新托福听力赏析

　　TOEFL iBT Listening VOLUME HELP OK NEXT

　　HIDE TIME 00:10:00

　　1 Why does the student visit the professor?

　　A To discuss the results of the midterm exam

　　B To ask some questions about their last class

　　C To get some help on a paper he is writing

　　D To fi nd out about applying to graduate school

　　2 Why does the professor give the student a

　　compliment?

　　A To praise him for doing his work ahead of time

　　B To encourage him not to drop out of her class

　　C To say that he is a good candidate for graduate school

　　D To congratulate him for his final exam grade

　　3 What does the professor tell the student to do about his research?

　　A Find a completely new subject

　　B Make his topic more specific

　　C Read some more scholarly books

　　D Talk about it with some graduate students

　　4 What does the student imply about his research?

　　A He has been conducting it for more than one month.

　　B He believes that it is worthy of a high grade.

　　C He needs to fi nd more recent books on his topic.

　　D He will decide on a new subject by the next class.

　　5 Listen again to part of the conversation. Then answer the question.

　　What can be inferred about the student when he says this: A His grades have not improved since his first year.

　　B He received some poor grades during his freshman year.

　　C His grades go down whenever he has a part-time job.

　　D He cannot understand why his grades are often low.

　　Answers, Listening Scripts & Explanations

　　A C T U A L T E S T 0 1

　　ANSWERS

　　Part I

　　1. C 2. A 3. B 4. D 5. B

　　6. C 7. B 8. D 9. B 10. C 11. B

　　12. C 13. Rudolph Valentino: 2 , 3 Douglas

　　Fairbanks: 1 , 4 14. D 15. 1 , 2 16. B 17. C

　　Part II

　　18. C 19. D 20. C 21. B 22. B

　　23. C 24. A 25. D 26. Fact: 1 , 2 , 4 Not a

　　Fact: 3 27. A 28. D

　　29. B 30. D 31. A 32. C 33. B 34. D

　　Part III

　　35. B 36. C 37. C 38. D 39. A

　　40. C 41. D 42. A 43. A 44. B 45. C

　　46. D 47. 2 , 3 48. C 49. Washoe: 2 , 4 Kanzi:

　　1 , 3 50. B 51. A

　　PART I Page 16

　　CONVERSATION 01-03

　　Listen to part of a conversation between a student and a professor.

　　M Student: Professor Higgins, I know I scheduled our meeting for two o’clock, but, uh, is it all right if I come in a little early? Do you mind?

　　W Professor: Of course not, Allen. I don’t mind if you drop in ten minutes early. Besides, I was just waiting for you to arrive, so you’re helping me by being here now.

　　M: Sweet. Thanks.

　　W: All right . . . So you asked for this meeting after class yesterday. What exactly do you need to talk about? Are you having some problems following the material in class?

　　M: Oh, not at all. You know, I thought this class would be pretty diffi cult and that I might wind up having to drop it, but I fi nd that I understand the material pretty well.

　　W: If I remember correctly, you got a 97 on your midterm exam, so I’d have to agree with your assessment. So it’s not the material. Then, uh, what is it?

　　M: The paper.

　　W: The paper?

　　M: Yes, the big paper we need to turn in at the end of the semester. I’ve already decided on a topic, and I’m trying to do the research now.

　　W: Good for you. I love it when students show initiative.

　　M: 5 Uh, thanks. I just don’t like waiting for the last minute to do papers. I tried that my freshman year two years ago, and . . . Ugh. You wouldn’t believe how badly that worked out.

　　W: Actually, I probably would. I have several student advisees, and I see that happen each and every semester. Some of them, fortunately, see the light and shape up. It sounds like that’s what you’ve done.

　　M: I’d like to think so. My grades have steadily improved since my fi rst year. Anyway, uh, back to the paper.

　　W: Sure.

　　M: I decided to focus on the migration patterns of large mammals in Africa. You know, how they migrate depending on weather patterns . . . What troubles they encounter along the way . . . Where they breed and bear their young . . . That kind of stuff. But, uh . . .

　　W: Overwhelming, isn’t it?

　　M: You can say that again.

　　W: First of all, Allen, it’s great that you’re being ambitious. But what you are proposing sounds more

　　like a master’s thesis than a ten-page paper. If you intend to go to graduate school, you could make that a course of study for a yearlong project. But you’d have to be really general for a paper on that topic in my class. And that’s something I don’t want.

　　M: Then what do you propose that I do?

　　W: Easy. Pare down your topic. First, focus on just one animal that migrates. I don’t care which one it is. Just choose one. Next, look at only one aspect of its migrating habits. And then go into that in as much depth as you possibly can.

　　M: All right. That makes sense to me.

　　W: Do you know which animal you’re going to choose? If you do, then I can suggest a few books that will definitely help you with your research.

　　M: I’m not positive yet, but I have a couple in mind. Let me think about it, and I will talk to you after class tomorrow. Then, if it’s all right with you, I’ll pick your brain for some research material.

　　EXPLANATIONS

　　1【目的主旨题】学生对教授说他想谈一谈“the big paper we need to turn in at the end of the semester(学期末我们要交的大论文)”。

　　2【表意功能题】学生说他已经选好了论文的主题，正在做研究。论文的截止日期是学期末，而他们刚刚结束期中考试而已。之后教授说：“Good for you. I love it when students show initiative. (很好。我喜欢具有主动性的学生。)”教授表扬学生是因为他提前着手写论文。

　　3【细节题】教授对学生说：“Pare down your topic. First, focus on just one animal that migrates. I don’t care which one it is. Just choose one. Next, look at only one aspect of its migrating habits. And then go into that in as much depth as you possibly can. (缩小你的论文主题。首先，集中写一种动物的迁徙。哪种动物都行，只要选一种。其次，探讨它的迁徙习惯的其中一个方面。然后尽可能地深度探讨。)”由此可知，她希望学生集中写某个具体的方面，而不是面面俱到。

　　4【推论题】学生对教授说他需要想一想他的论文主题，明天下课后再和教授讨论。这番话暗示他会在下节课之前选好新的论文主题。

　　5【态度题】学生说：“You wouldn’t believe how badly that worked out. (你想不到那样做的结果有多糟糕。)”这暗示了大一时他某些学科的成绩很差。

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