托福TPO33听力Conversation1文本+题目+答案解析

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托福机经真题回忆

托福机经真题回忆【听力】Conversation1.小孩做志愿者被问树叶为啥落，去找老师了，老师劝他学植物学2.人最早出现在北美还是哪里，但是出现的证据*了3.问自己申请跨学校借书有没有问题，然后扯了最近工作量大，还没批4.教授和学生说他的作业，说他outline做pre不行，喊他去图书馆查数据5.图书馆的管理人员更新了员工的工作内容，还要求工作内容的细节，做了什么事要详细列出来6.动物的camouflage，提过视觉伪装(acoustic camouflage)7.一种橡树疾病Lecture1.讲地球有一层东西可以让下面岩石move，但有一些地方没有这个layer，怀疑这些地方是水来推动2.艺术类【口语】Task 1选舍友，三种性格哪个好：安静、友善、干净Task2我们应该表扬孩子们做的好的行为，还是惩罚他们不好的行为Task3取消一个放电影的房间，这个房间在图书馆里。

反对。

一个原因是影响不大，可以通过在新的房间里放一些东西来隔离噪音。

二是人们需要看一些电影，但是要去DVD那里租，非常浪费时间Task4business targetingTask5室友拉小提琴太吵，是去图书馆学习还是花钱去住独间【阅读】阅读1.干旱2.糖3.捕鱼业4.关于昆虫的尺寸5.天花板上的画6.地下水7.fungi和grass共生8.罗马文化对侵略地的影响9.蛋壳的形成10.地球环境的演变11.电影的声音12.美国公路13.日本的风景画14.宜居行星的条件【写作】独立写作whether taking a lot of time making an important decision is a good qualityof a person，agree or disagree.综合写作tiger数量减少阅读捕猎和当地居民竞争领地habitat fragmentation听力反驳有一种aircraft可以detect捕猎当地居民可以利用tiger的value，比如让游客参观老虎有一个wild life corridors可以连接两个fragment，所以不是问题。

托福TPO32听力Conversation1文本+题目+答案解析

为了帮助大家高效备考托福，为大家带来托福TPO32听力Conversation1文本+题目+答案解析，希望对大家备考有所帮助。

托福TPO32听力Conversation1文本 Narrator: Listen to a conversation between a student and a bookstore employee. Employee: Hi. Can I help you? Student: Yeah. I need to sell back a textbook. Are you the person I speak to about that? Employee: I am. But we can’t buy textbooks back just yet, because the bookstore’s buyback period isn’t until next Thursday. Student: I thought it started this week. Employee: It is only in the last week of the semester after classes are over. Student: Oh. Well, can you tell me if this book will be on the buyback list? Employee: I can look. But we are still putting the list together. Professors have to tell us what books they’ll definitely need again next semester, and the deadline for them to let us know isn’t for a couple of days. So the list I have here is not really complete. Um…what class was the book for? Student: Intro to economics, with Professor Murphy. Employee: Professor Murphy. OK. I checked earlier and I know she hasn’t gotten back to us on that class yet. So we don’t know if she’ll use the same book next time. Usually if an updated edition of a textbook is available, professors will go for that one. Student: Um…so if this book doesn’t end up on the buyback list, what can I do?I spent over a hundred dollars for it, and I want to get something back. Employee: Well, if a professor didn’t assign it for a class here, we could buy back for a whole seller who would distribute it for sale at another university bookstore. Student: OK. Employee: Anyway…if Professor Murphy does put it on the list, it is important that you come in as early as possible next Thursday. There’s only a limited numberof books we would buy back. Once we get the number of books we need for next semester, we would stop buying them. Student: OK. So how much money will I get for the book? Employee: Well, if it’s on the buyback list, we’ll pay fifty percent of what the new price was. But that also depends on what condition the book is in, so it needs to be cleaned up as much as possible. Student: Cleaned up? Employee: Because used books show wear and tear, you know, water stains, scruffy covers, yellow highlighting…You really need to make sure there are no pencil marks on the book. The price you can get for a text depends on the shape it’s in. Student: You mean I have to erase all the pencil marks? Employee: If you want the best price for it… Student: And what if you decide the book is too beat-up and don’t buy it back? Employee: That does happen. Hmm…well, one more thing you can try is to place an ad in the student newspaper to see if you can sell it directly to another student. 托福TPO32听力Conversation1题目 1.What is the conversation mainly about? A. Reasons that the man wants to sell his textbook. B. How to find out which books are on the buyback list. C. The bookstore’s policies for buying back textbooks from students. D. The student’s deadline for selling old textbooks. 2.According to the woman, when are textbooks added to the buyback list? A. After students have registered for the next semester’s classes. B. After professors receive student evaluations of textbooks. C. After professors inform the bookstore what textbooks they will use the following semester.。

托福TPO34听力Conversation1文本+题目+答案解析

为了帮助大家高效备考托福，为大家带来托福TPO34听力Conversation1文本+题目+答案解析，希望对大家备考有所帮助。

托福TPO34听力Conversation1文本 Narrator: Listen to a conversation between a student and an employee in the university library. Librarian: Ready to check out? Student: Just about. Before I do though, this book on early navigation…I have been using this book quite a bit for a research project. And I'd like to own it actually. And well…it’s an old book, and there were two copies on the shelf just now, so I was wondering if I could buy one. I was talking to this guy the other day, and he said the library sold books on occasion. Is that right? Librarian: He is probably talking about our annual book sale. We have one every spring. Student: OK. How do you decide which books to sell? Are they duplicates? Librarian: A lot are duplicates. If we have more than one copy of a title and it hasn’t been checked out in a few years, in that case it might end up at the sale. Student: I’ve actually tried to find this book online but no luck so far. I was really hoping to buy it. Librarian: Well, that particular book…well, it probably won’t be up for sale this year. Most books in the sale come from off-site storage. Student: Off-site storage? Librarian: That’s where we keep books that haven’t been used for several years. They are still in the catalog, which means they can be checked out if you fill out a form. It takes maybe a day or two to retrieve one of them. Student: I see. Librarian: And then before we decide to include a book in the sale, we review its circulation history again, which can take a while. We’ve got a lot of books in storage. Student: So it’s basically the unpopular books that get put up for sale then? Librarian: Well, that…plus the main thing is to make sure students have access to the information in the books. A lot of them are available in electronic format these days, even the really old ones. You know, they have been preserved that way. Student: So most of the books for sale are older books. Librarian: Well, we get book donations too. And lots of those are new. Again, a librarian reviews them and decides whether to catalogue them or put them up for sale. Student: Is this sale open to the public? Librarian: On the second day. It’s a two-day sale. The first day is for students, faculty and staff though, which is great. We usually need about twenty volunteers for the sale. And well, if you volunteer, you get first shot at everything in advance. Student: Really? What do volunteers have to do? Librarian: You help sort the books and set up the tables. But keep in mind those positions fill up quickly. Now, about this particular book, it wouldn’t hurt to send a formal request to the collection department. They might be able to let you know if it would be up for sale. Student: I’ll do that. Thanks. 托福TPO34听力Conversation1题目 1.What is the conversation mainly about? A. The library’s policies for its annual book sale B. The man’s search for material for his research project C. How the library attempts to preserve old books D. How students can access library books in storage 2.What does the woman say about books in storage? A. They will be put back on the shelves at some point in the future. B. They are mostly older books that were donated to the library. C. They can be checked out by written request.。

综合写作 TPO 33阅读+听力文本

ReadingCurved stone balls are a curious artifact found at a number of locations in Scotland. They date from the late Neolithic period, around 4,000 years ago. They are round in shape; they were carved from several types of stone; most are about 70 mm in diameter; and many are ornamented to some degree. Archaeologists do not agree about their purpose and meaning, but there are several theories.One theory is that the carved stone balls were weapons used in hunting or fighting. Some of the stone balls have been found with holes in them, and many have grooves on the surface. It is possible that a cord was strung through the holes or laid in the grooves around the ball. Holding the stone balls at the end of the cord would have allowed a person to swing it or throw it.A second theory is that the carved stone balls were used as part of a primitive system of weights and measures. The fact that they are so nearly uniform in size--at 70 mm in diameter-- suggests that the balls were interchangeable and represented some standard unit of measure. They could have been used as standard weights to measure quantities of grain or other food, or anything that needed to be measured by weight ona balance or scale for the purpose of trade.A third theory is that the carved stone balls served a social purpose as opposed to a practical or utilitarian one. This view is supported by the fact that many stone balls have elaborate designs. The elaborate carving suggests that the stones may have marked the important social status of their owners.Notes:_____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ListeningNone of the three theories presented in the reading passage are very convincing.First, the stone balls as hunting weapons, common Neolithic weapons such as arrowheads and hand axes generally show sighs of wear, so we should expect that if the stone balls had been used for hunting or fighting, they, too, would show sighs of that use. Many of the stone balls would be cracked or preserved, showing little or no wear or damage.Second, the carved stone balls maybe remarkably uniform in size, but their masses vary too considerably to have used as uniform weights. This is because the stone balls were made with different types of stone including sandstone, green stone and quartzite. Each type of stone has a different density. Some types of stone are heavier than others just as a handful of feathers weight less than a handful of rocks. Two balls of the same size are different weights depending on the type of stone they are made of. Therefore, the balls could not have been used as a primitive weighing system.Third, it’s unlikely that the main purpose of the balls was as some kind ofsocial marker. A couple of facts are inconsistent with this theory. For one thing, while some of the balls are carved with intricate patterns, many others have markings that are extremely simple, too simple to make the balls look like status symbols. Furthermore, we know that in Neolithic Britain, when someone died, particularly a high-ranking person, sthey were usually buried with their possessions. However, none of the carved stone balls have been actually found in tombs or graves. That makes it unlikely that the balls were personal possessions that marked a person’s status within the community.Notes:_____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________TaskSummarize the points made in the lecture, being sure to explain how they cast doubt on specific points made in the reading passage._______________________________________________________________________________ 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托福TPO33听力Conversation1文本+题目+答案解析

为了帮助大家高效备考托福，为大家带来托福TPO33听力Conversation1文本+题目+答案解析，希望对大家备考有所帮助。

托福TPO33听力Conversation1文本 Narrator: Listen to a conversation between a student and a university employee. Student: Hi. I am a little lost. Um, is this the housing maintenance office? Employee: You found it. How can I help you? Student: Oh, good. I have a quick question. Are we allowed to keep electric heaters in our rooms? Employee: Actually, you are not. What’s going on? Your room cold? Student: It’s freezing in my room. I think the heat went out or something. Employee: Are you sure it’s out? Maybe it just got turned out too far. Student: Oh, no. I tried adjusting the, uh, the heat control, but it doesn’t make any difference. It’s so cold in my bedroom I can’t sleep at night. I’ve actually been sleeping on the sofa in the front room. The heat still works in there. Actually, we get hot air in all the bedrooms except ours. Employee: Wow! Do you have a roommate? Student: Yeah. But she said she isn’t bothered by the cold. But on the sofa, I am kept up by the noise out in the hall. The dorms can sometimes get pretty noisy. So what can be done about it? Employee: Well, OK. There’s a couple of things we can do. I can have a custodian take a look at it and see if he can do something. Student: Actually, I asked the custodian yesterday to take a look. But he said he couldn’t find anything wrong. He said that some of the other rooms have lost heat also and that if we’d come here you guys would fix it. Employee: Oh, he did? That’s weird, because I would have…well, the custodians themselves are usually supposed to report any problems right away. OK. In that case, then what you need to do is…here, fill out this form. Student: I have to fill out a form? Employee: Yeah, but at least that’ll put your heater problem in a work order for the maintenance crew and they’ll get to you as soon as possible. Just so you know, because it’s not winter yet and it’s not as cold as it could be, it may take a few days for a maintenance crew to get to you. Student: A few days? I can’t even sleep in my own room! Can’t we just get an electric heater? Employee: I am sorry. But students just aren’t allowed. OK. I can see that this is a problem, and not just with your room. So if you can get the form back to me this afternoon, I’ll try to get a maintenance crew to look at your problem by tomorrow. How’s that? Student: Oh, that would be great. Seriously. I have to take off now. But when I fill this form out, I give it to you, right? Employee: Right. And if I am not here, just put it in my box and I’ll get it. 托福TPO33听力Conversation1题目 1.Why does the woman go to see the man? A. To ask about a university policy regarding dorm room. B. To report excessive noise in her room. C. To report that room temperatures are too high in her room. D. To inquire about the status of a request she had made for a repair 2.How has the woman been dealing with her problem? A. By using an electric heater. B. By staying in a different building. C. By sleeping in another room in her building. D. By exchanging rooms with a friend. 3.What does the man imply about the custodian? A. The custodian is not usually responsible for making repairs. B. The custodian did not follow correct procedures. C. The custodian needs permission before making repairs. D. The custodian had reported the problem earlier. 4.Why does the man mention winter? A. To suggest that an electric heater is not yet necessary. B. To show that he understands the woman’s frustration. C. To encourage the woman to move to another room. D. To explain why it may take time to fix the woman’s problem. 5.What will the man do to help the woman? A. He will fill out a maintenance request form for her. B. He will send a maintenance team to her room soon. C. He will order a new heater for her room right away. D. He will allow her to change room temporarily. 托福TPO33听力Conversation1答案解析 Q1题目解析：正确答案：A Woman: I have a quick question. Are we allowed to keep electric heaters in our rooms?这句话表示女学生来的目的就是问能否在房间里有电暖气。

托福TPO53听力Conversation1文本+题目+答案解析

为了帮助大家高效备考托福，为大家带来托福TPO53听力Conversation1文本+题目+答案解析，希望对大家备考有所帮助。

托福TPO53听力Conversation1文本 Listen to a conversation between a student and his drama professor. Professor: Hi Robert. So how's your paper going? Robert: Pretty well. It's a lot of work, but I’m getting into it, so I don't mind. I’ll probably have some questions for you in the next week or so. Professor: Okay. Glad to hear you’re progressing so well. Robert: Um… There was something you said at the end of the lecture on Tuesday, something about there not really being any original plays. Professor: There’s no such thing as an original play. Yes. That's the direct quote from Charles Mee. Robert: Mee… that's with two “e”s, right? Professor: Yep. M-E-E. You'll probably be hearing a lot about him. He's becoming a pretty famous playwright. Robert: Yeah，well, I’ve been thinking about his quote. I mean there must be some original plays out there. Professor: I’ll grant that he's overstating things somewhat. But the theater does have a long tradition of borrowing. Take Shakespeare. Like most writers of his day, he borrowed plots from other sources unabashedly. And the ancient Greeks, all the plays they wrote were based on earlier plays, poems and myths. Robert: And borrowing applies to plays being written nowadays, too? Professor: To some extent, yes. Mee, for example, he's made a career out of remaking plays, one of which we’ll be studying soon. It’s called Full Circle and Mee based it on an earlier play by a German playwright. Robert: Oh Full Circle… Wasn't that based on the Caucasian Chalk Circle? Professor: That's right. Robert: I remember hearing about that play from my acting coach. Professor: Okay. Well, the Caucasian Chalk Circle was based on a play by yet another German playwright, someone who was fascinated by the ancient literature of China, India and Persia, and many of his works were adapted from those literatures, including his version of the Chalk Circle which was based on an early Chinese play. Robert: So this Full Circle play, by Charles Mee, the one we're going to study, it's like the third or fourth remake. Wow… And we complain that Hollywood keeps making the same movies over and over again. Professor: Well, part of what Mee’s trying to do is drive home the point that: One, theater’s always a collaborative effort. Robert: Well, yeah, the playwright, the director, the actors, people have to work together to produce a play. Professor: Yes, of course. But Mee means historically. The dramatic literature of early periods is hugely influential in shaping later dramatic works. Robert: So it's like when the playwright bases a play on a previous playwright's theme or message.It's like they're talking to each other, collaborating. Uh, just not at the same time right? Professor: Exactly. And the second point Mee's trying to make, I think, is that it's legitimate to retell an old story in a new way, in a way that’s, uh… more in line with contemporary concerns. So when playwrights reinvent or update an earlier play, it shouldn't be construed as a lack of imagination or an artistic failure. 托福TPO53听力Conversation1题目 1.Why does the man go to see the professor? A. To discuss a play he heard about B. To get feedback on a paper he is writing C. To ask about a point made in class D. To get information about an acting coach 2.Why does the professor mention Shakespeare and the ancient Greek playwrights? A. To support her statement that some original plays do exist。

托福TPO23听力Conversation1文本+题目+答案解析

为了帮助大家高效备考托福，为大家带来托福TPO23听力Conversation1文本+题目+答案解析，希望对大家备考有所帮助。

托福TPO23听力Conversation1文本 Narrator: 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 submit 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 in New York City this year. We were able to sell him on the idea by promising there will be a nice size crowd. I felt confident about that because I know how enthusiastic our group is. Director: And your group? Do you have a name? Student: Um? Well, 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: No Director: 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 your help. It's something to consider. 托福TPO23听力Conversation1题目 1.What is the cause of the student's problem? A. She missed the deadline for submitting her announcement to the university web site. 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 have to promise the author in order to get him to visit the university? A. That he would have a large audience for his reading B. That his books would be advertised on the university web site. C. That the French Department would pay his travel expenses. D. That he would also be able to speak at another nearby university. 3.What does the man imply about the editors of the university' web site A. They are sometimes careless in their handling of students. B. They sometimes revise students' announcements before posting them. C. They routinely try to predict student interest in upcoming events. D. They usually attend the events advertised on the web site. 4.What does the man suggest the student do? A. Postpone the event until next week. B. Advertise the event on a more specialized web site. C. Explain her situation to the editors of the university web site. D. Create a poster to advertise the event. 5.Why does the student say this? A. To suggest that the man contact the French Department. B. To express her frustration with the French Department's requirements for funding. C. To assure the man that the event has the support of the French Department. D. To explain why she is asking the man for additional funding. 托福TPO23听力Conversation1答案解析 Q1题目解析：正确答案：C 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 听清开头就会发现明显的提示词： cause，还停顿了。

托福TPO33口语范文+解析

小编给考生们带来了托福TPO33口语文本，希望大家多做题，多积累、多研究，有针对性的规划考试。

托福口语TPO33 Task1(题目+解析+范文):Decide on a major field of study托福TPO33口语task1题目 Question:A friend of yours wants to go to university next yearbut cannot decide on amajor field of study. Whatadvice would you give your friend to help makethisdecision?托福TPO33口语task1范文：I would suggest my friend to ask some collegestudents for help. I mean,they're the ones who arealready involved in these majors, and they shouldhavesome first-hand information, like what classesthey need to take, whether they'reinteresting or not,and if this major is promising. When I graduated from highschool, I hesitated betweencomputer science and electronic engineering. I endedup majoring in EE, and find myself hatethis major just because the classes Itake are not the ones I thought I might be interested in. IfI had the chance toask some of the EE students before I entered college, I'm sure I wouldn'thavethis kind of issue.托福口语TPO33 Task2(题目+解析+范文):Eating healthy food托福口语task2题目Question:Do you agree or disagree with the following statement? Children shouldreceive money for doing household tasks such as cleaning. Use specific examplesand details to support your opinion.托福口语task2范文:It's definitely more difficult. Now that fast food is everywhere, I can'thelp myself from going into those restaurants that serve fried chicken, burgers and pizza. When I don't know what to eat for lunch, I would reach for McDonald's next to my school. I have to admit that they're really tasty, and I can never go wrong with a beef burger combo. However, in the past, there weren't this many choices. Most people who earn a regular salary would cook at home, and it's usually healthier—at least the food wouldn't be so greasy, and there would be more vegetables rather than meat. So I think it is becoming more difficult to eat healthy food right now.托福口语TPO33 Task3(听力+解析+范文):Bicycle Borrowing ProgramReading Part:Bicycle Borrowing ProgramIt’s great that the university has a program wherestudents can borrowbicycles from the gym. However,two changes would make the program moreconvenient. First, the borrowing period should be shortened to four hours maximum so thatmore bikes would be available when students want to borrow them. Second, currently,students who borrow bikes have to leave a cash deposit, which is returned to them when theyreturn the bikes, but I think students should be required to leave their student identificationcards instead, so they don’t have to remember to bring cash.Sincerely,Susan Lee听力原文：(woman) Hey, did you read that letter? What do youthink?(man) Yeah, I read it. I understand what she'ssaying but I really don't。

新托福TPO口语参考答案——TPO33

1. A friend of yours wants to go to university next year but cannot decide on a major field of study. What advice would you give your friend to help make this decision?My advice would be to follow your interests. There is a famous saying that you are good at what you like and you like what you are good at. If my friend had an interest, I would suggest he stick to it, even if it is not a practical field and it’s not gonna help find any jobs. But, with interests, one tries hard and makes the best of oneself effortlessly. For example, if a person is interested in history, this person won’t feel bored reading ponderous books. He or she may enjoy reading hard-to-understand materials or books of ancient while others may feel it is tiring and boring.2. Do you think that eating healthy food is easier or more difficult today than it was 40 or 50 years ago? Use examples and details to support your answer.Yeah, I think so. I think the first reason is that our pace of life has increased a lot. Most people in the city don’t have enough time cooking. They either eat in the restaurant or eat fast food. And most of the food there are prepared hastily or they are plain junk food. More importantly,unlike 40 or 50 years ago, the fruits and vegetables are mostly grown in greenhouses with heavy use of chemicals. Animals are raised in factories with extremely bad environments. So the food sources are unhealthy. Even if we cook carefully, it’s still harder to eat healthy food.3. The man expresses his opinion about the proposal described in the letter. Briefly summarize the proposal. Then state his opinion about the proposal and explain the reasons he gives for holding that opinion.The writer of the letter gives two suggestions. The first suggestion is to shorten the bicycle borrowing period so that more bikes will be available. The second suggestion is to leave student cards instead of cash when students borrow bicycles. But the man in the conversation does agree with the two suggestions. First of all, he thinks that students borrowing bicycles usually need longer periods. For example, his friend and he borrow bicycles every weekend to go off-campus. They often go to the state park and it usually takes a whole day. Secondly, he thinks that if students leave their cards when borrowing bicycles, they won’t be able to get into library or dining halls. This will create inconvenience.4. Explain the concept of carrying capacity using the example of themoth and Ragwort.The greatest number of animals a habitat can support is called carrying capacity. Carrying capacity is not fixed. It changes according to the environment. The professor uses the relationship of moth and ragwort to illustrate this concept. Moth is a kind of insect that eats ragwort. Ragwort is a plant that grows in the field. Normally, the number of moth in the ragwort field is stable. But if there were a lot less rain in a year, ragwort wouldn’t grow well. Moth wouldn’t survive and even those that survived lay fewer eggs. So the number of moth would decrease. But if the rain went back to a normal level, the ragwort would grow well. Moth would have enough to eat and would lay more eggs. And the number of moth would also increase.5. Briefly summarize the problem the speakers are discussing. Then state which of the two solutions from the conversations you would recommend. Explain the reason for your recommendation.The man has promised the girl to take her place to work tonight. But he didn’t know that he was going to have a music rehearsal at the same time. But the girl has already made her plan this evening. So this is the problem.There are two solutions. The man, Bob, quits the music rehearsal and goes to work as he promised. Or, the girl cancels her plan with her friends.I would recommend the man to work as he promised, because it’s he who created the problem. If he hadn’t promised the girl to take her place, she probably wouldn’t have made her plan tonight. Even if there are new songs he hasn't practiced and tonight is the last practice, he has to take full responsibility of the mess, which is made by him.6. Using the professor’s example of the pizza restaurant, explain two advantages of franchising.The professor talks about two advantages of franchising. The first advantage is that the established company will provide training for you and all your employees. For example, if you open a pizza restaurant by franchising, the company will teach you how to prepare the pizza, how to take orders and basically teach you how to operate the restaurant like other restaurants of the company. You just follow its plan to success. The second advantage is its established customer base. Because it is an established company, its products are already well known. People will trust it even if it’s in a new location. For example, the pizza restaurant you open has the same name as the others’. People already know thename and they’ll go to your restaurant because they trust the name and think they will definitely have good experience.。

托福听力TPO30原题答案解析conversation1

今天，环球托福为各位考生们带来托福听力TPO30 conversation1原题答案解析。

请大家认真练习，再参看答案解析来做进一步的自我分析和提高。

环球托福愿与你分享！托福听力TPO30原题Why does the student go to speak with the woman?A. To get permission to organize a club event.B. To arrange for a work space for his club.C. To inquire about a photography class.D. To reserve a room for photography exhibit.答案：B解析：Our preference is to have our own office. 对应arrange work spaceWhat is the student's attitude toward the room he is offered?A. He thinks that sharing a room is a good way to find out about other clubs.B. He considers a semiprivate room to be acceptable.C. He is concerned that there will not be enough storage space in a semiprivate room.D. He is surprised that there are not enough private rooms for all the clubs.答案：B解析：学生在听到 semiprivate的建议之后说We’ll work with then. 后面又说他更加不想没有办公场所，所以semiprivate也是可以接受的。

TPO33 Conversation1

TPO33 Conversation1It’s freezing in my room. I think the heat went out or something.Are you sure it’s out? Maybe you just forgot to turn up to fire.Oh, no. I tried to adjusting the heat control, but it doesn’t make any difference.The reading passage raises the issue that there are several theories about what might have caused the odd sounds. However, this statement is strongly questioned by the lecture which argues that none of these theories is convincing.The professor begins by pointing out that it is unlikely that the the sounds quackers is from ocra. Due to the fact the ocra whales live in the deep ocean, the sounds they make cannot be heard on the surface, while the odd sounds are heard on the surface. Besides, the sounds can be detected by sonar if they nearby, but apparently they are not. This evidence goes against the standpoint that the strange noises were actually the calls of male and female ocra whales during a courtship ritual, as demonstrated in the reading passage.Then the professor goes on to maintain that it is not true that giant squid made the sounds. The giant squid lived in 1960s and disappeared after two decads, while the sounds disappear in 1980s. Squid lived in the ocean and still alive today. That does not make sense that the sound suddenly can be heard and disappear 20 years later. According to the reading passage, the sounds were caused by giant squid. Therefore, the lecture goes against what is presented in the reading passage.Finally the professor states that the theory that the Russian submarines were picking up stray sounds from some military technology does not hold up. The sounds made by submarines are move around and change the direction quickly. Nevertheless, the odd sounds cannot change the direction quickly. And the engine noise made from military technology does not match the quackers. This point of view also casts the doubt on the contents of the reading passage which considers that the strange froglike sounds may have been emitted by the foreign submarines unintentionally.。

托福TPO31听力Conversation1文本+题目+答案解析

为了帮助大家高效备考托福，为大家带来托福TPO31听力Conversation1文本+题目+答案解析，希望对大家备考有所帮助。

托福TPO31听力Conversation1文本 Narrator: Listen to part of a conversation between a student and her United States History professor. Professor: So, Amanda, you’ve asked a lot of questions about trade during the colonial period of the United States. Has our discussion clarified things for you? Student: Well, yeah, but now, I think writing about trade for my paper isn’t going to work. Professor: Oh, so your questions about shipping routes were for your research paper? Student: Yeah. But now, I see that I probably need to come up with a new paper topic. Actually, there was one other idea I had. I'v been thinking about doing something about community planning in the early British settlements in Eastern North America. Professor: Oh. OK. I am curious. Why are you interested in doing something on community planning in colonial times? Student: Well, I am much more into architecture. It’s my major and I mean, planning out a town or city goes along with that. I mean, not that I don’t like history…I am interested in history…really interested…But I think, you know, for a career, architecture is more for me. Professor: That’s great. I’ve gotten some very thought-provoking papers from students whose interests go beyond history. Student: OK. But for the paper you wanted us to try to include a comparison, right? Professor: Yes. Actually, that was really the purpose of the assignment. The way the United States developed or perhaps I should say the colonies, since the land that would become the Eastern United States…uh…there were British colonies there four hundred years ago. But anyway…uh… development in the colonies differed greatly depending on geography. I am looking for papers that have ideas about how something that happened one way in the Northern colonies happened a different way in the Southern colonies. Student: Is that true in terms of urban planning? Professor: Very true. Towns in the Northern colonies were centralized and compact. They provided a meeting point for exchanging goods, for participatory government, and for practicing religion.Houses would be built along the roads that led into town.And just outside the developed area, there would usually be an open field of some sort for grazing animals and also group activities. Actually, the model for planning a town in the Northern colonies was not unlike the model for the development of towns in medieval Europe.After all, the colonists had just come from Europe and the medieval period was just ending. Student: Medieval Europe. But what about the South? If I remember correctly… In the South, at least initially, they didn’t build towns so much as they built trading posts. Professor: That’s right. Most of the settlers in the North wanted to start a whole new life.But most of the people who came from Europe to the South just wanted to make some money and then go back. It's not surprising that some of most common buildings were storage facilities and port facilities. 托福TPO31听力Conversation1题目 1.What are the speakers mainly discussing? A. A point about southern settlements that the student did not understand. B. A problem with an assignment on colonial shipping routes. C. Reasons why the student prefers to write a paper relates to architecture. D. An aspect of colonial settlements the student wants to research. 2.What is the professor's opinion about the student's interest in architecture? A. He thinks the student's focus on architecture prevents her from broadening her perspective. B. He thinks it may contribute to her producing an interesting research paper. C. He hopes she will choose to major in both history and architecture. D. He suspects that it may not provide her with the necessary background for the paper she is writing. 3.What does the professor want the student to do when they write their papers?。

TPO 33-1解析参考答案

SECTION 11. Why does the woman go to see the man?A) To ask about a university policy regarding dorm roomsB) To report excessive noise in her dormC) To report that room temperatures are too high in her roomD) To inquire about the status of a request she had made for a repairAnswer: A解析:(16’’)Woman: I have a quick question. Are we allowed to keep electric heaters in our rooms? 这句话表示女学生来的目的就是问能否在房间里有电暖气。

换句话说，就是学校政策是否允许学生在房间放电暖气。

2. How has the woman been dealing with her problem?A) By using an electric heaterB) By staying in a different buildingC) By sleeping in another room in her buildingD) By exchanging rooms with a friendAnswer: C解析：(31’’) Oh, no. I tried adjusting the, uh, the heat control, but it doesn't make any difference. It's so cold in my bedroom I can't sleep at night. I've actually been sleeping on the sofa in the front room. The heat still works in there. Actually, we get hot air in all the bedrooms except ours. 首先她否定了老师的想法，然后告诉老师她现在睡在另一个房间的沙发上。

托福TPO阅读33 双语文本+答案解析

小编推荐：查看托福口语TPO1-33文本+MP3，请点击：TPO口语1-34查看托福写作TPO1-25文本大全，请点击：TPO写作1-25查看托福听力TPO1-29原文+题目+MP3音频下载，请点击：TPO听力1-30托福TPO阅读33 双语文本+答案解析查看托福阅读TPO1-32阅读原文+题目+答案，请点击：TPO阅读1-32The First CivilizationsEvidence suggests that an important stimulus behind the rise of early civilizations was the development of settled agriculture, which unleashed a series of changes in the organization of human communities that culminated in the rise of large ancient empires.证据显示，早期文明兴起的一个重要刺激因素就是定居农业的发展。

它导致了人类群落的组织结构出现一系列变更，在古代大型帝国的兴起时达到了顶峰。

The exact time and place that crops were first cultivated successfully is uncertain. Many prehistorians believe that farming may have emerged independently in several different areas of the world when small communities, driven by increasing population and a decline in available food resources, began to plant seeds in the ground in an effort to guarantee their survival. The first farmers, who may have lived as long as 10,000 years ago, undoubtedly used simple techniques and still relied primarily on other forms of food production, such as hunting, foraging, or pastoralism. The real breakthrough took place when farmers began to cultivate crops along the floodplains of river systems. The advantage was that crops grown in such areas were not as dependent on rainfall and therefore produced a more reliable harvest. An additional benefit was that the sediment carried by the river waters deposited nutrients in the soil, thus enabling the farmer to cultivate a single plot of ground for many years without moving to a new location. Thus, the first truly sedentary (that is, non-migratory) societies were born. As time went on, such communities gradually learned how to direct the flow of water to enhance the productive capacity of the land, while the introduction of the iron plow eventually led to the cultivation of heavy soils not previously susceptible to agriculture.庄稼究竟是何时何地被首次成功开垦种植还不得而知。

托福TPO1听力Conversation1文本+题目+答案解析

为了帮助大家高效备考托福，为大家带来托福TPO1听力Conversation1文本+题目+答案解析，希望对大家备考有所帮助。

托福TPO1听力Conversation1文本 Student: Hi, um…, I really hope you can help me. Librarian: That’s why I’m here. What can I do for you? Student: I’m supposed to do a literature review for my psychology course, but um… having a hard time finding articles. I don’t even know where to start looking. Librarian: You said this is for your psychology course, right? So your focus is on … Student: Dream Interpretation. Librarian: Well, you have a focus, so that’s already a good start. Hmmm… well, there’re a few things… oh wait… have you checked to see if your professor put any material for you to look at on reserve? Student: Aha, that’s one thing I did know to do. I just copied an article, but I still need three more on my topic from three different journals. Librarian: Let’s get you going on looking for those then. We have printed versions of twenty or so psychology journals in the Reference Section. These are the ones published within the last year. Then I think about it… there’s a journal named Sleep and Dream. Student: Oh, yeah, the article I just copied is from that journal, so I’ve got to look at other sources. Librarian: Ok, actually, most of our materials are available electronically now. You can access psychology databases or electronic journals and articles through the library’s computers, and if you want to search by title with the word ‘dream’ for example, just type it in and all the articles with ‘dream’ in the title will come up on the screen. Student: Cool, that’s great! Too bad I cannot do this from home. Librarian: But you can. All of the library's databases and electronic sources can be accessed through any computer connected to the university network. Student: Really, I can’t believe I didn’t know that. It still sounds like it’sgoing to take a while though, you know, going through all of that information, all of those sources. Librarian: Maybe, but you already narrow your search down to articles on Dream Interpretation, so it shouldn’t be too bad. And you probably notice that there’s an abstract or summary at the top of the first page of the article you copied. When you go into the databases and electronic sources, you have the option to display the abstracts on the computer screen, skimming those to decide whether or not you want to read the whole article should cut down some time. Student: Right, abstracts! They’ll definitely make the project more doable. I guess I should try out the electronic search while I’m still here then, you know, just in case. Librarian: Sure, er… that computer’s free over there, and I’ll be here till five this afternoon. Student: Thanks, I feel a lot better about this assignment now. 托福TPO1听力Conversation1题目 1.Why does the student go to see the librarian? a) To sign up for a seminar on using electronic sources for research b) To report that a journal is missing from the reference area c) To find out the procedure for checking out journal articles d) To ask about how to look for resources for a class paper 2.What does the librarian say about the availability of journals and articles in the library? a) They are not easy to find if a professor put them on reserve. b) Most of them are accessible in an electronic format. c) Most of them can be checked out for three weeks. d) Printed versions from the past three years are located in the reference section. 3.What does the librarian suggest the student should do to save time?。

托福TPO31听力Conversation1文本+题目+答案解析

托福TPO31听力Conversation1文本+题目+答案解析为了帮助大家高效备考托福，为大家带来托福TPO31听力Conversation1文本+题目+答案解析，希望对大家备考有所帮助。

托福TPO31听力Conversation1文本Narrator: Listen to part of a conversation between a student and her United States History professor.Professor: So, Amanda, you’ve asked a lot of questions about trade during the colonial period of the United States. Has our discussion clarified things for you?Student: Well, yeah, but now, I think writing about trade for my paper isn’t going to work.Professor: Oh, so your questions about shipping routes were for your research paper?Student: Yeah. But now, I see that I probably need to come up with a new paper topic. Actually, there was one other idea I had. I'v been thinking about doing something about community planning in the early British settlements in Eastern North America.Professor: Oh. OK. I am curious. Why are you interested in doing something on community planning in colonial times?Student: Well, I am m uch more into architecture. It’s my major and I mean, planning out a town or city goes along with that. I mean, not that I don’t like history…I am interested in history…really interested…But I think, you know, for a career, architecture is more for me.Pro fessor: That’s great. I’ve gotten some very thought-provoking papers from students whose interests go beyond history.Student: OK. But for the paper you wanted us to try to include a comparison, right?Professor: Yes. Actually, that was really the purpose of the assignment. The way the United States developed or perhaps I should say the colonies, since the land that would become the Eastern United States…uh…there were British colonies there four hundred years ago. But anyway…uh… development in the colonies differed greatly depending on geography. I am looking for papers that have ideas about how something that happened one way in the Northern colonies happened a different way in the Southern colonies.Student: Is that true in terms of urban planning?Professor: Very true. Towns in the Northern colonies were centralized and compact. They provided a meeting point for exchanging goods, for participatory government, and for practicing religion.Houses would be built along the roads that led into town.And just outside the developed area, there would usually be an open field of some sort for grazing animals and also group activities. Actually, the model for planning a town in the Northern colonies was not unlike the model for the development of towns in medieval Europe.After all, the colonists had just come from Europe and the medieval period was just ending.Student: Medieval Europe. But what about the South? If I remember correctly… In the South, at least initially, they didn’t build towns so much as they built trading posts.Professor: That’s right. Most of the settlers in the North wanted to start a whole new life.But most of the people who came from Europe to the South just wanted to make some money and then go back. It's not surprising that some of most common buildings were storage facilities and port facilities.托福TPO31听力Conversation1题目1.What are the speakers mainly discussing?A. A point about southern settlements that the student did not understand.B. A problem with an assignment on colonial shipping routes.C. Reasons why the student prefers to write a paper relates to architecture.D. An aspect of colonial settlements the student wants to research.2.What is the professor's opinion about the student's interest in architecture?A. He thinks the student's focus on architecture prevents her from broadening her perspective.B. He thinks it may contribute to her producing an interesting research paper.C. He hopes she will choose to major in both history and architecture.D. He suspects that it may not provide her with the necessary background for the paper she is writing.3.What does the professor want the student to do when they write their papers?。

托福TPO39听力Conversation1文本+题目+答案解析

为了帮助大家高效备考托福，为大家带来托福TPO39听力Conversation1文本+题目+答案解析，希望对大家备考有所帮助。

托福TPO39听力Conversation1文本 Narrator: Listen to a conversation between a student and a theater professor. Student: Hi, Professor Johns. Professor: Hey, didn't I see you at the performance of Crimes of the Heart last night? Student: Yeah. Actually my roommate had a small part in it. Professor: Really? I was impressed with the performance. There sure are some talented people here. What did you think? Student: You know, Beth Henley is an okay playwright. She has written some decent stuff, but it was a little too traditional, a little too ordinary, especially considering the research I'm doing. Professor: Oh, what's that? Student: On the Polish theater director Jerzy Grotowski. Professor: Grotowski. Yeah, that's a little out of the mainstream. Pretty experimental. Student: That's what I wanted to talk to you about. I had a question about our essay and presentation. Professor: Okay. Student: Yeah. Some of these ideas, uh, Grotowski's ideas are really hard to understand. They are very abstract, philosophical. And, well, I thought the class would get more out of it if I acted out some of it to demonstrate. Professor: Interesting idea. And what happens to the essay? Student: Well, I will do the best I can with that, but supplement it with a performance. You know, bring it to life. Professor: Alright. But what exactly are we talking about here? Grotowski, as I’m sure you know, had several phases in his career. Student: I'm mainly interested in his idea from the late 1960's: poor theater. You know, a reaction against a lot of props, light, fancy costumes, and all that. So it would be good for the classroom. I wouldn't need anything special. Professor: Yes. I'm sure a lot of your classmates are unfamiliar with Grotowski. This would be good for them. Student: Right. And this leads...I think there's overlap between his poor theater phase and another phase of his, when he was concerned with the relationship between performers and the audience. I also want to read more and write about that. Professor: You know, I saw a performance several years ago. It really threw me for a loop. You know, you are used to just watching a play, sitting back, but this performance, borrowing Grotowski's principles, was really confrontational, a little uncomfortable. The actors looked right in our eyes, even moved us around, involved us in the action. Student: Yeah. I hope I can do the same when I perform for the class. I’m a bit worried since the acting is so physical. That there's so much physical preparation involved. Professor: Well, some actors spend their whole lives working on this, so don't expect to get very far in a few weeks, but I'm sure you can bring a couple of points across. And if you need some extra class time, let me know. Student: No. I think I can fit it into the regular time for the presentation. Professor: Okay. I think this will provide for some good discussion about these ideas and other aspects of the audience and their relationship to theatrical productions. 托福TPO39听力Conversation1题目 1.What are the speakers mainly discussing? A. A play by Grotowski that was discussed in class. B. A proposal that the student has for an assignment. C. A play that is currently being performed at the university. D. The main phases in Grotowski's career as a director. 2.What does the student imply when he talks about the play he recently attended? A. He attended the play because he is writing an essay on it. B. He wished the play were more experimental. C. He thought his roommate showed great talent. D. He was not familiar with the author of the play. 3.What are two characteristics of Grotowski's theater that the speakers mention? Click on 2 answers A. The minimal equipment on the stage in his productions. B. The single stories that his plays are based on. C. The elaborate costumes the actors wear in his plays. D. The actions of the performers in his plays. 4.Why does the professor mention a play she attended several years ago? A. To compare it to the play she saw the previous evening. B. To suggest that Grotowski's principles do not necessarily lead to effective theater. C. To show how different it was from Poor theater. D. To provide an example of one of the ideas the student wants to research. 5.What does the professor imply about the acting the student wants to do? A. Audiences are no longer surprised by that type of acting. B. The acting requires less physical preparation than he thinks. C. He will not be able to master that style of acting easily. D. He should spend less time acting for the class and more time on class discussion. 托福TPO39听力Conversation1答案解析 Q1题目解析：正确答案：B 本题的出题点在于： Professor: Grotowski. Yeah, that's a little out of the mainstream. Pretty experimental. Student: That's what I wanted to talk to you about.I had a question about our essay and presentation. ……… Student: Yeah. Some of these ideas, uh, Grotowski's ideas are really hard to understand. They are very abstract, philosophical. And, well, I thought the class would get more out of it if I acted out some of it to demonstrate. 开头这里告诉我们，男生觉得Grotowski的观点比较难以理解，因为太抽象哲学了，所以他想给班里同学表演一下。

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新托福TPO口语参考答案——TPO33

托福听力TPO30原题答案解析conversation1

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