托福tpo18听力答案详细解析

托福tpo18听力答案详细解析内容摘要：

s. That’s one of Gazda’s points. Another is that while nowadays reproduction is easy, it was not so easy in Roman times. Copying statues required a lot of skill, time and effort. （ 14） So Gazda hypothesizes that copying didn’t indicate a lack of artistic imagination or skill on the part of Roman artists, but rather the Romans made copies because they admired Greek Greek statues represented an idealization of the human body and were considered quite beautiful at the time. Gazda also believes that it’s been a mistake to dismiss the Roman copies as, well, copies for copy’s sake and not to consider the Roman function and meaning of the statues. Girl Student: What do you mean the Roman function? Weren’t they just for decoration? Professor: Well, not necessarily. Under the Emperor Augustus at the height of the Roman Empire, portrait statues were sent throughout the empire. （ 14） They were supposed to municate specific ideas about the emperor and the imperial family and to help inhabitants of the conquered areas bee familiar with the Roman way of life. （ 15） You know Roman coins were also distributed throughout the empire. Anybody care to guess what was on them? Boy student: The emperor’s face? Professor: That’s right! The coins were easy to distribute and they allowed people to see the emperor or at least his likes and served as an additional reminder to let them know, well, who was in the images helped people bee familiar with the emperor. Statues of him in different roles were sent all over the empire. Now, actually some Roman sculptures were original, but others were exact copies of Greek statues and some Roman sculptures were binations of some sort. Some bined more than one Greek statue and others bined a Greek god or an athlete with a Roman’s head. At the time of Julius Caesar, I wasn’t unmon to create statues that had the body of a god and the head of an emperor. And the Romans were clever. What they did was they made plaster casts from molds of the sculptures. Then they shipped these plaster casts to workshops all over the empire, where they were replicated in marble or bronze. （ 16） And on some statues the heads were removable. They could put an emperor’s head on different bodies, showing him doing different things. And then later when the time came they could even use the head of the next emperor on the same body. 词汇： sculpture n. 雕塑 bust n. 半身像 memorate v. 纪念 category n. 种类 conquer v. 征服；战胜 Mediterranean adj. 地中海的 spoils n. 战利品；赃物 dominant adj. 占优势的；统治的 prevalent adj. 流行的 dismiss v. 解散；开除 decoration n. 装饰 idealization n. 理想化 imperial adj. 帝国的 empire n. 帝国 emperor n. 皇帝；君主 plaster cast 石膏模型 workshop n. 车间；工场 replicate v. 复制 marble n. 大理石 bronze n. 青铜制品 题目： 12. What is the lecture mainly about? 解析：主旨题。 文中主要讲了罗马一种雕像的盛行的原因 ——因为它们的艺术用途和政治用途。 答案： Different views of a type of sculpture popular in ancient Roman times 13. According to traditional art, why did the Romans copy Greek sculpture? 解析：细节题，定位 traditional art， lacked creativity and skill 同义替换为 did not have sufficient skill. 答案： Roman artists did not have sufficient skill to create original sculpture 14. What is Gazda39。 s view of the Roman copies of Greek statues? 解析：推断题。 文中说罗马人因为欣赏希腊雕像所以模仿，这是艺术用途；文中又说这些雕像用来传达君主的一些想法，是政治用途。 答案： The copies had both artistic and political functions. 15. Why does the professor mention Roman coins? 解析：意图推测题，文中说硬币在国家中散布，而帝王头像印在硬币上，说明帝王头像在国家散布。 答案： To illustrate the Roman policy of distributing the emperor’s image throughout the empire 16. According to the professor, why did the Romans sometimes remove the emperor39。 s head from a statue? Click on 2 answers 解析：细节题，定位 remove the emperor39。 s head，原文中对应 the heads were ，放在不同的身体上；当时间到了，可以在相同的身体上换另下一任帝王的头像，说明这时之前的帝王已经没有权利了。 答案： The head was placed on the body of a different statue. The emperor was no longer in power. 17. What does the professor imply when he says this: 解析：复听意图推测题，当代艺术历史学家否定了传统艺术历史学家的说法，说明传统艺术历史学家的说法不正确。 答案： The view of traditional art historians is probably incorrect Conversation 2（场景分类 ——询问论文） Narrow： Listen to a conversation between a student and his sociology professor. A: Well, I’m glad you redid your outline. I fed a few ments, but nothing you have to act on. （ 2） It’s in good enough shape for you to start writing your paper. B: Thanks! At first I was afraid all that prep work would be a waste of time. A: Well, especially with a challenging topic like yours: factors leading to the emergence of sociology as an academic discipline. There’s just so much history to consider。 you could get lost without a solid outline. So did you have a question? B: Yeah, （ 1） it’s about…you mentioned needing volunteers for a research study? A: Yep, it’s not my study. （ 3） It’s my colleague’s in the marketing department. She needs people to watch various new TV programs that haven’t been broadcast yet, then indicate on a survey whether they liked it, why, if they’d watch another episode. It’d be kind of fun plus participants get a $50 gift certificate. B: Wow, well I like the sound of that. But…so they are trying to predict if the shows are gonna succeed or fail, right, based on students’ opinions? Why would they care what we think? A: Hey, don’t sell yourself short. （ 3） People your age are a very attractive market for advertisers who promote their products on television. The study is sponsored by a TV work. If enough students don’t like the show, the work may actually reconsider putting it on the air. B: OK, well, how do I sign up? A: You just add your name and phone number to this list and check a time slot, although it looks like the only times left are next Monday morning and Thursday evening. B: Oh, well, I have marketing and economics Monday mornings and Thursday. A:（ 5） OH, you are taking the marketing。