『新东方在线托福听力』为托福考生准备了ETS托福TPO/Official 1 Con 2听力练习：Why does Matthew mention Greek and Roman mythology?原文题目答案解析，TPO/Official 1 Con 2听力原文范文音频翻译。

托福TPO/Official 1 Con 2听力原文Why does Matthew mention Greek and Roman mythology?-新东方托福官方网校手机版

旁白：听一段学生和教授的对话。

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

教授：嗨，马修，很高兴你今天能来。

Professor: Hi Mathew, I'm glad you can come in today.

你一直将观察 Grable 老师的三年级课堂作为你的毕业论文的突破口，是吧？

You've been observing Mr. Grable's third-grade class for your approaches to education paper, right?

我通过回顾约翰逊小学来观察Grable老师的课堂授课情况。

I go over the Johnson Elementary School, you know, to watch Mr. Grable teach the children in class.

这个过程让我受益匪浅，我是说只是看着他授课也能学到很多东西。

It's been amazing, I mean, I'm just learning so much from just watching him.

很高兴课堂见习能作为教育课程的一项指标。

I'm so glad the classroom observations are a requirement for the education program.

我是说，见习是作为一名好老师最好的准备。

I mean it's like the best thing ever to prepare you to be a good teacher.

教授：嗯，很高兴你能这样想，马修。

Professor: Well, I'm glad to see you feel that way, Mathew.

这样，我一直在仔细阅读你的见习日志，我对你的所见所闻也很感兴趣，尤其是他教授的“什么是天文学”单元。

So, I've been reading over your observation notes and I'm quite interested in what's going on, in particular what's the astronomy unit he's been teaching.

教授：看样子Grable老师已经掌握了我们课堂讨论过的跨学科教学法。

Professor: It seems that Mr. Grable has mastered the interdisciplinary approach to teaching  the way we've been talking about in class.

学生：哦！是的，比如在他教学生天文学的时候，他不仅教学生各行星的名字，他把神学的教学法融入其中。

Student: Oh! OK, yeah, so like when he was teaching them astronomy, he didn't just teach them the names of the planets, he used it as a way to teach mythology.

教授：真的！那他是怎么教的？

Professor: Really! So, how did he do that?

学生：其实，有一些学生能叫出各行星的名字，但是他们并不知道那些名字的含义，名字背后的故事

Student: Well, some of the students could already name the planets, but they didn't know that the names had any meanings, the stories behind them.

学生：他将希腊和罗马神话作为引子。

Student: He introduced Greek and Roman mythology as a way of explaining.

比如，木星怎么是最大的行星，同时朱庇特（木星的音译）又怎么在罗马神话里成了诸神之首等，是吧？

Like, you know, how like Jupiter's the biggest planet, right, and how Jupiter was the name of the king of the gods in Roman mythology, right?

因为木星是太阳系里最大的行星，所以朱庇特（木星的音译）是诸神之首。

So since Jupiter, the planet, is the largest planet in our solar system, it's like the king of the planets, like Jupiter was the king of all the gods.

教授：很好，马修，这是一个不错的例子。

Professor: Oh, Mathew, that's a great example.

这样每个学生选择一个行星然后着手调查并写一份报告和作陈述。

And each student chose a planet and then did research on it to write a report and make a presentation.

他们去图书馆做调研，之后就他们所选的行星进行展述。

They went to the library to do the research, then they made presentations about the planet they chose.

教授：那么，在将天文学视为焦点的理科单元里，同学们也能学到关于希腊和罗马的知识，学会图书馆里的调研方法，提高了写报告和作口头陈述的能力。

Professor: So, in one science unit, in which the focus was astronomy, the students also learned about the literature of Greek and Roman mythology, used research skills in the library, wrote a report and practiced their oral presentation skills.

学生：完全赞同！他用这一方法教三年级所有的东西：如何运用图书馆里的书，如何写报告，甚至如何当众讲话。

Student: Exactly! He used this one topic to teach third-graders all that stuff: how to use the books in the library, to write reports, and even how to speak in public.

教授：要知道，马修，这个方法在我们课堂里一直有讨论。

Professor: You know, Mathew, this is just what we've been talking about in our class.

我相信各位都能从你的经历中学到东西。

I'm sure everyone can learn something from your experience.

马同学，我希望你这周三给大家展示一下关于天文学（这个单位）的授课方法。

You know, Mathew, I'd love for you to talk about this astronomy unit in class on Wednesday.

学生：不会吧？嗯……我只是担心到时候我没有时间来写我的毕业论文了。

Student: Really?! Hmmm… cuz I don't really think I'll have any time to write my paper by then.

教授：哦，你不必添加新的东西了。

Professor: Oh, you won't need to write anything new just yet.

周三的展示就用你的见习日志同时解释一下我们今天讨论的这些概念即可。

For Wednesday, use your class observation notes and explain the things we've discussed today.

What is Matthew's opinion about observing Mr.Grabell's third-grade class?

Why does Matthew mention Greek and Roman mythology?

What important skills did Mr.Grabell introduce to his third-grade class?

What will Matthew probably do in next Wednesday's class?

Narrator 
Listen to part of a conversation between a student and his professor. 
Professor 
Hi Mathew, I’m glad you could come in today. You’ve been observing Mr. Grable’s third-grade class for your approaches to education paper, right? 
Student 
Um, yes. I go over to Johnson Elementary School, you know, to watch Mr. Grable teach the children in class. It’s been amazing, I mean, I’m just learning so much from just watching him. I’m so glad the classroom observations are a requirement for the education program. I mean it’s like the best thing ever to prepare you to be a good teacher. 
Professor 
Well, I’m glad to see you feel that way, Mathew. You know, that’s the goal. So, I’ve been reading over your observation notes and I’m quite interested in what’s going on, in particular with the astronomy unit he’s been teaching. 
Student 
The astronomy unit? 
Professor 
It seems that Mr. Grable has mastered the interdisciplinary approach to teaching that we’ve been talking about in class. 
Student 
Oh! OK, yeah, so like when he was teaching them astronomy, he didn't just teach them the names of the planets, he used it as a way to teach mythology. 
Professor 
Really! So, how did he do that? 
Student 
Well, some of the students could already name the planets, but they didn’t know that the names had any meaning — the stories behind them. 
Professor 
So, he… 
Student 
He introduced Greek and Roman mythology as a way of explaining. Like, you know, how like Jupiter’s the biggest planet, right, and how Jupiter was the name of the king of the gods in Roman mythology, right? So since Jupiter, the planet, is the largest planet in our solar system, it’s like the king of the planets, like Jupiter was the king of all the gods. 
Professor 
Oh, Mathew, that’s a great example. 
Student 
Yeah! And each student chose a planet and then did research on it to write a report and make a presentation. They went to the library to do the research, then they made presentations about the planet they chose. 
Professor 
So, in one science unit, in which the focus was astronomy, the students also learned about the literature of Greek and Roman mythology, used research skills in the library, wrote a report and practiced their oral presentation skills. 
Student 
Exactly! He used this one topic to teach third-graders all that stuff — how to use the books in the library, to write reports, and even how to speak in public. Plus they had a great time doing it. 
Professor 
You know, Mathew, this is just what we’ve been talking about in our class. I’m sure everyone can learn something from your experience. You know, Mathew, I’d love for you to talk about this astronomy unit in class on Wednesday. 
Student 
Really?! Um… ‘cause I don’t really think I’ll have any time to write my paper by then. 
Professor 
Oh, you won’t need to write anything new just yet. For Wednesday, use your class observation notes and explain the things we’ve discussed today. 
Student 
Ok, that sounds all right.