【考托听力资料】小站独家深度解析官方原题Official33听力答案

2014年06月30日14:28 来源：小站整理

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ETS于今年6月发布了新的一期官方真题Official模考套题——官方真题Official 33。虽然时隔官方真题Official 32并不遥远，但是作为备考托福的考生来说， 官方难得的模考试题肯定是多多益善，更何况官方真题Official中道道是真题。

小站教育自然也不敢怠慢。在得到官方真题Official 33模考试题后，小站教育的金牌老师加班加点，以第一时间给出了官方真题Official 33的全面解析，不仅包括了所有听力的原文本，还有小站教育的金牌老师给出的完美答案，更有答案详细解析。

为了方便更多同学备考托福，小站教育将官方真题Official 33的听力文本、完美答案、详细解析按照题目顺序汇总，并以pdf的形式回馈给备考学员。

经典考点解析

l Interaction between professor and student 师生互动

教授和学生之间的互动。在教授讲课的过程中，有时候教授会提问让学生回答，有时候学生会打断教授的话，提出疑问希望教授做更多的解释。不论如何，只要是教授和学生之间有互动，必出考题。所以，考生们应该格外关注这些互动。同时，这些互动也是相对较容易的得分点。一篇 LECTURE 很长，老师一个人的独白可能不容易抓出重点，但是出现另一个人的声音并提问时，语速会相对放慢。

例如： Lecture 2 Question 13;Lecture 4 Question 13

l 用 NOW, WELL 等语气助词引出重点结构

在讲座中，为了清晰的表达结构，教授会采用不同的方式来体现文章的层次性。经典方式之一就是用 now, well 等词。这些词之后引导的通常是在一个大范围主题下的重点结构。而结构当中通常包含一些问题，比如自问自答的句子，比如用 but 转折词引导的句子。这些句子大部分情况下对应着细节题。

例如： Lecture 1 Question 8;Lecture 2 Question 16

conversation 1 梗概：

女生去问宿舍能不能有电暖气，因为她宿舍的暖气坏了，她只能睡在沙发上。但是老师表示不能，让她去找管理员。但是女生说管理员已经看过了。老师表示管理员没有按流程办事，让女生填表格，并说过几天找人修。女生抗议。老师说那就填好表格，明天派人去修。

1. Why does the woman go to see the man?

A) To ask about a university policy regarding dorm rooms

B) To report excessive noise in her dorm

C) To report that room temperatures are too high in her room

D) To inquire about the status of a request she had made for a repair Answer: A

解析:

(16’’)Woman: I have a quick question. Are we allowed to keep electric heaters in our rooms? 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. How has the woman been dealing with her problem?

A) By using an electric heater B) By staying in a different building

C) By sleeping in another room in her building

D) By exchanging rooms with a friend

Answer: C

解析：

(31’’) Oh, no. I tried adjusting the, uh, the heat control, but it doesn't make any difference. It's so cold in my bedroom I can't sleep at night. I've actually been sleeping on the sofa in the front room. The heat still works in there. Actually, we get hot air in all the bedrooms except ours. 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. What does the man imply about the custodian?

A) The custodian is not usually responsible for making repairs.

B) The custodian did not follow correct procedures.

C) The custodian needs permission before making repairs.

D) The custodian had reported the problem earlier. Answer: B

解析：

(1’01’’) Woman: So what can be done about it?

Teacher: Well, OK. There's a couple of things we can do. I can have a custodian take a look at it and see if he can do something.

(1’09’’) Woman: Actually, I asked the custodian yesterday to take a look. 也就是说老师的建议无用。

(1’21’’) Teacher: Oh, he did? That's weird, because I would have...well, the custodians themselves are usually supposed to report any problems right away.

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. Why does the man mention winter?

A) To suggest that an electric heater is not yet necessary

B) To show that he understands the woman’s frustration

C) To encourage the woman to move to another room

D) To explain why it may take time to fix the woman’s problem Answer: D

解析：

(1’35’’) teacher: Yeah, but at least that'll put your heater problem in a work order for the maintenance crew and they'll get to you as soon as possible. Just so you know, because it's not winter yet and it's not as cold as it could be, it may take a few days for a maintenance crew to get to you. 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. What will the man do to help the woman?

A) He will fill out a maintenance request form for her.

B) He will send a maintenance team to her room soon.

C) He will order a new heater for her room right away.

D) He will allow her to change rooms temporarily.

Answer: B

解析：

(1’49’’) Woman: A few days? I can't even sleep in my own room! 女生抗议，认为这太久了。

(1’58’’) Teacher: OK, I can see this is a problem and not just with your room. So, if you can get the form back to me this afternoon, I’ll try to get a maintenance crew to look at your problem by tomorrow. How’s that? 老师表示理解，如果女生能明天把表格给他，他可以明天安排人去修。

Lecture 1 梗概：

教授开篇提出金字塔是最有名的古老建筑，我们知道很多，但惟独不知道它是如何被建造的。然后，教授提出了最古老的理论，某人认为是用木头起重机建造的，教授驳斥了该理论。接着又说有一个斜坡理论，但是驳斥了。再后来提到另一个人改进了斜坡理论，认为金字塔底部可以在外面建造斜坡，剩余部分可以在金字塔内部建造环绕型的斜坡。教授用现代的微重力测量来说明测量结果与这个人预测的一致，表示这个人的理论是很靠谱的。

6. What is the lecture mainly about?

A) Building techniques that were common in the ancient world

B) Evidence of several early attempts to build a pyramid

C) Possible answers to an ancient mystery D) The history of the pyramids of Egypt Answer: C

解析：

(30’’)We know so many things about it, but the funny thing is, we still don’t know exactly how it

was built. 首先，教授提出金字塔这个主题，然后说我们知道很多，但是，我们不知道它是如何被建造的。

(1’05’’) Of course there have been a lot of theories over the centuries. 当然，有许多理论。接着整篇文章都是在讲各个理论。

7. According to the professor, what is the main argument against the theory that the stone blocks of the Great Pyramid were lifted into place with cranes? A) Wooden cranes would have been too weak to lift the blocks.

B) There is no evidence of ancient Egyptians ever using cranes.

C) The use of cranes would have resulted in imprecise dimensions.

D) There would not have been enough room for a platform for the cranes. Answer: D

解析：

(1’09’’) The oldest recorded one is by the Greek historian Herodotus. He visited Egypt around 450 B.C.E. when the pyramid was already two thousand years old. His theory was that cranes were used much like we use cranes today to construct tall buildings, seen Egyptians using cranes made of wood. 首先提出最老的一个理论，是由 HERODOTUS 这个人提出的，他认为古埃及人是用木头的起重机建造的金字塔。

(1’30’’) But the problem with this theory has to do with simple mechanics: a crane needs a wide and sturdy base to stand on or it will fall over. Well, as you get to the top of the pyramid, there’s really no place for a crane to stand. The stone blocks are too narrow to provide a base. 教授简单描述理论之后立刻提出转折，这个理论的问题就在于金字塔顶端没有地方可以给 crane。

8. Why does the professor mention a mountain road?

A) To illustrate an alternative to a steep ramp

B) To emphasize the effort needed to move large stone blocks

C) To imply that progress on the Great Pyramid was slow

D) To describe the shape of the road leading to the Giza Plateau Answer: A

解析：

(1’50’’) The next one has to do with the use of a ramp that would allow workers to drag a stone block up the side of the structure. 另一个理论就是有关使用斜坡的理论。

(2’13’’) Well, the pyramid is built on a flat area called the Giza plateau. The plateau is simply not big enough to accommodate a two-kilometer long ramp. OK, so what now? 教授用 well 来引出

这个理论的问题，即这个高原没有这么大来承载一个 2 公里的长坡。然后再以问题来引出答案。

(2’25’’) Well, if you’d ever driven on a mountain road, you know that it has a lot of twists and turns and bends in it because that’s how engineers keep the roads from having to be too steep.

教授再用 well 来引出话题，提出山路有很多转弯就是工程师来解决山坡太陡的问题。也就是用山坡的例子来说明如何处理坡太陡的难题。

9. Why does the professor talk about the accuracy of the proportions of the Great Pyramid?

A) To provide background on the principles of microgravimetry

B) To discount the possibility that a ramp once spiraled around outside of the pyramid

C) To explain the effectiveness of computer models of the pyramid

D) To emphasize the difficulty of building a ramp with the correct slope Answer: B

解析：

(2’35’’) So why not wrap the ramp around the pyramid, building a ramp around it as you go.

Sounds like a pretty good idea except it’s got a serious problem. 讲完山路的问题之后，教授回到话题，表示用把斜坡环绕金字塔是否也行呢?后面跟着的词是重点，”sounds like” – 听起来似乎是，潜台词是”其实并非如此“。于是，教授后面说，See, one of the most remarkable

things about the great pyramid is how accurate the proportions are. 其实教授说这句话就已经表达了“并非如此”的重要原因，即 accurate proportion. 最后，教授还说了，Well, if you’ve got

a ramp spiraling up from the base of the pyramid, those corners would be buried by that ramp during construction.因此，这是行不通的。

10. The professor discusses different methods the Egyptians may have used to build the Great Pyramid. For each method listed below, place a check in the box that show with whom it is associated.

Click the correct boxes. This question is worth 2 points.

本题对应了文章的大结构。最老的方案是由 HERODOTUS 提出的，关于用 WOODEN CRANE 建造。第二个方案是斜坡，但是没有说是谁。第三个方案是 HOUDIN 提出的，金字塔底部在外面用斜坡建造，剩下的在里面用斜坡建造。

11. What is the professor’s view of the Houdin’s theory?

A) She would like to see more detailed microgravimetric surveys before she will be convinced it is true.

B) She is surprised at how similar it is to Herodotus’ theory.

C) She finds the microgravimetric evidence for it to be very strong.

D) She thinks it is plausible but leaves some important questions unanswered. Answer: C

解析：

(4’33’’) I think Herodotus would be convinced. 关于教授对某个理论的态度，一般都是在说完该理论之后教授才会表达。

Lecture 2 梗概：

教授用科罗拉多州为例来说明水资源管理的问题。1922 年签订的协议是基于 20 年的数据，不仅数据太少，而且不准确，导致水分配出问题。后来研究者开始使用树的年轮作为数据来源，并显示了更多的信息，能够指导未来的水分配政策。

12. What is the lecture mainly about?

A) The use of tree rings to measure water usage rates

B) Collecting data that are useful for planning water distribution C) Investigating the history of water use in the Colorado River basin

D) The need for more government involvement in water distribution Answer: B 解析：整篇文章都是以科罗拉多盆地为例子来说明研究者是如何搜集数据来分配水资源的。

13. What does the student find surprising about the 1922 water-sharing agreement? A) It was based on only twenty years of data.

B) It was approved by all seven states in the region.

C) It was meant to remain in effect for more than 100 years.

D) It was based on data from outside the Colorado River basin. Answer: A

解析：

(1’11’’) Now, researchers had started gathering data on water flow back in the late 1890s using instruments they placed in the river. When the 1922 water-sharing agreement was made, there were about twenty years of data on water flow available. The average annual flow was calculated and, well, the agreement was based on that calculation. The same basic agreement is in effect today.

(1’35’’) Female student: Wait! That was all the data they had and they based their decision on that?

教授的now这个词引发了一个重点，就是从1890年代到1922年时，研究者搜集了20年的数据。女生打断了教授的话，并表达一种惊讶。

14. According to the professor, what was the problem with the data recorded before the 1970s? A) The data were recorded on old instruments.

B) The recorded data and human observation did not match.

C) There were gaps in the recorded data.

D) The data did not reflect the historical changes in the flow of the Colorado River. Answer: D

解析：

(1’40’’) Yes, and we’ll see why that was a bad decision in a moment. OK, as decades past, it became clear that measuring river flow was much more complicated than we had thought. See, a river has periods of low flow and periods of high flow and this wasn’t taken into consideration when the 1922 agreement was made.

教授回答女生说，我们将马上看到为何这是一个错误的决定。这句话先表达一个观点，即这个决定是错的。然后给出理由。因为测量河流的流量是很复杂的，有低流量和高流量的时候。说明决定错误的原因跟流量的变化有关。

15. What assumption did researchers use to draw conclusions about the Colorado River basin? A) Ancient tree ring data can only be obtained from dead trees.

B) The climate in an area tends to remain constant over time.

C) Rainfall has a limited impact on water flowing in rivers.

D) Width of tree rings can correspond to the amount of moisture in an area. Answer: D

解析：

(2’17‘’) As we get more data, we look at a different source, a source that was able to tell us about hundreds of years of the river’s history: tree rings. OK, let me explain.

(2’45’’) You can also tell how much moisture the tree got during each of those years by looking at the width of the rings. A wide ring means plenty of water while a narrow one indicates less.

当教授说明决定错误之后，开始转入另一个重要结构，即另一个数据来源，树的年轮。并再后面解释，年轮不仅告诉我们树的年纪，而且粗细对应了当年的水量。

16. What does the professor imply when he describes the early to mid-1900s as the wettest period for the Colorado River in 400 years?

A) The climate in the Colorado River basin will become wetter in the future.

B) The 1922 agreement was based on overestimated average river flows.

C) Water flowing in the Colorado River rises and falls at a predictable rate.

D) Human activity caused climate change in the Colorado River basin. Answer: B

解析：

(3’20’’) Well, the results tell us something we wouldn’t have known without this data: that over the past five hundred years or so, the Colorado River Basin has experienced severe droughts, some worse than any we’ve ever recorded. They also show that the early to mid-1900s, when most of the data that led to the water-sharing agreement was collected, well, this was the wettest period in the past four hundred years.

教授告诉我们数据显示在过去的 500 年里，盆地经历过严重的干旱。而协议的数据来源正是最湿润的季节。换句话说，协议基于最湿润的季节来安排水分配，显然会导致在干旱的时候水不够用。协议高估了水量。

17. What is the professor’s attitude toward future water-management plans in the Colorado River basin?

A) He believes better methods for collecting data need to be developed.

B) He does not believe water management will be a concern in the immediate future.

C) He is optimistic that new data will lead to better planning.

D) He is not certain all scientists understand the current condition of the Colorado River. Answer: C

解析：

(3’54’’) But, today, we can use the past to help us prepare for the future. 教授的用词表达了教授的态度，’help us prepare’,很乐观。

Lecture 3 梗概：

一种特殊的鱼在南极洲很多，但是它们是如何在南极洲繁衍生息的?首先他们进化出了一种基因可以抵抗冷冻;其次，地球板块的运动导致南极洲和南美洲分开，水温降低，所以生活在南极洲的物种都灭绝了，给这种鱼创造了一个繁荣的机会。后来鱼开始大量繁殖并开始衍生出更多亚种类的鱼，统治整个南极洲。

1. Why does the professor meet with the student?

A) To determine if the student has selected an appropriate topic for his class project

B) To find out if the student is interested in taking part in a genetics project

C) To discuss the student’s experiment on taste perception

D) To explain what the student should focus on for his class presentation Answer: A

解析：

(17’’) So, like I told you in class, I just wanted to take a few minutes to meet with everyone to make sure your class presentations for next week are all in order and coming along well. And as you know, you’re supposed to report on some areas of recent research on genetics, something,

you know, original. 这次对话是教授主动叫学生来了解对方是否已经准备好了

PRESENTATION。

2. Why does the student ask the professor about broccoli?

A) To get her to describe some of its genetic features

B) To find out if she is familiar with recent research on vegetable DNA

C) To introduce an idea that he has had for a research topic

D) To help explain why he needs extra time to prepare his presentation Answer: C

解析：

(36’’) It actually occurred to me a couple of nights ago while I was eating dinner at the cafeteria.

Tell me, Professor, do you like broccoli? 首先学生表示已经准备好了，并且是在吃晚餐的时候想到的。然后突然问老师喜不喜欢吃 broccoli。说明这个东西跟他的 PRESENTATION 的 TOPIC 有关。

(1’07’’) And so I got to wondering, I mean, I’m obviously not the only person like this. So, is this just because of some, like, trauma from our childhoods? Some bad experience we’ve had with vegetables? Or could there be some genetic explanation for why some people are picky eaters

and others aren’t? 老师听完学生问的 BROCCOLI 的问题之后觉得困惑，学生就总结了自己是由此得出的 TOPIC.

3. What possible causes does the student consider for not liking the taste of vegetables?

[choose two answers]

A) A genetic predisposition

B) Cooking methods that fail to remove the vegetables’ bitter taste

C) A bad childhood experience associated with eating vegetables

D) Not being served enough vegetables during childhood Answer: AC

解析：

(1’07’’) So, is this just because of some, like, trauma from our childhoods? Some bad experience we’ve had with vegetables?

4. According to the student, why was it advantageous for early humans to be sensitive to bitter tastes?

A) It helped them to identify vegetables as sources of vitamins.

B) It helped them to avoid eating foods that were not healthy for them.

C) It made them less likely to limit their diet to sweet and salty foods.

D) It allowed them to distinguish between ripe and unripe vegetables. Answer: B

解析：

(2’21’’) Think of it this way, humans originally needed to have a stronger sensitivity to bitter-tasting foods so they could learn what plants were good for them and which ones might be poisonous. 学生最后解释为什么人们会有品尝苦味的基因，因为早期的人们需要鉴别有毒与无毒。

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

5. What does the student imply when he says this:

A) He has often disagreed with the professor in the past.

B) The biologist in question has a history of advocating nontraditional ideas.

C) Biologists’ research methods are sometimes regarded as unusual by other scientists.

D) Scientific explanations are sometimes contrary to what people might expect. Answer: D

解析：

(2’02’’) But, so this biologist is basically claiming that people who like to eat these vegetables actually have some sort of a sensory deficit?

(2’17’’) Well, then again, it wouldn’t be the first time, would it? 学生是在回应老师的话。原本学生被妈妈说成是口味挑剔的人，但科学家却说其实口味挑剔是帮助鉴别是否有毒的基因导致的。

6. What is the lecture mainly about?

A) How various proteins function in notothenioids

B) How notothenioids became the dominant type of fish in the Southern Ocean

C) An example that contradicts the theory of adaptive radiation

D) Changes in ocean habitats caused by continental drift Answer: B

解析：

(08’’) Ways in which animals adapt to their environment are often quite ingenious, actually. And as an example of this, let me tell you about a fish, uh, a group of fish, known as the Notothenioids

(1’18’’) So, how unusual is that? To have a single family of fish dominating an entire ocean,

(1’40’’) So, exactly when and how did the Notothenioids come to dominate the southern ocean?

教授开始的一分钟里都在介绍这种特殊的鱼，它们可以在很冷的海里生活，而且能大量繁殖。然后提出本文的重点：How?

7. Why does the professor mention that coral reefs support more than 4,000 species of fish?

A) To find out what students know about tropical fish

B) To contrast two types of ocean environments

C) To imply that there may be species in the Southern Ocean that have not been discovered yet

D) To imply that there may be fossil evidence of coral reefs in the Southern Ocean

Answer: B

解析：

(1’18’’) So, how unusual is that? To have a single family of fish dominating an entire ocean, I

mean, think of, say, tropical or temperate marine environments, which have incredibly diverse fish populations. Coral reefs, for example, support over four thousand types of fish, along with

sponges, crustaceans and many other organisms. 教授首先说这种一种鱼遍布整片南极海洋的事情很特别，然后提出热带海洋有非常多的种类的鱼。并举例。所以举例是为了对比两种海洋环境。

8. What characteristic of notothenioids helps them survive in subfreezing temperatures?

A) They maintain an unusually high body temperature.

B) A special tissue in their eyes enables them to see through ice.

C) Special proteins make their blood circulate too fast to freeze.

D) Ice crystals in their bodies are prevented from growing large enough to harm them. Answer: D

解析：

(2’29’’) First, what we call a chance mutation, a tiny genetic change occurred in that one Notothenioids species. Its DNA allowed for the production of a special protein, a protein that prevents the fish from freezing. The way this, this anti-freeze protein works is it binds to any ice crystal that forms inside the fish. This binding action prevents the ice crystal from growing larger.

And this is what prevents Notothenioids from freezing. 第一种变化是基因变化，这种基因可以阻止小冰晶变大。

9. Why did the antifreeze protein initially give no special advantage to the earliest notothenioids?

A) Many other types of fish had the same protein.

B) The notothenioids were not living in subfreezing temperatures.

C) The effect of the antifreeze protein was neutralized by other proteins.

D) The antifreeze protein functioned only in the smallest notothenioids. Answer: B

解析：

(3’01’’) Now, at that time, the waters the Notothenioids inhabited were still not freezing cold. So the protein didn’t really make a difference as far as the fish’s survival. 教授用now这个词引导出重点，当时水温不低，所以这种蛋白质没有帮助这种鱼。

10. According to the professor, what factors led to the rapid distribution of notothenioids throughout the Southern Ocean? [choose two answers] A) A genetic mutation occurred in the DNA of the earliest notothenioid.

B) There was an increase in competition for food in temperate waters.

C) Antarctica broke off and drifted away from the South American continent.

D) The waters around Antarctica temporarily warmed up. Answer: AC

解析：

(3’12’’) But this would change, because in the same period of geologic time, there was a shift in the Earth’s continental plates. Continental drift caused Antarctica to move apart from the landmass of South America and to drift into the southern colder region.

(3’50’’) Now, most fish species couldn’t survive in this frigid environment and they became extinct, but that one Notothenioids species, with its unique ability to produce that anti-freeze protein, thrived.

除了基因的转变之外，另一个变化就是地球板块运动，南极洲与南美洲分离，让很多鱼都灭绝了，给这种鱼创造了繁衍生息的机会。

11. According to the professor, what happened to notothenioids that migrated to different areas of the Southern Ocean?

A) They evolved into a wide variety of notothenioid species.

B) They developed the ability to tolerate a wide range of temperatures.

C) Some of them became extinct because of new predators.

D) Some of them developed additional antifreeze proteins. Answer: A

解析：

(4’20’’) The species migrated into different habitats throughout the southern ocean. And its population increased dramatically with various sub-populations migrating into different parts of the ocean. 当该物种进入其他地方之后，它快速增加出许多亚类物种出来。

Lecture 4 梗概：

文艺复兴时的花园。这些花园并非菜园子或小花园，而是富丽堂皇的园林。这些园林深受罗马花园的影响，因为有对罗马花园的详细记录。这些园林还受到其他的影响，比如一个数学家。这个数学家喜欢用物理机械原理设计一些很新奇的东西，园林设计者很喜欢。他们运用到自己的园林中取悦顾客。除此之外，还有迷宫也是文艺复兴时期的园林的一部分。

12. What does the professor mainly discuss?

A) The most popular features of ancient Roman gardens

B) The goals of Renaissance garden designers

C) The influence of Renaissance gardens on modern Italian gardens

D) Differences between ancient Greek gardens and ancient Roman gardens Answer: A

解析：

(22’’) just as the class was ending, someone asked about the gardens associated with these palaces and villas. And so I’d like to say a few things about them before we move on.

先回顾了上节课讲的内容，然后提到有人在最后问了关于 GARDEN 的问题，所以总结，我们应该讲一讲。

13. The professor mentions three authors from ancient Rome. What point does the professor make about the three authors?

A) They provided credible descriptions of ancient Roman gardens.

B) They probably exaggerated the beauty of ancient Roman gardens.

C) They probably never owned gardens themselves.

D) They invented gardening practices that are still used in Italy today. Answer: A

解析：

(1’20’’) Female Student: How did they know what ancient Roman gardens looked like?

Well, they didn’t have any pictures but they did have some very detailed descriptions of ancient Roman villas and their gardens that had been written by famous Roman authors who lived during the height of the Roman Empire. And at least three of those authors, one was a scholar, one was a poet and one was a lawyer, were very authoritative, very

reliable sources.学生提问他们怎么知道花园长什么样。教授回答，因为有详细记录，特别是有三位很靠谱的人记录了。

14. Why does the professor mention Hero of Alexandria?

A) To explain the relationship between ancient Greek gardens and ancient Roman gardens

B) To explain how ancient Roman gardens came to be influenced by Egyptian culture

C) To point out that garden designers were highly respected members of Roman society

D) To indicate the origin of some of the features of Renaissance gardens Answer: D

解析：

(1’44’’) Uh, and interestingly enough, there was another source that didn’t describe classical gardens but still became a great influence on Renaissance gardens. It was also written back during the height of the Roman Empire, by a mathematician known as Hero of Alexandria. 教授

用标志性的词“interestingly enough” 提出一个重点，即另一个对 garden 有很大影响的资源，是由 Hero of Alexandria 所写。

15. According to the professor, what was one goal of the designers of Renaissance gardens?

A) To incorporate plants from as many parts of the world as possible

B) To develop beautiful new breeds of plants

C) To provide amusement for guests

D) To create a peaceful setting for prayer and meditation Answer: C

解析：

(2’28’’) (male student) Could you give an example?

Well, one of the devices was a sacrificial vessel that was obviously designed for a temple not for a garden. Anyway, if you dropped money into this vessel, water would flow out of it, well, creative minds in the Renaissance realized that this little device could be nicely re-purposed as a nifty, little fountain. Designers of Renaissance gardens loved this sort of thing. They loved to incorporate novelties and tricks, things to amuse and impress guests.

这道题是典型的以对话引出问题和答案的细节题。学生让老师给一个例子，老师给了一个例子，并总结，设计者喜欢这种创意来取悦顾客。

16. What does the professor imply about mazes?

A) They were not part of ancient Roman gardens.

B) They were not common in Renaissance gardens.

C) They often incorporated hidden water tricks.

D) They were the most creative aspect of Renaissance gardens. Answer: A

解析：

(3’44’’) (female student) What about mazes? I read that they were a major part of the Renaissance gardens?

Oh, yes, they certainly were. Mazes, or labyrinths as they also called, were very common in Renaissance gardens.

(4’19’’) And readers somehow mistakenly inferred from that book that ancient Romans had mazes in their gardens.

师生互动提出 maze 的重点。教授先说 maze 是文艺复兴时代的花园的一部分。但是后来说，读者错误的推论它是罗马花园的一部分，言外之意就是，它不是罗马花园的一部分。

Listen again to part of the lecture. Then answer the question.

17. What does the professor imply when he says this:

A) Designers of Renaissance gardens were in some ways more creative than the designers of ancient Roman gardens.

B) Designers of Renaissance gardens sometimes had inaccurate conceptions of ancient Roman gardens.

C) Designers of Renaissance gardens sometimes deliberately violated the design principles used in ancient Roman gardens.

D) Designers of Renaissance gardens were able to take advantage of technology that was not available to the designers of ancient Roman gardens. Answer: B

解析：

Or, at least, as they imagined the ancient Romans would have designed them. 这句补充的话意思是至少他们想象……，言外之意，与事实是有差距的。所以是 inaccu