight years, dust and sand blew across
the area and covered everything. It was so bad, it
even made breathing and eating
difficult, and farmers could only look on
helplessly if their crops were destroyed, and
the land and their lives were
ruined.
Now, there?ve always
been droughts and strong winds in that region, but
that was ok because the native grasses
had deep roots in the ground that were
able to hold the soil in place. So the
wind wasn?t able to, you know, erode
the
soil too badly. This changed though
between the 1900 and 1930. Agriculture was
expanding rapidly then, and lots of
farmers in the Southern Great Plains
wanted to grow wheat and other crops they could
sell for cash, uh, crops that
would be
profitable. So they ripped up much of the
grassland to plant these crops like wheat which
don?t hold the soil
down nearly as
well. At the same time, livestock, cattle, too
many of them were feeding on grasses in the area,
and
damag
ing a lot of the
grassland. So these animals caused even more
erosion of the soil. It didn?t help that many of
the
actual owners of the land were not
living anywhere near the area. A lot of the
landowners lived way back east and
rented out the land to loca
l
people who lived on the land and worked on it, but
didn?t have much reason to take really
good care of it. I mean, it wasn?t
their land, right? The tenant farmers weren?t
really interested in conserving someone
else?s soil, not for the long term
anyway. Also, some thought the land couldn?t be
really damaged. You know that the
soil
was so rich and deep that it didn?t matter if the
topsoil, the soil on the surface, blew away. They
thought they could
just plow more, but
they were wrong. Good topsoil takes a long time to
form. It can literally take thousands of years to
create good topsoil that will grow
vegetation, and a very short time to ruin it. So
after only a few years of excessive
plowing, the land pretty much couldn?t
be farmed any more. And people mov
ed on
to other places, and let the old areas
just sit there, and when they didn?t
plant anything on that land, that made it
vulnerable to even more erosion. So it was
kind of vicious cycle you could say.
Another problem, ironically, was that advances in
technology were actually
destroying the
land, instead of improving it. A lot of farmers
were using huge new tractors that dug deep into
the
ground, and tore up a
lot of the soil. And then of course there was the
weather. You know, when people look back on
th
e Dust Bowl era, they tend
to blame the drought, the lack of rain between
1934 and 1937. We can?t ignore the drought.
I mean, it was the worst on record at
the time, and did help bring on this disaster. But
without the soil destruction, the
drought alone w
ouldn?t have
resulted in the devastation we call the Dust Bowl.
It was poor farming techniques that
made that happen. Since then, though,
we?ve paid more attention to trying to prevent a
future Dust Bowl. One thing
congress
did was an act of massive govern
ment
effort to improve soil conservation called the
“Soil Erosion Act”.
Under this law,
large stretches of land in the Southern Great
Plains were identified as being at risk for
erosion, and
we?re taking active
production and turn it into permanent
grassla
nd. What that did, by protecting
the land from
excessive farming, was to
stabilize the soil. Also the “Soil Erosion Act”
helped educate farmers to practice better soil
conservation techniques, like reducing
how often they plowed and using better equipment
that would, you know,
minimize damage
to the soil structure.
Conversation 2
Listen to a conversation between a
student and his academic advisor.
Student: Excuse me, Ms Chambers. Um, I
don?t have an appointment, but I was kind of
wondering if you had a
minute to help
me with something.
Academic
advisor: Oh, sure, have a seat. What?s on your
mind?
Student: Well, uh, I
guess I really don?t know where to start. It?s not
just one class. It?s….I?m not doing all that
great. Like on my homework assignments,
and i
n class, and I don?t know why. I
mean I just don?t get it. I read the
assignments and I do the homework, and
I?m still not doing too well.
Academic advisor: Um, which classes?
You mean like Spanish or…You?re taking Spanish,
right?
Student: Oh, no, not
Span
ish. If it weren?t for Spanish, I?d
be really in trouble. No, but it?s really all the
others,
psychology and sociology
especially.
Academic
advisor: Is it the material? What you read in the
textbooks? You don?t understand it?
Student: No, that?s just it.
I
think I understand stuff when I read
it.
Academic advisor: You
don?t read….
Student:
Remember, well, I remember names and definitions,
but like in the class when the professor asks
about
the theories, what they?re all
about, I never have the answer.
Acade
mic advisor: Sounds
like you?re trying to learn by memorizing details
instead of picking out the main points
of reading. So tell me, how do you
study?
Student:
Well, I, I, I mean I read the assigned chapters
and I try to underline everything, like all of the
words I
don?t know and I always
memorize the definitions but I don?t know. When I
get back in class, it always seems like the
other students have got a better handle
on what?s in the reading. So maybe it?s just
me.
Academic advisor: Oh,
it?s not. Believ
e me. Lots of students,
you know, my first year as a college student, I
really
had a hard time. I spent hours
reading in the library, but I was just wasting
time, ?cause I wasn?t really studying the
right things. I did the same sort of
thing that sounds li
ke you?re doing.
Not focusing on what?s really important in the
reading, but on the smaller
details.
Student: Yeah,
maybe. But I spent so much time studying. It seems
like I should be doing better.
Academic advisor: The first year of
college can be a little overwhelming, I know.
Point is, lots of students have
trouble
adjusting at first. You know, figuring out how to
study, how to use their time, you know, to your
best advantage.
It?s good that you do
the assigned readings, but you, well, I think
you?re unn
ecessarily underlining and
memorizing.
That takes a lot of time.
And, well, it?s not the best use of your time.
Here?s something you can do. When you read, just
read the assigned sections, and then
and without looking back of the text, write a
summary of the key points, the main
ideas in the chapter. And after you do
that, it?s good to go back and reread the text.
And you look for any examples you
can
find to support those key points. Let me show you
an example of what I mean.
Lecture 3 Astronomy
Class
Listen to part of a
lecture in an astronomy class.
Professor: I?ll tell you a story about
how one astronomy problem was solved. It happened
many years ago, but
you?ll see that
it?s interesting and still relevant. Two, three
hundred years ago, astronomers alr
eady
had telescopes, but
they were not as
powerful as those we have now. Let?s say they were
the level of telescopes amateur astronomers use
today. Tell me. What do you see in the
night sky when you use a telescope like that?
Quick, tell me.
Student:
Planets.
Professor:
Right.
Student: Even like
the moons of Jupiter.
Professor: Right.
Student: Stars.
Professor: OK, what else? You think
that?s all? Ever heard of nebulae? I?ll bet you
have. Well, let?s just, um, put
it up
anyway. Nebular are small fuzzy patches you see in
the sky. They look like little clouds. Many of
them have a
spiral shape, and that?s
why we call them spiral nebulae. So astronomers in
the 18th century, 18th century, when they
looked through the telescope, they
could see planets. They knew those were planets.
The moons of Jupiter? And they
knew they were the moons of Jupiter.
And then they saw spiral nebulae. And they didn?t
have a clue. What could those
be? So
some of them thought these things are cloudy and
fuzzy, so they?re probably small
clouds
of cosmic dust and
they don?t have to
be very far away from us. But there were others
who thought, ok, the things look small and fuzzy,
but maybe they?re actually distant
galaxies of stars, but we can?t see the stars
because they?re so far away, and
they
seem so tiny. They look like dust and
even the whole galaxy looks like a tiny little
cloud. Which of the two theories do
you
think was more surprising?
Student: The galaxy one.
Professor: And why?
Student: Well, I mean that they assumed
that the nebulae are not what look like at first
sight. The first theory
assumed that,
right?
Professor: Ok, now
tell me this. Which one would have seemed more
likely at the time?
Student:
Uh, They couldn?t tell.
Professor: Right. Two morals here.
First, there can be different explanations for the
same observation. And second,
obvious
doesn?t necessarily mean right. What happened next
was for a long time, nothing. More than 150 years.
No
one could decide. Both hypotheses
seemed plausible, and a lot was at stake because
if the galaxy theory was right, it
would be proof that the universe is
enormous. And if the dust theory was right, maybe
not so enormous. So the size of
the
universe was at stake. And finally in the 1920s,
we came up with a telescope that was strong enough
to tell us
something new here. When we
used it to look at the spiral nebulae, we saw,
well, we are not absolutely sure, but it
really looked like there were stars in
those nebulae. So not dust after all, but stars.
But how far away were they really?
And
how would you measure that? Any ideas?
Laura?
Student: Well, how
about measuring how strong those stars shine,
because if the stars are far away, then its light
would be weak, right?
Professor: Yes, but there?s a problem
here. You need to know how bright th
e
star is in the first place, because some
stars are naturally much brighter than
others. So if you see a star that?s weak, it can
mean one of two things.
Student: Oh, it?s either far away or
it?s just a weak star.
Professor: And you can?t really always
tell which, but you?re on the right track. There?s
a kind of star where you
can calculate
its natural brightness, and you guess it. We found
some in the nebulae. It?s called a variable star,
or a
variable for sure, because its
brightness varies in regular in
tervals.
I won?t go into detail here, but, basically, the
longer
the interval, the brighter the
star. So from the length of those intervals, we
are able to calculate their natural brightness.
This told us how distant they were and
many turned out to be very, very far away. So we
can be sure that the spiral
nebulae
really are very distant galaxies, which is what
some 18th century astronomers guessed, but didn?t
have the
instruments to
prove. Now one reason I told you this story is
that today there are still plenty of situations
when we see
something out there, but we
really aren?t sure what it is. Examples of one
such mysterious observation would be
gamma-
ray bursters. We?ve
known about these gamma
-
ray
bursters for a long time now, but we can?t all
agree on w
hat
they
are.
Lecture 4 Art History Class
Listen to part of a lecture in an art
history class.
Professor:
Today we?re going to talk about how to look at a
piece of art. How to read it. What you should look
for.
What aspects of it you should
evaluate. A lot of people think that if you stand
in front of a work of art and gaze at it for
a couple of minutes, you are evaluating
it. But truly reading a piece of art, evaluating
it properly, is a complex process,
a
process that takes time. When we?re confronted
with a piece of art, there?re several things we
have to keep in mind.
For example, its
beauty. That?s where aesthetics comes in.
Aesthetics is the philosophy that deals with the
definition of
beauty, which goes all
the way back to ancient Greece. They, um, the
early Greek philosophers said that beauty and art
are based on imitation. Their feeling
about art was that it?s beautiful when it imitates
life. They thought that the
truthfulness of an image, how truthful
it is to life determines its value as art. Today
we have a broader definition of
aesthetics. Now don?t identify
aesthetics as personal taste. Taste is bound by
time. Taste is tied to a society, a given set
of moral values usually. You may not
like a piece of art from a different culture, it
may not be your taste, but you
appreciate its beauty, ?cause you
recognize certain aesthetic principles. Art
generally adheres to certain aesthetic
principles like balance, balance
proportions, contrast, movement or rhythm. We?ll
discuss aesthetics more in detail
when
we look at some pieces of art together. Another
thing to keep in mind in evaluating art is that
art has a purpose,
generally determined
by the artist. You may not know what it is. And
you don?t need to know what it is to appreciate a
piece of art, but i
t helps.
For example, if you know what the artist?s purpose
is, if you know that a piece of art expresses
the artist?s feeling about a political
or social situation, you?ll probably look at it
differently. Now, besides beauty and
purpose, what are the other aspects of
a piece of art that needs to be evaluated? Very
simple, you examine a piece of art
following these four formal
steps.
The first step is
description. Describe physical characteristics of
the piece, like this painting is large. It?s oil
on
canva
s. Describe the
object. It?s a person. It?s a landscape or
predominant colors like, um, earth colors. That?s
the
description, ok? So you describe
the piece. The next step is analysis. You?re
looking at the piece for any universal
symbols, characters or themes that
might contain. Certain symbols are universal, and
the artist counts on your
understanding
of symbols. Even colors have symbolic significance
as you may know. And also objects depicted in a
piece of art are often used to
represent an abstract idea, like wheels or
spheres. They look like circles, right? So wheels
and spheres represent
wholeness and continuity. I have a handout of a
list of these symbols and images and their
interpretations that I?ll give you
later. But for now, the point is that
afte
r you describe the piece of art,
you analyze its
content. You determine
whether it contains elements that the artist is
using to try to convey a certain meaning. If it
does,
the next step is interpretation.
Interpretation follows analysis very closely. You
try to interpret the meaning of the
symbols you identify in the piece.
Almost all art has obvious and implied meaning.
The implied meaning is hidden in
the
symbolic system expressed in the piece of art.
What was he depicted is one scene, but there can
be several levels of
meaning. Your
interpretation of these symbols makes clear what
the artist is trying to tell us. The last step is
judgment
or opinion. What do you think
of the piece? Is it powerful or boring? But I give
that hardly any weight. If the four steps
were to be divided up into a chart,
then description, analysis, and interpretation
would take up 99 percent. Your opinion
is not important in understanding a
piece of art. It?s nice to say “I like it. I
wouldn?t mind hanging it over my couch?.
But t
o evaluate a piece of
art, it?s not critical, ok? Now you know what I
mean by reading a piece of art and what it
entails. Try to keep all that in mind.
Next time you go to an art museum, I can tell you
right now that you probably
won?t be
able to look at more than 12 pieces of art during
that visit. Ok. Now let?s look at a slide of a
piece of art and try
to read it
together.
-
-
-
-
-
-
-
-
-
上一篇:99年5 月托福听力文字带答案
下一篇:甜点英文