2024年1月14日发(作者：)
托福听力tpo62全套对话讲座原文+题目+答案+译文
Section 1 ................................................................................................................ 1
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 ....................................................................................................... 12
Lecture2 ........................................................................................................ 13
原文 ....................................................................................................... 13
题目 ....................................................................................................... 16
答案 ....................................................................................................... 18
译文 ....................................................................................................... 18
Section 2 .............................................................................................................. 20
Conversation2 ............................................................................................... 20
原文 ....................................................................................................... 20
题目 ....................................................................................................... 21
答案 ....................................................................................................... 23
译文 ....................................................................................................... 23
Lecture3 ........................................................................................................ 25
原文 ....................................................................................................... 25
题目 ....................................................................................................... 27
答案 ....................................................................................................... 29
译文 ....................................................................................................... 29
Section 1
Conversation1
原文
Listen to a conversation between a student and a professor.
Student: So the reason I came in, Professor Williams, well, it’s about what you were
explaining in your philosophy class today.
Professor: Yes?
Student: En, Yeah, the whole thing about simulations, would you …would you mind
going over that with me again?
Professor: No problem. The main point of the book I was referring to is that, well, in a
post-modern world, we live in a world of unreal images of simulations. For example,
the things we see on TV become a reality for us even though they are not in fact real.
They’re representations, simulations of reality.
Student: Post-modern world?
Professor: Right. It came after the modern one.
Student: hanks a lot.
Professor: No, sorry. You are right. Post-modern, well, that’s a sticky term that covers
a lot of things. Let’s save that for later. But back to my point about simulation, it
leads to hyper-realism, a feeling that something is more real than real.
Student: Wow…Wow, I’m sorry. But all this is…I just don’t get it.
Professor: Video games, virtual reality, theme parks, all of these remove us from
reality. Worse yet, we can begin to think these simulations, these fake experiences
are real, or we don’t know the difference anymore.
Student: Well, actually I’m starting to think this class is not for me. In fact, I wonder
if I might not do better just to drop the course.
Professor: Oh, you are still having trouble following this?
Student: Yeah, I just don’t think I’m cut out for philosophy. I signed up because my
academic advisor…well, I feel like my advisor sort of pushed me into it.
Professor: I see. If I may ask, what are you interested in?
Student: I want to be a lawyer.
Professor: Well, then you need a firm base in logic and argumentation, so this
philosophy course is basically a necessity for you.
Student: I hope not. I could only get maybe half the lecture.
Professor: That’s pretty good then. I covered a lot, probably too much. And these
were only some opening remarks for the first day of class. I was just skimming
through some contemporary ideas and, well, more cultural theory than actual
philosophy, so you needn’t worry. Starting next week, we are going to read some
real philosophy, primary sources like Plato, Rousseau, Emerson. And you’ll be able to
talk about them in small discussion groups led by graduate assistants.
Student: Well, I don’t know.
Professor: I understand you are uneasy about this course, but, well, give it another
chance, attend a few more sessions, get into your assigned discussion group, then
see how you feel. Look, these ideas, like what post-modernism really is. They are
ideas that people developed over years, careers, lifetimes. I didn’t mean to scare
you.
Student: I guess I should have just taken it in the spirit it’s intended, as an intro. You
are right that instead of trying to wrap my mind around every little detail all at once, I
need to work on seeing the bigger picture and not getting so stressed out.
Professor: Well, don’t think you are going to learn all the law right away either. Have
you looked at the law library lately?
Student: Yeah. Talk about scary!
题目
is the conversation mainly about?
A. Reasons that philosophical concepts are difficult to define
B. The intended purpose of the discussion groups
C. The student's difficulties in trying to understand some information
D. The relevance of philosophy to the student's long-term goals
does the student feel about the professor's explanation of simulations?
A. He finds it amusing and interesting.
B. He feels even more confused than before.
C. He is grateful for the clarification.
D. He realizes that he already understands the general concept.
influenced the student to sign up for the philosophy course?
A. The philosophy professor
B. A law librarian
C. A graduate assistant
D. An academic adviser
does the professor imply that she should have done differently in the first
class?
A. She should have stressed the practical importance of philosophy.
B. She should have discussed the readings for the course in greater detail.
C. She should not have included so much material in the lecture.
D. She should not have frightened the students by mentioning a challenging
assignment.
does the professor imply will make the student feel more comfortable with
the course in the future?
[Click on 2 answers.]
A. She will explain postmodernism in much more detail.
B. The class will read works by writers whose ideas she expects will interest the
student.
C. The student will have opportunities to talk about the course material in a small
group.
D. The student will be able to make use of the law library.
答案
C B D C BC
译文
请听一段学生和教授之间的对话。
学生：威廉姆斯教授，我来这里的原因，是关于您今天在哲学课上所做的解释。
教授：是吗？
学生：嗯，关于模拟的事，你能不能，你能不能再跟我说一遍？
教授：没有问题。我所指的这本书的主要观点是，在一个后现代世界，我们生活在一个不真实的模拟图像的世界。例如，我们在电视上看到的东西对我们来说成
为现实，即使它们实际上不是真实的。它们是对现实的再现和模拟。
学生：后现代的世界？
教授：对的。它是在现代版本之后出现的。
学生：哎呀……非常感谢。
教授：不, 对不起。你是对的。后现代，嗯，这是一个棘手的术语，涵盖了很多东西。我们把这个留到以后。但回到我关于模拟的观点，它导致了超现实主义，一种比真实更真实的感觉。
学生：哇……哇，对不起。但这一切…我就是不明白
教授：电子游戏、虚拟现实、主题公园，所有这些都让我们远离现实。更糟糕的是，我们可能会开始认为这些模拟，这些虚假的体验是真实的，或者我们不再知道它们的区别。
学生：其实我开始觉得这门课不适合我了。事实上，我在想如果我放弃这门课会不会做得更好。
教授：你还是听不懂吗？
学生：是啊，我只是觉得我不适合哲学。我报名是因为我的学术指导老师，嗯，我觉得是我的指导老师逼迫我这么做的。
教授：我明白了。我可以问一下，你对什么感兴趣？
学生：我想成为一名律师。
教授：那么你需要在逻辑和论证方面有坚实的基础，所以这门哲学课程对你基本上是必要的。
学生：我希望不是这样。我只能听一半的课。
教授：那就很好了。我说了很多，可能太多了。这只是第一天上课的一些开场白。我只是浏览了一些当代的观点，更多的是文化理论，而不是实际的哲学，所以你不用担心。从下周开始，我们将阅读一些真正的哲学书籍，比如柏拉图，卢梭，爱默生。你们可以在研究生助教领导的小组讨论中讨论这些问题。
学生：嗯，我不知道。
教授：我知道你对这门课感到不安，但是，好吧，再给你一次机会，多参加几节课，加入指定的讨论小组，然后看看你感觉如何。看，这些想法，比如后现代主义到底是什么。它们是人们在多年、职业生涯和一生中形成的观念。我不是故意吓你的。
学生：我想我应该以它的精神来接受它，作为一个介绍。你是对的，我需要看到更大的图景，而不是试图一下子把我的思维集中在每个小细节上。
教授：好吧，也别以为你马上就能学会所有的法律。你最近看过法律图书馆吗？
学生：是的。可怕！
Lecture1
原文
Listen to part of a lecture in an architectural history class.
Professor: Now we’ve talked about how social concerns inform the designs of some
architects in the United States in the 19th century. And it holds true not only for
building architects but also for landscape architects. The way we design our
landscapes is hugely important to, for how we live, easily as important as the
buildings we live in. And these social concerns were especially apparent in the work
of a huge figure in the history of landscape architecture: Frederick Law Olmsted.
Olmsted is particularly associated with the building of public parks in the mid-1800s.
At that time, with industrialization, the United States was moving from a rural,
agricultural way of life to an urban one. Many people were moving from farms to
cities, and cities themselves were growing fast. And that was creating concern and
anxiety about people losing touch with nature.
Now, based on your reading, how did this situation relate to Olmsted? Ken.
Male Student: Well, he saw that as cities grew to accommodate the larger
populations, a lot of open space would be used up for buildings and infrastructure. I
guess he thought that eventually there might not be any open space left, green
space.
Professor: And others shared this concern as well, people with some power.
Male Student: Right. So in New York City, they decided to build this huge park,
Central Park. And they hired him to design it.
Professor: Right. Olmsted together with Calbert Vaux. And he, what Olmsted wanted
to do through this park and others was to preserve people’s connections with the
natural world. Central Park is his best-known project and it really launched his career.
There were so many details that made this such a model of success that…yeah, Julia.
Female Student: It seems like he integrated the park into the city really well,
especially by putting streets across the park so that you can still get from one side of
the city to the other.
Professor: And those streets don’t disrupt the unity of the park very much. But why
not? What feature, what modification did he make?
Female Student: Well, they weren’t any narrower than any regular city streets.
Professor: No, not narrower.
Female Student: Oh, lower. He put them at a lower level than the rest of the park and
used short tunnels.
Professor: Yes, exactly. The streets were designed to be as unobtrusive as possible,
not interrupting the flow of people walking in the park, not interfering with the
natural setting, while still functioning as streets.
Making tunnels was the best way to achieve this balance in many locations within
the park, and then pass for pedestrians went above the street throughout the park.
What’s so special about it to me is Olmsted did such a good job of using the space by
emphasizing the natural elements of the park. So with ground areas that were low,
he made them even lower and turned them into ponds and meadows, then he
emphasized some high, rocky areas. He used…he planted small forests close to grassy
meadows. By doing this, he emphasized contrast in contour and texture, but he
made it all work as a whole. He also made the northern half of the park more of the
nature preserve while the southern part was more for people and recreation.
So Central Park was a huge success and it led to more work for him. He designed
dozens of urban parks throughout the country. So that’s probably his greatest legacy
to architecture as a profession, but not his only legacy.
He also designed landscapes for public buildings, campuses, even entire towns. In
that area, urban planning, he showed the same concern for preserving open spaces
that he had shown with Central Park. For example, his design of a town of Riverside,
Illinois. He planned it so it would have the conveniences of city living, but it also had
open space for recreation for nature. He lowered the streets slightly so they wouldn’t
block natural views, like views of the Des Plaines River, which flows through Riverside.
He really wanted to preserve the shores of the river so he didn’t put houses there.
Instead, he turned the river front area into a park. And about a quarter of Riverside is
parks.
What’s also remarkable is that Riverside, well, even today, the streets and other parts
of Olmsted’s plans are almost completely intact. It’s really an oasis in the city that’s
grown around it, the city of Chicago, since that time. Goes to show you how valuable
good design really is.
题目
is the lecture mainly about?
A. The reasons why Olmsted was selected to design Central Park
B. The impact that Olmsted's designs had on the growth of cities
C. Ways that Olmsted's design for Central Park influenced the design of Riverside,
Illinois
D. Olmsted's design goals as revealed in two of his projects
does the professor imply about the increase in the population of urban areas
in the middle of the nineteenth century?
A. It caused difficulty in the design and creation of city parks.
B. It was one of the reasons that Central Park was created.
C. It forced Olmsted to build more roads in Central Park than he had originally
planned.
D. Olmsted viewed the increase in population as a positive trend.
is one of the features of Olmsted's design of Central Park that the professor
particularly admires?
A. The use of trees as boundaries between recreational and non-recreational areas
B. The emphasis of naturally occurring contrasts
C. The quality of the materials used for streets and buildings
D. The wide variety of styles used for its tunnels
design feature did Olmsted incorporate into both Central Park and the town
of Riverside, Illinois?
A. Forest areas that were left undisturbed
B. Streets at lower levels than other ground areas
C. The removal of large rocks that obstructed views
D. The expansion of naturally occurring ponds
does the professor say about the town of Riverside, Illinois today?
A. It has stayed true to Olmsted's original design.
B. It is regarded as Olmsted's most successful project.
C. It has even more parkland than Olmsted had created.
D. It has nicer parks than the city of Chicago does.
can be inferred about the woman when she says this:
Professor: And those streets don’t disrupt the unity of the park very much. But why
not? What feature, what modification did he make?
Female Student: Well, they weren’t any narrower than any regular city streets.
Professor: No, not narrower.
A. She believes there is more than one correct answer to the professor's question.
B. She realizes she is repeating a point the professor made earlier.
C. She recognizes that she is not giving a correct answer.
D. She thinks the answer to the professor's question is obvious.
答案
D B B B A C
译文
请听建筑史课上的部分内容。
教授：现在我们已经讨论了社会关注是如何影响19世纪美国一些建筑师的设计的。这不仅适用于建筑建筑师，也适用于景观设计师。我们设计景观的方式对我们的生活非常重要，就像我们居住的建筑一样重要。这些社会关注在景观建筑史上一个重要人物——弗雷德里克·劳·奥姆斯特德的作品中表现得尤为明显。奥姆斯特德特别是与19世纪中期的公园建设有关。当时，随着工业化的发展，美国的生活方式正从农村、农业转向城市。许多人从农村迁往城市，城市自身也在迅速发展。这引发了人们对失去与自然接触的担忧和焦虑。
根据你的阅读，这件事和奥姆斯特德有什么关系？肯。
男学生: 他看到，随着城市人口的增长，大量的空地将被用于建筑和基础设施。我猜他认为最终可能会没有任何空地，绿地留下。
教授: 其他人也有同样的担忧，一些有权力的人。
男学生: 的确。所以在纽约，他们决定建造一个巨大的公园，中央公园。他们雇他来设计。
教授: 对的。奥姆斯特德和卡尔伯特·沃克斯。奥姆斯特德想通过这个公园和其他地方来保护人们与自然世界的联系。中央公园是他最著名的项目，它真正开启了他的事业。有很多细节让它成为成功的典范，是的，茱莉亚。
女学生: 看起来他把公园和城市融合得很好，特别是通过在公园对面设置街道，这样你仍然可以从城市的一边到另一边。
教授: 这些街道并没有破坏公园的统一。但为什么不呢？他做了什么改变？
女学生: 它们并不比普通的城市街道窄多少。
教授: 不，不窄。
女学生：哦，低一点。他把它们放在比公园其他地方低的地方，并使用短隧道。
教授: 街道被设计得尽可能的不引人注目，不打断在公园里行走的人们的流动，不干扰自然环境，但仍然作为街道。
在公园内的许多地方，修建隧道是实现这一平衡的最佳方式，然后行人可以在公园内的街道上方通行。
对我来说，奥姆斯特德的特别之处在于，他通过强调公园的自然元素，很好地利用了空间。所以在地面较低的地方，他把它们变得更低，把它们变成池塘和草地，然后他强调一些高的，多岩石的地方。他在草地附近种植了小森林。通过这样做，他强调了轮廓和纹理的对比，但他使所有的工作作为一个整体。他还使公园的北部更像是自然保护区，而南部则更多的是供人娱乐的地方。
中央公园取得了巨大的成功，给他带来了更多的工作。他在全国设计了几十个城市公园。所以这可能是他对建筑学的最大贡献，但不是他唯一的贡献。
他还为公共建筑、校园、甚至整个城镇设计景观。在城市规划方面，他表现出了与中央公园一样的对保留开放空间的关注。例如，他设计了伊利诺伊州河滨市的一个小镇。他的计划是让它既能享受城市生活的便利，又有开放的空间供人们休闲和亲近自然。他把街道稍微调低了一点，这样就不会挡住自然景观，比如流经河滨的德斯普莱恩斯河(Des Plaines River)的景色。他真的很想保护河岸，所以他没有在那里建房子。相反，他把河边地区变成了一个公园。河滨四分之一的地方都是公园。
同样值得注意的是，即使在今天，河滨市的街道和奥姆斯特德规划的其他部分几乎都毫发无损。从那时起，它就成了芝加哥市的一片绿洲。让你知道好的设计有多有价值。
Lecture2
原文
Listen to part of a lecture in an astronomy class.
Professor: So we pretty much know how the biggest stars die, when a massive star
reaches the end of its existence, it explodes, sending out a huge blast of energy,
which then fades to invisibility within a few weeks or months.
When a giant star explodes like this, it’s called a supernova. To the naked eye, a
supernova appears to be a bright new star, but it’s not a new star. It’s a dying star.
However, the shock waves from a supernova excite nearby clouds of hydrogen gas,
causing them to compress, which does form new stars, and that process emits a
distinctive type of radiation.
Now of particular interest to us today is that the same type of radiation has been
observed in places where galaxies have collided. And in those same areas, we’ve also
observed a high rate of new star formation. So not surprisingly, we’ve had a theory
that colliding galaxies caused the new star formation, but there was no direct
evidence, that is, until recently when some European astronomers found clouds of
excited hydrogen gas that could only have been caused by shock waves from a pair of
colliding galaxies.
You know, we used to think of galaxies as isolated systems, like islands in the sea of
space. Now we know that they are always moving, usually in clusters. I mean, think
about all the gravitational forces involved. We are talking about huge systems of stars
and gas and dust. And since the average separation between galaxies is only about
20 times their diameter, it isn’t surprising that they often meet, we call it an
encounter, and they meet in a variety of ways.
Mergers, for example, they are the most extreme kinds of galaxy encounters. A
merger is when two galaxies meet and they don’t have enough momentum to keep
going on their separate ways, so they merge, becoming one galaxy. Usually a larger
galaxy will absorb, sort of swallow a smaller one, this can trigger huge areas of star
formation as enormous clouds of gas from the two galaxies collide and collapse into
very active star-forming regions.
Collisions are less violent than mergers. That is, they create fewer or relatively less
active areas of star formation. The galaxies pass through each other, each going its
separate way after they collide. The collision sends out a ripple of energy into space,
cloud and gas and dust in front of it.
Your textbook has a great picture of a galaxy collision taken by the Hubble Space
Telescope. See the Cartwheel Galaxy on the left? It looks like the ripples in a pond
after a stone has been tossed in. That’s because one of the small galaxies on the right
pass through it. And that bright ring around it, that’s where colliding and
compressing gases forming stars.
But which galaxy collided with it? The one on the upper-right has been stripped of
gas and dust, which is one clear sign that there’s been a collision, but the one on the
bottom is showing a lot of new star formation, which is evidence of a collision. So we
are just not sure.
Finally, we have interactions. In this type of encounter, the galaxies exchange gas and
dust, but don’t actually collide. Many astronomers believe that the trail of gas and
dust that stretches from our Milky Way Galaxy to one nearby is the result of an
interaction when the gravitational forces of the Milky Way pulled some dust and gas
off the other galaxy.
Female student: What about stars? Do they ever collide?
Professor: Actually, almost never. Stars are very small compared to the size of a
galaxy, and they are pretty far apart from each other. Small stars, well, that term is
relative, isn’t it? It’s hard to imagine the massive distance we are talking about here.
Even encounter seems like an odd term as these events take a long time. We are
talking billions of years, which is why most of what we theorize about comes from
computer simulations. Otherwise all we have seen is sort of freeze frame of whatever
stage the encounter is in, a single picture out of a long sequence of events.
But I mentioned some new evidence. That’s come from a pair of galaxies called the
Antennae. The Antennae are at an early stage of encounter but will probably be a
merger and excited hydrogen gas has been found in the regions where the two
galaxies overlap.
We know because that distinctive radiation signature is present, and we know that
there aren’t enough supernovae to explain the radiation. The only other possibility is
that we are seeing the result of shock waves produced by the collision of these two
galaxies.
题目
is the main purpose of the lecture?
A. To explain what happens when stars collide
B. To present new information about star formation
C. To propose a new theory about supernova explosions
D. To analyze the role of supernovae in galactic collisions
do colliding galaxies and a supernova have in common?
[Click on 2 answers.]
A. Both events take place over billions of years.
B. Both events result in the death of some stars.
C. Both events create clouds of excited hydrogen gas.
D. Both events produce a similar type of radiation.
does the professor organize types of encounters between galaxies?
A. From the quickest encounters to the slowest
B. From the most distant encounters to those closest to Earth
C. From the most frequent types of encounters to the least frequent
D. From the most violent types of encounters to the least violent
are astronomers uncertain as to which of two unnamed galaxies collided with
the Cartwheel Galaxy?
A. Each shows evidence typical of a galactic collision.
B. Computer simulations show that either one is a possibility.
C. Neither one has a bright ring showing the presence of new stars.
D. Both galaxies are at an equal distance from the Cartwheel Galaxy.
do astronomers believe that the Milky Way galaxy is interacting with another
nearby galaxy?
A. Star formation has increased in both galaxies.
B. The two galaxies are slowly moving toward each other.
C. A stream of gas and dust connects the two galaxies.
D. The Hubble Space Telescope found high levels of hydrogen gas near the two
galaxies.
is the professors opinion of recent observations of the Antennae galaxies?
A. It is too early to know if they will produce important findings.
B. They are of limited value, as they only capture one stage in a long process.
C. They illustrate the professor's point that there are multiple forms of galaxy
encounters.
D. They are consistent with a commonly accepted scientific theory.
答案
B CD D A C D
译文
请听天文学课上的部分内容。
教授：所以我们很清楚最大的恒星是如何消亡的，当一颗大质量恒星到达生命的尽头时，它会爆炸，释放出巨大的能量，然后在几周或几个月内消失不见。
当一颗巨星像这样爆炸时，它被称为超新星。在肉眼看来，超新星似乎是一颗明亮的新星，但它不是一颗新星。这是一颗垂死的恒星。然而，来自超新星的冲击波激发了附近的氢气云，导致它们压缩，这确实形成了新的恒星，这个过程会释放出一种独特的辐射。现在我们特别感兴趣的是在星系碰撞的地方也观察到了同样类型的辐射。在那些同样的区域，我们也观察到新恒星的高形成率。所以不出所料，我们已经有了一个理论，认为碰撞的星系导致了新的恒星的形成，但没有直接的证据，直到最近，一些欧洲天文学家发现了激发态的氢气云，这只能是由一对碰撞的星系的冲击波引起的。
你知道，我们过去认为星系是孤立的系统，就像太空海洋中的岛屿。现在我们知道它们总是在移动，通常是成簇的。我的意思是，想想所涉及的所有引力。我们说的是由恒星、气体和尘埃组成的巨大系统。由于星系之间的平均距离只有它们直径的20倍，所以它们经常相遇也就不足为奇了，我们称之为相遇，它们以各
种方式相遇。例如，合并，它们是最极端的星系相遇。合并是当两个星系相遇，它们没有足够的动量继续各自的道路，所以它们合并，成为一个星系。通常较大的星系会吸收，或多或少地吞噬较小的星系，当两个星系的巨大气体云碰撞并坍缩成非常活跃的恒星形成区域时，就会引发大面积的恒星形成。
也就是说，它们在恒星形成过程中创造的活动区域较少或相对较少。星系相互穿过，碰撞后各自走各自的路。碰撞向太空、云团、气体和尘埃中发出能量的涟漪。
你们的课本上有一张由哈勃太空望远镜拍摄的星系碰撞的照片。看到左边的车轮星系了吗？它就像扔了一块石头后池塘里的涟漪。这是因为右边的一个小星系穿过了它。而它周围的亮环，就是碰撞和压缩气体形成恒星的地方。但是是哪个星系与它相撞呢？右上方的这个已经被剥离了气体和尘埃，这是一个明显的迹象表明发生了碰撞，但底部的这个显示了很多新恒星的形成，这是碰撞的证据。所以我们不确定。
最后是互动。在这种类型的相遇中，星系交换气体和尘埃，但实际上并没有碰撞。许多天文学家认为，从我们的银河系延伸到附近一个星系的气体和尘埃的轨迹，是银河系的引力把一些尘埃和气体从另一个星系拉走时相互作用的结果。
女学生：那星星呢？它们会碰撞吗？
教授：实际上，几乎没有。与星系的大小相比，恒星是非常小的，而且它们彼此之间的距离也非常远。小恒星，这个术语是相对的，不是吗？很难想象我们在这里谈论的巨大距离。即使是相遇似乎也是一个奇怪的术语，因为这些事件需要很长的时间。我们说的是数十亿年，这就是为什么我们的大部分理论都来自计算机模拟。除此之外，我们所看到的只是一幅定格的画面，不管这个相遇发生在什么阶段，只是一长串事件中的一幅画面。
但我提到了一些新的证据。那来自一对叫做触角的星系。触角还处于相遇的早期阶段，但很可能是一次合并，在两个星系重叠的区域已经发现了激发态的氢气。
我们知道是因为这种独特的辐射特征是存在的，而且我们也知道没有足够的超新星来解释这种辐射。唯一的另一种可能性是，我们看到的是这两个星系碰撞产生的冲击波的结果。
Section 2
Conversation2
原文
Listen to a conversation between a student and a university employee.
Student: Hi. I had a question. I normally park my car in the lot next to the music
building.
Employee: Oh, okay. Lot 7.
Student: Yeah. Yeah, I never had a problem using that lot before…
Employee: Is it about us closing the lot this Friday? We had students complaining, but
I can give you a pass to Lot 10. You know about the orchestra festival in the music
building that day, right?
Student: Right. I knew about that. My question is actually about…well, you know,
while I’m here I guess I will need a pass but the fact is I’m in the orchestra festival
myself. I play the cello. So maybe…
Employee: Sorry. On Friday that lot is non-university guests, so you’ll have to…
Student: Go to Lot 10. You sure? I’m in the orchestra.
Employee: Sorry.
Student: Okay. That’s fine. I guess I’ll need a pass, but anyway, I got a parking ticket
yesterday.
Employee: Okay. Do you want to pay your fine now? You have two weeks to pay it.
Student: I don’t. Actually I don’t understand why I got it. I always park in the same
lot. I mean, I didn’t do anything different.
Employee: Okay. Is there a code number on the ticket? I can look it up.
Student: Yeah. I remember it. It says 036.
Employee: Alright, let me check. This was yesterday?
Student: Yeah, early afternoon it would have been.
Employee: Okay. Violation 0-3-6. It says here parking in more than one space. Do you
have a big car or something? I know we repainted the lines closer together so we
could fit more cars in the lot.
Student: No, it’s a small car.
Employee: Well, you must have parked over the line. More than one parking spot.
Student: Really? I’m sure I wasn’t.
Employee: We have forms to contest the ticket. Do you want one? If you don’t think
you did anything wrong, you can fill it out here. Let me get you one.
Student: Even though it will probably be a great waste of time…
Employee: Okay. And you wanted that pass to Lot 10, right?
Student: Oh, yeah, right, I forgot about that.
题目
are the speakers mainly discussing?
[Click on 2 answers.]
A. How nonuniversity guests can get parking passes for the festival
B. Where the man should park on Friday
C. Why the man received a parking ticket
D. How the man can get a special parking pass
does the student mention that he plays in the orchestra?
A. To let the woman know that he is already aware of an orchestra festival
B. To give a reason for always parking in the same lot
C. To try to convince the woman that he should be allowed to park in his usual lot
D. To explain why he already has a parking pass for Friday
ing to the ticket, what was the student's parking violation?
A. Parking in two spaces
B. Parking in a lot reserved for guests
C. Parking without a proper pass
D. Parking in a lot reserved for small cars
will the woman give the student?
[Click on 2 answers.]
A. More information about where he can park
B. A paid receipt for his parking ticket
C. A special parking pass for Friday
D. The paperwork to contest his ticket
does the student say this:
I know we repainted the lines closer together so we could fit more cars in the lot.
Student: No, it’s a small car.
A. To explain why his car should be allowed in the parking lot
B. To complain that the ticket should have been given to a different car
C. To reject the woman's explanation for his problem
D. To express doubt that more cars can fit in the parking lot
答案
BC C A CD C
译文
请听一段学生和学校职员之间的对话。
学生：嗨。我有一个问题。我通常把车停在音乐大楼旁边的停车场。
雇员：哦,好的。7号停车场 。
学生：是的。我以前用那个地方从来没有问题……
雇员：是关于我们这周五关闭工厂的事吗？有学生抱怨，但我可以让你进入第10停车场。你知道那天在音乐大楼举行的管弦乐节吧？
学生：对的。我知道这件事。我的问题是，我在这里的时候，我想我需要一张通行证，但事实是，我自己也在管弦音乐节。我拉大提琴。所以也许……
雇员：对不起。周五那批人不是学校的客人，所以你得……
学生：去第十停车场。你确定吗?我在管弦乐队
雇员：对不起。
学生：好吧。这很好。我想我需要一张通行证，但不管怎样，我昨天收到了一张违章停车罚单。
雇员：好吧。你想现在交罚款吗？你有两周的时间支付。
学生：我不喜欢。事实上，我不明白我为什么得到它。我总是把车停在同一个停车场。我是说，我没做什么不同的事。
雇员：好吧。票上有代码吗？我可以查一下。
学生：是的。我记得它。是036。
雇员：好的，让我看看。这是昨天？
学生：是啊，应该是下午早些时候。
雇员：好吧。违反0-3-6。这上面说可以在多个车位停车。你有辆大车之类的吗?我知道我们把线条重新粉刷得更近了这样我们就能在停车场装更多的车了。
学生：不，它是一辆小汽车。
雇员：你一定是把车停过线了。不止一个停车位。
学生：真的吗？我确信我没有。
雇员：我们有对这张票提出异议的表格。你想要一个吗？如果你觉得自己没做错什么，你可以在这里填。我给你拿一份。
学生：尽管这可能会非常浪费时间……
雇员：好吧。你想拿到的是停车场的通行证，对吧？
学生：哦，对的，我都忘了。
Lecture3
原文
Listen to part of a lecture in a sociology class.
Okay. So I’m sure every one of you has worked in a group of one form or another.
You know maybe a group project you’ve done for school or some kind of planning
for an extracurricular activity. Anyway, I bet you’ve got at least an intuitive sense of
what makes groups successful or not.
Well, today I want to talk about one attempt to formalize those intuitions a little to
pin down what it is that makes groups successful. And I think we should start by
looking at a study done by a sociologist named Bales. It is usually referred to as the
Bales Experiments.
So Bales’ idea was to put small groups of people together. Well, he actually just
used undergraduate males. You know, he was at a university and they were just
handy. So Bales put these guys together who by the way had never met each other
and he gave them various problems to solve. Then as the students interacted, Bales
and his assistants classified each aspect of their behavior, or what Bales called their
various acts, into different categories. So after observing lots of group interactions,
Bales hypothesized that every single act, basically everything that the participants
did fit into one of two basic act was either what he called
instrumental or expressive.
Now Bales defined instrumental acts as any activity which was directly concerned
with solving whatever problem the group is faced with, such as giving information,
making a suggestion, anything that could directly contribute to the completion of the
task, so you know, saying something like…I think we should look at this factor, why
don’t we try this or that solution. These are instrumental acts. Or, well, taking notes
for example is instrumental, or even writing up a report.
Expressive acts, on the other hand, are pretty much everything else. They are all the
comments and behavior that are not specifically designed to solve the problem at
hand. Something like, hey, that was a great suggestion, or I appreciate you guys doing
such hard work. These are expressive comments. Or jokes, for example, are
expressive. And then there are negative expressive too, showing disagreement or
dissatisfaction, such as you are totally wrong. Okay, so now that we’ve got Bales’
categories down, we can talk about his conclusions.
Bales was primarily concerned with what ratio of instrumental and expressive acts
caused a group to be most effective. Now before I read his results, I expected that
the group with the highest percentage of instrumental acts would be the most
successful group. You know, the more instrumental acts, the more the group would
be working on its objective and well, the more productive it would be. But that in
fact is exactly what did not happen. Groups that had the highest percentage of
instrumental activity weren't very productive at all.
Now, here’s how Bales explains this. He says that positive expressive acts, they
grease the wheels, you might say. They make things flow more smoothly. If
everybody in the group acts instrumentally, if everybody that is, is offering different
suggestions on how to proceed and everybody is coming up with their own plan,
then all the group members are basically just butting heads. Nothing gets done and
everybody is at odds.
Positive expressive acts, on the other hand, help people get along, removing the
tension or hostility that might have developed among the members of the group as a
result of instrumental activity.
Of course, at the same time, a group with too much expressive activity is also
unproductive. If all of the group’s acts are expressive, then the group isn’t doing
anything to further their goals. So Bales’ major finding is that the most successful
groups were those that had about 50% instrumental acts and 50% expressive acts. Of
the expressive acts, about 2/3 were positive and 1/3 negative.
Bales also observed a recurring pattern in the sequencing of activity. He found that in
successful groups, group leaders usually began the session by exchanging
information about the problem, what the problem is, who are the people involved in
the problem, etc.
After exchanging information, they devoted some time to the exchange of opinions,
opinions about why the problem might have occurred, what went wrong, things like
that, before moving on to making suggestions as to how to solve the problem.
Now some of the groups he observed, they didn’t define the problem, they sort of
reversed this order and instead started off with making suggestions for solutions,
they ended up having a long period of dissension filled with negative responses,
negative expressive acts, and wasted a lot of time before moving on.
题目
is the lecture mainly about?
A. The amount of leadership a small group needs to run smoothly
B. Behaviors that contribute to a group's effectiveness
C. Types of tasks more easily solved by groups than by individuals
D. The method by which groups divide up their work
does the professor say about the participants in the study?
[Click on 2 answers.]
A. They were chosen to represent a diverse range of people.
B. They were asked to come up with solutions to different challenges.
C. They were told to act either instrumentally or expressively.
D. Their activities were carefully observed and sorted by type.
classified acts into two basic categories - instrumental and expressive.
According to this method of classification, which statements are examples of
instrumental acts and which statements are examples of expressive acts?
was the professor's initial reaction to the results of the Bales experiments?
A. She was surprised because the results were not what she expected.
B. She was disappointed that the results were not widely accepted.
C. She was doubtful that the results were valid.
D. She was concerned because the results pointed to no single conclusion.
point does the professor make when she discusses how the groups sequence
their activities?
A. Starting the process with expressive acts can help reduce tension.
B. Group leaders should be flexible in the sequencing of activities.
C. Groups should spend very little time on expressive activities.
D. Beginning the process by proposing solutions is not the best approach.
does the professor say this about positive expressive acts:
He says that positive expressive acts, they grease the wheels, you might say.
A. To stress their complexity
B. To stress how frequently they occur
C. To illustrate their function
D. To emphasize that not everyone is capable of doing them
答案
B BD ABAAB A D C
译文
请听社会学课上的部分内容。
好的。我相信你们每个人都在这样的或类似形式的团队里工作过。可能是你在学校做的一个小组项目或者是某种课外活动的计划。不管怎样，我打赌你对什么使团队成功或失败至少有一种直观的感受。
今天我要讲的是一种尝试将这些直觉形式化，来确定是什么让群体成功。我认为我们应该从社会学家贝尔斯的一项研究开始。它通常被称为Bales实验。
所以Bales的想法是把小团体的人聚集在一起。只是本科男生们一起。他在大学因此他们很方便。所以Bales把这些人放在一起，顺便说一下，他们从来没有见过面。他给他们各种各样的问题来解决。然后，当学生们相互交流时，Bales和他的助手们将他们行为的各个方面，或者说贝尔斯所说的各种行为，分类到不同的类别中。在观察了大量的群体互动之后，Bales假设每一个单独的行为，基本上参与者做的每一件事都符合两个基本类别之一。每一种行为不是他所说的工具性的，就是表达性的。
现在Bales定义的工具性的行为是直接关心该小组面临着解决任何问题的任何活动，比如提供信息、提供建议，任何可能直接为任务的完成做出贡献，所以说就像......我认为我们应该看看这个因素,我们为什么不试试这个或那个解决方案呢？这些都是工具性的行为。或者，比如记笔记是工具性的，或者甚至写一份报告。另一方面，表达性的行为几乎就覆盖了另外的一切。它们是不专门为解决手边问题而设计的评论和行为。比如，嘿，那是个很好的建议，或者我很感激你们这么努力工作。这些都是富有表达性的评论。或者比如笑话是富有表现力的。也有消极的表达，表示不同意或是不满，比如你完全错了。好了，现在我们已经了解了Bales的分类，我们可以谈谈他的结论了。
Bales主要关注的是，什么工具性的行为和表达力的行为比例能使一个群体最高效。在我阅读他的研究结果之前，我认为有最高比例的工具行为的群体是最成功的群体。你知道，越多的工具性行为，团队就会越努力实现自己的目标，也就越有成效。但事实却恰恰相反。那些有最高比例的工具活动的群体根本就没有很高的生产力。
Bales是这样解释的。他说积极的表达行为，你可能会说，它们使事情顺利进行。它们使事情更顺利地进行。如果小组里的每个人都是工具化的，如果每个人都对如何进行提出了不同的建议，每个人都提出了自己的计划，那么小组里的所有成员基本上都是针锋相对的。什么都做不了，每个人都有分歧。
另一方面，积极的表达行为有助于人们相处，消除由于工具性的活动而在群体成员之间产生的紧张或敌意。
当然，与此同时，一个有太多表达活动的团队也没有生产力。如果整个群体的所
有行为都是表达的，那么这个群体就没有做任何事情来进一步实现他们的目标。所以Bales的主要发现是最成功的群体是那些有50%的工具行为和50%的表达行为的群体。在表达行为中，约2/3为积极地，1/3为消极的。
Bales还观察到在活动的顺序中有一个重复的模式。他发现，在成功的小组中，小组领导通常在会议开始时交换关于问题的信息，问题是什么，问题涉及的人是谁，等等。
在交换信息之后，他们花一些时间来交换意见，关于为什么问题会发生，哪里出了问题，诸如此类的问题，在就如何解决问题提出建议之前。
他观察到一些团体，他们没有定义问题，他们推翻了这个顺序，相反他们开始做解决方案的建议，他们最终会有一个长时间的纠纷，纠纷里充满负面反应，负面的表达行为，同时在推动事情前进前也浪费了很多时间。
