托福TPO33文本听力+答案解析

如何攻克托福听力，除了要多听，托福TPO听力也是托儿必刷的真题.小编托福考生们带来

了TPO听力33文本，希望可以帮助广大托福考生轻松备考托福。

Conversation!

Narrator

Listentoaconversationbetweenastudentandauniversityemployee.

Student

Hi.Iamalittlelost.Um,isthisthehousingmaintenanceoffice?

Employee

Youfoundit.HowcanIhelpyou?

Student

Oh,good.Ihaveaquickquestion.Areweallovedtokeepelectricheaters

inourrooms?

Employee

Actually,youarenot.What'sgoingon?Yourroomcold?

Student

It'sfreezinginmyroom.Ithinktheheatwentoutorsomething.

Employee

Areyousureit'sout?Maybeitjustgotturnedouttoofar.

Student

Oh,no.Itriedadjustingthe,uh,theheatcontrol,butitdocsn'tmake

anydifference.It'ssocoldinmybedroomIcan'tsleepatnight.I'veactjally

beensleepingonthesofainthefrontroom.Th©heatstillworksinthere.

Actually,wegetho:airinallthebedroomsexceptours.

Employee

Wow!Doyouhavearoommate?

Student

Yeah.Butshesaidsheisn'tbotheredbythecold.Butonthesofa,Iam

keptupbythenoiseoutinthehall.Thedormscansometimesgotprettynoisy.

Sowhatcanbedoneaboutit?

Employee

Well,OK.There'sacoupleofthingswecando.Icanhaveacustodiantake

alookatitandseeifhecandosomething.

Student

Actually,Iaskedthecustodianyesterdaytotakealook.Buthesaidhe

couldn*tfindanythingwrong.Hesaidthatsomeoftheotherroomshavelost

heatalsoandthatifwe'dcomehereyouguyswouldfixit.

Employee

Oh,hedid?That'sweird,becauseIwouldhave,--well,thecustodians

themselvesareusuallysupposedtoreportanyproblemsrightaway.OK.Inthat

case,thenwhatyouneedtodois…here,filloutthisform.

Student

Ihavetofilloutaform?

Employee

Yeah,butatleast二hat'11putyourheaterprobleminawoi'korderforthe

maintenancecrewandthey*11gettoyouassocnaspossible.Justsoyouknow,

becauseit,snotwinteryetandit*snotascoldasitcouldbe,itmaytakea

fewdaysforamain:enancecrewtogettoyou.

Student

Afewdays?Ican,:evensleepinmyownroom；Can'twejustgetan

electricheater?

Employee

Iamsorry.Butstudentsjustaren*tallowed.OK.Icanseethatthisisa

problem,andnotjustwithyourroom.Soifyoucangettheformbacktomethis

afternoon,I'11trytogetamaintenancecrewtolookatyourproblemby

tomorrow.How'sthat?

Student

Oh,thatwou1dbegreat.Seriously.Thavetotakeoffnow.ButwhenIfill

thisformout,Igiveittoyou,right?

Employee

Right.AndifIamnothere,justputitinmyboxandI'11getit.

Lecture1-Archaeology(TheGreatPyramid)

Narrator

Listentopartofalectureinanarchaeo1ogyclass.

Professor

TheGreatPyramidofGizainEgyptmightbethemostfamousbuildinginthe

world.Weknowexactlywhenitwasbuilt.Constructionstartedin2547B.C.E.,

about4500yearsago.Weknowwhohaditbuilt.ThatwasthepharaohKhufu.Wc

knowwhooversawitsconstruction-thepharaohTsbrother.Weknowsomanytnings

aboutit,butthefunnythingis:westilldon'tknowexactlyhowitwas

built.

ThispicturewillgiveyouanideaofthesizeofthePyramidandthesize

engineerskeeptheroadfromhavingtobetoosteep.Sowhynotwraptheramp

aroundthePyramid?Buildingtheramparounditasyougo.Sounds1ikeapretty

goodidea.Exceptizfsgotaseriousproblem.See…oneofthemostremarkable

thingsabouttheGreatPyramidishowaccuratetheproportionsare.The

dimensionsarealmostperfect.Togetthatperfection,theengineersmusthave

hadtomeasureitrepeatedlyduringconstructicn.Andthewayyou'dmeasureit

isfromthefourcornersofthebase.Well,ifyougotarampspiralingupfrom

thebaseofthePyramid,thosecornerswouldbeburiedbythatrampduring

construction.

Well,whosaystheramphastobeontheoutsideofthePyramid?Andnowwe

gettothelatestidea.IftherampwereontheinsideofthePyramid,the

cornersatthebasewouldbeexposed,sotheengineerscoulddotheir

measurementswhile:heyworebuilding.

Wei1,anarchitectnamedHoudinhasspentafewyearsworkingonmaking

computermodelsofthebuildingofthePyramid.AndwhatHoudinbelievesisthat

anexteriorstraightrampwasusedtoconstructthebottomthirdofthePyramid,

thisrampwouldhavebeenfairlyshort.Itprobablyroselessthan50meters.

ThentherestofthePyramidwasconstructedusinganinternalrampthat

spiraledaroundtheinsideofthePyramid.

Buthowcanwetestthisidea?Well,thereareseveralwaystolookinside

thePyramid.

Oneiscalledmicrogravimetry.Microgravimetryisatechniquethat*sused

todetectvoidsinsideastructure.Youcanthentakethedataandgeneratean

imagethatshowsanyemptyspacesintheinterior.Well,in1986,French

scientistscompletedamicrogravimetricsurveyofthePyramid.Andoneofthe

imagestheyproducedshowedanemptyspiral-shapedspaceinsideit.Theshapeof

thatspacecorrespondsexactlytowhatHoudinthoughttherampwouldlooklike.

IthinkHerodotuswouldbeconvinced.Wemightverywellbeattheendof

centuriesofguessing.

Lecture2-EnvironmentalScience(WaterManagement)

Narrator

Listentopartofalectureinanenvironmentalscienceclass.

Professor

1'dliketocontinuewiththetopicofmanagingwaterresources,but1want

tofocusonaparticularcase.Uh,um,anexampleofwatermanagemenIthatts

madeusreconsider:hemethodsweusewhenwenakethesedecisions.Solet,s

lookatwhatJshappeningintheColoradoRiverbasin.

TheColoradoRiverbasinisaregionintheSouthwestUnitedStates.Seven

statesrelyontheColorado,swater.Andasyoucanimagine,asthepopulations

ofthesestatesbegantogrow,itbecameclearthatasystemtodistribute,uh,

tomakesureeachstategotitsfairshareofwaler…somekindofsystemhadto

becreated.Andin1922,awater-sharingagreementwasmade.Elizabeth,youhave

aquestion?

Student

Well,howexactlydoyoufigureouthowtoshareariver?Imean,you

can't'**likecutitupintopieces.

Professor

Well,let*sstartwiththefirststep.Andthat'stryingtofigureouthow

muchwateronaverageflowsthroughtherivereachyear.Now,researchershad

startedgatheringdataonwaterflowbackinthelate1890susinginstruments

theyplacedintheriver.Whenthe1922water-sharingagreementwasmade,there

wereabouttwentyyearsofdataonwaterflowavailable.Theaverageannualflow

wascalculated.And,well,theagreementwasbasedonthatcalculation.Thesame

basicagreementisineffecttoday.

Student

Wait!Thatwasal1:hedatatheyhad?Andtheybasedtheirdecisionon

that?

Professor

Yes.Andwe'11whythatwasabaddecisioninamoment.OK.Asdecades

passed,itbecameclearthatmeasuringriverflowwasmuchmorecomplicatedthan

wehadthought.See'**ariverhasperiodsoflovflowandperiodsofhighflow.

Andthiswasn,ttakenintoconsiderationwhenthe1922agreementwasmade.In

the1970s,thepopulationoftheareawasrisingwhiletheamountofwater

flowingthroughtheriverseemedtobefalling.Bythistime,wehad---what?A

hundredyearsofrecordeddatatolookat?That'sstillaprettyshorttimefor

anancientriver.

Togetmoredata,welookedatadifferentsource-asourcethatwasableto

tel1usabouthundredsofyearsoftheriver'shistory—treerings.OK.Letme

explain.

Youprobablyknowthatwecandetermineatree'sagebycountingtherings

onacrosssectionofitstrunk.Eachringrepresentsoneyearofthetree,s

life.Soifyouknowtheyearthetreewascut,youcancountinwardsanddate

eachringallthewaybacktothecenter.Youcanalsotellhowmuchmoisture

thetreegotduringeachofthoseyearsbylookingatthewidthoftherings.A

wideringmeansplentyofwaterwhileanarrowoneindicatesless.

Fortunatelyforus,certainareasoftheColoradoRiverbasinarehometo

someveryoldtrees,some800yearsoldandolder.Researcherscandrillcore

samples,uh,basicallygetacrosssectionofatreewithouthavingtokillit,

lookattheringsandgetapictureofwhattheclimatewaslikeinthebasin

foreachofthetree,syears.

Well,theresultstellussomethingwewouldn*thaveknownwithoutthis

data,thatoverthepast500yearsorso,theColoradoRiverbasinhas

experiencedseverecroughts,someworsethananywe*veeverrecorded.Theyalso

showedthattheearlytomid-1900s,whenmostofthedatathatledtothe

water-sharingagreenentwascollected…well,thiswasthewettestperiodinthe

past400years.Well,obviously,hadwatermanagementofficialsknownthenwhat

weknownow,the1922agreementwouldhavebeenhandleddifferently.

Buttodaywecanusethepasttohelpprepareusforthefuture.Withthe

demandforwaterinthebasinstaysincreasingandwiththereallikelihoodof

lowerflowsintheriver,ifhistoryisourteacher,wecandevelopinnovative

methodsofwaterconservationanolreevaluatehowwaterisdistributed.

Conversation2

Narrator

Listentoaconversationbetweenastudentandhisbiologyprofessor.

Student

ProfessorLandrea.

Professor

Hi,Dennis.Youarerightontime.Comeoninandhaveaseat.

Student

Great!Thanks.

Professor

SolikeItoldyouinclass,Ijustwantedtotakeafewminutestomeet

witheveryonetomakesureyourclasspresentationsfornextweekareal1in

orderandcomingalongwell.Andasyouknow,youaresupposedtoreportonsome

areaofrecentresearchingenetics,something…youknow-original.

Student

Well,1thinkIfoundjustthething!Itactua.lyoccurredtomoacouple

nighlsagowhi1eTwaseatingdinnerinthecafeteria.Tel1meprofessor,doyou

likebroccoli?

Professor

Broccoli?Youmean:hevegetablebroccoli?

Student

Yeah.

Professor

Well,Iguessnotreal1y.

Student

Meneither.Ihaveneverlikeditormostothervegetablesforthat

matter---Brusselssprouts,asparagus,cauliflower…younameit.Theyjusttaste

bitterand…well…nastytome.Mymotheralwayscalledmeapickyeater.

Professor

OK-And?

Student

AndsoIgottowondering:Imean,Iamobviouslynottheonlypersonlike

this.Soisthisjustbecauseofsome…liketraumafromourchildhoods?Somebad

experiencewe'vehadwithsomevegetables?Orcouldtherebesomegenetic

explanationforwhysomepeoplearepickyeatersandothersaren,t?

Professor

OK.Isee.Well,Isupposeit'sapossibility.

Student

Actually,itturnsoutit'smorethanapossibi1ity.Istarteddoingsome

researchinthelibrarythatnightandIfoundoutthatabiologistatthe

NationalInstitutesofHealthhasbeenlookingatthatveryquestion

recently.

Professor

Well,Iguessthat/snotloosurprising.Andthisisgreatstuffactually.

Sowhat'stheverdict?

Student

Well,thisguyseemstohavediscoveredaparticulargenethatactually

makesitpossibleforpeopletotastethebitternessincertaingreen

vegetables.Butpeoplewhohaveamutationinthatgenecannottastethe

bitterness.

Professor

Wei1,•,that?scertainlyfascinating!But…sothisbiologistisbasical1y

claimingthatpeoplewholiketoeatthesevegetablesactuallyhavesomesortof

sensorydeficit?Sortofmakesuspickyeatersthannormalones,doesn*tit?I

mean,that,skindofturningthingsontheirhead,isn'tit?

Student

Wei!•••thenagain,i:wouldn'tbothefirsttine,wouldit?Thinkofitthis

way:humansoriginallyneededtohaveastrongersensitivitytobitter-tasting

foodssotheycould1earnwhatplantsweregoodforthemandwhichonesmightbe

poisonous.Butatsomepoint,aspeoplefiguredoutwhattheycouldsafelyeat,

thisneedbecamelesscrucialandasegmentofthepopulationlostthat

ability.

Professor

OK.Wei1,youmakeacompel1ingcase.Ican'twaittohearmoreaboutthis

whenyoudeliveryourreport.

Lecture3-Biology(Notothenioids)

Narrator

Listentopartofalectureinabiologyclass.

Professor

Waysinwhichanimalsadapttotheirenvironmentareoftenquiteingenious

actually.Andasanexampleofthis,letmetel1youaboutafish,agroupof

fishknownastheNotothenioids.There*sover90knownspeciesofNotothenioids

andtheyinhabitbo:hshallowanolverydeepwaters,mostlyaroundAntarctica.

Manyarefairlysmall,thoughthelargestspeciescanweighupto150

kilograms.

Notothonioidscanboidentifiedbytheirlargeeyes,whicharecoveredbya

thickinsulatinglayerofcleartissue.Thistissueprotectstheireyesfrom

freezing.Remember,thefreezingpointofoceanwater,saltwater,islowerthan

forfreshwater,negative1.9degreeCelsius(-1.9°C).Soitcangetalot

colderforfishinanocean,say,thaninariverorlake.Sothismeansthat

theoceanwatersarcundAntarcticaarecoldenoughtofreezemosttypesoffish,

butNotothenioidsdon'tfreeze.Infact,theythrive.Theyaccountforsome95%

ofallfishinthesouthernocean,theoceanthatsurroundsAntarctica.

So,howunusualis:hat?Tohaveasinglefami.yoffishdominatingan

entireocean.Imean,thinko「…say,tropicalortemperatemarineenvironments,

whichhaveincrediblydiversefishpopulations.Coralreefs,forexample,

supportover4000typesoffish,alongwithsponges,crustaceans,andmanyother

organisms.

So,exactlywhenandhowdidtheNotothenioidsconictodominatethe

southernocean?

Wei1,around30millionyearsago,thewatersaroundAntarcticawerealot

warmerthantheyaretoday.Um...atthattime,AntarcticawasconnectedtoSouth

America,whichmeansthatwarmairfi'omthenorthcouldflowsouthwardandheat

uptheAntarcticawaters.BecausethewateraroundAntarcticathenwas

relativelywarm,itsupportedmanytypesoffish.Andweknowthisfromfossil

evidence.

Butthe90orsospeciesofNotothenioidsthatexisttodaydicin'texistat

allbackthen.Infact,onlyoneancestralNotothenioidspeciesexisted.But

somewherebetween5millionand14millionyearsago,twomajorchangestook

place.

First,whatwecallachancemutation.Atinygeneticchangeoccurredin

thatoneNotothenioidspecies.ItsDNAallowedfortheproductionofaspecial

pi'otein,aprotein:hatpreventsthefishfromfreezing.Thewaythis---this

anti-freezeproteinworksis:itbindstoanyicecrystalsthatforminsidethe

fish.Thisbindingactionpreventstheicecrystalsfromgrowinglarger.And

thisiswhatpreventsNotothenioidsfromfreezng.

Now,atthattime,:hewaterstheNotothenioidsinhabitedwerestillnot

freezingcold,sotheproteindicin'treallymakeadifferenceasfarasthe

fish*ssurvival.Butthiswouldchange,becauseinthesameperiodofgeologic

timetherewasashiftintheearthJscontinentalplates.Continentaldrift

causedAntarcticatomoveapartfromthelandmassofSouthAmericaandtodrift

intotheSouthernPolarRegion.Thisresulted:napowerfulwatercurrent

encirclingAntarctica,whichpreventedtheAntarcticwatersfrommixingwith

warmerwater.Sothesouthernocean,isolatedfromthatwarmairflowfromthe

north,cooleddowndrastically,tothekindsofsub-freezingtemperatureswe

associatewithittoday.

Now,mostfishspeciescouldn'tsurviveinthisfrigidenvironmentandthey

becameextinet.ButthatoneNotothenioidspecies,withitsuniqueabi1ityto

producethatanti-freezeprotein,thrived.Ithadvirtuallytheentiresouthern

oceantoitself!

So?Well,therewaslittleornocompetitionforfoodorspace.Youmight

thinkofitas…um…asa…akindofecologicalvacuum.AndtheNotothenioids

exploitedfully.Thespeciesmigratedintodifferenthabitatsthroughoutthe

southernocean.Anditspopulationincreaseddramatically,withvarious

sub-populationsmigratingintodifferentpartsoftheocean.Overtimethese

sub-populationsinallthosedifferenthabitats',,well,theydevelopedvery

differentphysical:raits.Theyadaptedtosurviveintheirparticular

ecologicalniche,their…theirpositionwithinaparticularecosystem.

Wecallthistypeo:speciesdiversificationwithinaspeciesadaptive

radiation.Andwhatadaptiveradiationisis:anevolutionaryprocessbywhicha

parentspeciesrapidlyundergoeschangesresultinginvariousnewspeciesin

ordertofillmultipleecologicalniches.SointhecaseoftheNotothenioids,

thatsinglespeciesstartedcolonizingemptyhabitatstosuchanextentthatit

evolvedintoabroadrangeofnewspecies,the90orsoNotothenioidspecies

thatwehavetoday.Soletmeswitchtoadaptiveradiationwithregardto

anotherspeciestha:'salsobeenverysuccessful.?

Lecture4-ArtHis:ory(RenaissanceGardens)

Narrator

Listentopartofalectureinanarthistoryclass.

Professor

OK.WehavebeentalkingabouttheartandarchitectureoftheItalian

Renaissance,fromaroundA.D.1400toaroundA.D.1600.Lastclass,wehada

lookatsomeofthemagnificentpalacesandvillasbuiltduringthistime

period.Andjustasclasswasending,someoneaskedaboutthegardensassociated

withthesepalacesandvillas.AndsoPdliketosayafewthingsaboutthem

beforewemoveon.

Now,whenIsaygardens,Idon,tmeanvegetablegardensorsimpleflower

gardens.Thesewerelavishlyconstructed,finelydetailedgardensthatcovered

hundredsofacres,withexoticplantsandornamentalstatues.Andtheywerejust

asmuchasymboloftheirowners*socialpositionastheirpalacesandvillas

were.Again,whatwastheinspirationfortheRenaissance?Rebecca.

Student

ClassicalartandarchitectureoftheancientGreeksandRomans.

Professor

That'sright.Aswe'vesaidbefore,themainpointoftheRenaissancewas

torevivethegeniusoftheancientGreeksandRomans,whichiswhydesignersof

RenaissancegardensdesignedthemastheancientRomanswouldhavedesigned

them,oratleastastheyimaginedtheancientRomanswouldhavedesigned

them.

Student

HowdidtheyknowwhatancientRomangardenslooklike?

Professor

Well,theydicin'thaveanypictures.Buttheydidhavesomeverydetailed

descriptionsofancientRomanvillasandtheirgardensthathadbeenwrittenby

famousRomanauthorswholivedduringtheheightoftheRomanEmpire.Andat

leastthreeofthoseauthors,onewasascholar,onewasapoet,andonewas

lawyer,wereveryauthoritative,veryreliablesources.

Ah--,andinterestinglyenough,therewasanothersourcethatdidn'tdescribe

classicalgardensbutstillbecameagreatinfluenceonRenaissancegardens.It

wasalsowrittenbackduringtheheightoftheRomanEmpirebyamathematician

knownasHeroofAlexandria.HerowasaGreek.ButhelivedinAlexandria,

Egypl,whichwasatihetimepartoftheRomanEmpire.Herocompiled

descriptionsandsketchesofseventysomecleverlittlemechanicaldevices,most

ofwhichutilizedcompressedairtocausewater,orinsomecaseswine,toflow

fromoneplacetoanother,orsometimestosquirtortomakesomekindofnoise.

Yes?John?

Student

Couldyougiveanexample?

Professor

Well,oneofthedeviceswasasacrificialvesselthatwasobviously

designedforatemple,notforagarden.Anyway,ifyoudropmoneyintothis

vessel,waterwouldflowoutofit.Well,creativemindsintheRenaissance

realizedthatthislittledevicecouldbenicelyrepurposedasaniftylittle

fountain.DesignersofRenaissancegardenslovedthissortofthing.Theyloved

toincorporatenovelliesandtricks,thingstoamuseandimpressguests.

Student

Andthatwasthepurpose?Toimpresspeople?

Professor

Sure.Asanoblemanorwealthylandowner,onepurposeofhavingafabulous

villawithafantasticgardenwastoimpresspeople.Itwasawayofproving

yoursocialposition.

Student

Wei1,•,OK.Youalsomentionedtricks.

Professor

Well,forexample,somegardenshadplasterormarblebirdsthatsangwhen

waterflowedthroughthem.Somefountainsweredesignedtosquirtpeoplewith

water.

Student

Andthesethingswerepopular?

Professor

Yes.Theymayhavebeenthemostpopularfeaturesofthegardens.Imean,

flowersandstatuescanbenicetolookat,butthesethingswerealotmore

fun.Andthemorecleverthedeviceis,themorefamousthegardenandthe

greaterprestigethelandownerenjoyed.Yes?Rebecca.

Student

Whataboutmazes?IreadthattheywereamajorpartoftheRenaissance

gardens.

Professor

Oh,yes.Theycertainlywere!Mazesorlabyrinths,asthey,realsocalled,

wereverycommoninRenaissancegardens.Howthatcametobothoughisabitof

amystery.MazeshavealonghistorygoingbacktotheancientEgyptians,but

theystartedappearingingardenson1yduringtheRenaissance,orperhapsjusta

littlebitpriortothat.Accordingtoonesource,whathappenedwas:inthe

late1400s,ahighlyrespectedexpertpublishedabookonarchitecture.And

readerssomehowmistakenlyinferredfromthatbookthatancientRomanshadmazes

intheirgardens.SothendesignersofRenaissancegardensthinkingtheywere

followinginthefootstepsoftheancientRomans…well•••guesswhattheydid.

托福TPO听力33题目解析

1.Whydoesthewomangotoseetheman?

A)Toaskaboutauniversitypolicyregardingdormrooms

B)Toreportexcessivenoiseinherdorm

C)Toreportthatroomtemperaturesaretoohighinherroom

D)Toinquireaboutthestatusofarequestshehadmadeforarepair

Answer:A

解析：

(16'')Woman:Ihaveaquickquestion.Areweallowedtokeepelectric

heater'sinourrooms?这句话表示女学生来的目的就是问能否在房间里有电暖气。换句

话说，就是学校政策是否允许学生在房间放电暖气。

2.Howhasthewomanbeendealingwithherproblem?

A)Byusinganelec:richeater

B)Bystayinginadifferentbuilding

C)Bysleepinginanotherroominherbuilding

D)Byexchangingroomswithafriend

Answer:C

解析：(31)Oh,no.Itriedadjustingthe,uh,theheatcontrol,butit

doesn'tmakeanydifference.It,ssocoldinmybedroomTcan'tsleepatnight.

I*veactuallybeensleepingonthesofainthefrontroom.Theheatstillworks

inthere.Actually,wegethotairinallthebedroomsexceptours.

首先她否定了老师的想法，然后告诉老师她现在睡在另一个房间的沙发上。

3.Whatdoesthemanimplyaboutthecustodian0

A)Thecustodianisnotusuallyresponsibleformakingrepairs.

B)Thecustodiandidnotfollowcorrectprocedures.

C)Thecustodianneedspermissionbeforemakingrepairs.

D)Thecustodianhadreportedtheproblemearlier.

Answer:B

解析：

(1‘01'')Woman:Sowhatcanbedoneaboutit0Teacher:Well,OK.There'sa

coupleofthingswccando.Icanhaveacustodiantakealookatitandseeif

hecandosomething.

(1‘09'')Woman:Actually,Iaskedthecustodianyesterdaytotakea

look.

也就是说老师的建议无用。(1'21'')Teacher:Oh,hedid?That*sweird,becauseI

wou1d

have...well,thecustodiansthemselvesareusuallysupposedtoreportany

problemsrightaway.

老师的回答是“weird"，很奇怪。潜台词，这个不符合常规。后面补充，这些管理员应该

要报告。也就是说，这些管理员没有按常规办事。

4.Whydoesthemanmentionwinter?

A)Tosuggestthatanelectricheaterisnotyetnecessary

B)Toshowthatheunderstandsthewoman,sfrustration

C)Toencouragethewomantomovetoanotherroom

D)Toexplainwhyi:maytaketimetofixthewoman'sproblem

Answer:I)

解析:

(1‘35'')teacher:Yeah,butatleastthat,1]putyourheaterproblemina

workorderforthemaintenancecrewandthey*11gettoyouassoonaspossible.

Justsoyouknow,becauseit'snotwinteryetandit'snotascoldasitcould

be,itmaytakeafewdaysforamaintenancecrewtogettoyou.

老师表示因为冬天还没到，没那么冷，所以需要几天才能安排人去修。

5.Whatwillthemandotohelpthewoman?

A)Hewillfilloutamaintenancerequestformforher.

B)Hewi11sendamaintenanceteamtoherroomsoon.

C)Hewillorderanewheaterforherroomrightaway.

D)Hewillallowhertochangeroomstemporarily.

Answer:B

解析:

(1‘49'')Woman:Afewdays?Ican'tevensleepinmyownroom!女生抗议，认为

这太久了。

(1‘58'')Teacher:OK,Icanseethisisaproblemandnotjustwithyourroom.

So,ifyoucanget:heformbacktomethisafternoon