篇一：【TPO1—34】托福听力真题原文以及答案汇总
智课网TOEFL备考资料
【TPO1—34】托福听力真题原文以及答案汇总
摘要： 很多考生在复习的时候会发现自己的托福听力是很难复习的，大家都抓不住窍门也不知道什么备考资料能帮助我们的复习，今天小编就为大家准备【TPO1—34】托福听力真题原文以及答案汇总，希望各位考生可以看看。
很多考生在复习的时候都知道tpo是 托福 考试最实用的资料，那么我们在使用的过程中肯定贵遇到各种各样的问题，今天小编就为大家带来【TPO1—34】 托福听力 真题原文以及答案汇总，我们来看看吧。
1.Why does the man visit the professor?#
To get the professor's approval for his paper topic.#
To ask for source material for his paper.#
To ask the professor's opinion about a particular production of a Shakespeare play.#
To get help finding articles about a play.#
2.What is the subject of the man's paper?#
The influence of film on theater.#
The transient nature of theater.#
Modern interpretations of a play by Shakespeare.#
A comparison of different film versions of Shakespeare s plays.#
3.What do the speakers say about Peter Brook s production of A Midsummer Nights Dream?Click on 2 answers.#
It influenced subsequent productions.#
It was performed only a few times.#
Written accounts of it are difficult to find.#
Film versions of it probably do not exist.#
4.What point does the professor make when she mentions that some students are writing about nineteenth- century productions of Shakespeare's plays?#
Other students paper topics are even more difficult than the man's topic.#
The man should refer to some nineteenth-century productions in his paper.#
Students should focus their research on film adaptations of the plays.#
Theater students often face the same problem the man is facing.#
5.Why does the professor say this:#
To point out that the topic of the student's paper has been covered before.#
To convince the student to write about the production.#
To persuade the student to change the topic of his paper.#
To see if the student agrees with her opinion about the production.
======
Professor =
OK,let's see. Right,Modern Stagings of a Shakespearian Classic. Well,like I told you last week,I think that,s a great topic for you paper. So the title would be something like ... uh ... #
#
Student =
I am not really sure,probably something like 20th century stagings of A Midsummer Night's Dream.
#
Professor =
Yes,I like that. Straightforward into the point. So how is the research going?
#
Student=
Well,that's what I came to talk to you about. I was wondering if you happen to have a copy of the Peter Brook
production of A Midsummer Night's Dream in your video collection. I've been looking for it everywhere and I am having a really hard time tracking it down.
#
Professor =
That's because it doesn't exist.
#
Student =
You mean in your collection? Or at all?
#
Professor =
I mean at all. That particular production was never filmed or recorded.
#
Student =
Oh no. I had no idea. From what I read,that production,like,it influenced every other production of the play that came after it. So I just assumed it had been filmed or videotaped.
#
Professor =
Oh,It definitely was a landmark production. And it's not like it ran for just a week,but either it was never filmed or if it was the film's been lost. And it's ironic because there's even a film about the making of the production,but none of the production itself.
#
Student =
So now what do I do? If there is no video.
#
Professor =
Well,think about it. This is the most important 20th century staging of A Midsummer Night's Dream,right?
#
Student =
But how can I write about Brook's interpretation of the play if I can't see his production.
#
Professor =
Just because there's no recording doesn't mean you can't figure out how it influenced other productions.
#
Student =
Yeah,I guess there's enough material around,but it will be a challenge.
#
Professor =
True. But think about it,you are writing about dramatic arts,the theater,and that's the nature of theater,isn't it?
#
Student =
You mean because it is live,when the performance is finished ...
#
Professor =
That's it. Unless it's filmed,it's gone. But that doesn't mean we can't study it. And of course some students in this class are writing about productions in the 19th century,there are no videos of those. You know,one of the challenges for people who study theater is to find way of talking about something that's really so transient,about something that,in a sense,doesn't exist.
======
正确答案，B。目的主旨题。开头学生说出自己的目的：教授的音像藏品中是否有彼得布鲁克版的仲夏夜之梦。我到处找都找不到。目的既是想找学习资料写论文用。#
正确答案，C。细节题。教授说出学生论文的题目，一部莎翁古典剧的现代舞台剧版。对应C项莎士比亚一部剧作的现代演出版本。注意interpretation这里是演出演奏的意思。#
正确答案，A D。多选细节题。教授说该剧场版并未被录制纪录过。学生说该版影响了很多后续其他版本。#
正确答案，D。观点组织题。教授觉得虽然没有影响资料，但不妨碍我们进行研究。我们班上研究十九世纪剧作的同学也没有录像资料呢。意指有其它同学也面临相同问题。#
正确答案，B。功能题。学生表明不确定自己将如何行动，教授希望学生明白这部剧作的重要性，目的是说服
篇二：托福听力TPO1原文 Conversation 2
下面就让小编来为大家介绍一下托福听力TPO1原文中Conversation 2的文本内容吧，大家要好好把握，这些都是非常有价值的材料，希望能够给准备托福听力的同学带来帮助。
TPO 1 Conversation 2NarratorListen to part of a conversation between a student and his professor.
ProfessorHi Mathew, I’m glad you could come in today. You’ve been observing Mr. Grable’s third-grade class for your approaches to education paper, right?
StudentUm, yes. I go over to Johnson Elementary School, you know, to watch Mr. Grable teach the children in class. It’s been amazing, I mean, I’m just learning so much from just watching him. I’m so glad the classroom observations are a requirement for the education program. I mean it’s like the best thing ever to prepare you to be a good teacher.
ProfessorWell, I’m glad to see you feel that way, Mathew. You know, that’s the goal. So, I’ve been reading over your observation notes and I’m quite
interested in what’s going on, in particular with the astronomy unit he’s been teaching.
StudentThe astronomy unit?
ProfessorIt seems that Mr. Grable has mastered the interdisciplinary approach to teaching that we’ve been talking about in class.
StudentOh! OK, yeah, so like when he was teaching them astronomy, he didn't just teach them the names of the planets, he used it as a way to teach mythology.
ProfessorReally! So, how did he do that?
StudentWell, some of the students could already name the planets, but they didn’t know that the names had any meaning — the stories behind them.
ProfessorSo, he…StudentHe introduced Greek and Roman mythology as a way of explaining. Like, you know, how like Jupiter’s the biggest planet, right, and how Jupiter was the name of the king of the gods in Roman mythology, right? So since Jupiter, the planet, is the largest planet in our solar system, it’s like the king of the planets, like Jupiter was the king of all the gods.
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ProfessorOh, Mathew, that’s a great example.
StudentYeah! And each student chose a planet and then did(转自：wWw.DXf5.Com 东星 资源网:托福tpo听力原文) research on it to write a report and make a presentation. They went to the library to do the research, then they made presentations about the planet they chose.
ProfessorSo, in one science unit, in which the focus was astronomy, the students also learned about the literature of Greek and Roman mythology, used research skills in the library, wrote a report and practiced their oral presentation skills.
StudentExactly! He used this one topic to teach third-graders all that stuff — how to use the books in the library, to write reports, and even how to speak in public. Plus they had a great time doing it.
ProfessorYou know, Mathew, this is just what we’ve been talking about in our class. I’m sure everyone can learn something from your experience. You know, Mathew, I’d love for you to talk about this astronomy unit in class on Wednesday.
StudentReally?! Um… ‘cause I don’t really think I’ll have any time to write my paper by then.
ProfessorOh, you won’t need to write anything new just yet. For Wednesday, use your class observation notes and explain the things we’ve discussed today.
StudentOk, that sounds all right.
翻译独白：听一段学生和教授的对话。
教授：嗨，马修，很高兴你今天能来。你一直将观察 Grable 老师的三年级课堂作为你的毕业论文的突破口，是吧？
学生：嗯，是的。我在回顾约翰逊小学来观察 Grable 老师的课堂授课情况。这个过程让我受益匪浅，我是说只是看着他授课也能学到很多东西。很高兴课堂见习能作为教育课程的一项指标。
教授：嗯，很高兴你能这样想，马修。要知道，这就是目的所在。这样，我一直在仔细阅读你的见习日志，我对你的所见所闻也很感兴趣，尤其是他教授的“什么是天文学”单元。
学生：天文学单元？
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教授：看似 Grable 老师已经掌握了我们课堂讨论过的跨学科教学法。
学生：哦，是的，比如在他教学生天文学的时候，他不仅教学生各行星的名字，他把神学的教学法融入其中。
教授：真的？那他是怎么教的？
学生：其实，有一些学生能叫出各行星的名字，但是他们并不知道那些名字的含义——名字背后的故事。
教授：所以，他学生：他将希腊和罗马神话作为引子。比如，木星怎么是最大的行星，同时朱庇特(木星的音译)又怎么在罗马神话里成了诸神之首等，是吧？又因为木星是太阳系里最大的行星，所以朱庇特(木星的音译)是诸神之首。
教授：很好，马修，这是一个不错的例子。
学生：是的。这样每个学生选择一个行星然后着手调查并写一份报告和作陈述。他们去图书馆做调研，之后就他们所选的行星进行展述。
教授：那么，在将天文学视为焦点的理科单元里，同学们也能学到关于希腊和罗马的知识，学会图书馆里的调研方法，提高了写报告和作口头陈述的能力。
学生：完全赞同！他用这一方法教三年级所有的东西——如何运用图书馆里的书，如何写报告，甚至如何当众讲话。此外，这个过程乐趣横生。
教授：要知道，马修，这个方法在我们课堂里一直有讨论。我相信各位都能从你的经历中学到东西。马同学，我希望你这周三给大家展示一下关于天文学(这个单位)的授课方法。
学生：不会吧？嗯，我只是担心到时候我没有时间来写我的毕业论文了。
教授：哦，你不必添加新的东西了。周三的展示就用你的见习日志同时解释一下我们今天讨论的这些概念即可。
学生：好，这个应该没问题。
以上就是托福听力TPO1原文中Conversation 2的文本内容，希望大家能够用心体会，更多TPO文本内容小编稍后为您呈现。最后，小编祝大家在托福考试中取得好成绩！
篇三：托福听力TPO1-34原文 答案 解析(word版)
智课网TOEFL备考资料
托福听力TPO1-34原文+答案+解析(word版)
摘要： TPO材料都是托福考生首选的模拟材料，今天小编为了帮助大家更好地学习，特此准备这份托福TPO1-34听力原文+答案+解析(word版)，大家以来看看精彩内容。
考前练练TPO已经成了 托福 考生的一种“潜规则”，那么你专门知道怎么灵活运用这款资料么?今天小编特此准备托福TPO1-34听力原文+答案+解析(word版)，大家跟随小编一起来学习吧。
托福真题TPO迄今为止已经出了34套，我们特别整理拆分出来了TPO1·-34听力的题型分类分，以满足大家不同的需要，拆分的方式按照TPOP听力1-34的Conversation 和Lecture 拆分开
托福TPO1-34听力原文+答案+解析(word版)内容分享：
1.Why does the student go to see the librarian? #
To sign up for a seminar on using electronic sources for research #
To report that a journal is missing from the reference area #
To find out the procedure for checking out journal articles #
To ask about how to look for resources for a class paper #
2.What does the librarian say about the availability of journals and articles in the library? #
They are not easy to find if a professor put them on reserve #
Most of them are accessible in an electronic format #
Most of them can be checked out for three weeks #
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? #
Choose an easier research topic#
Concentrate on five journals#
Read the summaries of the articles first#
Install a new program on her home computer#
4.What can be inferred about why the woman decides to use the computer in the library?#
She thinks she might need additional help from the man#
She does not have a computer at home#
She has to hand in her assignment by the end of the day#
She will be meeting a friend in the library later on#
5.Why does the woman say this #
She had forgotten about the information#
She is surprised she was not aware of the information#
She is annoyed that the information was published only recently#
She is concerned that the librarian gave her incorrect information
以上就是小编为大家整理的托福TPO1-34听力原文+答案+解析(word版)的部分内容，还是老规矩哦，根据下方提示进行点击下载，与大家取得优异成绩。
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