托福听写作业15
【托福听力资料】托福tpo15听力文本-lecture3
【托福听力资料】托福TPO15 听力文本-Lecture 3众所周知，托福TPO材料是备考托福听力最好的材料。
相信众多备考托福的同学也一直在练习这套材料，那么在以下内容中我们就为大家带来托福TPO听力练习的文本，希望能为大家的备考带来帮助。
TPO 15 Lecture 3 Art HistoryNarrator: Listen to part of a lecture in an art history class.Professor:Now in Europe in the Middle Ages before the invention of printing and theprinting press, all books, all manuscripts were hand-made. And the materialtypically used for the pages was parchment, which is animal skin that’sstretched and dried under tension, so it become s really flat and can be writtenon . During the 1400s, when printing was being developed, paper became thepredominant material for books in Europe, but prior to that, it was parchment.Parchment is durable, much more so than paper, and it could be reused which camein handy since it was a costly material and in short supply, so it wasn ’ tuncommon for the scribes or monks who produced the manuscripts .Ah, remember before printing books were made mainly in monasteries . Well,the scribes often recycled the parchment that’d been used for earliermanuscripts. They simply erased the ink off the parchment and wrote somethingnew in its place A manuscript page that was written on, erased and then usedagain is called a palimpsest.Palimpsests were created, well, we know about two methods that were used forremoving ink from parchment. In the late Middle Ages, it was customary to scrapeaway the surface of the parchment with an abrasive, which completely wiped outany writing that was there. But earlier in the Middle Ages, the original ink was usually removed by washing the used parchment with milk. That removed the ink.But with the passing of time, the original writing might reappear. In fact , it might reappear to the extent that scholars could make out and even decipher the original text.Perhaps, the most famous example is the Archimedes’ palimpsest.Archimedes lived in Greece around 200 BCE, and as you probably know, he’s considered one of the greatest Mathematicians who ever lived, even though many of his writings had been lost , including what many now think to be his most important work called The Method .But in 1998, a book of prayers from the Middle Ages sold in an art auction for a lot of money, more money than anyone would pay for a damaged book from the12th century. Beautiful or not, why? It had been discovered that the book was apalimpsest, and beneath the surface writing of the manuscript laid, guess what?Mathematical theorems and diagrams from Archimedes.Archimedes’ writings were originally done on papyrus scrolls. Then in the 10 th century, a scribe made a copy on parchment of some of his texts and diagrams including, as it turns out, The Method . This was extremely fortunate, since later on, the original papyrus scrolls disappeared. About 200 years later in the12 th century, this parchment manuscript became a palimpsest when a scribe usedthe parchment to make a prayer book. So the pages, the pieces of parchmentthemselves, had been preserved. But the Archimedes’ text was erased and written over, and no one knew it existed.It wasn’t until 1906 that a scholar came across the prayer book in a library and realized it was a palimpsest, and that the underlying layer of texts could only have come from Archimedes. That was when his work The Method was discovered for the first time.Um... the palimpsest then went through some more tough times, but eventually it ended up in an art auction where was bought and then donated to an art museum in Baltimore, for conservation and study. To avoid further damage to the manuscript, the research team at the art museum has had to be extremely selective in the techniques they used to see the original writing. They’ve used ultraviolet light and some other techniques, and if you’re interested in that sort of thing, you can learn more about it in an art conservation class.But actually, it was a physicist who came up with a method that was a breakthrough. He realized that the iron in the ancient ink would display if exposed to a certain X-ray imaging method, and except for small portions of the text that couldn’t be deciphered, this technique’s been very helpful in seeing Archimedes’ texts and drawings through the medieval overwriting.。
TPO15听力解析
TPO15 listening 问题解析注：问题中红色标记词汇为解题突破点和关键词。
（编辑整理by Astra）Section 1TPO15-L1 Conversation 11. Why does the student go to the campus newspaper office?O To turn in outlines of possible articlesO To find out when his article will be printed in the newspaperO To find out if he got a position as a reporterO To get help with an assignment for his journalism class答案：C解析：男学生报名做reporter，写好的outline一周前已经提交，但是没有收到答复，他来看一下情况。
原文如下：I sent them in about a week ago, but I haven't heard anything back yet, so, so I thought I'd stop by and see, but I guess you haven't looked at them yet2. Why does the student want to write for the campus newspaper?O He wants to earn some money.O He wants to learn about the newspaper business.O He wants to share his enthusiasm for physics.O He thinks the experience will be valuable.答案：D解析：男学生知道当reporter是没有报酬的，但是这有利于他写个人经历，比较重要。
托福考试模拟试题及答案word
托福考试模拟试题及答案word一、听力部分1. 听一段对话，然后选择正确的答案。
- 问题：对话中提到了什么活动？- 选项：A. 看电影B. 参加派对C. 去图书馆- 答案：B2. 听一段讲座，然后回答以下问题。
- 问题：讲座中提到了哪些主要观点？- 答案：讲座主要讨论了环境保护的重要性以及个人在日常生活中可以采取的措施。
二、阅读部分1. 阅读以下短文，然后回答相关问题。
- 短文：《城市化的影响》- 问题：城市化对环境有哪些影响？- 答案：城市化导致空气污染、水资源短缺和生物多样性的减少。
2. 阅读以下文章，然后选择正确的答案。
- 文章：《科技与教育》- 问题：科技如何改变教育？- 选项：A. 通过在线课程B. 通过提高学费C. 通过减少教师数量- 答案：A三、口语部分1. 描述你最近参加的一个活动，并解释为什么你选择参加它。
- 答案示例：我最近参加了一个环保志愿者活动，因为我对环境保护非常感兴趣，并且希望能够为保护我们的地球做出贡献。
2. 讨论你如何看待全球化对文化的影响。
- 答案示例：我认为全球化促进了不同文化之间的交流和理解，但同时也可能导致某些文化特色的丧失。
四、写作部分1. 写一篇短文，讨论科技发展对日常生活的影响。
- 答案示例：科技发展极大地方便了我们的日常生活，例如智能手机让我们随时随地都能获取信息，但同时也带来了隐私和安全问题。
2. 选择一个你感兴趣的话题，写一篇文章表达你的观点。
- 答案示例：我选择讨论教育的重要性。
教育不仅能够提高个人的生活质量，也是社会进步和发展的关键。
结束语托福考试是一个全面评估英语能力的测试，希望以上的模拟试题及答案能够帮助你更好地准备考试。
记住，持续的练习和复习是提高语言能力的关键。
祝你考试顺利！请注意，以上内容仅为模拟试题，实际的托福考试内容和形式可能会有所不同。
考生应以官方发布的考试指南为准。
tpo-15听力题目
tpo-15听力题目Tpo-15Conversation 11. Why does the student go to the campus newspaper office? A. To turn in outlines of possible articlesB. To find out when his article will be printed in the newspaperC. To find out if he got a position as a reporterD. To get help with an assignment for his journalism course2. Why does the student want to write for the campus newspaper? A. He wants to earn some money.B. He wants to learn about the newspaper business.C. He wants to share his enthusiasm for physics.D. He thinks the experience will be valuable.3. The student mentions the proposed tuition increase as a possible topic for thenewspaper. What does the adviser imply about the topic? A. The news editor thinks that the topic is not suitable for a new reporter. B. The news editor was impressed be the student’s outline about the topic.C. There is not enough information to write an article about the topic.D. The topic has already been assigned to another reporter.4. What will the student write about in his first article for the newspaper? A. The physics department’s plans for attracting more students.B. The university’s plan to offer more physics course.C. The importance of physics in our daily lives.D. The opinions of professors on the recent changes to introductory physics courses.5. What does the adviser imply when she says this:A. She is not responsible for evaluating proposed articles.B. She did not tell Max about the student’s interest in joining the staff.C. Max recently became the editor of the newspaper.D. Max has been very busy lately.Lecture 16. What is the lecture mainly about?A. Methods people used to eliminate distractions.B. The area of the brain responsible for blocking distractionsC. The usefulness of questionnaires in assessing distractability.D. Research about how the brain deals with distractions.7. According to the professor, what are two weaknesses of the Cognitive Failures Questionnaire? Click on 2 answers.A. It relies on subjective reporting.B. It assesses a limited number of situations.C. It does not assess visual distractionsD. It does not account for factors other than distractability.8. What hypotheses about distraction and brain were Lavie’s experiments involvingstar fields designed to investigate? Click on two answers. A.Whether the capacity of the brain to process irrelevant information varies from person to person.B. Whether the brain perceives information that is irrelevant to the performance of a task.C. Whether the brain deals with distractions by categorizingirrelevant information aslow priority.D. Whether the visual cortex is activated during the sensation of movement.9. What did Lavie’s scans of subjects’ visual cortexes reveal?A. Area V5 became less active when tasks became more difficult.B. The presence of the star field did not affect activity in area V5.C. Area V5 became more active as more information appeared on the screen.D. Stimulating area V5 interfered with subjects’ ability to perceive motion.10. Why does the professor mention a highway?A. To compare two experiments designed to study distraction.B. To give an example of when area V5 might be activated.C. To describe a limitation in the brain’s processing capacity.D. To make a point about the effect of distractions on driving.11. What is professor’s opinion of Lavie’s work?A. She thinks it resolves most of the major questions about distraction.B. She feels it is of limited use because of flaws in thestudy designs. C. She believes it has changed the direction of researchon distraction. D. She thinks its findings can be applied only to visual distraction.Lecture 212. What is the lecture mainly about?A. Recognizing when one geologic epoch ends and another begins.B.How geologists determine the age of earth.C. Whether humans have affected earth’s climateD. Identifying elements that affect the formation of sediment layers.13. Why does the professor mention the Pleistocene epoch?A. To explain how sediments change during an ice age.B. To give an example of a well-defined geologic epochC. To describe how certain environmental conditions affect erosion rates.D. To describe the factors that influence the naming of geologic epochs.14. Researchers study sediment in order to learn about the characteristics of pastgeologic epochs. What does the professor say that sediment reveals about aparticular epoch? Click on two answers.\A. The climate on earth when the sediment formed.B. The places on earth with the highest amounts of rainfall.C. The level of the oceans at the time.D. The organisms that lived when the sediment formed.15. According to the professor, what is the significance of the year 1800C.E? A. The population reached 1 billion.B. The Anthropocene epoch was first described.C. Industrialization began to influence earth’s environment.D. There was a significant change in the amount of sediment deposited around theworld.16. What does the professor imply about the spread of agriculture 8,000 years ago? A. It was the true beginning of the Holocene epoch.B. It was the greenhouse gases were at their lowest levels.C. It was not a major cause of population growth.D. It did not cause as big an environmental impact as some researchers say.17. What does the professor say about future researchers?A. They may not agree that human have had an important effect on earth’s surface.B. They will not have reliable evidence of what is happening today.C. They will determine when the Anthropocene epoch began.D. They will make predictions about when the Anthropocene epoch will end.Part 2Conversation 21. Why does the woman go to see her professor?A. To tell him about an athletic achievement.B. To find out the best approach to studying for a test.C. To ask a question about a laboratory project.D. To discuss her performance on a biology exam.2. What does the professor imply when he mentions his experience playing soccer incollege?A. The woman should participate in a sport that takes less of her time.B. The woman may not have enough time to study for her class.C. The woman is not trying hard enough to do well in the class.D. The woman should be satisfied with the results of her exam.3. What did the woman study in her laboratory project?A. The best methods for preserving samples of onion cells.B. The differences between onion cells and other plant cells.C. The process of cell division in an onion.D. The different ways that onion cells can be diagrammed.4. What does the professor say about the results of the brain research? A. Several short study sessions are more effective than one extended study session. B. Studying in the library increase the brain’s ability to absorb details.C. Studying for extended periods of time is good exercise for the brain.D. Students who excel at laboratory work usually perform well on exams.5. At the end of the conversation, why does the professor return to the topic of runningon the track team?A. To suggest that the student take a break from it for a few weeks.B. To give an example of how exercise affects memory.C. To illustrate the point he is making about study habits.D. Tofind out if the next track meet will interfere with the exam.Lecture 36. What is the lecture mainly about?A. How Archimedes was identified as the author of some ancient texts.B. The recovery of some ancient writings on mathematics.C. Differences among various writing materials used in the Middle Ages.D. Techniques for restoring ancient manuscripts.7. What are two points the professor makes about parchment? Click on two answers. A. It is more long lasting than paper.B. It was inexpensive to produce during the Middle Ages.C. It was the material Archimedes used for his writings.D. Its use for books decreased after the 1400s.8. What does the professor imply when he explains the washing and scraping methodsthat were used to remove ink from parchment surface?A. Washing made parchment more able to retain newly applied ink than scraping did.B. Washing was less effective than scraping as means of permanently erasing ink.C. The scraping method was used in the creation of the Archimedes palimpsest.D. Neither method completely erased the original text.9. What type of book became known as the Archimedes palimpsest?A. A history book.B. A physics book.C. A prayer book.D. An artist’s book.10. What does the professor imply about the various techniques used to viewArchimedes’ text?A. The students should be familiar with most of the techniques.B. Different techniques were used to analyze the iron content of ancient ink.C. The use of ultraviolet light was more damaging than the other techniques.D. X-ray image was more effective than the other techniques.11. What does the professor imply about the significance of the Archimedes palimpsest?A. It is significant because it contains what may be Archimedes’ most importantwork.B. It is significant because it proves that a certain mathematics text was written byArchimedes.C. It is significant because it is the oldest one ever discovered.D. It is significant because it is the first one to be completely deciphered.12. Why does the professor discuss the exploration of hydrothermal vents?A. To show how the exploration helped researchers to determine the compositionof ocean water.B. To show how the exploration challenged an assumption about biologicalcommunities.C. To compare two competing theories concerning chemosynthesis.D. To compare the life cycle of underwater plants to the life cycle of underwateranimals.13. What are three of the conditions of water near hydrothermal vents that made researchers think they would not find living organisms there? Click on 3 answers A. Extreme heatB. Extreme pressureC. Fast currentsD. Lack of mineralsE. Lack of sunlight14. What does the professor imply about the researchers’ reaction to the biologicalcommunity discovered on the ocean floor?A. They were surprised at the large variety of organisms living nearhydrothermal vents.B. They were surprised to find any bacteria living without sunlight.C. They were disappointed at not finding any animal life.D. They could not agree on the significance of the data that they collected.15. According to the professor, what is the role of chemosynthesisin biological communities that are found hydrothermal vents?A. It enables organisms to convert hydrogen sulfide into food.B. It enables organisms to convert tiny amounts of light into energy.C. It enables organisms to withstand large amounts of carbon dioxide.D. It enables organisms to regulate their temperature.16. Why does the professor mention the bacteria that live inside a tube worm? A. To give an example of organisms that pose a threat to tube worms. B. To explain what provides the organic material that tube wormsuse for energy. C. To give an example of other organisms that can withstand extreme heat. D. To give an example of organisms that are involved in both chemosynthesis andphotosynthesis.17. What does the professor imply when she says this:A. She will review information from the assigned chapter.B. She will present additional information related to the assigned chapter.C. The quiz on the assigned chapter will be longer than other quizzes.D. The class has spent too much time on the assigned chapter.。
托福TPO15独立写作范文+题目
小编为托福考生们准备了托福TPO15独立写作,希望各位考生们在TPO真题里能够得到锻炼，祝广大托福考生能够取得理想成绩。
托福TPO15独立写作题目：Question:Do you agree or disagree with the following statement?In order to become financially responsible adults, children should learn tomanage their own money at young age.Use specific reasons and examples to support your answer.托福TPO15独立写作范文：Sometime some parents just think that it is unnecessary to let their youngchildren learn how to manage money. Nevertheless I cannot disagree with thisstatement more. As far as I’m concern, it is crucial for children to learn howto manage their money, though maybe only small amount of, in order to be afinancially responsible adult.On one hand, learning to manage money makes a child know how precious themoney is. Therefore, they won’t exploit their money on things of no use whenthey grow up. Taking myself as an example, when I was young I used to wastemoney on snacks and toys which is of no use. Then one day, my mother gave me 10dollars and told me that this was all the money available in this month. Ireluctantly managed my money and felt that it was really hard to get enoughmoney. Therefore I never waste money any longer as I grow up.On the other hand, learning to manage money teaches children how toincrease their fortune. As I have said in the last statement, money is preciousand it is hard to get enough money to use.Therefore, the best way to get adequate money is to increase our fortune by ourselves. We manage our budget and put our money into things that can increase our fortune – for instance, a child may use a part of his pocket money to buy some cards and sell the cards to his friends to gain some extra money. Children who are familiar with how to increase their fortune by managing their money are more likely to gain financial success in the future.In addition, learning how to manage money can also help children to manage other aspects of their daily life. As a child is used to managing his pocket money, he tends to put this practice into managing other aspects in life, such as time. People who do good time management usually have a balanced life. They work and study happily and enjoy their life.To conclude, I strongly recommend children be taught how to manage theirmoney when they are young. This practice can provide them with a greaterlikelihood to succeed and a well-balanced life when they become adults. It will benefit not only themselves but also their whole life.想要下载托福TPO写作1-48综合写作文本+独立写作题目+部分独立写作范文，请提交“姓名+电话+邮箱”，我们将于12小时内发送给你!。
托福TPO15口语文本
小编下面给考生们带来了托福TPO15口语文本，六个task，希望大家有针对性的有计划的规划备考。
多做题，多积累、多研究，实现自我的不断提升，加油!向着梦想前进。
Task1People make friends in many different ways. What do you think is a good wayto make new friends? Use specific details and examples in your response.Task2Do you agree or disagree with the following statement? It is important toremember and learn from the past. Use details and examples to explain youropinion.Task3University Should Pave Running TrailsThe university has about three miles of unpaved dirt running trails thatpass through the forest near campus. I think these trails should be paved withcement. One reason for paving the trails would be to increase their safety. Whenit rains, the dirt turns to mud and becomes very slippery, so the runners whouse them can slip and fall. Pavement would solve this problem. Also, pavingwould make the trails look nicer, which would encourage students to use them.Bumps in the trial would be smoothed out and weeds would be paved over, makingthe trail more attractive to runners. Sincerely Sally Jacobs.The man expresses his opinion about the proposal in the student’s letter.Briefly summarize the proposal. Then state her opinion about the proposal andexplain the reasons he gives for holding that opinion.Task4Experiment EffectOne objective of any experiment is, of course, to obtain accurate results.Sometimes, however, problems occur that lead to inaccurate results. One such problem is the experimenter effect. The experimenter effect occurs when aresearcher’s expectations affect the outcome of the experiment. The researcher expects a particular result from the experiment, and expectation causes the researcher to act in ways that influence the behavior of the experimentparticipants, thereby invalidating the result of the experiment.Explain how the example from the professor’s lecture illustrate theexperiment effect.Task5Briefly summarize the problem the speakers are discussing. Then state which solution you would recommend and explain the reasons for yourrecommendation.Task6Using the examples in the lecture, explain how the position of birds’ eyes is critical to their survival.以上就是小编为大家带来关于托福TPO口语资料供大家阅读参考，托福资料频道将第一时间为考生发布最全、最新、最专业的托福资讯及托福考试资料及机经.。
托福TPO15听力Conversation1文本+题目+答案解析
为了帮助大家高效备考托福，为大家带来托福TPO15听力Conversation1文本+题目+答案解析，希望对大家备考有所帮助。
托福TPO15听力Conversation1文本 Narrator: Listen to a conversation between a student and the faculty adviser of the campus newspaper. Man: Hi, I talked to someone on the phone a couple of weeks ago. Anna, I think it was? Woman: I am Anna, the faculty adviser. Man: Oh, great! I’m Peter Murphy. You probably don’t remember me, but … Woman: No, no, I remember you. You were interested in working for the paper. Man: Yeah, as a reporter. Woman: That’s right. Uh, you’re taking a journalism class and you’ve done some reporting before in high school, right? Man: Wow, you have a good memory. Woman: Well, we haven’t had many students applying lately. So, anyway, you still want to do some reporting for us? Man: Yeah, if you have room for me on the staff. Woman: Well, we always need more reporters, but you know we don’t pay anything, right? Man: Yeah, I know. But I, uh, I’d like the experience. It will look good on my resume. Woman: Absolutely! Let’s see. I think I told you that we ask prospective reporters to turn in some outlines for possible articles? Ma: Yeah, I sent them in about a week ago. But I haven’t heard anything back yet, so, so I thought I’d stop by and see, but I guess you haven’t looked at them yet. Woman: Oh, Max, the news editor, he looks at all the submissions. Man: Oh, so he hasn’t made any decision about me yet? Woman: Well, I just got here a few minutes ago, haven’t been in for a couple of days. Uh, just give me a second to check my email. Uh, here’s a message from Max. Let’ see. Well, it seems you’ve really impressed him. He says it’d be wonderful if you could join our staff. Man: Oh, great! When can I start? Woman: Well, you turned in an outline on something to do with the Physics Department? Man: Yeah. They’re trying to come up with ways to get more students to take their introductory courses. Woman: Right. Well, apparently nobody else is covering that story so he wants you to follow up on it. Man: OK. Uh, what about the other outline I sent in? About the proposed increase in tuition fee? Woman: Oh, it looks like we’ve got that covered. Man: So, I’m starting with an article about the Physics Department. I guess I’d better get to work. Do you have any advice on how I should cover the story? Woman: Well, Max wanted to talk to you, but, I’m sure he’ll tell you to find out things like why the Physics Department worried about enrollment. Has the number of students been getting smaller in recent years? By how much? What kinds of plans they’re considering to address this problem? Man: Right. Some of those issues are already in what I proposed. Woman: And you want to do some interviews: you know, what the professors think of the plans, what the students think. You get the idea, but… Man: But wait till I talk to Max before proceeding? Woman: Right, he’ll cover everything you need to know to be a reporter for us. Can you come back this afternoon? He’ll be here until five o’clock. 托福TPO15听力Conversation1题目 1.Why does the student go to the campus newspaper office?。
托福试题及答案
托福试题及答案一、听力理解（Listening Comprehension）1. 根据录音材料，以下哪个选项是学生和教授讨论的主题？A. 气候变化对农业的影响B. 城市规划中的交通问题C. 历史事件的解读方法D. 当代艺术的发展趋势答案：C2. 录音中提到的“sustainable development”是指什么？A. 经济的持续增长B. 社会公平与环境的和谐C. 技术的不断进步D. 人口的稳定增长答案：B二、阅读理解（Reading Comprehension）1. 根据文章，作者认为解决能源危机的最好方法是：A. 开发可再生能源B. 提高能源效率C. 减少能源消费D. 增加传统能源的开采答案：A2. 文章中提到了哪种新型能源技术？A. 太阳能发电B. 风力发电C. 地热能D. 生物燃料答案：B三、口语表达（Speaking Expression）1. 请根据以下情景，描述你如何解决一个团队中的冲突。
- 情景：你和你的团队成员在项目截止日期临近时，因为分工问题产生了分歧。
答案：在面对团队中的冲突时，首先我会组织一个团队会议，让每个成员表达自己的观点和担忧。
然后，我会尝试找到一个平衡点，确保每个人的工作量合理分配。
如果必要，我会提出调整分工的建议，并确保每个人都同意这个新的方案。
最后，我会设定一个明确的新截止日期，以确保项目能够按时完成。
2. 描述一次你使用创造性思维解决问题的经历。
答案：在我的大学时期，我参加了一个创新设计比赛。
我们团队面临的挑战是如何设计一个既环保又经济的包装材料。
通过团队的头脑风暴，我们想到了使用可降解的生物材料作为包装。
我们进行了多次实验，最终开发出了一种新型的包装材料，它不仅满足了环保要求，而且成本低廉，最终我们的设计在比赛中获得了一等奖。
四、写作能力（Writing Ability）1. 根据以下提示写一篇议论文。
- 提示：随着科技的发展，人们越来越依赖智能手机。
讨论智能手机对人们日常生活的积极和消极影响。
【托福听力资料】托福TPO15 听力文本——Lecture 2
【托福听力资料】托福TPO15 听力文本——Lecture 2众所周知，托福TPO材料是备考托福听力最好的材料。
相信众多备考托福的同学也一直在练习这套材料，那么在以下内容中我们就为大家带来托福TPO听力练习的文本，希望能为大家的备考带来帮助。
TPO 15 Lecture 2 GeologyNarrator: Listen to part of a lecture in a geology class .ProfessorAs geologists, we examine layers of sediment on the Earth’ s surface to approximate the dates of past geologic time periods. Uh... sediment as you know, is material like sand , gravel, fossil fragments that is transported by natural processes like wind , water flow or the movement of glaciers. So sediment is transported and then deposited and it forms layers on the Earth’s surface over time. We examine these layers to learn about different geologic time periods including when they began and ended.For example, from about 1.8 million years ago to around 11 thousand years ago was the Pleistocene Epoch. The Pleistocene Epoch was an ice age. During this Epoch, sediment was made by the kind of erosion and weathering that happens when the climate is colder, and part of those sediments are fossils of plants and animals that lived at that time.The Holocene Epoch followed the Pleistocene Epoch when the Earth ’ s climate warmed up around 11 thousand years ago. The Holocene Epoch is characterized by different sediments, ones that form when the climate is warmer. Because the climate changed, the types of plants and animals changed also. Holocenesediments contain remnants of more recent plants and animals, so it’s prettyeasy to differentiate geologically between these two Epochs.Now there is growing evidence that the presence of humans has altered theEarth so much that a new Epochc of geologic history has begun – the AnthropoceneEpoch, a new human-influenced Epoch. This idea that we’ve entered a newAnthropocene Epoch was first proposed in 2002. The idea is that around the year1800 CE the human population became large enough, around a billion people, thatits activities started altering the environment.This was also the time of the industrial revolution, which brought atremendous increase in the use of fossil fuels such as coal. The exploitation offossil fuels has brought planetwide developments: industrialization,construction, uh, mass transport. And these developments have caused majorchanges like additional erosion of the Earth’s surface and deforestation. Also,things like the damming of rivers , has caused increased sediment production,not to mention the addition of more carbon dioxide and methane in theatmosphere. Naturally all these changes show up in recent sediments. And thesesediments are quite different from pre year 1800 sediment layers.Interestingly there’s some speculation that humans started having a majorimpact on Earth much earlier, about 8000 years ago. That’s when agriculture wasbecoming widespread. Early farmers started clearing forests and livestockproduced a lot of extra methane. But I want to stress this is just a hypothesis.The idea that early humans could have had such a major effect, well I’m just notsure we can compare it with the industrial age.Geologists in the far future will be able to examine the sediment being laiddown today, whereas right now we can say that yes, human impact on the Earth isclear: It’ll be future researchers who have a better perspective and will beable to really draw a line between the Holocene and the Anthropocene Epochs。
托福听力学科词汇听写汇总
1. Office hour2. term paper3. essay4. thesis statement5. proposed topics6. selecting topic7. scope8. wander off topic9. available10. collection11. research data12. research project13. preliminary outline14. final outline15. first draft16. draft version17. look over a draft version18. comment19. make a comment20. rewrite21. revise22. edited version23. final copy24. hand in the final copy25. final format26. catalog27. design plan28. draw up29. reference section30. fixed date31. submission32. issue1. Mid-term exam2. grade3. revision4. fail5. retake6. elective7. selective8. bird course9. hard course10. intermediate level11. summer session12. seminar13. workshop14. presentation15. slide16. register17. sign up18. sign up for a non-credit course19. permission to register20. deadline21. group project22. project23. assignment24. quiet a heavy load25. credit26. credit is awarded27. diploma28. bachelor’s degree29. attendance30. miss somebody’s lecture31. fill me in something32. extension33. bulletin board34. school bulletin35. community center36. be weak in37. rushing against the clock38. run into problems39. dilemma40. transfer41. tough decision42. consult43. inquiry44. approach45. techniques and skills46. advisor’s approval47. letters of recommendation48. rigorous49. eligible50. previous experience51. take the prerequisite52. submit53. sheet54. signature55. softcopy56. check back57. formal training58. license3_申请1. Requirement2. Admission3. Campus4. volunteer5. semester6. scholarship7. fellowship4_选课1. Required writing course2. optional class3. preparatory course4. intro5. introduction course6. credit course7. foundation course8. intermediate course9. advanced course5_图书馆1. Librarian2. interlibrary3. video library4. in the basement5. reference room6. reference stacks7. the front desk8. loan9. loan counter10. loan period11. Return12. Renew13. reserve14. photocopier15. fine16. charge17. academics18. journal19. literature reviews20. newspaper reviews21. contemporary reviews22. paper back23. Electronic24. The rare books25. Gloves26. front cover27. index28. literature guide29. reference guide30. abstract31. title32. screen33. database34. published and unpublished data35. student orientation36. precaution6_书店1. Merchandises2. store credit3. purchase4. retreat5. policy6. full refund7_食堂1. Restaurant2. dining room3. organic food4. deep fried food5. waiter6. waitress7. snack8_注册1. Dean,2. department chair3. chairperson,4. enroll in (a class/ a course),5. course,6. basic course,7. foundation classes,8. introductory course,9. the intermediate level course,10. field work,11. research,12. academic record,13. faculty advisor, mentor14. grade point average,15. credit,16. expense,17. tuition fees,18. scholarship,19. financial aid,20. graduation form,21. graduation requirements,22. permission,23. verify,24. mailing address9_生活指导1. Facilities manager2. language lab manager3. administrating office4. hall5. laboratory7. dormitory8. auditorium9. chorus10. choir11. concert12. rehearsal13. construction14. request15. reschedule16. summit17. application18. feedback19. video10_银行和工资1. Counselor2. department secretary3. bank account4. bill5. cash6. credit card7. deposits8. paycheck9. payroll10. salary11. income12. fax13. form14. table15. chart11_实习和打工2. career advisory service3. freshman4. sophomore5. junior6. seniors7. graduate8. interview9. resume10. recommendation letter11. employee12. employer13. intern14. alumni15. recruit16. website17. career18. job fair19. wear a suit20. firm21. company22. corporation23. advancement24. promotion12_校园活动1. Off campus2. Commute3. campus activities4. announcement5. poster6. flyers7. social9. gym card10. request11. appointment12. dentist13. administrating office14. department15. faculty16. housing office17. staff18. retire13_艺术1. fine art2. academy3. art academy4. gallery5. studio6. salon7. exhibition8. convention9. renaissance10. contemporary art11. tribal art nation12. abstract art13. Avant-guard先锋艺术14. realism15. impressionism16. impressionistic style17. Dadaism18. neoclassical19. realistic20. minimalist21. precursor22. figure head23. critic24. amateur25. oil painting26. water color27. engraving28. mirror painting29. fresco30. cave art31. charcoal drawing32. sketch33. caricature34. animator35. panorama 全景36. calligraphy37. sculpture38. statue39. bust40. sculptor41. decoration42. adornment43. stained glass44. fabric45. weaving46. mosaic47. ceramics48. painting49. work50. master piece51. autograph52. original53. reproduction54. replica55. fake赝品56. genuine57. brushstroke58. texture59. perspective60. brush61. drawing board62. canvas63. pigment64. ivory65. purple66. indigo靛蓝67. layer68. framing69. paste70. scene71. natural scene72. landscape73. posture74. facial75. gesture76. printing press77. white proof78. image79. prehistory80. era81. season v.调味82. rank83. appeal84. make a name85. clergy神职人员14_戏剧电影摄影1. Drama,2. Drama church,3. tragedy,4. puppet show,5. script,6. early version,7. theoretical text,8. producer,9. film,10. movie,11. motion picture,12. production,13. director,14. documentarist,15. documentary,16. portray,17. cast,18. audition,19. performer,20. acrobat,21. juggler,22. mime,23. clown,24. puppeteer ,25. pantomime,26. minstrel ,27. audience,28. theater,29. scenery,31. costume,32. makeup,33. characteristic,34. stereotype,35. hybrid,36. Renowned,37. household,38. classic,39. traditional,40. immortal,41. unique,42. versatile,43. innocent,44. romantic,45. odd,46. erratic ,47. eccentric,48. weird,49. emotional,50. emotive,51. sentimental,52. cheerless,53. clumsy,54. rigid,55. spare,56. zigzag,57. symbolic,58. contemplative,59. sarcastic,60. authentic,61. accessible,62. daydream,64. narration15_音乐1. Folk music,2. Hillbilly music,3. chamber music,4. symphony,5. broadway musical,6. musician,7. composer,8. critic,9. choir,10. chorus,11. choir,12. note, 音符13. step,14. scale,15. tone,16. pitch,17. volume,18. register,19. solo,20. harmony,21. chord,22. melody,23. rhythm24. rhythmic patterns,25. notation,26. musical notation,27. score, 乐谱28. composition,29. movement, 乐章30. lullaby，摇篮曲31. sonata，奏鸣曲32. serenade, 小夜曲33. vocal music,34. band music35. wind music，管乐36. Orchestra,37. conducting,38. podium39. accompaniment40. musical instrument,41. string instrument,42. keyboard instrument,43. percussion instrument,44. violin,45. viola,46. cello,47. horn,48. clarinet,49. ——50. formal,51. improvisational52. phonetic16_建筑1. Architect2. building technique3. crafting4. aesthetic5. school6. gel7. design8. design element9. interior design10. construct11. compact structure12. component13. composing14. tension15. cube16. facade17. alignment18. parallel19. fine20. flat21. immense22. molten23. archives24. planetarium25. aquarium26. skyscraper27. office building28. cabin29. cathedral30. mosque31. castle32. Gothic33. Pyramid34. the Statue of Liberty35. celebrated36. Roof37. Dome38. Arc39. sealing40. marble slab41. skeleton42. steel girder43. metal frame44. mat45. pedelstone46. doorway47. Corridor48. staircase49. electric elevator50. dwelling51. fountain52. lamp53. chimney54. drainer55. sewer56. pipe line57. canal58. timber59. splint60. lime61. plaster62. mortar63. tile64. fiber65. hemp66. new material67. Prototype68. portrait69. Spinks70. sculpt71. pastel72. parchment73. decoration74. adornment75. poor76. erect77. hammer78. mold79. cohere80. converge81. span82. fabric weaving17_城市规划1. layout2. downtown3. suburb4. country5. rural area6. residential area7. local resident8. dweller9. inhabitant10. sidewalk11. pedestrian mall12. off-limits13. transportation hub14. bus terminal15. facility16. privately-owned17. publicly-owned18. public utility19. vehicle20. parking area21. watt22. car park23. stopping place24. automobile25. car26. vehicle27. subway station28. underground18_文学29. Genre,30. fairy tale,31. folk tale32. mythology,33. allegory,34. legend,35. novel,36. science fiction,37. prose,38. essay,39. descriptive prose40. narrative prose,41. poetry42. poem43. autobiography,44. character sketch,45. lyrics,46. balladry47. proverb,48. editorial,49. type,50. style,51. works,52. author,53. story tellers54. satirist55. biographer,56. imagist,57. troubadour58. literacy,59. literary criticism,60. literary studies,61. comment,62. schools of literature,63. realism,64. surrealism,65. Modernism,66. aestheticism,67. character,68. leading character,69. major/ main character,70. round character,71. minor characters,72. flat character,73. character personalities,74. people’s trait,75. model,76. stereotype,77. background,78. setting,79. prelude,80. prologue,81. main plot,82. obligatory scene,83. incident,84. ending,85. denouement,86. quotation,87. fortune,88. servant,89. master,90. loyalty,91. prince,92. princess,93. knight,94. chivalry,95. clergy,96. religion,97. christian church,98. museum,99. Museum,100. entertainment,101. recreation,102. amusement,103. formula,104. universal truth,105. the inciting,106. logical,107. appreciate,108. drama,109. theater,110. play,111. opera,112. well-made play,113. comedy,114. portray19_舞蹈1. Ballet,2. toe-shoe,3. choreography,4. choreographer20_考古5. Stone Age6. Paleolithic7. the Paleolithic Period8. the old/late Stone Age9. Mesolithic10. Neolithic11. the Neolithic Period/Age12. New Stone Age13. Bronze Age14. Iron Age15. primitive16. ancestor17. caveman18. nomad19. clan20. tribe21. alliance22. federation23. homogeneous24. archaeologist25. antiquity26. ancient civilization27. grave28. tomb29. ruins30. remains31. skull32. cranial33. historical relic34. cultural relics35. relic36. antique37. artifact38. utensil39. cooking container40. canoe41. obsidian42. covert43. shelter44. religion45. ritual46. originate47. inhabit48. bury49. excavate50. excavation21_历史人类学哲学1. era2. prehistory3. ancient Rome4. Greek5. medieval6. Europe7. Britain8. Italy9. Rome10. Roma11. Greek12. Egypt13. anthropology14. France15. Germany16. Spain17. Turkey18. Turkish19. Netherlands20. Holland21. Canada22. Canadian23. Mount Rushmore24. anthropologist25. paleoanthropologist26. ecological anthropologist27. psychological anthropologist28. native American29. philosophy30. Aristotle's ethical theory31. ancient Greek philosopher32. Socrates33. Plato34. Aristotle35. ideology36. intellect37. happiness38. fame39. external40. optimism22_心理学1. b aby2. Infant3. Nursling4. Kid5. teenager6. young people7. adult8. old people9. the aged10. elderly people11. senior citizens12. mature13. majority14. minority15. conformity16. individual17. self-reliance18. participate19. behaviorism20. psychoanalysis21. ego-centric22. Mental processes23. mental24. founder25. Archimedes26. mental process27. thought28. cognition29. cognitive capacity30. ideomotor31. action32. motivation33. intention34. intuitive35. hypotheses36. Conscience37. Virtuous38. curiosity39. generous40. identity42. spiritual43. soul44. physical45. behavior46. habit47. muscle48. sign language49. throat50. laryngeal51. larynx52. voice box53. subjective54. objective55. positive negative electrode56. maze57. labyrinth58. questionnaire59. subject disadvantage60. obsession61. deaf62. blind63. abnormal64. distracted65. child66. amnesia67. linguistics dicks68. grammar24_社会学1. meme2. longevity3. fecundity5. accuracy6. calendar7. Jupiter8. monumental9. enormous25_政治学1. American Revolution2. Independence War3. American Civil War4. the Second World War5. military6. warrior7. 55 states8. federal system9. Congress10. Senate11. Democrats12. Republicans13. election14. vote15. veto16. council17. legislation18. constitution19. justice20. diplomat21. bureaucracy22. anarchism23. centralized24. radical25. patriotic26. inspire27. release28. colonize29. immigrant30. social status26_动物学1. Biology2. speciology3. zoology4. microbiology5. marine biology6. entomology7. ornithology8. cell biology9. biochemist10. paleontologist11. creature12. organism13. microbe14. plankton zoo/phytoplankton15. invertebrate16. vertebrate17. amphibian18. reptile19. herbivore20. herbivorous21. carnivore22. omnivorous23. ruminant 反刍动物24. mollusk25. land creature26. Cold blood animal27. warm blood animal28. mammal29. primates 灵长类动物30. endangered species31. species32. breed33. monogamous34. polyandrous35. polygamous36. community37. flock38. herd39. hoards40. swarms41. respiratory system42. digestive system43. nerve system44. circulatory system45. hormonal system46. reproductive system47. urinary system48. immune system49. motor system50. Breed51. multiply52. reproduce53. offspring54. crossbreed hybrid55. sperm56. spore 孢子57. fertilizer58. unfertilized egg59. fertilized egg60. pregnant61. embryo62. hatchling 孵化63. Incubation64. fledglings65. cell66. cytoplasm 细胞质67. cell membrane68. cell wall69. nucleus70. organelle 细胞器71. skin cells72. nerve cells73. Unicellular74. multicellular75. renewing76. metabolism77. hormone78. insulin胰岛素79. secretion80. anatomy81. Organ82. vestige 退化83. liver84. lung85. Kidney86. stomach87. pancreas88. tissue89. vessel90. tendon 腱91. membrane92. gland 腺体93. digestive gland94. digestive enzyme 消化酶95. tentacle 触手96. jaw 下巴，下颚97. tongue98. valve99. skeletal100. vertebra101. spinal cord脊髓102. rib肋骨103. fingerprint104. nail polish105. division106. beak107. bill108. tooth109. toothless110. compendia111. fin 鱼鳍112. scale113. forelimb114. Limb115. wing116. feather117. tail118. virus119. fungi120. yeast 酵母121. parasite122. parasitic123. infection124. paralysis 瘫痪125. cardiac126. antibody127. vaccine 疫苗128. fungicide129. nutrient130. calorie131. protein132. starch27_卫生与疾病+营养学1. hygiene2. hygienic3. sanitation4. disease5. diagnose6. drug7. medicine8. dental clinic9. surgeon10. glucose11. carbohydrate12. starch13. vitamin14. malnutrition15. decaffeinated16. toxic17. toxin28_植物学1. botany2. botanical3. botanic4. botanist5. herb6. parasite plant7. aquatic8. horticulture9. system10. forest11. jungle12. tropical rainforest13. tropical savanna forest14. deciduous forest15. deciduous monsoon forest16. temperate rainforest17. temperate evergreen forest18. sub-arctic19. flowering tree20. lumber21. lawn22. grassland23. meadow24. prairie25. ranch26. shrub27. bush28. cluster29. marsh30. beach31. alpine region32. blossom33. route34. stem35. stock36. petal37. bud38. column39. pistil40. stamen41. wither42. shrivel43. fade44. seed45. germinate46. shoot47. sprout48. rhizome49. trunk50. bark51. crown52. canopy53. branch54. twig55. leaf56. leaflet57. peel58. husk59. shell60. barren61. pesticide62. insecticide63. granary64. grain store65. annual66. perennial67. rosette68. mutualism69. symbiosis70. symbiotic29_考过的动物1. reptile2. rodent3. gorilla4. chimpanzee5. baboon6. anthropoid7. beast8. wolf9. cheetah10. bear11. lions12. rat13. mouse14. squirrel15. kangaroo16. marmot17. chipmunk18. meerkat19. elephant20. mammoth21. cattle22. bison23. buffalo24. rhinoceros25. zebra26. hippopotamus27. hippo28. deer29. camel30. antelope31. rabbit32. pigeon34. eagle35. hawk36. owl37. songbird38. hummingbird39. bat40. colubrid41. venomous snake42. dinosaur43. Tyrannosaurus rex44. alligator45. crocodile46. turtle47. snake48. frog49. chameleon50. lizard51. snail52. penguin53. otter54. shrimp55. crayfish56. clam57. crab58. coral59. beaver60. dolphin61. starfish62. octopus63. whale64. eel65. flounder67. jellyfish68. oyster69. sponge70. insect71. bug72. worm73. caterpillar74. pest75. parasite76. spider77. cockroach78. ant79. termites80. fly81. hornet82. mosquito83. moth84. butterfly30_考过的植物1. paleontology2. vegetation3. rainforest4. deciduous tree5. birch6. eucalyptus7. maple8. oak9. conifer tree10. softwood11. evergreen12. redwood13. pine needle14. algae15. fungus16. fungi17. lichen18. moss19. crop20. grain21. millet22. wheat23. corn24. maize25. potato26. onion27. tomato28. nightshade family29. lettuce30. pumpkin31. tulip32. cactus33. orchid34. Spartina31_动物行为1. passive2. inactive3. habitat selection4. habitat5. re-create6. burrow7. nest8. survival9. territorial10. communal11. social12. solitary13. circumstance14. environment15. population density16. quiescent17. hibernate18. migrate19. sore20. glide21. nomadic22. domesticate23. flexible24. stretch25. exhale26. inhale27. forage28. diving29. mating ritual30. mate31. stimulus32. drive33. birds34. expel35. displacement36. grooming37. reproduce38. *lags eggs39. incubate40. offspring41. *lava42. multi43. fledglings44. hatchling45. tamed46. pollinate47. agent48. spread49. camouflage50. shield51. defend52. protective camouflage53. predator54. prey55. enemy56. pursue57. sting58. injury59. eliminate60. prime61. secondary62. higher63. lower64. irrelevant65. inappropriate66. horizontal67. vertical68. underneath32_适应1. The weather2. climate3. microclimate4. harsh5. primitive6. hibernation7. burrow8. territorial9. absorb10. soak up11. respiration12. photosynthesis13. —14. osmosis15. chlorophyll16. chloroplast17. pigment18. yield19. dehydrate20. edible21. breeding22. ceremony23. individual24. colonizer25. colonist33_进化1. A ncestry2. ancestor3. evolution4. evolve5. the missing link6. Darwinism7. species8. survival9. victim10. die out11. extinction12. mass extinction13. decline in the number34.交流1. Vocalization2. acoustic3. acoustic spectrum4. sound waves5. infrasound6. ultrasound7. reflection8. echolocation9. ground clutter10. high-frequency sounds11. ultrasonic pulse12. vision35.生物工程1. S peciology2. biodiversity3. heredity4. duplicate5. Descendent6. DNA7. chromosomes8. sequences9. infectious agent10. hereditary11. gene12. genetic13. genetic code14. genetic engineering15. genetic material16. genetic structure17. genic mutation18. variation19. mutation of species20. amino acid21. nucleic acid22. ribonucleic acid23. enzyme24. telomerase36.生态学1. E cology2. ecologists3. ecological tourism4. eco-5. ecological6. tourists7. eco-8. ecological9. system10. ecosystem11. wildness12. habitat13. food chain14. wild environment15. preservation16. environment protection17. soil18. clay19. permafrost20. weathered21. fertilizers22. sediments23. agricultural24. artificially25. interrelationship26. organism27. microbes28. nectar29. pollen30. pollinated31. bird band32. labeled33. nesting sites34. trail35. migrate36. immigrate37. emigrate38. migration routes39. cease to exist40. extinct /die out37_天文学1. cosmos2. universe3. Infinite4. cosmic5. cosmic radiation6. space7. space debris8. celestial body9. Solar System10. constellation11. galaxy12. Milky Way13. intergalactic14. cluster15. nebula16. star17. stellar18. interstellar19. interstellar matter20. dwarf21. dwarf star22. black hole23. quasar24. zenith star25. planet26. planetary27. asteroidal body28. Asteroid belt29. interplanetary30. moon31. lunar equals moon32. phase33. phases of the moon34. new moon35. full moon36. meteoroid37. meteor38. meteor shower's39. meteoroid40. comet41. sunspots42. solar chroma43. convection zone44. chromosome45. chromosphere46. photosphere47. solar prominence48. partial eclipse49. total eclipse50. on the far side of the moon51. orbit52. axis53. twinkle54. illuminate55. spin56. rotate57. revolve58. astronomy59. astrophysics60. astrology61. pseudoscience62. geocentric63. heliocentric64. gravitation law65. paradox66. astronaut67. seafarer68. astronomer69. astronomical units70. planetarium71. astronomical Observatory72. space exploration73. space probe74. spacesuit75. spacecraft76. spaceships77. shuttle78. advanced navigational tools equals instruments79. navigational aid80. rocket fuel81. NASA82. national aeronautics and space administration83. satellite84. sophisticated radar85. navigation86. voyage87. departure point88. destination89. observation90. calculation91. multiplying by92. subtract93. putting in a decimal94. permanent base95. phenomena96. phenomenon97. position98. reference points99. average depth100. length101. angel102. sphere103. Diameter104. square105. straight106. streamlined107. elongated108. prolong109. chaotic110. irregular111. giant112. backward113. fingerprint114. footprint115. primitive life116. light year117. leap year118. spectrum119. spectral lines of light120. spectroscopy121. optical radiation122. electromagnetic radiation123. emission124. reaction125. chemical element equals composition 126. helium127. hydrogen128. oxygen129. vacuum130. water molecules131. underground rivers132. water133. melted134. liquid135. evaporation136. lubricate137. purified138. the Pacific Islands139. topographical map140. telescope141. microscope142. crystal prism143. interferometer144. image145. high resolution146. infrared Ray147. ultrared148. ultraviolet149. visible light150. reflected light151. albedo152. ambient153. rainbow154. the Pacific Islands155. topographical map156. bombardment157. crater158. crust159. mantle160. atmospheric161. dust162. ancient163. civilization164. the Vikings38.九大行星1. Mercury2. Venus3. Earth4. Mars5. Jupiter6. Saturn7. Uranus8. Neptune9. Pluto39.环境科学1. M eteorology2. meteorologist3. meteorological4. meteorological station5. climate6. forecast7. predict8. long range forecast9. numerical weather prediction10. temperature11. degrees Celsius12. humid13. moist14. hygrometer15. thermometer16. atmosphere17. upper atmosphere18. troposphere19. stratosphere20. mesosphere21. ionosphere22. wind23. wind velocity24. breeze25. hail26. whirlwind27. monsoon28. typhoon29. hurricane30. tornado31. cyclone32. cold front33. warm air mass。
【托福听力资料】托福tpo15听力文本-lecture4
【托福听力资料】托福TPO15 听力文本-Lecture 4众所周知，托福TPO材料是备考托福听力最好的材料。
相信众多备考托福的同学也一直在练习这套材料，那么在以下内容中我们就为大家带来托福TPO听力练习的文本，希望能为大家的备考带来帮助。
TPO 15 Lecture 4 BiologyNarrator: Listen to part of a lecture in a biology class.Professor:OK. We’ve been talking till now about the two basic needs of a biologicalcommunity – an energy source to produce organic materials, you know uh, food forthe organisms, and the waste recycling or breakdown of materials back intoinorganic molecules, and about how all this requires photosynthesis when greenplants or microbes convert sunlight into energy, and also requiresmicroorganisms, bacteria, to secrete chemicals that break down or recycle theorganic material to complete the cycle. So, now we are done with this chapter ofthe textbook, we can just review for the weekly quiz and move on to the nextchapter, right? Well, not so fast. First, I ‘d like to talk about somediscoveries that have challenged one of these fundamental assumptions about whatyou need in order to have a biological community.And, well, there actually were quite a few surprises. It all began in 1977with the exploration of hydrothermal vents on the ocean floor. Hydrothermalvents are cracks in the Earth’s surface that occur, well, the ones we aretaiking about here are found deep at the bottom of the ocean. And these vents onthe ocean floor, they release this incredibly hot water, 3 to 4 times the temperature that you boil water at, because this water has been heated deep within the Earth.Well about 30 years ago, researchers sent a deep-sea vessel to explore the ocean’s depth, about 3 kilometers down, way deep to the ocean floor, No one had ever explored that far down before. Nobody expected there to be any life down there because of the conditions.First of all, sunlight doesn’t reach that far down so it ’ s totally dark. There couldn’t be any plant or animal life since there’s no sunlight, no source of energy to make food. If there was any life at all, it’d just be some bacteria breaking down any dead materials that might have fallen to the bottom of the ocean . And?Student 1 ：And what about the water pressure? Didn ’ t we talk before about how the deeper down into the ocean you go, the greater the pressure? Professor ：Excellent point! And not only the extreme pressure, but also the extreme temperature of the water around these vents. If the lack of sunlight didn’t rule out the existence of a biological community down there then these factors certainly would, or so they thought.Student 2：So you are telling us they did find organisms that could live under those conditions?Professor: They did indeed, something like 300 different species.Student 1 ：But... but how could that be? I mean without sunlight, no energy,no no …Protessor:What they discovered was that microorganisms, bacteria, had taken over both functions of the biological community - the recycling of waste materials and the production of energy. They were the energy source. You see, it turns out that certain microorganisms are chemosynthetic - they don’t need sunlight because they take their energy from chemical reactions.So, as I said, unlike green plants which are photosynthetic and get their energy from sunlight, these bacteria that they found at the ocean floor, these are chemosynthetic, which means that they get their energy from chemical reactions. How does this work?As we said, these hydrothermal vents are releasing into the ocean depth this intensely hot water and here is the thing, this hot water contains a chemical called hydrogen sulfide, and also a gas , carbon dioxide. Now these bacteria actually combine the hydrogen sulfide with the carbon dioxide and this chemical reaction is what produces organic material which is the food for larger organisms. The researchers had never seen anything like it before.Student 2 : Wow! So just add a chemical to a gas, and bingo, you ’ ve got a food supply?ProfessorNot just that! W hat was even more surprising were all the large organisms that lived down there. The most distinctive of these was something called thetube worm. Here, let me show you a picture . The tube of the tube worm is really, really long. They can be up to one and a half meters long , and these tubes are attached to the ocean floor, pretty weird looking, huh?And another thing, the tube worm has no mouth or digestive organs. So you are asking how does it eat? Well, they have these special organs that collect the hydrogen sulfide and carbon dioxide and then transfer it to another organ, where billions of bacteria live. These bacteria that live inside the tube worms, the tube worms provide them with hydrogen sulfide and carbon dioxide. And the bacteria, well the bacteria kind of feed the tube worms through chemosynthesis, remember, that chemical reaction I described earlier.。
托福听力TPO15对话1原文英文及翻译
托福听力TPO15对话1原文英文及翻译大家备考托福听力一定需要许多训练材料，为了帮助大家，小编为大家整理出来了。
那么下面是托福小编带来的托福听力TPO15对话1原文及翻译。
托福听力TPO15对话1原文英文及翻译对话-1原文：Narrator:Listen to a conversation between a student and a librarian employee.Student：Hi, I am looking for this book---the American judicial system. And I can’t seem to find it anywhere. I need to read a chapter for my political science class.Librarian:Let me check in the computer. Um… doesn’t seem to be checked out and i t’s not on reserve. You’ve checked the shelves I assume.Student：Yeah, I even checked other shelves and tables next to where the book should be.Librarian:Well, it’s still here in the library. So people must be using it. You know this seems to be a very popular book tonight. We show six copies. None are checked out. And, yet you didn’t even find one copy on the shelves. Is it a big class?Student：Maybe about Seventy Five?Librarian:Well, you should ask your professor to put some of the copies on reserve. Yo u know about the ‘Reserve system’, right?Student：I know that you have to read reserve books in the library and that you have time limits. But I didn’t know that I could ask a professor to put a book on the reserve. I mean I thought the professors make that kind of decisions at the beginning of the semester.Librarian:Oh… they can put books on reserve at any time during the semester.Student：You know reserving book seems a bit unfair. What if someone who is not in the class wants to use the book?Librarian:That’s why I said some copies.Student：Ah, well, I’ll certainly talk to my professor about it tomorrow. But what I am gonna do tonight?Librarian:I guess you could walk around the Poli-Sci section and look at the books waiting to be re-shelved.Student：There are do seem to be more than normal.Librarian:We are a little short of staff right now. Someone quit recently, so things aren’t getting re-shelved as quickly as usual. I don’t think they’ve hired replacement yet, so, yeah, the un-shelved books can get a bit out of hand.Student：This may sound a bit weird. But I’ve been thinking about getting a job. Um… I’ve never worked at the library before, But…..Librarian:That’s not a requirement. The job might still be open. At the beginning of the semester we were swamped with applications, but I guess everyone who wants the job has one by now.Student：What can you tell me about the job?Librarian:Well, we work between six and ten hours a week, so it’s a reasonable amount. Usually we can pick the hours we want to work. But since you’d be starting so late in the semester, I’m not sure how that would work for you. And… Oh… we get paid the normal university rates for student employees.Student：So who do I talk to?Librarian:I guess you talk to Dr. Jenkins, the head librarian. She does the hiring.对话-1译文：旁白：听一个学生和一个图书馆员工之间的对话。
托福英语试题及答案
托福英语试题及答案
一、听力部分
1. 根据录音，以下哪项是演讲者提到的主要观点？
A. 气候变化对农业的影响
B. 城市化进程中的问题
C. 科技发展对社会的益处
D. 教育改革的必要性
答案：A
2. 演讲者提到了哪种类型的农业？
A. 有机农业
B. 传统农业
C. 工业化农业
D. 可持续农业
答案：D
二、阅读部分
1. 根据文章，作者认为解决城市交通拥堵的最佳方法是什么？
A. 增加公共交通工具
B. 限制私家车使用
C. 扩大城市道路
D. 鼓励远程工作
答案：A
2. 文章中提到的“绿色出行”指的是什么？
A. 步行或骑自行车
B. 乘坐公共交通
C. 开电动汽车
D. 减少不必要的出行
答案：A
三、口语部分
1. 请根据以下提示，描述一个你曾经遇到的困难，并解释你是如何克服它的。
提示：困难的类型，你采取的措施，结果如何。
答案：略（考生需根据个人经历回答）
2. 描述你理想中的工作场所。
包括地点、环境、同事关系等因素。
答案：略（考生需根据个人理想回答）
四、写作部分
1. 有些人认为大学教育应该免费提供给所有人。
你同意还是不同意这个观点？给出你的理由。
答案：略（考生需根据个人观点写作）
2. 描述一次你改变了对某人或某事看法的经历。
包括改变的原因和结果。
答案：略（考生需根据个人经历写作）。
托福考试模拟试题
托福考试模拟试题托福（TOEFL，Test of English as a Foreign Language）是世界上最为知名的英语水平考试之一，被广泛用于衡量非英语母语国家的学生在英语听力、阅读、口语和写作能力方面的水平。
托福考试模拟试题是考生备考过程中非常重要的一部分，通过模拟试题的练习，考生可以更好地了解考试形式和题型，提升应对考试的能力。
以下将为大家提供一些托福考试模拟试题，供大家练习参考。
一、听力部分听力是托福考试的第一部分，主要考察考生听力理解能力。
以下是一道托福听力模拟试题：Questions 1-5:Listen to part of a talk in an American history class.Uh, so, why did the Pilgrims come to America? I mean, what were they looking for?Well, they were seeking religious freedom. You see, in England at that time, the Anglican Church held a monopoly over religious practice, and the Pilgrims, being a more radical Protestant sect, wanted to break away and establish their own religious community.What did the Pilgrims do before they came to America?Before settling in America, the Pilgrims first traveled to the Netherlands in search of religious freedom. However, they encountered difficulties there as well, so they eventually decided to set sail for the New World.What was the name of the ship that the Pilgrims sailed to America on?The ship that carried the Pilgrims to America was the Mayflower. It was a small, cramped vessel, and the journey across the Atlantic Ocean was arduous and perilous.What challenges did the Pilgrims face upon arriving in America?Upon reaching America, the Pilgrims faced numerous challenges, including harsh weather conditions, unfamiliar terrain, and conflicts with Native American tribes. Many of them succumbed to disease and starvation during the first winter.What was the significance of the Mayflower Compact?The Mayflower Compact was a document signed by the Pilgrims upon their arrival in America. It established a framework for self-government and cooperation among the settlers, laying the foundation for democratic principles in the New World.二、阅读部分阅读部分是托福考试的第二部分，包括多篇文章和相关问题。
TPO 15 听力文本_Megan
TPO 15听力文本TPO 15 ScriptSection 1Conversation1Narrator:Listen to a conversation between a Student and the faculty Advisor of the campus newspaper.StudentHi! I talked to someone on the phone a couple of weeks ago, Anna, I think it was? AdvisorI'm Anna, the faculty advisor.StudentOh, great! I'm Peter Murphy. You probably don't r e member me, but …AdvisorNo! No! I remember you. You're interested in working for the paper.StudentYeah, as a reporter.AdvisorThat's right. You're taking a journ alism class and you’ve done some reporting before in high school, right?StudentWow, you have a good memory.AdvisorWell we haven’t had many s tudents applying lately so … so anyway, you still want to do some reporting for us?StudentYeah, if you have room for me on the staff.AdvisorWell we always need more reporters, but you know, we don't pay anything, right? StudentYeah, I know, but I huh.. . I'd like the experience. It would look good on my resume .AdvisorAbsolutely! Let's see. I think I told you that we ask prospective reporters to turn in some outlines for possible articles.StudentYeah, I sent them in about a week ago, but I haven't heard anything back yet, so, so I thought I'd stop by and see, but I guess you haven't looked at them yet.AdvisorOh, Max, the news editor. He looks a t all the submissions.StudentOh, so he hasn't made any decision about me yet?AdvisorWell I just got here a few minutes ago... haven't been in for a couple of days. Just give me a second to check my e-ma il. Uh … here is a message from Max. Let’s see. Well it seems you’ve really impressed him. He says it would be wonderful if you could join our staff. StudentOh, great! When can I start?AdvisorWell, you turned in an outline on something to do with the physics department? StudentYeah, they're trying to come up with ways to get more Students to take their introductory courses.AdvisorRight, well, apparently, nobody else is covering that story, so he wants you to follow up on it.StudentOK. Uh … wha t the other outline I sent in, about the proposed increase in tuition fees? AdvisorOh, it looks like we've got that coveredStudentSo I am starting with an article about the physics department. I guess I'd better get to work. Do you have any advice on how I should cover the story?AdvisorWell, Max will want to talk to you but I am sure he will tell you to find out things like why the physics department's worried about enrollment. Has the number of Students been getting smaller in recent years? By how much? What kinds of plans are they considering to address this problem?StudentRight, some of those issues are already in what I proposed.AdvisorAnd you'll want to do some interviews, you know, what do the Professors think of the plans, what do the Stu dents think you get the idea but …StudentBut wait till I talk to Max before proceeding.AdvisorRight, he'll cover everything you need to know to be a reporter for us. Can you come back this afternoon? He will be here until 5 o'clock.Lecture 1Narrator:Listen to part of a lecture in a psychology class.ProfessorFor decades, psychologists have been looking at our ability to perform tasks while other things are going on, how we are able to keep from being distracted and what the conditions for good concentration are. As long ago as 1982, researchers came up with something called the CFQ - the Cognitive Failures Questionnaire. This questionnaire asks people to rate themselves according to how often they get distracted in different situations, like hum … .. forgetti ng to save a computer file because they had something else on their mind or missing a speed limit sign on the road. John?JohnI've lost my share of computer files, but not because I’ m easily distracted. I just forget to save them.ProfessorAnd tha t's part of the problem with the CFQ. It doesn’t take other factors into account enough, like forgetfulness. Plus you really can’t say you are getting objective scientific results from a subjective questionnaire where people report on themselves. So it’s no surprise that someone attempted to design an objectiv e way to measure distraction. It’s a simple computer game designed by a psychologist named, Nilli Lavie. In Lavie’s game, people watch as the letters N and X appear and disappear in a certain area on the computer screen. Every time they see an N, they press one key, and every time they seean X they press another, except other letters also start appearing in the surrounding area of the screen with increasing frequency which creates a distraction and makes the task more diffic ult. Lav ie observed that people’s reaction time slowed as these distractions increased.StudentWell t hat’s not too surprising, isn’t it?ProfessorNo, it's not. It's the next part of the experiment that was surprising. When the difficulty really increased, when the screen filled up with letters, people got better at spotting the Xs and Ns. What (why) do you think that happened?JohnWell, maybe when we are really concentrating, we just don't perceive irrelevant information. Maybe we just don't take it in, you know?ProfessorYes, and that's one of the hypotheses that was proposed, that the brain simply doesn't admit the unimportant information. The second hypothesis is that, yes, we do perceive everything, but the brain categorizes the information, and whatever is not relevant to what we are concentrating on gets treated as low priority. So Lavie did another experiment, designed to look at the ability to concentrate better in the face of increased difficulty. This time she used brain scanning equipment to monitor activ ity in a certain part of the brain, the area called V5, which is part of the visual cortex, the part of our brains that processes visual stimuli.V5 is the area of the v isual cortex that's responsible for the sensation of movement. Once again, Lav ie gave people a computer-based task to do. They have to distinguish between words in upper and lower-case letters or even harder, they had to count the number of syllables in different words. This time the distraction was a moving star field in the background, you know, where H looks like you are moving through space, passing stars. Normally area of V5 would be stimulated as those moving stars are perceived and sure enough, Lavie found that during the task area of V5 was active, so people were aware of the moving star field. That means people were not blocking out the distraction. StudentSo doesn't that mean that the first hypothesis you mentioned was wrong, the one that says we don't even perceive irrelevant information when we are concentrating?ProfessorYes that's right, up to a point, bu t that’s not all. Lav ie also discovered that as she made the task more difficult, V5 became less active, so that means that now people wer en’t really noticing the star field at all. That was quite a surprise and it approved that the second hypothesis – that we do perceive everything all the time but the brain categorizesdistractions differently, well, that wasn't true either. Lavie thinks the solution lies in the brain’s ability to accept or ignore visual information. She th inks its capacity is limited. It’s like a highway. When there are too many cars, traffic is stopped. No one can get on. So when the brain is loaded to capacity, no new distractions can be perceived. Now that may be the correct conclusion for v isual distractions, but more research is needed to tell us how the brain deals with, say, the distractions of solv ing a math problem when we are hungry or when someone is singing in the next room.Lecture 2Narrator:Listen to part of a lecture in a geology class.ProfessorAs geologists, we examine layers of sediment on the Earth's surface to approximate the dates of past geologic time periods. Ah sediment as you know is material like sand , gravel, fossil fragments that is transported by natural processes like wind , water flow or the movement of glaciers . So sediment is transported and then deposited and it forms layers on the Earth’s surface over time. We examine these layers to learn about different geologic time periods including when they began and ended. For example, from about 1.8 million years ago to around 11 thousand years ago was the Pleistocene epic. The Pleistocene epic was an ice age. During this epic, sediment was made by the kind of erosion and weathering that happens when the climate is colder, and part of those sediments are fossils of plants and animals that lived at that time. The Holocene epic followed the Pleistoce ne epic when the Earth’s climate warmed up around 11 thousand years ago. The Holocene epic is characterized by different sediments, ones that form when the climate is warmer. Because the climate changed, the types of plants and animals changed also. Holocene sediments contain remnants of more recent plants and animals, so it's pretty easy to differentiate geologically between these two epics. Now there is growing evidence that the presence of humans has altered the earth so much that a new epic of geologic history has began(begun) – the Anthropocene epic, a new human-influenced epic. This idea that we’ve entered a new Anthro-pocene epic was first proposed in 2002. The idea is that around the year 1800 CE the human population became large enough, around a billion people, that its activities started altering the environment. This was also the time of the industrial revolution, which brought a tremendous increase in the use of fossil fuels such coal. The exploitation of fossil fuels has brought planet wide developments: industrialization, construction, uh, mass transport. And these developments have caused major changes like additional erosion of the Ear th’s surface and deforestation. Also, things like the damming of rivers, has caused increased sediment production, not to mention the addition of more carbon dioxide and methane in the atmosphere. Naturally all these changes show up in recent sediments. And these sediments are quite different from pre year 1800 sediment layers. Interestingly there's some speculation that humans started having a major impact on Earth much earlier, about 8000 years ago. That's when agriculture was becoming widespread. Early farmers started clearing forests and livestock produced a lot of extra methane. But I want to stress this is just a hypothesis. The ideathat early humans could have had such a major effect, well I'm just not sure we can compare it with the industrial age. Geologists in the far future will be able to examine the sediment being laid down today, whereas right now we can say that yes, human impact on the Earth is clear: It'll be future researchers who hav e a better perspective and will be able to really draw a line between the Holocene and the Anthropocene epics.Section 2Conversation2NarratorListen to part of a conversation between a Student and her biology.ProfessorHi Samantha, how did your track meet go?SamanthaGreat! I placed first in one race and third in another.ProfessorCongratulations! You must practice a lot.SamanthaThree times a week pre-season, but now that we’re competing every weekend, we practice 6 days a week from 3:30 till 5:00.ProfessorAthletics place a heavy demand on your time, don’t they?SamanthaYeah, but I really love competing, so …ProfessorYou know I played soccer in college and my biggest challenge, and I didn’t always succeed, was getting my studying in during soccer season. Are you having a similar …SamanthaNo, I … I really do make time to study. And I actually study more for this class than I do for all my other classes. But I didn’t see the grade I expected on my mid-term exam, which is why I came by.ProfessorWell, you "didn't do badly on the exam, but I agree it did not reflect your potential. I say this because your work on the lab project was exemplary. I was so impressed with the way you handle the microscope and the samples of onion cells, and with how carefully you observed and diagramed and interpreted each stage of cell division. And I don't think youcould have done that if you hadn't read and understood the chapter. I mean it seemed like you really had a good understanding of it.SamanthaI thought so too, but I missed some questions about cell division on the exam. ProfessorSo what happened?SamanthaI just sort of blanked out, I guess. I had a hard time remembering details. It was so frustrating.ProfessorAlright, let's back up. You say you studied, where, at home?SamanthaAt my kitchen table actually.ProfessorAnd that's supposed to be a quiet environment?SamanthaNot exactly. My brother and parents try to keep it down when I am studying, but the phone pretty much rings off the ho ok, so …ProfessorSo you might try a place with fewer distractions, like the library …SamanthaBut the library closes at mid-night, and I like to study all night before a test, you know, so everything is fresh in my mind. I studied six straight hours the night before the mid-term exam. That’s why I expected to do so much better.ProfessorOh ok. You know that studying six consecutive hours is not equivalent to studying one hour a day for six days.SamanthaIt isn’t?ProfessorNo. There is research that shows that after about an hour of intense focus, your brain needs a break. It needs to, you know, shift gears a little. Your brain's ability to absorb information starts to decline after about the first hour. So if you are dealing with a lot ofnew concepts and vocabulary, anyway, if you just reviewed your notes, even 20 minutes a day, it'd be much better than waiting until the night before an exam to try and absorb all those details .SamanthaOh, I didn't realize.ProfessorThink of your brain as: a muscle. If you didn't practice regularly with your track team, and then tried to squeeze in three weeks worth of running practice just the day before a track meet, how well do you think you'd perform in your races?Lecture 3Narrator:Listen to part of a lecture in an art history class.Professor:Now in Europe in the Middle Ages before the invention of printing and the printing press, all books, all manual scripts were hand-made. And the material typically used for the pages was parchment, which is animal skin that stretched and dried under tension, so it becomes really fat(flat) and can be written on . During the 1400s, when printing was being developed, paper became the predominant material for books in Europe, but prior to that, it was parchment. Parchment is durable, much more so than paper, and it could be reused which came in handy since it was a costly material and in short supply. So it wasn’t uncommon for the scribes or monks who produce the manual scripts. Ah, remember before printing books were made mainly in monasteries. Well, the scribes often recycled the parchment that’d been used for earlier manual scripts. They simply erased the ink off the parchment and wrote something new in its place A manual script page that was written on, erased and then used again is called a palimpsest. Palimpsests were created, well, we know about two methods that were used for removing ink from parchment. In the late Middle Ages, it was customary to scrape away the surface of the parchment with an abrasive, which completely wiped out any writing that was there. But earlier in the Middle ages, the original ink was usually removed by washing the used parchment with milk. That removed the ink. But with the passing of time, the original writing might reappear. In fact, it might reappear to the extent that scholars could make out an even decipher, the original text. Perhaps, the most famous example is the Archimedes' palimpsest. Archimedes lived in Greece around 200 BCE, and as you probably know, he's considered one of the greatest Mathematicians who ever lived, even though, many of his writings had been lost , including what many now think to be his most important work called The Method . But in 1998, a book of prayers from the Middle Ages sold in an art auction for a lot of money, more money than anyone would pay for a damaged book from the 12th century. Beautiful or not, why? It had been discovered that the book was a palimpsest, and beneath the surface writing on the manual script laid, guess what? Mathematical theorems and diagrams from Archimedes Archimedes' writings were originally done on papyrus scrolls. Then in the 10thcentury, a scribe made a copy on parchment of some of his texts and diagrams including, as it turns out, The Method. This was extremely fortunate, since later on, the original papyrus scrolls disappeared. About 200 years later in the 12th century, this parchment manual script became a palimpsest when a scribe used the parchment to make a prayer book. So the pages, the pieces of parchment themselves, had been preserved. But the Archimedes' text was erased and written over, and no one knew it existed. It wasn't until 1906 that a scholar came across the prayer book in a library and realized it was a palimpsest, and that the underlying layer of texts could only have come from Archimedes. That was when his work The Method was discovered for the first time. Um... the palimpsest then went through some more tough times, but eventually it ended up in an art auction where was bought and then donated to an art museum in Baltimore, for conservation and study. To avoid further damage to the manual script, the research team at the art museum has had to be extremely selective in their techniques they used to see the original writing. They've used ultraviolet light and some other techniques, and if you're interested in that sort of thing, you can learn more about it in an art conservation class. But actually, it was a physicist who came up with a method that was a breakthrough. He realized that the iron in the ancient ink would display if exposed to a certain X-ray imaging method, and except for small portions of the text that couldn't be deciphered, this technique's been very helpful in seeing Archimedes' texts and drawings through the medieval over writing.Lecture 4Narrator:Listen to part of a lecture in a biology class.Professor:OK. We've been talking till now about the two basic needs of a biological community – an energy source to produce organic materials, you know ah, food for the organism, and the waste recycling or breakdown of materials back into inorganic molecules, and about how all this requires photosynthesis when green plants or microbes convert sunlight into energy and also requires microorganisms, bacteria, to secrete chemicals that break down or recycle the organic material to complete the cycle So, now we are done with this chapter of the textbook, we can just review for the weekly quiz and move on to the next chapter, right? Well, not so fast. First, I’d like to talk about some discoveries that have challenged one of these fundamental assumptions about what you need in order to have a biological community. And, well, there actually were quite a few surprises. It all began in 1977 with the exploration of hydrothermal vents on the ocean floor. Hydrothermal vents are cracks in the Earth’s surface that occur, well, the ones we are talking about here are found deep at the bottom of the ocean. And these vents on the ocean floor, they release this incredibly hot water, 3-4 times the temperature that you boil water at because this water has been heated deep within the Earth. Well about 30 years ago, researchers sent a deep-sea vessel to explore the ocean ’ s depth, about 3 kilometers down, way deep to ocean floor, No one had ever explored that far down before. Nobody expected there to be any life down there because of the conditions. First of all, sunlight doesn't reach that far down so it’s totallydark. There couldn’t be any plant or animal life since there's no sunlight, no source of energy to make food. If there was any life at all, it’d just be some bacter ia breaking down any dead materials that might have fallen to the bottom of the ocean. And?StudentAnd what about the water pressure? Didn’t we talk before about how the deeper down into the ocean you go, the greater the pressure?ProfessorExcellent point! And not only the extreme pressure, but also the extreme temperature of the water around these vents. If the lack of sunlight didn't rule out the existence of a biological community down there then these factors certainly would, or so they thought. StudentSo you are telling us they did find organisms that could live under those conditions? Professor:They did indeed, something like 300 different speciesStudentBut... but how could that be? I mean without sunlight, no energy, no no …Professor:What they discovered was that microorganisms, bacteria, had taken over both functions of the biological community - the recycling of waste materials and the production of energy. They were the energy source. You see, it turns out that certain microorganisms are chemosynthetic - they don't need sunlight because they take their energy from chemical Reactions. So, as I said, unlike green plants which are photosynthetic and their energy from sunlight, these bacteria that they found at the ocean floor, these are chemosynthetic, which means that they get their energy from chemical reactions. How does this work? As we said, these hydrothermal vents are releasing into the ocean depth this intensely hot water and here is the thing, this hot water contains a chemical called hydrogen sulfide, and also a gas, carbon dioxide. Now these bacteria actually combine the hydrogen sulfide with the carbon dioxide and this chemical reaction is what produces organic material which is the food for larger organisms. The researchers had never seen anything like it before. StudentWow! So just add a chem ical to a gas, and bingo, you’ve got a food supply?ProfessorNot just that! What was even more surprising were all the large organisms that lived down there. The most distinctive of these was something called the tube worm. Here, let me show you a picture. The tube of the tube worm is really, really long. They can be up to oneand half meters long, and these tubes are attached to the ocean floor, pretty weird looking, huh? And another thing, the tube worm has no mouth, or digestive organs. So you are asking how does it eat? Well, they have these special organs that collect the hydrogen sulfide and carbon dioxide and then transfer it to another organ, where billions of bacteria live. These bacteria that live inside the tube worms, the tube worms provide them with hydrogen sulfide and carbon dioxide. And the bacteria, well the bacteria kind of feed the tube worms through chemosynthesis, remember, that chemical reaction I described earlier.。
托福TPO15口语Task3阅读文本+听力文本+题目+满分范文
为了帮助大家高效备考托福，为大家带来托福TPO15口语Task3阅读文本+听力文本+题目+满分范文，希望对大家备考有所帮助。
托福TPO15口语Task3阅读文本： University Should Pave Running Trails The university has about three miles of unpaved dirt running trails that pass through the forest near campus. I think these trails should be paved with cement. One reason for paving the trails would be to increase their safety. When it rains, the dirt turns to mud and becomes very slippery, so the runners who use them can slip and fall. Pavement would solve this problem. Also, paving would make the trails look nicer, which would encourage students to use them. Bumps in the trail would be smoothed out and weeds would be paved over, making the trail more attractive to runners. Sincerely, Sally Jacobs 托福TPO15口语Task3听力文本： Now listen to two students discussing the letter. (woman) Hey, Ted, you're a runner. Did you see this letter in the paper? (man) Yeah, I did, and I use those. (woman) And? (man) I think it's a terrible idea. (woman) How come? (man) Well, she really hasn't thought it through. Like, the thing about making them safer, what's she's not thinking about is the long-term consequence of running on a hard surface. (woman) What do you mean? (man) I mean, it's not good for you. It's too hard on your bones and joints. If you run repeatedly on hard surface, it can lead to injuries or, that's what I've been taught anyway, it's better to run on a soft surface. It does less damage to your body. (woman) Oh, I wasn't aware of that. (man) Yeah, so actually it wouldn't be safer. And her second point… (woman) About changing the way they look? (man) Yeah, I don't think people will like it. (woman) So they'd use them less? (man) Yeah, I mean, one of the main reasons people enjoy them now was it’s a way of taking a break from the rest of the campus, from buildings and streets and stuff. It’s, you know, a chance that feels like you’re out in the nature. (woman) Oh, so you wouldn't bet that effect anymore. (man) Right! It’d be just like you’re on a regular street or sidewalk. It wouldn't be as relaxing. 托福TPO15口语Task3题目： The man expresses his opinion about the proposal in the student’s letter. Briefly summarize the proposal. Then state the man’s opinion about the proposal and explain the reasons he gives for holding that opinion. 托福TPO15口语Task3满分范文： Well, the proposal says that the university should pave the dirt trail with cement for two reasons. However the man doesn't agree with the proposal for some reasons. First of all, he argues that it's safer for people to run repeatedly on a trail with soft surface than on a paved one, simply because it'll do less damage and injuries to human bodies. Besides, he is against the proposal's second opinion mainly because students will take a break for walking on the trail, since it's more natural and students would have a chance to relax. So based on the reasons above the man disagrees with the proposal. (106 words) 以上是给大家整理的托福TPO15口语Task3阅读文本+听力文本+题目+满分范文，希望对你有所帮助!。
托福TPO15口语Task4阅读文本+听力文本+题目+满分范文
为了帮助大家高效备考托福，为大家带来托福TPO15口语Task4阅读文本+听力文本+题目+满分范文，希望对大家备考有所帮助。
托福TPO15口语Task4阅读文本： Experimenter Effect One objective of any experiment is, of course, to obtain accurate results.Sometimes, however, problems occur that lead to in accurate results. One such problem is the experimenter effect. The experimenter effect occurs when searcher ’s expectations affect the outcome of the experiment. The researcher expects a particular result from the experiment, and that expectation causes the researcher to act in ways that influence the behavior of the experiment participants, thereby invalidating the results of the experiment. 托福TPO15口语Task4听力文本： (male professor) For example, I recently read about a case in which a researcher was given two groups of monkeys and he was asked to train these monkeys to pick up a ball and put it in a box, and he was told to record how many hours it took to train each monkey to learn to do this.Now, before he started the training, the researcher was told that one group of monkeys was highly intelligent and the other group was less intelligent. In truth, there was no difference between them. All the monkeys were actually very similar in terms of intelligence. But the researcher didn't know that. He thought one group was smarter, so he expected that group would be easier to train.So, what happened? Well, the researcher trained the monkeys to perform the action, and it turned out that, on average, it took him two hours less time to train the supposedly smart monkeys than the supposedly less intelligent monkeys. Why? Well, it turns out that with the supposedly smart monkeys the researcher smiled at them a lot, gave them a lot of encouragement, talked to them a lot, worked hard to communicate with them. But with the monkeys he thought were less intelligent, he wasn’t this enthusiastic, he didn’t try this hard, wasn’t quite optimistic. 托福TPO15口语Task4题目： Explain how the example from the professor’s lecture illustrates the experimenter effect. 托福TPO15口语Task4满分范文： When the researchers expect certain result during their experiment, the expectations usually affect the outcome. This phenomenon is called experimentereffect. The professor illustrates this with a monkey experiment that he read about. In the experiment, a researcher was given two groups of monkey and asked to teach them to pick up a ball and put it in a box. And he had been told that one group was smarter than the other, which was not true. Therefore, anyway, the researcher expected that the smarter group was easier to train. And it took two hours less time to train the supposedly smarter monkey because he tried to communicate with them, frequently smiled at them, encouraged them, and talked to them. While with the other group, he was not that enthusiastic. So actually it's the researcher's behavior that influenced the result. That's how experimenter effect is achieved during the experiment. (152 words) 以上是给大家整理的托福TPO15口语Task4阅读文本+听力文本+题目+满分范文，希望对你有所帮助!。
托福范文(共15篇)
一、举实例思维短路，举实例!提出一个观点，举实例!提出一个方案，举实例!而且者也是我们揭示一个观点最好的方式，任何情况下，只要我们无法继续文章，不管三七二十一，尽管举例子!In order to attract more customers, advertisers have adopted every possible stimulative factor in making ads, such as sound, light, colours, cartoon films and human performance. For instance, to advertise a certain food, advertisers will ask an actor or actress to sit at a table and devour the seemingly delicious food while they fime him or her.更多句型：To take … as an example, One example is…, Another example is…, for example二、做比较方法：写完一个要点，比较与之相似的;又写完一个要点，再比较与之相反的;世界上没有同样的指纹，没有相同的树叶，文章亦同，只有通过比较，你才会发现二者的相同点(through comparison)和不同点(through contrast)。
下面是一些短语：相似的比较：in comparison, likewise, similarly, in the same manner相反的比较：on the other hand, conversely, whereas, while, instead, nevertheless, in contrast, on the contrary, compared with …托福范文第2篇托福tpo真题写作53作文范文，托福tpo53独立写作independentwriting范文+题目解析是托福考试官方指南（officialguide），tpo21-54 独立写作范文+独立写作批改服务，真题解析，解析，模版解析，文笔分析，写作技巧等，是托福考试官方给出的考试指南。
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托福听写作业15
听写稿：（将听写稿复制到下面）
It may seem strange that we are discussing music from a broadway production in this class, and the Lion King especially since it's based on a popular Hollywood movie. I mean music performs for broad way theatre in the heart of New York city, surely would seem to be in the western tradition of popular music. And not have much in common with music we've been studying in this course. Such as gemalon music of Indinisia, ozulu chant of south Africa, music developed outside the western tradition of European and America. But in fact, musicians have long standing tradition of borrowing one another's cultures, and this production's director intentionally included both western and none western music. That way some of the rhythms instruments how many typical of none western music contrast with uncomplement popular music more familiar to audiances and north America and Europe. Music * rock, jazz, or broadway style showtunes. So I wanted to spend rest of this class and most of the next one on the music from the show through Lion King. As you * some of the techonical distinctions between typical western music and the norm western music that we've been studying. The African * music sounds clear. The story takes place in Africa, so the director got a south African composer to write songs with a distictively African sound. And the sound even includes weride from African languages, but we'll get back to the African influence later.First, let's turn to the music that written for the shadow public scenes in the Lion King. Music based on indinisia music used in the shadow pop theatre of that region.订正稿：（将订正稿复制到下面）
正确原文：
It may seem strange that we're discussing music from a Broadway production in this class. The Lion King especially since it's based on a popular Hollywood
movie. I mean music performed for Broadway theater in the heart of New York city surely would seem to be in the western tradition of popular music and not have much in common with the music we have been studying in this course such as gamelan music of Indonesia or Zulu chants of South Africa music that developed outside the western tradition of Europe and America. But in fact, musicians have a long-standing tradition of borrowing from one another's cultures. And this production's director intentionally included both western and non-western music. That way some of the rhythms, instruments, harmonies typical of non-western music contrast with and complement popular music more familiar to audiences in North America and Europe, music like rock, jazz, or Broadway style show tunes. So I want to spend the rest of this class and most of the next one on the music from the show The Lion King as a way of summarizing some of the technical distinctions between typical western music and the nonwestern music that we've been studying. Now, the African influence on the music is clear. The story takes place in Africa. So the director got a South African composer to write songs with a distinctly African sound. And the songs even include words from African languages. But we'll get back to the African influence later. First, let's turn to the music that was written for the shadow puppet scenes in The Lion King music based on the Indonesian music used in the shadow puppet theater of that region.
生词摘录：
1.Broadway: 百老汇
2.The Lion King: 狮子王
3.Hollywood: 好莱坞
4.gamelan: 加麦兰(一组印尼的民族管弦乐器)
5.Indonesia: 印度尼西亚
6.Zulu: 祖鲁人的
7.chant: n. 旋律，歌曲
8.long-standing: adj. 长期的，长久的
9.intentionally: adv. 有意地，故意地
10.tune: n. 曲调，调子
poser: n. 作曲家
12.shadow: n. 影子
13.puppet: n. 木偶。