2024年1月14日发(作者：)
托福听力tpo57 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 .......................................................................................................... 6
原文 ......................................................................................................... 6
题目 ......................................................................................................... 8
答案 ......................................................................................................... 9
译文 ....................................................................................................... 10
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 ....................................................................................................... 22
题目 ....................................................................................................... 24
答案 ....................................................................................................... 26
译文 ....................................................................................................... 26
Section 1
Conversation1
原文
NARRATOR: Listen to a conversation between a student and a professor.
FEMALE PROFESSOR: Hi Eric, how are things going?
MALE STUDENT: Oh, I’m really busy with my workload. Some professors assign so
much reading that… It’s like they think we have no other homework.
FEMALE PROFESSOR: One of the most important things you’ll learn in college is how
to manage your time. How to, you know, prioritize. When to say no to a social
engagement if you have a paper due, that sort of thing.
MALE STUDENT: I guess so.
FEMALE PROFESSOR: So, how are you finding the material we’re covering in class?
MALE STUDENT: I’ve actually come to talk to you about it. I have a six-month-old
niece, so I find early childhood development really interesting. Piaget—that Swiss
psychologist you told us about—his development theory is really cool.
FEMALE PROFESSOR: Yes—his theory that cognitive development in children occurs
in four stages that you can, ah, actually observe.
MALE STUDENT: Yeah, um, so my niece, she’s in the, um, sen-sor-i-motor stage now,
right at the part where she thinks things disappear when they’re out of sight.
FEMALE PROFESSOR: Very good. She probably won’t understand that objects
continue to exist even when they’re out of sight until she’s a month or so older.
MALE STUDENT: Yeah. Yesterday, we were knocking a little ball around, and it rolled
under the couch. She immediately lost interest and reached for something else.
FEMALE PROFESSOR: Because to her, the ball ceased to exist.
MALE STUDENT: Yeah. I’ve actually been taking notes on her behavior because I’d
like to write my term paper about her, if it’s OK with you.
FEMALE PROFESSOR: Your term paper?
MALE STUDENT: Yeah, I’d like to do a case study or something. Piaget watched his
kids and, like, changed the whole world of psychology.
FEMALE PROFESSOR: Wait a minute. Piaget didn’t just observe his own children. He
did exhaustive research over thirty years to develop and test his theory. And anyway,
your assignment isn’t to do a study; it’s to research the literature on a particular
psychological topic and write about it. And I gave you a list of suggested topics to
choose from.
MALE STUDENT: Well, what if I researched something like: Is it possible to speed up,
uh, cognitive development? Like, if I reached under the couch to get the ball while
she watched me, would she learn earlier that objects don’t disappear? Or can’t
six-month-old babies think that way yet?
FEMALE PROFESSOR: Uh, umm…I do applaud your initiative, Eric. However, I
sincerely doubt you could get any kind of valid or meaningful information from such
an experiment.
MALE STUDENT: But I already put so much time into watching my niece.
FEMALE PROFESSOR: Remember, this is only a freshman psychology class. You aren’t
trained in carrying out an original research project. I wish you had come to me earlier,
but, you know, there’s still some time before the due date. I suggest that you
recheck the list of topics. At least one of them relates to cognitive development.
Then come see me again if you have any questions.
MALE STUDENT: OK.
题目
does the student go to see the professor?
A. To request an extension of the due date of his term paper
B. To ask about a theory he did not understand in class
C. To discuss an idea for his term paper project
D. To get advice on how to prioritize his work
does the student mention a particular stage in early childhood development?
A. To show that his niece learns faster than other children in that stage
B. To show that his niece displays behavior appropriate for that stage
C. To point out that he does not agree with Piaget’s theory about that stage
D. To point out that he does not fully understand how that stage can be observed
does the professor discuss Piaget’s research method?
A. To suggest that the student use the same method
B. To provide a criticism of Piaget’s theory
C. To supplement information provided in class
D. To clarify the student’s assumption about what Piaget did
does the professor reject the student’s proposal to write about his
niece?[Click on 2 answers.]
A. The proposal does not fulfill the requirements of the assignment.
B. The proposal does not take Piaget’s theory into consideration.
C. The student’s niece is too young to display the behaviors identified by Piaget.
D. The student does not have sufficient training to conduct a worthwhile experiment.
does the professor says this:
would she learn earlier that objects don’t disappear? Or can’t six-month-old babies
think that way yet?
FEMALE PROFESSOR: Uh, umm…I do applaud your initiative, Eric.
A. She does not have time to answer the student’s questions.
B. She does not want to hurt the student’s feelings.
C. She is pleased that the student thought of an original research project.
D. She is impressed with the student’s understanding of the class material.
答案
C B D AD B
译文
旁白：听学生和教授之间的对话。
女教授：嗨，埃里克，最近怎么样？
男学生：哦，我的工作量真的很忙。有些教授布置了太多的阅读作业，好像他们认为我们没有其他作业。
女教授：在大学里你要学的最重要的事情之一就是如何管理你的时间。如何，你知道，优先顺序。如果你有论文要交，什么时候对社交活动说“不”之类的。
男学生：我想是的。
Lecture1
原文
NARRATOR: Listen to part of a lecture in a theater history class. The class is discussing
18th-century plays in Europe and the United States.
MALE PROFESSOR: By far the most popular genre of plays during the 18th century
was the sentimental comedy. Now, in order to sort of get our heads around what a
sentimental comedy is, where it came from, and why on earth it was so popular, we
need to understand what sentimentality was, as a philosophical movement. So, uh,
during the 18th century, some thinkers, uh, philosophers, political theorists uh came
up with this idea of sentimentality. The main point in sentimentality is that-that
people are inherently good, people are good by nature. In the past, in other times,
some people had believed or claimed that men and women are naturally selfish, or
naturally evil; during the seventeenth century there was a very popular theory,
known as-as the “social contract,” set out by thinkers like Thomas Hobbes, which
argued that people are naturally selfish …. Eh, during the eighteenth century, on the
other hand, eh thinkers associated with sentimentality came along and said no, no,
no, people are naturally good. Yes, Diane, question?
FEMALE STUDENT: Yeah, sorry to interrupt, but… why was it called—that first one, uh,
the “social contract”—why was it called that? I mean, if people are supposed to be
naturally selfish, isn’t that the opposite of being social?
MALE PROFESSOR: Uh. the emphasis was more on the contract part. If people are
naturally inclined to do what’s in their own self-interest, then, in order to have
people living together in peace, you-you needed to develop some kind of a social
contract, a sort of agreement—I won’t hit you over the head and take your stuff if
you don’t hit me over the head and take But, in the eighteenth century,
the sentimental theorists came along and said that people are naturally good.
FEMALE STUDENT: Hard to believe sometimes if you watch the evening news.
MALE PROFESSOR: Okay. If you try to argue that people are naturally good, you’re
going to have to answer the question: “What about the fact that bad things happen?
How do we account for the fact that people do bad things?” Sentimental theorists
claimed that evil deeds happen because people are led astray by bad influences. That
is, people can be pressured, or seduced, or tricked into doing something wrong. And,
uh, the other question that comes up in relation to sentimentality is: “If you are led
astray, how can you be redeemed? Can you be brought back to your state of natural
goodness?” What do you think?
MALE STUDENT: I think, yeah, if you think people are basically good, then you
probably also think they can be, you know, brought back to being good again.
MALE PROFESSOR: That’s right. And they said you do this by appealing to a person’s
natural instincts, trying to return them or connect them to their natural state,
especially via the emotions. Making someone cry, then, could make them good again.
Uh, picture, for example, uh, the evil villain, smirking at his latest, uh, robbery and
theft, who happens to see a lost child, walking down the street, sobbing, and he
starts to sniffle and cry and maybe his heart goes out to this, this lost child, and he
wants to he the child and somehow he realizes that he’s been bad—or rather, been
behaving badly—since according to sentimentalist theory, he was never truly bad to
begin with.
Alright, that’s sort of the hallmark of sentimentality, and it’s what became the driving
force behind sentimental comedies.
MALE STUDENT: I, I don’t get why they’re comedies—they don’t sound funny …
MALE PROFESSOR: You’re right, a sentimental comedy is not specifically funny. The
goal isn’t to make the audience laugh; in fact, the goal’s to make the audience cry.
Thus, a sentimental comedy will usually depict someone virtuous, but in some sort of
distress. Perhaps a good virtuous man or woman who, who’s suffering financial
hardships, and uh, we see them desperate for food, barely able to survive, tempted
to, to rob someone. But they resist that temptation and still triumph in the end. And
again, seeing this, the audience is expected to cry, and thus reconnect with their
natural emotional state…
题目
is the lecture mainly about? [Click on 2 answers.]
A. Story elements that make comedies funny
B. A type of play that was popular in the past
C. Opposing theories about human nature
D. Theories about roles that people play in society
does the professor mention social contract theory?
A. To provide the historical setting for the development of sentimental theory
B. To give an example of a theory proposed by sentimental philosophers
C. To explain the basic concept underlying all sentimental comedies
D. To offer one explanation for the influence sentimental comedies had on society
ing to the professor, what two questions did sentimental theorists need to
answer about their theory?[Click on 2 answers.]
A. Why do people do bad things?
B. How can people resist bad influences?
C. How is it possible for people to feel good when they do bad things?
D. Can people who do bad things become good again?
ing to the professor, what is a typical sentimental comedy usually about?
A. A good person who tries to help others
B. A good person in a desperate situation
C. A person who encourages others to behave badly
D. A bad person who is punished in the end
does the professor imply is the fundamental objective of sentimental
comedies?
A. To make people aware of social problems
B. To remind people that money does not always bring happiness
C. To help people forget about their problems
D. To encourage people to be true to their inner nature
does the professor imply when he says this?
A. Sentimental comedies preceded the development of sentimental theory.
B. Sentimental comedies were surprisingly funny.
C. It is difficult to understand why sentimental comedies were once so popular.
D. It is not known exactly where the first sentimental comedies were presented.
答案
BC A AD B D C
译文
旁白：在戏剧历史课上听一部分讲座。这堂课正在讨论18世纪欧洲和美国的戏剧。
男教授：到目前为止，18世纪最流行的戏剧流派是感伤喜剧。现在，为了弄清楚什么是感伤喜剧，它来自何处，以及为什么它如此受欢迎，我们需要了解什么是感伤，作为一种哲学运动。所以，在18世纪，一些思想家，哲学家，政治理论家，提出了感伤的观点。感伤的主要观点是人天生善良。在过去，在其他时代，一些人相信或声称，男人和女人天生自私，或者天生邪恶；在70世纪，有一个非常流行的理论，被称为“社会契约”，由托马斯·霍布斯这样的思想家提出，认为人天生就是自私的…。嗯，另一方面，在十八世纪，与多愁善感有关的思想家们也来了，他们说不，不，不，人天生就是好人。是的，黛安，有问题吗？
女学生：是的，抱歉打断你，但是…为什么第一个叫“社会契约”—为什么这么叫？我的意思是，如果人们应该天生自私，那不是与社交相反吗？
男教授：重点是契约部分。如果人们天生就倾向于做符合他们自身利益的事情，那么，为了让人们和平共处，你需要制定某种社会契约，一种协议——如果你不打我的头，拿走我的东西，我就不会打你的头，拿走你的东西。。。但是，在十八世纪，多愁善感的理论家出现了，他们说人天生就是好人。
女学生：如果你看晚间新闻，有时很难相信。
男教授：恩，如果你试图证明人天生就是好人，你就必须回答这样一个问题：“发生的坏事怎么办呢？我们如何解释人们做坏事的事实？多愁善感的理论家们声称，恶行的发生是因为人们被不良影响引入歧途。也就是说，人们可能会受到压力，或者被引诱，或者被骗去做错事。另外一个与多愁善感有关的问题是：“如果你被引入歧途，你怎么能被救赎？你能回到你自然善良的状态吗？”你觉得呢？
男学生：我认为，是的，如果你认为人们基本上是好的，那么你也可能认为他们可以，你知道，重新变好。
男教授：没错。他们说你可以通过吸引一个人的自然本能来做到这一点，试着让他们回归自然，或者把他们和他们的自然状态联系起来，特别是通过情感。那么，让一个人哭，可以让他们重新变得好起来。想象一下，那个邪恶的恶棍，对他最近的抢劫和偷窃行为嗤之以鼻，他碰巧看到一个迷路的孩子，走在街上，哭泣着，他开始抽泣，也许他的心会为这个，这个迷路的孩子，他想帮助这个孩子，不知怎么的，他意识到自己很坏，或者更确切地说，因为根据感伤论，他一开始就表现得很糟糕。
好吧，这就是多愁善感的标志，这也成为了感伤喜剧背后的驱动力。
男学生：我不明白为什么他们是喜剧，他们听起来不好笑…
男教授：你说得对，伤感喜剧并不特别有趣。目的不是让观众发笑；事实上，目的是让观众哭泣。因此，感伤喜剧通常会描绘一个善良的人，但在某种痛苦。也许是一个善良的男人或女人，他正在遭受经济困难，我们看到他们对食物绝望，几乎无法生存，很想抢劫别人。但他们抵抗住了诱惑，最终还是胜利了。再次，看到这一点，观众会哭，从而重新连接到他们自然的情绪状态…
Lecture2
原文
NARRATOR: Listen to part of a lecture in an astronomy class.
MALE PROFESSOR: Traditionally, astronomers worked out how old geologic features
of planets and moons are by the number of marks on the surface. The more craters
in one place—say, on a lava flow—the more asteroids and comets that place has
encountered over time, so the older it must be.
This seems to make sense for relative age. That is, a surface feature with fewer
craters is younger than one with more craters. But absolute age, actual age, is trickier.
We have to know exactly how old one surface is—uh, for example, we do have a very
clear idea of the ages of some surfaces of the moon from rocks we brought
back—and then this information can allow us to extrapolate the age of another
surface that has a similar concentration of craters. That’s the traditional way to
calculate it. But two developments have brought this traditional way into question.
For one, a recent study of the craters on one of Jupiter’s moons, Europa, suggests
that at least 95 percent of its small craters were formed by secondary impacts.
OK. Secondary impacts—they’re the impacts of the chunks of rock or ice that break
off as a result of the primary impact. The primary impact refers to the impactor
itself—asteroid, comet—hitting the planet or moon. And when that happens, pieces
of rock or ice break off and go flying – and when those chunks come back down and
smash into the planet, those are the secondary impacts. So, using the old way we
would have assumed that this surface of Europa is much older than it might actually
be.
And it’s conceivable that a very large strike from an impactor might throw up some
fairly large chunks, ones that’re larger than some of the smaller direct strikes. So we
can’t use size to determine if a crater is the result of a primary impact or a secondary
one. And of course impactors come in different sizes… though, actually, we think
there are fewer small ones than there used to be.
What really tells us more, though, is the arrangement, the way the craters are
clustered together, or not. For example, on Venus, the craters are distributed
randomly; they’re all over the place, which is what we’d expect. This suggests that
there hasn’t been much geologic activity lately on Venus—lava or whatever. But on
Europa, the craters are in clusters. And since asteroids come from all directions, if the
craters are arranged in bunches, it’s a signal, especially if they’re arranged in long ray
patterns from a center point—that there was a single primary impact that threw
fragments outward from the impact site.
primary impactors hit a lot harder and usually more directly than
secondary ones. So primary craters tend to be deeper-- more bowl-shaped-- and
almost always circular… which isn’t the case with secondaries.
Anyway… now, let’s assume Europa is representative of the inner solar system. That
would mean there are a lot more secondaries on Mars or on Earth’s moon or other
bodies than we had originally thought. And here’s some more proof: we got our
hands on some nice photos of one particular crater on Mars—Zunil—and it turns out
that this one impact caused many more secondary craters than we had thought, I
mean, like 90 million more. So, if the impact causing each large primary crater—and
Zunil isn’t even that big—results in this many secondaries, then most of the craters
on Mars must be secondary. And that makes sense, actually, since if all of the craters,
especially the small ones, if all of them are primary craters, well, there simply
wouldn’t have been enough small objects out there in space to account for all of
those craters.
And, unfortunately, this means most craters probably aren’t at all useful for dating
surfaces on Mars. So, for example, some lava flows on Mars, which had been dated
at about 5 million years old—very young—because of the relatively few craters there,
well, it might only mean that this area was one of the random areas that wasn’t hit
by a primary impactor. It just makes it less clear; this lava flow could be 100 million
years old instead. In this case, we can’t predict the age with any accuracy unless we
have actual samples from the planets. Y’know, we’re getting great information and
photos from our space probes all the time, but they also remind us of just how much
more we need to learn…
题目
is the lecture mainly about?
A. The formation and physical characteristics of craters
B. Methods for determining the age of impact craters
C. Differences between craters on planets and moons in the inner solar system
D. Problems with using craters to date surfaces of planets and moons
does the professor mention rocks from Earth’s moon?
A. To compare the surface of Earth’s moon to the surface of a moon of Jupiter
B. To stress the need for further exploration of space
C. To explain a way of calculating the absolute age of surfaces of planets or moons
D. To show how to identify a secondary impact on the surface of Earth’s moon
ing to the professor, what are secondary impacts?
A. Impacts of fragments thrown outward by a previous impact
B. Impacts of objects from outside the asteroid belt
C. Impacts of smaller asteroids in the asteroid belt
D. Impacts in areas of a moon or planet other than those primarily studied
ing to the professor, what do scientists consider when trying to determine
whether an impact was primary or secondary? [Click on 2 answers.]
A. The size of the crater
B. The shape of the crater
C. The crater’s location in relation to other craters
D. The age of the crater
on observations of the crater Zunil, what does the professor imply are more
common than previously believed? [Click on 2 answers.]
A. Small objects moving rapidly through space
B. Craters caused by secondary impacts on Earth’s moon
C. Lava flows on the surfaces of planets and moons
D. Secondary impacts resulting from a single primary impact
does the professor imply about information obtained from space probes?
A. The information was probably distorted during transmission to Earth.
B. The information helped determine the age of most planetary surface features.
C. Some of the information is at present difficult to interpret correctly.
D. The information applies only to the moons of Jupiter.
答案
D C A BC BD C
译文
旁白：在天文学课上听一部分讲座。
男教授：传统上，天文学家根据行星和卫星表面标记的数量来计算行星和卫星的地质特征有多古老。一个地方的火山口越多，说明在熔岩流中，随着时间的推移，
这个地方遇到的小行星和彗星就越多，所以它一定越古老。
这似乎对相对年龄来说是有道理的。也就是说，陨石坑较少的表面特征比有更多陨石坑的表面特征更年轻。但绝对年龄，实际年龄，更为棘手。我们必须确切地知道一个表面的年龄，举例来说，我们确实对月球某些表面的年龄有一个非常清楚的概念，从我们带回的岩石中，我们可以推断出另一个有着类似陨石坑的表面的年龄。这是传统的计算方法。但有两个发展使这种传统方式受到质疑。
首先，最近对木星的一颗卫星木卫二（Europa）上的陨石坑进行的研究表明，木星上至少95%的小陨石坑是由二次撞击形成的。
次要影响它们是由于主要撞击而破裂的岩石或冰块的影响。主要撞击是指撞击器本身小行星，彗星撞击行星或月球。当这种情况发生时，岩石或冰碎裂并飞走，当这些大块的岩石或冰块落下来砸到地球上时，这些都是次要的影响。所以，用以前的方法，我们会假设木卫二的表面比实际的要老得多。
可以想象，撞击器的巨大撞击可能会抛出一些相当大的碎片，比一些较小的直接撞击要大。所以我们不能用大小来判断陨石坑是一次撞击还是二次撞击的结果。当然，冲击器有不同的尺寸……不过，事实上，我们认为小的比以前少了。
不过，真正告诉我们更多的是火山口的排列方式是否聚集在一起。例如，在金星上，陨石坑是随机分布的；它们遍布各地，这是我们所期待的。这表明最近在金星熔岩上没有太多的地质活动。但是在欧罗巴，陨石坑是成簇的。由于小行星来自四面八方，如果陨石坑成束排列，这是一个信号，特别是如果它们从一个中心点以长射线模式排列，表明有一次主要撞击将碎片从撞击地点向外抛出。
还有一件事。。。一级冲击器比二级冲击器冲击力大得多，通常更直接。所以原生陨石坑往往更深——更像碗状——而且几乎都是圆形的……而次级陨石坑则不是这样。总之…现在，让我们假设欧罗巴是太阳系内部的代表。这意味着火星、月球或其他天体上的二次行星比我们原先想象的要多得多。这里有更多的证据：我们拿到了祖尼尔火星上一个特定陨石坑的漂亮照片，结果发现这次撞击造成的次级陨石坑比我们想象的要多，我的意思是，多出9000万个。因此，如果造成每一个大的主陨石坑和祖尼尔的撞击并不是那么大，那么火星上的大多数陨石坑
肯定是次要的。事实上，这是有道理的，因为如果所有的陨石坑，特别是小陨石坑，如果所有的陨石坑都是原始陨石坑的话，那么，太空中根本就没有足够的小物体来解释所有这些陨石坑。
不幸的是，这意味着大多数陨石坑对火星表面的年代测定根本没有用处。例如，火星上的一些熔岩流，它们的年代很早就有500万年了，因为那里的陨石坑相对较少，这可能只意味着这个区域是没有受到主要撞击物撞击的随机区域之一。它只是让它变得不那么清楚了，这条熔岩流可能有1亿年的历史了。在这种情况下，除非我们有行星的实际样本，否则我们无法准确预测年龄。你知道吗，我们一直从太空探测器上获取大量信息和照片，但它们也提醒我们，我们还需要学习更多的东西…
Section 2
Conversation2
原文
NARRATOR: Listen to a conversation between a student and a librarian.
FEMALE LIBRARIAN: Hi, can I help you?
MALE STUDENT: I hope so.
FEMALE LIBRARIAN: OK …
MALE STUDENT: I need to find an article in a journal called Contemporary Research in
Linguistics, and I’ve looked all over the stacks for it, but I can’t find it anywhere.
Could you look to see if it’s been checked out?
FEMALE LIBRARIAN: OK, that may not be the problem.
MALE STUDENT: But I just checked the computer catalog over there, and it’s listed
there, and it says it’s available.
FEMALE LIBRARIAN: When you looked up the book locator number, did you see the
letters L-A-N?
MALE STUDENT: Oh, OK, yeah I saw that, but I didn’t know what it meant.
FEMALE LIBRARIAN: Oh that means it’s in the language department library. We don’t have it here.
MALE STUDENT: Oh …
FEMALE LIBRARIAN: Yes, the university actually has nine libraries, so you always have
to check the library code when you’re looking for a book.
MALE STUDENT: Oh, OK. … But it is available, but not in this library?
FEMALE LIBRARIAN: Right. But we do have a number of other linguistics journals
here.
MALE STUDENT: No, I need this one specifically; this article’s mentioned in a bunch
of other articles I’ve already read, and I wanted to have a look at the original—this
one—you know, in case there’s more stuff I could use in my paper.
FEMALE LIBRARIAN: OK, well you know all the university libraries share their
resources, so if you like I could call the language department library and ask them to
send it over, and we’d have it for you here oh day after tomorrow around noon.
MALE STUDENT: Oh I appreciate that, but I can’t wait that long. I need this article for
a paper I’m writing that’s due the day after tomorrow. Uh, could you tell me where
the language department library is?
FEMALE LIBRARIAN: Sure. It’s on the other campus, in the basement of Pearson Hall,
across from the listening lab. But I doubt you’d be able to make it over there in time
today.
MALE STUDENT: No, especially since I don’t have a car. But my sister does, and I’m
pretty sure she’d let me borrow it … If I go over there first thing tomorrow
morning, will I be able to check it out right away?
FEMALE LIBRARIAN: I don’t see why not. Just make sure you have your student ID
with you.
MALE STUDENT: OK. That’s what I’ll do then. Thank you very much.
FEMALE LIBRARIAN: Sure.
题目
does the man go to talk to the librarian?
A. To get directions to another library branch
B. To find out if his request for a journal has been processed
C. To get help locating a source for his research paper
D. To obtain a list of the linguistics journals the library carries
does the man learn about the library’s computer catalog?
A. It shows listings from several libraries.
B. Its information is updated every other day.
C. It requires that the user enter a special code.
D. It lists only a few of the journals carried by the university library system.
does the librarian offer to do to help the man?
A. Print out a list of other linguistics journals
B. Request the journal from another library
C. Find out which library carries linguistics journals
D. Find out the hours of the language department library
does the man need to talk to his sister?
A. To ask her if he can borrow her car
B. To ask her for a ride to Pearson Hall
C. To ask her to bring his student ID card from home
D. To ask her to check out a journal from the language department library
does the librarian imply when she says this?
A. She doubts that the man can finish his paper on time.
B. She thinks it may be difficult for the man to find the listening lab.
C. The language department library will be closing soon.
D. The man can get the linguistics journal later today.
答案
C A B A C
译文
旁白：听学生和图书管理员之间的对话。
女图书管理员：嗨，我能帮你吗？
男学生：我希望如此。
女图书管理员：好吧…
男学生：我需要在一本叫做《当代语言学研究》的杂志上找到一篇文章，我翻遍了所有的书堆，但是我找不到。你能看看它是不是已经借出去了？
女图书管理员：好吧，这可能不是问题所在。
男学生：但我刚查了那边的电脑目录，上面列着，上面写着有货。
女图书管理员：当你查找图书定位号时，你看到字母L-A-N了吗？
男学生：哦，好吧，我看到了，但我不知道那是什么意思。
女图书管理员：哦，那意味着它在语言系的图书馆里。我们这里没有。
男学生：哦…
女图书管理员：是的，这所大学实际上有九个图书馆，所以你在找书的时候总是要检查图书馆代码。
男学生：哦，好吧。…但它是可用的，但不是在这个图书馆？
女图书管理员：正确的。但是我们这里有很多其他的语言学杂志。
男学生：不，我特别需要这篇文章；这篇文章在我已经读过的很多其他文章中都提到过，我想看看这篇文章的原文，你知道的，以防在我的论文中有更多的东西可以用到。
女图书管理员：好吧，你知道所有的大学图书馆都共享资源，所以如果你愿意的话，我可以打电话给语言系图书馆，让他们把它寄过来，我们会在后天中午左右为你准备的。
男学生：哦，我很感激，但我不能等那么久。我需要这篇文章来写一篇后天到期的论文。你能告诉我语言系图书馆在哪里吗？
女图书管理员：当然。在另一个校园，皮尔逊大厅的地下室，听力实验室对面。但我怀疑你今天是否能及时赶到那里。
男学生：不，尤其是我没有车。但我姐姐有，我很肯定她会让我借的……如果我明天早上第一件事去那里，我能马上去看看吗？
女图书管理员：我不明白为什么不。一定要带上你的学生证。
男学生：好啊。那就是我要做的。非常感谢你。
女图书管理员：当然。
Lecture3
原文
NARRATOR: Listen to part of a lecture in a United States History class.
FEMALE PROFESSOR: I’d like to talk today, about, about an important paradigm in
the history of the United States, and how it came to be changed upon a second look.
In 1893, an eminent American historian by the name of Frederick Jackson Turner
delivered a lecture at the American Historical Association. And, uh, his lecture was
entitled The Significance of the Frontier in American History. Now, when he was
talking about the frontier, he was referring to the part of the American West that
wasn’t yet settled. The point Turner made in his lecture was that the 1890 U.S.
census had provided new data about settlement, and those data showed, showed
that, well, there was no longer a frontier. This disappearance of the frontier seemed,
to him, tremendously significant and prompted him to-to gather ideas about how the
frontier might’ve shaped American history and the American character.
Turner asserted that the existence of a frontier with cheap or, or virtually free land
for the taking, available for individuals to sort of try their luck tended to promote
certain ideals that were central to the American character. Ideals of economic
self-sufficiency, individualism, political independence, small town democracy,
suspicion of large government, things like that. He saw these things being really
shaped by the economic and social conditions of the frontier.
And for Turner, the end of the frontier in 1890 meant the end of this particular era of
American character, and that Americans would become less individualistic, less
independent-minded.
And the frontier thesis was pretty much the accepted paradigm of the history of the
American West until the 1970s. Then for a variety of reasons historians studying the
American West began to question this thesis, and ultimately many of them ended up
pretty much turning it on its head. And this is what fascinates me about this debate,
the change that happened was not so much a matter of people finding new evidence
that hadn’t been available to Turner, it was more a question of people looking at the
same evidence with a different eye, with different emphases.
There are two main areas of challenge to Turner that arose in what’s been called the
New Western History. One was that Turner tended to overemphasize the importance
of Americans of European descent on the Western frontier. This was somewhat of an,
of an unconscious bias on his part, but, you know, if you looked at Turner’s picture of
the frontier, it was basically white men from Europe who set the tone and defined
the culture. Um, New Western Historians took another look at the West and realized
that it was actually a pretty culturally diverse place. You had, obviously, American
Indians, Mexicans, Chinese, and others. So, so the cultural uniformity of the frontier
that Turner saw, the New Western Historians look at it and, and see something very,
very different.
The other main area of challenge by the New Western Historians was that Turner
really, in their view, underestimated the role of the federal government and large
cor-corporations in shaping the economic life of the frontier. I mean, just as a
for-instance, the federal government to this day is the largest land owner west of the
Mississippi River. And people’s lives, when they got to the frontier, were, were really
dictated by market forces beyond, pretty much beyond their control. You know, you
grew wheat, you exported it to Europe, and whether you prospered or not depended
at least partly on the price of wheat. Which you had relatively little control over.
Uh, so, these two main areas of challenge result in a very different picture of the
Western frontier. The New Western Historians see a culturally diverse place, a place
where people weren’t really in charge of their destiny, even before the end of the
frontier. People are, you know, their destinies were controlled by large impersonal
forces, federal policy, changes in the prices of agricultural products, things like that.
For Turner, the end of the availability of cheap land marks a crucial change in United
States history. But for the New Western Historians it’s really more of the same, a, a
continuation of the same kind of conflicts that had gone on in the days before the
so-called closing of the frontier. So, again, as I say it’s so interesting because it’s a
case of a shift in perception rather than a shift in the underlying evidence that, that
guided the initial perception.
题目
aspect of the American West is the lecture mainly about?
A. How it was affected by government policies in the 1900s
B. How corporations influenced its history
C. Different interpretations of its history
D. Economic changes that took place there before 1890
point did Turner emphasize in his lecture about the American frontier?
A. Opportunities on the frontier were increasing.
B. The frontier no longer existed.
C. Earlier historians had drawn incorrect conclusions about the frontier.
D. Settlement of the frontier should be encouraged.
point does the professor emphasize when she discusses the ideas of Turner
and the New Western historians?
A. They came to different conclusions using the same evidence.
B. They failed to address crucial historical questions.
C. They presented similar stories of settlers from different places.
D. They did not adequately account for economic factors.
which statement about Turner would the New Western historians most likely
agree?
A. Turner failed to recognize that social and economic conditions shape personal
attitudes.
B. Turner did not spend enough time traveling on the frontier.
C. Turner overestimated the amount of land owned by large corporations.
D. Turner incorrectly assumed that people had control over most aspects of their
lives.
te for each statement whether it reflects Turner’s view of the American West
or the view of the New Western historians. [Click in the correct boxes.]
does the professor say this?
This was somewhat of an, of an unconscious bias on his part, but, you know, if you
looked at Turner’s picture of the frontier, it was basically white men from Europe
who set the tone and defined the culture.
A. To emphasize that the American frontier attracted many immigrants from Europe
B. To explain a flaw in Turner’s view of the American frontier
C. To indicate that Turner later changed his views on some issues
D. To contrast the settlement of the West to that of other parts of the United States
答案
C B A D BAA B
译文
旁白：听一节美国历史课上的演讲。
女教授：今天，我想谈谈，美国历史上一个重要的范例，以及它是如何在第二次观察中改变的。1893年，一位名叫弗雷德里克·杰克逊·特纳的美国著名历史学家在美国历史协会发表演讲。他演讲的题目是美国历史上边疆的意义。现在，当他谈到边境时，他指的是美国西部尚未定居的地区。特纳在演讲中提出的观点是，1890年的美国人口普查提供了有关定居的新数据，这些数据表明，嗯，不再有边界。对他来说，边境的消失似乎意义重大，促使他收集关于边境如何塑造美国历史和美国性格的想法。
特纳断言，拥有廉价或几乎免费的土地供个人尝试运气的边界的存在，倾向于促进某些对美国人性格至关重要的理想。经济自给自足的理想，个人主义，政治独立，小镇民主，对大政府的怀疑，诸如此类。他看到这些东西是由边疆的经济和社会条件所决定的。
对特纳来说，1890年边境的结束意味着这个特殊时代美国人性格的终结，美国人将变得不那么个人主义，更少独立。
直到20世纪70年代，边疆理论一直是美国西部历史的公认范式。后来，由于种种原因，研究美国西部的历史学家开始质疑这一论点，最终他们中的许多人最终都把它推翻了。这就是这场辩论让我着迷的地方，发生的变化与其说是人们找到了特纳没有得到的新证据，倒不如说是人们用不同的眼光、不同的侧重点来看待同一证据。
在所谓的西方新历史中，特纳面临两大挑战。一是特纳倾向于过分强调欧洲裔美国人在西部边疆的重要性。这在某种程度上是他无意识的偏见，但是，你知道，如果你看看特纳关于边疆的照片，基本上是来自欧洲的白人为文化定下了基调和定义。嗯，新的西方历史学家重新审视了西方，意识到它实际上是一个文化多样性很强的地方。很明显，你有美洲印第安人，墨西哥人，中国人，还有其他人。所以，特纳所看到的边疆文化的统一性，新的西方历史学家在研究它时，看到了非常非常不同的东西。
新西方历史学家的另一个主要挑战是，在他们看来，特纳确实低估了联邦政府和大型公司在塑造边境经济生活中的作用。我的意思是，举个例子，联邦政府至今仍是密西西比河以西最大的土地拥有者。当人们到达边境的时候，他们的生活实
际上是，被市场力量左右的，几乎超出了他们的控制范围。你知道，你种植小麦，出口到欧洲，你是否繁荣至少部分取决于小麦的价格。你几乎无法控制。
所以，这两个主要的挑战领域导致了一幅截然不同的西部边疆图景。新的西方历史学家看到了一个文化多元的地方，一个人们甚至在边境结束之前也没有真正掌控自己命运的地方。人们，你知道，他们的命运是由巨大的非个人力量，联邦政策，农产品价格的变化，诸如此类的事情所控制的。
对特纳来说，廉价土地的消失标志着美国历史上的一个重要变化。但对于新的西方历史学家来说，这实际上更像是，一种在所谓的边境关闭前几天发生的同类冲突的延续。所以，再一次，就像我说的，这很有趣，因为这是一个观念上的转变，而不是引导最初认知的基本证据的转变。
