南京朗阁托福听力教研组

共10篇对话，27篇Lecture

Conversation

C1

题目

1. Why does the woman go to see the professor?

A. To ask the professor to explain a point she was confused about in class

B. To discuss an early version of a paper she is writing for class

C. To explain what revisions she made to a paper in response to the professor's

comments

D. To hand in a paper on honeybees that she just completed

 

2. What mistaken idea does the professor suspect the woman might have?

A. That honeybees dance only for the purpose of communicating with one another

B. That scientists are certain that bees use magnetic fields for navigation

C. That Earth's magnetic field helps honeybees communicate with one another

D. That honeybees have a highly social organization

 

3. According to the woman, what factor determines whether a honeybee does a

round dance or the more complex waggle dance?

A. The type of food it found

B. The richness of a food source it found

C. The relative distance of a food source from the hive

D. The number of bees observing the dance

 

4. During the conversation, what does the professor come to realize about the

woman?

A. That she understands what Earth's magnetic field helps honeybees do

B. That she does not understand some aspects of honeybee communication

C. Why she chose a nonacademic source of information for her paper

D. That she accurately expressed in the paper exactly what she had intended to

express

 

5. What does the professor imply when he suggests the woman should find the

original research report?

A. He is not familiar with the article the woman used for her paper.

B. He wants the woman to compare the original research report with a more recent

one.

C. The original research report includes additional experiments that the woman

should mention.

D. The source used by the woman presents information in an unclear manner.

 

听力文本

Professor:

Narrator: Hi, Suzanne. You’ve been keeping busy?

Professor:Really busy. It’s that time of the semester. I’m glad I

turned in the first draft as my paper for your class already.

Thanks for getting to it so quickly and for seeing me today.

Sure. Yes, it looks like it will be a good paper. Great topic

but I think it could use a little more work because it’s just

that I found it a bit unclear in places so I want to make sure

I understand what you intended to do before I make

suggestions for admissions.

Suzanne: Okay.

Professor: So can you summarize, tell me in a few sentences the main

ideas you want to get across?

Suzanne: Okay. Well, honeybees can communicate the location of

food to other honeybees and the idea was to describe

how they use Earth’s magnetic field in that process.

Professor: To help them communicate?

Suzanne: No, to help them find their way, to navigate.

Professor: Okay. See, I wasn’t sure you separated those two ideas.

One that honeybees could communicate with other

honeybees and two, that they might be using the

magnetic field but only for navigation.

Suzanne: Oh.

Professor: Are you sure you understand that?

Suzanne: I think so. After they find food and return to the hive, they

move in different ways to communicate different things.

Like they do a simple dance, the round dance, to

communicate that a food source is nearby. But they do a

more complex dance, the waggle dance, if the food is

farther than, like seventy-five meters away. Both dances

convey information about the distance from the hive to

the food source and the waggle dance conveys the

direction of the food from the hive.

Professor: Okay, good. And where is the magnetic field for that?

Suzanne: Well, they have cells in their body that contains iron. So we

assume that they’re able to sense Earth’s magnetic

field, which might help them navigate. It’s likely that they

have an internal compass, like if they get blown off course

by the wind, they can get back on course.

Professor: Okay, good. The thing is in your draft, it rather showed

that the magnetic field was irrelevant to the bee dance

through communication. I looked over your list of sources

and I thought I could see why.

Student: There’s a problem with my sources?

Professor: Well, the article you sited on magnetic navigation isn’t

very academic. It’s more of a general interest article. I

thought that maybe you relied too much on its wording so

I was going to suggest you go back and find the original

research report which presents the information in a more

precise and clear way. But maybe you just need to revise

your own wording in your paper. I think when you look at

it again you will know what I’m talking about. If you have

any questions, come by again.

答案

1. B 2. B 3. C 4. B 5. D

文章大意

女生去见教授，两个人开始谈论女生几天前交上的一篇论文的初稿。教授先让女生说了说她想表达的主要意思，女生说她主要想说明蜜蜂可以利用磁场来告知其他蜜蜂食物的位置。但是教授随后指出，女生在论文里写的“蜜蜂可以和同伴交流以告知其食物位置”和“蜜蜂利用磁场导航”之间并没有清晰明确的联系，并要求女生回去再查一下更加可靠的学术文献。

 

C2

题目

1. Why does the student go to see the professor?

A. To find out why the mining industry in the western United States declined in the

1800s

B. To find out how to improve the first draft of a paper she is writing

C. To ask the professor to recommend sources of information for a research paper

D. To get advice about a possible topic for a research paper

 

2. What aspect of the history of Park City, Utah, interests the student?

A. The reasons Park City went through periods of economic hardship and success

B. The reasons Park City became a destination popular among skiers

C. How Park City became the main source of silver in the United States

D. Why Park City recovered from a national recession more quickly than other

towns did

 

3. What does the professor say were two important factors in the decline in silver

mining in Park City, Utah?

Click on 2 answers.

A. The increasing cost of extracting silver

B. A decline in the price being paid for silver

C. The higher wages being paid to miners in other places

D. A national downturn in economic activity

 

4. Why does the professor mention the town of Bodie, California?

A. To emphasize the economic problems in the mining industry during the early

1900s

B. To illustrate the wide appeal of skiing in the United States in the early 1900s

C. To give an example of a former mining town that survived without becoming a

ski resort

D. To give an example of a town that remained a mining town well into the 1900s

 

5. What do the student and professor agree that the student should do as part of her

research?

Click on 3 answers.

A. Try to find firsthand accounts of life in mining towns

B. Investigate in detail the events in a few specific towns

C. Consider the role of flooding in the decline of Bodie, California

D. Determine why most failed mining towns did not recover economically

E. Look at the history of mining towns in the context of the history of the United

States as a whole

 

Professor:

Narrator:

Listen to a conversation between a student, and an

American History professor.

Karen:

Professor Farrington? I have a quick question. Uh- about

something you said in class yesterday?

Professor:

Sure, Karen.

Karen:

You mentioned that um, about how Park City in Utah

went from a Boom Town in the 1800s to a Ghost town,

and then became prosperous again. I was - Well, that’s

an interesting cycle, and well, maybe for my research

paper, I…

Professor:

Yeah, that might make a good topic! Since similar things

happened in other mining towns.

So, comparing them might be interesting?

Yup. Absolutely.

Karen:

So what triggered the downward turn in Park City?

Professor:

Well, in 1870, there were fewer than few hundred people

living in the Park City Area. After silver was discovered

there, the population grew very quickly! I think it reached

about..10,000? By 1900s. But, soon after that, the silver

that was close to the surface had all been mined. So they

had to dig deeper and deeper. Which reduced the profit

margin, not-not just because it’s time consuming, but

going deeper led to problems of flooding. It’s time

consuming and expensive to pump water out mud. So,

that was the big thing! I think. I mean, there are other

factors that contributed, too. Like, the recession and a

stock market panic in 1907, if you do write about this,

you have to get into that.

 

Karen:

Okay! And it was… what, tourism that brought it back up

again?

Professor:

Basically, yes. The ski industry kind of stopped and

started about the same time. In the 1920s. At first it was

only a few folks hiking up to the top of the mountain and

then skiing down, as the sport became popular, so did

the mountains around Park City. By the 1960s, it was a

major ski resort, with thousands of skiers.

Karen:

And the same with the other abandoned mining towns?

Professor:

Well, some. But some became tourist attractions not

because of skiing, but because people were interested in

their history. Um, one old mining town in the middle of

the Californian desert, it’s called Bodie. That’s now

State park. It’s popular because the buildings have been

preserved as they were in the 1940s.

Karen:

Wow. So maybe I could choose a couple of towns that

went through that whole cycle and talk about them in

some depth, as a way of illustrating the general boom

and bust phenomenon? Maybe find some firsthand

accounts?

Professor:

Well, for this, yes - it’d better to go into some depth

about specific towns. Rather than talking about a lot of

them in broad terms. And yeah! Definitely, give it a shot!

But, you probably won’t be able to find many diaries or

personal accounts. Not many people who lived in mining

towns could read or write. Oh, and also, remember the

impact of National Events.

Karen： Right. The local AND the national. Okay. Thanks!

 

答案：1. D 2. A 3. AD 4. C 5. ABE

文章大意

女生对于教授在课上讲的Park City 的繁荣-衰退-繁荣过程非常感兴趣，打算把这个主题当作她的论文主题。教授仔细和女生讨论了Park City 衰退和兴盛的原因，并且和女生讨论了写论文的时候需要注意的几个点。

 

C3

题目

1. Why does the woman go to see the professor?

A. To ask his opinion regarding a debate about the origins of the Berber people

B. To get feedback on a paper that she recently submitted

C. To propose an alternative topic for a paper she is working on

D. To clarify a point that the professor made in class

 

2. According to the woman, what error did she make in writing her original paper?

A. She did not follow the advice of the professor's graduate assistant.

B. She forgot to include information about the ancient Romans and Egyptians in the

paper.

C. She began writing the paper before completing all the necessary research.

D. She did not provide citations for all the sources she used to write the paper.

 

3. How does the professor respond when the woman tells him that she wrote a new

proposal?

A. He suggests that the woman's original proposal was stronger than the new

proposal.

B. He indicates that he could have helped the woman find suitable material for her

original proposal.

C. He expresses disappointment that he did not have an opportunity to suggest a new

topic for the woman.

D. He suggests possible sources of information about the woman's new topic.

 

4. What topic is covered in the woman's new proposal?

A. The difference between civilizations that have writing and those that do not

B. The ways in which international organizations interact with contemporary African

governments

C. The role of education in premodern Berber societies

D. The ways in which children in some modern-day nomadic communities are

educated

 

5. What is the professor's opinion of the woman's new topic?

A. It is preferable to her original topic.

B. It meets the assignment's requirements.

C. It is too broad to be covered adequately.

D. It is not relevant to current events.

 

听力文本

Narrator:

Listen to a conversation between a student and her

anthropology professor.

Student:

You know the topic I submitted for my research proposal,

the historical origins of the Berber people of North Africa?

Well, I started writing and it just wasn’t working for me.

I’m pretty much going nowhere with the research.

Professor:

I’m sorry to hear that. It was such an original choice.

What happened?

Student:

Well, I found plenty of information about Berber’s

society in present day North Africa. But even though the

evidence points to Berber civilization probably dating back

five thousand years, there’s no real scholarly consensus

about their ancestry.

Professor:

That’s true. We don’t have a consensus. Feelings about

their origins range from parts of Europe to the Middle

East. Part of the problem is that the Berber language

wasn’t traditionally a written one so there aren’t any

historical records written by the Berbers themselves that

we can trace back to antiquity. As a result, it’s hard to find

any direct evidence of their origin.

Student:

Yeah. The ancient Egyptians and Romans mentioned them

a bit. I thought it was great when the graduate assistant,

Raymond, recommended this topic to me. But along with

the opposing theories, the main thing is that I just don’t

feel I will get enough material to base a paper on. Maybe I

should have talked to you first, but I went ahead and wrote

a totally new proposal. I hope that’s okay.

Professor:

Yes, of course. But I wish we would’ve had this talk before

you veered off into this new direction. You know, even

though historians haven’t come to a consensus, we

could’ve worked together and I’m sure you could’ve

written a good paper acknowledging of course that

disagreements about the Berber’s origin exist.

Oh, okay.

And I also would have directed you to Anthrotopics as a

place to look.

Anthrotopics? It rings a bell.

I’m sure I mentioned it in class. It’s a good website for

scholarly sources on anthropological classes. Check it out.

Maybe you could come back to the Berbers for your

second paper.

Okay. I will think about it.

But in the meantime, you said you have something else?

Yes, it’s about nomadic populations and schooling in

parts of Africa like how the whole issue of children

attending school is being addressed in modern nomadic

communities.

That’s certainly is a timely topic. In fact, I just read a

recent study on this subject. African governments and

international agencies are struggling to figure out how to

deal with this issue.

I’ve brought you a copy of the proposal and this time I

went ahead and did some research first so I know the

material is there. It’s not a historical topic. Is that a

problem?

Well, the assignment was to write on an anthropological

problem related to an African community. The topic

doesn’t necessarily have to be historical.

 

答案

1. C 2. C 3. B 4. B 5. B

文章大意

女生去找教授，说自己在写的一篇论文存在困难，困难就是她发现可以找到的材料虽然多，但是研究者们并没有达成共识。教授说研究者确实在这个话题上没有达成共识，因为Berber 人并没有书面语言，所以没有留下直接证据。女生说自己又换了一个新的主题，但新的主题不是历史事件。教授说没有关系，只要是人类学的话题就可以。

 

C4

题目

1. Why does the woman go to see the professor?

Click on 2 answers.

A. To discuss an assignment for class

B. To confirm that she correctly interpreted what she saw in a classroom

C. To get advice on the most effective way to observe a classroom in action

D. To find out how to implement a progressive teaching approach

 

2. What does the woman emphasize when she defines the progressive approach to

teaching?

Click on 2 answers.

A. The approach works best in mathematics lessons.

B. The term progressive approach has more than one meaning.

C. Children are given some control over what they learn.

D. The teacher recognizes individual learning styles.

 

3. What happened if students were unable to solve the math problem they chose?

A. They were given a clue to the solution by the teacher.

B. They asked for assistance from other students.

C. The teacher gave them a different problem to work on.

D. The teacher asked another group to work on the problem.

 

4. What does the woman conclude about the lesson she observed?

A. It was not typical of the progressive education approach.

B. It was more beneficial to the students assigned the problem than to the helpers.

C. It helped some students overcome shyness about working in a group.

D. It provided both social and academic benefits to students.

 

5. Why does the professor say this:

A. To ask the woman to repeat what she said

B. To indicate why he disagrees with the woman's previous statement

C. To explain what aspect of the exercise was not progressive

D. To find out why the woman was surprised

 

听力文本

Narrator: Listen to a conversation between a student and her

education professor.

Karen: Professor McGraw?

Professor: Oh hi, Karen, what can I do for you?

Karen: Well, I might just start writing that paper that’s due next

week

Professor: Okay.

Karren: And I’m thinking I’d like to write it on the classroom

observations I’ve been doing.

Professor: What level are you observing?

Karen: Fourth grade.

Professor: Okay. That sounds fine. Lots of students write about their

classroom observations.

Karen: But before I start, I want to check to see if I’m on the

right track with my observations.

Professor: Okay.

Karen: Okay. As I’ve said, I’ve been observing a fourth grade

class and the teacher follows a progressive approach to

teaching, so I thought I’d write about a mathematics

lesson that I observed last week, how it fits in with that

approach.

Professor: Okay. What can you tell me about the progressive

approach?

Karen: It’s about accommodating each student’s individual

learning style, right?

Professor: Right.

Karen: Each student is seen as having his or her own learning

style, so instead of having one planned format or lesson

for the whole class, the teacher has each child work at their

own pace on their own project in a way that works best for

them.

Professor: Okay, good. Now, how does this work in the lesson

you’ve observed?

Karen: Well, first the teacher asked six students to find a math

problem that interested them, or that they found difficult

and to write it on the board. That surprised me, because it

seemed more like a traditional teacher-led activity than a

progressive one.

Professor: But who chose the math problem?

Karen: The students did, which I eventually realized made it the

kind of activity you would find in a progressive classroom.

Professor: And what was the rest of the class doing?

Karen: They were helpers. If a student wasn’t sure how to solve

the problem, they asked one of the helpers to join them at

the board and well, help.

Professor: And did they?

Karen: Yeah, and if both students got stuck they could ask

another student so it ended up with groups of three or

four kids working together to solve a math problem. I

could see the teacher was getting the students started,

but the students then directed themselves and worked

together to come up with the answer.

Professor: Which is very much a part of what progressive education is

all about. In that way, the curriculum, or what is being

learned, centers around what the learners are interested

in. What other elements of progressive education did you

observe?

Karen: Well, the students were learning in groups so they were

learning social skills like negotiation and the activity was

designed so no one felt like a failure. In the end, all the

problems were solved successfully and all the kids seemed

feel a sense of accomplishment. They were smiling. From

what I can tell, the activity met the kid’s social needs and

their emotional needs as well. It was pretty cool to watch.

答案

1. AB 2. CD 3. B 4. D 5. B

文章大意

学生和教授讨论自己打算拿来写论文的数学课观察内容。在数学课上，老师会让6 个学生上台，把问题写在黑板上，然后其他人来帮助他们解决。这样一来学生们自主解决了问题，二来还同时进行了社交以及获得了成就感。

 

C5

题目

1. Why does the woman go to see the man?

A. To get details about postgraduate research opportunities at another university

B. To find out if alternatives exist to the biology department's summer program

C. To get permission to do an independent study project over the summer

D. To inform the man of a change in her plan of study.

 

2. How does the man respond to the woman's decision to study biology?

A. He is pleased by her decision.

B. He warns the woman about a potential problem with her decision.

C. He thinks the woman should wait a year.

D. He questions her reasons for making the change.

 

3. Why does the man mention several different branches of biology?

A. To suggest some possible research areas for the woman's independent study

project

B. To indicate that the woman will need to decide on an area to specialize in

C. To point out an advantage of the biology program at the York Institute of

Technology

D. To encourage the woman to start thinking about which courses she will take next

year.

 

4. What is the woman's decision about doing an independent study project?

A. She will do one at the York Institute of Technology.

B. She will wait until the following year to do one.

C. She does not need to do one to graduate on time.

D. She will do one on a topic in mathematical modeling.

 

5. What does the woman say about receiving an incorrect grade?

A. She is unsure how to get the error corrected.

B. She is checking to see if the error has been corrected.

C. She believes it might affect her acceptance into the York Institute of Technology.

D. She is worried that her professor has not yet completed the paperwork regarding

the grade.

 

听力文本

Narrator:

Listen to a conversation between a student and her

academic advisor.

Advisor: What’s on your mind, Sara?

Sara: Well, I’ve been taking a couple of biology classes this

semester, and I really like it and well, I’d decided I’d like

to change my major field of study and get a degree in

biology instead of math.

Advisor: Oh okay. But you only have two more years here before

you’re scheduled to graduate. And you know that is

probably not enough time to take all the courses you

need. So, if you change your major you may end up

graduating late.

Sara: Well, but you know the biology department summer

program, the one just for undergraduates?

Sure, but the application deadline has already passed.

Oh yes, I know. What I wanted to ask is, well, do you know

of any similar programs elsewhere where I can take the

courses and have the credits transferred here?

Advisor: Okay. I see now. Well, a few of our students have attended

the summer program at the York Institute of Technology

on the other side of the city. Their summer program in the

biology is a good one. They offer a variety of areas to

focus on like cell biology, marine biology, even

biotechnology. It will all be on their website.

Sara: Wow! Sounds good!

Advisor: You could take two courses there this summer which

would apply to your degree here.

Sara: Oh, but I would need to take three to graduate on time.

Advisor: Well, maybe you can do the York Summer Program and an

independent study project with one of your biology

professors here.

Sara: Okay

Advisor: But many professors here have already left for the

summer, so you might have difficulty finding someone to

supervise you this summer. But maybe you could schedule

up for next summer.

Sara: Now, that would work. I will do that. Do you know when

the application deadline is for the York?

Advisor: It’s a week from now.

Sara: Guess I will have to act fast. But one thing. When I got my

grades back last semester, the grades from my

mathematical modeling class was wrong. It was lower than

what I actually earned. My professor submitted the

paperwork to get it corrected but he said it could take us a

week before the right grade shows up on my official

records. What if York Institute wants to see my grades

when I apply?

Advisor: Well, if it’s not corrected in time, ask your professor to

write a letter explaining the situation and include it in your

application. That should be acceptable.

答案

1. B 2. B 3. C 4. B 5. C

文章大意

女生想从数学专业换到生物专业，但是她的时间不够，可能会晚毕业。女生想去参加summer program，并且兑换学分。但是又发现自己的一门课的成绩错了，担心会影响申请，男生说可以把教授开的说明信附上去，这样应该就没有问题了。

 

C6

题目

1. Why does the man visit the employment office?

A. He needs a job that will allow him to work more hours.

B. He needs information about summer internships.

C. He wants to register for a job fair.

D. He wants information about job opportunities for recent graduates.

 

2. What misunderstanding did the man have about the job fair?

A. He thought that jobs for biology majors would not be available.

B. He thought that only graduating seniors would be attending.

C. He thought that the date for registration had passed.

D. He thought that an advisor's signature was required for those attending.

 

3. What does the woman say about biology majors?

A. They may be eligible for jobs at the biology labs on campus.

B. They qualify for jobs that pay more than most other jobs.

C. They should check with the head of the biology department about job openings.

D. Those with laboratory experience have a better chance of being hired.

 

4. What is the man's attitude about working as an intern?

A. He believes that there are no internships related to his major.

B. He is interested only in jobs for which he would earn academic credit.

C. Working as an intern would not pay well enough.

D. Working as an intern is not a priority for him.

 

5. What does the woman imply about employment on campus during the summer?

A. Students do not work on campus during the summer.

B. Summer jobs on campus usually pay less than other summer jobs.

C. Very few campus workplaces are hiring new employees for the summer.

D. The man can apply for summer jobs on campus during the job fair.

 

听力文本

Narrator:

Listen to a conversation in a university employment office.

Student:

Hi, I’m looking for information on temporary jobs,

something just for the summer. Would you have

information about that?

Employee:

We do, but you realize most of what we do here is help

Employee:

graduating seniors find permanent entry level positions.

Let’s see. Are you looking for on-campus or off-campus

work?

student: Actually, I work on-campus in the cafeteria now, but it’s

only a part-time job about 15 hours a week. I was hoping

to find something a little more…

Employee: With a few more hours.

student: I’ve asked for more hours at the cafeteria, but they

don’t have anything available, so now I’m here.

Employee: And an off-campus job would be okay?

Student: Sure. I mean, if anything is available.

Employee: Okay, one thing I can suggest to do is to register for the

Student: job fair coming up in a couple of weeks.

Job fair? I thought that was only for graduates looking for

permanent jobs.

Employee: You’re right. Most of the companies they will be looking

to hire recent graduates for permanent jobs, but there will

be a few that are trying to hire students for summer work.

There are also usually some internships advertised there.

The pay is okay, and they’re full time and you might even

be able to get some academic credits as long as it relates

to your major, which is?

Student: Biology.

Employee: So I assume that you do a lot of work in the laboratory?

Student: Some, yeah.

Employee: That’s great. There will be some companies and maybe a

couple of hospitals at the job fair looking for biology

majors for summer internships, especially those with lab

experience. But you know, keep your eyes open. A lot of

jobs can qualify as internships even if they don’t have the

word “intern” in the title as long as the work is somehow

related to your major. Of course, there’s some paperwork

involved: getting it okayed by your department and

getting your advisor’s signature.

Student: So even if I’m doing, I don’t know, some kind of office

work, I can get class credit?

Employee: That tends to be the case, not always but…

Student: I guess an internship would be okay, but I don’t want to

limit myself. I will take anything. It’s just for the summer

but as far as on-campus jobs…

Employee: Okay. You understand with so few students on campus

during the summer, there’s really no need…

Student: For anybody to hire any more workers?

Employee: It would be very difficult to find anything.

Student: Okay. Do you have a list of who’s going to be hiring at

the fair?

Employee: Sure. I have a list of the companies and the positions

they’re hiring for.

Student: Thanks.

 

答案

1. A 2. B 3. D 4. D 5. C

文章大意

男生表示想找工作，他之前有一项校园里的工作，但是觉得工作时间太短了。招聘会上又是招全职比较多。但女生说招聘会上还是有很少的实习工作的，和男生的生物学专业挂钩的还可以得学分。但男生表示不想把自己限制在和专业相关的工作里面。女生表示校园内的工作机会还是很少的。女生最后给了男生招聘的单位的名单。

 

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