专听力真题答案及讲座原文

托福听力tpo65全套对话讲座原文+题目+答案+译文Section 1Conversation1原文Listen to a conversation between a student and an employee in the housing office. Employee: Hi. Here for your room key?Student: Actually, no, I got a bill in the mail today.Employee: Yeah, don’t worry about it. Some students got a second copy of their housing bills. You can just ignore it if you’ve already paid.Student: Yeah, no, actually it’s my phone bill. I just got it and it looks like there were all these calls made during the summer break, and I wasn’t even here. I turned in my room key at the end of last term.Employee: Right, but do you remember making arrangements to have your phone service turned off before you left?Student: Was I supposed to do that?Employee: Yeah, you were.Student: I didn’t know that.Employee: Yeah, it’s in the contract.Student: What contract?Employee: Okay, you had service with the phone company, right?Student: Sure.Employee: And you got a copy of the contract when you signed out.Student: Yeah, I guess so.Employee: Well, okay then, it’s buried in the details of the contract in fine print. And I’ve got to admit that I might not have noticed it myself but I’ve dealt with two or three other cases like this. And it does state that it’s your responsibility to cancel the service.Student: Really?Employee: I’m afraid so. You might not have seen it, but it’s in there.Student: But I thought that the housing office automatically shuts the service off when the university closes for the summer break.Employee: I’m afraid not. Classes may end for you, but the university doesn’t close down. We have a whole summer program of short courses, so it’s likely that someone who was enrolled in the summer program was assigned to your old room and when they might plug the phone in...Student: The service was already there. Oh, wow! I really made a stupid mistake. Employee: Oh, well, don’t be too hard on yourself. There is a chance we could do something. What was your old room number?Student: Baker Hall, Room 622.Employee: Okay. It looks like someone did stay there over the break. What I can do is contact them and ask them to give us a call, then we’ll explain what happened and we’ll give them your contact information.Student: Okay, but what if you don’t get a reply.Employee: Well, I hope that doesn’t happen, because if it does, then you are on your own. Again, what it comes down to is this，you signed a contract with the phone company, and there is really not much we can do to help you at this point.题目1.Why does the student go to the housing office?A. To request a telephone for her dormitory roomB. To turn in the key to her dormitory roomC. To ask about an unexpected bill she receivedD. To request an explanation about a bill she had already paid2.What mistake did the student make?A. She forgot to pay her housing fee.B. She did not cancel her telephone service.C. She failed to clean out her dormitory room.D. She forgot to return her dormitory key to the housing office.3.What does the man imply about the student with regard to her contract for telephone service?A. The student needs to show him the contract.B. The student failed to pick up a copy of the contract from the housing office.C. The student forgot to sign a copy of the contract.D. The student did not read the contract carefully.4.What does the man imply about the telephone bill?A. It might have been sent to the student by mistake.B. It may be larger than the student expects.C. The student may need to pay it.D. The student should send it back to the telephone company.5.Why does the student say this:Student: Actually, no, I got a bill in the mail today.Employee: Yeah, don’t worry about it. Some students got a second copy of their housing bills. You can just ignore it if you’ve already paid.Student: Yeah, no, actually it’s my phone bill.A. To correct a misunderstandingB. To apologize for interrupting the manC. To thank the man for the information he has providedD. To show her surprise at what the man just said答案C BD C A译文1.旁白：听一个学生和住房办公室员工之间的对话。

托福听力tpo69全套对话讲座原文+题目+答案+译文Section1 (2)Conversation1 (2)原文 (2)题目 (5)答案 (7)译文 (7)Lecture1 (10)原文 (10)题目 (14)答案 (16)译文 (17)Section2 (19)Conversation2 (20)原文 (20)题目 (23)答案 (26)译文 (26)Lecture2 (29)原文 (29)题目 (32)答案 (36)译文 (36)Lecture3 (39)原文 (39)题目 (42)答案 (46)译文 (46)Section1Conversation1原文Student:Hi I'm Robert West,we had an appointment.University administrator:You hear about your graduation form right?I'm about to print it out.Student:Oh good,thanks,I was kind of wondering what it is all about,I mean,I’ve completed more than enough courses work to graduate.University administrator:All this is strictly routine,of course you have to finish your course work.But this form is just the administrative checklist.It's our way of making sure you don't have any unfinished university business,like unpaid tuition bills or lab fees that’s sort of thing.Student:Well,I do have an outstanding student loan,but I was told that I don't have to start paying that off yet,not until I get a job,I do have a job interview tomorrow.University administrator:well,good luck with it,but not yourloan,it's not an issue here.Let’s see,the only problem I see is um，what’s this fine for…uh,an overdue CD that you borrow from the music library.Student:Really?I…I checked it out,like three months ago,but wasn’t really for me.University administrator:Oh,you checked it out for a friend？Student:No,for a faculty member actually.We need that music for a play we produced.Uh,professor Williams was our director and I was in the show.Anyway,he’d asked me to borrow the recording from the library.University administrator:Okay,but that still doesn't explain why you didn't return it.Student:Well,he ended up with it.He says he’d return it.And I just assumed that was that.Because I never heard anything from the library.University administrator:That’s all,you used it and you know this.Student:Yeah,Oh,but I did recently move to a new apartment, maybe they did send something.University administrator:Okay,well this should’ve been done in a time in manner.But as they say better late than never,if you return the CD now,you get away with just a late time, which is a lot less than the fee to replace it.Student:Yeah,but it's totally not my fault,so now I have to track down the CD to avoid having to pay this replacement fee.University administrator:Well,yes.I mean it sounds like there was some kind of a mix-up,but the burden is still on you to settle your library account.You know it,it might be that their records are wrong,so first I suggest you go there make sure and then you might have to go talk to professor Williams.Student:Oh,I guess I have no choice.University administrator:Don't worry too much,these things always get sorted out.Student:Yeah,you’re right.It's no big thing,I should be more worried about my job,interview,then about this.University administrator:And when it’s all worked out,come back here for your paper work.题目.Why does the student go to see the woman?A.To make sure he has completed enough course work to graduateB.To find out when his student loan must be paid backC.To pick up an administrative formD.To complain about a library fine2.What is the student's problem?A.He forgot to return some library books.B.He cannot start paying off his student loan yet.C.He paid his graduation fee too late.D.He owes money to the music library.3.Who is Professor Williams?A.The head of the libraryB.The director of a play the student was inC.The student's music professorD.The person who arranged a job interview for the student4.What is the most likely reason the student did not receive the notice from the library?A.He recently moved.B.He has been out of town.C.The library just mailed it the day before.D.The library sent it to Professor Williams.5.What can be inferred about the student when he says this:University administrator:Well,yes.I mean it sounds like there was some kind of a mix-up,but the burden is still on you tosettle your library account.You know it,it might be that their records are wrong,so first I suggest you go there make sure and then you might have to go talk to professor Williams.Student:Oh,I guess I have no choice.A.He is not sure how to respond to the woman.B.He feels he has been treated unfairly.C.He wonders if there is another solution.D.He does not think the woman's suggestions will work.答案C D B A B译文1.学生：嗨！我是Robert West，我们之前有约。

托福听力tpo51 全套对话讲座原文+题目+答案+译文Section 1 (2)Conversation1 (2)原文 (2)题目 (4)答案 (5)译文 (5)Lecture1 (7)原文 (7)题目 (9)答案 (11)译文 (11)Lecture2 (13)原文 (13)题目 (16)答案 (18)译文 (18)Section 2 (20)Conversation2 (20)原文 (20)题目 (22)答案 (24)译文 (24)Lecture3 (26)原文 (26)题目 (28)答案 (30)译文 (30)Lecture4 (32)原文 (32)题目 (34)答案 (36)译文 (36)Section 1Conversation1原文NARRATOR: Listen to part of a conversation between a student and her biology professor.MALE PROFESSOR: So the assignment is to reproduce one of the animal camouflage experiments we read about in our text book. Which experiment did you pick? FEMALE STUDENT: Well... I was wondering if I could try to reproduce an experiment that's kinda the opposite of what was discussed in the textbook?MALE PROFESSOR: So, instead of how and why an animal might hide itself, you want to do something about why an animal might want to be seen? Hmmm. Tell me more. FEMALE STUDENT: Well, I got the idea from one of the journals you said we should look at…it's an experiment about, um, they called them eyespots in the article? MALE PROFESSOR: Eyespots, sure, the patterns on the wings of moths and butterflies that are generally believed to scare off predators because they look like big eyes. FEMALE STUDENT: Yeah, except the article was about an experiment that disputes that theory.MALE PROFESSOR: Well, we know that the markings do scare the birds, but the idea that the spots look like eyes is, well that's just a commonly held belief.FEMALE STUDENT: So—that's not even based on research?MALE PROFESSOR: Well, this whole idea of moth or butterfly markings being scary because they look like eyes rests on how we imagine that their predators—like birds —perceive the markings. And we can never really know that. All we can do is observe bird behavior. But tell me more about the experiment.FEMALE STUDENT: OK, so the experiment looked at the shapes of the markings onmoth wings. The researchers wanted to know if the markings that were round or eye-shaped were more effective at deterring predators than square or rectangular markings.MALE PROFESSOR: OK…FEMALE STUDENT: Yeah. So, they attached food to paper models of moths, with different shaped marks drawn on the wings, to see how birds reacted. And what's interesting is, they realized that the round marks were not more effective at scaring birds than other shapes.MALE PROFESSOR: Were they less effective?FEMALE STUDENT: No, they were about the same... but what researchers did determine is that larger markings are more effective than smaller markings at scaring off prey. They called this phenomenon “visual loudness.”MALE PROFESSOR: Visual loudness, huh. Well, I guess it's not all that shocking, if you think about it.FEMALE STUDENT: So, anyway, is it OK? Can I repeat this experiment and write about it?MALE PROFESSOR: Yes, I think that'll work. The problem I foresee is, well, where? This is an urban campus...You'll have a hard time finding a good place to set up the experiment.FEMALE STUDENT: Oh, I-I wasn't planning on doing it on campus. I'm going home for spring break, and my family lives in the country, far from the nearest city. I can set it up in the backyard.MALE PROFESSOR: Good idea. Except one week is not a lot of time. So you'll need to make some adjustments to have enough data. I'd set up the experiment near a bird feeder, and get in as much observation time as you can.题目1.Why does the student talk with the professor?A. She wants permission to revise an experiment that she conducted earlier.B. She has a question about the findings of an experiment in the textbook.C. She wants to reproduce an experiment that is not in the textbook.D. She would like some advice about how to study butterfly and moth behavior.2.What does the professor say is a common assumption about certain markings on butterfly and moth wings?A. That the markings are usually hidden from viewB. That the markings attract some kinds of birds more than othersC. That some birds perceive the markings as large eyesD. That butterflies and moths use the markings to attract mates3.What were the results of the experiment that the student describes? [Click on 2 answers.]A. Birds reacted to round markings the same way they reacted to square markings.B. Large markings scared birds more than small markings did.C. Most birds ignored markings that looked like eyes.D. Birds were attracted to more colorful markings.4.Why does the professor mention a bird feeder?A. To suggest a strategy that may help the student carry out her task successfullyB. To recommend a place on campus that is suitable for the student's projectC. To discuss another experiment that has yielded surprising resultsD. To point out a problem in the design of the original experiment5.What can be inferred about the student when she says this:Professor: Well, we know that the markings do scare the birds but the idea that the spots looked like eyes is……well, that is just a commonly held belief.Student: So, that’s not even based on research?A. She is skeptical about what the professor just told her.B. She just realized that she designed her experiment incorrectly.C. She is worried that she misunderstood something that she read.D. She had assumed that there was scientific evidence for the theory.答案C C AB A D译文旁白：请听一段学生和其生物学教授之间的对话。

托福听力tpo66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 (15)答案 (16)译文 (17)Lecture2 (18)原文 (18)题目 (20)答案 (22)译文 (22)Lecture3 (24)原文 (24)题目 (27)答案 (28)译文 (29)Section1Conversation1原文Student:How was that conference last weekend?Professor Miles.Professor:Great.I heard some really terrific presentations,refreshing topics too. About all these,you don't usually hear too much about.Student:why not?Professor:Oh,it's a funny thing about academia.It thinks scholars would do research about every topic imaginable.But actually,some authors,some genres aren't respective very much.So not very much is written them...gothic literature,detective novels.Student:But that's what the conference was about？Professor:Yeah,pretty much.It was kind of subversive,I guess.But there's a whole wealth of knowledge out there just waiting to be explored.I find that really exciting.Student:Sure.Professor:Yeah.Anyway,you wanted to ask me about the final paper?Student:Yeah，which I see now ties into the theme of that conference,since we're supposed to write about a book from one of those lesser genres.I was wondering what about science fiction?Professor:Sure.Though it's a genre that's actually getting more and more respect within academia.There was even a talk at the conference about Jack Vance.Student:He wrote planet of adventure,right?Professor:Yeah.He's a well-researched respected science fiction writer.If you're interested in science fiction,you could look them up.That leads you to lots of other authors and lots of possibilities for your paper.Student:Great.I'm relieved you think that,that's a good genre to study.I'll find a book that interests me and do the paper on that.It seems like most people assume that science fiction is kind of like,I don't know,junk literature.Professor:Yes,a lot of people do.Student:Yeah,but I've read somethings and I think that some of it is really well written and it takes so much imagination to write SCI-Fi.Professor:Well,careful,though,there is a difference between science fiction and Scifi.Student:What do you mean?Professor:SCI fi,that's what you tend to see in films.It has all the spaceships and robots,and it focuses on exotic technology you know factor like special effects，at the expense of a well written story.I think a lot of people don't realize this and tend not to make a distinction.Student:Okay.Professor:But true science fiction is much more intellectual than that. The story is very important,and even though it might take place in an imaginary world,it might have exotic gadgets.The focus is on the plot.Science fiction creates metaphors about our world.And well what it means to be human.It's meant to get people to think about real things like history and human behavior.That's worthy of your time,but not SCI fi.Student:Great.Well.Can I let you know next week which book I want write about?Professor:Sure.题目1.Why does the man go to see the professor?A.To find out what the assignment is for the final paperB.To discuss a conference that the professor attendedC.To get a topic area approved for a class assignmentD.To find out the difference between science fiction and sci-fi2.What was unusual about the conference that the professor attended?A.It included presentations by many scholars who were not well known to the professor.B.It included presentations by students.C.It focused on authors who are respected by most scholars.D.It focused mostly on less popular literary genres.3.Why does the professor mention Jack Vance?[Click on2answers.]A.To encourage the man to write a paper about Planet of AdventureB.To support her point that some authors should be researched moreC.To indicate a way for the man to begin looking for a suitable topicD.To demonstrate that science fiction is gaining attention from scholars4.What is the man’s attitude toward science fiction?A.He is confident that it will become more respected.B.He disagrees with a commonly held opinion about it.C.He understands why it is not well respected.D.He is impressed that it includes exotic technology.5.According to the professor,what is a key difference between sci-fi and science fiction?A.Sci-fi is intellectually more challenging than most science fiction.B.Science fiction stories are often made into films.C.Science fiction places more importance on plot than sci-fi does.D.Science fiction makes little use of exotic technology.答案C D CD B C译文1.学生：上周末的会议如何，Miles教授？2.教授：很好，我听到了很多非常精彩的演讲，以及令人耳目一新的话题，而且这些话题平时都没机会听到。

2021年英语专八听力真题和原文答案PART I LISTENING COMPREHENSION [25 MIN]2021英语专八真题音频.mp3SECTION A MINI-LECTUREIn this section, you will hear a mini-lecture. You will hear the lecture ONCE ONLY. While listening, please complete the gap-fulling task on ANSWER SHEET ONE and write NO MORE THAN THREE WORDS for each gap. Make sure the word(s) you fill in is (are) both grammaticallyand semanticallyacceptable.You may use the blank sheet for note taking. You have THIRTY seconds to preview the gap-filling task. Now listen to the mini-lecture. When it is over, you will be given THREE minutes to check your work.Current Challenges Confronting U.S. Higher EducationSection B InterviewThis is the end of Part Two of the interview. Questions 6 to 10 are based on what you have just heard. Question 6, what did Maureen think about socializing with writers?Question 7, what was Maureen's view about a community for poets?Question 8, why did her sections have concluding stanzas?Question 9, what did Maureen think about her way of poetry reading?Question 10, what is the interview mainly about?This is the end of Part One of the interview. Questions 1 to 5 are based on what you have just heard. Question 1, what is Maureen McLean, according to the interviewer?Question 2, when did Maureen first begin to read poetry?Question 3, who were the most important teachers to Maureen?Question 4, which of the following did Maureen feel more strongly about when she returned to teach at Harvard?Question 5, why did Maureen bring recordings to class?答案解析和原文1、MINI-LECTURE 录音原文Current Challenges Confronting U.S. Higher EducationGood morning, everyone. In our last lecture, we discussed challenges that face universities and colleges worldwide. Today, we'll take a special look at U.S. higher education and see what challenges U.S. higher education is facing. OK, let's get started.The first challenge we are examining in today's lecture is the force of the marketplace on higher education. Many people believe that the marketplace has overtaken state government as the dominant external force, shaping and reshaping American higher education, even for public colleges and universities. You may ask, why is it so? Well, as is always the case, government support is not keeping pace with educational expenditures. So, in many ways the market is having more bearing on higher education than government. In order to create more flexibility, many public colleges and universities are now asking for less government regulation and supervision. In some instances, they are even asking for less state money in return for more autonomy. And, their argument is that the current structures and accountability requirements have hindered their capacity to be effective and efficient. The ability to set their own tuition fees and secure freedom from state policies and regulations in areas, such as purchasing and building, represent just some of the additional autonomy that public institutions are seeking. And many are pressing for new legislation to provide this freedom through a range of innovations, including public corporations, charter colleges, state enterprise status and performance contracts.So, what is the result of these efforts? Well, the result is that activities and research in certain fields and disciplines, for example, engineering, applied natural science and agricultural science become higher institutional priorities because they have stronger market value than other programs such as humanities do. So, what has happened is that institutions create new programs, alter academic calendars and pursue differentfinancial aid policies to capture more and better students, in particular those who can afford to pay high tuition. For instance, executive MBA programs are increasingly popular. Also, institutions seek contracts and partnership agreements and enhance research programs with practical applications that have large financial payouts. In order to do so, they are changing their institutional structures. And how do they do it? Let me tell you, institutions would add new units that focus on generating external grants and bringing new technology to market. They would build conference centers and create for profit subsidiaries. All of these are done to generate more revenue for institutions. What are the implications of this? Well, the implications are that academic research is increasingly focused on marketable knowledge. Entrepreneurial priorities are taking precedence, services are being outsourced, and students are carrying an increasing burden to pay higher tuition fees for their education.Then how do university administrators view this trend? That is, the marketplace is showing stronger impact on how institutions are run. In fact, university administrators see little option except to respond to the marketplace. The reason is if their institution does not react effectively, it will not have the necessary resources to offer high quality and diverse academic programs. Institutions unable to compete may face hard circumstances because government support continues to fall, students become better informed consumers and advances in technology also widen the number and reach of competitors. In turn, the ability to compete for students, resources, faculty and prestige becomes a driving strategic force. At its extreme, competition can overtake more traditional academic values. However, the downside of pursuing market goals without appropriately balancing them against the public good is, is that institutions will no longer be able to fulfill their social responsibility to produce well-educated citizens and face the threat of losing their privileged place in society as they resemble more closely other market driven organizations.Now, let's move on to the second challenge facing U.S. higher education, that is the tension between competition and equality in admissions decisions. Since World War Two, U.S. higher education has been engaged in a process of massification, that is expanding to serve students from all walks of life. Motivating this effort is a widespread belief in the power of education to create social and economic mobility, and a belief in the morality and social value of making higher education accessible to everyone. Research data bear out public perceptions. When young people from low-income backgrounds complete a bachelor's degree. Their income and employment characteristics after graduation are equivalent to their peers from more affluent backgrounds. So, education can truly be the great equalizer.Although there is widespread public faith in the value of higher education, the progress of massification has been slow and uneven. And why is it slow and uneven? Well, one, higher education did not admit significant numbers of racial and ethnic minorities until after the civil rights of the 1960s forced change. Second, despite significant expenditures on financial aid, minority and low-income individuals are still less likely to attend college than whites or students from middleand upper-income families. Although access gaps have nowadays narrowed somewhat, large gaps remain between completion rates. Low-income students come to college less prepared and must balance academic demands with work and family responsibilities.Finding ways to increase the enrollment rates of low-income students and encourage their success once enrolled are two of the most important problems facing American higher education. One of the challenges to meet these goals is that they can conflict with the other central tenets of American higher education, that is, market competition and resistance to government control. As I said before, for example, institutional competition for the most academically talented students is likely to encourage increased use of tuition discounting for students who have no financial need. And this could divert resources away from low-income students who need financial aid. Similarly, institutions may seek to distinguish themselves in the academic marketplace by becoming more selective in admissions decisions, thus reducing the number of low-income students admitted. However, a primary role of government is to mediate the potentially negative effects of competition by insisting that institutions adhere to their missions, and that institutions provide need-based financial assistance to students. So, a constant preoccupation of American higher education is this tension between the competitive, ambitious natureof institutions and the interests of government in promoting important public goals, primary among them, broad access and widespread success for all students.OK, for today's lecture, we have briefly discussed some of the major challenges facing U.S. higher education, such as the impact of the marketplace on institutions and the tension between competition and promoting public goals.2、MINI-LECTURE 答案解析1. dominant / prevailing / governing 等解析：美国高等教育所面临的两大挑战之一便是市场的力量。

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。

托福听力tpo67全套对话讲座原文+题目+答案+译文Section1 (1)Conversation1 (2)原文 (2)题目 (4)答案 (6)译文 (6)Lecture1 (8)原文 (8)题目 (10)答案 (12)译文 (13)Lecture2 (14)原文 (14)题目 (16)答案 (18)译文 (19)Section2 (20)Conversation2 (20)原文 (20)题目 (23)答案 (25)译文 (25)Lecture3 (27)原文 (27)题目 (29)答案 (31)译文 (32)Section1Conversation1原文Student:Hi.I know it's Friday afternoon and all,but this is kind of an emergency.Supervisor:Oh,what kind of emergency?Exactly?Student:Well,I mean,there's no danger or anything.It's like a personal emergency. It's about my apartment.Supervisor:Well,I really only deal with dormitories.The apartment facilities, supervisors,offices,next door room,208ask for Jim.Student:I just came from there.They sent me to you.It's a problem with my stove.Supervisor:And they sent you here.All right.Now,what's the problem?Student:My stove isn't working at all.It won't even turn on.Supervisor:It's electric?Student:Yes.Supervisor:Okay,our electrician is out today,his daughter is getting married tomorrow.So realistically he probably won't get to it until Monday afternoon. Perhaps Tuesday.Student:Really,we have to go without a stove for a whole weekend,possibly more?Supervisor:Yes,as you pointed out,this is not a dire emergency,so it's going to be handled under the normal maintenance schedule,which is Monday through Friday.And I know for a fact that Monday is already pretty tight,the electrician will have a lot to catch up on.So when I say possibly Tuesday,I'm just trying to be realistic.Student:But I really rely on that stove.I don't have any kind of on campus dining arrangement or contract.Supervisor:Well,I understand,but…Student:And it's not even the whole problem.I'm expecting a bunch of people to show up tomorrow night.I'm going to be hosting a meeting of the editorial staff of the school paper.And a dinner was scheduled.Supervisor:Now I see which you meant by a personal emergency,but all I can really do is put in a work request.I'm sorry.Student:I just got finished shopping for all the food for the meeting.Ah.I guess,I'll just have to call it off.Supervisor:Why would you cancel the meeting?Student:Well,I mean,I could do it next week.Supervisor:Couldn't you like use a neighbour or something?Student:I don't think so.I mean,the only neighbors I really know,well enough to ask the guys next door,if you saw the state of that kitchen,you'd understand.I'm not sure I could find the stove under all the mess.Supervisor:I see.Well,we could try to set you up in one of our conference rooms in the Johnson building.Student:Really?I thought that student groups couldn't book the rooms in Johnson.Supervisor:Well,normally they can't.However,given your situation,I can try to putin a word with some people and see if we can make an exception here.There is also a full kitchen in the Johnson building,so you'd be covered there.Student:Okay.Yes.That definitely would work.Um.Do you have any idea when you know if you can make this happen or not?Because I'll need to let people know.Supervisor:Yeah,I understand people need to know what's going on.Um.Let me get back to you in an hour or so on this.Can you leave me your phone number?Student:Sure.Thanks.题目1.Why does the woman go to see the facilities supervisor?A.To find out where there is a stove that she can useB.To complain about her treatment in another facilities officeC.To ask if a meeting can be moved to another locationD.To schedule repairs for a broken appliance2.Why does the woman believe that her problem is a serious one?[Click on2 answers.]A.She does not have an on-campus option for meals.B.She is concerned that the stove could be dangerous.C.She knows that other students have had similar problems.D.She was relying on using the stove for an upcoming event.3.What will the woman probably do next?A.Request an emergency repair for her stoveB.Prepare a meal that does not need to be cookedC.Move her event to a different locationD.Reschedule her event to the following week4.What does the woman imply about her next-door neighbors?A.Their kitchen is too dirty for her to use.B.Their stove is not functioning properly.C.They do not let other people use their stove.D.They will be using their kitchen this weekend.5.What can be inferred about the supervisor when he says this:Student:I just got finished shopping for all the food for the meeting.Ah.I guess,I'll just have to call it off.Supervisor:Why would you cancel the meeting?Student:Well,I mean,I could do it next week.A.He feels sorry for the woman.B.He believes that the woman's plan of action is not necessary.C.He wants to know the reason for the woman's decision.D.He wants the woman to confirm her plan.答案D AD C A B译文1.学生：嗨。

专八真题听力原文及答案解析听力是英语考试中的重要组成部分，对于提高听力能力以及提高考试得分有着至关重要的作用。

准备专八考试的考生不可忽视掌握的重要性。

本文将为大家提供一些专八真题听力原文及答案的解析，希望能够给大家带来帮助。

1. 学术演讲：原文：The speaker discusses the development of modern science and how it has changed our lives. He mentionsdifferent areas of scientific research and technological advancements that have had significant impacts on society. He highlights the importance of interdisciplinary collaborationin solving complex problems and encourages young scientiststo pursue their passion for discovery.答案解析：这篇学术演讲讨论的是现代科学的发展以及它对我们生活的影响。

演讲者提到了不同的科学研究领域和技术进步对社会产生的重大影响。

他强调了跨学科的合作在解决复杂问题中的重要性，并鼓励年轻科学家追求他们对探索的热情。

2. 新闻报道：原文：The news report covers the recent increase in carbon emissions and its impact on global climate change. It discusses the various sources of carbon emissions, includingindustrial activities, transportation, and deforestation. The report also mentions the efforts being made by governments and organizations to reduce carbon emissions and promote sustainable practices.答案解析：这则新闻报道涵盖了最近碳排放量的增加以及它对全球气候变化的影响。

托福听力tpo68全套对话讲座原文+题目+答案+译文Section 1 (2)Conversation1 (2)原文 (2)题目 (5)答案 (7)译文 (8)Lecture1 (10)原文 (10)题目 (13)答案 (16)译文 (17)Lecture2 (19)原文 (19)题目 (24)答案 (27)译文 (27)Section 2 (30)Conversation2 (30)原文 (30)题目 (33)答案 (36)译文 (36)Lecture3 (39)原文 (39)题目 (43)答案 (46)译文 (46)Section 1Conversation1原文Student: Hi i'm i'm, i'm, Randy Beecham. I really need to speak with professor Clark right away. Could you get me into see her?Assistant: Well, she is conducting oral exams right now, I can't interrupt her. The exams began at 8:00 this morning and are scheduled to go on all day.Student: But I was supposed to take my oral at 9 this morning, and well I don't know what happened, my alarm clock didn't go off for some reason and I overslept.Assistant: Oh dear!Student: I know it's like, really embarrassing, when I open my eyes and saw with already 9:30 I just got here as fast as I could.Assistant: Well，since you didn’t show up your schedule time. The professor would probably consider it an unauthorized absence. I’m afraid that it will translate into an automatic failing grade for that portion of the exam.Student: Oh no, and I was so prepared, I stayed up all night studying. Is there any way I can maybe reschedule it？Assistant: I don't know what to tell you Randy. As I said professor Clark will be examining students to four o'clock today and all day tomorrow, then it’s the weekend.Student: What about like, first thing Monday morning？Assistant: No, Monday is not possible, exam week ends tomorrow when the dean, it's the dean who says the university’s rules on these matters, you know, not the professors. The dean is very strict about granting extensions except under extraordinary circumstances.Student: Um, so, I guess the defect of alarm clock wouldn’t account as extraordinary, huh.Assistant: I'm afraid we’re talking something more on the order of illness or if you had an unavoidable conflict, like an exam in another class schedule for the same time. But you know, since exam week isn't over yet, it probably would be worthwhile trying to speak with professor Clark, she might be able to find a solution.Student: You now, the oral part of the exams only an half hour long, do you think she’d be willing to stay later this afternoon or coming a little early tomorrow ?Assistant: I'm sure should do her best. But I can't speak for her of course.Student: But I can't just stick around all day waiting for her. Do you think she will be breaking for a lunch.Assistant: Well, I hope so for her sake, let me check her schedule again. Well, she's got student’s schedules to noon, then she has one hour break before the afternoon exams schedule begins. So yes, she apparently does plan to break for lunch.Student: Noon, ha.Assistant: That's what it says.Student: Okay, why don't I come back at noon then, but if you happen to see her in the meantime, would you please say I was here and that I'm really sorry I was late for my exam.Assistant: Of course, good luck!题目1.What problem does the student have?A. He is unsure about the material he needs to study for an exam.B. He missed the deadline for submitting a paper.C. He does not know when the exam period starts.D. He needs to reschedule an exam.2.What reason does the student give for missing an appointment with his professor?A. His alarm clock did not work properly.B. He was confused about the time of the appointment.C. He felt ill when he woke up that day.D. He had an exam in another class.3.Why does the woman mention the dean?A. To indicate that the dean will probably accept the student’s excuseB. To point out that the professor is not able to extend the exam periodC. To explain that extensions are not granted under any circumstancesD. To indicate that the student needs to report to the dean4.Why do the speakers think that the professor might be able to help the student?[Click on 2 answers.]A. The exam period has not ended.B. The professor may excuse the student from taking the exam.C. The professor may grant an extension of the exam.D. The oral exam takes only half an hour.5.What does the woman imply when she says this:Student: But I can't just stick around all day waiting for her. Do you think she will be breaking for a lunch.Assistant: Well, I hope so for her sake.A. The professor usually breaks for lunch during exams.B. The students enjoy eating lunch with the professor.C. The professor will get tired unless she takes a break.D. The exams will end early in the afternoon.答案D A B AD C译文1.学生：嗨！我是Randy Beecham，我真的需要和Clark教授马上谈一下。

托福听力tpo39全套对话讲座原文+题目+答案+译文Section1 (2)Conversation1 (2)原文 (2)题目 (4)答案 (5)译文 (5)Lecture1 (7)原文 (7)题目 (9)答案 (11)译文 (11)Lecture2 (13)原文 (13)题目 (16)答案 (17)译文 (18)Section2 (20)Conversation2 (20)原文 (20)题目 (22)答案 (23)译文 (23)Lecture3 (25)原文 (25)题目 (27)答案 (29)译文 (29)Lecture4 (30)原文 (30)题目 (33)答案 (34)译文 (35)Section1Conversation1原文NARRATOR:Listen to a conversation between a student and a theater professor.MALE STUDENT:Hi,Professor Jones.FEMALE PROFESSOR:Hey,didn't I see you at the performance of Crimes of the Heart last night?MALE STUDENT:Yeah…actually my roommate had a small part in it.FEMALE PROFESSOR:Really?I was impressed with the performance—there sure are some talented people here!What did you think?MALE STUDENT:You know,Beth Henley's an OK playwright;she's written some decent stuff,but it was a little too traditional,a little too ordinary…especially considering the research I’m doing.FEMALE PROFESSOR:Oh,what’s that?MALE STUDENT:On the Polish theater director Jerzy Grotowski.FEMALE PROFESSOR:Grotowski,yeah,that's a little out of the mainstream…pretty experimental.MALE STUDENT:That’s what I wanted to talk to you about.I had a question about our essay and presentation.FEMALE PROFESSOR:OK…MALE STUDENT:Yeah,some of these ideas,uh,Grotowski's ideas,are really hard to understand—they're very abstract,philosophical—and,well,I thought the class would get more out of it if I acted out some of it to demonstrate.FEMALE PROFESSOR:Interesting idea…and what happens to the essay?MALE STUDENT:Well,I'll do the best I can with that,but supplement it with the performance—you know,bring it to life.FEMALE PROFESSOR:All right,but what exactly are we talking about here?Grotowski, as I'm sure you know,had several phases in his career.MALE STUDENT:Right.Well,I’m mainly interested in his idea from the late1960s…Poor theater,you know,a reaction against a lot of props,lights,fancy costumes,and all that…so,it’d be good for the classroom.I wouldn’t need anything special.FEMALE PROFESSOR:Yes.I’m sure a lot of your classmates are unfamiliar with Grotowski—this would be good for them.MALE STUDENT:Right,and this leads…I think there's overlap between his Poor theater phase and another phase of his,when he was concerned with the relationship between performers and the audience.I also want to read more and write about that.FEMALE PROFESSOR:You know,I saw a performance several years ago…it really threw me for a loop.You know,you're used to just watching a play,sitting back…but this performance,borrowing Grotowski's principles,was really confrontational—a little uncomfortable.The actors looked right in our eyes,even moved us around, involved us in the action.MALE STUDENT:Yeah,I hope I can do the same when I perform for the class.I'm a bit worried,since the acting is so physical,that there's so much physical preparation involved.FEMALE PROFESSOR:Well,some actors spend their whole lives working on this…so don't expect to get very far in a few weeks…but I'm sure you can bring a couple of points across.And,if you need some extra class time,let me know.MALE STUDENT:No,I think I can fit it into the regular time for the presentation.FEMALE PROFESSOR:OK.I think this'll provide for some good discussion about these ideas,and other aspects of the audience and their relationship to theatricalproductions.题目1.What are the speakers mainly discussing?A.A play by Grotowski that was discussed in class.B.A proposal that the student has for an assignment.C.A play that is currently being performed at the university.D.The main phases in Grotowski's career as a director.2.What does the student imply when he talks about the play he recently attended?A.He attended the play because he is writing an essay on it.B.He wished the play were more experimental.C.He thought his roommate showed great talent.D.He was not familiar with the author of the play.3.What are two characteristics of Grotowski's theater that the speakers mention?[Click on2answers.]A.The minimal equipment on the stage in his productions.B.The single stories that his plays are based on.C.The elaborate costumes the actors wear in his plays.D.The actions of the performers in his plays.4.Why does the professor mention a play she attended several years ago?A.To compare it to the play she saw the previous evening.B.To suggest that Grotowski's principles do not necessarily lead to effective theater.C.To show how different it was from Poor theater.D.To provide an example of one of the ideas the student wants to research.5.What does the professor imply about the acting the student wants to do?A.Audiences are no longer surprised by that type of acting.B.The acting requires less physical preparation than he thinks.C.He will not be able to master that style of acting easily.D.He should spend less time acting for the class and more time on class discussion.答案B B AD D C译文旁白：请听一段学生和戏剧学教授之间的对话。