下载文档原格式
tpo托福听力练习题托福听力练习题参考答案及解析托福听力是考试中的一个重要部分，通过听力练习题可以帮助考生提高听力水平，熟悉题型，并掌握一些解题技巧。
下面是一些常见的TPO 托福听力练习题的参考答案及解析。
1. ConversationQuestion: What is the man's main problem?Answer: He is having trouble finding a place to live on campus.Explanation: In the conversation, the man mentions that he has been trying to find a place to live on campus, but all the dorms are full. This indicates that his main problem is not being able to find an on-campus accommodation.2. LectureQuestion: What does the professor mainly discuss?Answer: The impact of climate change on marine life.Explanation: The professor mentions that with the rise in ocean temperatures, many marine species are facing challenges such as coral bleaching and migration. This indicates that the main topic of the lecture is the impact of climate change on marine life.3. DiscussionQuestion: What is one solution proposed by the speakers?Answer: Building more bike lanes in the city.Explanation: In the discussion, one of the speakers suggests that building more bike lanes in the city can encourage people to commute by bike, reducing traffic congestion and air pollution. This indicates that building more bike lanes in the city is one solution proposed by the speakers.4. LectureQuestion: What is the main topic of the lecture?Answer: The evolution of language.Explanation: In the lecture, the professor discusses how language has evolved over time, from early forms of communication to the development of complex language systems. This indicates that the main topic of the lecture is the evolution of language.5. ConversationQuestion: Why does the woman want to get a refund?Answer: The product she bought was defective.Explanation: In the conversation, the woman mentions that the product she bought is not working properly and she wants to get a refund. This indicates that the reason she wants a refund is that the product she bought was defective.通过以上参考答案及解析，我们可以看到在托福听力练习题中，正确理解对话或讲座的关键信息是回答问题的关键。
东辰精英课程中心初阶托福听力练习册班级：姓名：CatalogListening IntroductionTPO1 (8)TPO2 (14)TPO3 (20)TPO4 (26)TPO5 (32)TPO6 (38)TPO7 (44)TPO8 (50)TPO9 (56)TPO10 (62)TPO11 (68)80 Independent Tasks (74)Listening SectionAcademic Listening Skills听力部分测试考生理解口语的能力。
在学术环境中，考生必须能够听懂讲座和对话。
学术听力通常出于下述三个目的之一：为基本理解而听：✓理解主题思想、重要观点以及与主题有关的重要细节（没有必要理解所有的细节）为语用理解而听：✓识别说话者的态度和确定程度。
✓识别说话者讲述内容的功能或目的衔接和综合信息：✓识别听力信息结构✓理解材料观点之间的关系（例如，比较/对比，原因/结果或者程序步骤）✓根据听力材料中暗示的信息，做出推论并得出结果。
✓衔接对话和讲座中的信息片段。
✓识别讲座和对话中的主题转换（例如，话题转换和插入语），识别讲座中的引论和结论。
允许记笔记。
考试结束后，出于安全考虑，在考生离开考试中心前，所有笔记将被收回并销毁。
笔记示范：How to Use TPO Listening Section?TPO类型运用1L1 art⍟L2 geology⍟⍟⍟⍟精听L3 archaeology ⍟⍟L4 biology ⍟2L1 psychology⍟⍟L2 biology⍟⍟精听L3 philosophy ⍟L4 astronomy ⍟⍟3L1 biology⍟⍟L2 art history⍟精听L3 art history ⍟⍟L4 astronomy ⍟⍟⍟4L1 biology⍟⍟L2 art⍟精听L3 geology⍟⍟L4 history⍟5L1 sociology⍟⍟L2 astronomy⍟⍟⍟⍟精听L3 chemistry⍟⍟⍟⍟L4 art⍟6L1 business⍟⍟⍟⍟⍟L2 biology⍟⍟精听L3 art ⍟L4 geology ⍟⍟⍟7L1 art history⍟L2 biology⍟⍟⍟精听L3 archaeology ⍟⍟L4 geology ⍟⍟⍟8L1 biology⍟⍟L2 art history⍟精听L3 history ⍟L4 chemistry ⍟⍟⍟⍟9L1 art history⍟⍟L2 biology ⍟⍟⍟⍟L3 geology ⍟⍟⍟L4 linguistics ⍟⍟10L1 biology⍟⍟⍟L2 history⍟精听L3 biology ⍟⍟L4 psychology ⍟⍟11L1 biology⍟⍟L2 art⍟⍟课堂讲解L3 environment science ⍟⍟⍟L4 business⍟12L1 biology⍟⍟⍟L2 business⍟⍟课堂讲解L3 art history ⍟⍟⍟⍟L4 environment science ⍟⍟⍟13L1 business⍟L2 biology⍟⍟⍟课堂讲解L3 art history ⍟⍟⍟L4 astronomy ⍟⍟⍟⍟⍟14L1 psychology ⍟⍟⍟L2 biology⍟⍟⍟⍟课堂讲解L3 astronomy ⍟⍟⍟⍟L4 archaeology ⍟⍟⍟⍟15L1 psychology ⍟⍟⍟⍟L2 geology⍟⍟⍟课堂讲解L3 art history ⍟⍟⍟⍟⍟L4 biology⍟⍟⍟16L1 geology ⍟⍟⍟⍟⍟L2 art history⍟⍟⍟课堂讲解L3 biology ⍟⍟L4 art history ⍟⍟⍟17L1 archaeology⍟⍟⍟L2 env science⍟⍟⍟⍟课堂讲解L3 history ⍟⍟⍟⍟L4 biology ⍟⍟18L1 astronomy⍟⍟⍟L2 art history⍟⍟⍟课堂讲解L3 history ⍟⍟⍟⍟L4 biology ⍟⍟⍟⍟19L1 linguistic⍟⍟⍟L2 astronomy⍟⍟⍟⍟⍟课堂讲解L3 biology ⍟⍟⍟⍟⍟L4 art history ⍟⍟⍟⍟⍟20L1 linguistics⍟⍟⍟L2 env science⍟⍟⍟⍟课堂讲解L3 art ⍟⍟L4 biology ⍟⍟⍟21L1 astronomy⍟⍟⍟⍟⍟L2 computer science⍟⍟课后作业L3 biology ⍟⍟⍟⍟⍟L4 art history ⍟⍟22L1 history⍟⍟L2 astronomy⍟⍟⍟⍟⍟课后作业L3 biology ⍟⍟⍟⍟L4 art history ⍟⍟⍟⍟23L1 archaeology⍟⍟⍟⍟L2 env science⍟⍟⍟课后作业L3 biology ⍟⍟⍟⍟⍟L4 art ⍟⍟⍟24L1 biology⍟⍟⍟L2 art history⍟⍟⍟课后作业L3 archaeology ⍟⍟⍟L4 astronomy ⍟⍟⍟⍟25L1 biology⍟⍟⍟L2 art history⍟⍟⍟课后作业L3 history ⍟⍟⍟⍟⍟L4 biology ⍟⍟⍟26L1 business⍟⍟L2 biology⍟⍟⍟⍟课后作业L3 astronomy ⍟⍟⍟⍟L4 art history ⍟⍟⍟⍟27L1 biology⍟⍟⍟⍟L2 art history⍟⍟⍟课后作业L3 biology ⍟⍟⍟L4 art ⍟⍟⍟28L1 philosophy⍟⍟L2 biology⍟⍟课后作业L3 biology ⍟⍟L4 archaeology ⍟⍟29L1 ecology⍟⍟⍟L2 art⍟⍟⍟课后作业L3 archaeology ⍟⍟⍟L4 engineering ⍟⍟30L1 psychology⍟⍟L2 biology⍟⍟⍟⍟课后作业L3 astronomy ⍟⍟⍟⍟⍟L4 art history ⍟⍟31L1 art history⍟⍟L2 geology⍟⍟⍟课后作业L3 biology ⍟⍟L4 archaeology ⍟⍟32课后作业Intensive ListeningTPO-1-1Narrator: Listen to part of a conversation between a student and a librarian.Student: Hi, um . Librarian: That’s What can I do for you?Student: I’mfor , but I’m…I don’t even know . Librarian: You said this is for , right? So youris onStudent: .Librarian: Well, you have , so that’s already . Hmmm… well, there’re a few things… oh wait…____________________________________________________________________________________________ ___________?Student: Aha, that’s . I just copied an article,but . Librarian: Let’s . We have of twenty or so psychology journals inthe . These are onespublished . Now that I think aboutit… .Student: Oh, yeah, the article ,so .Librarian: Ok, actually, most of ourmaterials . You can through the library’s computers, a nd if you want to search withfor example, just and all the articles .Student: Cool, that’s great! Too bad .Librarian: But . All of the library’scanbe .Student: Really?! I can’t believe . It still soundslike , youknow, , all of those sources.Librarian: Maybe, but you already your to articles on Dream Interpretation, so it shouldn’t be too bad. And you probablythat there’s of the article you copied. When you go into the , you have the to display the abstracts on the computer screen,those to decide whether or not you .Student: Right, ! They’lldefinitely . I guess I should try outwhile , you know, .Librarian: Sure, er… that computer’s , and I’ll be here till five this afternoon.Student: Thanks, I feel a lot better about this now.Vocabulary Builderbe supposed to 应该做…literature review 文献综述psychology course 心理学课程focus n. 焦点dream interpretation 梦的解析check to see 检查寻找material n. 材料put … on reserve 把…预留下来（备查、备用）journal n. 杂志printed versions n. 打印版、纸质版psychology journals 心理学杂志reference section 参考书区article n. 文章source n. (资料)来源available adj. 可得到的electronically adv. 电子地、数字化地database n. 数据库access vt. 获得、得到go through all the information vt. 通读、浏览一遍所有信息narrow down vt. 缩小范围、聚焦abstract n. 摘要summary n. 总结have the option to do … 可以选择做……skim vt. vi. 略读，浏览cut down vt. 减少doable adj. 可以做的、能做的try out vt. 尝试just in case 以防万一assignment n. 作业、任务TPO-1Section 1Conversation1. Why does the student go to see the librarian?A.To sign up for a seminar on using electronic sources for researchB.To report that a journal is missing from the reference areaC.To find out the procedure for checking out journal articlesD.To ask about how to look for resources for a class paper2.What does the librarian say about the availability of journals and articles in the library?A.They are not easy to find if a professor put them on reserveB.Most of them are accessible in an electronic formatC.Most of them can be checked out for three weeksD.Printed versions from the past three years are located in the reference section.3.What does the librarian suggest the student should do to save time?A.Choose an easier research topicB.Concentrate on five journalsC.Read the summaries of the articles firstD.Install a new program on her home computer4.What can be inferred about why the woman decides to use the computer in the library?A.She thinks she might need additional help from the manB.She does not have a computer at homeC.She has to hand in her assignment by the end of the dayD.She will be meeting a friend in the library later on5.Why does the woman say this()A.She had forgotten about the informationB.She is surprised she was not aware of the informationC.She is annoyed that the information was published only recentlyD.She is concerned that the librarian gave her incorrect informationTPO-1-4Narrator: Listen to part of a conversation between a student and his professor.Professor ：Hi Mathew, I’m glad you . You’ve been observing Mr. Grable’s third-grade class , right? Student: Um, yes. I go over to Johnson Elementary School, youknow, . It’s been amazing, I mean, I’m just learning so much from . I’m soglad . I mean it’s like the best thing ever to . Professor: Well, I’m glad to see you feel that way, Mathew. You know, . So, I’ve been and I’m quite interestedin , in particular withthe .Student: The ?Professor: It seems that to that we’ve been talking about in class.Student: Oh! OK, yeah, so like ,he , he used itas .Professor:Really! So, ?Student:Well, some of the students could , but they— the stories behind them.Professor:So, he…Student:He as a way of . Like, you know, how like , right, and how Jupiter wasthe , right? So since Jupiter, the planet, isthe , it’s like , like Jupiter was the king of all the gods.Professor: Oh, Mathew, that’s a great example.Student:Yeah! And each student and thenon it to and . They went to thelibrary , then theyabout the planet they chose.Professor:So, in one , inwhich , the studentsalso, used research skills in the library,and .Student:Exactly! He used this one topic to— how to use the books in the library, , and even howto . Plus they had a great time doing it.Professor:You know, Mathew, this is just what we’ve been talking about in our class. I’m sureeveryone . You know, Mathew, I’dlove .Student:Really?! Um… ‘cause I write my by then.Professor:Oh, you anything new just yet. For Wednesday, use your classand .Student:Ok, .Vocabulary Builderapproaches to education 教育方法observe a class v. 旁听别人上课；观摩别人上课class observation n. 课堂观摩education program n. 教育学专业observation notes n. 观摩笔记astronomy n. 天文学interdisciplinary adj. 跨学科的mythology n. 神话Greek and Roman mythology n. 希腊罗马神话Jupiter n. 木星planet n. 行星solar system n. 太阳系make a presentation v. 做演讲、展示literature n. 文学oral presentation n. 口头演讲、展示plus = andSection 2.1.What is the conversation mainly aboutA. A lesson Matthew prepared for his studentsB. A class Matthew has been observingC. A term paper that Matthew has writtenD. A problem in Matthew's classroom2.What is Matthew's opinion about observing Mr.Grabell's third-grade class?A. A. It will help him become a more effective teacherB. B. It could help improve his study habitsC. C. It has improved his public-speaking skillsD. D. It may be the most difficult assignment he has had3.Why does Matthew mention Greek and Roman mythology?A.To identify a topic frequently discussed in third gradeB.To get the professor's opinion about a lesson he taughtC.To make a suggestion to improve the class he is takingD.To illustrate a technique used to teach a third-grade class4. What important skills did Mr.Grabell introduce to his third-grade class? Click on 3 answersA. A. Reviewing other student's reportsB. B. Using books in the libraryC. C. Interviewing their classmatesD. D. Speaking in publicE. E. Writing reports5. What will Matthew probably do in next Wednesday's class?A.Hand in his assignment earlyB.Try to start a study groupC.Make a presentation to the classD.Choose a topic for his paperTPO-2-1Narrator: Listen to a conversation between a student and a professor.Student: Uh, excuse me, Professor Thompson. I know , but I was wondering if .Professor: Sure, John. What did you want to talk about?Student: Well, I have some aboutI did this —about .Professor: Oh, yes. You were looking at variations in climate in the Grant City area,right? ?Student: I’ve , so I’m startingto , preparing graphs and stuff. But I’m just. . . I’m looking at it and I’m afraid , butI’m .Professor: I hear the same thing from every student. You know, you have to remembernow . So, think about what you’d need to includeif ,like . . . . That’susually : would my parents understand this?Student: OK. I get it.Professor: I hope you can recognize by my saying that .Student: Right. I understand. I was wonderingif .Professor: Yes, definitely. You should use themto . So,just , you know, what—to try to —and what you did, and what yourwas.Student: OK. So, for example, I studied ; I lookedat ; I used different , like certain ; and then I discuss the results. Is that what you mean? Professor: Yes, that’s right. You should .The . And also be sure you include a good where all your , ‘cause you have a lot of . Student: Hmm . . . something .Professor: That happens to me a lot, so I’ve come up with a pretty good . I carry a with me all the time andFor example,I.Student: A is a good idea. Since I’m so busy now at the end of the semester,I’m . OK. I just remembered what I was trying to say before.Professor: Good. I was hoping you’d come up with it.Student: Yes. It ends up that , so I also included some in the report. With everything else it should be a prettygood .Professor: Sounds good. I’d be happy to before you hand in the , if you wish.Student: Great. I’ll plan to get you of the paper by next Friday. Thanks very much. Well, see ya.Professor: OK.Vocabulary Buildersemester n. 学期climate variations n. 气候变化Grant City area [地名] [美国] 格兰特城How far along have you gotten? 你进展了多少了？summarize vt. 总结graphs and stuff 图表之类材料rule of thumb 个人经验recognize vt. 意识到research journal 研究杂志indicate vt. 表明approach n. 方法meteorological records n. 气象记录statistical tests 统计实验reference section n. 参考部分jot down 草草记下notepad n. 笔记本regional data 区域数据indicator n. 指示器look over vt. 通看一遍，检查draft version n. 初稿版本forgetful adj. 爱忘事的Section 11.Why does the man go to see his professorA.To borrow some charts and graphs from herB.To ask her to explain some statistical proceduresC.To talk about report he is writingD.To discuss a grade he got on a paper2.What information will the man include in his report?3.Why does the professor tell the man about the appointment at the doctor's office?A. To demonstrate a way of remembering thingsB. To explain why she needs to leave soonC. To illustrate a point that appears in his reportD. To emphasize the importance of good health4.What does the professor offer to do for the manA.Help him collect more data in other areas of the stateB.Submit his research findings for publicationC.Give him the doctor's telephone numberD.Review the first version of his report5.Why does the professor say this()A. To question the length of the paperB. To offer encouragementC. To dispute the data sourcesD. To explain a theoryTPO-2-4Narrator: Listen to a conversation between two students. Theyare .Girl: Did you already for your classes ?Boy: Yes, I did.Girl: What are you taking?Boy: Um…contemporary literature, English style, um… the teaching seminar, and I still have to domy . I’m . Girl: That’s .Boy: Yeah, it will be really busy and I’m also taking . But I have toa couple of weeks ‘.Girl: Where do you work at?Boy: Buster’s , but just . What are you doing next semester?Girl: Actually too. And I will haveto . You know, I’m also going formy .Boy: So you , I imagine.Girl: No, I was actually thinking about ..Boy: Cool, you should. Um, did you hear aboutthat , ?Girl: Yeah, no time.Boy: It’s fun. It’s Sunday night. You Sunday nights?Girl: I do .Boy: Well, it’s only from 7 to 9.Girl: Is it every Sunday?Boy: . I don’t know about this month, ‘cause it’s probably , so they might . I don’t know what they are gonna to do, but it’s a good time, it’s fun, somereally .Girl: Who? From our class?Boy: Some people from our class are reading. A lot of themgo, .Girl: Really? I don’t know if I .Boy: You wouldn’t have to read, you can .I , but it’sa , I think anyway.Girl: I probably have to write something , so maybe , I just .Boy: Yeah, it . Are you goingto ?Girl: Definitely. Otherwise, I will be . I have .Boy: Yeah, me too. This is the second summer I’ll have to take classes. I , my Shakespeare class .Vocabulary Builderregister for your classes v. 注册你的课程contemporary literature n. 当代文学seminar n. 互动式课程heavy schedule n. 繁重的日程安排thesis n. 学位论文master’s degree n. 硕士学位revise vt. 修改send them for publication v. 把它们寄出去发表Thanksgiving n. 感恩节summer school n. 暑假学校（可以得到额外的学分）credits n. 学分Section 21.What are the students mainly discussing?Click on 2 answersA.Their courses for next semesterB.Their plans for the weekendC. A poetry clubD. A class assignment2.What does the man plan to do at the end of the monthA.Register for classesB.Finish writing his master's thesisC.Leave his job at the coffee shopD.Take a short vacation3.Why does the man talk to the woman about the "Poetry Kitchen"?A.To find out how often the club meetsB.To inform her that the date of the next meeting has changedC.To complain that not enough people are reading their poemsD.To encourage her to attend4.What is the woman's attitude toward participating in the poetry club?A.She is looking forward to hearing her professor's poetryB.She is interested in attending but she has no timeC.She thinks the poetry that is read there is not very goodD.She used to participate but did not enjoy it5.What will the students do in the summerA. A. They will both take coursesB. B. They will both have full-time jobsC. C. They will travel to England togetherD. D. They will teach a class togetherTPO-3-1Narrator: Listen to a conversation between a student and at the Office on the first day of the .Student: Excuse me, I’m supposed to be having my physics class in the science building,but . Could you ? Physics 403 — has it been moved?Receptionist: Well, there’s .Student: Yeah, I know, but my class . There must be some kind ofor something. Could you , please?Receptionist: Hmmm... ok, let me check on the computer. It’s physics, right? Wait, did you say physics 403? Student: Yeah.Receptionist: Er…I’m sorry, but it says here that . Youshould .Student: What? I’ve never got it.Receptionist: Are you sure? ‘Cause it says on the computerthat .Student: Really? I should . I wonder if .Receptionist: Well, it does happen. Er… let me check something. What’s your name?Student: Woodhouse, Laura Woodhouse.Receptionist: Ok, hmmm…Woodhouse, let me see… ah, it says here we sent it to your apartment on er… Center Street.Student: Oh, . I of there a little while ago.Receptionist: Well, and I suppose you at the administration office. Well, that .Student: Yeah, I guess that’s it. But how can they . If I’d known this was going to happen, I .Receptionist: I know, it’s really inconvenient for you, I understand that, but er… ifwe , the college can’t offer it. You know, it’sa , like we when there’re only a few students in the class. You see what I mean?Student: I guess, but now I don’t know .Receptionist: Ok, let’s see. Do you have any courses you’re going to take ? If you do, you might .Student: Yeah, I guess I could do that. I just hope it . Do you know ?Receptionist: Well, it depends on the class, but for that class, you ha ve to have er… let’s see, usually it’d be at least ten people, . But do you know what you shoulddo? . They’ll be able to tell you if they’replanning . It's their decision, actually.Student: Oh, ok, I will do that. Thanks for the .Receptionist: No problem. Sorry about the class. Oh,It’ll only take a minute.Student: Oh, oh, sure, I will do that right way.Vocabulary Builderreceptionist n. 接待员registrar n. 教务科人员physics class n. 物理课science building n. 理科楼room assignment sheet n. 教室安排单bulletin board n. 公告板registrar’s office n. 教务科cancel vt. 取消junk mail n. 垃圾邮件administration office n. 行政办公室sign up for a course v. 注册一门课程practical issue n. 实际操作中的问题enroll vi. 报名instructor n. 教师、导师mailing address n. 邮件地址TPO3Section1Q1Why does the women come to the office?A. To notify the university of her change of addressB. To find out where her physics class is being heldC. To get directions to the science buildingD. To complain about her physics class being canceledQ2What happened to the letter the university sent to the woman?A. She threw it away by mistakeB. Her roommate forgot to give it to herC. It was sent to her old mailing addressD. It was sent to another student by mistakeQ3Why was the woman’s physics class canceled?A. Not enough students signed up to take the classB. No professors were available to teach the classC. The university changed its requirements for physics studentsD. There were no classrooms available in the science building at the hourQ4What does the man suggest the woman do before the beginning of next semester?A. Consult with her advisor about her class scheduleB. Check with the registrar’s office about the location of the classC. Register for her classes earlyD. Call the physics departmentQ5What does the man imply when he say this:A. He know the physics class has been canceledB. He is not sure where the science building isC. Many of the room assignments have been changedD. The women can check for herself where her class isTPO-3-4Narrator: Listen to a conversation between a student and a professor.Student: Hi, Professor Archer, you know how in class last week you said that you were looking for students who are interested in ?Professor: Of course, are you volunteering?Student: Yes, I am. It sounds really interesting, butum… ?Professor: No, . I assume that most students taking thewould have experience with archaeological research, but that’s ok.Student: Oh, good, . Actually, that’s why— to get experience. What kind of work is it?Professor: Well, as you know, we're studying the history of the campus this semester. This used to beand we already know that where the , there once wereand that were in the late 1700s. We are near the lecture hall to see what types of we find, you know, things people used in thepast . We’ve already begun to find some very interestingitems, . Student: ? Did the that they left their clothes and dishes behind?Professor: Hmmm… that’s just one of the questions we hopeto .Student: Wow, and it’s all right here on campus.Professor: That’s right, . I to travel to a , especially in the middle of the semester. We expect to find many more things, butwe .Student: So… how many student volunteers are you looking for?Professor: I’m hoping to get five or six. I’ve asked for volunteers in all of the classes Iteach, . You are the first personto .Student: Sounds like it could be a lot of work. Is there um…Professor: I think it’ll depend on what type of work you do in the excavation, but I imagine we can arrange something. Actuallyfor class because I’ve beenhaving ..Student: And would you want the volunteers to work?Professor: We’re asking for three or four hours per week, .A , I think you know John Franklin, my assistant,is .Student: Sure, I know John. By the way, will there be ?Professor: Yes, er… I want to wait till Friday to see how many students volunteer, and then I’llnext week at a time that’s .Student: Ok. I’ll wait to hear from you. Thanks a lot for .---------------------------TPO-3-4---------------------------Vocabulary Buildervolunteer for a project v. 自愿参加一个项目archaeology n. 考古学agricultural area n. 农业区域erect vt. 树立起assume vt. 假设introductory adj. 引导的relief n. 安慰、减轻（不安、忧虑、痛苦）that's a relief. 这下我就放心了。
人教版义务教育英语作业本听力材料全文共四篇示例，供您参考第一篇示例：【人教版义务教育英语作业本听力材料】是学生学习英语听力的重要工具，通过听力训练，学生可以提高听力理解能力，加深对英语语音、语调和语速的理解，从而提高综合英语水平。
下面我们将从听力材料的特点、使用方法和效果等方面进行介绍。
【人教版义务教育英语作业本听力材料】的特点主要包括多样化、贴近生活、难度适中等方面。
在多样化方面，该听力材料涵盖了各种日常生活场景和话题，如购物、旅行、学校生活等，让学生在学习听力的同时能够了解更多地道的英语表达方式，并且能够更好地应用到实际生活中。
贴近生活则是指，材料中的对话和文章都贴近学生的日常生活，学生更容易产生共鸣和理解。
听力材料的难度适中，使得学生在完成听力训练的过程中既能够有所挑战，又能够保持积极性，不至于感到过于困难而放弃。
如何使用【人教版义务教育英语作业本听力材料】也是一个重要的问题。
老师可以在课堂上设置一些听力训练的环节，让学生通过听录音、答题来进行训练。
学生也可以在课外利用这些听力材料进行自主练习，可选择一些题目听一遍然后做答，再根据答案对照来检验自己的听力水平。
【人教版义务教育英语作业本听力材料】的效果可以从提高学生的听力理解能力、培养学生对英语语音、语调和语速的理解以及提高学生的英语综合水平等方面来看。
通过反复的听力训练，学生的听力理解能力将得到提高，从而更好地应对英语听力测试和实际应用中的交流。
学生对英语语音、语调和语速的理解也会得到加深，这对于提高学生的口语表达能力也是很有帮助的。
通过听力训练，学生的英语综合水平也会得到提高，因为听力训练是英语学习中的重要环节，会涉及到词汇、语法、逻辑等多个方面的知识。
【人教版义务教育英语作业本听力材料】作为学生学习英语的辅助工具，具有很大的教育意义。
它不仅可以帮助学生提高听力理解能力，还能够加深对英语语音、语调和语速的理解，从而提高学生的英语综合水平。
托福听力测试题及答案一、选择题（每题1分，共10分）1. What is the main topic of the lecture?A) The history of the Renaissance.B) The impact of the Industrial Revolution.C) The development of modern art.D) The significance of ancient architecture.2. According to the professor, what is the primary reason for the decline in the number of honeybees?A) The use of pesticides in agriculture.B) The loss of natural habitats.C) The spread of diseases among bees.D) The invasion of non-native bee species.3. What does the student suggest as a solution to the problem discussed in the conversation?A) Conducting more research.B) Implementing new regulations.C) Organizing public awareness campaigns.D) Developing new technologies.4. Why does the woman decide to take a different course next semester?A) The course schedule conflicts with her work hours.B) She is not interested in the subject matter.C) The professor has a reputation for being difficult.D) She has already taken a similar course.5. What is the main purpose of the campus tour mentioned in the lecture?A) To introduce new students to the campus facilities.B) To highlight the university's academic achievements.C) To promote the university to potential students.D) To raise funds for campus improvements.二、填空题（每题1分，共5分）6. The speaker mentions that the _______ is a key factor in determining the success of a business.7. In the dialogue, the man suggests that they should _______ before making a decision.8. The professor explains that the _______ theory has been widely accepted in the field of psychology.9. The woman is concerned about the _______ of the new policy on the local community.10. The student is looking for a part-time job that offers_______ and flexible hours.三、简答题（每题2分，共4分）11. Summarize the main points of the lecture on environmental conservation.12. What are the potential benefits of the proposed research project discussed in the conversation?四、论述题（每题3分，共3分）13. Discuss the role of technology in modern education andits implications for the future of learning.答案：1-5: D A C A C6. innovation7. consult with an expert8. cognitive dissonance9. impact10. health insurance11. The lecture covered the importance of biodiversity, the threats to natural habitats, and the need for sustainable practices.12. The research could lead to new treatments for diseases, improve public health, and contribute to scientific knowledge.13. Technology has revolutionized education by providing access to a wealth of information and interactive learning tools. However, it also raises concerns about the potential loss of human interaction and the digital divide.。
impasto托福听力文本Impasto is a technique used in painting where the paint is applied thickly onto the canvas, creating texture and depth. While this technique can produce stunning visual effects, it also presents challenges and considerations for both the artist and the viewer.From the artist's perspective, using impasto requires a certain level of skill and control. The artist must have a good understanding of the properties of the paint and howit will behave when applied in thick layers. They need to consider the drying time of the paint and how it may affect the final result. Additionally, the artist must carefully choose the tools they use to apply the paint, as different tools can create different textures and effects.On the other hand, from the viewer's perspective, impasto paintings offer a unique sensory experience. The thick layers of paint create a three-dimensional quality, inviting the viewer to explore the painting with their eyesand even touch it, if allowed. The texture adds a tactile element to the artwork, making it more engaging and interactive. The viewer can appreciate the artist's technique and the physicality of the painting, as well as the visual impact it creates.However, there are also potential drawbacks to using impasto. One challenge is the drying time of the paint. Thick layers of paint take longer to dry, which can be frustrating for artists who prefer to work quickly or need to meet deadlines. Another consideration is the longevity of the artwork. Over time, the thick layers of paint may crack or become unstable, requiring additional care and conservation efforts to preserve the artwork.From a technical standpoint, impasto can also affect the way light interacts with the painting. The texture created by the thick paint can create shadows and highlights, adding depth and dimension to the artwork. However, the texture can also cause the painting to appear uneven or inconsistent when viewed from different angles or lighting conditions.Despite these challenges, impasto remains a popular and beloved technique in the art world. It allows artists to experiment with texture, depth, and physicality, creating artworks that are visually striking and emotionally engaging. From the artist's perspective, impasto offers a unique way to express their creativity and bring theirvision to life. From the viewer's perspective, impasto paintings offer a multisensory experience that goes beyond the traditional two-dimensional artwork.In conclusion, impasto is a technique that brings texture, depth, and physicality to paintings. It presents challenges for artists in terms of skill, control, anddrying time, but also offers a unique sensory experiencefor viewers. The texture created by impasto adds a tactile element to the artwork, inviting viewers to engage with it on a deeper level. Despite potential drawbacks, impasto remains a popular and cherished technique in the art world, allowing artists to express their creativity and viewers to appreciate the visual and emotional impact of the paintings.。
托福听力测试题及答案
1. 听下面对话，回答以下问题：
对话中提到的会议是在什么时候举行的？
A. 上午9点
B. 下午3点
C. 晚上7点
D. 没有提及具体时间
答案：B
2. 听下面讲座，回答以下问题：
教授在讲座中提到了哪种动物的迁徙行为？
A. 蝴蝶
B. 鲸鱼
C. 企鹅
D. 鸟类
答案：A
3. 听下面对话，回答以下问题：
学生为什么去找教授？
A. 询问作业
B. 寻求建议
C. 讨论成绩
D. 报告问题
答案：B
4. 听下面讲座，回答以下问题：
讲座中提到的艺术家是哪个国家的？
A. 法国
B. 意大利
C. 西班牙
D. 荷兰
答案：D
5. 听下面对话，回答以下问题：
对话中提到的图书馆在哪里？
A. 校园中心
B. 校园东边
C. 校园西边
D. 校园北边
答案：C
6. 听下面讲座，回答以下问题：
讲座中提到的实验结果是什么？
A. 成功
B. 失败
C. 需要进一步研究
D. 无法确定
答案：C
7. 听下面对话，回答以下问题：
对话中提到的天气如何？
A. 晴朗
B. 多云
C. 下雨
D. 雪
答案：C
8. 听下面讲座，回答以下问题：
讲座中提到的新技术对环境有何影响？
A. 正面影响
B. 负面影响
C. 没有影响
D. 影响未知
答案：A
结束语：以上是本次托福听力测试题及答案，希望能够帮助考生更好地准备考试。
托福听力经典加试及答案【篇一：新托福ibt听力经典加试完整版】conversation: student having difficulties in writing term paper 男student: professor, i hope to discuss my term paper with you. i got stuck in writing the paper on bird migration. i have difficulties in finding enough materials about bird migration. (老师，今儿，我想跟你说说我的学期论文的事儿。
我卡住了，找不到这方面的资料。
)女professor: you can’t find e nough material on bird migration?(语调上扬，最后一题，重听题的考点。
)男student: i want to write about early bird migration.( 要写的paper是关于古代鸟类迁徙的，所以资料不够。
)女professor: “哦你确实找到了一个好的题目，但是你要知道我的要求是你们的论文要反映你们这学期学了什么。
”男 student: 想写关于aristotle关于这个题目的看法 etc.女 professor: i want you to apply what you’ve learned to your paper. (希望他们运用所学知识研究来完成paper.) 不要只是做summary or description. 我想要看到你的special analysis.男 student: 但是，我觉得我找的资料中有错误的。
（ithink ?.wrong）这就是为什么我不想用资料。
女 professor: 你不要完全放弃以前找的资料（discard）. 你可以换种想法，用rational 的方式。
托福听力tpo63lecture1、2、3原文+题目+答案+译文Lecture1 (1)原文 (1)题目 (3)答案 (5)译文 (5)Lecture2 (7)原文 (7)题目 (9)答案 (11)译文 (11)Lecture3 (13)原文 (13)题目 (15)答案 (17)译文 (17)Lecture1原文Listen to part of a lecture in a geology class.Professor:OK.Before we begin,I wanna remind you that our field trip to Bryce canyon national park is this weekend.Remember the bus leaves early,five am,so don't forget to set your alarm clocks.I think you're all gonna enjoy getting out of the classroom and actually seeing some remarkable geologic phenomena.Now,while we're there,I want you to pay particular attention to two things.One obviously will be the sediment layers making up the rocks,since we've spent so much time onsedimentary rocks.Bryce canyon is a great place to see how millions of years have turned layers and layers of tightly packed sediment,mud particles,sand remains of plants and animals into rock.But you're also gonna see some fascinating rock shapes, formations that are the result of the weathering and the erosion processes that occur at Bryce canyon.There are two main processes that are important.The first one is a weathering process called frost wedge.Frost wedge a process that widens cracks in rocks in the wintertime.It begins with warm air or daytime sun melting the snow.As the snow turns into water,it seeps into the cracks that occur naturally in sedimentary rocks.At night,this water freezes in the cracks,but when water freezes,it expands quite a bit, which means that it prize cracks open,gradually,making them wider and breaking off a little bits in the process.Now,this thought freeze cycle can happen as many as two hundred times in a single year.So that makes it the most important weathering process at Bryce canyon.The other key processes is runoff,which is an erosion process.Runoff takes place in the summer.The parks in the desert said the grounds very dry.When it rains in late summer,the ground is too hard to absorb the water,so it runs off.And as it runs off, it carries away the gravel,the broken bits of rock created by cross wedge in the winter.So runoff is the main erosion process that alters the rock landscape in the park.And because these processes have occurred over thousands of years,some of the results can be pretty dramatic,like the giant corridors are passage ways that have developed within the rocks.These passage ways are known as slot canyons.Here's an example of one,not from the part we're going to.This one is actually in Australia,but the scale is typical.So these huge spaces started out as small cracks throughout the sedimentary rock,then thanks to millions of cycles across wedge and runoff.What used to be one big area of rock is now sort of two smaller areas of brought with the corridor in between.We'll have a chance to walk through some like this.These slot canyons are great places to explore,but let me just say,for any of you who aren't from around here,if you ever go on your own,make sure you check aweather forecast first.A sudden heavy rain can cause a flash flood in a slot canyon. So you want to know when it's safe to explore them.Unfortunately,it'll be dry this weekend.Now,these deep,narrow slots are pretty common.You might even have two of them very close to each other with only a thin wall of rock in between.Of course,frost wedge is still at work,so it starts wearing away at the front of the thin wall until you get a whole I mean a hole all the way through the wall,front to back.And this hole gets bigger and bigger.Once it's at least one meter in diameter,it's called a window.And eventually the weight on top of it is just too much,so the roof caves in and only the sides,sometimes it's just one side is left standing.These sides,which look a lot like collins,now are called Hudos.Here's a photo of something we'll be seeing.One of the things that makes Bryce canyon unique is that it has more Hudos than anywhere else in the world.Yes,Margot?Female student:Why is it so lumpy looking?You'd think it would be smoother.Professor:Well,remember,these are sedimentary rocks,so they have layers.Some layers are mostly limestone,and limestone erodes pretty quickly in the presence of any kind of acid.Now Bryce canyon in a very unpolluted area,but even,there the rain water has a little carbolic acid in it,which causes the limestone to erode.But other layers are made up of different types of sediment,which aren't so vulnerable to acid,so they don't erode as quickly.题目1.What is the lecture mainly about?A.The length of time required to produce sedimentary rocksB.The role of climate conditions in the creation of sedimentary rocksC.Some processes that produced a specific group of rock formationsD.Some unique geologic features found in canyons in the United States2.According to the professor,what is one characteristic that frost wedging and runoff share?A.Neither occurs in a desert.B.Neither is a frequent event.C.Both are weathering processes.D.Both are seasonal phenomena.3.Why does the professor show a picture of a slot canyon?A.To give students a sense of the size of a typical slot canyonB.To show students one of the places they will visit on their field tripC.To illustrate how many sediment layers are visible in a typical slot canyonD.To show how much slot canyons can vary based on local climate conditions4.What is the professor's attitude toward students exploring Bryce Canyon on their own?A.He worries that students may not know to take appropriate precautions if they go by themselves.B.He suspects that many students will not go on their own if such a trip requires them to get up early.C.He hopes that the class field trip will motivate students to visit Bryce Canyon on their own.D.He believes that students learn more from individual exploration than they dofrom being in a group.5.How is a hoodoo formed?A.Runoff produces large gravel deposits.B.Air pollution leads to a buildup of limestone.C.The roof of a rock window collapses.D.A flash flood washes away the base of a rock wall.6.According to the professor,what two factors explain why a hoodoo does not have a smooth shape?[Click on2answers.]A.The presence of acid in rainwaterB.The temperature swings between the summer and the winter seasonsC.The composition of the hoodoo's sedimentary layersD.The location of the cracks created by frost wedging答案C D A A C AC译文听一段地质学的讲座。
托福听力tpo58全套对话讲座原文+题目+答案+译文Section1 (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 (11)Section2 (13)Conversation2 (13)原文 (13)题目 (16)答案 (17)译文 (17)Lecture2 (19)原文 (19)题目 (21)答案 (23)译文 (23)Lecture3 (25)原文 (25)题目 (27)答案 (29)译文 (30)Section1Conversation1原文NARRATOR:Listen to a conversation between a student and an employee in the university work-study office.MALE STUDENT:Hi,I’m,uh,Paul Bensen.FEMALE EMPLOYEE:Paul Bensen?Oh!That’s a coincidence.The museum director sent a fax about you…your two-month review,um,your job review.MALE STUDENT:Oh,OK.I-I guess we can do that first.FEMALE EMPLOYEE:Alright.Uh,let’s see…overall,you’re doing a good job.I have to stress that.But the director did note that you invited friends over during working hours.Instead of greeting visitors and answering questions about the outdoor sculpture garden,like you were supposed to,you talked with your friends.MALE STUDENT:It was only that one time.And they just showed up.I-I did not invite them.I straightened it out with the director.FEMALE EMPLOYEE:OK.But,of course,you’re still expected to behave professionally, do your job.MALE STUDENT:Yeah,I know.But actually,uh,the fact is,I’d really like to work somewhere else.Maybe in a library,or as a tutor somewhere?I was hoping you could help.I,uh,I brought my updated résumé.FEMALE EMPLOYEE:Well,I don’t know—you applied at the museum because you’re a fine-arts major.And you apparently made a very good impression on the museum director at your interview.You asked good questions about the sculptures and took notes,it says here.That’s why they hired you and why they were willing to pay you.Museums normally use volunteers,you know.MALE STUDENT:I did enjoy learning about the sculptures.FEMALE EMPLOYEE:Good,and your job is to share that information with the public.MALE STUDENT:Yeah,I know.But I’m always worried I’ll give out wrong information. And if I can’t answer a question,it’s embarrassing,you know?FEMALE EMPLOYEE:So the problem is the public nature of your work?MALE STUDENT:Yeah.I didn’t realize how uncomfortable I’d feel doing this.I applied there because I’d like to be a museum curator someday.FEMALE EMPLOYEE:Well,there are museum jobs that don’t involve interacting with the public.You know,working behind the scenes.You could help set up exhibits, document new acquisitions,maybe work as an assistant in the curator’s office.It wouldn’t hurt to ask about other opportunities there.MALE STUDENT:Would you call and ask if I could,like you said,work with the curator? I’ve only met her a couple times,but she…FEMALE EMPLOYEE:You know,I think you should call.Tell the curator what you told me,and ask if they could use any help.MALE STUDENT:What if she says no?FEMALE EMPLOYEE:Well,you could still ask for information that might help you in the future,like what courses you should take and what kind of work experience is necessary to become a curator.MALE STUDENT:Yeah,that would definitely help.But then would you be willing to help me find a job somewhere else?FEMALE EMPLOYEE:I suppose,if it came to that.But you know,if you just educated yourself more about the sculpture garden,then you’d gain more confidence—and maybe enjoy your current job more.MALE STUDENT:Yeah,I guess you’re right.题目1.Why does the student go to the work-study office?A.To talk about what he would like to do after graduationB.To receive feedback on his performance at workC.To ask for advice about finding a new jobD.To learn what courses best match his career goals2.What information was included in the report from the museum director?A.The student spoke with friends when he should have been helping visitors.B.The student did not give accurate information to museum visitors.C.The student arrived late to work on one occasion.D.The student requested a job in a different part of the museum.3.What is the student’s main concern about his job?A.He does not like working outdoors.B.He is not confident interacting with museum visitors.C.He does not have enough time to spend on academic studies.D.He is not interested in the sculptures at the museum.4.Why does the woman suggest that the student call the curator’s office?[Click on2 answers.]A.To find out if he can work thereB.To get more information about the sculpture gardenC.To apologize for causing a problem at the museumD.To learn what background he will need to become a curator5.What does the woman imply when she says this?A.The student does not understand that the museum’s rules are less strict for volunteers.B.The student should work more closely with volunteers in the sculpture garden.C.The museum should hire more work-study students.D.The student does not appreciate his job.答案C A B AD D译文旁白：在大学勤工俭学办公室，听一个学生和一个员工之间的对话。
五年级下册英语作业本听力练习的重要性与方法In the world of English learning, listening comprehension plays a pivotal role in enhancing language proficiency. For fifth-grade students, practicing listening skills through workbook exercises is essential for laying a solid foundation in English. This article explores the importance of workbook listening exercises in the fifth-grade English curriculum and offers effective strategiesfor enhancing these skills.Listening comprehension is the ability to understand spoken language, a crucial aspect of language acquisition. For fifth-graders, developing strong listening skills is fundamental to their overall language development. Workbook listening exercises are designed to provide students with practice in understanding spoken English, which helps them improve their pronunciation, vocabulary, and grammatical understanding.Through regular practice, students become more attuned to the sounds and patterns of English, enhancing their ability to communicate effectively in spoken language.Additionally, listening comprehension exercises often involve comprehension questions that challenge students to extract information and understand the context of a conversation or story. This fosters critical thinkingskills and prepares students for more advanced language learning.To maximize the benefits of workbook listening exercises, it is essential for students to approach them with focus and dedication. Here are some tips for enhancing listening comprehension skills through workbook practice: 1. **Prepare Ahead**: Preview the listening material before starting the exercise. This helps studentsanticipate the content and become more engaged during the listening process.2. **Listen Actively**: Encourage students to listen actively, focusing their attention on the audio and trying to visualize the scenes or stories being described. This improves comprehension and retention.3. **Take Notes**: Advise students to jot down key points or important information while listening. Thispractice helps them retain information better and answers comprehension questions more accurately.4. **Repeat and Review**: After completing the exercise, have students replay the audio to confirm their understanding. Regular review of past listening materials also helps consolidate learning.5. **Use Supplementary Resources**: Encourage studentsto engage with other listening materials, such as English songs, podcasts, or stories, to enhance their listeningskills further.By implementing these strategies, fifth-grade students can significantly improve their listening comprehensionskills through workbook exercises. Not only does this lay a solid foundation for their future English learning, but it also equips them with the ability to communicateconfidently and effectively in English.**五年级下册英语作业本听力练习的重要性与方法** 在英语学习的世界里，听力理解在提高语言熟练度方面起着至关重要的作用。
课前作业：艺术类学科词汇TPO1-L1Assignment: 作业任务Exhibit: 展示展览Gallery: 大厅展览厅Realism: 现实主义Impressionism: 印象派Sum up: 总结Depict: 描述绘画Brushstroke: 绘画技巧画笔Canvas: 帆布Rough: 粗糙的Scene: 景色风景Pinkish: 粉红色的Impression: 印象Remind: 提醒Photograph: 摄影相片Mess up：胡乱一团乱七八糟Zigzag: 曲折的Vibrant: 震动的充满生气的Illustration: 阐明解释Portrait: 肖像画描写TPO13-L3Category: 分类Medieval：中世纪Poem: 诗歌Evoke: 唤起Predictable: 可预测的Rhythm: 节奏Phrase: 短语乐句Translate: 翻译Deed: 事迹Heroic: 英雄的Knight: 骑士Conflict: 斗争Nobility: 贵族高尚Feature：特点Loyalty: 忠诚的Sacrificial: 牺牲的Audience: 观众Provoke: 唤起Patriotic: 爱国的Companion: 陪伴Motivation: 动机Psychology: 心理学Context: 背景内容Generation: 一代人Synonym: 同义词同义句Troubadour: 吟游诗人Biographical sketch: 个人生平Geographical location: 出生地生长地Squeeze: 挤压Infer：推断TPO16-L2Classical: 经典的古典的Genre: 流派Composer: 作曲家Patron: 赞助人赞助商Perform: 表演表现Instrument: 乐器工具Crucial: 关键的Keyboard instrument: 键盘乐器Profound: 重大的深远的Invent: 发明Combination: 混合String: 弦Percussion: 敲击Dynamic: 动态的有活力的Convey: 传达Expressiveness: 善于表现Afford: 负担的起买的起Refinement: 优化提升Exceptional: 非凡的独特的Dramatically: 戏剧性的Female: 女性TPO16-L4Pragmatic: 实际的实用主义Stain: 染色Re-assemble: 重新组合Decorative: 装饰的Reduce: 缩小减少Stress: 压力挤压Elaborate: 精心制作的详尽的Scarce: 稀缺的Tabletop: 桌面Outline: 框架大纲Strip: 条纹Lead: 铅Indicate: 暗示预示表示Flexible: 灵活的柔韧性强的Composition: 化合物组成Figure: 发现形象Metallic: 金属的Compound: 化合物Ingredient: 元素原料Iron: 铁Copper: 铜Refer to : 参考涉及Original: 最初的原始的Replace: 替代取代Judgment: 判断评判Foresight: 远见Revival: 复兴复活Intricate: 复杂的Innovation: 创新Electric: 电子的电的Lamp: 台灯Era: 时期TPO17-L1Hood: 头巾Analogy: 类似类比Complex: 复杂的Primitive: 原始的最初的Demonstrate: 证明Conceive: 构思以为怀孕Impose: 赋予强加于Narrow: 窄的变窄Reluctant: 勉强的Charcoal: 木炭Ivory: 象牙Organic: 有机的Radiocarbon: 放射性碳Minimum:最小的Technique: 技巧技术Discard: 抛弃丢弃Generation: 一代人Intact: 完整的原封不动的Site: 地点Bury: 埋葬Archaeology: 考古学Object: 物体Signature: 签名签字Carve: 雕刻切开Date: 日期Tusk: 长牙尖头Sculpture: 雕塑Portable: 手提的便于携带的Paleolithic: 旧石器时代的Prehistory: 史前的Define: 下定义定义TPO18-L2Examination: 检测Portrait: 肖像描写Commemorate: 纪念庆祝Relief sculpture: 浮雕Category: 分类类别Conquer: 占领Campaign: 作战竞选Dominant: 占主导地位的Essential: 基本的主要的Contemporary: 当代的Convince: 说服hypothesize: 假设Imperial: 帝国的皇上的Inhabitant: 居民居住者Reminder: 提醒Emperor: 皇帝君主Original: 最初的原始的Combination: 混合Mold: 模板Statue: 雕塑TPO19-L4Portrait: 肖像描写Instructor: 指导员Portraiture: 肖像画家Convey: 传达Vision: 观点视角Insight: 内在眼光Crucial: 关键的Prestige: 名望声望Feature: 特点Nephew: 侄子外甥Institution: 机构团体Headway: 前进进步Expressive: 表达的Contemplative: 沉思的冥想的Contrast: 对比Remind: 提醒Dreamlike: 如梦的朦胧的Vague: 模糊的Context: 背景环境Well-defined: 定义明确的界限划清的Contribute: 贡献的Insightful: 有想法的有思想的Brush stroke: 笔触绘画技巧Reveal: 揭露显示Interpretation: 解释翻译Undefined: 不明确的未下定义的Approach：接近解决办法Conventional: 传统的Philosophy:哲学心理学TPO20-L3Folk legend: 民间传说Feature：特点Identify: 确定身份Character: 角色Engage: 投入到Distinct: 独特的Contrast: 对比Branch: 分支Folk tale: 民间故事Reveal: 揭示揭露Illustrate: 阐明解释Domestic: 国内的家养的Characteristic: 特点Involve: 包括包含Supernatural：超自然的Category: 分类类别Giant: 巨大的巨人Transformation: 变形转变Peasant: 农民Resemble: 相似Involve: 包括包含Comical: 喜剧的Overall: 整体的Academic: 学术的Literature: 文学课后作业：篇章填空TPO 1 Lecture 1 Contemporary artListen to part of a lecture in a contemporary art class.ProfessorOk, I‟m going to begin this lecture by giving you your __________. Remember I said that at some point during thissemester I wanted you to ________at the Fairy Street Gallery and then write about it? Well, the exhibit that I wantyou to attend is coming up. It‟s already started in fact, but it‟ll be ________for the next month, which should give youplenty of time to complete this assignment. The name of the artist exhibiting there is Rose Frantzen. Frantzen‟s work maybe unfamiliar to you since she‟s a relative ly young artist. But she‟s got a very unusual style, compared to some of the artistswe‟ve looked at this term. But anyway, Frantzen‟s style is what she herself__________.So you‟veprobably studied both of these_____________, separate movements, Realism and Impressionism, in some of your arthistory courses. So who can just __________?StudentWell, Impressionism started in the late 19th century. Um…the basic impressionist style was very different from earlierstyles. It__________________________. Um… Impressionist painters tended to apply paint reallythickly, and in ____________, so the __________________________.ProfessorGood. What else? What were the ________?StudentWell, a lot of impressionist artists painted _____________, like people on the streets and in cafes, lots of nature scenes,especially_____________.ProfessorGood. So when you go to the exhibit, I really want you to take a close look at a certain painting. It‟s a ____________. And youwill see it right as you enter the gallery. The reason I think this painting is so important is that it____________________ of Frantzen‟s style. It‟s an outdoor scene, an everyday scene. It‟s kind of bleak, which you can really see those broadbrushstrokes and the blurry lines. The colors aren‟t quite realistic. The sky is kind of, well, in a natural…____________.And the fence in the foreground is blue, but somehow the overall scene gives__________of a cold, bleak, winter day on afarm. So that‟s the impressionist side of her work. Oh, and speaking about farms, that ________ me. One interesting thing Iread about Franzten is that when she first moved back to Iowa after living abroad, she often _____________ in her towncalled theSales Barn. And the Sales Barn, it was basically this place where the local farmers bought and sold their cattle,their farm animals. And the reason Frantzen went there, and she later on would__________ like dance halls, was toobserve people and the ways that they moved. She really found that this helped her work---that it gave her_______________________, how humans move, and stand still, what their postures were like, too. So, what aboutRealism? What are the elements of Realism we should be looking for in Fran tzen‟s work?StudentUm… real __________ of subject matter, pretty unidealized stuff, and pretty _____r, too.ProfessorGood. One other painting I really want you to look at is of a young woman surrounded by pumpkins. You will notice thatthe woman‟s face is so realistic looking that it‟s almost __________. The woman‟s nose is a little less than perfect andher hair is _________. This is realism. But then, the background of the painting, this woman with the pumpkins iswrapped in a blanket of broad thick bru shstrokes, and, it‟s all kinds of __________, kind of chaoticalmost when you look at it close. And there are __________. There‟s lots of orange, with little hints of an electric bluepeeking out. I find Frantzen to be a very ___________. I mean, some artists, to appreciate them,______________________. But here‟s a little bit about Rose Frantzen‟s life anyway. She attended art school, but was told by one of herinstructors that she was not goodat___________, t hat she should go into advertising instead. So she took advertising classesand fine arts classes too, until she was __________ by the head of an advertising agency that her work was really good, thatshe could be an artist. But of course, it‟s not as easy as that, and so Frantzen had to paint other __________at placeslike art fairs just to make money to buy paint for her more series of art work. No matter what, she never stopped painting.And now, Frantzen is doing extremely well. And her work is being shown all over the country. So I think most of us wouldbe ________d if we had to face ___________ like that. But what‟s important is that you keep at it that youdon‟t give up. That‟s what is really important to remember. TPO 13 Lecture 3 PoetryNarrator:Listen to part of the lecture in poetry class, the professor is discussingmedieval poetry.Professor:OK, so the two poems we are looking at today fall into the__________times, which was how long ago?Student:Almost a thousand years ago, right?Professor:Yes, that‟s right.Student:But, professor, are you sure these are ______? I mean I thought poems were shorter; these were more like___________. I mean one of them must all aboutlove, but the other one the Chan…Chan…whatever it called, the other one;it‟s all about _______________. I mean can both of them be_____________? Professor:Well, think back to ______________________.Student:AhaProfessor:Remember how we, we__________? In the very broadest sense, we saidit‟s written to________, to make you, the___________, have some kind of the_______________________ through the use of ____________, en, some kinds of___________________. And usually, but not always, there‟s_________________with the words that are used.Let‟s start with the Chanson poetry first. That‟s Chanson. Chanson poembecame popular in Europe, particularly in France, and the term is actually__________ a longer French phrase that___________to a…huh… songs of deeds.Now they were called __________because strangely enough, they werewritten to describe the _________ or actions of warriors, the ______________.We don‟t know a lot about the authors, it still contests somewhat.But we are pretty sure about _____ the Chanson poems were written for. Thatis---they were________________________. The poems were song performed by a minsstrola, a singer whotravelled from castle to castle, singing to its local lord and its knights. Ah…well, would someone_________________________ of the Chanson poemsyou read? Student:Well, there‟s a hero, and a knight, who goes to battle, and he is_________________, bravery and _________, loyalty to the___________, his country andhis fellow warriors in the field. He‟s a, he has a, he‟s a skilled fighter, willing toface the most extreme ______________________ anything andeverything to protect his king and country.Professor:Ok, now be given that the________________ for these poems were knightsand lords. What can we say about the purpose of Chanson poetry? Whatkinds of feelings were it ___________________?Student:I guess they must been really___________ those knights and lords who werelistening to them. Hearing the songs probably made them feel ____________,made them feel like a _________________________________, and whateverway they could.Professor:Good, we‟ve got a pretty good picture of what the Chanson hero was like.Now let‟s _______________________ in the other poem. The other poem is anexample what‟s called Romance Poetry. And the hero in the romance poemswas also_________. But what made the knight in Romance Poetry differentfrom the knight in Chanson poetry. Well, first the purpose of the hero‟s actions________. The hero in the Romance Poetry isindependent, purely solitaryin a way, not like the Chanson poet who was always _____________________________. He doesn‟t__________________ to protect his lords orcountry. He does it____________________, to improve himself, to show his_____________ and love for his lady. He‟s ____________ the particularrules of social behavior he has to __________ somehow. And all ofthose___________________________________________________. You may have noticed that in Chanson‟s poetry there isn‟tmuch about the hero‟s feelings. The focus is on ______________________. Butthe Romance Poetry describes a lot of the inner feelings, the_____________________ you could say, of the knight trying to improve himself, to ________________, so he‟s worthy the love of a woman.What it explains this difference? Well, a digging into the________________t tellsus a lot. Romance Poetry emerged few____________ after Chanson, and itsroots were in_____________ of France that were comer, where conflictwasn‟t central to people‟s lives._____________ meant there was moretime for education, travel, more time _________. Another name forRomance Poetry that‟s often _______with itis__________Troubadours were the authors of the new romance poems. And we know___________ the troubadours than we do about the Chanson authors, becausethey often had small ____________________added to their poems that givesmore specific information about their______________________andsmall outlines of their career. These information wasn‟t particularly _________because they were sometimes based on fictitious stories, great adventure orthe ___________ from parts of the different poems. But there is enough to______________________ about their social class. The political climateshave settle down enough so that troubadours had the luxury being able tospend most if not all of their time, creating, crafting or composing their lovesongs for their audiences. And yes these poems were also songs; manytroubadours were able to make a living being full time poets which should tellyou something about the value of that profession during the medieval times.NarratorListen to part of a lecture in an art history class.ProfessorGood morning, ready to continue our review of __________? Today, we will be covering the Upper_____ Period, which I am roughly ______ as the period from 35,000 to 8,000 BC. A lot of those cave drawings you have all seen come from this period. But we are also be talking about___________________, things that could be carried around from place to place. Here is one example.This_________is called the Lady with the Hood1, and it was carved from ivory,probably a mammoth‟s____. Its age is a bit of a_______. According to one source, itdates from 22,000 BC. But other sources claimed it has been dated closer to 30,000BC. Amy?Amy, Why ____________ when this head was made?ProfessorThat‟s a fair question. We are talking about prehistory here. So obviously the artis ts didn‟t________________ on anything they did. So how do we know when this figure was ________?TomLast semester I took an ______________ and we spent a lot time on, studying ways to date things. One technique I remember was using the _________________to date it, like how deep it was________.ProfessorThat would be Stratigraphy. Stratigraphy is used for dating portable art. Whenarchaeologists are___________, they make very careful notes about whichstratum(strata), which layer of earth they find things in. And, you know, the generalrule is that the oldest layers are at the ________________. But this only works if the sitehasn‟t been touched, and the layers are_______. A problem with this dating method is that an object could have been carried around, used for _______________before it was ____________. So it might be much older than the layer or even the site where it wasfound. The stratification _________ gives us the_________age of an object, whichisn‟t necessarilly_______________. Tom, in your archaeology class, did you talk about______________________?TomYeah, we did. That had to do with ________________, something to do with measuringthe amount of radiocarbon that‟s left in __________________. Because we know how fastradiocarbon decays, we can ____________________ of the organic material. ProfessorThe key word there is organic. Is art made of organic material?Well, you said the lady with the hood was carved out of_______.That ‟s organic. ProfessorAbsolutely. Any other examples?AmyWell, when they did those cave drawings. Didn‟t they use, like___________or maybe colors,_______made from plants?ProfessorFortunately, they did, at least some of the time. So it turns out that_________________ works for a lot of prehistoric art. But ag ain there‟s a problem. This _____________ what it analyzes, so you have to chip off bits of the object for testing.Obviously we are______________ that in some cases. And apart from that, there‟sanother problems. The date tells you the age of the material, say, a bone or a tree,the object is made from, but not the date when the artist actually created it. So, withradiocarbon dating, we get the ______________________ for the object, but it could beyounger.Ok, let‟ s say our scientific analysis has produced _________. Can we _________________?AmyCould we look for similar _____________? You know, try to find things common to one time period.ProfessorWe do that all the time. And when we see ____________in pieces of art, we assume some connection in time or place. But is it possible that we could be ______________ on that analysis?TomI am sorry. I don‟t get your point.ProfessorWell, we have all kinds of _________________ about how artistic styles develop. For example, a lot of people think the presence of _________________ t hat the work was done by a more sophisticated artist. While a lack of detail suggests ___________. But trends in art in the last century or so certainly challenge that idea. Don‟tget me wrong though, _____________________________t can help dating them. But we need to be careful with the idea that artistic development occurs in a straight line, from simple to_________________.AmyWhat you are saying is, I mean, I get the feeling that this is like a legal process, like building a legal case, the more pieces of____________ we have, the closer we get to theProfessor__________. And now you can see why we don‟t have an exact date for oursculpture, the lady with the_________.TPO 18 Lecture 2 Art HistoryA: Today we‟ll continue our ______of ancient Roman sculpture. We‟ve already looked at__________ which arebusts created to ________ people who had died, and we‟ve looked at___________ or sculpting on walls. And today we‟ll look at yet another _________ of sculpture-made copies of famous Greek sculptures.B: Why did they do that?A: Well no one knows for sure. You see, in the late 4th century B.C., the Romans began a _______________ the RomanEmpire, and in 300 years they had_______ most of the Mediterranean area and parts of Europe. You know the saying,copies. Roman sculptors often “To the victor belong the spoils”? Well, the Roman army returned to Rome with manyworks of Greek art. It‟s probably fair to say that t he Romans were _________ Greek art and culture and they began __________ the Greek statues. Now t___________ in traditional art his that Roman artists________________ especially compared to the Greek artists who came before them._________, the traditional view, a view that‟sbeen ________ for over 250 years, is that the Romans copied Greek sculptures because they couldn‟t create sculpture oftheir own. But finally some _____________ have challenged this view. One is Elaine Gazda . Gazda saysthat there might be other reasons that Romans made copies. She wasn‟t___________that it was because of a ______________. Can anyone think of another possible reason? Well maybe they just admired these sculptures. You know, theyliked the way they looked. Yes. That‟s one of Gazda‟s points. Another is that while nowadays reproduction is easy, itwas ______ in Roman times. Copying statues required a lot of skill, time and effort. So Gazda _______thatcopyingdidn‟t______________________ on the part of Roman artists, but rather the Romans madecopies because they admired Greek sculpture. Classical Greek statues represented an idealization of the human body andwere considered quite beautiful at the time. Gazda also believes that it‟s been a mistake to ________ the Roman copies as,wel l, copies for copy‟s sake and not to consider the Roman function and meaning of the statues.B: What do you mean the Roman function? Weren‟t they just for decoration?A: Well, not necessarily. Under the Emperor Augustus at the height of the Roman Empire, portrait statues were sentthroughout the empire. They were supposedto_______________ about the emperor and the___________and to help__________ of the __________ become familiar with the Roman coins were also distributedthroughoutthe empire. Anybody care to guess what was on them?The emperor‟s face? That‟s right! The coins were easy to __________ and they allowed people to see the emperor or atleast his likes and served as an ______________ to let them know, well, who was in charge. And the images helpedpeople become familiar with the emperor. Statues of him in different roles were sent all over the empire. Now, actuallysome Roman sculptures were _________but others were exact copies of Greek statues and some Roman sculptures were___________ of some sort. Some combined more than one Greek statue and others combined a Greek god or an athletewith a Roman‟s head. At the time of Julius Caesar, I ___________ to create statues that had the body of a god andthe head of an emperor. And the Romans were clever. What they did was they made plaster casts from ____________. Then they shipped these plaster casts to workshops all over the empire, where they were replicated in marbleor bronze. And on _________the heads were __________. They could put an emperor‟s head on different bodies,showing him doing different things. And then later when then time came they could even use the head of the nextemperor on the same body.TPO20 Lecture3-Literature(Folktales)NarratorListen to part of a lecture in a literature class.ProfessorAll right, so now we‟ve talked about________and seen that their ... one of their_____isthere‟s usually some_________ behind them. They are often about real people, so you can______________, and that‟s what____________ them. The particular stories might notbe true and some of the characters or events might be_______. But there‟s still a sense that thestory could have been true since it is about a________. That‟s ________from the othermain ________________, which is__________.Folk tales are___________ that ... um ... like folk legends, they have been passed down ______,from storyteller to storyteller for ... since ancient times. But with folk tales you don‟t ever really ________ that the story might have been true. They are purely __________________, I think anyway, about the _____ and the_________ between folk tales and culture,which we‟ll talk about.But first let‟s go over the ________ of folk tale and focus specifically on Norwegian folk talessince they____________ pretty well. There are in general three_________of Norwegianfolk tales.One is animal stories, where animals are the _________. They can be wild animalsor__________, and a lot of times they can talk and behave like humans, but at the same time, theyretain their___________too. They _________animals like bears,wolves and foxes.The point of these stories, their, their internal objectives, so the speak, is usually to explain somefeature of the animal, how it arose. So there‟s one about a fox who fools a bear into going icefishing with his tail. When the bearputs______ into the water through a hole in the ice, to tryand catch a fish, the ice freezes around it, and he ends up _________________. So that‟s why bearsto this day have such short tails.The second__________of Norwegian folk tale is______________. Eh ... stories about ______________ and trolls, and humans with supernatural powers or gifts, like invisibility cloaks. Orwhere people are turned into animals and back again into a person, those are calle d ______________..There‟s a well-known Norwegian _________ folk tale, a transformation story called East of theSun and West of the Moon, which we‟ll read. It________ a prince who is a white bear by night anda human by day. And he lives in the castle that‟s east of the Sun and west of the Moon, which theheroine in the story has to try to find. Besides being a good example of a transformation story,this one also has a lot of the common things that tend to show up in folk tales. You will find thestandard open ing, …once upon a time ... ‟ . And it has stock5characters like a prince, and a poorbutbeautiful________girl, she is the heroine I mentioned. And ... um ... it has avery___________. So no more than two characters are__________ any one scene. And it has a happy ending.And it‟s ... the story is presented as though ... well, even though a lot of the actions that occurredare pretty fantastic, so you‟d never think ofit________. The characters still act like ... They______ real people. They are not real or even based on historical figures. But you might have asupernatural story________a king, and he‟d act like you‟d expect a Norwegian king to act.OK. The third main kind of folk tale is the______story. We‟ll say more later about these, but fornow, just be aware of the category and that they can__________________, but they areusually more playful and amusing _____than supernatural stories.Now, as I said, traditionally, folk tales were just __________. Each generation ofstorytellers had their own style of telling a story. But ... um ... in Norway, before the 19th century,folk tales were just for kids. They weren‟t seen as worthy of______________. Butthis changed when the____________ spread throughout Europe in the mid-19th century.Romantics looked at folk tales as sort of a reflection of the soul of the people. So there wassomething _________ Norwegian in folk tales from Norway. And there was renewed pride in the_________ and art forms of individual countries. As a result, the first collection of Norwegian folktales is published in 1852. And there have been many new editions published since then. For thepeople of Norway, these stories are now an important part of what it means to be Norwegian.Narrator:Listen to part of a lecture in a music history class.Professor:Up until now in our discussions and readings about the broken early ___________, we‟ve been talking about the development of musical _____________within the relatively narrow social context of its patronage by the upper classes. _______, after all,had to earn a living and those who were employed in the services of a _______, well,I don‟t have to spell it out for you, ______________________, this would‟ve hadan effect on what was being _______________. Now, of course, there were manyother influences on composers, um, such as the__________ we‟ve seen in thedevelopment of some of the _____________, uh, you remember the transverse flute, theclarinet and so on.But I think if I were asked to identify a single ________________ in European music ofthis time, it would be the____________, which, interestingly enough also had a significant effect on European society of that time. And I‟ll get to that in a minute. Now,as we know,_______________ existed long before the piano - the organ, which dates back to the Middle Ages, as do other keyboard instruments, such as the harpsichord which is still popular today with some musicians. But none of these has hadas_________.Um, the piano was________in Italy in 1709. The word piano is short for pianoforte, a____________ the Italian words for soft and loud. Now, unlike the harpsichord whichcame before it, the piano is a percussion instrument. You see, the harpsichord is actuallyclassified as a______________, since pressing a key of a harpsichord causes a tiny quillthat‟s connected to the key to _________________t, much thesame as a guitar pick plucks the strings of a guitar But pressing the keys of a piano causestiny felt-covered hammers to strike the strings inside the instrument, like drumsticks ________________ This striking action is why the piano is_______________________Okay, so why is this so important? Well, the percussive effect of those little hammers means that the pianist, unlike the harpsichordist, can _____________ of the sound - how softly or loudly each note is struck, hence the name, pianoforte, soft and loud. Nowartistically for both composers and performers this was _______________. This brand new instrument, capable of producing loud and soft tones, greatly expanded thepossibilities for____________. This capacity for ______________________, in fact,was essential to the Romantic style that dominated 19th century music. But I‟m gettingahead of myselfUm, before we get back to the musical impact of this development, I wanna take a look atthe social impact that I mentioned earlier. Now, in the late 1 7005 and the earlier 1 800s, thedevelopment of the piano _____________ the growth of the middle class in WesternEurope. Of course folk music, traditional songs and dances had always been part ofeveryday life. But as mass production techniques were_________ in the 19th century, theprice of pianos dropped to the point that a larger。
