托福TPO36听力文本+题目+答案+MP3音频.docx
- 文档编号:8418735
- 上传时间:2023-01-31
- 格式:DOCX
- 页数:9
- 大小:24.13KB
托福TPO36听力文本+题目+答案+MP3音频.docx
《托福TPO36听力文本+题目+答案+MP3音频.docx》由会员分享,可在线阅读,更多相关《托福TPO36听力文本+题目+答案+MP3音频.docx(9页珍藏版)》请在冰豆网上搜索。
托福TPO36听力文本+题目+答案+MP3音频
托福TPO36听力文本+题目+答案+MP3音频下载
上海新航道整理!
由于托福TPO听力36文本已经很长了,此文档不包含托福听力TPO36题目+答案,
托福TPO36MP3题目+答案+音频下载,请移步:
托福TPO听力1-48文本查看及下载,请移步:
更多才e福TPO查看,请点击:
托福TPO写作大全托福TPO口语大全托福TPO阅读大全
Conversation1
ListentoaconversationbetweenastudentandanadmissionofficeratCityCollege.
Student:
Hi,canIaskyouafewquestionsaboutstartingclassesduringyoursummersession?
Q1
Admissionofficer:
Sure,askaway.Itstartsnextweek,youknow.
Student:
Yeah,andIwantedtogetsomerequiredcoursesoutoftheway,soIcan,maybeIcangraduateonetermearlierandgetoutintothejobmarketsooner.Q2
Admissionofficer:
Thatsoundslikeagoodidea.Letmepullupthesummerschooldatabaseonmycomputerhere.
Student:
Ok.
Admissionofficer:
OK,hereitis.What'syourstudentIDnumber?
Student:
Oh,well,thethingis,I'mnotactuallyadmittedhere.IwillbestartingschoolupstateatHooperUniversityinthefall,butI'mdownhereforthesummerstayingwithmygrandparents,causeIhaveasummerjobnearhere.
Admissionofficer:
Oh,Isee.Well.
Student:
SoI'moutofluck?
Admissionofficer:
Well,youwouldbeifyouwerestartinganywherebutHooper,butCityCollegehasasortofspecialrelationshipwithHooper,afullexchangeagreement.SoourstudentscantakeclassesatHooper,andviceversa.Q5Soifyoucanshowmeproof,eh,youradmissionsletterfromHooper,thenIcangetyouintooursystemhereandgiveyouanIDnumber.
Student:
Oh,cool.So,um,Iwannatakeamathcourseandasciencecourse,preferablybiology,andIwasalsohopingtogetmyEnglishCompositionCourseoutoftheway,too.
Admissionofficer:
Well,allthreeofthosecoursesareofferedinthesummer,butyou’vegotto
understandthatsummercoursesarecondensed.Youneedlongerhoursandtheassignmentsaredoubledupbecauseit’sthesameamountofinformationpresentedandtestedinaregularterm,butit’sonlysix
weekslong.Twocoursesareconsideredfulltimeinsummerterm.Q3Evenifyouweren’tworking,I
couldn’tletyouregisterformorethanthat.
Student:
Yeah,Iwashalfexpectingthat.Whatabouttheschedule?
Areclassesonlyofferedduringtheday?
Admissionofficer:
Well,duringtheweek,wehavesomeclassesinthedaytimeandsomeatnight.Andontheweekends,wehavesomeclassesalldaySaturdayoralldaySundayforthesixweeks.
Student:
Myjobisprettyflexible,sooneontheweekdayandoneontheweekendshouldn’tbeany
problem.Ok,soafterIbringyoumyadmissionsletter,howdoIsignupfortheclasses?
Admissionofficer:
Well,assoonasyourstudentIDnumberisassignedandyourinformationisinouradmissionsystem,youcanregisterbyphonealmostimmediately.Q4
Student:
Oh,whataboutfinancialaid?
Isitpossibletogetitforthesummer?
Admissionofficer:
Sorry,butthat’ssomethingyouwouldhavetoworkoutlongbeforenow,butthe
regonnabepayingatHooper.
goodnewsisthatthetuitionforourcoursesisabouthalfofwhatyou
llbeback
Student:
Oh,well,thathelps.Thankyousomuchforansweringallmyquestions.Ah,Itomorrowwithmyletter.
Admissionofficer:
Iwon’tbeherethen,butdoyouseethatladysittingatthatdeskoverthere?
That’s
MsBrinker.I’llleaveheranoteaboutwhatwediscussedandshe’llgetyoustarted.Q4
Student:
Cool.
Lecture1WorldHistoryClass
Listentopartofalectureinaworldhistoryclass.
Professor:
Inanyintroductorycourse,Ithinkit’salwaysagoodideatostepbackandaskourselves:
Whatarewestudyinginthisclass?
Andwhyarewestudyingit?
So,forexample,whenyoulookedatthetitleofthiscourseinthecatalogue,IntroductiontoWorldHistory,whatdidyouthinkyouweregettinginto?
Whatmadeyousignupforit,besidesfillingthesocialsciencerequirement?
Students:
Hahahahah
Professor:
Anyone?
Student:
Well,justthehistoryofeverything,youknowlikestartingatthebeginningwith,IguesstheGreeksandRomans,theMiddleAges,theRenaissance,youknow,thatkindofstuff,likewhatwedidinhighschool.
Professor:
Ok,nowwhatyouaredescribingisoneapproachtoworldhistory.Infact,thereareseveralapproaches,basicmodelsorconceptualframeworksofwhatwestudywhenwedohistory.Andwhatyoustudiedinhighschool,whatIcallthewestern-heritagemodel,thisusedtobethemostcommonapproachinUShighschoolsandcolleges.Infact,it’sthemodelIlearnedwith,whenIwasgrowingupback,oh,aboutahundredyearsago.
Students:
Hahahahahha
Professor:
Ah,atMiddleTownHighSchoolupinMaine,Iguessitmadesensetomyteachersbackthen,since,well,thehistoryofWesternEuropewasthecultural-heritageofeveryoneinmyclass,andthisremainedthedominantapproachinmostUSschoolstill,oh,maybe30,40yearsago.Butitdoesn’ttake
morethanaquicklookaroundcampus,evenjustthisclassroomtoday,toseethatthestudentbodyintheUSismuchmorediversethanmylittleclassinMiddleTownHigh.Andthiswestern-heritagemodelwaseventuallyreplacedbyorsometimescombinedwithoneormoreofthenewerapproaches.AndIwanttotakeaminutetodescribethesetoyoutoday.Soyoucanseewherethiscoursefitsin.Ok,soupuntilthemid-20thcentury,thebasicpurposeofmostworldhistorycourseswastolearnaboutasetofvalues,institutions,ideas,whichwereconsideredtheheritageofthepeopleofEurope.Thingslikedemocracy,legalsystems,typesofsocialorganization,artisticachievements.Now,asIsaid,thismodelgivesusaratherlimitedviewofhistory.Sointhe1960sand70s,itwascombinedwithorreplacedbywhatIcallthedifferent-culturesmodel.The60swereaperiodinwhichpeopleweredemandingmorerelevanceinthecurriculum,andtherewascriticismoftheEuropeanfocusthatyou’relikelytofindinalltheacademicdisciplines.Forthemostpart,thedifferent-culturesmodeldidn’tchallengethebasicassumptionsofthewestern-heritagemodel.Whatitdidwasinsistonrepresentingothercivilizationsandculturalcategories,inadditiontothoseofWesternEurope.Inotherwords,theheritageofallpeople,notjustwhatgoesbacktotheGreeksandRomans,butalsotheoriginsofAfrican,Asian,NativeAmericancivilizations.Thoughmoreinclusive,it’sstillbasicallyaheritagemodel,whichbringsustoathirdapproach.WhatIcallthepatterns-of-changemodel.Likethedifferent-culturesmodel,thismodelpresentsawideculturalperspective.Butwiththismodel,we’renolongerlimitedbynotionsoffixedculturalorgeographicalboundaries.Sothen,studyingworldhistoryisnotsomuchaquestionofhowaparticularnationorethnicgroupdeveloped,butratherit’salookatcommonthemes,conflicts,trendsthatcutacrossmodern-daybordersofnationsorethnicgroups.Inmyopinion,thisisthebestwayofstudyinghistory,tobetter
understandcurrent-daytrendsandconflicts.Forexample,let’stakethestudyoftheIslamicworld.Well,whenIfirstlearnedaboutIslamicCivilization,itwasfromtheperspectiveofEuropeans’.Now,withthe
patterns-of-changemodel,we’relookingatthepastthroughawiderlength.Sowewouldbemore
interested,say,inhowinteractionswithIslamiccivilization,thereligion,art,literature,affectedculturesinAfrica,India,Spain,andsoon.Orlet’stakeanotherexample,insteadoflookingateachculturalgroupashavingaseparate,lineardevelopmentfromsomeancientorigin,inthiscourse,we’llbelookingforthe
commonthemesthatgobeyondculturalorregionaldistinctions,soinsteadofstudyingaparticular
successionofBritishKingsoradynastyofChineseemperors.Inthiscourse,we’llbelookingatthe
broaderconceptsofmonarchy,imperialismandpoliticaltransformation.
Lecture2EnvironmentalScienceClass
Listentopartofalectureinanenvironmentalscienceclass.
Professor:
OK,nowlet’stalkaboutanotherenvironmentalconcern,soilerosion.It’samajorproblemallaroundtheworld.Sometimeserosiondamagessoilsoseverelythatthelandcannolongerbecultivated,andit’sjustabandoned.ThathappenedinabigwayrighthereintheUnitedStates.Someofyouhaveprobablyreadthenovel“theGrapesofWrath”,andmaybeyourememberthatthestorytookplaceinthe1930sduringthetimeofwhatwascalledtheDustBowl.DustBowlisatermweusetodescribeanecologicalandhumandisasterthattookplaceintheSouthernGreatPlainsregion.Fornearlyeightyears,dustandsandblewacrosstheareaandcoveredeverything.Itwassobad,itevenmadebreathingandeatingdifficult,andfarmerscouldonlylookonhelplesslyiftheircropsweredestroyed,andthelandandtheirliveswereruined.
Now,there’vealwaysbeendroughtsandstrongwindsinthatregion,butthatwasokbecausethenativegrasseshaddeeprootsinthegroundthatwereabletoholdthesoilinplace.Sothewindwasnableto,youknow,erodethesoiltoobadly.Thischangedthoughbetweenthe1900and1930.Agriculturewasexpandingrapidlythen,andlotsoffarmersintheSouthernGreatPlainswantedtogrowwheatandothercropstheycouldsellforcash,uh,cropsthatwouldbeprofitable.Sotheyrippedupmuchofthegrasslandtoplantthesecropslikewheatwhichdon’tholdthesoildownnearlyaswell.Atthesametime,livestock,cattle,toomanyofthemwerefeedingongrassesinthearea,anddamagingalotofthe
grassland.Sotheseanimalscausedevenmoreerosionofthesoil.Itdidn’thelpthatmanyoftheactualownersofthelandwerenotlivinganywherenearthearea.Alotofthelandownerslivedwaybackeastandrentedoutthelandtolocalpeoplewholiv
- 配套讲稿:
如PPT文件的首页显示word图标,表示该PPT已包含配套word讲稿。双击word图标可打开word文档。
- 特殊限制:
部分文档作品中含有的国旗、国徽等图片,仅作为作品整体效果示例展示,禁止商用。设计者仅对作品中独创性部分享有著作权。
- 关 键 词:
- 托福 TPO36 听力 文本 题目 答案 MP3 音频