托福TPO44听力题目+答案+MP3音频下载
托福TPO44听力Conversation2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TPO44听力Conversation2文本+题目+答案解析，希望对大家备考有所帮助。
托福TPO44听力Conversation2文本 Narrator:Listen to a conversation between a student and an art professor. Student:Hi. Dr. Morten. I'm Karen Stern. I met you briefly about a year ago when I was applying to the university. You were on a panel of professors and you were talking about the art department. Professor:Ah...and you are now a student here. I guess I said the right thing. Student:Yeah. Right now I am doing the intro-courses in the art department, but I am really interested in painting. Professor:Well, I teach several of the painting courses so I hope to see you in the future. Student:Actually I was wondering: you are in charge of student art exhibitions at the university gallery, right? Professor:Right! Student:So I know all the exhibitors are students, but I was wondering how you choose the works you exhibit every month. Is there like a submission process or something? Professor:No. There is a submission process, yes. We a have gallery review committee, but we already have our exhibitions planned for the rest of the schoolyear. Generally our exhibitors are third- and fourth-year students, well into their coursework. Student:Oh, Well, I guess that will be something to look forward to then. Tell me, do you show all kinds of paintings? Professor:Well, actually we started doing something different with the gallery this year. We are featuring a specific technique each month. Next month's exhibition, for instance, will feature drip paintings. Student:Really? Like Jackson Pollock? Professor:Ah....so you are familiar with Pollock's work. Student:Well, sort of, though I've only seen photographs of it. I know he dripped paint onto the canvas instead of using a brush. I read he stretched out his canvases on the floor of a studio and then he climbed up on a ladder to pour paint, ordinary house paint, from a can onto the canvas. Professor:That's right. That was characteristic of Pollock in the late forties, in what we call his drip period. And the object was to produce a constant stream of paint to create continuous lines, because as you know when you use a brush directly on a canvas you get broken lines. So, you like Pollock. Student:Yeah, I do. I like abstract works in general. There's a class on abstract art, right? Professor:Actually I teach that class and drip painting was one of our themes last year. Some students from last year's class have continued experimenting with it and created some incredible pieces using everything from squeezed bottles to computer controlled sprayers. Student:Do they look a lot like Pollock's work? Professor:Well, our goal wasn't to imitate Jackson Pollock. The object was to get students to look at different ways of applying paint to a canvas. But you don't have to enroll in a specific course to be invited to exhibit your work. It just has to fit the theme for one of our exhibitions. 托福TPO44听力Conversation2题目 1.Why does the student go to see the professor? A. To find out whether the university gallery accepts student artwork. B. To find out how artwork is selected for university gallery exhibitions. C. To learn the focus of an upcoming exhibition of student artwork. D. To learn which techniques the professor will cover in his class on abstract art. 2.Why does the student mention Jackson Pollock? A. To indicate to the professor that she is familiar with the drip technique. B. To find out if she can see an original painting by Jackson Pollock in the university gallery.。
托福TPO44口语Task6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TPO44口语Task6听力文本+题目+满分范文，希望对大家备考有所帮助。
托福TPO44口语Task6听力文本： Listen to part of a lecture in a biology class. So we've been talking about forest fires. And usually when a forest fire occurs, the animals in the area will of course run away, flee as fast as they can so as not to get hurt by the flames. Some animals, though, actually benefit from forest fires and so will seek them out because forest fires can be helpful, can help them fulfill certain survival needs. Let's discuss two benefits forest fires could have for these animals. One benefit is that they can make it easier for predators to find food. A forest fire will force animals out of their hiding places and out into the open, which predators take advantage of because fleeing animals are much easier to catch than they normally are when they are hiding. For example, scientists have observed wild turkeys doing this. These birds will go to the edge of a forest fire and wait there in order to catch all the insects running out of the burning forest, which is a much easier way to catch insects than the normal way of pecking for them on the ground. Another benefit forest fires could have is to help provide a good place for the development of young animals. Forest fires can make an otherwise harmful environment more suitable for their development. For example, some trees in the forest are poisonous to beetles. They have a special chemical that keeps beetles away. But after a fire, beetles will seek out these trees because the trees are dead and beetles are able to lay their eggs in the trees without being hurt by the chemical. The young beetles use the trees' nourishment until they mature into adult beetles. 托福TPO44口语Task6题目： Using the examples of wild turkeys and beetles, explain two benefits of forest fires for animals. 托福TPO44口语Task6满分范文： According to the lecture, the professor talked about two benefits forest fires for certain animals. The first is that the hiding animals are forced to run away. The predators can easily find their food in open area compared to wait for their food. For example, wild turkeys can chase the insects at the edge of a forest fire and catch them easily on the ground. The other benefit is young animals can get a suitable place to grow. For example, toxic chemical is included in some trees, which can threatenbeetles. But the forest fires turn the dead trees to be the beetle’s homeland. The beetles can lay eggs in the trees without harmful chemical and young beetles can utilize the nutrition to grow into mature ones. 以上是给大家整理的托福TPO44口语Task6听力文本+题目+满分范文，希望对你有所帮助!。
TPO 44听力题目
[Listening]Conversation 11. Why does the student go to see the professor?A. To get his opinion about why a project she recently completed had unexpected results.B. To discuss how a topic covered in class is similar to her group’s research topic.C. To ask him for suggestions to address a problem in her research.D. To discuss the professor's concern about her group's research project.2. In response to the professor’s question, what does the woman say about Tom and Jane?A. They are working on an assignment for another class.B. They are already observing students for the research project.C. They are dealing with a technical issue at the library.D. They are making arrangements at the library for their research project.3. What had the group of students planned to research?A. The effect of noise on the productivity of library employees.B. The effect of changing the amount of light in the library.C. The study habits of students in the library.D. The effect that being observed while studying has on students.4. Why does the professor mention lighting?A. To explain why production costs gradually increased over the years at a manufacturing plantB. To give a reason for a decline in productivity at two manufacturing plantsC. To compare the working conditions at two manufacturing plantsD. To give an example of a working condition that was adjusted at a manufacturing plant5. Why does the student say this?A. She is disappointed with the observations that the members of her group have made so far.B. She does not understand the point that the professor is making.C. She wants to determine a way for her group to make observations in secret.D. She is aware that her group’s presence might affect student behavior.Lecture 11. What is the main purpose of the lecture?A. To provide an example of a practical use of nanotechnology.B. To show the origins of the field of nanotechnology.C. To give a brief outline of the main concepts of nanotechnology.D. To explain the growing interest in nanotechnology research.2. How does the professor organize the information he presents to the class?A. He describes the inspiration behind the nanocoating, then how the coating works.B. He describes how the nanocoating is currently marketed, then the inspiration behind it.C. He explains how fogging occurs, then the basic concepts of nanotechnology.D. He explains how fogging occurs, then how the nanocoating prevents it.3. According to the professor, how does the new nanocoating work?A. By forcing light to bounce off a glass-coated polymer.B. By forcing water droplets to roll off an ultrathin surface.C. By causing water droplets to merge into a single sheet of water.D. By causing light to scatter randomly in many directions.4. According to the information in the lecture, why does the new nanocoating not last as long on plastic as it does on glass?A. Plastic cannot withstand extremely high temperatures.B. The internal structure of plastic repels a positively charged polymer.C. The coating solution scatters when it comes into contact with plastic.D. Plastic surfaces scratch more easily than glass surfaces do.5. What inspired the team of scientists in developing the new coating?A. A problem the team frequently encountered in everyday life.B. The ineffectiveness of spray solutions in flattening water droplets.C. The leaves of a plant that the team had been investigating.D. Interactions observed between silica nanoparticles and polymers.6. What is the professor's opinion about the approach inventors took to the development of the new nanocoating?A. He thinks other inventors should use a similar approach.B. He is impressed by the flexibility of their approach.C. He is surprised the research process took so long.D. He thinks they should have spent more time testing a superhydrophobic coating.Lecture 21. What is the lecture mainly about?A. The dramatic structure of an ancient Greek play.B. The influence of ancient Greek theater design on modern theaters.C. The design of ancient Greek theaters.D. The role of plays in ancient Greek society.2. What were two purposes served by the skene? Click on 2 answers.□It provided extra seating for the audience.□It served as the location for the play’s action.□It was used to store items needed for the play.□It was where the chorus performed.3. Why is the play Hippolytus discussed?A. To give an example of a strategy used by ancient Greek playwrights.B. To give an example of how animals were used in ancient Greek plays.C. To identify the first use of a messenger in an ancient Greek play.D. To point out that ancient Greek plays typically involved tragic events.4. What point does the professor make about the chorus in ancient Greek plays?A. It performed only at the beginning of the play.B. It interpreted what was happening on the stage.C. It did relatively little singing and dancing.D. it was less important than it is in modern plays.5. How did Aristotle view the chorus?A. As the author of the play.B. As a distraction from the story.C. As a messenger reporting news.D. As a character in the play.6. Why does the professor say this:A. To emphasize the popularity of plays in ancient Greece.B. To praise the creativity of the ancient Greeks.C. To point out that every seat in an ancient Greek theater had a clear view of the stage.D. To suggest that audiences in ancient Greece could hear plays better than they could see them. Conversation 21. Why does the student go to see the professor?A. To find out whether the university gallery accepts student artwork.B. To find out how artwork is selected for university gallery exhibitions.C. To learn the focus of an upcoming exhibition of student artwork.D. To learn which techniques the professor will cover in his class on abstract art.2. Why does the student mention Jackson Pollock?A. To indicate to the professor that she is familiar with the drip technique.B. To find out if she can see an original painting by Jackson Pollock in the university gallery.C. To make a comparison between her paintings and those of Jackson Pollock.D. To express interest in taking the professor's class.3. According to the professor, what distinguishes Jackson Pollock's work?A. The method he used for applying paint to a canvas.B. The location where he did his work.C. The widespread popularity of his style of art.D. The size of the paintings he produced.4. What does the professor imply about his class on abstract art?A. It focuses primarily on Jackson Pollock.B. It is one of the most popular classes in the department.C. It tends to attract the department's best students.D. It encourages students to explore different painting techniques.5.What does the professor imply when he says this:A. Students must have taken a course in the technique featured in the exhibition.B. Exhibiting in the university gallery is a degree requirement for art majors.C. Artwork submitted by a first-year student will probably not be accepted.D. The woman should submit her painting soon because the deadline is approaching.Lecture 31. What is the lecture mainly about?A. The spread of early agricultural methods from New Guinea to other cultures.B. Differences in the types of crops grown in early centers of agriculture.C. Evidence supporting the theory that agriculture developed independently in New Guinea.D. Techniques used by researchers to identify farming methods in the earliest centers of agriculture.2. According to the professor, why was the archaeological evidence found in New Guinea during the 1960s and 1970s inconclusive? Click on 2 answers.□ Construction of agricultural drainage ditches had damaged much of the archaeological evidence. □ Plant remains were not well preserved in the climate of New Guinea.□ Ancient types of domestic plants were no longer grown by modern farmers.□ It was unclear whether evidence of early deforestation suggested planting or hunting.3. Why does the professor talk about layers of soil?A. To show how phases of agricultural development were linked to evidence of population growth.B. To describe how researchers identified several phases of agricultural development in New Guinea.C. To illustrate how swampy conditions cause archaeological remains to deteriorate.D. To describe one of the methods of farming used at Kuk.4. Why did researchers conclude that the taro remains found near Kuk were a result of farming?A. Taro does not grow wild in highland areas.B. Taro is a native plant of China.C. Taro was only found in a very small area near Kuk.D. Taro normally does not grow in wet climates.5. What evidence indicated that bananas were being cultivated in New Guinea during an earlier period than was previously thought? Click on 3 answers.□ High concentrations of fossil remains of bananas.□ The discovery of stone tools designed to harvest bananas.□ The presence of regularly distributed mounds.□ Indications that Kuk did not become a swampy wetland until approximately 7,000 years ago.□ Genetic analyses of banana remains in New Guinea and Southeast Asia.6. What point does the professor make about the theory that agriculture brings about social change?A. Recent research has yielded unexpected evidence supporting the theory.B. The theory seems to be contradicted by the development of society in New Guinea.C. Future discoveries in Kuk are likely to provide definitive proof for the theory.D. The theory explains why New Guinea has become an egalitarian society.Lecture 41. What is the main purpose of the talk?A. To explain the mechanical functioning of barrages.B. To discuss some possible ecological effects of building barrages.C. To discuss the effects of ocean tides on coastal ecosystems.D. To describe ways to increase biological productivity of estuaries.2. What is the professor's opinion when the man expresses concern about marine life on the mud flats?A. She thinks the environmental impact of barrages would be worse for birds than for fish.B. She agrees that any damage to the mud flats would probably be irreversible.C. She feels that the situation is more complex than the man realizes.D. She does not believe that the mud flats support a wide variety of animal species.3. The professor mentions a change in the quantity of fish caught near a barrage in France. What most likely happened to the water in the estuary as a result of the construction of the barrage?A. The water has become clearer.B. The water has become saltier.C. The water has become pollutedD. The water level has risen.4. What does the professor say is a criticism of the proposed barrage at the Severn River in Great Britain?A. It would damage nearby buildings.B. It would attract harmful species to the region.C. It would not be as large as the barrage in France.D. it would be too expensive to build.5. Why does the professor say this:A. To request that the student answer in greater detail.B. To introduce a new topic for discussion.C. To make the student's statement more accurate.D. To repeat a point that she had not stated clearly.[Speaking]Task 1.Talk about a special job you have had in the past or would like to have in the future.Task 2.Some people believe that primary schools should no longer teach children how to write by hand, and instead should spend time teaching them how to type on a computer. Other people believe that it is still important for schools to teach children to have good handwriting. Which point of view do you agree with? Explain why.Task 3.Reading Time: 50 secondsCreate Student Committee to Decide Funding for Student OrganizationsI think students should be in charge of deciding which student organizations (for example, the jazz band or the hiking club) receive money from the university. Students should also be in charge of how much money each organization receives. A special committee made up of students could be created to make these decisions. Currently, these funding decisions are made by university administrators, but a student committee would know better than the administrators which organizations are most important to students and most deserving of the university's financial support. I’m sure a lot of students would be interested in serving on the committee, and those who do serve will gain valuable leadership experience.Q: The man expresses his opinion of the letter writer's proposal. State his opinion and explain the reasons he gives for holding that opinion.Task 4.Reading Time: 50 secondsScope CreepBusinesses that perform services or carry out projects for clients generally come to an agreement with their clients about the extent or scope of a project before beginning the project. However, as a project progresses, clients may ask for more than the business originally expected to provide, and the scope of the project may grow larger than intended This phenomenon is known as scope creep, and it can cause conflict between businesses and their clients. Scope creep is especially common when the terms or conditions of the initial agreement are not clearly defined, and a client may expectmore than the business had planned to provide.Q: Explain how the example in the lecture illustrates the concept of scope creep.Task 5Briefly summarize the problem the speaker are discussing. Then state which solution you would recommend. Explain the reasons for your recommendation.Task 6.Using the examples of wild turkeys and beetles, explain two benefits of forest fires for animals.[Writing]1.In 1957 a European silver coin dating to the eleventh century was discovered at a Native American archaeological site in the state of Maine in the United States. Many people believed the coin had been originally brought to North America by European explorers known as the Norse, who traveled across the Atlantic Ocean and came into contact with Native Americans almost a thousand years ago.However, some archaeologists believe that the coin is not a genuine piece of historical evidence but a historical fake; they think that the coin was placed at the site recently by someone who wanted to mislead the public. There are three main reasons why some archaeologists believe that the coin is not genuine historical evidence.Great Distance from Norse SettlementsFirst, the Native American site in Maine where the coin was discovered is located very far from other sites documenting a Norse presence in North America. Remains of Norse settlements have been discovered in far eastern Canada. The distance between the Maine site and the Norse settlements in Canada is more than a thousand kilometers, suggesting the coin has no real connection with the settlements.No Other Coins FoundA second problem is that no other coins have been found at the Canadian sites that were inhabited bythe Norse. This suggests that the Norse did not bring any silver coins with them to their North American settlements.Third, the Norse who traveled to North America would have understood that silver coins would most likely be useless to them. Sitver coins may have been in wide use in Europe at the time, but the Norse, as experienced explorers, would have known that native North Americans did not recognize silver coins as money.1.Directions: You have 20 minutes to plan and write your response. Your response will be judgedon the basis of the quality of your writing and on how well your response presents the points in the lecture and their relations to the reading passage.Questions: Summarize the points made in the lecture, being sure to explain how they challenge the specific theories presented in the reading passage.2. Directions: Read the question below. You have 30 minutes to plan, write, and revise your essay. Typically, an effective response will contain a minimum of 300 words.Question:Some people believe that when busy parents do not have a lot of time to spend with their children, the best use of that time is to have fun playing games or sports. Others believe that it is best to use that time doing things together that are related to schoolwork. Which of the two approaches do you prefer?Use specific reasons and examples to support your answer.。
托福TPO46听力题目+答案+MP3音频下载
托福TPO46听力题目+答案+MP3音频下载上海新航道整理！下载托福TPO听力46MP3音频下载，请移步：/toefl/tpotingli/596519.html 托福听力TPO1-48大全：/toefl/tpotingli/更多托福TPO查看，请点击：托福TPO写作大全托福TPO口语大全托福TPO阅读大全托福TPO46听力题目Conversation 11. Why does the student go to see the woman?A To ask about events that the music house sponsorsB To find out which of the common interest houses have rooms availableC To find out if it would be possible for him to live in the music houseD To check on the status of his application to move into the music house2. According to the woman, why might some people not want to live in the music house?A is rarely quiet.B is not conveniently located.C All of the residents are required to participate in house activities.D All of the residents must be enrolled in a music class.3. What does the woman imply when she mentions the jazz festival?A It was free for residents of the music house.B It was held at the music house.C Music house residents were encouraged to perform at it.D Music house residents were involved in organizing it.4. Why does the woman mention the acceptance rate of applicants for the music house?A To the student that his application might not be approvedB To suggest that the music house is not a popular place to liveC To convince the student that his chances are better if he applies in personD To emphasize the importance of turning in the application form early5.What information does the student need to include in his application?(Click on 2 answers)A Some ways he might contribute to the music house communityB Information about his experience as a musicianC Reasons why he wants to live in the music houseD A recommendation from a current resident of the music houseConversation 21. What is the conversation mainly about?A Using new technologies to preserve old newspapersB Using old newspapers to conduct historical researchC The rise of American journalism in the eighteenth centuryD Press coverage of the French Revolution of 17892. What gave the student inspiration for the topic of her term paper?(Click on 2 answers.)A A recent visit to the library’s microfilm collectionB A long-standing interest in the history of FranceC Seeing what an eighteenth-century newspaper looked likeD Reading a translation of French historical accounts3. According to the professor, what should the student ask the librarians?A Which eighteenth-century newspapers covered events in FranceB If she can request microfilmed newspapers from another libraryC If the old newspapers she wants to read are available online yetD Whether the library has any original copies of eighteenth-century newspapers4. What will the student probably include in her term paper?A Newspaper coverage of the French National Constituent AssemblyB Newspaper coverage of the storming of the Bastille prisonC Ways in which the French Revolution contributed to the development of democratic idealsD How the reporting of American journalists differed from that of French journalists5.What can be inferred about the professor when he discusses a paper presented at a history conference?A He is grateful that he saved the paper because it might help the student.B He worries that the student will overgeneralize American attitudes based on the content of newspapersC He is excited to provide a model that the student can use to organize her term paper.D He hopes that the student will consider interviewing the author of the paper.Lecture 11. What is the lecture mainly about?A Various methods that ants use to locate foodB A collective behavior common to humans and animalsC A type of animal behavior and its application by humansD Strategies that flocks of birds use to stay in formation2. According to the professor, what behavior plays an important role in the way ants obtain food?A Ants usually take a different path when they return to their nest.B Ants leave chemical trails when they are outside the nest.C Small groups of ants search in different locations.D Ants leave pieces of food along the path as markers.3. What are two principles of swarm intelligence based on the ant example?(Click on 2 answers.)A Individuals are aware of the group goal.B Individuals act on information in their local environment.C Individuals follow a leader’s guidance.D Individuals instinctively follow a set of rules.4. According to the professor, what path is followed by both telephone calls on a network and ants seeking food?A The path with the least amount of activityB The most crowded pathC The path that is most reinforcedD The path that has intermediate stopping points5. Why does the professor mention movies?A To identify movie scenes with computer-simulated flocks of birdsB To identify a good source of information about swarm intelligenceC To emphasize how difficult it still is to simulate bird flightD To explain that some special effects in movies are based on swarm intelligence6. What is the professor’s attitude about attempts to create computer-generated crowds of people?A She believes that the rules of birds’ flocking behavior do not apply to group behavior in humans.B She thinks that crowd scenes could be improved by using the behavior of ant colonies as a model.C She is surprised by how realistic the computer-generated crowds are.D She is impressed that computer graphics can create such a wide range of emotions.Lecture 21. What is the lecture mainly about?A Techniques for creating lifelike portraitsB Theories about a preference in portrait paintingC Reasons for a decline in the popularity of portrait paintingD Ways researchers determine whether a painting is authentic2. According to the professor, what change occurred in portrait paintings over time?A Portrait artists became more skilled at painting profiles.B Portrait artists began painting a greater variety of subjects.C The percentage of left profiles decreased.D A left profile became a symbol of the subject’s social status.3. What point does the professor emphasize by his discussion of the lithograph The Potato Eaters?A Profiles are more difficult to create than head-on portraits.B Some artists consider the direction of the profile a key element in a portrait.C Most group portraits include both left and right profiles.D The direction of a profile is usually determined by the characteristics of the subject.4. According to the professor, what is the problem with the "right-handed" hypothesis?A Left-handed artists are equally comfortable painting left and right profiles.B Right hands tend to cover up facial features when painting left profiles.C Statistics show that right-handed artists tend to paint right profiles.D Left hands are less likely to cast shadows when painting right profiles.5. What does the professor imply about the "studio organization" hypothesis?A It has been disproved by recent studies.B It accounts for an important change in portrait painting.C It is based on a study of a relatively small number of portraits.D It was first proposed by the owner of a modern-day portrait studio.6. Why does the student say this:A To explain why he prefers to paint left profilesB To point out a difference between adult portraits and baby portraitsC To point out a fact that contradicts the "parental imprinting" hypothesisD To provide support for the "parental imprinting” hypothesisLecture 31.What is the lecture mainly about?A The economic factors that made lapis lazuli expensiveB The types of paintings in which the color blue is popularC Early processes for making blue pigments from stonesD Difficulties using the color blue in early paintings2. What was Gainsborough's goal when he painted The Blue Boy?A To find an acceptable alternative to ultramarine pigmentB To demonstrate that blue should be used only in certain paintingsC To contradict a common belief about the use of blue in a paintingD To protest the high costs of painting with most blue pigments3. What does the professor imply about smalt as a substitute for lapis lazuli?A It eventually became as expensive as lapis lazuli.B It was used frequently throughout the nineteenth century.C It was not of an acceptable quality for many artists.D It was seen as a better substitute for lapis lazuli than azurite was.4. What two points does the professor make about the process of turning lapis lazuli into ultramarine?(Click on 2 answers.)A It took a lot of time.B It required expensive tools.C It did not produce much pigment.D It was perfected by the French.5. Why does the professor mention the French government?A To indicate who sponsored the digging of additional lapis lazuli minesB To emphasize the importance of developing an affordable blue pigmentC To point out that artists were not permitted to use certain stones to make pigmentsD To question the government’s use of public funds to support the arts6. What does the professor imply when he says this:A He is not convinced the Egyptians made the first synthetic pigmentB He is impressed by the Egyptians’ accomplish ment.C The process the Egyptians used is now widely known.D The Egyptian pigment was of lower quality than today's pigments.Lecture 41. What does the professor mainly discuss?(Click on 2 answers.)A Reasons for fluctuations in the price of copperB Some important attributes of sopperC The production of coins from copper and zincD The possible future of the United States penny2. What arguments in favor of keeping the penny in circulation does the professor emphasize?(Click on 2 answers.)A Some people are emotionally attached to pennies.B Pennies cost very little to produce.C The price of consumer goods could rise.D The copper industry’s profits depend on the production of pennies.3. What does the professor say about the negative seigniorage of the nickel?A The United States government is looking for ways to reduce it.B It is significantly greater than that of the penny.C It is less of a problem than some people believe it to be.D Merchants benefit from it more than consumers do.4. Why does the professor mention the trumpet and trombone?A To compare the sound-generating properties of copper with those of zincB To exemplify the benefits of mixing copper with other metalsC To point out that copper can be shaped into a variety of formsD To point out that objects containing copper can shine like gold5. What does the professor imply about the green patina that sometimes appears on copper?A It is difficult to remove by conventional means.B It adds to the beauty of objects made of copper.C It serves a useful function.D It reduces the conductivity of copper.6. Why does the professor say this:A He wants the woman to realize her own mistake.B He wants the woman to support her point with precise numbers.C He realizes he neglected to mention an important detail.D He shares the woman’s concern about the copper industry托福TPO46听力答案CONVERSATION1:1-4.CADA 5.ACCONVERSATION2:1.B 2.DE 3-5.CABLECTURE1:1-2.CB 3.BD 5-6.DALECTURE2:1-6.BCBABDLECTURE3:1-3.DCC 4.AC 5-6.BBLECTURE4:1.BE 2.AC 3-6.BBCA。
托福听力 TPO听力题目与答案1-37全套汇总(附译文)
托福听力: TPO听力题目与答案1-37全套汇总(附译文)目前托福TPO内容已经更新到37套，很多同学在使用TPO听力内容时不是缺少音频资料就是内容不全，针对大家使用TPO听力内容的诸多不方便，小编特给出一份托福TPO 听力题目与答案1-37全套汇总(附译文)资料，同学们可以拿去好好练习一下，进而也可对比一下与之前内容的不同，所增加的套题与之前的区别。
托福TPO听力题目与答案1-37全套汇总(附译文)内容如下：1.Why does the student go to see the librarian?To sign up for a seminar on using electronic sources for researchTo report that a journal is missing from the reference areaTo find out the procedure for checking out journal articlesTo ask about how to look for resources for a class paper2.What does the librarian say about the availability of journals and articles in the library?They are not easy to find if a professor put them on reserveMost of them are accessible in an electronic formatMost of them can be checked out for three weeksPrinted versions from the past three years are located in the reference section3.What does the librarian suggest the student should do to save time?Choose an easier research topicConcentrate on five journalsRead the summaries of the articles firstInstall a new program on her home computer4.What can be inferred about why the woman decides to use the computer in the library?She thinks she might need additional help from the manShe does not have a computer at homeShe has to hand in her assignment by the end of the dayShe will be meeting a friend in the library later on5.Why does the woman say thisShe had forgotten about the informationShe is surprised she was not aware of the informationShe is annoyed that the information was published only recentlyShe is concerned that the librarian gave her incorrect informationStudentHi, um…, I really hope you can help me.LibrarianThat’s why I’m here. What can I do for you?StudentI’m supposed to do a literature review for my psychology course, but I’m… having a hard time finding articles. I don’t even know where to start looking.LibrarianYou said this is for your psychology course, right? So your focus is on …StudentDream Interpretation.LibrarianWell, you have a focus, so that’s already a good start. Hmmm… well, there’re a few things… oh wait… have you checked to see if your professor put any material for you to look at on reserve?StudentAha, that’s one thing I did know to do. I just copied an article, but I still need three more on my topic from three different journals.LibrarianLet’s get you going on looking for those then. We have printed versions of twenty or so psychology journals in the Reference Section. These are ones published within the last year. Now that I think about it… there’s a journal named Sleep and Dreams.StudentOh, yeah, the article I just copied is from that journal, so I’ve got to look in other sources.正确答案，D。
托福TPO44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TPO44听力Conversation1文本+题目+答案解析，希望对大家备考有所帮助。
托福TPO44听力Conversation1文本 Narrator:Listen to a conversation between a student and her sociology professor. Professor:I'm glad you got my message and were able to make it. But where are the other members of your group?Tom and Jane? Woman:They are actually at the library. They have a biology lab assignment that's due later this afternoon. So I'm here to represent the whole group. But...um...when we got your e-mail message about being worried about our research project, we were a little confused, we thought you were excited about our idea for the project. Professor:Well, I think it's a great research topic, but when I looked closely at your plan for accomplishing the research, I realized that your group was probably asking for some trouble. Woman:What do you mean?I thought that, you know, by monitoring students studying in the library we could really get a good understanding of people's study habits and stuff. Professor:The thing is, I think you might have a problem because of the Hawthorne Effect. Woman:The Hawthorne Effect? Professor:The Hawthorne effect is a technical term for when researchers ...uh...more or less forget about a specific variable, the variable of the researchers themselves. Now, the students in the library, they are going to know that you are observing them, right? So you have to consider the effect your very presence will have on the people you are observing. Woman:But...so you think... I mean it's not like our observations would be a secret. The students would know exactly what we would be doing. I mean, we'd put up a sign right outside the library. Professor:Yes, but that's just it. When people know they are being watched, they act differently. Let me explain how the Hawthorne effect got its nameand...well...you'll get the idea. See, there was a manufacturing facility called the Hawthorne plant. And researchers conducted some experiments there to see what conditions make workers the most productive. Woman:What sort of conditions? Professor:Well, one thing they experimented with was the lights. Were workers more productive with bright lights or dim lights?Well, here is the thing, whatever the researchers did, the workers' productivity increased. When the lighting was improved, productivity went up. When the lighting was dimmed, productivity went up again. Woman:That doesn't make a lot of sense. Professor:Exactly! So initially the experiment was considered a failure. But then the researchers realized that their own presence had affected the workers' productivity. The workers knew that the researchers were watching them, and with so much attention on them the workers felt compelled to work harder. Woman:Oh, I guess that really could be an issue with my group's research. Professor:Yes, but I don't want to send you all back to square one. So how about you set up a meeting with your group members and discuss this. Then we can meet again and go over your ideas. And I think that we should be able to figure out a way to get around the problem. 托福TPO44听力Conversation1题目 1.Why does the student go to see the professor? A. To get his opinion about why a project she recently completed had unexpected results. B. To discuss how a topic covered in class is similar to her group’s research topic. C. To ask him for suggestions to address a problem in her research. D. To discuss the professor's concern about her group's research project. 2.In response to the professor's question, what does the woman say about Tom and Jane?。
TPO44听力文本
TPO 44 听力文本Conversation 1Listen to a conversation between a student and her sociology professor.Man: I’m glad you got my message and we’re able to make it, but where are the other members of your group, Tom and Jane?Woman: There’re actually at the library.They have a biology lab assignment that’s due later this afternoon. So I’m here to represent the wh ole group, but..umm, when we got your email massage about being worried about our research pro ject, we were a little confused. We thought you were excited about our idea for the project. Man: Well I think it’s a great research topic but when I looked closely at your plan for accomplish ing the research, I realized that your group is probably asking for some trouble.Woman: What do you mean? I thought that, you know, by monitoring student studying in the libra ry. We could really..ah..get a good understanding of pe ople’s study habits and stuff.Man: The thing is, I think you might have a problem because of the Hawthorne Effect. Woman: The Hawthorne Effect?Man: The Hawthorne Effect is a technical term for when researchers…ah…more or less forget ab out a specific variable, the variable of the researchers themselves. Now, the students in the library, they’re going to know that you are observing them, right? So you have to consider the effect your very presence will have on the people you’re observing.Woman: But…so you think… I mean, it’s not like our observations would be a secret. The student s would know exactly what we would be doing. I mean, we’d put up a sign right outside the librar y.Man: Yes, but that’s just it. When people know they’re being watched, they act differently. Let me explain how the Hawthorne Effect got its name and…well…you’ll get the idea. See, there was a manufacturing facility called the Hawthorne Plant, and researchers conducted some experiments t here to see what condition make the workers most productive.Woman: What sort of conditions?Man: Well…one thing they experimented with is with the lights. Were workers more productive with the bright lights or dim lights. Well, here’s the thing, whatever the researches did, the workers’ productivity increased. When the lighting was improved, productivity went up. When the lightin g was dimmed, productivity went up again.Woman: That doesn’t make a lot of sense..Man: Exactly, so initially the experiment was considered a failure, but then the researchers realize d that their own presence had affected the workers’ productivity. The workers knew that the resear chers were watching them, and with so much attention on them, the workers felt compelled to wor k harder.Woman: Oh…I guess that really could be an issue with my group’s research.Man: Yes, but I don’t want to send ya’ll back to square one, so how about you set up a meeting wi th your group members and discuss this. Then we can meet again and go over your ideas, and I thi nk that we should be able to figure out a way to get around the problem.Conversation 2Listen to a conversation between a student and an art professor.S: Hi, Dr. Morga n, I’m Karen Stern. I met you briefly about a year ago when I was applying to the university. You were on a penal professors and you were talking about the art department.P: Um, and you now a student here, I guess I said the right thing.S: Yeah, right now I’m doing the intro courses in the art department, but I’m really interested in painting.P: Well, I teach several of the painting courses, so I hope to see you in the future.S: Actually, I was wondering you are in charge of student art exhibitions at the university gallery, right?P: Right.S: So I know all the exhibitors are students, but I was wondering how you choose the works to exhibit every month. Is there like a submission process or something?P: No. There is a submission process, yes, we have a gallery review committee. But we already have our exhibition’s plan for the rest of the school year. Generally our exhibitors are third and forth year students, well into their course work.S: Oh, well, I guess that’ll be something to look forward to then. Tell me do you show all kinds of paintings?P: Well actually, we started doing something different with the gallery this year. We are fetching a specific technique each month. Next month exhibition for will fetch drip paintings.S: Really? Like Jackson Pollock?P: Ah, so you are familiar with Pollock’s work.S: Well, sort of, though I’ve see n photographs of it. I know he dripped paint onto the canvas instead of using a brush. I read his stretched out his canvases on the floor of a studio, and he climbed up on a ladder to pour paint, ordinary house paint, from a can onto the canvas.P: That’s right. That was characteristic of Pollock in the late 40s and what we call his drip period. And the object was to produce a constant and stream paint to create continuous lines. Because as you know, when you use a brush directly on a canvas you get broken lines. So, you like Pollock. S: Yeah, I do. I like abstract towards in general. There’s a class on abstract art right?P: Actually I teach that class, and drip painting was one of our themes last year. Some students from last year’s class have continued experimenting with it. They created some incredible pieces, using everything from squeeze bottles to computer control spears.S: Do they look a lot like Pollock’s work?P: Well, our goal was to imitate Jackson Pollock. The object was to get students to look at different ways of a planning paint to a canvas. But you don’t have to enroll in a specific course to be invited to exhibit your work. It just has to fit the theme for one of our exhibitions.Lecture 1Listen to part of the lecture in a material science classOkay. Last time we finished going over some of the fundamental concepts of nanotechnology, the multi-disciplinary science of manipulating or controlling extremely small units of matters on the scale of molecule or even atoms.So, I want to talk about how nanotechnology has been used today. And just to give you an idea, we will look at one particular application. A team of material scientists in Massachusetts have been working on a new ultrathin coating, a nana coating that might be applied to objects like bathroom mirrors, car windows and eye glasses to prevent fogging. And the coating has the potential to be a permanent solution, unlike the kinds of anti-fogging spray-on liquids that run on the market today.Now, fogging often occurs when a cold surface comes into contact with warm moist air, such as when a glass shower door or a mirror fogs up during a warm shower. Now, what’s actually happening is, or what the fog is, is thousands of tiny spherical water droplets condensing on the surface of the glass. Light hits the water droplets and is scattered in random directions, causing the fogging effect. Now, the kind of spray-on treatment, I mentioned, well they wear off. What happens is they cause the tiny water droplets to flatten when they condense on the surface of shower door or bathroom mirror or whatever the object it is, it’s been applied to. Because the droplets are flatten when the light hits them, the light doesn’t scatter, but, as I said, those kind of treatment don’t last very long.The new coating has two important components: one, negatively charged the silica nano-particles, these are basically tiny particles of glass, and two, a positively charged polymer which you already know. A polymer is a chemical compound. They are layered over each other. The polymer then the silica nanoparticles, the polymer then the silica nanoparticles, you see. They are layered in such a way that the silica nanoparticles don’t pack together tightly, in other words, the structure has pores or holes, little tiny pockets throughout it. The coating prevents fog from developing, because it loves water. It attracts the water droplets, sucking them into the tiny pores, and that offers the shape of the droplets, the droplets are forced to flatten and to join together into a single sheet of water rather than remaining as single droplets, each of which is a sphere that scatters the light into different directions. Okay. So, instead of being scattered, the light passes through the thin sheet of water. So, there is no fogging effect. The ultrathin coating can be made more durable by heating it and of course the object is applied to, to an extremely hot temperature, 500 degree Celsius, what that does is burning the polymer away and fuse the silica nanoparticles together while maintaining the structure of pores. But that’s possible only on materials that they can withstand high heat. Glass, yes, plastics, no. But they are working on solving that problem, trying to come up with a way to coat plastics and other materials durably and effectively.Interestingly, it was a plant, the lotus’ plant that inspired this work, I guess you can say, inspired it in an indirect sort of way. The leaves of this plant are what we call super-hydrophobic. Lotus’ leaves been super-hydrophobic don’t attract water. They repel it in a big way. When raindrops fall on lotus’ leaves, they remain spherical, they roll right off. So for a long time, the Massachusetts scientists try to create a coating that active like these lotus’ leaves, a coating that was super-hydrophobic. But, then they begin tothink of the opposite of extreme. Could they accomplish their goal by making a coating that instead of repelling water, actually attracting water? Well, they seem to get quite far with this approach. It’s really strong work with a range of interesting consumer applications. It’s not costly to manufacture the coating. Some car makers are interested in planning to their windshields, looks likable, probably we see it on the markets and everyday products in the next few years.Lecture 2Listen to part of the lecture in an introduction to drama class.Professor: Now, throughout the history of drama, there’s been a, well, a relationship between the structure of a play, and the structure of the space where the play was performed. And this goes all the way back to the ancient Greeks. The Greeks built the first theatre in the 5th century BCE. These were out-door theatres. The architects looked for sight where you had a natural bowl-like formation on the side of a hill, and that’s where they set the theatre. All Greek theatres were pretty much the same. There was some natural variation to accommodate the size and shape of the site. But as far as the basic elements went, those remained constant.Have a look at this diagram. Let's start with the area where the actors performed, like what we called the stage today. The Greeks referred to this space as the “skene”. Eh, there’s some confusion about the use of words “skene” by different scholars. Some authors use it to refer only to the structure behind the stage, while others use it to refer to the structure and the stage together, and that’s how I’ll use the term, to refer to both the stage and the building. Em, so, anyway, the “skene” started as a simple wooden platform, but eventually became much more elaborate. The front wall of the building was decorated like a palace or a temple, and served its background scenery for the play. The building was also a storage place for customs, props, things like that.Yes, Robber?Student: So, did they decorate the “skene” for each play or, em, change the scenery during the play, like we do today, or did the whole story take place in one setting?Professor: Well, everything the audiences saw happened in that one setting usually in front of either a temple or a palace. But audiences didn’t witness all events in the story. Some of them couldn’t be presented convincingly so the playwrights had them take place somewhere off the stage where the audiences couldn't see them, and then news of the event would be reported by one of the characters. ..Diane?Student: Last summer I saw Hippolytus.Professor: Excellent! I hope you enjoy it.Diane: Definitely! So one point, you see Hippolytus been sent off by his father, then a little later a messenger arrives and describes how Hippolytus was ridding in his chariot when a giant bull appeared at the ocean and caused the chariot to crush. And then after we hear what happened to Hippolytus, he’s carried back on stage where he dies. Professor: Exactly! I mean can you imagine trying to show all that action of giant animal rising out of the sea?Okay. The next theory was the space the ancient Greeks called the “orchestra”. The orchestra was either round as you see here or a semi-circle. Em, in ancient Greek, the word “orchestra” actually meant the dancing place because this is where the chorus danced and sang. But to understand Greek plays you need to understand an additional function of the chorus. Yes, the ancient Greek chorus did most definitely sing and dance like chorus do today. But, chorus’s most important role was commenting on what the characters on the stage were doing and thinking. In fact, Aristotle, the Greek philosopher, thought the chorus should be considered as acting out a role in the play.Student: Yeah, I read that a chorus could have a distinct personality, just like a person.Professor: Absolutely. In fact, you’ll see an excellent example of that in a first play we’ll be studying. Okay, the last space was the sitting area for the audiences. This was called the “theatron”. In ancient Greek, “theatron” means “seeing”. That’s S-E-E-I-N-G, seeing place. The “theatron” was shaped in a semi-circle with rows of sitting rising up the sides of the bowl. It was designed to take advantage of the natural acoustics benefits of the setting. The shape of the bowl captured the sound and followed it upward. So that even in the top rows, spectators were able to hear the performers, very clearly. Actually, that the name “theatron” means “seeing place” is kind of ironic. Some theatres have fifty or more rows of seats accommodating up to fourteen thousand spectators, ascending way of the hillside, and this was long before theatre binoculars were invented. Lecture 3Listen to part of a lecture in an anthropology class.Woman:So,we’ve been talking about early civilizations,how they develop,and early agriculture.And it’s believed that agriculture arose independently in a few areas of th e world about10000years ago,and then spread from those areas to the rest of the wor ld.Those cradles of agriculture include the Middle East,China and Southeast Asia an d parts of the Americas.Now,for many years’archaeologists have speculated that agr iculture also arouse independently in another centre too.New Guinea,which is just no rth of Australia,in the South Pacific Ocean.You can see it on this map.So,it had bee n assumed for a long time that New Guinea,that domesticated plants and animals,the practice of agriculture generally,had been introduced from Southeast Asia about3500 years ago,had come south essentially.Then in the1960s and70s,research was conducted at sites in New Guinea to explore the possibility of independent agricultural development.But unfortunately the evidence gathered at that time was inconclusive.For instance,although evidence was found of deforestation,you know,cutting down trees,from at least7000years ago,th at is long before we thought previously,It was unclear whether the forest had been cle ared by farmers to plant fields,or by hunter gatherers so they could hunt more easily, and many plant remains like seeds and fruits don’t preserve well in swampy soils.In h umid environments,like you often find in New Guinea,so really the proof was limite d.But, recent researchers turned up some pretty convincing support. A group of archaeologists returned to a site that had been previously examined, Kuk Swamp, which is in a mountain valley in the highlands of what is now Papua New Guinea. Based on their findings, they identified a succession of phases of agricultural development in the wet lands there. With several of these phases predating the earliest known agricultural influence from Southeast Asia.At the siting Kuk, they used in a ray of modern archaeological methods to analyze sediments samples from the soil. From the oldest soil layer, dating back 10000 years, they found evidence of pits, stake holes and ditches. Now, these all indicate that the crops were being planted. Plants are tied to stakes, and ditches are for, for drainage, a proof of a very early first phase of agricultural development. The second phase, which they identified from a higher layer of soil, featured regularly distributed mounds. Mounds were constructed to plant crops that can’t tolerate very wet soil, such as bananas.Because remember, Kuk was a swampy wetland and bananas won’t endure narrowly grow well there, and in the layer from Kuk’s third phase, they found evidence of an extensive network of ditches and drainage channels, indicating a further refinement of wetland cultivation. Because they had more advanced techniques and more available to earlier researchers, the archeologists also were able to identify actual plant remains, microfossils in the soil, from banana plants, and, and also grains of starch from taro on the edges of stone tools that date from about 10000 years ago.Finding the taro remains was very important, because in meant that they must have been planted there, brought from the low lands, because taros doesn’t grow naturally in the highlands. And, as for the bananas, researchers also found a high percentage of fossils from banana plants in sediment samples dating from about 7000 years ago, proved that the bananas were deliberately planted, because where bananas grow naturally, the concentration of the plant fossils is lower. Bananas don’t naturally grow so densely. As a matter of fact, recent genetic research, genetic comparisons of banana species, suggest that the type of banana grow in New Guinea, was domesticated there and then brought to Southeast Asia. So… aren’t you warm going with this, well, usually, we expect to see the certain social changes are brought about by the development of agriculture.Structural changes in the society like rapid population growth, different social classes, but New Guinea, it’s largely unchanged. It’s remained in egalitarian and rural society, so what does that tell us about the usual assumption?Lecture 4Listen to part of a lecture in an environmental science class.Woman: Now there’s growing interest these days in generating electricity from renewable energy sources, right? From developing wind farms to tapping into an underground source of geothermal energy, and when you’re considering a new project, it’s important to look at the cost, as well as benefits of developing that energy source. Let me give you an example of the kind of thing I’m talking about. There’s currently a lot of interests in harnessing the power of the oceans, of the ocean tides that is the movement of huge amounts of water which causes the water level of the oceans to rise and fall. The idea is that if we can harness that tidal energy, it’d be a great clean renewable energy source. One place where this tidal energy can be harnessed is at a shallow body of water, such as an estuary. Now, can anyone tell us what an estuary is? Yes Ted.Student: An estuary is where a river enters the ocean. The fresh water meets the ocean water. Sometimes it’s covered in water, sometimes it’s not.Professor: Some parts of the estuary, as the tides go in and out, but other parts are always submerged. Now, estuaries are an ideal place to try to capture energy from changes in tides, because, well, there’s an exceptionally large difference between the water level at the high tide and at low tide. All that movement of water generates a lot of energy. And one way to harness that energy is by building a structure called a “barrage” there.A barrage is basically a large low dam that’s build across an estuary. When the tides go in and out, the moving water flows through tunnels in the barrage. So you have huge amounts of water trying to flow through these relatively small tunnels, and that turns turbines that generate electricity. Now these estuaries are important because of their high level of biological productivity. They’re home to lots of birds, fish and other marine life. So when you proposed a construct a barrage, you have lots of issues to consider. For example, it would change the exciting water levels in the estuary, since a lot of water is getting held up by the barrage，the incoming tides won’t go as high, but they wouldn’t be as low during low tide either. This might help prevent flooding, but it would also affect the mud flats, those areas of mud that normally are exposed when the tide recedes.Student: But don’t lots of birds rely on exposed mud flats for food? I mean, don’t they eat tiny animals that live in the mud? and what about those tiny animals? What would happen to them if the mud flats were endangered?Professor: So you’re saying some of the potential problems with the barrage, but consider this, right now the water in estuaries very cloudy; the tidal currents are constantly turning up the sediments that rivers deposit in the estuary. But a barrage would reduce the tidal currents, so a lot of that sediments would settle to the floor of the estuary. It wouldn’t get stirred up so much. The water would be clearer, allowing more sunlight to reach deeper into the water, which might need to more food for birds and other animals, attracting new wild life into the area. So it’s a complicated environmental picture.Ted: Have they tried this anywhere, built a barrage?Professor: Yes, there are several in operation. There’s one in France, now they have to be careful there about how they turn on the turbines, because they create currents and waves that can affect boats, but I haven’t read about any major ecological problems. In fact the fishing is supposed to have been improved. Plus there’s been even more bird life. But some of the barrages were considering now would be much larger then that one, there’s one been proposed for the estuary of Great Britain’s Severn River, one of the largest estuaries in the world. It would be 16 kilometers long, just to give you an idea the barrage in France is less then a kilometer. Outside the environmental concerns, such a project would be hugely expensive, and that’s another argument against barrages. Well, such large ones anyway. Critics say that it would be better to use that money for something else, such as improving the energy efficiency of buildings. You can make a lot of buildings more efficient with all that money, and that would reduce the need for electricity.。
TPO-44 Reading 1 解析
Q1正确答案：B解析：B选项对应“Fish probably originated in the oceans…However, by…they had radiated into almost all available aquatic habitats, including freshwater settings”，正确。
A选项错在偷换了原文的概念，lobe-finned fish 只是说在淡水的岩石中，它的化石特别常见；C选项错误在于lobe-finned fish在所有的水生生境中都成功演化，但是文中只是提到在淡水中常见；D选项错在按照段落推断在淡水环境中更为常见，而且也没有对比。
Q2正确答案：D解析：根据题干，直接对应第2段第2句的“The delta rocks…indicating that the deltas formed in a climate that had alternate wet and dry periods” 所以D选项正确。
Q3正确答案：A解析：这句话的意思是，在干燥的气候里，任何使rhipidistian crossopterygian fish 适应的变化都是advantageous的。
这里的“advantageous”指“有利的”，与A选项意思相符。
其余选项的意思分别是“必要的”“显著的”和“平常的”；按照正常的逻辑推理，让fish在干燥条件下生存的适应只能是有利的，同时，根据advantage 的联想，对应选项，也只能选A。
Q4正确答案：C解析：根据题干对应原文，“Cross sections…differed in consistency and texture… can only be interpreted as a lung.”这句话的意思是化石的横截面表明了那些鱼残骸内部的泥土根据在鱼身体里位置的不同，在粘稠度和质地上有所差异；然后后文马上解释说这些差异暗示了在肠前端的囊状腔洞（saclike cavity）只能被解释为当肺的功能用了。
托福听力tpo44 lecture1、2、3、4 原文+题目+答案+译文
托福听力tpo44lecture1、2、3、4原文+题目+答案+译文Lecture1 (2)原文 (2)题目 (4)答案 (6)译文 (6)Lecture2 (7)原文 (8)题目 (10)答案 (12)译文 (12)Lecture3 (14)原文 (14)题目 (16)答案 (19)译文 (19)Lecture4 (20)原文 (21)题目 (23)答案 (25)译文 (25)Lecture1原文NARRATOR:Listen to part of a lecture in a materials science class.MALE PROFESSOR st time we finished going over some of the fundamental concepts of nanotechnology—the multidisciplinary science of manipulating—or controlling—extremely small units of matter,on the scale of molecules or even atoms.So,I want to talk about how nanotechnology is being used today,and,just to give you an idea,we'll look at one particular application.A team of materials scientists in Massachusetts has been working on a new,ultrathin coating,a nanocoating that might be applied to objects like bathroom mirrors,car windows,and eyeglasses to prevent fogging.And the coating has the potential to be a permanent solution,unlike the kinds of anti-fogging,spray-on liquids that are on the market today...Now,fogging often occurs when a cold surface comes into contact with warm,moist air,such as when a glass shower door or mirror fogs up during a warm shower.…Now,what's actually happening is,uh,what the fog is,is thousands of tiny spherical water droplets condensing on the surface of the glass.Light hits the water droplets and is scattered in random directions,causing the fogging effect.Now,the kind of spray-on treatments I mentioned,well,they wear off.What happens is they cause the tiny water droplets to flatten when they condense on the surface of the shower door,or bathroom mirror,or whatever object it is that it's been applied to.Because the droplets are flattened,when light hits them,the light doesn't scatter. But as I said,those kinds of treatments don't last very long.The new coating has two important components.One:negatively charged silicananoparticles—these are basically tiny particles of glass.And two:a positively charged polymer—which,you already know,a polymer is a chemical compound. These're layered over each other…the polymer,then the silica nanoparticles,the polymer,then the silica nanoparticles,you see.They're layered in such a way that the silica nanoparticles don't pack together tightly.In other words,the structure has pores,or holes,little tiny pockets,throughout it.The coating prevents fog from developing because it loves water.It attracts the water droplets—sucking them into the tiny pores.And that alters the shape of the droplets; the droplets are forced to flatten and to join together into a single sheet of water, rather than remaining as single droplets—each of which is a sphere that scatters light in different directions.OK,so instead of being scattered,the light passes through the thin sheet of water.So there's no fogging effect.The ultrathin coating can be made more durable by heating it—and of course the object it's applied to—to an extremely hot temperature—500degrees Celsius.What that does is burn the polymer away and fuse the silica nanoparticles together—while maintaining the structure of pores.But that's possible only on materials that can withstand high heat.Glass,yes.Plastics, no.But they're working on solving that problem;trying to come up with a way to coat plastics and other materials durably and effectively.Interestingly,it was a plant—the lotus plant—that inspired this work,I guess you could say inspired it in an indirect sort of way.The leaves of this plant are what we call“superhydrophobic.”Lotus leaves,being superhydrophobic,don’t attract water—they repel it—in a big way.When raindrops fall on lotus leaves,they remain spherical.They roll right off.So for a long time the Massachusetts scientists tried to create a coating that acted like these lotus leaves—a coating that was superhydrophobic.But then they began to think about the opposite extreme.Uh,could they accomplish their goal by making acoating that,instead of repelling water,actually attracted water?Well,they seem to have gotten quite far with this approach.It’s really strong work with a range of interesting consumer applications.It's not costly to manufacture the coating.Some car makers are interested in applying it to their windshields.Looks like we'll probably see it on the markets in everyday products in the next few years.题目1.What is the main purpose of the lecture?A.To provide an example of a practical use of nanotechnology.B.To show the origins of the field of nanotechnology.C.To give a brief outline of the main concepts of nanotechnology.D.To explain the growing interest in nanotechnology research.2.How does the professor organize the information he presents to the class?A.He describes the inspiration behind the nanocoating,then how the coating works.B.He describes how the nanocoating is currently marketed,then the inspiration behind it.C.He explains how fogging occurs,then the basic concepts of nanotechnology.D.He explains how fogging occurs,then how the nanocoating prevents it.3.According to the professor,how does the new nanocoating work?A.By forcing light to bounce off a glass-coated polymer.B.By forcing water droplets to roll off an ultrathin surface.C.By causing water droplets to merge into a single sheet of water.D.By causing light to scatter randomly in many directions.4.According to the information in the lecture,why does the new nanocoating not last as long on plastic as it does on glass?A.Plastic cannot withstand extremely high temperatures.B.The internal structure of plastic repels a positively charged polymer.C.The coating solution scatters when it comes into contact with plastic.D.Plastic surfaces scratch more easily than glass surfaces do.5.What inspired the team of scientists in developing the new coating?A.A problem the team frequently encountered in everyday life.B.The ineffectiveness of spray solutions in flattening water droplets.C.The leaves of a plant that the team had been investigating.D.Interactions observed between silica nanoparticles and polymers.6.What is the professor's opinion about the approach inventors took to the development of the new nanocoating?A.He thinks other inventors should use a similar approach.B.He is impressed by the flexibility of their approach.C.He is surprised the research process took so long.D.He thinks they should have spent more time testing a superhydrophobic coating.答案A D C A C B译文旁白：请听一段材料科学的讲座。
TPO 44答案及解析
Conversation 11. Why does the student go to see the professor? 【主旨题】A. To get his opinion about why a project she recently completed had unexpected results.B. To discuss how a topic covered in class is similar toher group’s research topic.C. To ask him for suggestions to address a problem in her research.D. To discuss the professor's concern about her group's research project.答案：D破题关键词汇：解析：(从32秒开始，原文重现：Well, I think it's a great research topic, but when I looked closely at your plan for accomplishing the research, I realized that your group was probably asking for some trouble.)此处教授提到学生的研究话题很好，但是可能会在研究过程中面临一些困难。
结合选项判断，A选项的recently completed 错误， B的similar to her group 未提及，C的ask him for suggestions未提及。
因此正确答案为D，对应professor's concern。
2. In response to the professor’s question, what does the woman say about Tom and Jane? 【细节题】A. They are working on an assignment for another class.B. They are already observing students for the research project.C. They are dealing with a technical issue at the library.D. They are making arrangements at the library for their research project.答案：A破题关键词汇：Tom and Jane解析：(从10秒开始，原文重现： Where are the other membersof your group? Tom and Jane?They are actually at the library. They have a biology lab assignment that's due later this afternoon. So I'm here to represent the whole group.)此处教学询问学生其他两位成员在哪，女学生回答他们正在生物实验室赶作业，她到这里来是作为整个团队的代表。
【威学教育】托福口语TPO44综合体听力文本
【威学教育】托福口语TPO44综合体听力文本托福口语TPO44综合体听力文本TPO44Task3Now listen to two students discussing the letter.So what do you think of the proposal?I don't like itWhy not?Actually, I don't think students are the right people to be making these decisions. They are tooclose to the situation.What do you mean?Well, because students are directly involved in the groups, they can't be as objective, as fair asadministrators. I mean, what will prevent students on the committee from just giving money totheir friends' groups or favoring the groups they're in themselves. I think having the universityadministrators make the decisions is more fair.Well, at least it would be good experience for the students who serve on the committee.Well, that's another thing. I think they'd have a hard time finding students to serve on it.I mean,there are already a number of leadership positions open in various campus groups, but moststudents just aren't interested in them.That's true. The Student Council doesn't even have a vice presidentRight. Most students are just too busy. There's no way you are gonna find enough students whoare willing to volunteer their time for this committee. It's too big of a timecommitment.Task 4Now listen to part of a lecture in a business class.OK, so, for example, I have a friend who owns a company that does construction. His company'soften hired to make improvements to someone's house or yard. So, recently, this woman hired him to build a fence around her yard. She said she wanted a wooden fence running all the wayaround her backyard. She and my friend quickly settled on a price for the job. They basically justmade a verbal agreement about the work that will be done without putting any of the agreement in writing.And so my friend got to work building the fence. So when my friend was almost finished building the fence around the woman's yard, the woman told my friend that she wanted the fencepainted white. My friend was surprised by this, because he did not think that he had been hiredto also paint the fence. He told the woman this, that he had just been hired to build the fence,not paint it. But the woman said she thought when she hired him to build the fence that this alsomeant the fence would be painted. They ended uparguing and eventually my friend finally agreed to paint the fence without charging extra just to be nice, but he wasn't happy about it.Task5Listen to a conversation between two students.Hey. Didn't you get a new roommate recently? Linda's her name, right? How's that working out?Oh. Linda's nice, but...well, there's sort of a problem.Oh?Yeah. Our schedules totally conflict. I like to do my studying late at night in our room, but shelikes to go to sleep early. So unfortunately, my studying, my typing on thecomputer, is keeping her awake.What are you gonna do?Well, we've talked about it. Linda has to get up early every morning for class, so there'snothingshe can do. So as I see it, I've got two options.What are they?Well, I could adjust my schedule, start going to bed earlier and doing my studying either in themorning or sometime during the day, the way Linda does.So you change your daily schedule so it's more like your roommate's?Yeah. That way I wouldn't be keeping her up at night.Sure.The thing is I'm not really a morning person when it comes to s tudying, so I’m not sure how muchwork I'd get done in the morning or at other times of the day since I tend to be busy then doingother things.What's your other option?Well, I could go to the library at night, do my studying there Why not do that? Use the library.Well, the thing is I prefer the convenience of my own room.The library is okay, but you know, I'vegot a really comfortable desk chair in my room and all my other stuff's there too, my books, mynotes, the stuff I really need to help me study.Task6Listen to part of a lecture in a biology class.So we've been talking about forest fires. And usually when a forest fire occurs, the animals in thearea will of course run away, flee as fast as they can so as not to get hurt by the flames. Someanimals, though, actually benefit from forest fires and so will seek them out because forest firescan be helpful, can help them fulfill certain survival needs.Let's discuss two benefits forest fires could have for these animals.One benefit is that they can make it easier for predators to find food. A forest fire will forceanimals out of their hiding places and out into the open, which predators take advantage ofbecause fleeing animals are much easier to catch than they normally are when they are hiding.For example, scientists have observed wild turkeys doing this. These birds will go to the edge of aforest fire and wait there in order to catch all the insects running out of the burning forest, whichis a much easier way to catch insects than the normal way of pecking for them on the ground.Another benefit forest fires could have is to help provide a good place for the development ofyoung animals. Forest fires can make an otherwise harmfulenvironment more suitable for theirdevelopment. For example, some trees in the forest are poisonous to beetles. They have a specialchemical that keeps beetles away. But after a fire, beetles will seek out these trees because thetrees are dead and beetles are able to lay their eggs in the trees without being hurt by thechemical. The young beetles use the trees' nourishment until they mature into adult beetles.。
托福TPO44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TPO44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TPO44口语Task3阅读文本： Create Student Committee to Decide Funding for Student Organizations I think students should be in charge of deciding which student organizations (for example, the jazz band or the hiking club) receive money from the university. Students should also be in charge of how much money each organization receives. A special committee made up of students could be created to make these decisions. Currently, these funding decisions are made by university administrators, but a student committee would know better than the administrators which organizations are most important to students and most deserving of the university's financial support. I’m sure a lot of students would be interested in serving on the committee, and those who do serve will gain valuable leadership experience. 托福TPO44口语Task3听力文本： Now listen to two students discussing the letter. Woman：So what do you think of the proposal? Man：I don't like it. Woman：Why not? Man：Actually, I don't think students are the right people to be making these decisions. They are too close to the situation. Woman：What do you mean? Man：Well, because students are directly involved in the groups, they can't be as objective, as fair as administrators. I mean, what will prevent students on the committee from just giving money to their friends' groups or favoring the groups they're in themselves. I think having the university administrators make the decisions is more fair. Woman：Well, at least it would be good experience for the students who serve on the committee. Man：Well, that's another thing. I think they'd have a hard time finding students to serve on it. I mean, there are already a number of leadership positions open in various campus groups, but most students just aren't interested in them. Woman：That's true. The Student Council doesn't even have a vice president. Man：Right. Most students are just too busy. There's no way you are gonna find enough students who are willing to volunteer their time for this committee. It's too big of a time commitment. 托福TPO44口语Task3题目： The man expresses his opinion of the letter writer's proposal. State his opinion and explain the reasons he gives for holding that opinion. 托福TPO44口语Task3满分范文： According to the reading, Bill proposes to set a student committee to decide funding for student organizations. The man disagrees with the decision. His first reason is, students aren’t as fair as university administrators to make decisions. Students in the special committee have the chance to provide financial support to their friends or themselves. Also he argues that most students aren’t interested in the leadership positions. A number of students are too busy to do volunteer work on the serving organization. 以上是给大家整理的托福TPO44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!。
托福阅读tpo44R-3 原文+译文+题目+答案+背景知识
托福tpo44阅读-3 Seagrasses原文 (1)译文 (2)题目 (3)答案 (8)背景知识 (8)原文Seagrasses①Many areas of the shallow sea bottom are covered with a lush growth of aquatic flowering plants adapted to live submerged in seawater. These plants are collectively called seagrasses. Seagrass beds are strongly influenced by several physical factors. The most significant is water motion: currents and waves. Since seagrass systems exist in both sheltered and relatively open areas, they are subject to differing amounts of water motion. For any given seagrass system, however, the water motion is relatively constant. Seagrass meadows in relatively turbulent waters tend to form a mosaic of individual mounds, whereas meadows in relatively calm waters tend to form flat, extensive carpets. The seagrass beds, in turn, dampen wave action, particularly if the blades reach the water surface. This damping effect can be significant to the point where just one meter into a seagrass bed the wave motion can be reduced to zero. Currents are also slowed as they move into the bed.②The slowing of wave action and currents means that seagrass beds tend to accumulate sediment. However, this is not universal and depends on the currents under which the bed exists. Seagrass beds under the influence of strong currents tend to have many of the lighter particles, including seagrass debris, moved out, whereas beds in weak current areas accumulate lighter detrital material. It is interesting that temperate seagrass beds accumulate sediments from sources outside the beds, whereas tropical seagrass beds derive most of their sediments from within.③Since most seagrass systems are depositional environments, they eventually accumulate organic material that leads to the creation of fine-grained sediments with a much higher organic content than that of the surrounding unvegetated areas. This accumulation, in turn, reduces the water movement and the oxygen supply. The high rate of metabolism (the processing of energy for survival) of the microorganisms in the sediments causes sediments to be anaerobic (without oxygen) below the first few millimeters. According to ecologist J. W. Kenworthy, ④anaerobic processes of the microorganisms in the sediment are an important mechanism for regenerating and recycling nutrients and carbon, ensuring the high rates of productivity—that is, the amount of organic material produced-that are measured in those beds. In contrast to other productivity in the ocean, which is confined to various species of algae and bacteria dependent on nutrient concentrations in the water column, seagrasses are rooted plants that absorb nutrients from the sediment or substrate. They are, therefore, capable of recycling nutrients into the ecosystem that would otherwise be trapped in the bottom and rendered unavailable.④Other physical factors that have an effect on seagrass beds include light, temperature, and desiccation (drying out). For example, water depth and turbidity (density of particles in the water) together or separately control the amount of light available to the plants and the depth to which the seagrasses may extend. Although marine botanist W. A. Setchell suggested early on that temperature was critical to the growth and reproduction of eelgrass, it has since been shown that this particularly widespread seagrass grows and reproduces at temperatures between 2 and 4 degrees Celsius in the Arctic and at temperatures up to 28 degrees Celsius on the northeastern coast of the United States. Still, extreme temperatures, in combination with other factors, may have dramatic detrimental effects. For example, in areas of the cold North Atlantic, ice may form in winter. Researchers Robertson and Mann note that when the ice begins to break up, the wind and tides may move the ice around, scouring the bottom and uprooting the eelgrass. In contrast, at the southern end of the eelgrass range, on the southeastern coast of the United States, temperatures over 30 degrees Celsius in summer cause excessive mortality. Seagrass beds also decline if they are subjected to too much exposure to the air. The effect of desiccation is often difficult to separate from the effect of temperature. Most seagrass beds seem tolerant of considerable changes in salinity (salt levels) and can be found in brackish (somewhat salty) waters as well as in full- strength seawater.译文海草①浅海底的许多地区覆盖着茂盛的水生开花植物，这些植物适应在海水中生活。
托福TPO44口语Task5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TPO44口语Task5听力文本+题目+满分范文，希望对大家备考有所帮助。
托福TPO44口语Task5听力文本： Listen to a conversation between two students. Man：Hey. Didn't you get a new roommate recently? Linda's her name, right? How's that working out? Woman：Oh. Linda's nice, but...well, there's sort of a problem. Man：Oh? Woman：Yeah. Our schedules totally conflict. I like to do my studying late at night in our room, but she likes to go to sleep early. So unfortunately, my studying, my typing on the computer, is keeping her awake. Man：What are you gonna do? Woman：Well, we've talked about it. Linda has to get up early every morning for class, so there's nothing she can do. So as I see it, I've got two options. Man：What are they? Woman：Well, I could adjust my schedule, start going to bed earlier and doing my studying either in the morning or sometime during the day, the way Linda does. Man：So you change your daily schedule so it's more like your roommate's? Woman：Yeah. That way I wouldn't be keeping her up at night. Man：Sure. Woman：The thing is I'm not really a morning person when it comes to studying, so I'm not sure how much work I'd get done in the morning or at other times of the day since I tend to be busy then doing other things. Man：What's your other option? Woman：Well, I could go to the library at night, do my studying there. Man：Why not do that? Use the library. Woman：Well, the thing is I prefer the convenience of my own room. The library is okay, but you know, I've got a really comfortable desk chair in my room and all my other stuffs there too, my books, my notes, the stuff I really need to help me study. 托福TPO44口语Task5题目： Briefly summarize the problem the speaker are discussing. Then state which solution you would recommend. Explain the reasons for your recommendation. 托福TPO44口语Task5满分范文： The woman has a problem with her roommate Linda: they have completely different schedules. She prefers to study late at night, but Linda likes to sleep early. Then the woman comes up with two solutions. This first option is that she could adjust her schedule, to make it more like her roommate’s. But she is not sure how much work she gets done since she is not a very morning person. Another option is that she can go to library at night, but the library is not as convenient as her own room. Personally speaking, I prefer the second solution. Although she can try to adjust her schedule, there is no guarantee that she can adapt to this new lifestyle. Studying in library can not only provide her with a good studying environment, but also eliminating the conflicts between her and her roommate. 以上是给大家整理的托福TPO44口语Task5听力文本+题目+满分范文，希望对你有所帮助!。
托福听力tpo44 全套对话讲座原文+题目+答案+译文
托福听力tpo44全套对话讲座原文+题目+答案+译文Section1 (2)Conversation1 (2)原文 (2)题目 (4)答案 (5)译文 (6)Lecture1 (7)原文 (7)题目 (9)答案 (11)译文 (11)Lecture2 (13)原文 (13)题目 (16)答案 (18)译文 (18)Section2 (20)Conversation2 (20)原文 (20)题目 (22)答案 (23)译文 (23)Lecture3 (25)原文 (25)题目 (27)答案 (29)译文 (29)Lecture4 (31)原文 (31)题目 (33)答案 (35)译文 (36)Section1Conversation1原文NARRATOR:Listen to a conversation between a student and her sociology professor.MALE PROFESSOR:I'm glad you got my message and were able to make it,but where are the other members of your group,Tom and Jane?FEMALE STUDENT:They're actually at the library.They have a biology lab assignment that's due later this afternoon,so I'm here to represent the whole group.But,um,when we got your e-mail message—about being worried about our research project—we were a little confused.We thought you were excited about our idea for the project.MALE PROFESSOR:Well,I think it's a great research topic,but when I looked closely at your plan for accomplishing the research,I realized that your group was probably asking for some trouble.FEMALE STUDENT:What do you mean?I thought that you know,by monitoring students studying in the library,we could really,uh,get a good understanding of people’study habits and stuff.MALE PROFESSOR:The thing is,I think you might have a problem because of the Hawthorne effect.FEMALE STUDENT:The Hawthorne effect?MALE PROFESSOR:The Hawthorne effect is a technical term for when researchers. uh,more or less forget about a specific variable,the variable of the researchers themselves.Now,the students in the library,they're going to know that you’re observing them, right?So you have to consider the effect your very presence will have on the peopleyou’re observing.FEMALE STUDENT:But,so you think,I-I mean,it's not like our observations would be a secret.The students would know exactly what we'd be doing.I mean,we'd put up a sign right outside the library.MALE PROFESSOR:Yes,but that’s just it.When people know they're being watched, they act differently.Let me explain how the Hawthorne effect got its name and well, you'll get the idea.See,there was a manufacturing facility called the Hawthorne plant.And researchers conducted some experiments there to see what conditions made workers the most productive.FEMALE STUDENT:What sort of conditions?MALE PROFESSOR:Well,one thing they experimented with was the lights.Were workers more productive with bright lights or dim lights?Well,here’s the thing: Whatever the researchers did,the workers’productivity increased.When the lighting was improved,productivity went up.When the lighting was dimmed,productivity went up again.FEMALE STUDENT:That doesn't make a lot of sense.MALE PROFESSOR:Exactly.So initially,the experiment was considered a failure.But then the researchers realized that their own presence had affected the workers' productivity.The workers knew that the researchers were watching them,and with so much attention on them,the workers felt compelled to work harder.FEMALE STUDENT:Oh,I guess that really could be an issue with my group's research.MALE PROFESSOR:Yes.But I don't want to send you all back to square one,so how about you set up a meeting with your group members and discuss this.Then we can meet again and go over your ideas and I think that we should be able to figure out a way to get around the problem.题目1.Why does the student go to see the professor?A.To get his opinion about why a project she recently completed had unexpected results.B.To discuss how a topic covered in class is similar to her group's research topic.C.To ask him for suggestions to address a problem in her research.D.To discuss the professor's concern about her group's research project.2.In response to the professor's question,what does the woman say about Tom and Jane?A.They are working on an assignment for another class.B.They are already observing students for the research project.C.They are dealing with a technical issue at the library.D.They are making arrangements at the library for their research project.3.What had the group of students planned to research?A.The effect of noise on the productivity of library employees.B.The effect of changing the amount of light in the library.C.The study habits of students in the library.D.The effect that being observed while studying has on students.4.Why does the professor mention lighting?A.To explain why production costs gradually increased over the years at a manufacturing plantB.To give a reason for a decline in productivity at two manufacturing plantsC.To compare the working conditions at two manufacturing plantsD.To give an example of a working condition that was adjusted at a manufacturing plant5.Why does the student say this?Now,the students in the library…they're going to know that you’re observing them,right?So you have to consider the effect your very presence will have on the people you’re observing.FEMALE STUDENT:But,so you think,I mean,it's not like our observations would be a secret.The students would know exactly what we'd be doing.A.She is disappointed with the observations that the members of her group have made so far.B.She does not understand the point that the professor is making.C.She wants to determine a way for her group to make observations in secret.D.She is aware that her group’s presence might affect student behavior.答案D A C D B译文旁白：请听一段学生和她的社会学教授的对话。
TPO 44 托福综合写作+独立写作范文
TPO 44综合写作：阅读：coin a fake听力：真的阅读1：发现的地方-----norse settlement 像个比较远听力1：many other objects come from faraway places. 推断：可能喜欢远出来的东西，长途跋涉带回阅读2：no other coin found听力2：not permanent settlement back to eu packed up all their valuable possessions阅读3：不当作钱听力3：value attractive or unusual objects 交换，漂亮in necklace or other jewelry独立写作：Question: Some people believe that when busy parents do not have a lot of time spend with their children, the best use of that time is to have fun playing games or sports. Other believe that it’s best to use that time doing things together that are related to schoolwork.Which of the two approaches do you prefer? Use specific reasons and examples to support your answer.主语，限定人群和范畴，归题点1. 学校任务不需要家长的帮助：在学校在家都可以得到很好的知道，有问题可以问老师，而且老师更加专业2. play games：有助于孩子的智力开发乐高3. play sports: 有助于身体健康/ 久坐看电视有助于学习Do you agree or disagree with the following statement? Sometimes we are assigned to work in a group on a project. The group will be helped more by a person who will be willing to do what other group members want than by person who often strongly insists that things should be done in a way that is different from what the group wants to do.观点：理由1：中心句：解释（为什么/原因）：举例/对比：理由2：中心句：解释（为什么/原因）：举例/对比：让步：It is important to read or watch the news presented by people whose views are different from your own or presented by people whose views are similar to your own?观点：听取跟自己观点不同的新闻理由1：中心句：了解信息更全面解释（为什么/原因）：每个人看问题的角度不同，得出的结论也是不同举例/对比：理由2：中心句：可以激发探索新知识的兴趣解释（为什么/原因）：寻找正确答案，查找耕种资料，学习到相关领域的新知识举例/对比：让步：相似的观点带来认同感自信心，但是不能进步，不能意识到自己的错误。
？TPO听力40题目+答案+MP3听力下载
TPO听力40题目+答案+MP3听力下载?? Conversation 1QUESTIONS1. Why does the student go to see the professor?a. To find out all the requirements for a projectb. To discuss a service gap at a restaurantc. To get help understanding concepts relevant to his projectd. To get help with designing a business plan2. Why does the professor mention a student in another class?a. To describe an interesting topic for a projectb. To explain the cause of her initial confusionc. To point out that she has not received e-mails from all her students yetd. To indicate that she has several students doing projects about restaurants3. Why does the professor talk about the cafeteria on campus?a. To give an example of an effective service designb. To illustrate how service standards can inform service designc. To help the man understand a service problemd. To illustrate the concept of a service gap4. What do the speakers imply about the bakery the student went to recently? Click on 2 answers.a. The apple pie he bought there was not as good as it usually is.b. The bakery's service design was inefficient.c. The bakery needs additional employees to fix a service gap.d. The bakery did not meet a service standard.5. What does the professor say the student should do for his project?a. Compare an on-campus service model with an off-campus oneb. Interview the service manager and employees at the cafeteriac. Recommend service improvements at the cafeteria and the bookstored. Analyze the service design of a nearby restaurantConversation 2QUESTIONS1. Why does the woman go to see the man?a. To ask for his help in getting a job off campusb. To apply for job in the library archivesc. To find out if the man has received her letter of referenced. To get help on a project she is doing with a professor2. During the conversation, what surprises the man?Click on 2 answersa. That he does not remember the womanb. That the woman knows the library has a job openingc. That the woman came to him for helpd. That the woman is still interested in photography3. What does the man imply about Professor Ryan?a. Professor Ryan will decide who gets the library assistant job.b. Professor Ryan was in charge of the library’s photography exhibit.。
托福TPO44口语Task6听力文本+题目+满分范文
托福TPO44口语Task6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TPO44口语T ask6听力文本+题目+满分范文，希望对大家备考有所帮助。
托福TPO44口语Task6听力文本：Listen to part of a lecture in a biology class.So we've been talking about forest fires. And usually when a forest fire occurs, the animals in the area will of course run away, flee as fast as they can so as not to get hurt by the flames. Some animals, though, actually benefit from forest fires and so will seek them out because forest fires can be helpful, can help them fulfill certain survival needs.Let's discuss two benefits forest fires could have for these animals.One benefit is that they can make it easier for predators to find food. A forest fire will force animals out of their hiding places and out into the open, which predators take advantage of because fleeing animals are much easier to catch than they normally are when they are hiding. For example, scientists have observed wild turkeys doing this. These birds will go to the edge of a forest fire and wait there in order to catch all the insects running out of the burning forest, which is a much easier way to catch insects than the normal way of pecking for them on the ground.Another benefit forest fires could have is to help provide a good place for the development of young animals. Forest fires can make an otherwise harmful environment more suitable for their development. For example, some trees in the forest are poisonous to beetles. They have a special chemical that keeps beetles away. But after a fire, beetles will seek out these treesbecause the trees are dead and beetles are able to lay their eggs in the trees without being hurt by the chemical. The young beetles use the trees' nourishment until they mature into adult beetles.托福TPO44口语Task6题目：Using the examples of wild turkeys and beetles, explain two benefits of forest fires for animals.托福TPO44口语Task6满分范文：According to the lecture, the professor talked about two benefits forest fires for certain animals. The first is that the hiding animals are forced to run away. The predators can easily find their food in open area compared to wait for their food. For example, wild turkeys can chase the insects at the edge of a forest fire and catch them easily on the ground. The other benefit is young animals can get a suitable place to grow. For example, toxic chemical is included in some trees, which can threaten beetles. But the forest fires turn the dead trees to be the beetle’s homeland. The beet les can lay eggs in the trees without harmful chemical and young beetles can utilize the nutrition to grow into mature ones.以上是给大家整理的托福TPO44口语T ask6听力文本+题目+满分范文，希望对你有所帮助!。
托福TPO45听力题目+答案+MP3音频下载
托福TPO45听力题目+答案+MP3音频下载MP3音频由于不能上传，且想要下载更多托福TPO听力的同学，请点击：托福TPO听力大全（1-48下载）此外，想要下载更多托福TPO的同学，想要下载托福TPO阅读的同学，请点击：托福TPO阅读大全（1-48,48是最新的TPO阅读内容）如果你对托福TPO写作感兴趣的话，请点击下载：托福TPO写作大全（1-48，综合写作和独立写作均更新到48）还有托福TPO口语，目前我们的托福TPO口语只更新到35，如果你想下载的话，请点击：托福TPO口语大全（含MP3音频）Conversation 11. Why does the student go to see the man?(Click on 2 answers)A To discontinue a campus serviceB To pay the fee for her campus mailboxC To get information about mailing a packageD To pick up a package2. What does the man say about the campus mailbox service?A Its rates for all students have recently gone down.B It is the only way to receive certain mailings about university eventsC All students are required to use it.D It is more reliable than e-mail.3. How does the student usually obtain information about campus events? (Click on 2 answers)A She reads about them on the university Web site.B She learns about them at her place of work.C She sees the posters on a bulletin board.D Her roommate tells her about them.4. What does the man offer to do for the student?A Reduce the cost of renting a mailboxB Send her a form to fill outC Provide university organizations with her new addressD Deliver a package to her apartment5. Why does the student say this:A To indicate that she agrees with the manB To inform the man of a recent developmentC To prevent a misunderstandingD To support her own positionConversation 21. Why does the woman go to see the professor?A To get suggestions about what to include in her next presentationB To follow up on a question she had raised in classC To update him on a research project she is helping him organizeD To get information about a program that he had mentioned in class2. What do the speakers agree is a benefit of the build-operate-transfer economic model that they discuss?A It permits government engineers to work on private construction projects.B It helps private companies buy facilities that were built by the government.C It enables public facilities to be constructed without government funding.D It enables private companies to operate public facilities that the government builds.3. Why does the professor point out how much coffee is produced in Brazil?A To give an example of the economic model the woman is interested inB To explain why it is appropriate for him to teach a seminar about coffeeC To help clarify one of the goals of the Global Enrichment InitiativeD To correct a common misperception about Brazil's economy4. Why is the woman interested in applying to go only to Turkey? (Click on 2 answers)A She has been studying Turkey's history and language.B She has already visited Brazil and Russia.C She believes that selecting just one country will help her get accepted into the program.D She would like to see how an economic model she studied is put into practice there.5. What does the professor imply when he says this:A He thinks that going first helped the woman be less nervous about giving a presentation.B He hopes other students will structure their presentations the way the woman did.C The woman was the first student ever to give a presentation on Turkey's economy in his class.D He is relieved that the class is staying on schedule for making presentationsLecture 11. What is the lecture mainly about?A Reasons for the transition from religious to secular themes in Renaissance artB The disproportionate influence of Italian artists during the Renaissance periodC Techniques used during the Renaissance to produce realistic works of artD A comparison of themes in paintings and sculptures during the Renaissance2. What is the professor's opinion of Leon Battista Alberti as an artist?A Alberti’s interests were too diverse for him to succeed in any one fieldB Alberti was ineffective in imposing his own theories on other artists.C Alberti was a much more skilled artist than da Vinci or Michelangelo.D Alberti represents the Renaissance ideal of wide-ranging achievement.3. According to the professor, what did Alberti consider to be the most important aspect ofa Renaissance painting?A That it convey an appealing narrativeB That its figures be posed symmetricallyC That its theme not be religiousD That its characters be positioned within a landscape4. Why did some artists begin to use the contrapposto pose?A To create a cartoon-like effectB To help viewers identify the main figure in a work of artC To show the relative sizes of human figuresD To make human figures appear more natural5. Why does the professor discuss tendons and muscles?A To emphasize that Alberti’s study of anatomy led to his interest in artB To show the emphasis Alberti placed on using physically fit modelsC To illustrate the difficulty of maintaining a contrapposto pose in real lifeD To explain one of Alberti's methods for creating accurate proportions6. Why was the development of linear one-point perspective important to Renaissance artists?A It helped painters to place figures more symmetrically within their paintings.B It allowed painters to create an illusion of three dimensions.C It enabled artists to paint large landscapes for the first time.D It encouraged artists to take an interest in geometry.Lecture 21. What is the lecture mainly about?A The process by which immune cells are producedB The effects of consuming far fewer calories than usualC The function of an organ found in rhesus monkeys and in humansD The discovery of a nutrient necessary for good health2. Why does the professor mention the thymus?A To explain how different types of food are turned into energyB To give an example of an organ attacked by certain bacteriaC To introduce a research study by a nutritional biologistD To answer a question about certain immune cells3. According to the professor, why are some cells called "naive"?A They originate from a relatively primitive type of cell.B They are easily eliminated by the immune system.C They are not yet able to recognize any particular protein marker.D They can become part of any one of various organs of the body.4. In a recent study mentioned by the professor, what are two differences between the monkeys that have been fed a normal diet and the ones that have not?(Click on 2 answers)A The monkeys on a normal diet appear older.B The monkeys on a normal diet get sick less often.C The monkeys on a normal diet have fewer naive T cells.D The monkeys on a normal diet tend to live longer.5. What does the professor think about a calorie-restricted diet?(Click on 2 answers)A She would not find it easy to follow.B She is not sure humans would benefit from itC Doctors are not likely ever to recommend it for people.D It would probably affect humans differently than it affects monkeys.6. What does the professor mean when she says this:A Problems in the study make its conclusions difficult to believe.B The actual effect on mice was not what it seemed.C Other studies of mice produced different results.D Other animals seem to react as mice do.Lecture 31. What does the professor mainly discuss?A Characteristics of different types of mixturesB Differences between mixtures and solutionsC Ways of separating components of mixturesD Identifying variable properties of solutions2. In the lecture, the professor gives examples of homogeneous and heterogeneous mixtures. For each mixture below, indicate which kind it is.Click in the correct boxes3. What is one basis for classifying a mixture as homogeneous or heterogeneous?A Whether its component parts are the same type of matterB Whether its component parts are present in equal proportionsC Whether it contains one phase or more than one phaseD Whether it appears, without magnification, to contain a single component4. What can be inferred from the lecture about the process of distillation?A It cannot be used if a mixture has variable properties.B It can be used to separate the components of homogeneous mixtures.C It is used to change heterogeneous mixtures Into homogeneous mixtures.D It is a more efficient way of separating components of heterogeneous mixtures than filtration.5. Why does the professor mention the freezing point of a mixture?A To explain why salt dissolves in waterB To emphasize that mixtures can exist in a frozen stateC To show how filtration and distillation differD To give an example of a variable property of mixtures6. What does the professor imply when he says this:A He wants to correct a statement he made previously.B He is uncertain whether the students understood his explanation.C The meaning of a term should be obvious to the students.D The students are probably unaware that they have already seen examples of heterogeneous mixtures.Lecture 41. What is the main purpose of the lecture?A To explore possible solutions to an anthropological mysteryB To analyze the results of a nutritional experimentC To explain why human beings first started creating ceramicsD To examine changes in the dietary preferences of an ancient culture2. According to the professor, wtiy would the ceramic vessels used by ancient Arctic people be likely to break?A Ancient Arctic people used cooking techniques unsuitable for ceramic pots.B Ancient Arctic people were frequently moving from place to place.C The vessels were not made with high-quality clay.D The vessels were often exposed to extreme temperatures.3. Why does the professor mention that the Arctic climate is cold and wet?A To explain why ancient Arctic people found warm food appealingB To explain why ancient Arctic people required a diet that was rich in meatC To explain the difficulties of manufacturing pottery in such a climateD To explain why some foods could not be stored in clay pots4. What does the professor imply a bout ancient Arctic people’s food preferences?A They liked raw foods better than minimaIly cooked foods.B They enjoyed eating foods that had been prepared in contrasting ways.C Their preferences changed dramatically over time.D They liked foods cooked in ceramic vessels better than foods cooked in other types of containers.5. According to the professor, why did ancient Arctic people cook using small fires?(Click on2 answers)A Their pottery could not withstand intense heat.B Small fires made it easier to control cooking speed.C Cooking had to be done indoors.D Fuel was difficult to obtain.6. Why does the student say this:A He wants to make sure the professor is referring to the past and not the present.B He does not understand why making ceramics in the Arctic is considered challenging.C He thinks the fact that ancient Arctic people made ceramics requires some explanation.D He does not believe the ancient Arctic people actually made ceramics.托福TPO45听力答案CONVERSATION1:1.AC 2.B 3.BC 4-5.AC CONVERSATION2:1-3.DCB 4.AD 5.D LECTURE1:1-6.CDADDBLECTURE2:1-3.ADC 4.AC 5.AB 6.D LECTURE3:1.A 2BABB 3-6.CBDC LECTURE4:1-4.ABCB 5.CD 6.C1.林黛玉：三生石畔，灵河岸边，甘露延未绝，得汝日日倾泽。
托福TPO42听力题目+答案+MP3音频下载
托福TPO42听⼒题⽬+答案+MP3⾳频下载⼩编整理2017年托福听⼒真题+答案+MP3听⼒，给各位托福考⽣。
托福界常说得听⼒者得天下，⾜以说明听⼒对托福来说是重中之重，希望⼩编带来的内容会给的为考⽣带来帮助。
Conversation1QUESTIONS1. Why does the student want to talk to the professor?A. To let him know that she has no background in artB. To discuss the topic of her art history paperC. To inform him that she is unable to print out the class syllabus atthe computer labD. To get another copy of the material from class2. What point does the professor make about the early Bauhaus school?A. Its intention was to create a distinctive artistic style.B. It started out with a focus on architecture.C. It was conceived as an experiment in education.D. Its founding director supported traditional classroom teaching.3. Why does the student mention her German studies?A. To indicate that she is interested in different fields of studyB. To indicate that she knows about the German art schoolC. To explain why she is taking a class about BauhausD. To explain why she thinks Bauhaus centered on architecture4. What is the professor s opinion about how Bauhaus works should bedisplayed?A. They should focus on a famous Bauhaus artist.B. They should reveal the diversity of the Bauhaus.C. They should be based on a single Bauhaus technique.D. They should be arranged by time period5. What does the professor say about the museum that the student is required to visit?Click on 2 answers.A. Its Bauhaus exhibit is organized by themes.B. Its Bauhaus exhibit will not be there much longer.C. It offers students a price reduction on Thursday nights.D. It will probably be quite crowded next weekend.Conversation2QUESTIONS1. Why does the student go to see the man?A. To register her group to perform for Parents’ WeekendB. To change the date when her dance group will give a performanceC. To complain about the floor in a newly built rehearsal roomD. To find out when a room she reserved will be available2. Why is the student s group unable to rehearse in the student center?A. The rehearsal space was overbooked.B. The building is being renovated.C. The rehearsal space was replaced by a game room.D. The group did not reserve a rehearsal room.3. What two points do the speakers make about tap dancing?Click on 2 answers.。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
听力对于各位托福考生来说至关重要!托福TPO听力也是托儿必刷的。
小编给托福考生们带来了TPO听力44文本，希望可以帮助广大托福考生轻松备考托福。
1. Why does the student go to see the professor?
A. To get his opinion about why a project she recently completed had
unexpected results.
B. To discuss how a topic covered in class is similar to her group’s
research topic.
C. To ask him for suggestions to address a problem in her research.
D. To discuss the professor's concern about her group's research
project.
2. In response to the professor’s question, what does the woman say about
Tom and Jane?
A. They are working on an assignment for another class.
B. They are already observing students for the research project.
C. They are dealing with a technical issue at the library.
D. They are making arrangements at the library for their research
project.
3. What had the group of students planned to research?
A. The effect of noise on the productivity of library employees.
B. The effect of changing the amount of light in the library.
C. The study habits of students in the library.
D. The effect that being observed while studying has on students.
4. Why does the professor mention lighting?
A. To explain why production costs gradually increased over the years at
a manufacturing plant
B. To give a reason for a decline in productivity at two manufacturing plants
C. To compare the working conditions at two manufacturing plants
D. To give an example of a working condition that was adjusted at a manufacturing plant
5. Why does the student say this?
A. She is disappointed with the observations that the members of her group have made so far.
B. She does not understand the point that the professor is making.
C. She wants to determine a way for her group to make observations in secret.
D. She is aware that her group’s presence might affect student behavior.
Conversation 2
1. Why does the student go to see the professor?
A. To find out whether the university gallery accepts student artwork.
B. To find out how artwork is selected for university gallery exhibitions.
C. To learn the focus of an upcoming exhibition of student artwork.
D. To learn which techniques the professor will cover in his class on abstract art.
2. Why does the student mention Jackson Pollock?。