『新东方在线托福听力』为托福考生准备了ETS托福TPO/Official 45 Con 2听力练习：What do the speakers agree is a benefit of the build-operate-transfer economic model that they discuss?原文题目答案解析，TPO/Official 45 Con 2听力原文范文音频翻译。

托福TPO/Official 45 Con 2听力原文What do the speakers agree is a benefit of the build-operate-transfer economic model that they discuss?【新东方在线】

旁白：听一段学生和她的经济学教授之间的对话。

Narrator: Listen to a conversation between a student and her economics professor.

教授：昨天快下课时你做的演讲非常棒。

Professor: Excellent presentation you made at the end of class yesterday.

教授：我很高兴你自愿第一个做演讲。

Professor: I'm so glad you volunteered to present first.

在开始时概述了你想说的，结尾时总结要点。

Starting out by outlining what you were going to say, then at the end summarizing the key points.

这是一个想表明观点的非常高效的方法。

It was a very effective way of getting your points across.

我还怕你觉得我的演讲太正式了。

I was afraid it might come across as too formal.

教授：完全不会。事实上，我认为这是一个展示演讲的很好的方法。

Professor: Not at all. In fact, I think it's a great approach in general for these presentations.

我希望其他人也有学到，另外你提到的经济模型是建设-经营-转让。

So I hope the others were taking note, and the economic model you discussed: build operate transfer?

学生：是的。它具有很重要的意义。

如果政府允许私营公司修建公共设施，比如发电厂，然后在把所有权转交给政府之前运营一二十年，那么所有人都会受益。

If governments allow private companies to build public works like a power plant and then operate it for a decade or two before transferring ownership to the government, everyone benefits.

教授：是的，私营企业会盈利。

Professor: Yes, the private companies make a profit.

The public gets immediate infrastructure.

学生：政府在前期投入方面无需花任何钱，这是惊人的。

Student: And all without the government having to spend any money up- front, which is amazing.

学生：总之，就像我在演讲中说的那样，这种模式目前正在土耳其使用。 你在上周在课堂上分发关于该大学的全球充实计划的小册子时也提到了这一点

Student: Anyway as I said in my presentation, this model is being used in Turkey right now and you said ，when you handed out that brochure in class last week, about the university's global enrichment initiative.

你说过那个倡议中包含的其中一个国家就是土耳其。

You said one of the countries involves in that is Turkey.

学生：所以我想看看有没有机会......学校会送15名学生到海外学习？ 

Student: So I wanted to see if there's a chance... uh, the university sends fifteen students overseas to study?

教授：每个国家15个学生，15个去土耳其，15个去巴西，15个去俄罗斯。

Professor: Fifteen students per country, fifteen for Turkey, fifteen for Brazil, fifteen for Russia.

我们明年夏天一共有六个国家参与。

We've got a total of six countries participating next summer.

教授：是的，你在自己选择的国家，可以待上六周。

Professor: Yeah. And you spend six weeks in whichever country you are selected for.

课堂部分包括关于该国文化、政治和经济的研讨会

The classroom component consists of seminars on that country's culture, politics and economy.

大部分的研讨会都是由当地教授用英语讲授，不过我们教职人员中会各有两名跟着每个小组，并且也会开研讨会。

Most sessions are taught in English by local professors.

But two of our faculty accompany each group and also give seminars.

我明年夏天将去巴西教一个关于咖啡的研讨会。

I'll be going to Brazil to teach a seminar on coffee next summer.

学生：但是你是一个经济学家呀。

教授：两百多年来，咖啡在巴西的经济发展中起着核心作用。全世界消费的咖啡中大约三分之一产自巴西。

Professor: Coffee's played a central role in Brazil's economic development for over 200 years.

两百多年来，咖啡在巴西的经济发展中起着核心作用。全世界消费的咖啡中大约三分之一产自巴西。

About a third of the coffee consumed worldwide is produced in Brazil.

嗯……如果我申请,我的意思是,学生可以选择他们想去的国家吗？因为如果我可以去土耳其……

Hmm... So if I applied, I mean, can students pick the country they want to go to 'cause if I could go to? Turkey...

教授:全球充实倡议的首要目标就是为了文化交流

Professor: Well, the primary goal of the Global Enrichment Initiative is simply cultural exchange.

所以那些从未出过国的学生可以拓宽他们的视野。

So students who've never been overseas before can broaden their perspective.

这就是为什么在申请中要求你表明你的第一,第二和第三选择国家。

This is why on the application you are asked to indicate your first, second and third choice of countries.

学生:不过,我只对土耳其感兴趣。

Student: I'm only interested in Turkey, though.

我这学期同时学习土耳其语和土耳其历史。

I'm studying both Turkish and Turkish history this term.

学生:也许我还能了解到更多他们如何在那里实施建设经营转让模式的经验。

Student: And maybe I could learn more about how they're implementing the build operate transfer model there.

而且我不想占用想去其他国家的同学的名额。

Plus, I wouldn't want to take a spot away from someone who really wanted to go to one of the other countries.

教授：嗯，我想你可以把第二和第三选择空着不填。

Professor: Well. I guess you could leave the second and third choices blank.

Why does the woman go to see the professor?

What do the speakers agree is a benefit of the build-operate-transfer economic model that they discuss?

Why does the professor point out how much coffee is produced in Brazil?

Why is the woman interested in applying to go only to Turkey?

What does the professor imply when he says this:

Listen to a conversation between a student and her economics professor. 
M: Excellent presentation you made at the end of class yesterday. 
W: Oh, thanks. 
M: I'm so glad you volunteered to present first. Starting out by outlining what you were going to say then at the end summarizing the key points. It was a very effective way of getting your point across. 
W: I'm glad you think so. I was afraid that my come across as too formal. 
M: Not at all. In fact I think it's a great approach in general for these presentations, so I hope the others were taking note. And the economic model you discussed, build operate transfer? I think everyone was quite interested. 
W: Yeah, it makes so much sense. If governments allow private companies to build public works like a power plant. And then operate for a decade or two before transferring ownership to the government, everyone benefits. 
M: Yes, the private companies make a profit, the public gets a needed infrastructure. 
W: And all without the government having to spend any money upfront, which is amazing. 
M: Right. 
W: Anyway as I said in my presentation, this model’s being used in Turkey right now and you said when you handed out that for sure in class last week. About the university's global enrichment initiative, you said one of the countries involved in that is turkey. 
M: Yes, that's right. 
W: So, I wanted to see if there's a chance, um, the University sends 15 students overseas to study? 
M: 15 students per country, 15 for Turkey, 15 for Brazil, 15 from Russia, we’ve got a total of six countries participating in summer. 
W: Oh. 
M: Yeah, and you spent six weeks in whichever country are selected for. The classroom component consists of seminars on that country's culture, politics and economy, most sessions are taught in English by local professors. But to our faculty accompany each group and also give seminars. I'll be going to Brazil to teach a seminar on coffee next summer. 
W: But you are economist? 
M: Coffees played a central role in Brazil's economic development for over 200 years. About a third of the coffee consumed worldwide is produced in Brazil. 
W: Oh, I've no idea. Um, so if I applied, I mean, can students pick the country they want to go to? Because I apply to go to Turkey. 
M: Well, the primary goal of the global enrichment initiative is simply cultural exchange, so students who never been overseas before can broaden their perspective. This is why on the application you're asked indicate your first second and third choice countries. 
W: I'm only interested in Turkey though. I'm studying both Turkish and Turkish history this term. 
M: I see. 
W: And maybe I could learn more about how they're implementing the build operate transfer model there. Plus I wouldn't want to take a spot away from someone who really wanted to go to one of the other countries. 
M: Well, I guess you could leave the second third choice as blank.

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