TPO23-L5 Marine Biology
托福tpo23综合写作及原文材料
托福tpo23综合写作及原文材料托福tpo23综合写作范文及原文材料从1880年开始的一个多世纪以来，黄杉的数量在逐渐减少。
科学家提出了几个假说来解释黄杉数量的下降。
下面是店铺分享的关于黄杉的托福tpo23综合写作材料和范文，希望能对大家有所帮助!托福tpo23综合写作范文In the lecture, the professor points out that the hypothesis made by the reading passage is not adequate to explain why the population of Yellow Cedar is on thedecline. He points out several weaknesses of the statements made by the reading passage.On one hand, the professor claims that insect parasite may not be the fundamental cause of the decline. In fact, he argues that healthy yellow cedar can secrete chemicals which can kill the cedar bark beetles so that they are unlikely to suffer from insect parasite. The trees that suffers insect parasite have already been sick or on the edge of death.On the other hand, the professor asserts that brown bears cannot cause overall decline in yellow cedar population. There is decline both on the mainland of North America and islands along the coast. However, there is no brown bear on the islands at all.What’s more, the professor doubts the hypothesis that the change of climate is to blame for the declination. He admits that the climate has changed rapidly recently. And, if the climate change is the real cause, the number of trees died on the higher elevation should be larger than that on a lower elevation. The fact is, however, on the opposite.托福tpo23综合写作阅读材料：Populations of the yellow cedar, a species of tree that is common in northwestern North America, have been steadily declining for more than a century now, since about 1880. Scientists have advanced several hypotheses to explain this decline.黄杉是北美西北部常见的树木。
威学教育托福听力TPO分类及难度汇总
TPO33 L4 art the goal of the Renaissance garden designers
TPO34 L1 art how the Dadaist style is presented in theater
TPO21 L4 art history the style Alice Neel used to portray her subjects
TPO22 L1 history reasons for the formation of early states
TPO22 L2 astronomy attempts to solve a puzzle related to the sun
TPO22 L3 biology a proposal to reintroduce mega fauna of Pleistocene epoch
TPO22 L4 art history opportunities for mucisians in the 20th century
TPO23 L1 archeology an archeological discovery that changed an accpeted historical view
TPO24 L4 astronomy discoveries about the surface of Venus
TPO25 L1 biology strategies to help extinct species survive
TPO25 L2 art history a composer's experience and style in his lifetime
托福听力TPO学习宝典
How
Long time for rivalry to come down
TPO 24lecture 3—Archeology—Mega fauna
Structure
Content
Intro
Agreat variety of beasts
Two difference medium (reflect back)
2.Dolphins
1)Balancingin the head—no good
2)Melon
A.Fat—different purpose—matchthespped
B.Bursa—transferring sound to the melon into sea water
How
Criticism of the theory
1.No shortage of agricultural lands
2.No sudden population increase
TPO 22lecture 2—Astronomy—Faint Young Sun Paradox
Structure
1.Greenhouse gas effect
1)CO2 much higher than today but not enough to dothejob
2)Ammonia destroyed by the ultra-violet
2.Bright Young Sun
1)Mass loss—not enough to warm the earth
Natural movement from children
【托福英语】TPO23
TPO-23Section 11. What is the cause of the student’s problem?A. She missed the deadline for submitting her announcement to the university website.B. She did not include enough information in her announcement.C. The editors of the university web site did not post her announcement.D. The university web site will not be available to students for several days.2. What did the student’s group to promise the author in order to get him to visit the university?A. That he would have a large audience for his readingB. That his books would be advertised on the university web siteC. That the French Department would pay his travel expensesD. That he would also be able to speak at another nearby university3. What does the man imply about the editors of the university’s web site?A. They are sometimes careless in their handling of studentsB. They sometimes revise students’ announcements before posting themC. They routinely try to predict student interest in upcoming events.D. They usually attend the event advertised on the web site4. What does the man suggest the student do?A. Postpone the event until next weekB. Advertise the event on a more specialized web siteC. Explain her situation to the editors of the university web siteD. Create a poster to advertise the event5. Why does the student say this:A. To suggest that the man contact the French DepartmentB. To express her frustration with the French Department’s requirements for fundingC. To assure the man that the event has the support of the French DepartmentD. To explain why she is asking the man for additional fundingLecture 16. What is the lecture mainly about?A. The methods archaeologists used to reconstruct the Antikythera MechanismB. The influence the Antikythera Mechanism has had on the study of physicsC. A research project in the combined fields of archaeology, physics, and mathematicsD. An archaeological discovery that challenged an accepted historical view7. According to the professor, how did the Antikythera Mechanism work?A. Dials on the device could be turned to calculated a ship’s location at seaB. The device was used to operated the images located on the caseC. Light from the Sun illuminated particular indicators on the case throughout the day8. What is the professor’s attitude about the proposition that the Antikythera Mechanism is over twothousand years old?A. She is confident that the dating is accurateB. She is sure the dating will be revised in the futureC. She is surprised that the dating remains inconclusiveD. She believes that additional testing will be needed to confirm the dating9. According to the professor, why is it unusual to discover a bronze artifact from ancient Greece?A. Bronze objects were often recycledB. Bronze corrodes underwater very quicklyC. Ancient Greeks had limited access to bronzeD. Artists of ancient Greece preferred to work with other materials10. How were archaeologists able to determine how the Antikythera Mechanism operated?A. By comparing it to similar devices used 1,000 years laterB. By using gamma rays to see inside of the mechanismC. By referring to ancient Greek writings about the mechanismD. By consulting with colleagues in the field of physics11. What does the professor imply about the ancient Greeks when she says this:A. They were the first to observe the irregularity in the Moon’s orbitB. They might not have been the inventors of the Antikythera MechanismC. They were more scientifically advanced than is commonly thoughtD. They appeared to have made some errors in their calculationsLecture 212. What is the lecture mainly about?A. Ways of identifying different types of cloudsB. Recent research findings about the causes of global warmingC. The impact of clouds on global temperaturesD. The impact of human activity on cloud formation13. According to the professor, what is Earth’s radiation budget?A. The average temperature difference between land masses and bodies of waterB. The balance between incoming solar energy and reflected solar energyC. The percentage of incoming solar energy that gets trapped in cloudsD. The portion of marine species that has been affected by global warming14. Why does the professor discuss albedo?A. To point out that different surfaces have different reflective propertiesB. To suggest that the reflective surfaces on Earth should be increasedC. To demonstrate how a cloud’s thickness is measuredD. To explain why clear air reflects a large amount of solar energy back to space15. What can be inferred from the lecture about the effects of different types of clouds on Earth’s climate?A. Low, thick clouds increase ocean temperatures much more than high, thin clouds doB. The cooling effect of low, thick clouds is stronger overall than the heating effect of high, thin cloudsC. The effect of low, thick clouds is understood better than the effect of high, thin cloudsD. The effect of low, thick clouds is much more variable than the effect of high, thin clouds16. What does the professor say about microscopic plants in the ocean near Antarctica?A. They have been raising the ocean’s albedoB. Their population is increasing due to global warmingC. They grow more rapidly when cloud cover is thinD. They produce a chemical that leads to cloud formation17. Why does the professor say this:?A. To reintroduce a topic from a previous lectureB. To correct a common misunderstandingC. To encourage students to express their own opinionsD. To revise his previous response to a student’s questionSection 2Conversation 11. Why does the man go to see the professor?A. To discuss a grade he received on a paperB. To get advice about which course he should take next termC. To ask a question about a reading assignmentD. To request permission to take an advanced course2. Why did the professor assign Araby instead of another short story from Dubliner?A. It is not related to the other stories in the collectionB. It is the shortest story in the collectionC. It is told from the narrators point of viewD. It is organized in a predictable way3. What is the professor’s attitude when she discusses the master writer seminar?A. She is surprised that more students do not enroll in itB. She is excited because she learns a great deal from her studentsC. She is pleased because it gives students a strong foundation in literary theory and criticismD. She is disappointed that she does not get to teach it as often as she would like4. What does the man imply when he mentions the paper he has written?A. He feels ready to study literature that is more challengingB. He understands what he must do to improve his gradesC. He already appreciates the uniqueness of James Joyce’s novelsD. He is trying to match his literary styles to James Joyce’s5. What does the professor say about the course on nineteenth-century novels?A. It is one of the courses that she will be teaching next termB. It is offered at a time of day that will work with the man’s scheduleC. It is a natural progression from the course the man is taking nowD. It will compare nineteenth-century novels with a James Joyce novelLecture 36. What is the lecture mainly about?A. Parts of the dolphin’s anatomy that allow it to navigateB. Two different types of communication used by dolphinsC. The way that dolphins store air while swimming underwaterD. The meanings of different signals used by dolphins7. Why does the professor discuss the speed at which sound travels?A. To describe why sounds made under water can travel long distancesB. To show why a person cannot hear a dolphin well when it is under waterC. To compare the speed of two different sounds made by dolphinsD. To explain how sound waves behave when crossing from one medium into another8. What is the dolphin’s melon?A. An oval-shaped bone that lets the dolphin hear soundsB. An organ made of fat tissue that helps a dolphin send sound wavesC. An air filled cavity that lets the dolphin breathe underwaterD. An organ filled with water that helps the dolphin measure depth9. What is the dolphin’s jaw able to do?A. Send rapid clicking sounds into waterB. Increase the speed of soundsC. Receive sound waves that have reflected off objectsD. Force water through the nasal sacs and out the blowhole10. How does the professor organize the information in the lecture?A. By describing a phenomenon and the physics structures that make it possibleB. By describing several of the dolphin’s senses and their relative usefulnessC. By contrasting how the dolphin makes two different types of soundsD. By describing an old theory and then a new theory11. Why does the professor say this:A. To find out whether students are familiar with the lecture topicB. To mention a related topic that will not be discussed in detailC. To mention a common misconception about dolphin vocalizationsD. To point out a primary function of dolphin blowholesLecture 412. What is the main purpose of the lecture?A. To discuss some films the class will be viewingB. To help prepare students for a class assignmentC. To compare two types of filmmaking techniquesD. To talk about the history of screen dance13. What does the professor say that facial expressions are relatively unimportant in live performances?A. To point out that dancing and acting have many differencesB. To emphasize that screen dancers should not be concerned about their facial expressionsC. To give an example of a weakness of modern choreographyD. To suggest a reason why dancers might want to participate in a screen dance14. How does the professor try to make students feel more confident about their assignment? Click on 2answersA. He tells them they will be able to practice editing filmsB. He tells them that technical assistance is available if they need itC. He tells them they will not be graded on the technical aspects of their filmD. He tells them that editing techniques are easy to learn15. Why does the professor talk about a dancer entering and exiting a frame?A. To explain one way of creating a sense of flow in a screen danceB. To point out that some screen dances are filmed on a stageC. To help explain why screen dance is becoming more popularD. To remind students to follow safety guidelines when filming a screen dance16. According to the professor, what does screen dance offer to viewers that live dance does not?A. A chance to see different types of dances being performed at the same timeB. An opportunity to share the enthusiasm dancers have for their artC. A way to see how dance has changed over timeD. A more convenient way to watch dance17. What is the professor’s opinion about the future impact of screen dance?A. It will inspire some stage choreographers to change their methodsB. It will eventually replace live danceC. It will probably build new audiences for live danceD. It will probably discourage some people from entering the dance profession。
托福阅读TPO23答案解析
托福阅读答案1.infrequent不常见的，所以正确答案是uncommon，单词是frequent加否定前缀构成的。
原文说最初encounter怎么样，从十九世纪晚期，awareness变多了，也就是原来很少，所以正确答案是B，其他选项都与多或者少不沾边。
2.以二十世纪做关键词定位至最后一句，说二十世纪的后几十年人们更多花功夫在理解和记录rock art的abundance上，所以正确答案是D，understanding and documenting。
其他选项都没说。
3.relatively相对地，相关地，所以正确答案是comparatively。
原文说对这种art的研究是一个怎么样新的学科在澳洲。
接着说在过去的四十年中，也就是说已经研究了四十年了，也不能算很新，只是时间相对短罢了，所以正确答案B。
A全新，C明显新，和D特别新，都不对。
4.discern辨别，察觉，所以正确答案是identity。
从单词本身看，dis有分开之意，cern有确定，弄清之意，想想concern，所以两者合在一起必然有区分、辨别之意。
原文说australian rock art的stylicorganization究竟是什么，是否有可能怎么样一个sequence或者一种pattern，所以答案是C。
repeat和apply不沾边，indicate有暗示，指明之意，而原文没有，不选。
5.revise修改，所以正确答案是change。
从单词本身看，re表示再次，vise是看，想想supervise和devise，所以两者合在一起必有改的意思。
原文说rock art的年龄一直在怎么样，接着又说因为有新发现，所以更早的定年出现了，所以年龄是被改变了，D正确。
raise错，年龄不能一直被提出；challenge和discuss都没提出结果，而且也跟再次没关系，不选。
6.原句的结构是frequency导致专家采用了一个term，lead to说明存在因果关系，正确答案是 B。
TPO 23阅读详细解析
TPO 231. The word “enormous” in the passage is closest in meaning toA.growingB.frighteningC.very largeD.strictly controlled2. The word “surpass” in the passage is closest in meaning toA.remain belowB.be higher thanC.add toe close to3. According to paragraph 2, how soon heat from a warmed house reaches the outside air greatly affected byA.how well the house is heatedB.how well the house is insulatedC.how many adults live in the houseD.how much sunshine the house receives4. According to paragraph 3, each of the following contributes to making urban areas warmer than the surrounding countryside EXCEPTA.the fuel burned by motor vehiclesB.the capacity to store heat of the materialsused in building a cityC.the easy flow of heat into the ground in cityareas covered by vegetationD.the repeated reflection of solar radiation backand forth among buildings5. According to paragraph 3, why do materials in the countryside have a lower heat capacity than materials in cities do?A.In the countryside in the Sun is the onlyUrban ClimatesThe city is an extraordinary processor of mass and energy and has its own metabolism. A daily input of water, food, and energy of various kinds is matched by an output of sewage, solid waste, air pollutants, energy, and materials that have been transformed in some way. The quantities involved are enormous. Many aspects of this energy use affect the atmosphere of a city, particularly in the production of heat.In winter the heat produced by a city can equal or surpass the amount of heat available from the Sun. All the heat that warms a building eventually transfers to the surrounding air, a process that is quickest where houses are poorly insulated. But an automobile produces enough heat to warm an average house in winter, and if a house were perfectly insulated, one adult could also produce more than enough heat to warm it. Therefore, even without any industrial production of heat, an urban area tends to be warmer than the countryside that surrounds it.The burning of fuel, such as by cars, is not the only source of this increased heat. Two other factors contribute to the higher overall temperature in cities. The first is the heat capacity of the materials that constitute the city, which is typically dominated by concrete and asphalt. During the day, heat from the Sun can be conducted into these materials and stored—to be released at night. But in the countryside materials have a significantly lower heat capacity because a vegetative blanket prevents heat from easily flowing into and out of the ground. The second factor is that radiant heat coming into the city from the Sun is trapped in two ways: (1) by a continuing series of reflection among the numerous verticalimportant source of heat.B.Construction materials in the city are not asgood at keeping buildings warm as they are in the countryside.C.In the countryside the solar heat that flowsinto the ground flows out again quickly. D.Countryside vegetation prevents heat frombeing trapped in the ground.6. How is paragraph 3 organized?A.It describes two factors that contribute to theincreased heat of cities and then provides two causes for the second factor.B.It describes two causes discovered in anearly analysis of the increased heat of cities.C.It describes two factors that contribute to theincreased heat of cities and two other factors that work against it.D.It describes two well-established causes ofthe increased heat of cities and other two whose roles are less well understood.7.The word “configuration” in the passage is closest in meaning toA.locationB.historyC.temperatureD.shape8. According to paragraph 4, what can explain the substantial differences in temperature between one area and other within a well-developed heat island?A.The overall size of the heat island thatincludes the two reasonsB.The intensify of the heat island that includesthe two areasC.Differences between the two areas in thegeneral level of activity, including traffic D.Differences between the two areas in theinsulation materials used in construction9. Paragraph 4 supports the idea that a city’s heat-island intensity would increase ifA.the city went into an economic decline and surfaces that buildings present and (2) by the dust dome, the cloudlike layer of polluted air that most cities produce. Shortwave radiation from the Sun passes through the pollution dome more easily than outgoing longwave radiation does; the latter is absorbed by the gaseous pollutants of the dome and reradiated back to the urban surface.Cities, then, are warmer than the surrounding rural areas, and together they produce a phenomenon known as the urban heat island. Heat islands develop best under particular conditions associated with light winds, but they can form almost any time. The precise configuration of a heat island depends on several factors. For example, the wind can make a heat island stretch in the direction it blows. When a heat island is well developed, variations can be extreme; in winter, busy streets in cities can be 1.7℃warmer than the side streets. Areas near traffic lights can be similarly warmer than the areas between them because of the effect of cars standing in traffic instead of moving. The maximum differences in temperature between neighboring urban and rural environments is called the heat-island intensity for that region. In general, the larger the city, the greater its heat-island intensity. The actual level of intensity depends on such factors as the physical layout, population density, andlost populationB.the city’s economy shifted from hea vyindustry to health care and educationC.there was an upward trend in the average ageof the city’s residentsD.repair work on the streets slowed trafficthroughout the city10. According to paragraph 5, surfaces in the city are generally drier than surfaces in the countryside between periods of rainfall becauseA.in the city gentle rain is much more commonthan heavy rainB.high temperatures in the city speed up theprocess of evaporationC.in the city there are longer periods of dryweather between episodes of rainD.rainwater in the city cannot soak into mostsurfaces and quickly runs off11. The word “modified” in the passage is closest in meaning toA.changedB.blockedC.increasedD.weakened12. According to paragraph 5, which of the following isa factor responsible for the greater air turbulence in urban environments?A.The high speed of the winds travelling abovecitiesB.The greater rainfall totals recorded in citiesC.Attempts to reduce urban air pollutionD.The effects of tall buildings on airflow13. Look at the four squares [■] that indicate where the following sentence could be added to the passage.Another possibility is for the heat island to be stretched along the course of major rivers, since large waterways typically have a warming effect on the air directly above them.Where would the sentence best fit? productive activities of a metropolis.The surface-atmosphere relationships inside metropolitan areas produce a number of climatic peculiarities. For one thing, the presence or absence of moisture is affected by the special qualities of the urban surface. With much of the built-up landscape impenetrable by water, even gentle rain runs off almost immediately from rooftops, streets, and parking lots. Thus, city surfaces, as well as the air above them, tend to be drier between episodes of rain; with little water available for the cooling process of evaporation, relative humidities are usually lower. Wind movements are also modified in cities because buildings increase the friction on air flowing around them. This friction tends to slow the speed of winds, making them far less efficient at dispersing pollutants. On the other hand, air turbulence increases because of the effect of skyscrapers on airflow. Rainfall is also increased in cities. The cause appears to be in part greater turbulence in the urban atmosphere as hot air rises from the built-up surface.14. Cities create climatic conditions of their own through their physical structure and urban activities. Answer ChoicesA.The amount of heat produced in a city will bereduced when cities use the heat from cars to warm homes.B.The built-up landscape of the city readilybecomes a heat island, with greater waterrunoff and special climatic conditions such as low relative humidity and increased air turbulence.C.The materials from which cities are built andthe effects of pollution domes help make urban areas warmer than rural areas.D.Cities tend to be warmer than theirsurrounding areas, in part because they produce heat by burning fuel for heating, powering vehicles, and industrial production.E.In most cities, the heating that results fromsolar radiation is intensified by carbon dioxide, a gas that is present at very high concentrations in cities’ atmospheres.F.During periods without rainfall, the air incities heats up and causes winds to slow down, with the result that pollutants are not dispersed. Cities, then, are warmer than the surrounding rural areas, and together they produce a phenomenon known as the urban heat island. Heat islands develop best under particular conditions associated with light winds, but they can form almost any time. ■The precise configuration of a heat island depends on several factors. ■For example, the wind can make a heat island stretch in the direction it blows. ■When a heat island is well developed, variations can be extreme; in winter, busy streets in cities can be 1.7℃warmer than the side streets. ■Areas near traffic lights can be similarly warmer than the areas between them because of the effect of cars standing in traffic instead of moving. The maximum differences in temperature between neighboring urban and rural environments is called the heat-island intensity for that region. In general, the larger the city, the greater its heat-island intensity. The actual level of intensity depends on such factors as the physical layout, population density, and productive activities of a metropolis.1. By indicating that production was in line with market demands the author means that Dutch farmers were able toA.exceed other European countries inagricultural productionB.produce crops mat were similar tothose popular in other EuropeancountriesC.supply sufficient quantities of theagricultural products that the Dutchpopulation wanted to buyD.satisfy the demand for high qualityagricultural products from the Balticregion2. Which is the sentences below best expresses the essential information in the highlighted sentence in the passage? Incorrect choices change the meaning in important ways or leave out essential information.A.Buying imported grain led to the Dutchdemanding that other foodstuffs andconsumer goods be imported.B.Because the Dutch were able to importinexpensive grain, they had moneyavailable to create a demand for otherfood products and consumer goods. C.Keeping the price of grain low was aprimary goal of the Dutch at a timewhen they could not produce enoughgrain to provide for all their needs. D.The demand for other foodstuffs andconsumer goods forced the Dutch toimport grain and other products at atime when maintaining low prices wasespecially important.3. The phrase “Apart from” in the passage is closest in meaning toA.BesidesB.DespiteC.As a result ofD.Instead ofSeventeenth-Century DutchAgriculture Agriculture and fishing formed the primary sector of the economy in the Netherlands in the seventeenth century. Dutch agriculture was modernized and commercialized new crops and agricultural techniques raised levels of production so that they were in line with market demands, and cheap grain was imported annually from the Baltic region in large quantities. According to estimates, about 120,000 tons of imported grain fed about 600,000 people: that is about a third of the Dutch population. Importing the grain, which would have been expensive and time consuming for the Dutch to have produced themselves, kept the price of grain low and thus stimulated individual demand for other foodstuffs and consumer goods.（亚麻，茜草，油菜和烟草，啤酒花，芜菁）Apart from this, being able to give up labor-intensive grain production freed both the land and the workforce for more productive agricultural divisions. The peasants specialized in livestock husbandry and dairy farming as well as in cultivating4. According to paragraph 2, the increases demands on Dutch agriculture made by urban consumers had which of the following results?m A.Seasonal shortages of the productsconsumers most wantedB.Increased production of high-qualitygrain productsC.Raised prices charged by peasants tourban consumersD.Different ways of caring fordairy-producing animals5. The word “consumption” in the passage is closest in meaning toA.saleB.storageC.exportationD.utilization6. According to paragraph 3, the modernization of agriculture in the Netherlands was evident in all of the following ways EXCEPT:A.The production of fruits and vegetablesbecame a commercial venture.B.The wealthy stopped growing fruitsand vegetables in their gardens andgrew flowers instead.C.Horticultural produce was transportedto city markets by water.D.Many more people were able to affordto eat fresh fruits and vegetables.7. Select the TWO answer choices that, according to paragraph 4, indicate two methods people used to increase the productivity of their land. To receive credit you must select TWO answersA.They planted different crops indifferent sections of the farm eachyear.B.They used improved irrigationmethods to increase the yield of crops.C.They increased the use of fertilizers tosupply more nutrients to plants. industrial crops and fodder crops: flax, madder, and rape were grown, as were tobacco, hops, and turnips. These products were bought mostly by urban businesses. There was also a demand among urban consumers for dairy products such as butter and cheese, which, in the sixteenth century, had become more expensive than grain. The high prices encouraged the peasants to improve their animal husbandry techniques; for example, they began feeding their animals indoors in order to raise the milk yield of their cows.In addition to dairy farming and cultivating industrial crops, a third sector of the Dutch economy reflected the way in which agriculture was being modernized-horticulture. In the sixteenth century, fruit and vegetables were to be found only in gardens belonging to wealthy people. This changed in the early part of the seventeenth century when horticulture became accepted as an agricultural sector. Whole villages began to cultivate fruit and vegetables. The produce was then transported by water to markets in the cities, where the consumption of fruit and vegetables was no longer restricted to the wealthy.As the demand for agricultural produce from both consumers and industry increased, agricultural land became more valuable and people tried to work the available land more intensively and to reclaim more land from wetlands and lakes. In order to increase production on existing land, the peasants made more use of crop rotation and, in particular, began to apply animal waste to the soil regularly, rather than leaving the fertilization process up to the grazing livestock. For the first time industrial waste, such as ash from theD.They used new horticultural practicesto produce different varieties of plantsin the same section of the farm.8. The word “they” in the passage refers toA.merchantsB.hectaresC.windmillsD.drainage pumps9. According to paragraph 5, which of the following was an important reason why land-reclamation projects in the first half of the seventeenth century proceeded rapidly?A.Windmills became powerful enough torun drainage pumps efficiently.B.Merchants invested large amounts ofmoney in reclamation.C.High interest rates discouraged peoplefrom buying land already available. D.Reclaimed land was much moresuitable for agriculture than theexisting land.10. The word “legendary” in the passage is closest in meaning toA.continuousB.well documentedC.famousD.expensive11. The word “astonishing” in the passage is closest in meaning toA.incredibleB.unfortunateC.predictedD.evident12. Which of the following best describes the organization of the passage?A. A presentation of a theory and theevidence in favor of itB. A general statement followed by soap-boilers, was collected in the cities and sold in the country as artificial fertilizer. The increased yield and price of land justified reclaiming and draining even more land.The Dutch battle against the sea is legendary. Noorderkwartier in Holland, with its numerous lakes and stretches of water, was particularly suitable for land reclamation and one of the biggest projects undertaken there was the draining of the Beemster lake which began in 1608. The richest merchants in Amsterdam contributed money to reclaim a good 7,100 hectares of land. Forty-three windmills powered the drainage pumps so that they were able to lease the reclamation to farmers as early as 1612, with the investors receiving annual leasing payments at an interest rate of 17 percent. Land reclamation continued, and between 1590 and 1665, almost 100,000 hectares were reclaimed from the wetland areas of Holland, Zeeland, and Friesland. However, land reclamation decreased significantly after the middle of the seventeenth century because the price of agricultural products began to fall, making land reclamation far less profitable in the second part of the century.Dutch agriculture was finally affected by the general agricultural crisis in Europe during the last two decades of the seventeenth century. However, what is astonishing about this is not that Dutch agriculture was affected by critical phenomena such as a decrease in sales and production, but the fact that the crisis appeared only relatively late in Dutch agriculture. In Europe as a whole, the exceptional reduction in the population and the related fall in demand for grain sinceexamples and relevant detailsC. A analysis of a problem and its solutionD. A series of statements leading to aconclusion13. Look at the four squares [■] that indicate where the following sentence could be added to the passageSome villages specialized in growing cabbages and carrots; others grew onions, mustard, and coriander; and still others produced fruit and cultivated trees in nurseries.Where would the sentence best fit?14. Agriculture formed one of the primary sectors of the economy in seventeenth-century Netherlands.A.The Baltic region produced largequantities of grain for export to otherregions, including the Netherlands. B.The richest people grew enough fruitsand vegetables to supply the entirecountry with fresh produce.C.An agricultural crisis that began inEurope did not affect Dutchland-reclamation projects.D.Specialization in dairy farming,industrial crops, and horticultureallowed the Dutch to be moreproductive than some other regions inEurope.nd reclamation and improvementallowed the Dutch to meet demands fortheir agricultural products.F.Because the Dutch had specialized the beginning of the seventeenth century had caused the price of agricultural products to fall. Dutch peasants were able to remain unaffected by this crisis for a long time because they had specialized in dairy farming industrial crops, and horticulture. However, toward the end of the seventeenth century, they too were overtaken by the general agricultural crisis.In addition to dairy farming and cultivating industrial crops, a third sector of the Dutch economy reflected the way in which agriculture was being modernized-horticulture. ■In the sixteenth century, fruit and vegetables were to be found only in gardens belonging to wealthy people. ■This changed in the early part of the seventeenth century when horticulture became accepted as an agricultural sector. ■Whole villages began to cultivate fruit and vegetables. ■The produce was then transported by water to markets in the cities, where the consumption of fruit and vegetables was no longer restricted to the wealthy.their agricultural output they were less susceptible to the crisis that Europe experienced from the beginning of the century.1. The word “infrequent” in the passage is closest in meaning toA.puzzlingB.uncommonC.questionableD.undocumented2. According to paragraph 1, the twentieth-century approach to studying Australian rock art was different from earlier approaches because the twentieth-century approachA.recognized that many different groupsof Aborigines created Australian rock artB.concentrated on a limited range ofAboriginal rock artC.examined Aboriginal art from anAboriginal rather than from a European perspectiveD.focused more intensely onunderstanding and documenting rock art3. The word “relatively” in the passage is closest in meaning topletelyparativelyC.apparentlyD.particularly4. The word “discern” in the passage is closest in meaning toA.indicateB.applyC.identifyD.repeat5. The word “revised” in the passage is closest inRock Art of the AustraliaAboriginesEver since European first explored Australia, people have been trying to understand the ancient rock drawings and cavings created by the Aborigines, the original inhabitants of the continent. Early in the nineteenth century, encounters with Aboriginal rock art tended to be infrequent and open to speculative interpretation, but since the late nineteenth century, awareness of the extent and variety of Australian rock art has been growing. In the latter decades of the twentieth century there were intensified efforts to understand and record the abundance of Australian rock art.The systematic study of this art is a relatively new discipline in Australia. Over the past four decades new discoveries have steadily added to the body of knowledge. The most significant data have come from a concentration on three major questions. First, what is the age of Australian rock art? Second, what is its stylistic organization and is it possible to discern a sequence or a pattern of development between styles? Third, is it possible to interpret accurately the subject matter of ancient rock art, bring to bear all available archaeological techniques and the knowledge of present-day Aboriginal informants?The age of Australia’s rock art is constantly being revised, and earliermeaning toA.discussedB.raisedC.challengedD.changed6. Which of the sentences below best expresses the essential information in the highlighted sentence in the passage? Incorrect choices change the meaning in important ways or leave ways or leave out essential informationA.The oldest rock art sites have simplermotifs than the best known sites of Panaramitee North.B.Because motifs primarily associatedwith the Panaramitee region are common in the oldest sites the term Panaramitee style has become the general term for rock art of this type.C.Because the Panaramitee style is socommon in the older sites, researchers have described it most extensively. D.The motifs carved in the rocky surfaceof the Panaramitee region make up the oldest form of rock art discovered in Australia.7. According to paragraph 4, researchers have organized and structured Australian rock art by distinguishing between which of the following?A.Images found at Panaramitee North andimages found in other parts of Australia B.Images found in a particular type ofrock layer and images found in other types of rock layersC.Images that have geometric elementsand images that have figurative elementsD.Images that are typically found and datings have been proposed as the result of new discoveries. Currently, reliable scientific evidence dates the earliest creation of art on rock surfaces in Australia to somewhere between 30,000 and 50,000 years ago. This in itself is an almost incomprehensible span of generations, and one that makes Australia’s rock art the oldest continuous art tradition in the world.Although the remarkable antiquity of Australia’s rock art is now established, the sequences and meanings of its images have been widely debated. Since the mid-1970s, a reasonably stable picture has formed of the organization of Australian rock art. In order to create a sense of structure to this picture, researchers have relied on a distinction that still underlies the forms of much indigenous visual culture—a distinction between geometric and figurative elements. Simple geometric repeated patterns—circles, concentric circles, and lines—constitute the iconography (characteristic images) of the earliest rock-art sites found across Australia. The frequency with which certain simple motifs appear in these oldest sites has led rock-art researchers to adopt a descriptive term—the Panaramitee style—a label which takes its name from the extensive rock pavements at Panaramitee North in desert South Australia, which are covered with motifs pecked into the surface. Certain features of these engravings lead to the conclusion that they are of great age—geological changes had clearly happened after the designs had been made and local Aboriginal informants, when first questioned about them, seemed to know nothing of their origins. Furthermore, the designs were covered with “desertimage that are rarely found8. According to paragraph 4, all of the following are signs of the great age of the Panaramitee engravings EXCEPT:A.The engravings consisted of simpleanimal drawings.B.The engravings were covered with alayer of a substance known as “desert varnish”.C.Local Aborigines who were askedknew nothing about the origin of the engravings.D.Geologic changes had occurred afterthe engravings were made.9. Why does the author include information about Tasmania in paragraph 4?A.To provide evidence that thePanaramitee style is widespread and of great ageB.To prove that Aboriginal Australianscould not have made the carvings in TasmaniaC.To indicate how researchers havedetermined how long ago Tasmania separated from the mainlandD.To illustrate the importance ofgeometric rock art to tourism in Tasmania10. According to paragraph 5, the complex figurative style differs from the geometric style in that the complex figurative styleA.varies significantly from region toregionB.is more meaningfulC.appears on only a few types of rocksD.has changed little overtime11. According to paragraph 5, Lesley Maynard made which of the following suggestions about Australian rock art?A.There were a pattern of human figures varnish,” a glaze that d evelops on rock surfaces over thousands of years of exposure to the elements. The simple motifs found at Panaramitee are common to many rock-art sites across Australia. Indeed, sites with engravings of geometric shapes are also to be found on the island of Tasmania, which was separated from the mainland of the continent some 10,000 years ago.In the 1970s when the study of Australian archaeology was in an exciting phase of development, with the great antiquity of rock art becoming clear. Lesley Maynard, the archaeologist who coined the phrase “Panaramitee style,” suggested that a sequence could be determined for Australian rock art, in which a geometric style gave way to a simple figurative style (outlines of figures and animals), followed by a range of complex figurative styles that, unlike the pan-Australian geometric tradition tended to much greater regional。
英语考试 托福】tpo23听力文本 共(7页)
TPO 23:CONVERSATION 1Narrator: Listen to a conversation between a student and the director of campus activities.Student: I'm here 'cause... well, there's something I don't understand. I set an announcement for an event. And this morning I checked the events section of the university's website. And nothing, there is no mention of it.Director: And when did you summit this request?Student: Last Wednesday. I followed the instructions very carefully. I am sure it was Wednesday, because know announcements have be submitted three business days ahead of the posting day.Director: And what's it for?Student: A reading.Director: A reading?Student: Yes. A poetry reading.Director: Oh, OK. When is it?Student: In three days. It is an author from France we have been trying to get for a while. And now that he has finally agreed to come, no one will be there.Director: Wow. This person is really coming all the way from France?Student: Oh, no. He is teaching promising there will be in New York City this year. We were able to sell him on a nice size crowd , felt confident about that. Because the idea by I know how enthusiastic our group is.Director: And your group ? do you have a name?Student: Um ? it is kind of a loose group, you know, just a bunch of students in the French department who are interested in French literature. There's no formal structure or anything. I guess you could call us the French Literature Reading Group.Director: OK. And it is a recognized group? By the university, I mean.Student: NoDirector: OK.Student: But the French Department is funding this, on the condition that we do all the legwork.Director: All right. Hold on a second while I check. Well, it looks like we did receive your announcement last Wednesday. Uh, looks like the editors must have decided not to include your event in this week's listings.Student: Not included? Why?Director: Well, we don't post things automatically. We get so many requests that we couldn't possibly post them all. So events that are thought to be too specialized, without the potential for really wide appeal...Student: Wow, I got to say that does surprise me. What am I going to do now? I mean, he really is quite famous. I really do think there would be a genuine interest beyond my group. It would be a shame if no one shows up because there isn't enough publicity. Is there anyone else I can talk to?Director: I don't think that would do you much good since we are already working on next week's schedule. But maybe you could ask the French department to post the announcement on its website. And maybe you could approach some other departments as well, you know, relevant ones.Student: I knew we should have done a poster. But everybody was like, oh, you can just post it online. In any event, thanks for you help. It's something to consider.TPO23 Lecture l- Archaeology (Antikythera (Mechanism) Narrator: Listen to part of a lecture in an archaeology class.Professor: I was talking to one of my colleagues in the physics department the other day, and weended up discussing how one discovery can change everything. My colleague mentioned how the theory of relativity completely changed the field of physics. At any rates, that conversation got me thinking about archaeological finds that really changed our understanding of ancient civilizations. So I want to talk about the discovery of the Antikythera Mechanism.The Antikythera Mechanism was found a hundred years ago, under water in an ancient Greek shipwreck in the Mediterranean Sea. It was in extremely poor condition and in many corroded pieces. But once we figured out what it was and reconstructed it. Well, I simply don't have the words to convey how extraordinary this find was.The Antikythera Mechanism is a relatively small device, roughly the size of a shoebox, made of gears fitted inside a wooden case. In its original state, there were rotating dials and other indicators on the top, with letters and drawings showing the Sun, the phases of the moon and different constellations. Inside the box, bronze gears would have rotated the displays. The displays, uh, the indicators of the Antikythera Mechanism, would then moved to show the motion of the Sun and moon relative to the planets and stars. The device could be used to tell the different phases of the moon and much more.Well, scientists have recently analyzed the inscriptions on the mechanism and re-examine the other cargo in the ship wreck, and the evidence makes an absolute case that this device dates back to ancient Greece somewhere between 150 and 100 B.C.E. What makes that so fascinating is that before we found the Antikythera Mechanism, the earliest device we had that could track the Sun and moon like this was invented over 1,000 years later. So when this was first found, people literally would not believe it. Some of my colleagues insisted it had to have been made well after 100 B.C.E. But this physical evidence was conclusive. It was that old.Of course part of what made this find so unusual is that the Antikythera Mechanism is constructed of bronze. Now, it is not that bronze was all that rare in Greece then, it is just that bronze was valuable and could easily be recycled. It would have been relatively easy for a person with knowledge of metals to melt down bronze objects and forge them into ? well, say, coins. Bronze was used to made money back then. Or mold the bronze into anything else of value for that matter.We are very fortunate that the device ended up under water, because otherwise it probably would have ended up recycled into ? who knows what. Now, it was a challenge to figure out the Antikythera Mechanism. It spent over 2,000 years at the bottom of the sea before it was discovered. And even after it was discovered, it was still a number of years before we really understood what it was. You see, the mechanism had corroded underwater, and many of the gears were stuck together in a mass. Cleaning it was only partly successful. We could only get a good look at the structure of the gears after gamma-rays were used to see inside, very similar to the way X-rays are used to see your bones.Now, once we got a good look inside, we saw a really complex device. The many gears not only moved in a way that could indicate the phases of the moon. The Antikythera Mechanism also tracked both the lunar year and the solar year. Additionally, the gears also moved to match the motions of the planet and predicted eclipses. But one thing that is particularly notable is that the mechanism was so precise that it even took into account a particular irregularity in the moon's orbit, which requires some very complex math to replicate in mechanical device.You could say that the Antikythera Mechanism was a very precise calendar, which stands to reasons calendars were very important to ancient peoples. Religious festivals had to be held at the right time of year, crops needed to be planted at the right time as well. And let's not forget that eclipses in planetary motions had important symbolic meanings.TPO23 Lecture2 - Environmental Science (Earth Budget) Narrator: Listen to part of a lecture in an environmental science class.Professor: Basically, a cloud either contributes to the cooling of Earth's surface or to its heating. Earth's climate system is constantly trying to strike a balance between the cooling and warming effectsof clouds.It's very close, but overall the cumulative effects of cloud are to cool Earth rather than heat it. And this balance between the amount of solar radiation, energy from the Sun, that's absorbed by Earth, and the amount that's reflected back into space. We call this Earth's radiation budget. And one way we keep track of the radiation budget is by looking at the albedo of the different surfaces on the planet.A surface's albedo is the percentage of incoming solar energy, sunlight, that's reflected off that surface back into space. Oceans have a low albedo, because they reflect very little energy. Most of the solar energy that reaches the ocean gets absorbed and heats the water. Um... rainforests also have low albedos. Well, by contrast, deserts and areas covered by ice and snow, these places have high albedos. And clouds, in general, cloud also have high albedos. That means that a large percentage of the solar energy clouds receive is reflected into space.OK. Now, when we say that clouds have a high albedo. We are talking about the effect of all the clouds on earth averaged together. But different types of clouds have different reflective properties, they have different albedos.Student: So which type of clouds cools Earth? And which type heat it?Professor: Well, high thin clouds contribute to heating while low thick clouds cool Earth. High thin clouds are very transparent to solar radiation, like, uh, clear air. So they mostly transmit incoming solar energy down to Earth. There's not much reflection going at all. At the same time, these clouds trap in some of Earth's heat. Because of the trapped heat, these clouds have an overall heating effect.Student: Oh. OK. Since low thick clouds are not transparent to radiation...Professor: Exactly. They block most of the solar energy so it never reaches Earth's surface. They reflect much of it back out into space.Student: So that's how they contribute to cooling?Professor: Yep. And as I said earlier, this cooling effect predominates. Now, what if there was a process that could control the type of clouds that form?Student: Are you talking about controlling the weather?Professor: Well, I am not sure I would go that far. But we recently noticed an increase in cloud cover over an area of the ocean waters around Antarctica. An increased area of low thick clouds, the type that reflects a lare portion of solar energy back to space and cools the Earth.Well, the reason for this increased cloud cover, it turns out, is the exceptionally large amount of microscopic marine plants. Well, the current hypothesis is that these microorganisms produce a chemical, dimetho sulfide that interacts with the oxygen in the air, creating conditions that lead to the formation of the low thick clouds we observed. Well, that's true. It could have huge implications. So, maybe we are talking about controlling the weather. Perhaps, if the microorganisms near Antarctica really are responsible, perhaps we can accelerate the process somehow.TPO 23 Conversation 2Narrator: Listen to a conversation between a student and his English professor.Professor: Hi, Bob. How is it going? Are you enjoying the Introduction to Literature class?Bob: Yeah, it's great. Araby, that short story by James Joyce we read last week, it was awesome.Professor: I'm glad you like it. Most of Joyce's work is very complex. A lot of students say that he is hard to understand. Normally, you wouldn't tackle Joyce in an Intro class, but I'd like to give my first year students a taste of his style, his psychological approach to literature, because ? mainly because it influenced other writers. I only wish we had more class time to discuss it.Bob: Me too. So why did you pick Araby instead of some other story?Professor: Well, um, first you should know that Araby is one of fifteen short stories by Joyce in a book called Dubliners. Uh, all the stories are related to one another, and they are set in the same time period. But Araby is the easiest one to follow. Though all the stories in the collection are written in stream of consciousness, which as you know, means they are told through the narrator's thought,through an inner monologue, as opposed to dialogue or an objective description of events. But Araby is easier because it's linear, the story unfold chronologically.Bob: Still, I wish we could read whole novels by Joyce and discussed them in class.Professor: That's what happens in my Master Writer Class.Bob: Master Writer Class?Professor: Yeah, I teach one on Joyce every spring. It's such a privilege, spending an entire term diving into a single body of work. And my students, they bring so much insight to the table that it's easy to forget who the professor is.Bob: Oh, wow. That could actually solve my dilemma, uh, what I originally wanted to ask you ? um, I am working on my schedule for next term, and I've got room for one more course, and I'd like to take more literature. Could I take your Master Writer Class on Joyce?Professor: I'm sorry. I should have mentioned. Uh, Master Writer is an advanced seminar. So students need to get a strong foundation in literary theory and criticism before I let them in the room.Bob: But I have gotten really good grades on all my paper so far, I'm sure I can keep up. Couldn't you make an exception?Professor: Your grades are excellent. But in our intro class, you are reviewing the basics, like plots, setting and character and getting your first real exposure to different literary styles.Bob: But why do I have to study different styles to understand Joyce's novels?Professor: There are a lot of little details involved in interpreting literature. And like with Joyce. His novels have very unique structures. The only way to appreciate how you meet there is by studying a variety of authors.Bob: Oh, OK. So could you suggest a different literature class then?Professor: Sure. There's doctor Clain's course on nineteenth-century novels. It's more focused than the class you're in now. But it will build on your current knowledge base and give you the background you need. That, plus a couple more foundational classes, and you will definitely be ready for my seminar.Bob: Sweet. Thanks.TPO23 Lecture3 Biology (Dolphins)Narrator: Listen to part of a lecture in a marine biology class.Professor: We have been talking about how sea animals find their way underwater, how they navigate, and this brings up an interesting puzzle, and one I'm sure you'll all enjoy. I mean, everybody loves dolphins, right?And dolphins, well, they actually produce two types of sounds. Uh, one being the vocalizations you are probably all familiar with, which they emit through their blowholes. But the one we are concerned with today is the rapid clicks that they use for echolocation, so they can sense what is around them. These sounds, it has been found, are produced in the air-filled nasal sacs of the dolphin.And the puzzle is how does the click sounds get transmitted into the water? It's not as easy as it might seem. You see, the denser the medium, the faster sound travels. So sound travels faster through water than it does through air. So what happens when a sound wave um ? OK.You've got a sound wave traveling merrily along through one medium, when suddenly; it hits a different medium, what does gonna happen then? Well, some of the energy is going to be reflected back, and some of it is going to be transmitted into the second medium. And ? and ? and if the two media have really different densities, like air and water, then most of the energy is going to be reflected back, very little of it will keep going, uh, get transmitted into the new medium. I mean, just think how little noise from the outside world actually reaches you when your head is underwater.So, how did the dolphin's clicks get transmitted from its air-filled nasal sacs into the ocean water?Because given the difference in density between the air in the nasal cavity and the seawater, we'd expect those sounds to just kind of go bouncing around inside the dolphin's head, which will do it no good at all. If it's going to navigate it, needs those sounds to be broadcast and bounced back from objects in its path.Well, turns out dolphins have a structure in their foreheads, just in front of their nasal sacs, called a melon. Now, the melon is kind of a large sac-like pouch, made up of fat tissue. And this fat tissue has some rather fascinating acoustical properties. Most of the fat that you find in an animal's body is used for storing energy, but this fat, which you find in dolphins, and only in the melon and around the lower jaw. This fat is very different, very rich in oil. And it turns out it has a very different purpose as well.Now, one way to um, modify the overcome this mismatch in the density of air and water would be ? if you travels through velocity of the sound wave, make it precisely match the speed at which water. And that's exactly what marine biologists have discovered the melon Note that the bursa, these little projections at the rear of the melon, are right up against the air-filled nasal sacs. And these bursa, it turns out, are what's responsible for transferring sound to the melon.The sound waves are then transmitted by the bursa through the melon. First through a low velocity core, and then through a high velocity shell, where their speed is increased before they are transmitted into the surrounding seawater. So now the signals can be efficiently transferred into the water, with minimal reflection.The only other place, this special fatty tissue, like that in the melon, the only other place is found in the dolphin, is in the lower jaw. Turns out that the lower jaw, well, it is made of a specially thin bone. And it is very sensitive to vibrations, to sound energy traveling through the seawater. It turns out that the jaw is primarily responsible for capturing and transferring returning sound waves to the dolphin’s inner ear. So these rapid clicks that are sent out bounce off objects, maybe a group of fish swimming over here, a boat coming from over there. The sounds bounce off them and the lower jaw captures the returning sounds, making it possible for the dolphin to sense what's in the surrounding water and decide where to swim.TPO23 Lecture4 Choreography (Screen Dance)Narrator: Listen to part of a lecture in a choreography class.Professor: Now, when you think about choreography, well, uh, for your last assignment, you choreographed the dance that was performed on stage in front of live audience. Now, screen dance is very different. It is a dance routine you will be choreographing specifically to be viewed on a screen, on a computer screen, a TV screen, in a movie theater, any screen. So the question we have to ask is, what's the difference between choreography for a live performance and choreography for on-screen viewing?OK. Think for a minute. When you see a movie, is it just a film of people acting on a stage? Of course not. Movies use a variety of camera angles and creative editing. Movies can distort time, slow movement down, or speed it up, show actors fading in and out of scenes, etc. All of these ? all of these film-making techniques, things that can't be used in a live performance, are possible in a screen dance. Now, we'll cover these concepts in greater detail later, but you should be getting the idea that I don't want you to just film dancers on stage and turn it in as your screen dance project. Uh, Yes? Debbie.Student: But isn't something lost here, Professor Watson? I am a dancer, and when I perform on stage, I am so energized by the audience's reactions, the applause. I actually, and for a lot of dancers, it ? it really inspires us.Professor: You're right. Screen dance, which is a relatively new, isn't for everyone. Uh, some dancers may seem reluctant to participate in your project, because they do thrive on the immediacy ofperforming live. If this happens, you could point out that screen dance offers other ways for dancers to connect to their audience. For example, dancers can express themselves, even change the whole mood of the scene through a facial expression. And you could film close-up shots of their faces. Facial expressions aren't as important in live performances generally, because the choreographer knows that someone in the back row of a theater may not be able to see a dancer's face clearly.Student: But ? um, I have never used a movie camera or edited film before. How will we learn everything we need to know to ? ?Professor: Oh, don't worry. The cameras you will be using are pretty simple to operate. And you'll get to play with the film-editing software several times before beginning your project. You'll also have the option of working with a student in the film department, someone who's familiar with the technology. But the choreography and the end result will be your responsibility of course.Student: Could you talk some more about the film - making techniques, you know, the ones that work best forscreen dances?Professor: I'll show some of my favorite screen dances next week to give you a better idea. But, uh, OK. Here's one technique that can create the illusion of flow in a screen dance. You film the same dancer, entering and exiting the frame several times. Moving slowly at first, then faster and faster. Then in the editing room, you can digitally manipulate these images, like you might put five or ten or twenty copies of that same dancer meeting himself in the middle of the screen, to make it look like he is dancing with himself.Obviously, this can't be done in a live performance. Another example, in one screen dance I saw, the dancers leap through sheets of fire in a big abandoned building. Of course, the building wasn't really on fire. A technique called super-imposing was used. The dancers were filmed and layered in the editing room. The fire was added to the background.Student: That sounds awesome. But if anyone can watch a dance on a computer screen. Why would they pay to go see a live performance? What if screen dance got so popular that it replaced live dance?Professor: Screen dance is an entirely different type of presentation. It could never replicate the immediacy, the kind of drama that live performance offers. There will be an audience for that. I think what screen dance will do, though, is heighten awareness of dance in general. Because it is a way ? u h, it can reach people in their homes, in their workplaces, at anytime really. And if someone discovers that they love dance by watching a screen dance, there's a good chance they will get interested enough to buy a ticket to see a live performance.注：本文所有资料来源于网络。
托福TPO听力高频词(持续添加版)
托福TPO听力高频词（持续添加版）新托福听力场景汇总之LECTURE篇1.生物学antibody抗体to某in毒素immunity免疫immunology免疫学vaccine疫苗fungu真菌bacteria细菌fermentation发酵inflection 传染/感染microorganim/microbe微生物viru病毒difection消毒terilization灭菌biology生物学marinebiology海洋生物学entomology昆虫学ornithology鸟类学microbiology微生物学genetic 遗传学peciology物种学paraitology寄生虫学paleontology古生物学paleontologit古生物学家dinoaur恐龙dieout/e某tinction灭绝mammal哺乳动物carnivore食肉动物rodent啮齿类动物underwater水下的marine海洋的cuba水下呼吸器diving潜水/跳水one-celledorganim单细胞有机体tiue（动植物细胞的）组织protectivecamouflage保护色predator捕猎者oceanicnail蜗牛animaladaptation动物适应性urvivalofthefittet适者生存originofpecie物种起源wildenvironment野生环境inecticide杀虫剂prenatalcare 产后护理habitat栖息地tentacle触须prey捕食navigate导航tinyreceptor接收器nerve/pecimen物种amphibian两栖类动物declineinthenumber数量减少gene基因genetic基因的，遗传的endangeredpecie濒危动物urvival活着的tranition转变/过渡microbe 微生物yeat酵母（菌）bacteria细菌ingle-cell单细胞reptile爬行类动物hatch孵化incubation孵化net巢offpring子孙chewup咀嚼unfertilizedegg未受精卵nutrient营养品nourihment营养品/食物feed喂养cannibalim同类相食repiration呼吸ingetion摄食digetion消化digetiveenzyme消化酶cell细胞nucleu细胞核cytoplam细胞质plamalemma/cellmembrane细胞膜cellwall细胞壁protein蛋白质aminoacid核酸plankton浮游生物heredity遗传mutationofpecie物种变异chromoome染色体geneticengineering遗传工程olitary独居ocial群居bio-diverity生物多样性metamorphoi变态/变形mutation变种variation变异2.动物学消化管eophagu食管tomach胃mallintetine小肠largeintetine大肠anu肛门digetivegland消化腺alivarygland唾液腺liver肝gallbladder胆pancrea胰quirrel松鼠marten貂bat蝙蝠queak（老鼠等）吱吱otter水獭antelope羚羊gorilla大猩猩chimpanzee黑猩猩baboon狒狒hyena鬣狗mooe驼鹿beaver海狸elk麋鹿reindeer驯鹿giraffe长颈鹿rhinocero犀牛hippo河马loth树懒lothful懒惰的frog青蛙tadpole蝌蚪alamander蝾螈corpion蝎子turtle龟lizard蜥蜴chameleon变色龙caymen/crocodile鳄鱼centipede蜈蚣robin知更鸟owl猫头鹰barnacle北极鹅penguin企鹅canary金丝雀chirp（鸟、虫的叫声）vulture秃鹫crane鹤tork鹳ptarmigan雷鸟migrate迁移plumage羽体camouflage伪装wing翅膀bill（鸟）嘴beak（鹰等的）嘴inect昆虫wap黄蜂hornet大黄蜂pider蜘蛛pet害虫worm虫/蠕虫cicada蝉manti螳螂cockroach蟑螂earthworm蚯蚓antenna/tentacle触须larva幼虫3.海洋生物学jellyfih水母nettlefih海蜇coral珊瑚dolphin海豚whale鲸鱼hrimp小虾prawn对虾lobter龙虾crab螃蟹muel贻贝；蚌类clam蛤蜊oyter牡蛎ponge海绵tarfih海星quid鱿鱼；乌贼burro/octopu章鱼ole鳎；鳎目鱼plaice鲽，红斑比目鱼4.植物学botany植物学botanical/botanic植物学的horticulture园艺学aquaticplant水生植物paraiteplant寄生植物root根canopy树冠层/顶棚foliage/leaf叶leaflet小叶roette（叶的）丛生tem茎talk杆leaftalk叶柄hoot/prout嫩芽/抽枝flower花bud花蕾petal花瓣peel/kin果皮hell（硬）果壳huk（干）果壳/（玉米）苞叶trunk树干bark树皮branch树枝bough大或者粗的树枝twig小树枝jungle丛林lawn草坪meadow草地/牧场prairie大草原moe苔藓hrub/buh灌木cluter一簇（灌木）fern蕨类植物horetail木贼类植物clubmoe石松类植物herb草photoynthei光合作用chlorophyll叶绿素ymbioi共生ymbiotic共生的wither/hrivel/fade凋谢bloom花pollen花粉pollinate传授花粉petal花瓣nectar花蜜tiue组织organ器官ytem 系统eed种子everlating永久的crobreed杂交rootpreure根压bore腔/肠coheion-tenion凝聚压力column花柱necroi坏死barren贫瘠的；不生育的futile无用的carbohydrate(tarch)碳水化合物（淀粉）glucoe葡萄糖tarch淀粉fat脂肪protein蛋白质vitamin维他命malnourihed营养不良的nutrition营养perennial多年一生的annual 一年一生的verdant绿油油的，嫩绿的，翠绿的evergreen常青树conifertree针叶树larch落叶松pine松树pruce云杉juniper刺柏；杜松equoia红杉elm榆树walnut核桃树redwood红木树plumbloom梅花orchid兰花chryanthemum菊花waterlily荷花/莲花rhododendron杜鹃花roe玫瑰carnation康乃馨lily百合jamine茉莉花helianthu/heliotrope/unflower向日葵camellia茶花corn/maize/mealie玉米pumpkin南瓜tomato番茄lettuce莴苣cabbage 卷心菜wheat小麦rye黑麦barley大麦oat燕麦5.气象学meteorology气象meteorologit气象学家meteorologicaltation气象站forecat/predict预报climate气候atmophere大气层tropophere 对流层tratophere平流层meophere中间层ionophere电离层e某ophere逸散层coldfront冷锋warmairma热气团current（气）流moiture潮湿，水气pell某种天气持续一段时间vapor蒸汽evaporate 蒸发damp/moit/humid潮湿humidity湿度moiture潮湿/水分aturate饱和dew露frot霜fog/mit雾mog烟雾droplet小水condene浓缩crytal水晶体heet（水、冰、雪的）一层downpour/torrentialrain大雨tempet(torm)/torrentialrain暴风雨drizzle细雨hower阵雨hail冰雹blizzard/nowtorm暴风雪avalanche/nowlide雪崩precipitation （雨、露、雪等）降水thunder雷breeze微风andtorm沙暴monoon季风gale大风whirlwind旋风typhoon台风hurricane飓风tornado/twiter/cyclone龙卷风windcale风级tunami/eimiceawave海啸tidalwave潮汐；浪潮upperatmophere上层大气funnel漏斗云diater/calamity/catatrophe灾难devatation破坏ubmerge淹没drought旱灾convection对流windvelocity风速winddirection风向long-rangeforecat长期预报numericalweatherprediction数值天气预报nephanalyi云层分析；卫星云图6.地质学7.考古学archaeology考古学paleontology古生物学anthropolog人类学archaeologit人类学家pale-anthropologit古人类学家ecologicalanthropologit生态人类学家pychologicalanthropologit心理人类学家originate起源于ancetor祖先hominid人（科）homogeneou 同以种族（种类）的tribe部落clan氏族e某cavation挖掘e某cavate/unearth挖掘ruin遗迹/废墟remain遗产/遗骸artifact手工艺品relic遗物/文物antique古物/古董antiquity古代/古老StoneAge石器时代BronzeAge青铜器时代IronAge铁器时代Paleolithic旧石器时代的Meolithic中石器时代的Neolithic新石器时代的morphology形态学kull颅骨cranial颅骨的foil化石ancientcivilization古代文明caveman山顶洞人culturalrelic文物rockpainting岩画8.地理学沙丘Lagoon咸水湖9.天文学真空infraredray红外线abolutemagnitude绝对量级emiion发射/散发high-reolution高清晰度interferometer干扰仪，干涉仪illuiveobject幻影体faint微弱的image影像gravitationalforce吸引力molten融化的leapyear闰年rotation自传revolution公转blackhole黑洞ultravioletray紫外线luminoity光度lightyear光年10.环保相关ecology生态学ecoytem生态系统balanceofnature自然界生态平衡fauna动物群flora植物群rainforet雨林foodchain食物链acidrain 酸雨greenhoue温室效应infraredradiation红外线辐射ozonelayer/ozonophere臭氧层ultravioletradiation紫外辐射pollutioncontrol污染控制airpollution空气控制waterpollution 水污染no某iou/to某ic有毒的fume（有毒的）废气wate废物olidwate固体废物ewage/watewater污水ewagepurification污水净化wagedipoal污水处理decibel （噪音）分贝11.能源相关foilfuel矿物燃料proceofphotoynthei光合作用olarenergy太阳能nonrenewable不可再生的energyconervation保护能源reource资源energyource能源资源tidalenergy潮汐能fuel-efficient节能型的ruhhour高峰期zeroemiion零辐射wildne野生/天然preervation保护atmophere大气carbon碳dio某ide二氧化物burningofcoalandoil煤油燃烧globalwarming全球变暖greenhoueeffect温室效应rieinealevel海平面上升long-termclimaticchange长期的气候变化environmentalrecyclingcenter再循环利用中心litter/trahgarbage垃圾pollutant污染物deertification沙漠化deforet滥伐森林drought 干旱waterhortage水源缺乏offhorepillage近海岸溢出carbondio某idereleae二氧化碳排放indutrialewage工业污水recycling再循环purify净化deteriorate恶化acidrain酸雨ewagedipoal污水处理environmentprotection环境保护ozonelayer臭氧层watedipoal废物处理emiion（汽车废气的）排放oot烟尘ElNio厄尔尼诺现象12.新技术发明相关13.人类学经典的pothumou死后的14.发展史文学muicalintrument乐器orchetra（管弦）乐队hookrattle摇拨浪鼓pounddru击鼓序曲epilogue尾声建筑architecture建筑学architect建筑学家contruct结构wing辐楼/侧楼deign设计elevator电梯kycraper摩天大楼deignelement设计元素logtructure原木结构cabin小木屋beam梁prototype原型buildingtechnique建筑工艺newmaterial新材料metal-frame金属结构repairperon修理工planetarium天文馆aquarium水族馆archive档案馆officebuilding写字楼cathedral大教堂moque清真寺thetatueofliberty自由女神像thetriumphalarch凯旋门phin某狮身人面像pyramid金字塔catle城堡美术fineart美术oilpainting油画watercolor水彩画tempera蛋彩画ketch速写/素描patel彩色蜡笔画poter海报/招贴画charcoaldrawing木炭画muralpainting/freco壁画engraving版画lithograph石板画landcapepainting风景画tilllife静物画portrait肖像画caricature 漫画pigment颜色，色素canva油画布bruh画笔drawingboard画板perpective透视画法original原作copy临本reproduction/replica复制品genuine真的fake假的gallery美术馆autograph真迹panorama全景画calligraphy书法pate裱糊impreionitictyle印象派风格framing 装框culpture雕塑culptor雕塑家figurine小雕像but半身雕塑像tatue塑像unique唯一的/独特的animator漫画家a某ophonit萨克斯风管吹奏者indigo靛蓝purple紫色。
新托福tpo23听力解释汇总
智课网 TOEFL 备考资料新托福 tpo23听力解释摘要:听力是很多考生都觉得很难的一个环节,大家都会选择 TPO 作为练习资料,但是 TPO 中有很多的难点, 很多考生都不是很理解,今天小编为大家整理新托福tpo23听力解释,大家一起来参考一下吧。
今天小编为大家准备新托福 tpo23听力解释,相信很多考生都对 TPO 的这个环节都有共识,今天小编为大家带来新托福 tpo23听力解释 +原文我们一起来看看吧。
听力原文 :Listen to part of a lecture in a biology class.(female professorNow, plants, like animals, and like us for that matter, need nutrients, substances that provide nourishments, to survive, thrive and grow. We get our nutrients from the food we eat. Plants, though, most plants anyway, absorb their nutrients from the soil, right, through their root systems? OK, but there are plants that don’t get their nutrients from the soil. The places they grow the soil is bad. So they get their nutrients from insects instead, from trapping and digesting insects. They are called carnivorous plants.Carnivorous plants capture insects in different ways. They have different trapping mechanisms: active traps and passive traps. A plant with an active trap, a good example is the Venus flytrap. The Venus flytrap actually moves to capture its prey or parts of it anyway. Its leaves, it has special leaves that are hinged in the middle the two halves of the leaves open and close sort of like a mouth to catch insects. And on these leaves is a sweet nectar that attracts insects. Insects like the sweet stuff. And when they get lured in and land on the leaf, wham! The leaf springs shut. It’s an active trap. And the insectsprings it so to speak. The leaf quickly closes to form a little cage, trapping the insect between the leaves. The Venus flytrap is then able to digest the insect and get its nutrients.But other carnivorous plants, their methods are passive. They don’t have any moving parts to trap things. They have passive traps, like the sundew plant. The sundew plant also produces a sweet nectar that attracts insects. Its leaves are full of little hairs that secrete sweet substance. But what happens when insects land on sundew’s leaves to get the sweet nectar? Well, unfortunately for the in sects, the hairs on the leaves also produce a super sticky glue-like substance. So an insect get stuck and can’t fly away. It basically get glued there allowing the sundew to digest it and absorb nutrients.Question:Using the example of the Venus fly trap and the sundew, describe two ways that carnivorous plants get theirnutrients.范文一:In the lecture, the professor talks about two ways carnivorous plants capture insects. The first way is active trap. For example, Venus fly trap has some parts that can move to catch the prey its leaves are hinged in the middle and the two parts of the leaves look like a mouth. Also its leaves have sweat nectar on them to attract the insects. When insects areattracted by the nectar and land on the leaves, the leaves spring shut and form little cages. Then Venus fly trap can digest the insects and get nutrients. The second way is passive trap. For example, the Sundew plant has no moving parts. It also has sweet nectar on its leaves. But its leaves are full of little hairs. When insects land on the leaves, hairs can produce super sticky glue substance. So the insects get stuck on the leaves and then Sundew plant can digest the insects and absorb nutrients.范文二:The lecture introduces two ways that carnivorous plants get their nutrients. The first way is act ive traps, the plant’s body or part of its body moves to catch preys. Such as Venus flytrap, they have sweet nectar to lure insects and have leaves that can close like a mouth. When insects land on its leaves, the leaves close to form a cage and shut the insects inside. Then they will be able to digest the insects and get the nutrients. The second way is passive traps, such assundew plant. The sundew plant has sweet substance and sticky stuff on its leaves; insects that were attracted by the scent will get stuck on its leaves. In this way, they catch the insects to get the nutrients they need.以上就是小编为大家准备的新托福 tpo23听力解释的部分内容,考生们可以根据自己备考的情况进行索取哦, 更多的 TPO 解释还在等着你哦。
托福听力TPO词汇大全【精品推荐】
托福听⼒TPO词汇⼤全【精品推荐】⽬录学科词汇---Art (5)TPO1 L1 (Contemporary Art) (5)TPO3 L2 (Film History) (5)TPO3 L3 (Art History) (6)TPO7 L1 (Theater History) (6)TPO8 L2 (Art History) (7)TPO9 L1 (Theater) (7)TPO12 L3 (Music History) (8)TPO15 L3 (Art History) (9)TPO16 L2(Music History) (10)TPO16L4(Art History) (11)TPO17L1(Art History) (11)TPO18L2(Art History) (12)TPO19L4(Art History) (13)TPO21L4(Art History) (13)TPO22L4(Music History) (14)TPO23L4(Choreography) (15)TPO24L2(Art History) (15)TPO25 L2(Music History) (16)TPO26 L4(Art Conservation) (17)TPO27 L2 (History of Musical Instruments: Violins) (17)TPO27 L4(Studio Art: Primary Colors ) (17)TPO30 L4 (Music History) (18)TPO31 L1 (Ancient Greek Music & Plato) (18)学科词汇---Literature (18)TPO4 L2 (18)TPO5 L4 (19)TPO6 L3 (Creative Writing) (19)TPO13 L3(Poetry) (20)TPO20 L3(Poetry) (21)学科词汇---Architecture (22)学科词汇---Biology (25)TPO1 L4 (25)TPO2 L2 (botany) (25)TPO8 L1(Animal Behavior) (27)TPO10 L1 (Marine Biology) (28)TPO11 L1 (29)TPO12 L1 (29)TPO14 L2 (30)TPO15 L4 (31)TPO16 L3 (31)TPO17 L4 (32)TPO18 L4 (33)TPO19 L3 (34)TPO20 L4 (35)TPO21L3 (35)TPO22L3 (36)TPO26L2 (37)TPO23 L3 (37)TPO24 L1 (37)TPO25 L1 (38)TPO25L4 (38)TPO27 L1 (38)TPO27 L3 (39)TPO28 L2 (39)TPO28 L3 (40)TPO30 L2 (40)TPO31 L3 (40)TPO32 L2 (41)学科词汇---Environmental Science (41) TPO3 L1 (41)TPO6 L4 (42)TPO13 L2(Ecology) (45) TPO17 L2 (45)TPO20 L2 (46)TPO23 L2 (46)TPO29 L1 (Plant Ecology) (47) TPO32 L3 (Earth science) (47)学科词汇---Astronomy (48) TPO2 L4 (48)TPO3 L4 (48)TPO18 L1 (51)TPO19 L2 (51)TPO21 L1 (52)TPO22 L2 (53)TPO24 L4 (54)TPO26 L3 (55)TPO30 L3 (55)学科词汇---Geology (55) TPO1 L2 (55)TPO4 L3 (56)TPO7 L4 (56)TPO9 L3 (57)TPO15 L2 (58)TPO16 L1 (58)TPO31 L2 (59)学科词汇----Chemistry (59) TPO5 L3 (59)TPO8 L4 (60)学科词汇---Computer (60) TPO21 L2 (60)学科词汇---Archaeology (61) TPO1 L3 (61)TPO29 L3 (64)TPO32 L1 (64)学科词汇---History (65)TPO8 L3 (65)TPO10 L2 (European History) (65) TPO17 L3 (66)TPO18 L3 (European History) (67) TPO25 L3 (68)学科词汇---Psychology (68)TPO2 L1 (68)TPO10 L4 (69)学科词汇---Business (70)TPO6 L1 (70)TPO11 L4 (71)TPO12 L2 (72)TPO26 L1 (72)学科词汇---Anthropology (72) TPO7 L3 (72)TPO22 L1 (73)TPO31L4 (74)学科词汇---Sociology (74)TPO5 L1 (74)学科词汇---Linguistics (75)TPO9 L4 (75)TPO19 L1 (76)TPO20 L1 (76)学科词汇---Philosophy (77)TPO2 L3 (77)TPO28 L1 (77)学科词汇---U.S. Government (77) TPO4 L4 (77)学科词汇---ArtTPO1 L1 (Contemporary Art)assignment n. 任务；功课exhibit n. 展览品gallery n. 画廊realistic[?ri??l?st?k] adj.现实的realism n. 现实主义impressionism n.印象主义depict v. 描述；绘画scenen n. 场景；景⾊thickly[?θ?kl?]adv.厚厚地brushstroke[brzt'r??k] n. 笔触texture n.质地，纹理canvas [?k?nv?s] n.帆布rough adj. 粗糙的，崎岖不平的；landscapes ['l?ndskeip] n. ⼭⽔画，风景，地形bleak adj. 阴冷的；荒凉的blurry adj. 模糊的；污脏的pinkish[?p??k??]adj. 带桃红⾊的foreground[?f?r?ɡra?nd, ?for-]n. 前景；突出的地⽅，最显著的位置barn[bɑrn]n. ⾕仓，粮仓；牲⼝棚cattle[?k?tl]n. （总称）⽜，牲⼝；畜⽣posture n. 姿势；态度depiction n. 描写；叙述unideal ['?nai'di?l]adj. ⾮理想的surrounded[s??raund] adj. 被环绕的pumpkin n. 南⽠zigzag adj. 之字形的；曲折的chaotic [ket?k]adj. 混沌的；⼀⽚混乱的vibrant adj. 振动的；充满⽣⽓的hint n. 暗⽰；线索electric blue 铁蓝⾊peek v. 偷看；窥视accessible[?k'ses?bl] adj. 可到达的，易接近的instructor n. 指导者；教员illustration n. 插图；图解portrait n. 肖像，肖像画TPO3 L2 (Film History)category [?k?t??ɡ?ri, -?ɡori]n.类型，部门，种类hybrid[?ha?br?d]n.混合物；混合词；杂种conform[k?n?f?rm]vi.符合；遵照norm[n??rm]n.标准；规范classify[?kl?s??fa?]vt. 分类，归类fiction[?f?k??n]n.⼩说；虚构pioneer[?pan?r]n.先驱者；创始者aquatic[??kw?t?k]adj.⽔⽣的clip [kl?p]n. (电影、⼴播或电视节⽬的)剪辑，⽚段mollusk[?mɑl?sk]n.软体动物narration[n??re??n]n.叙述，故事portray[p?r?tre]vt.描述；描绘uncanny[?n?k?ni] adj神秘的，不可思议的suspicious[s??sps]adj.可疑的；猜疑的seahorse['si?h??s]n.海马celebrated[?s?l??bret?d]adj.有名的，著名的innovator[ ??n??vet?]n.改⾰者；创新者pretty much（⼀般⽤于⼝语强调）很⼤程度上的fancy[?f?nsi]adj.昂贵的；（构思者）奇特的patch[p?t?]vt.修补，拼凑shallow water浅⽔investigate [?n?v?st??ɡet]vt.调查；审查；研究present[pri?zent] vt.介绍documentarist[?d?kju?ment?rist]n.记实⼩说作者，记录影⽚导演（或制⽚⼈）documentary[?dɑkj??m?nt?ri]n.纪录⽚artistic[ɑr?t?st?k]adj.艺术的；有美感的incorporate [?n?k?rp??ret]vi.包含；吸收；合并；混合a fair question ⼀个好问题catch on 变得流⾏straightforward[stret?f?rw?d]adj.直截了当的；坦率的；明确的circle n.(指朋友或有相同兴趣或职业的⼈组成的)圈⼦，界TPO3 L3 (Art History)origin[??r?d??n] n.起源preserve [pr??z?v]vt.保持，保存cave painting 洞⽳壁画Spain [spen]n.西班⽛dating[?deiti?]n.测定年代pipe up（在沉默了⼀阵之后）开始说话，开始讲话（尤指说出令⼈吃惊或奇怪的事情）primitive[?pr?m?t?v]adj.原始的slide[sla?d]n.幻灯⽚masterpiece[?m?st??pis]n.杰作confirmation[?kɑnf??me??n]n.确认，认可；证实be that as it may（倒装句）=Although it may be that 尽管是那样inhabit[?n?h?b?t]vt.居住penetrate[?p?n??tret]vt.穿透torch[t?rt?]n.⽕把，⽕炬virtually[?v?t?u?li]adv.实际上，实质上perspective[p??sp?kt?v]n. 透视；观点；全景vitality[va??t?l?ti]n.活⼒；⽣⽓depict[d?? p?kt]vt.描绘，描画；描述charcoal[?t?ɑr?kol]⽊炭，⿊炭inaccessible ⽆法进⼊的，不可触及的speculate （尤指学术上的）臆测herbivore[?h?:b??v?r] n.⾷草动物rhinoceros[ra??nɑs?r?s]n.犀⽜mammoth[?m?m?θ]n.[动]猛玛（象）bison[?ba?s?n] n.美洲野⽜half-man-half-bison半⼈半⽜outline[?a?t?la?n]n.轮廓utter[??t?]adj.彻底的，完全的，绝对的sheer[??r]adj.纯粹的sheer beauty纯粹的美，这⾥指仅仅为了美感dim the light 把灯调暗TPO7 L1 (Theater History)Realism[?ri??l?z?m]n.现实主义drama[?drɑm?] n.戏剧，剧本pattern[?p?t?n] n.模式construct[k?n?str?kt]n.构想，构筑，构思(思想、作品、体系等)comedy[?kɑm?di]n.喜剧commercially[k??m?:??l?]adv.商业上dramatic[dr??m?t?k]adj.戏剧的，戏剧性的；引⼈注⽬的；激动⼈⼼的devise[d??va?z]vt.想出，设计formula[?f?rmj?l?]n.公式，准则order[??rd?]n.秩序；规则playwright[?ple?ra?t]n.剧作家backward[?b?kw?d]adj.向后的；反向的exposition [??ksp??zn]n.阐述，讲解lyric quotation台词引注feud[fjud]vi.长期不和；结怨，结仇servant[?s?v?nt]n.仆⼈，佣⼈gossip[?ɡɑsip]vi. 传播流⾔，说长道短what a shame 多可惜，多遗憾gentlemen[?d?entlm?n]n.先⽣；绅⼠inciting[in?sait??]adj.刺激的，煽动的incident[ ??ns?d?nt]n.事件；⼩插曲inciting incident引发的事件plot [plɑt]n. （戏剧、⼩说等的）情节proceed [pr??si:d]v.(活动、过程或事件）继续，持续series[?s?riz]n.⼀系列furious [?fj?ri?s]adj.狂怒的，暴怒的apparent [??p?r?nt] adj.易看见的；显然的reversal[r??v?:s?l]n.逆转，颠倒；反复tension[?t?n??n]n.紧张，不安obligatory [??bl?ɡ??t?ri] adj.义务的；应尽的scene[sin]n.场⾯；（戏剧的）⼀场denouement[?denu?mɑ?]n.（戏剧、⼩说等的）结局resolution[?r?z??lu??n]n.解决loose endn.（故事、情况、罪案等）有待解释的地⽅，未了结的部分TPO8 L2 (Art History)instructor[?n?str?kt?]n.指导者，教师option[??p??n]n.选择back up倒退art academy [ɑrt ??k?d?mi]艺术院校decade[?dekeid]n.⼗年founder[?fa?nd?]n.创始⼈；建⽴者canny [?k?ni]精明的，狡猾的，尤形容商⼈premiere[pr??m?r] adj.⾸要的，⾄上的destination[?d?st??ne??n]n.⽬的，⽬标；⽬的地，终点initial [??nl]adj.最初的；开始的trial[?tra??l] n.试验progressive[pr??ɡr?s?v]adj.进步的；先进的；⾰新的established[??st?bl??t]adj.有声望的studio[?studio] n.⼯作室，画室formal[ ?f?rm?l]adj.（学校教育或培训）正规的setting[?s?t??]n.环境;背景;地点criticism[?kritisiz?m]n.鉴定；评论rank[r??k]n.等级；名次incentive[?n?s?nt?v]n.动机；刺激；诱因；⿎励salon[s??l??]n.沙龙；画廊；美术展览会exhibition[?eksi?bi??n]n.陈列，展览make a name成名sculpture[?sk?lpt??]n.雕刻（术），塑像seal [si:l]n.印章seal of approval[si:l ?v ??pru:v?l] 正式认可masterpiece[?m?st??pis]n.杰作，名作interior[?n?t?ri?]n.内部，内景，⾥⾯savvy[?s?vi]adj.有见识的;有经验的fellow student[?fel?u ?stju:d?nt] 同学，同窗TPO9 L1 (Theater)Inventionn.发明Entertainmentn.娱乐，消遣stage design舞台设计site designer场景设计师lane n.⼩路，⼩巷knack[n?k]n. 诀窍；本领show a knack for sth 对于某事显⽰出才能cut up去除illusionn.错觉；幻想suspendvt.暂停；延缓disbeliefn.不相信，怀疑depthn.深度；深处rigidadj.严格的；僵硬的background n.背景sceneryn.风景，景⾊；舞台布景anglen.⾓touch n.风格;⼿法;特有⽅式3 dimensional3D⽴体wild for sth对某事疯狂outdo vt.胜过，优于Eidophusikon⼀种早期的移动话剧场，使观众⾝临其境感受⼤⾃然first glance第⼀眼bushn.灌⽊（丛）lightingn.照明；舞台灯光elaborate vi.详尽说明representationn.表现；陈述synthesizevt.综合；⼈⼯合成；（⾳响）合成trickn.戏法，把戏；计谋mechanical adj.机械的，机械学的multimedian.多媒体adj.多媒体的releasevt.释放constraintn.强制；限制；约束mutual adj.共有的；共同的notable adj.值得注意的；显著的dynamicadj.动态的incredibly adv. 很，极为influentialadj.有影响⼒的unifiedadj. 统⼀的subsequent adj.后来的；随后的sunrisen.⽇出mechanicaladj.机械的，机械学的sailvi.航⾏foreground n.（照⽚、景物等的)前景horizonn.地平线；范围；界限sunlightn.阳光moonlightn.⽉光patternn.模式；花样；图案shadown.阴影；影⼦uniformadj.（形状，性质等）⼀样的；规格⼀致的pioneern.先驱者；创始者thundern.雷声copper sheet铜⽪，铜⽚，薄铜板stormn.暴风⾬，暴风雪TPO12 L3 (Music History)opera[??p?r?]n.歌剧；歌剧艺术plural [?pl?r?l]n.复数；复数形式opus[??up?s] n.作品；乐曲work[w?k]n.(艺术家的)作品Latin['l?tin]n.拉丁⽂；拉丁语lyrics['liriks] n.歌词commonplace[?k?m?npleis]n.平常的事;司空见惯的事venture[?v?nt??]n.风险项⽬linguistic[lɡw?st?k]adj.语⾔的；语⾔学的thematic[θ??m?t?k]adj.主题的;专题的;主旨的secularization[?sekjul?rai?zei?? n]n.凡俗化，还俗，把教育从宗教中分离vehicle[?vi:?kl]n.传播媒介，媒介物Christian Church[?kr?st??n t??t?]n.基督教会evolve [i?v?lv]vi.发展merchant[?m?:t??nt]n.商⼈aristocrat[??r?st??kr?t] n.贵族vernacular[v??n?kj?l?]n.⽅⾔theme [θi:m]n. (作品的)主题presentation[?pr?z?n?te??n] n.表演；演出plaza[?plɑ:z?] n.（城市中的露天）⼴场satire[?s?t?a?r]n.讽刺；讽刺作品commit oneself to致⼒于imprisonment[?m?pr?znm?nt]n.关押，监禁persecution[?p?:s??kju??n]n.（尤指因宗教、政治信仰或种族⽽受到的）迫害restive[?r?st?v]adj.不受管束的melodious[m??l??di:?s]adj.有旋律的；悦⽿的melodrama[?mel??drɑ:m?] n.情节剧，⾳乐剧Galileo[?ɡ?li?lei?u]n.伽利略(1564-1642，意⼤利物理及天⽂学家)Florence[?fl?:r?ns] n.佛罗伦萨（意⼤利城市）countn.计数the counts of a party 指都是社团的成员Renaissance[?r?n??sɑns] n.⽂艺复兴（时期）originate[??rid?ineit]vi.起源于，来⾃；产⽣be confined to局限于migrate[?ma??ɡreit]vi.迁移；移居endure] [in?dju?]vi.持续，持久rhythm[?r?e?m]n.[诗]节奏，韵律The Golden Age黄⾦时代secondary[?s?k?n?d?ri]adj.第⼆的aria[?ɑ?ri?]n.咏叹调solo[?s?ul?u]n.独唱，独奏dominate[?d?mineit]vt.& vi.在…中占⾸要地位accompaniment[??k?mp?ni:m?nt] n.伴奏harpsichord[?hɑ:ps??k?:d] n.竖琴mythology[m??θɑl?d?i]n.神话，神话故事plot[pl?t]n.（戏剧、⼩说等的）情节chivalry[v?lri]n.（中世纪的）骑⼠精神epic[??p?k]n.叙事诗；史诗historical[h??st?r?k?l] adj.历史的，历史上的appropriate[??pr?upriit]vt.盗⽤；挪⽤civil war内战Restoration[?r?st??re??n]adj.（戏剧、建筑等）王政复辟时期的take off(产品、活动、事业等)腾飞，突然成功export[?ks?p?rt]vt.传播，输出（思想或活动）elite[??lit] n.精锐，精英Broadway [?br?:dwei]n.百⽼汇musical [?mju:zik?l]n.⾳乐剧fulfill[f?l?f?l]vt.执⾏；达到quote[kw?ut]——unquote[??n?kw?ut]（⽤于引⽂的开始和结尾）引⽂起——引⽂⽌extraterrestrial[??kstr?t??r?stri?l]adj.地球外的emotion[i?m?u??n]n.情感，感情TPO15 L3 (Art History)printing[?pr?nt??]n.印刷（术）printing pressn.印刷机manual script[?m?nj??skr?pt]n.⼿稿；原稿parchment[?pɑ:t?m?nt]n.⽺⽪纸stretch[str?t?]vt.伸展；张开tension[?t?n??n]n.拉⼒;张⼒predominant[pri?d?min?nt]adj.主要的，占主导地位的prior to在…之前durable[?dju?r?bl]adj.耐⽤的，耐久的；持久的handy[?h?ndi]adj.⽅便的；有⽤的scribe[skra?b]n.（印刷术发明之前的）抄写员monk[m??k]n.修道⼠，僧侣monastery[?m?n?st?ri]n.修道院，寺院erase[i?reiz]vt.擦掉palimpsest[?p?l?mp?s?st]n.重写本customary[?k?st?m?ri]adj.习惯的；通常的；照惯例的scrape[skreip]vt.擦，刮abrasive[??bre?s?v]adj.有磨蚀作⽤的；摩擦的；粗糙的wipe out擦掉original [??rid?in?l]adj.原始的；最初的scholar[?sk?l?]n.学者make out辨认出decipher [d??sa?f?]vt.破译；辨认（潦草字迹）Archimede[?ɑ:ki?mi:di:z]n.阿基⽶德mathematician[?m?θ?m??tn]n.数学家prayer[pr?r]n.祈祷；祈祷⽂art auction艺术拍卖会theorem[?θi?r?m]n.[数]定理diagram [?daɡr?m]n.图表papyrus[p??pa?r?s]n.纸莎草scroll[skr??l]n.(带有⽂字的)卷轴underlying[??nd??laii?]adj.表⾯下的，下层的donate to捐赠Baltimore[?b?:ltim?:]n.巴尔的摩，美国马⾥兰州的⼀城市conservation [?k?ns??vei??n]n.保存；保护ultraviolet light[??ltr??va??l?t la?t] n. 紫外线光breakthrough[?breik?θru:]n.突破；重要技术成就iron[?a??n]n.铁display [dis?plei]v.显⽰，显露TPO16 L2(Music History)genre [??ɑnr?]（⽂学、绘画、⾳乐、电影等艺术作品的）体裁，类型narrow[?n?r?u]adj.狭隘的；（种类或数⽬）有限的social context社会背景patronage [?pe?tr?n?d?]n.资助，赞助composer [k?m?p??z?] n.（尤指古典⾳乐）作曲家earn a living谋⽣，维持⽣活patron [?peitr?n]n.赞助⼈，资助⼈technical advance技术进步transverse flute [tr?ns?v?:s]n.横笛clarinet [?kl?r??n?t] n.[乐]单簧管；⿊管keyboard instrument键盘乐器organ[??:ɡ?n]n.风琴；管风琴harpsichord [?hɑrps??k?rd]n.拨弦古钢琴;⼤键琴profound[pr??fa?nd]adj.深厚的；意义深远的pianoforte[pi:??nf?:te?] n.钢琴（旧称）percussion instrument [p??kn ??nstr?m?nt] n.<⾳>打击乐器string instrument [str?? ??nstr?m?nt]n.弦乐器quill [kw?l] n.⽻⽑管pluck[pl?k]v.弹，拨（乐器）guitar pick 吉他拨⽚felt [f?lt] n.⽑毡hammern.(钢琴的）⾳槌drumstick [?dr?m?st?k]n.⿎槌pianist [pi??n?st]n.钢琴家dynamics [da??n?m?ks] n.⼒度强弱法strike [stra?k]v.打；击turning point n.转折点tone [t?un]n.⾳质；⾳⾊；⾳调convey [k?n?vei] vt.传达，表达capacity [k??p?s?ti]n.能⼒;才能capability abilityexpressiveness [?k?spres?vn?s] n.表现，表⽰Romantic style [r?u?m?ntik]浪漫主义风格coincide with与…⼀致mass production n.⼤规模⽣产proportion [pr??p?:??n] n.⽐，⽐率upper classn.上层社会，贵族阶层middle class n.中产阶级harp [hɑ:p] n.竖琴exceptional [?k?s?p??n?l] adj.优越的；杰出的talent [?t?l?nt] n.天资，才能dramatically [dr??m?t?kl:?] adv.突如其来的;急剧的be surrounded by被…围绕recital [r??sa?tl] n.独唱会; 独奏会virtuoso [?v?:t?u:s??] n.艺术⼤师extraordinary [?k?str??rd?neri] adj.⾮凡的，特别的TPO16L4(Art History)paradigmatic[?p?r?d?ɡ?m?t?k]adj.典型的;范例的stained glass [steind]n.(⽤于装饰性窗户等的)彩⾊玻璃，有⾊玻璃re-assemble [?ri??s?mb?l] v.重新组装decorative [?d?k?r?t?v] adj.装饰的；装潢⽤的scarce [sk?rs] adj.缺乏的，罕见的tabletop [?te?b?l?t?p] n.桌⾯principal [?pr?ns?p?l] adj.最重要的；主要的outline [?autlain] n.轮廓，轮廓线vt.画轮廓strip [str?p] n.长条，条板lead [,led] n.铅lead strip n.铅条ideal [a??di?l]adj.理想的，完美的boundary [?ba?nd?ri]n.分界线；范围solid line n.实线metallic [m??t?l?k] adj.⾦属的compound [?k?mpaund] n.复合物ingredient [?n?ɡridi?nt] n.（混合物的）组成部分copper [?k?p?] n.铜iron [?a??n] n.铁painted glass [?peintid ɡlɑ:s]n.彩⾊玻璃foresight [?f?:?sa?t] n.先见；预见revival[r??va?v?l]n.复活；再流⾏；复兴intricate[??ntr?k?t] adj.错综复杂的lamp shade [l?mp ?eid]n.灯罩innovation [??n??ve??n] n.改⾰，创新electric lighting [??l?ktr?k ?la?t??]n.电⽓照明electric light bulb[??l?ktr?k la?t b?lb]n.电灯泡stream through流过TPO17L1(Art History)prehistoric [?pri:h??st?:r?k]adj.史前的cover [?k?v?]v. (在演讲、课程或书中)讨论，涉及Upper Paleolithic Period旧⽯器时代晚期roughly [?r?fl?] adv.粗略地；⼤体上；⼤致上cave drawing洞⽳壁画portable [?p?:t?bl] adj.便携的；轻便的sculpture [?sk?lpt??] n.雕刻hood [h?d] n.⾯罩;头罩carve [kɑ:v] vi.雕刻ivory [?aiv?ri] n.象⽛mammoth [?m?m?θ] n.[动]猛玛（象）tusk [t?sk] n.（象等动物的）长⽛source [s?:s]n.消息来源a fair question好问题prehistory [pri?h?st?ri] n.史前时期signature [?s?ɡn?t??] n.签名；署名archaeology [?ɑ:ki??l?d?i] n.考古学technique [tek?ni:k]n.(艺术等⽅⾯的)技艺，技法bury [?beri] vt.埋葬stratigraphy [str??t?ɡr?fi]n.地层学archaeologist [?ɑ:kl?d??st] n.考古学家dig [d?ɡ] vt.挖掘site [sa?t]n.遗址;原址stratum [?stret?m]n.岩层；地层；社会阶层intact [?n?t?kt] adj.未经触动的；原封不动的；完整⽆缺的discard [dis?kɑ:d] vt.丢弃，抛弃stratification [?str?t?f??ke??n] n.层理；分层minimum [?minim?m] n.最低限度；最⼩量not necessarily[n?t ?nesis?rili]未必，不⼀定radiocarbon datingn.放射性碳年代测定（法）organic [?:?ɡ?nik]adj.⽣物体的；有机体的decay [di?kei] vt.& vi.（使）腐烂，腐朽charcoal [?t?ɑ:k?ul] n.⽊炭dye [da?]n.染料，染⾊chip off切下reluctant [r??l?kt?nt] adj.不情愿的，勉强的bone [b?un] n.⾻头maximum [?m?ksim?m] n.最⼤的量range [reind?] n.范围narrow down缩减;压缩;减⼩motive [?m?utiv] n.（艺术作品的）主题，题材impose [im?p?uz]vt.把(看法)强加于…I don?t get your point没听懂pre-conceived [?pri:k?n?si:vd]adj.（观点）事先形成的，先⼊为主的presence [?prez?ns] n.出席demonstrate [?dem?nstreit] vt.证明，证实；展⽰；说明sophisticated [s??fistikeitid]adj.精明⽼练的primitive [?pr?m?t?v] adj.原始的trend [trend] n.⾛向；趋向straight line n.直线representation [?repr?zen?ten] n.表现；陈述legal process [?li:ɡ?l ?pr?uses]n.法律程序build a legal case建⽴⼀个法律案件analogy [??n?l?d?i] n.类似，相似；类⽐TPO18L2(Art History)examination [?ɡ?z?m??ne??n] n.检查Roman [?r??m?n]adj.古罗马的sculpture [?sk?lpt??] n.雕刻（术），雕塑portrait [?p?:trit] n.肖像；画像bust [b?st] n.半⾝雕塑像commemorate [k??mem?reit] vt.纪念relief sculpture n.浮雕category [?k?t??ɡ?ri]n.种类; 类别Greek adj.希腊的campaign n.（社会、政治)运动,活动Roman Empire n.罗马帝国（指公元前27年到公元476年的罗马奴⾪制国家）conquer [?k??k?] vt.征服；攻克Mediterranean [?m?d?t??reni?n] n.地中海的；地中海沿岸地区的spoil n.战利品To the victor belong the spoils战利品属于获胜者It?s fair to say 合理地说statue [?st?tju:] n.雕像，塑像dominant [?d?min?nt] adj.占优势的；主导的，⽀配的essentially [??sen??li] adv.本质上，根本上prevalent [?pr?v?l?nt] adj.流⾏的，盛⾏的contemporary [k?n?t?mp??r?ri] adj.当代的，现代的historian [his?t?:ri?n] n.历史学家，史学⼯作者creativity [?krie?t?v?t?] n.创造性，创造⼒reproduction [?ri:pr??d? k??n]n.复制品;仿制品hypothesize [hai?p?θisaiz] v.假设，假定artistic [ɑ:?tistik] adj.艺术的；有美感的classical [?kl?sik?l] adj.古典的，经典的idealization [a??di??la??ze??n] n.理想化dismiss [dis?mis]v.不考虑;不理会decoration [?d?k??re??n] n.装饰，装潢Emperor Augustus皇帝奥古斯Imperial [im?pi?ri?l] adj.帝国的，皇帝的inhabitant [in?h?bit?nt] n.居民，住户coin [k??n] n.硬币distribute[dis?tribju:t] vt.分配，散布；散发。
TPO 10 Lecture 1 Marine Biology
So we have contradictory evidence. And more research might just raise more questions and create more controversies. At any rate, we have a choice. We can believe the molecular data, the DNA, or we can believe the skeleton trail, but unfortunately, not both.
TPO27-Lecture1-MarineBiology
TPO27-Lecture1-MarineBiologyTPO27-Lecture 1- Marine BiologyNarratorListen to part of a lecture in a marine biology class.ProfessorSo we have been fairly thorough in our discussion about coral reefs, which of course are prominent, oceanic features made of hard limestone skeletons produced by tiny coral animals. We've gone over where coral reefs are usually formed - along the edges of shallow ocean banks in tropical or subtropical regions, and the fact that they are declining at an alarming rate. But I don't want to leave you with the impression that all is lost. There are several techniques being employed today that could prove useful in assuring the future of the reefs.Now, we've talked in depth about coral bleaching, or whitening, which as you recall, is a symptom of ...well that the coral is suffering. As you know, coral is very sensitive to water temperature. Even though one or two degree Celsius rise in sea surface temperature for a relatively short amount of time can cause bleaching. Recently, researchers have used data collected by monitoring surface water temperatures to improve the ability of a reef to recover from bleaching. One future possibility is that improved monitoring can help predict where and when bleaching will occur, which might potentially enable us to mitigate its effects.And there's another technique that's been experimented with to try to help coral reefs recover from bleaching. It's called coral transplantation. This involves moving young coral from a healthy reef onto a degraded reef, you know, in an attempt toregenerate the degraded reef by encouraging young healthy coral to take over. There has been some success with this, but it's still somewhat controversial. Some scientists support it because, well for one thing, it means you don't have to rely on the existing coral to reestablish itself because it might not be able to. But in my opinion, transplanting coral should only be used as ... well as a last resort. I mean, this method is not only costly but it's ... well even if it's successful, it still fails to address the ongoing problem, the root causes of the degradation, which really is paramount to devising an effective solution. So I don't really take comfort in the successes they have had with transplantation.Perhaps some more constructive use of our time could be spent at researching corals that do survive, like in areas known as refugia.Refugia are areas on the reef that are seemingly, well resistant to bleaching. See, when coral reefs experience bleaching, it's rarely a case of the whole reef being affected. There are almost always pockets of coral on the reefs that remain unaffected. And these are often the lower areas of the reef, those located in deeper water, where temperatures are lower.Now, we have evidence that corals in these locations are able to escape the destructive bleaching that affects portions of the reef in shallower or warmer water. So in my mind, it's these refugia that are the key components of overall reef resilience. These Would be the area of concentration for researchers to locate and protect those regions as a way to sustain coral reefs.And we can also protect the reefs by protecting the surrounding ecosystems, like mangrove forests and seagrass beds. Both of these grow in coastal waters, often in the vicinity of coral reefs. By protecting these areas, we also protect the coral. Let's take, for example, the mangrove forests. Mangrove rootsystems have the ability to absorb and well trap sediments and pollutants in water that flows through them before they enter the ocean. This of course has beneficial results for the nearby coral reefs.And fishery s management is another key strategy. Overfishing can be seriously disruptive to coral. Let me give you a couple of examples. Overfishing certain species offish and shellfish like snappers, barracudas and even lobsters. Well all of these creatures feed on snails, worms and other organisms that eat coral. So depleting the number of lobsters, for example, means that we are adding to the threat of coral decline. Sea urchins are another example. They eat algae and prevent it from overwhelming the coral. Since the disappearance of sea urchins from the waters up the coast of South Florida, many coral reefs there have been smothered by the uncontrolled growth of algae.。
托福培训丨植物在托福听力中的常见出场方式
托福培训丨植物在托福听力中的常见出场方式朗阁托福培训中心吴灵燕但凡对于托福考试有一点了解的学生就知道生物学在整个托福考试中的重要性，其出现的比例之大可能类似于米饭出现在南方人的餐桌上的概率了。
而从如今的考题趋势来看，现在的考试中生物学的内容不仅仅考动物，植物学以及衍生的农业技术都成为了如今考试的重点。
本文中，朗阁托福培训中心的专家将说说植物在托福听力中的常见考察点。
TPO中出现的部分植物种类首先，我们简略地整理一下TPO中出现的植物。
TPO 32 Lecture 2考到了橡树oak tree。
橡树是世界上最大的开花植物，生命期很长，果实是鼠类的食物，橡树是美国的国树。
这篇文章中提到了食物链关系，考到了老鼠、蛾子、橡树以及橡树叶子的关系。
TPO 27 Lecture 1考到了红树mangrove。
红树一般生长在沿海的岸边，泥土松软的潮肩带，这些地方的基层不怎么稳定，盐分比较高。
红树的根起呼吸作用，并能使它在被水淹没的情况下都能生存，被称为“植物海水淡化器”。
这篇文章主要讲了红树的根能够分解污染物，从而保护珊瑚的生长环境。
TPO 25 Lecture 1考到了榧树Florida Torrey。
榧树属于乔木类植物，榧树的种子有很大的药用价值，能够驱蚊虫。
一、植物的光合作用(photosynthesis)Photosynthesis is a process used by plants and other organisms to convert light, energy, normally from the sun, into chemical energy that can be used to fuel the organism’s activities.不论对于植物还是人类乃至整个地球来说，光和作用都是非常重要的过程。
简单来说，光和作用就是绿色植物利用光能将其所吸收的二氧化碳(carbon dioxide)和水转化为有机物(organics), 并释放出氧气(oxygen)的过程。
托福阅读生物类背景知识及真题
托福阅读生物类背景知识及真题珊瑚礁珊瑚礁(coral reef)是指造礁石珊瑚群体死后其遗骸(remains)构成的岩体。
珊瑚礁的主体是由珊瑚虫(polyp)组成的。
珊瑚虫是海洋中的一种腔肠动物在生长过程中能吸收海水中的钙和二氧化碳，然后分泌出石灰石(limestone)，变为自己生存的外壳。
每一个单体的珊瑚虫只有米粒那样大小，它们一群一群地聚居在一起，一代代地新陈代谢(metabolism)，生长繁衍，同时不断分泌出石灰石，并粘合在一起。
这些石灰石经过以后的压实、石化，形成岛屿和礁石，也就是所谓的珊瑚礁(coral reef)。
达尔文根据礁体与岸线的关系，划分出岸礁(fringing reef)、堡礁(barrier reef)和环礁(atoll)。
fringing reef暗礁沿大陆(mainland)或岛屿(island)岸边(shore)生长发育，亦称裙礁或边缘礁。
现代最长的岸礁沿红海沿岸发育，绵延约2700多公里，分布水深约36米。
中国台湾恒春半岛和海南岛沿岸也有岸礁发育。
barrier reef堡礁又称堤礁，是离岸有一定距离的堤状礁体，它与陆地隔以泻湖(环礁湖)(lagoon)。
现代规模最大的堡礁是澳大利亚昆士兰大堡礁，全长约2000公里，分布水深约30米。
atoll环礁礁体呈环带状围绕泻湖(lagoon)，有的与外海有水道相通。
环礁直径在几百米至几十公里，形态多样。
已知的环礁有330个之多,主要分布在西太平洋的信风带和印度洋热带海域。
环礁多坐落在大洋火山锥上，孤立于汪洋大海之中，展布受洋底火山(volcano)作用的控制，某些也可在大陆架(continental shelf)上见到。
环礁礁坪上常有灰砂(砾)岛或礁岩岛，统称为珊瑚岛。
马绍尔群岛上的夸贾林环礁和马尔代夫群岛的苏瓦迪瓦环礁，面积都在1800平方公里以上，是世界上最大的两个环礁。
南海发育的环礁颇具特色，有泻湖全被封闭的玉琢礁;有泻湖与外海有3个通道的华光礁;还有多通道开放式的永乐环礁，半月形全开放式的宣德环礁。
2021年托福考试听力真题一览（6月19日）
2021年托福考试听力真题一览（6月19日）很多需要完成托福考试的学生，都会通过阅读一些考试的真题来确定考试的形式以及出题的习惯。
那么对于刚刚完成的6月19日的托福考试，就有很多学生想要看它的真题了。
那么今天就给大家带来托福6月19日听力这部分的真题吧。
Conversation：1. Scientific activity2. essay写作规范Lecture：1. Economy污染的三个解决方案regulation tax 奖励消费者recycle2. Biology， marine animals如何stay hydrated以sea snake 为例3. Earth science4. 古埃及的壁画上的出海的场面，以及一些考古证据支持古埃及人是在海上远航过的5. 关于一副莎士比亚肖像画是不是他本人的画像的理论推测6. 化学，介绍一种能自愈的塑料材料1、托福听力考试由两个部分组成的，每个托福听力部分是由一段对话和两个讲座组成。
2、考试时间上每个部分需要听的录音大约是20分钟加上答题时间是10分钟，这样每个部分则需要30分钟的时间。
如果遇到托福听力加试的话，听力加试中的一个部分也是由一段对话和两个讲座组成的，则也需要30分钟。
3、托福听力在没有加试的情况下是60分钟，如果遇到托福听力加试，听力考试的时间延长至90分钟。
托福听力提高第一层：关键词“细节”很多小伙伴们，在平时练习的时候经常说一句话，我听力大致上听懂了，听懂了大概70%到80%，但是我听力只有15分，我到底应该采用什么样的做题技巧？才能让我的听力提分？其实非常简单，就是托福听力，70%到80%的考题，考的都是细节，大约只有20%到30%的考题是在考主题，或者说总结。
你感觉自己听懂了很多，听懂了70%到80%，但是实际上，托福考试并不在意你是否听懂主题，因为听懂主题实在是太容易了。
我们都有这样一个经验，就是我们平时看美剧的时候，哪怕不看字幕，其实我们也能看懂剧情，而其实我们也仅仅能够看懂大致上的剧情，但是你如果让我们抠其中的小细节，其实我们并不清楚。
TPO讲座难度值表
TPO 01
Conversation Rose Frantzen Uranium-Lead Dating Conversation Çatalhöyük Marmots
Archaeology Biology Psychology Botany Philosophy Astronomy Environmental Science Art Art Astronomy Biology Literature Geology Art Sociology Astronomy Art Geology
TPO 05
Conversation Meme Moon Landing
Conversation Spectroscopy Folk Tales and Fairy Tales TPO 06 Conversation Boom and Bust Nightcap Oak Conversation Character Sketch Climate Change in Sahara Desert TPO 07 Conversation the Well-made Play Bats' Use of Ultrasound Conversation Iroquois people & Birch Tree Glacial Movement TPO 08 Conversation Active Habitat Selection Women Artists in Paris Conversation Vision Correction The Periodic Table of Elements TPO 09 Conversation Philippe Jacques de Loutherbourg Shrubs in Tundra Conversation Desert Lakes Features of Human Language TPO 10 Conversation Whales American Food Crops Conversation Phosphorus Cycle Childhood Amnesia TPO 11 Conversation Distraction Display Cape Cod House Conversation Landscape & Climate Advertising
托福阅读之生命科学篇：海洋微生物
托福阅读之生命科学篇:海洋微生物阅读前，先来学习一下文章中的疑难词：Aerobicadj. 需氧的Sedimentn. 沉积；沉淀物penetration n. 渗透；突破；侵入；洞察力respiration n. 呼吸；呼吸作用Extrapolate v. 外推；推断Subduction n.减去oxidized adj. 被氧化的v. 氧化一起开始阅读吧！Presence of oxygen and aerobic communities from sea floor to basement in deep-sea sediments氧气和需氧生物在海底层到海底沉积物下的存在The depth of oxygen penetration into marine sediments differs considerably from one region to another.氧气在海底沉积物中的渗透深度在不同的区域大有不同。
In areas with high rates of microbial respiration, O2 penetrates only millimetres to centimetres into the sediments, but active anaerobic microbial communities are present in sediments hundreds of metres or more below the sea floor. In areas with low sedimentary respiration, O2 penetrates much deeper, but the depth to which microbial communities persist was previously unknown.在那些微生物呼吸活跃的区域，氧气的渗透深度只有毫米到厘米的量值，但是活跃的厌氧微生物群存在于海底沉积物几百米深或者海底更深的地方。
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TPO23-L5 Marine Biology
Narrator
Listen to part of a lecture in a marine biology class.
Professor
We have been talking about how sea animals find their way underwater, how they navigate, and this brings up an interesting puzzle, and one I’m sure you’ll all enjoy. I mean, everybody loves dolphins, right?
And dolphins, well, they actually produce two types of sounds. Uh, one being the vocalizations you are probably all familiar with, which they emit through their blowholes. But the one we are concerned with today is the rapid clicks that they use for echolocation, so they can sense what is around them. These sounds, it has been found, are produced in the air-filled nasal sacs of the dolphin. And the puzzle is, how do the click sounds get transmitted into the water?
It’s not as easy as it might seem. You see, the denser the medium, the faster sound travels. So sound travels faster through water than it does through air. So, what happens when a sound wave, um ... OK. You’ve got a sound wave travelling merrily along through one medium, when suddenly, it hits a different medium, what’s gonna happen then? Well, some of the energy is gonna be reflected back, and some of it is gonna be transmitted into the second medium. And ... and ... and if the two media have really different densities, like air and water, then most of the energy is going to be reflected back, very little of it will keep going, uh, get transmitted into the new medium. I mean, just think how little noise from the outside world actually reaches you when your head is underwater.
So, how did the dolphin’s clicks get transmitted from its air-filled nasal sacs into the ocean water? Because given the difference in density between the air in the nasal cavity and the seawater, we’d expect those sounds t o just kind of go bouncing around inside the dolphin’s head, which will do it no good at all. If it’s going to navigate it, needs those sounds to be broadcast and bounced back from objects in its path.
Well, turns out dolphins have a structure in their foreheads, just in front of their nasal sacs, called a melon. Now, the melon is kind of a large sac-like pouch, made up of fat tissue. And this fat tissue has some rather fascinating acoustical properties. Most of the fat that you find in an animal’s body is used for storing energy, but this fat, which you find in dolphins, and only in the melon and around the lower jaw. This fat is very different, very rich in oil. And it turns out it has a very different purpose as well.
Now, one way to overcome this mismatch in the density of air and water would be ... if you could, um, modify the velocity of the sound wave, make it precisely match the speed at which sound travels through water. And that’s exactly what marine biologists have discovered the melon does.
Note that the bursae, these little projections at the rear of the melon, are right up against
the air-filled nasal sacs. And these bursae, it turns out, are what’s responsible for transferring sound to the melon. The sound waves are then transmitted by the bursae through the melon, first through a low velocity core, and then through a high velocity shell, where their speed is increased before they are transmitted into the surrounding seawater. So now the signals can be efficiently transferred into the water, with minimal reflection.
The only other place, this special fatty tissue, like that in the melon, the only other place is found in the dolphin, is in the lower jaw. Turns out that the lower jaw, well, it is made of a specially thin bone. And it is very sensitive to vibrations, to sound energy travelling through the seawater. It turns out that the jaw is primarily responsible for capturing and transferring returning sound waves to the dolphin’s inner ear. So these rapid clicks that are sent out bounce off objects, maybe a group of fish swimming over here, a boat coming from over there. The sounds bounce off them and the lower jaw captures the returning sounds, making it possible for the dolphin to sense what’s in the surrounding water and decide where to swim.。