2024年1月14日发(作者：)
托福听力tpo55 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 ......................................................................................................... 4
译文 ......................................................................................................... 5
Lecture1 .......................................................................................................... 6
原文 ......................................................................................................... 6
题目 ......................................................................................................... 7
答案 ......................................................................................................... 9
译文 ......................................................................................................... 9
Lecture2 ........................................................................................................ 11
原文 ....................................................................................................... 11
题目 ....................................................................................................... 13
答案 ....................................................................................................... 15
译文 ....................................................................................................... 15
Section 2 .............................................................................................................. 17
Conversation2 ............................................................................................... 17
原文 ....................................................................................................... 17
题目 ....................................................................................................... 19
答案 ....................................................................................................... 20
译文 ....................................................................................................... 20
Lecture3 ........................................................................................................ 22
原文 ............................................................................ 错误!未定义书签。
题目 ....................................................................................................... 22
答案 ....................................................................................................... 24
译文 ............................................................................ 错误!未定义书签。
Section 1
Conversation1
原文
NARRATOR: Listen to a conversation between a student and her environmental
science professor.
FEMALE STUDENT: You know, the DVD we watched yesterday on ways we can protect
the environment was really eye-opening…
MALE PROFESSOR: Well, I’m glad to hear that. Sometimes a DVD like this can bring
to life concepts that my lectures can’t. Of course lectures are important, but other
forms of presentation—like DVDs—help get across the concepts I want you to
understand, too.
FEMALE STUDENT: I agree. And the DVD got me thinking about the project you
assigned. Now, I know we’re not supposed to work with anyone else for this
assignment, but two of us think we have a really good idea.
MALE PROFESSOR: OK, I’m listening.
FEMALE STUDENT: Well, the student from class who I wanna work with—it’s Jessica
Smith—you see, she has a part-time job at the hotel on campus… uh… where
parents and people who are here for conferences stay?
MALE PROFESSOR: Ah, yes. The environmental science department just hosted a
conference not too long ago, and we had several attendees who stayed there. They
really enjoyed staying at that hotel.
FEMALE STUDENT: I’m sure. Jessica says it’s really nice, but it’s not so
environmentally friendly.
MALE PROFESSOR: Hmm… I see. Well, hotels may be reluctant to make changes to
protect the environment if it could be perceived as negatively affecting the comfort
of hotel guests.
FEMALE STUDENT: Well, that has to do with our idea for the project. Uh… Jessica
and I wanna do an assessment of the hotel and see what they can do to save energy,
and create less pollution—without interfering with the positive experience of
patrons. And I figured since she works there, it’d be easier for us to do the project
together. Plus she already ran the idea by the hotel manager, and he’s on board with
it. He was even telling her how he can use our work to apply for a grant from a local
environmental foundation for money to make energy-saving upgrades and stuff! So
we’d make recommendations, then he’d use our findings to make real changes.
MALE PROFESSOR: That’s certainly a compelling idea—and it definitely fits within
the general guidelines of the project. OK. Just give me an outline of what you plan to
do, and, well, I’m a little worried.… I’ll still need you to submit the paper in the
format we discussed in class, not whatever format the hotel manager might want.
题目
is the conversation mainly about?
A. A grant the student wants to apply for
B. The student’s proposed plan for a class assignment
C. A project presented in a DVD the class watched
D. The student’s part-time job at a hotel
does the student ask the professor to allow her to do?
A. Take extra time on her project
B. Write a grant rather than a paper
C. Work with a partner on an assignment
D. Use her job as the focus of her project
does the professor mention a science conference?
A. To suggest that the student attend it
B. To indicate that he is familiar with the hotel
C. To state where he got information about a new discovery
D. To state where he got the video that he showed in class
ing to the conversation, why might the campus hotel managers be slow to
adopt environmentally friendly policies?
A. They are concerned that their customers may not be happy with the changes.
B. They are not knowledgeable about the potential benefits.
C. No financial help is available for reducing the initial cost of making the changes.
D. They have tried to adopt such policies and found them of little use.
concern does the professor express?
A. That the hotel manager might not allow the research to take place at the hotel
B. That Jessica Smith might be too busy with her job to do the project
C. That the student’s idea for the project is overly ambitious
D. That the student might not focus on fulfilling all the requirements of the project
答案
B C B A D
译文
旁白：听一个学生和她的环境科学教授之间的对话。
女学生：你知道吗，我们昨天看的关于如何保护环境的DVD真的让人大开眼界…
男教授：我很高兴听到这个消息。有时候，像这样的DVD可以让我的讲座无法实现的概念变得生动起来。当然，讲座很重要，但是其他形式的演示，如DVD，也有助于理解我希望你理解的概念。
女学生：我同意。DVD让我想起了你分配给我的项目。现在，我知道我们不应该和其他人一起完成这项任务，但是我们两个人都认为我们有一个非常好的主意。
男教授：好的，说说看。
女学生：恩，我想和杰西卡·史密斯一起合作，要知道，她在校园里的酒店做兼职……呃……家长和来参加会议的人都住在那里吧？
男教授：啊，是的。环境科学部不久前刚刚主办了一个会议，我们有几位与会者留在那里。他们在那家旅馆住得很愉快。
女学生：我肯定。杰西卡说它真的很好，但不太环保。
男教授：嗯……我明白了。好吧，如果环境保护被认为对酒店客人的舒适度有负面影响，那么酒店可能不愿意做出改变。
女学生：好吧，这和我们对这个项目的想法有关。呃……杰西卡和我想对酒店做个评估，看看他们能做些什么来节省能源，减少污染，同时又不影响顾客的积极体验。我想既然她在那里工作，我们一起做这个项目会比较容易。另外，她已经把这个想法交给了酒店经理，他也同意了。他甚至告诉她，他如何利用我们的工作，从当地的环境基金会申请拨款，进行节能升级和东西！所以我们会提出建议，然后他会利用我们的发现做出真正的改变。
男教授：这无疑是一个令人信服的想法，而且绝对符合项目的总体指导方针。只要提供给我一个你打算做什么的提纲，好吧，我有点担心……我仍然需要你按照我们在课堂上讨论过的格式提交论文，而不是酒店经理想要的任何格式。
Lecture1
原文
NARRATOR: Listen to part of a lecture in an art history class.
MALE PROFESSOR: OK, so we’ve all heard of the Louvre, right? Maybe the most
famous art museum in Paris, France? In 1793 the Louvre was the first museum to
open its doors to the public. Up till then, there were lots of private museums…private
collections in the homes of Europe’s royalty and nobility…but only a select few were
invited to see those works of art. The idea of a public museum was, in essence, a new
one.
Now, when the Louvre opened as a public museum, it was free to all artists every day
of the week. But to those who were not artists—y’know, the rest of the general
public? Well, they were only allowed to visit the museum on certain days. And that’s
because the public museum was first seen as a teaching institution—a place where
past artistic achievements would be available to current artists to learn from.
OK, so you see the first step was taken—from museums that were just private
institutions owned by royalty…to the Louvre, a museum open to the public—with
some restrictions. But then there was another shift…and that was brought about by a
French painter named Alexandre Lenoir. Lenoir was a young and enthusiastic artist
who’d been assigned to be the supervisor of a storehouse for artworks in 1791.
Y’see, the French Revolution was taking place at that time, and many national
monuments and other works of art were getting damaged or destroyed.
Consequently, a couple of large buildings in Paris were dedicated as storehouses for
rescued artworks. Five years later, in 1796, Lenoir did something unique with the art
in his storehouse—something never done before: he classified and displayed the
paintings and statues by period and style.
So people began to notice—and admire—what Lenoir was doing. And soon, he
transformed his storehouse into what would become the National Museum of French
Monuments, which would later become a branch of the very Louvre that started this
whole discussion. And, uh, what’s even more notable is that, Lenoir’s system of
classification and display—it became a model for other public art museums…with
each room in the museum representing a different century or period of art. Lenoir’s
belief that a museum should be concerned with public instruction and offer
education according to historical periods—this concept seems obvious now, but it
was groundbreaking back then.
Interestingly, though, not everyone was, uhh…impressed with Lenoir…or with
museums in general, for that matter. There were people—including some artists and
historians—who were as much against museums as Lenoir was for them. In fact,
some argued that museums would pretty much bring an end to art. They contended
that works of art removed from their original context were…incomplete—that
artworks ought to remain in the places…the mountains, towns, uhh…in the locations
where they were originally created and viewed.
Take a painting created in an Italian seaside village, for example. Could that painting
maintain its same identity once it was moved to a museum in France? Nowadays,
most of us know and appreciate the fact that we can go to a museum and see many
works of art from different time periods, artists, and countries. The fact that anyone
can go into one place and see works of distant cultures, enjoy their beauty, and even
find inspiration in them benefits us all. The Louvre clearly embraces this concept. But
there are still some skeptics, people today who are just as skeptical of art museums
as the critics were back in Lenoir’s day…and for all the same reasons.
题目
is the lecture mainly about?
A. The influence of private art galleries on public museums
B. The role of art museums as teaching institutions for artists
C. The debate about the Louvre’s opening to the public
D. The early history of the public art museum
does the professor mention that artists were allowed to visit the Louvre every
day?[Click on 2 answers.]
A. To point out that the public museum was conceived as a place for studying
B. To indicate that all citizens were able to visit the museum whenever they wanted
C. To question why certain artists did not spend time at the Louvre
D. To contrast the accessibility of art in the Louvre with that of art in private
museums
does the professor mention the French Revolution?
A. To name an event depicted in Alexandre Lenoir’s artwork
B. To identify the theme of an exhibit room in the Louvre
C. To explain why art storehouses were created
D. To help explain some people’s attitude toward public museums
ing to the professor, what major contribution did Alexandre Lenoir make to
the art community?
A. He donated many original paintings to public museums.
B. He developed a systematic way of exhibiting art in museums.
C. He invented a unique way to restore damaged artwork.
D. He designed a national monument in post-Revolution France.
professor gives an example of a painting made in an Italian seaside village.
According to the professor, what would some skeptics say about that painting?
A. It should not be exhibited unless it appeals to people from a variety of cultures.
B. It should not be moved out of the geographic area in which it was created.
C. It should be exhibited in the Louvre before traveling to any other museum.
D. It should always be grouped with similar paintings in a museum.
opinion about public art museums does the professor express?
A. They focus too much on entertainment and not enough on education.
B. They are more important to artists than to the general public.
C. Their way of exhibiting artwork needs to be modernized.
D. They succeed in allowing varied works of art to be appreciated in a centralized
location.
答案
B AD C B B D
译文
旁白：听艺术史课上的一篇讲座。
男教授：好吧，我们都听说过卢浮宫，对吧？也许是法国巴黎最著名的艺术博物馆？1793年，卢浮宫是第一个向公众开放的博物馆。在那之前，有很多私人博物馆……欧洲皇室贵族的私人收藏……但只有少数人被邀请参观这些艺术品。公共博物馆的想法，本质上是一个新的想法。
现在，当卢浮宫作为一个公共博物馆开放时，它每天都对所有艺术家免费开放。但对于那些不是艺术家的人，其他的公众呢？嗯，他们只允许在某些日子参观博物馆。这是因为公共博物馆最初被视为一个教学机构，一个可以让当代艺术家学习过去艺术成就的地方。
好吧，你看第一步是从那些只是皇室所有的私人机构的博物馆……到卢浮宫，一个对公众开放的博物馆，有一些限制。但后来又发生了另一个转变……这是由一位名叫亚历山大雷诺尔的法国画家带来的。伦诺是一位年轻热情的艺术家，1791年被指派为一个艺术品仓库的主管。
当时法国大革命正在进行，许多国家的纪念碑和其他艺术品遭到破坏或毁坏。因此，巴黎的几座大型建筑被用作抢救艺术品的仓库。五年后，即1796年，勒诺伊尔用他仓库里的艺术品做了一件以前从未做过的事情：他按时期和风格对绘画和雕像进行分类和展示。
因此，人们开始注意到并钦佩勒诺的所作所为。很快，他把他的仓库改造成了法国国家纪念碑博物馆，后来成为卢浮宫的一个分支，开始了整个讨论。而且，呃，更值得注意的是，勒诺的分类和展示体系成为了其他公共艺术博物馆的典范……博物馆里的每个房间都代表着不同世纪或不同时期的艺术。勒诺尔认为博物馆应该关注公共教育，并根据历史时期提供教育。这一概念现在看来很明显，但在当时却是开创性的。
有趣的是，并不是每个人都对勒诺伊印象深刻，或者对一般博物馆印象深刻。有些人，包括一些艺术家和历史学家，和勒诺伊一样反对博物馆。事实上，有些人认为博物馆几乎会终结艺术。他们争辩说，从原始环境中移除的艺术作品……是不完整的，艺术作品应该保留在……山上，城镇，呃……在它们最初创作和观看
的地方。
以一幅在意大利海滨村庄创作的油画为例。那幅画一旦被移到法国的一个博物馆，还能保持它的身份吗？现在，我们大多数人都知道并欣赏这样一个事实：我们可以去博物馆看许多不同时期、不同艺术家和不同国家的艺术作品。任何人都可以到一个地方去看遥远文化的作品，欣赏它们的美，甚至从中找到灵感，这对我们大家都有好处。卢浮宫显然包含了这个概念。但是仍然有一些怀疑论者，今天的人们对艺术博物馆的怀疑和勒诺尔时代的批评家一样……出于同样的原因。
Lecture2
原文
NARRATOR: Listen to part of a lecture in a health science class.
FEMALE PROFESSOR: We’ve all heard that there are health benefits to regular
exercise. It’s hard even to know where to begin: increased strength, a sense of
well-being, weight maintenance, a healthy heart and cardiovascular system, need I
go on? Now we’re hearing that exercise also has a positive effect on our high-level
intellectual abilities. There’re a few hypotheses that may explain how exercise affects
our brain. But before we get into that, I need to talk a little bit about neurogenesis.
Neurogenesis is the creation of new neurons, nerve cells, in the brain. Now, maybe
you’ve heard that the human brain doesn’t generate new neurons after fetal
development, that the neurons you have when you’re born are all you’ll ever have…
unlike what’s true of cells in most tissues, which are generated and replaced
throughout life. But some decades ago, research on the ability of adult songbirds to
learn new songs changed that whole paradigm. The research showed that in
adulthood, the songbirds’ brains created new neurons and that these new cells
helped them remember how to sing new songs. These findings on songbirds opened
up the question of whether the same processes that occurred in birds also occurred
in humans. And subsequent research confirmed that the adult human brain indeed
generates new neurons in the memory center of the brain.
But, how exactly does exercise fit in here? Well, probably the most studied
hypothesis out there proposes that exercise increases the production of important
proteins in the brain. One such protein is called brain-derived neurotrophic factor, or
BDNF.
Brain-derived neurotrophic factor helps neurons grow, multiply, connect, and
transmit signals. We’ve always known that it served this function during fetal
development. But does it play a role in the proliferation of adult neurons as well?
Well, let’s consider what some animal studies indicate. In one important rat study,
brain signals and responsiveness to those signals were enhanced within just seconds
after rats were administered doses of BDNF. And physical activity in rats, even just a
few minutes of swimming, has been shown to increase BDNF levels. Yes, Susan.
FEMALE STUDENT: Ah… that study was done on rats.
FEMALE PROFESSOR: Well, it’s true that a direct connection between BDNF, physical
exercise, and brain performance in people hasn’t been proven yet. But the sheer
numbers of studies that indicate a connection in animals say a lot, in my view.
And exercise does seem to have an effect on the human brain: The research done
with brain imaging techniques shows that the brains of people who exercise are
much denser compared to those who don’t. Uh, suggesting that neurons are
branching and making connections with other neurons. Also, in clinical studies
involving active and inactive adults, the active adults scored much higher on
cognitive tests that measured high-level thinking skills than inactive adults did.
FEMALE STUDENT: But I’ve always thought that doing crossword puzzles and… like,
reading a lot was important if you wanted to maintain your thinking abilities. You
know, that you need to stay mentally stimulated and learn new things.
FEMALE PROFESSOR: Yes, it seems that gaining knowledge or abilities is another key.
While it’s true that thousands of new neurons are produced in the brain’s memory
center each day and that exercise promotes their generation, those new neurons will
just die off if they’re not being used for anything. Animal studies have shown a
correlation between acquiring new skills and new neurons actually surviving in the
brain. It seems to be a use it or lose it kind of thing. So good point. Yes, Matt?
MALE STUDENT: I was just wondering: how much exercise do we need to keep our
brains making neurons? I imagine the more, the better, right?
FEMALE PROFESSOR: Well… interestingly, some studies suggest that less is more here.
You see, there’s a particular stress hormone that’s elevated in response to all
methods of exercise, but more so with more intense regimens. Stress hormones have
been implicated in reducing BDNF levels and can also create a cascade of other
problems in the human body.
题目
is the main purpose of the lecture?
A. To compare the effects of different types of exercise on learning
B. To analyze the relationship between exercise and cardiovascular health
C. To discuss research suggesting that exercise promotes cognitive function
D. To elaborate on the importance of vigorous exercise in stress management
did researchers decide to investigate as a result of the research on songbirds?
A. Whether new neurons could develop in the adult human brain
B. Which cognitive processes played the biggest role in increasing songbirds’ ability
to learn new songs
C. Which brain chemicals were involved in neurogenesis in songbirds
D. What role exposure to music plays in human brain development
is the professor’s opinion about the research findings on rats that were
administered BDNF?
A. The findings should be used with caution when making claims about the role of
BDNF in human fetal development.
B. The findings suggest that BDNF may play a role in the development of neurons in
humans.
C. The findings indicate that BDNF probably hindered rats’ ability to generate new
neurons.
D. The findings show that BDNF probably did not help rats remember how to
perform certain tasks.
does the professor imply may be important to prevent new neurons from
dying in adult humans?
A. Vigorous exercise regimens
B. Mentally stimulating learning environments
C. Avoidance of radical weight gain or loss
D. A healthy cardiovascular system
point does the professor make when she discusses stress hormones?
A. Different individuals need different amounts of stress hormones for optimal brain
function.
B. Learning is more likely to occur in individuals who are completely relaxed.
C. Elevated stress hormones may indicate a need for more frequent exercise.
D. Moderate exercise regimens may be more beneficial than extreme exercise
regimens.
does the professor say this?
We’ve all heard that there are health benefits to regular exercise. It’s hard even to
know where to begin: increased strength, a sense of well-being, weight maintenance,
a healthy heart and cardiovascular system, need I go on?
A. To signal that she will provide examples of studies that conflict with popular
notions about exercise
B. To prompt the students to think about other benefits of exercise
C. To imply that it is unnecessary to give additional examples to support her
statement about exercise
D. To make the point that the health benefits of exercise are somewhat exaggerated
答案
C A B B D C
译文
旁白：在健康科学课上听一部分讲座。
女教授：我们都听说经常锻炼对健康有益。甚至很难知道从哪里开始：增强力量，获得幸福感，保持体重，健康的心脏和心血管系统，我需要继续吗？现在我们听说锻炼对我们的高水平智力也有积极的影响。有一些假说可以解释运动如何影响我们的大脑。但在我们开始之前，我需要谈谈神经发生。
神经发生是在大脑中产生新的神经元，神经细胞。现在，也许你听说过，人的大脑在胎儿发育后不会产生新的神经元，你出生时拥有的神经元是你所拥有的全部……与大多数组织中的细胞不同，这些细胞在一生中都会产生和替换。但是几十年前，对成年鸣禽学习新歌的能力的研究改变了这种模式。研究表明，在成年期，鸣禽的大脑产生了新的神经元，这些新的细胞帮助它们记住如何唱新歌。这些对鸣禽的发现揭示了一个问题，即在鸟类身上发生的同样的过程是否也发生在人类身上。随后的研究证实，成年人脑确实在大脑的记忆中心产生了新的神经元。
但是，在这里锻炼到底如何？好吧，可能是目前研究最多的假说提出运动可以增加大脑中重要蛋白质的产生。其中一种蛋白质被称为脑源性神经营养因子（BDNF）。
脑源性神经营养因子帮助神经元生长、增殖、连接和传递信号。我们一直知道它在胎儿发育过程中起着这种作用。但是它也在成年神经元的增殖中起作用吗？好吧，让我们考虑一些动物研究的结果。在一项重要的鼠类研究中，脑信号和对这些信号的反应在给鼠类注射BDNF后的几秒钟内就增强了。而鼠类的体力活动，哪怕只是几分钟的游泳，也已经被证明可以增加BDNF的水平。是的，苏珊。
女学生：啊…那个研究是在老鼠身上做的。
女教授：嗯，脑源性神经营养因子、体育锻炼和大脑功能之间的直接联系还没有被证实。但在我看来，大量的研究表明动物之间存在联系。
运动似乎确实对人脑有影响：脑成像技术的研究表明，与不运动的人相比，运动的人的大脑密度要大得多。呃，这表明神经元在分支，并与其他神经元建立联系。此外，在涉及活跃和不活跃的成年人的临床研究中，活跃的成年人在测量高水平思维能力的认知测试中的得分要比不活跃的成年人高得多。
女学生：但我一直认为，如果你想保持自己的思维能力，做填字游戏和…比如，
多读书是很重要的。你知道，你需要保持精神上的刺激，学习新的东西。
女教授：是的，似乎获得知识或能力是另一个关键。诚然，每天大脑的记忆中心都会产生成千上万的新神经元，而运动能促进它们的产生，但如果这些新神经元没有被用于任何用途，它们就会死掉。动物研究表明，获得新技能与大脑中实际存活的新神经元之间存在关联。它似乎是一种使用它或失去它的东西。说得对。是的，马特？
学生男：我只是想知道：我们需要多少运动来保持我们的大脑制造神经元？我觉得越多越好，对吧？
女教授：好吧……有趣的是，一些研究表明，在这里越少越好。你看，有一种特殊的应激激素在所有的运动方式下都会升高，但在更高强度的运动疗法中更是如此。应激激素与降低BDNF水平有关，也可能在人体内造成一连串其他问题。
Section 2
Conversation2
原文
NARRATOR: Listen to a conversation between a student and her academic adviser.
MALE PROFESSOR: Thanks for stopping by, Shelly. Professor Miller sent me an email,
and I thought we’d better have a little chat.
FEMALE STUDENT: Professor Miller, the art history professor?
MALE PROFESSOR: Yes. I’m concerned because midterm grades are due in a couple
of weeks, and he says you haven’t completed a single assignment for his course. And
he didn’t want to turn in a failing grade without making sure that—
FEMALE STUDENT: Wait, I’m not taking his course—I dropped it.
MALE PROFESSOR: You did? Well according to the registrar’s office, you’re still
enrolled in it. I pulled up your file. Your schedule shows that you are officially
enrolled in Introduction to Art History with Professor Miller, Islamic art with
Professor Campbell… well, here, you look at it, you’re registered for 5 courses.
FEMALE STUDENT: But I’m enrolled in only 4 courses this semester. I mean, I did sign
up for Introduction to Art History initially, but when Professor Campbell gave me
permission to enroll in his Islamic art course, I dropped Professor Miller’s course. Or
at least, I intended to. I had to—they meet at the same time.
MALE PROFESSOR: I see. So your admission to the Islamic art course was not
contingent on your completion of the art history course?
FEMALE STUDENT: Well, Professor Campbell waived the prerequisite in my case
because he felt that I had enough background in art history to handle his course. But
you know, now that I think about it, maybe I just added Professor Campbell’s course
and forgot to drop Professor Miller’s course.
MALE PROFESSOR: I guess it’s possible. Still, I’m surprised we didn’t catch it earlier
in the semester. Didn’t you and I meet at the end of the second week of classes to
finalize your course selections?
FEMALE STUDENT: No…Uh, I mean I remember getting an e-mail about setting up a
meeting with my adviser, but I thought it was only for people who had an enrollment
problem or something they needed to work out. I didn’t realize it was a
requirement.
MALE PROFESSOR: Well, it’s strongly recommended that students meet with their
advisers early in the semester… and now you can see why! But there’s no real
harm done. However, don’t forget to file a formal withdrawal from introduction to
art history with the registrar’s office by Friday, when the withdrawal period ends.
And you might want to apologize to Professor Miller as well.
FEMALE STUDENT: Oh, I’ll definitely make a point of dropping by his office to explain
what happened. I was just so focused on getting admitted into the Islamic art course,
and so happy when Professor Campbell said I could take it, that I kind of forgot about
everything else.
题目
did the adviser ask the student to meet with him?
A. To express concern about her academic performance
B. To discuss her course choices for the following semester
C. To find out why she dropped a course
D. To ask if she had changed her major course of study
did the adviser do to get more information before meeting with the student?
A. He requested a record of the student’s grades in all her art classes.
B. He consulted a description of the course about Islamic art.
C. He obtained a list of courses in which the student is enrolled.
D. He checked the requirements for art history students.
do the speakers imply about the Islamic art course?
A. It is an introductory course.
B. It can be taken only in combination with an Islamic history course.
C. Students need a recommendation from their academic adviser to take it.
D. Most students are required to take an introductory art history course before taking
it.
does the adviser imply about the meetings he has with students at the
beginning of the semester?
A. They should be scheduled at least two weeks in advance.
B. They can help students avoid problems with their class schedules.
C. Faculty members must be invited to the meetings.
D. They are necessary only when a student has a problem.
does the adviser suggest that the student do? [Click on 2 answers.]
A. Make up the work she has missed
B. Contact the registrar’s office
C. Apologize to an art history professor
D. Drop the Islamic art course
答案
A C D B BC
译文
旁白：听一个学生和教授之间的对话。
男教授：谢谢你过来，雪莉。米勒教授给我发了封电子邮件，我想我们最好谈谈。
女学生：米勒教授，艺术史教授？
男教授：对。我很担心，因为期中成绩将在几周内到期，而他说你还没有完成他的课程中的一项作业。他不想在不确定的情况下交不及格的分数-
女学生：等等，我不上他的课-我不修了。
男教授：你有吗？根据登记处的资料，你还在登记。我查到了你的档案。你的课程表显示，你正式注册了米勒教授的艺术史导论，坎贝尔教授的伊斯兰艺术……嗯，在这里，你看看，你注册了5门课程。
女学生：但我这学期只上了4门课。我的意思是，我最初确实报名了艺术史导论，但当坎贝尔教授允许我参加他的伊斯兰艺术课程时，我放弃了米勒教授的课程。至少，我是刻意做过的，因为他们的课在同一时间。
男教授：我懂了。那么你是否能进入伊斯兰艺术课程并不取决于你是否完成了艺术史课程？
女学生：嗯，坎贝尔教授录取我的前提条件，因为他觉得我有足够的艺术史背景来应付他的课程。但你知道，现在我想了想，也许我只是加了坎贝尔教授的课，忘了放弃米勒教授的课。
男教授：我想这是可能的。尽管如此，我还是很惊讶我们在这学期的早些时候没有赶上。我们不是应该在第二周的课程结束时碰面确定你的课程选择吗？
女学生：不……呃，我记得我收到一封电子邮件，说要和我的顾问开个会，但我想这只针对那些有入学问题或他们需要解决的问题的人。我没意识到这是个要求。
男教授：好吧，强烈建议学生在学期初与他们的顾问会面…现在你知道为什么了！但并没有造成真正的伤害。不过，别忘了在星期五，也就是退出期结束之前，向注册处提交一份正式的《艺术史导论》撤回申请。你也可以向米勒教授道歉。
女学生：哦，我一定会去他的办公室解释一下发生了什么事。我当时正全神贯注地上伊斯兰艺术课，当坎贝尔教授说我可以接受时，我非常高兴，以至于我忘记了其他一切。
Lecture3
题目
is the main purpose of the lecture?
A. To compare current theories about an astronomical phenomenon
B. To describe the growth of knowledge about an astronomical phenomenon
C. To illustrate how astronomical theories based on incorrect assumptions can lead to
important discoveries
D. To demonstrate that astronomers are able to predict events on the Sun based on
conditions on Earth
ing to the professor, what theories were proposed in the 1700s to account
for the occurrence of auroras?[Click on 2 answers.]
A. Auroras are caused by light refracting off ice and snow.
B. Auroras are caused by CMEs.
C. Auroras occur when gases from sunspots hit glaciers.
D. Auroras occur when an electric current between Earth’s poles is disrupted.
does the professor mention the duration of solar eclipses?
A. To demonstrate the importance of the coronagraph as a research tool
B. To describe the effects of solar eclipses on auroras
C. To support a conclusion about the connection between sunspot cycles and other
solar events
D. To explain why auroras are infrequent
do sunspots contribute to auroras?
A. Sunspots increase the intensity of Earth’s magnetic field at the poles.
B. Sunspots emit charged particles that collide with atoms in Earth’s upper
atmosphere.
C. Sunspots bombard Earth with oxygen and nitrogen atoms.
D. Sunspots cause temperature changes at Earth’s poles.
point does the professor make when he talks about disruptions to
technology?
A. Disruptions are more prevalent in the northern hemisphere than in the southern
hemisphere.
B. Observing aurora activity has proven to be a better way to predict CMEs than
using technological devices.
C. CMEs and other magnetic activity on the Sun can have a far-reaching effect.
D. Most information about aurora intensity has been obtained through observation
with the naked eye.
does the professor say this?
(MALE PROFESSOR) And do I need to tell you when the solar wind is especially
strong?
A. He hopes that one of the students will explain the answer to the others.
B. He believes that the answer should be obvious to the students.
C. He thinks the point is not relevant to today’s lecture.
D. He does not remember if he covered the point in another lecture.
答案
B AD A
C B B
