[TPO1-34]托福听力真题原文以及答案汇总
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【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
学生写下去。
======
教授：=
好，我们一起看一下。莎士比亚古典剧的现代演绎。嗯，如同我上周告诉你的，我认为这对你的论文来说是个不错的话题。所以题目应该是像……
#
学生：=
我不是很确定，可能是20世纪仲夏夜之梦的演绎。
#
教授：=
不错，我喜欢这个。直切主题。资料查的怎么样了?
#
学生：=
额，这就是我来和你讨论的目的，我在想您的视频收藏里是否恰好有一部彼得布鲁克版的仲夏夜之梦。我到处搜查了，发现很难找到。
#
教授：=
因为它不存在。
#
学生：=
您是说您没收藏? 还是它根本不存在?
#
教授：=
我意思是不存在。这个版的剧作从没被拍过或纪录过。
#
学生：=
哦不。我没意识到。我阅读的资料告诉我，这版剧作影响了许多后续其他的作品。所以我以为它一定被拍成电影或有录像纪录。
#
教授：=
哦。它确实是部里程碑般的作品。但它并不是只上演了一周。虽然它没被拍电影，或即使被拍，录像也丢了。神奇的是，居然有一部电影讲的就是这部作品的问世，而居然没有这部作品本身的电影。
#
学生：=
那现在我怎么办? 如果没有录像的话。
#
教授：=
嗯，想想吧，它毕竟是20世纪最重要的仲夏夜之梦演出，对吧?
#
学生：=
但如果我都看不到布鲁克的剧目演出，我怎么写呢。
#
教授：=
就因为没有录像，并不意味着你不能知道它是如何影响其它剧版的。
#
学生：=
对，我想有足够的资料，但这将是个挑战。
#
教授：=
是的，但是想想，你在写关于戏曲艺术，剧院的方面，这不正是它的特性吗?
#
学生：=
你的意思是说，它上演的直播特点，一旦演出结束……
#
教授：=
就完事了。除非拍了电影，否则就没了。但这不意味着我们不能研究它。当然，我们班上还有学生在写19世纪的剧作，肯定没有那些的录像资料。你明白，对于研究戏曲的人，一项挑战就是如何描述一个如此昙花一现的事物。某种，换句话说，不存在的事物。
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