『新东方在线托福听力』为托福考生准备了ETS托福TPO/Official 22 Con 2听力练习：What did the man not understand about his professor's written comments?原文题目答案解析，TPO/Official 22 Con 2听力原文范文音频翻译。

托福TPO/Official 22 Con 2听力原文What did the man not understand about his professor's written comments?【新东方在线】

旁白:听一段学生和音乐历史教授的对话。

Narrator: Listen to part of a conversation between a student and his music history professor.

学生：呃，我想知道在截止交稿前我还能做些什么来提高我论文的质量。

Student: So, I was wondering what I could do to improve my paper before the final draft is due.

教授：麦克，我对你的写作风格没有任何的问题。

Professor: Well, Michael, I have no problem with your writing style.

呃，你写的是关于你祖母的钢琴音乐会，这挺有意思的。

Eh, and it's interesting that you are writing about your grandmother's piano concert.

学生：当你说我们需要参加一场音乐会并写篇相关文章的时候，我立即就想到了她。

Student: Yeah, when you said we had to attend a concert and write about it, I immediately thought of her.

Professor: That's not necessarily an advantage.

亲密有时使人很难客观的看待事物。

Familiarity sometimes makes it hard to see things objectively.

Student: So I shouldn't write about my grandmother?

教授：不是那个意思。我只是泛泛的来说。

Professor: No, no, no. I am just talking in general.

但是正如我在评论中说的，我希望你能将你祖母的音乐会更……广义的来写。

But as I mentioned in my comments, I'd like you to place your grandmother's concert in… in a broader context.

学生：恩，我看见你的评论了，但是我不是很懂你的意思。

Student: Yeah, I saw that, but I wasn't sure what you meant.

我是说，我提及到了我祖母的童年，她是怎么爱上音乐的，还有她是怎样在各种家庭聚会上演奏钢琴的。

I mean, I mentioned my grandmother's childhood, how much her parents love music, how she played the piano at all our family gatherings.

教授：哦，我知道你问题的所在了。

所谓的广义，我的意思是说将音乐会联系到音乐历史时期上来。

By broader context, I mean how the concert relates to some period in music history.

学生：我明白了。恩……我有一个想法。

Student: I see. Ok. Um… I have an idea.

学生：呃，你读到了我的文章，我祖母是弹奏古典音乐的。

Student: Well, as you read in my paper, my grandmother performs classical music.

学生：古典音乐是我祖母的最爱。

但是她职业生涯的大多部分，都在演奏爵士乐。

But for most of her career, she performed jazz.

她起初是学习如何成为一名古典钢琴家。

She originally studied to be a classical pianist.

但是那时候爵士乐是处于鼎盛时期，当她从音乐学校毕业的时候，她被请到一个爵士乐队演奏。

But jazz was in its heyday back then, and when she got out of the conservatory, she was invited to join a jazz orchestra.

而且这是一个千载难逢的好机会，不容错过。

And the opportunity was just too good to turn down.

Professor: Really. Well, that's fascinating.

因为她可能不得不重新调整她的音乐风格了。

Because she probably had to reinvent her whole musical style.

学生：是的。但是爵士乐是当时能赚钱出路，至少对她是。

Student: She did. But jazz was where the money was at that time, at least for her.

教授：但是她最终还是回到了古典音乐上来？

Professor: But she eventually went back to classical?

学生：是的，但是仅仅是在最近。

学生：所以如果我能向你展示出她的选择和当时的音乐界的情势相关的话……？

Student: So if I can show how her choices relate to what was happening in the world of music at the time…?

教授：我想那样写的效果会很好。

Professor: I think that might work very nicely.

学生：如果那样的话，我想我就得采访她一下了。

Student: And if I do that, I guess I'll have to like, interview her.

教授：你将不得不重写你大部分的论文。

Professor: You'll have to rewrite most of your paper.

教授：呵呵。多一周的时间会不会减轻点你的负担呢？

Professor: Yeah. Would an extra week ease the pain?

教授：你家还有其他的音乐家吗？

Professor: Ok. So are there other musicians in your family?

Student: Yeah. My mother plays piano, too.

学生：我什么乐器都不会，但是我在大学唱诗班里唱歌。

Student: I don't play any instruments, but I sing in the university choir.

其实下周我们要进行演出了，我还有个独唱。

In fact, we are performing next week, and I have a solo.

我可以告诉同学们关于你的演唱会的事吗？

Could I tell the class about your concert?

学生：嗯……可以啊。但是……关于我的论文……我应该问我祖母什么问题呢？

Student: Um…sure. But…about my paper… what question should I be asking my grandmother?

教授：哎呀，我还有个会议要参加。

Professor: You know what, I have a meeting now.

不如明早上课前你早来几分钟吧？

Why don't you come to class a few minutes early tomorrow?

Why does the man go to see the professor?

What did the man not understand about his professor's written comments?

What does the man say about his grandmother's music career?

Why does the professor ask the man to come early to the next class?

Listen again to part of the conversation. Then answer the question. What does the professor mean when she says this:

Narrator: Listen to part of a conversation between a student and his music history professor. 
Student: So, I was wondering what I could do to improve my paper before the final draft is due. 
Professor: Well, Michael, I have no problem with your writing style. It’s graceful and clear. Eh, and it’s interesting that you are writing about your grandmother’s piano concert. 
Student: Yeah, when you said we had to attend a concert and write about it, I immediately thought of her. I have been to lots of her concerts. So I am really familiar with her music. 
Professor: That’s not necessarily an advantage. Familiarity sometimes makes it hard to see things objectively. 
Student: So I shouldn’t write about my grandmother? 
Professor: No, no, no. I am just talking in general. But as I mentioned in my comments, I’d like you to place your grandmother’s concert in… in a broader context. 
Student: Yeah, I saw that, but I wasn’t sure what you meant. I mean, I mentioned my grandmother’s childhood, how much her parents love music, how she played the piano at all our family gatherings. 
Professor: Ok. I see what happened now. By broader context, I mean how the concert relates to some period in music history. 
Student: I see. Ok. Um… I have an idea. 
Professor: Ok. 
Student: Well, as you read in my paper, my grandmother performs classical music. 
Professor: Yes. 
Student: That’s her true love. But for most of her career, she performed jazz. She originally studied to be a classical pianist. But jazz was in its heyday back then, and when she got out of the conservatory, she was invited to join a jazz orchestra. And the opportunity was just too good to turn down. 
Professor: Really. Well, that’s fascinating. Because she probably had to reinvent her whole musical style. 
Student: She did. But jazz was where the money was at that time, at least for her. 
Professor: But she eventually went back to classical? 
Student: Right. But only recently. 
Professor: Ok. 
Student: So if I can show how her choices relate to what was happening in the world of music at the time…? 
Professor: I think that might work very nicely. 
Student: And if I do that, I guess I’ll have to like, interview her. 
Professor: Right. 
Student: And I guess that would mean… 
Professor: You’ll have to rewrite most of your paper. 
Student: Ouch! 
Professor: Yeah. Would an extra week ease the pain? 
Student: Definitely. 
Professor: Ok. So are there other musicians in your family? 
Student: Yeah. My mother plays piano, too. Not as well as my grandmother, but… 
Professor: And you? 
Student: I don’t play any instruments, but I sing in the university choir. In fact, we are performing next week, and I have a solo. 
Professor: That’s great! Could I tell the class about your concert? 
Student: Um…sure. But…about my paper… what question should I be asking my grandmother? 
Professor: You know what, I have a meeting now. Why don’t you come to class a few minutes early tomorrow? 
Student: Will do. 
Professor: You’ll have to rewrite most of your paper. 
Student: Ouch! 
Professor: Yeah. Would an extra week ease the pain?

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