2024年3月22日发(作者：)
托福听力tpo41 section1 对话讲座原文+题目+答案+译文
Conversation1 ...................................................................................... 2
原文 ............................................................................................... 2
题目 ............................................................................................... 3
答案 ............................................................................................... 5
译文 ............................................................................................... 5
Lecture1 ............................................................................................... 6
原文 ............................................................................................... 7
题目 ............................................................................................... 8
答案 .............................................................................................. 10
译文 .............................................................................................. 11
Lecture2 .............................................................................................. 12
原文 .............................................................................................. 12
题目 .............................................................................................. 14
答案 .............................................................................................. 16
译文 .............................................................................................. 17
Conversation1
原文
FEMALE PROFESSOR: I have some good news for you. One of the students who was
signed up for the summer term at the field station next year won't be attending after
all. Your name's first on the waiting list,so if you still want to do it, the space is
available.
MALE STUDENT: Aw, that's terrific!
FEMALE PROFESSOR: You were also interested in doing an independent research
project next summer, right?
MALE STUDENT: Yeah, on salt-marsh restoration—but that was before, when I
thought I wasn't going to get into the field station.
FEMALE PROFESSOR: Well, you can still do it if you want. I looked over your
application for the independent research project, and it looks strong: I approved it.
And you’d have even more resources there at the field station, so…
MALE STUDENT: The field station and an independent study.…But the summer term
is a few weeks shorter than a regular term…
FEMALE PROFESSOR: Wh—it's up to you. You'd have to work hard, but I think you
can do very well. Professor Garfield—one of the professors over at the field station—
MALE STUDENT: Yeah, I’ve heard of him.
FEMALE PROFESSOR: Yes, well, Professor Garfield's been doing research on salt
marshes for years, assessing human impact and methods of salt-marsh restoration.
He's willing to oversee your project.
MALE STUDENT: Wow! That’s too good an opportunity to pass up.
FEMALE PROFESSOR: I thought you'd say that. When I spoke with Dr. Garfield, he
suggested you take a particular course he'll be teaching here in the spring… it's
called Advanced Topics in Salt-Marsh Management. The course looks at salt-marsh
ecology in-depth, and it also focuses on factors that stress salt-marsh systems, and
how to assess and monitor the level of stress.
MALE STUDENT: And that background information'll feed right into my project on
salt-marsh restoration. This is so great.
FEMALE PROFESSOR: Oh, one more thing. Do you know John Arnold?
MALE STUDENT: Not really. But he lives in my dorm. Why?
FEMALE PROFESSOR: John's another ecology student who'll be at the field station
next summer. I approved an independent research project for him, too. Initially he
had the same concern as you. But anyway, his topic will be similar to yours. He’ll be
researching how bridges and culverts that've been installed to allow tidal waters to
move underneath roads—between the sea and the salt marshes—well, they're often
too small…
MALE STUDENT: I guess that'd result in not enough tidal water flowing into the
marshes to maintain the natural vegetation, right?
FEMALE PROFESSOR: Exactly. And he'll be looking at how to determine the right size.
So I was thinking he might be a good choice for a summer roommate for you.
题目
does the professor talk about with the man?
A. Reasons the man should work at the field station next summer instead of working
independently
B. Reasons the man should change the focus of his independent study project
C. Projects that the man has permission to work on next summer
D. Whether the man would be willing to cooperate on a project with another student
does Professor Garfield suggest the student do during the spring term?
A. Take a particular class
B. Modify his research topic
C. Pay the field-station program fee
D. Begin collecting data
do the student and John Arnold have in common? [Click on 2 answers.]
A. They were both on the waiting list for the summer field program.
B. They will both be doing research involving salt marshes.
C. They often volunteer to help restore salt marshes.
D. They live in the same university dormitory.
does the professor say is the main topic of John Arnold's research?
A. Establishing size recommendations for salt marsh habitats
B. The relationship between bridge size and the flow of tidal waters
C. How the vegetation of coastal habitats is affected by the restoration of salt
marshes
D. Ways of assessing levels of stress on salt-marsh habitats
5. What can be inferred about the student when he says this:
(MALE STUDENT) The field station and an independent study. … But the summer
term is a few weeks shorter than a regular term …
A. He cannot participate at the field station because of a prior commitment.
B. He is unsure if he will earn enough course credits before the summer.
C. He prefers to do the independent study instead of working at the field station.
D. He thinks he may not have enough time to complete the required work over the
summer.
答案
C A BD B D
译文
教授：我有些好消息要告诉你。报名参加明年夏季学期去野外站的学生之一最终决定放弃了这次机会不参加了。你的名字在候选人的第一位。因此如果你还想参加的话，现在还是有名额的。
学生：哦，这太棒了！
教授：你还有兴趣明年夏季做一个独立的研究项目，对吧？
学生：是的，是有关于盐沼恢复的。不过那是我之前的想法，那时候我还以为我没有办法去野外站呢。
教授：好吧，但是如果你还想做的话，还是可以做的。我看了你独立研究项目的申请书，看上去还是非常有优势的。我批准了你的申请。而且你去了野外站之后，你就会有更多的资源，所以……
学生：野外站和独立研究项目，但是夏季学期比正常的学期要短几个星期。
教授：好吧，这个你自己决定。你肯定必须非常努力，但是我相信你可以胜任的。Garfield教授，在野外站的教授之一。
学生：嗯，我听说过他。
教授：是的，Garfield教授多年来一直在做盐沼的研究，测量人类对其的影响，以及盐沼的恢复。他非常愿意来协助指导你的项目。
学生：哇哦，这个机会太好了，简直不能错过。
教授：我之前就觉得你会这么说。我和Garfield教授交谈的时候，他建议你今年春季去上他来教学的一门特定课程。课程的名字叫做有关盐沼管理的高级主题。这一门课程深入探讨盐沼生态，并且着重研究造成盐沼生态系统出现问题的影响因素，以及如何测量和检测影响程度。
学生：这样的背景资料恰好适用于我的盐沼恢复研究。这实在是太棒了！
教授：哦对了，还有另外一件事。你知不知道John Arnold？
学生：不太知道，只知道他住在我的宿舍楼里，为什么这么问？
教授：John是另外一个明年夏季要去野外站的生态学学生，我也批准了他的独立研究项目。最初，他和你有相同的担忧。但是，不管怎么样，他的研究话题和你的挺相似的。他会研究安装的桥梁和管路是如何让潮汐水域移动海水与盐沼之间的地下道路的。通常情况下这些“道路”都很小。
学生：我猜，这就会导致没有足量的潮汐水流进盐沼中，从而无法维持天然植物的生存。
教授：的确。他会研究如何决定正确的大小。所以我当时想的是，也许他会是你夏季学期室友不错的人选。
Lecture1
原文
FEMALE PROFESSOR: Many organisms have developed the ability to survive in harsh
environmental conditions—extreme heat or cold, or, very Like,
plants in the desert—your textbook doesn’t have much about the specifics on desert
plants, but I think that desert plants are great examples of specialized adaptations to
extreme environmental conditions.
So with desert plants, there are basically three different adaptive strategies. And I
should point out that these strategies are not specific to any particular
species—many different species have developed each of the adaptations.
So, first off, there are succulent plants.
There are many different species of succulent plants, but they all can absorb and
store a lot of water. Obviously, opportunities to get water in the desert are few and
far between. Generally, rains are light and short, so the rain doesn’t seep too far
down into the soil… and there's a limited window of time for any plant to get the
water before it evaporates.
But succulent plants have a spread-out and shallow root system that can quickly pull
in water from the top inch of soil, though the soil has to be saturated, since
succulents aren't good at absorbing water from soil that’s only a little moist.
Succulent plants also are well suited to retaining water—important in an
environment where rainy days are rare. Succulent plants can store water in their
leaves, in their stems, or in their roots.
And to keep that moisture from evaporating in the hot desert sun, most succulent
plants have a waxy outer layer that makes them almost waterproof when their
stomates are closed.
They also preserve water by minimizing their surface area—the more of the plant
that’s out in the sun, the more potential there is to lose stored-up water—and that
means that most succulent plants have few, if any, leaves.
Now besides succulent plants, there are also drought-tolerant plants.
Drought-tolerant plants are like bears in a way. You know how bears mostly sleep
through the winter? They can survive without eating because their metabolism slows
down. Well, drought-tolerant plants also go into a dormant state when resources—in
their case, water—runs short. A drought-tolerant plant can actually dry out without
dying.
I said before that most desert rains are light and brief, but occasionally there's a
heavy one. Drought-tolerant plants revive after one of these significant rainfalls—and
they're able to absorb a good bit of the rainfall due to their deep roots. Actually the
root system for drought-tolerant plants is more extensive than the root systems of
many plants that live in wetter climates. Drought-tolerant plants can even absorb
water from relatively dry soil because of their deep roots, in contrast to succulent
plants.
The third adaptive strategy is to avoid the drought conditions altogether. Yes, there
are plants that do this —annual plants.
An annual plant will mature and produce seeds in a single season that will become
the next generation of annual plants. In desert conditions, annual plants grow in the
fall or spring to avoid the heat of summer and the cold of winter. Of course, these
plants could face a serious problem if a particular fall or spring happened to be very
dry—they would have difficulty growing and could die before producing seeds.
But they have a mechanism to prevent one year of low rainfall from wiping them out.
Not all seeds an annual plant puts out will grow the following year. Some seeds
remain dormant in the ground for several years. It's a type of insurance that protects
the annual plants from a season of poor growing conditions, of unfavorable weather.
题目
is the lecture mainly about?
A. The growth rates of plants in different geographical regions
B. Different ways that plants have adapted to desert environments
C. The different mechanisms that plant roots use to absorb water
D. Different kinds of succulent plants
are two features of succulent plants that help them survive in deserts? [Click
on 2 answers.]
A. Succulent plants store water in their leaves and stems.
B. Succulent plants become dormant until the next rainfall.
C. Succulent plants have short stems.
D. Succulent plants have few leaves.
does the professor mention bears?
A. To remind students of information from a previous lecture
B. To point out a feature common to all desert plants
C. To reinforce a point about drought-tolerant plants
D. To help students understand the concept of adaptation
is one ability that drought-tolerant plants have that succulent plants do not
have?
A. The ability to absorb water from dry soil
B. The ability to absorb water through their leaves
C. The ability to prevent moisture from being lost through their leaves
D. The ability to shed leaves
can annual plants grow in a desert even after a year of no rainfall?
A. Annual plants have an extensive root system that can absorb water from far away.
B. Annual plants produce seeds all year long.
C. Seeds of annual plants can store water for a long time.
D. Seeds of annual plants can survive in the ground for a long time without water.
6. Listen again to part of the lecture. Then, answer the question.
(PROFESSOR) The third adaptive strategy is to avoid the drought conditions
altogether. Yes, there are plants that do this. Why does the professor say this :
(PROFESSOR) Yes, there are plants that do this.
A. To correct a previous statement
B. To acknowledge a potentially surprising fact
C. To anticipate the types of questions that students might have about the topic
D. To make sure that students are paying attention
答案
B AD C A D B
译文
教授：许多生物已经发展了在恶劣环境中生存的能力：酷热、严寒，或者非常干燥的环境。比如沙漠中的植物。你们的教科书中没有很多关于沙漠植物的具体细节，但我认为沙漠植物是能适应极端环境的很好的例子。
因此，对于沙漠植物，基本上有三种不同的适应策略。我应该指出，这些策略并非特定于任何特定物种。许多不同的物种已经发展了其中特有的适应策略。因此，首先是肉质植物。
有许多种肉质植物，但他们都可以吸收和储存大量的水。显然，在沙漠中获得水的机会很少。一般情况下，雨量很少且很短缺。所以雨水不会渗入到土壤中，在水分蒸发之前，任何植物获取水分的时间都是有限的。
但是肉质植物有一个延伸且比较浅的根系体统，可以快速地将土壤顶部的水分吸收，尽管土壤会被渗透，因为肉质植物并不擅长从水分较少的泥土中吸收水分。肉质植物也很能储藏水分，特别是在雨水稀少的环境中。肉质植物可以将水储存在他们的叶子、茎干和根中。
为了防止水分在炎热、干燥的阳光下蒸发，大部分肉质植物有一层蜡质外层，使他们在气孔封闭时几乎是防水的。
他们也通过最小化表面积来储水。植物暴露在阳光下的时间越长，就越有可能丢失其储存的水。这就意味着大部分肉质植物的叶子都很少。
现在，除了肉质植物，还有耐旱植物。耐旱植物就像熊一样。你们知道熊在冬天大多是怎么睡觉的。他们可以不进食生存因为他们的新陈代谢减慢了。耐旱植物也会进入休眠状态，当他们的主要资源，也就是水短缺的时候。耐旱植物实际上在干枯时也不会死掉。
我之前说过，大部分沙漠中的降雨小且少，但是偶尔也会有大雨。耐旱植物在一场大雨之后可以重新活过来。他们因其深根可以吸收很重要的一部分水分。实际上，耐旱植物的根系比生长在较为湿润的气候中的植物根系更广泛。耐旱植物因其深根甚至可以从相对干燥的土壤中吸收水分，这一点和多肉植物不同。
第三种适应策略是避免所有干旱条件。是的，有这样的植物，一年生植物。
一年生植物会在单一的一个季节中成熟，结出种子，种子之后成为下一代的一年生植物。在沙漠条件下，一年生植物生长在秋天或者春天，以避开夏天的炎热和冬天的寒冷。当然，这些植物可能会遇上一个严重的问题当某个秋天或者春天非常干旱。他们生长会很困难，可能会在结出种子之前死亡。
但他们有一个机制，以防止在降雨量少的年份灭绝。并不是所有一年生植物的种子都在下一年长出来，一些种子在地面上休眠好几年。这在生长环境恶劣、天气不适宜的季节对一年生植物是一种保护。
Lecture2
原文
FEMALE PROFESSOR: It's interesting how much we can learn about culture in the
United States by looking at how Christopher Columbus has been portrayed
throughout United States history. So let's start at the beginning.
Columbus' ships first landed in, uh, landed in the Caribbean—there's some debate
about which island—he landed in 1492 but it wasn't until 300 years later, in 1792,
that his landing was first commemorated. And this was the brainchild of John
Pintard.
Pintard was a wealthy New Yorker, the founder of the New York Historical Society.
And he decided to use his influence and wealth to, um, to find a great hero, a patron
for the young country. And he chose Columbus.
And in New York in 1792, the anniversary of Columbus' landing was commemorated
for the first cities, uh, Philadelphia and then Baltimore followed and …
MALE STUDENT: But why Columbus? And why then?
FEMALE PROFESSOR: Well, to Pintard, it was a way to build patriotism in the young,
politically fractured country. Remember, the United States had only declared its
independence from Britain 16 years earlier and had yet to form a national identity.
Pintard also had a hand in helping to create Independence Day—July fourth—as a
national holiday. So you see that he was very involved in creating sort of a “national
story” for Americans. And Columbus … he felt Columbus could become a story that
Americans could tell each other about their national origins that was outside of the
British colonial context. The United States was in search of a national identity, and its
people wanted heroes.
MALE STUDENT: But why not some of the leaders of the revolution? You know, like
George Washington?
FEMALE PROFESSOR: The leaders of the Revolution were the natural candidates to be
heroes. But, many were still alive and didn't want the job. To them, being raised to
hero status was undemocratic. So Columbus became the hero, and the link between
Columbus and the United States took hold.
FEMALE STUDENT: And so what was that link?
FEMALE PROFESSOR: Well, Columbus was portrayed as entrepreneurial, someone
who took chances, who took risks … And he was cast as somebody who was opposed
to the rule of kings and queens. Perhaps most of all, Columbus was portrayed as
someone who was destined to accomplish things. Just as America in those early
years was coming to see itself as having a great destiny.
FEMALE STUDENT: But Columbus was supported by the king and queen of Spain, he
wasn't against them.
FEMALE PROFESSOR: True. To be historically accurate, the way Pintard thought about
Columbus doesn't match up with the facts of his life at all. And I really have to stress
this: the fact that Columbus became the hero of the young country had little to do
with Columbus—anything he did—and a lot to do with what was happening in the
United States 300 years later.
Columbus was extraordinarily adaptable to the purposes of America's nation
builders—people like John Pintard—in the early part of the nineteenth century. And
since not a lot of facts were known about Columbus … his writings weren't available
in North America until, until 1816 … that might have actually helped the process of
adapting him to American purposes.
MALE STUDENT: Since no one knew much about the “real” Columbus, it was easy to
invent a mythical one?
FEMALE PROFESSOR: Exactly. And this “mythical Columbus,” it … it became a
reflection of the society which chose him.
So, in the early history of the United States, Columbus represented an escape from
the political institutions of Europe; he was the solitary individual who challenged the
unknown. And now there was this new democracy, this new country in a world
without kings. Columbus became sort of the mythical founder of the country.
So, as historians, we wouldn’t want to study these myths about Columbus and
mistake them for facts about Columbus. But if we’re trying to understand American
culture, then we can learn much by studying how America adapts Columbus for its
own purposes.
Evaluations of Columbus, then, will reflect what Americans think of themselves.
Oh . . . there's a quote … something like … “societies reconstruct their past rather
than faithfully record it.” And how that reconstruction takes place, and what it tells
us … that's something we're going to be paying a lot of attention to …
题目
is the lecture mainly about?
A. The growth and influence of historical institutions in the early United States
B. Facts and myths about Christopher Columbus
C. New information about events that occurred during Columbus' explorations
D. How Columbus' story was used to help create a national identity for the United
States
ing to the professor, why did John Pintard promote the commemoration of
the three hundredth anniversary of Columbus' landing?
A. To encourage patriotism
B. To demonstrate his own wealth and influence
C. To lessen the influence held by the leaders of the American revolution
D. To correct what he claimed were mistaken beliefs about Columbus
were two contributing factors to the selection of Columbus as a United States
national hero? [Click on 2 answers.]
A. His writings were popular at the time
B. He had no connection to the rulers of Britain.
C. The leaders of the revolution did not want to be considered heroes.
D. Few people were more famous in the early years of the United States.
does the professor imply about the facts of Columbus' life?
A. They were not relevant for Pintard's purposes.
B. They are an important part of early United States history.
C. They are not presented accurately in Columbus' own writings.
D. They were researched thoroughly before his selection as a national hero
is the professor's attitude toward studying what she calls the "mythical
Columbus"?
A. It is a good way to discover facts about Columbus' explorations.
B. It is a way to learn about the society that created the myth.
C. It is likely to cause confusion among those who want to learn United States history.
D. It is not as interesting as doing research into the writings of Columbus.
does the student say this:
Since no one knew much about the real Columbus, it was easy to invent a mythical
one?
A. To question the accuracy of the professor’s statement
B. To ask for examples of mistaken beliefs about Columbus
C. To propose an alternative explanation
D. To find out if he understood the professor's point
答案
D A BC A B D
译文
教授：很有趣的是我们能够从克里斯托弗哥伦布如何描述美国历史中了解美国文化。好，我们从头开始。
哥伦布的船只第一次登陆在加勒比海地区。关于登陆在哪座岛屿有一些争论。他在1492年登陆，但是知道300年之后的1792年，才第一次纪念了他的登陆。这是约翰宾塔的功劳。宾塔是一个富有的纽约人，他是纽约历史协会的创始人。他决定用自己的财富和影响力去寻找一位伟大的英雄，一个保护这个年轻国家的人。他选择了哥伦布。
1972年在纽约首次纪念了哥伦布登陆纪念日。现在，其他城市，额，费城和巴尔的摩也紧随其后。然后……
学生：但是为什么是哥伦布？为什么是在那些地点？
教授：对宾塔而言，这是在一个年轻而又政治上支离破碎的国家建立爱国主义的一种方式。记住，美国早在16年前才宣布脱离了英国，还没有形成一个民族。宾塔还帮助创建了独立日，你们知道，7月4日，一个国家法定节日。因此，你们可以看到他很积极的参与创造美国故事。他觉得哥伦布可以成为一个故事，一个美国人可以告诉彼此关于他们民族起源的故事，他们的民族起源处于英国殖民背景之外。美国在寻求一个民族认同。美国人民想要他们的英雄。
学生：但是，为什么不是一些革命的领导？你知道，像乔治华盛顿那样的革命领导。
教授：革命领袖是天生的英雄，但是许多革命领袖依然活着却不愿做这样的工作。对他们而言，被提升至英雄的地位是不民主的。因此，哥伦布成了英雄。哥伦布与美国的联系就开始了。
学生：什么联系？
教授：好，哥伦布被描绘成一个企业家，他敢于尝试，敢冒险，他被怀疑为反对王室的人。或者哥伦布被描述为注定有所作为的人，就像美国在早期就看到自己最终会独立一样。
学生：但是哥伦布受到西班牙国王和王后的支持，他没有反对他们。
教授：确实，从历史准确的角度讲，宾塔所认为的哥伦布和他的实施情况并不相符。我要强调这一点：哥伦布成为一个年轻国家的英雄和他做了什么关系不大，但是和300年后美国发生了什么很有关系。
哥伦布非常适应美国建设者的目的，就像19世纪初的约翰宾塔。很多关于哥伦布的事情不为大家所知因为知道1816年北美才有相关著作。这确实可能帮助了哥伦布更好的适应美国的目的。
学生：鉴于没人知道真正的哥伦布，就很容易创造一个传奇人物？
教授：确切的说，这个传奇般的哥伦布，他成了反映选择他的社会的代表。
因此，在美国早期的历史中，哥伦布成了逃离欧洲政治统治的一种象征。他是一个孤独的人，他敢于挑战未知。现在有了新的民主，没有国王的新的民主国家。哥伦布成为这个国家传奇般的创始人。
因此，作为历史学家，我们不想研究关于哥伦布的神话，不想把这些误认为是关于哥伦布的事实。但是，如果我们试图了解美国文化，我们可以通过研究美国如何使哥伦布适应于他自己的目的。对哥伦布的评价将反映出美国人对自己的思考和评价。噢，这里有一个引用，就像“社会重建他们的过去，而不是忠实地记录它”，以及重建如何发生，它告诉我们什么，这是我们要特别关注的。
