托福听力结构理解 TPO41-lecture2

千里之行，始于足下让知识带有温度。第第2页/共2页精品文档推荐托福听力结构理解TPO41-lecture2托福听力结构理解

听力提升太难了？？？？？

今日以TPO41lecture2来看看讲座的其中一种结构

听完了再来看结构哈～

同学提问推进情节进展

提问和回答是出题的重点

FEMALEPROFESSOR:

It'sinterestinghowmuchwecanlearnaboutcultureintheUnitedStatesbylookingathowChristopherColumbushasbeenportrayedthroughoutUnitedStateshistory.Solet'sstartatthebeginning.

Columbus'shipsfirstlandedin,uh,landedintheCaribbean—there'ssomedebateaboutwhichisland—helandedin1492butitwasn'tuntil300yearslater,in1792,thathislandingwasfirstcommemorated.AndthiswasthebrainchildofJohnPintard.

PintardwasawealthyNewYorker,thefounderoftheNewYorkHistori-calSociety.Andhedecidedtousehisinfluenceandwealthto,um,tofindagreathero,apatronfortheyoungcountry.AndhechoseColum-bus.

AndinNewYorkin1792,theanniversaryofColumbus'landingwascommemoratedforthefirsttime.Othercities,uh,PhiladelphiaandthenBaltimorefollowedand…

MALESTUDENT:ButwhyColumbus?Andwhythen?

FEMALEPROFESSOR:Well,toPintard,itwasawaytobuildpatriotismintheyoung,politicallyfracturedcountry.Remember,theUnitedStates

hadonlydeclareditsindependencefromBritain16yearsearlierandhadyettoformanationalidentity.

PintardalsohadahandinhelpingtocreateIndependenceDay—Julyfourth—asanationalholiday.Soyouseethathewasveryinvolvedincreatingsortofa“nationalstory”forAmericans.AndColumbus…hefeltColumbuscouldbecomeastorythatAmericanscouldtelleachotherabouttheirnationaloriginsthatwasoutsideoftheBritishcolonialcontext.TheUnitedStateswasinsearchofanationalidentity,anditspeoplewantedheroes.

MALESTUDENT:Butwhynotsomeoftheleadersoftherevolution?Youknow,likeGeorgeWashington?

FEMALEPROFESSOR:TheleadersoftheRevolutionwerethenaturalcandidatestobeheroes.But,manywerestillaliveanddidn'twantthejob.Tothem,beingraisedtoherostatuswasundemocratic.SoColum-busbecamethehero,andthelinkbetweenColumbusandtheUnitedStatestookhold.

FEMALESTUDENT:Andsowhatwasthatlink?

FEMALEPROFESSOR:Well,Columbuswasportrayedasentrepreneurial,someonewhotookchances,whotookrisks…Andhewascastassomebodywhowasopposedtotheruleofkingsandqueens.Perhapsmostofall,Columbuswasportrayedassomeonewhowasdestinedtoaccomplishthings.JustasAmericainthoseearlyyearswascomingtoseeitselfashavingagreatdestiny.

FEMALESTUDENT:ButColumbuswassupportedbythekingandqueenofSpain,hewasn'tagainstthem.

FEMALEPROFESSOR:True.Tobehistoricallyaccurate,thewayPintardthoughtaboutColumbusdoesn'tmatchupwiththefactsofhislifeatall.AndIreallyhavetostressthis:thefactthatColumbusbecametheherooftheyoungcountryhadlittletodowithColumbus—anythinghedid—andalottodowithwhatwashappeningintheUnitedStates300yearslater.

ColumbuswasextraordinarilyadaptabletothepurposesofAmerica'snationbuilders—peoplelikeJohnPintard—intheearlypartofthenine-teenthcentury.AndsincenotalotoffactswereknownaboutColum-bus…hiswritingsweren'tavailableinNorthAmericauntil,until1816…thatmighthaveactuallyhelpedtheprocessofadaptinghimtoAmericanpurposes.

MALESTUDENT:Sincenooneknewmuchaboutthe“real”Columbus,itwaseasytoinventamythicalone?

FEMALEPROFESSOR:Exactly.Andthis“mythicalColumbus,”it…itbecameareflectionofthesocietywhichchosehim.

So,intheearlyhistoryoftheUnitedStates,ColumbusrepresentedanescapefromthepoliticalinstitutionsofEurope;hewasthesolitaryindi-vidualwhochallengedtheunknown.Andnowtherewasthisnewde-mocracy,thisnewcountryinaworldwithoutkings.Columbusbecamesortofthemythicalfounderofthecountry.

So,ashistorians,wewouldn’twanttostudythesemythsaboutColum-busandmistakethemforfactsaboutColumbus.Butifwe’retryingtounderstandAmericanculture,thenwecanlearnmuchbystudyinghowAmericaadaptsColumbusforitsownpurposes.

EvaluationsofColumbus,then,willreflectwhatAmericansthinkofthemselves.Oh...there'saquote…somethinglike…“societiesreconstructtheirpast