【威学教育】钱梦娟Fancy托福口语TPO-10听力文本
【威学教育】钱梦娟Fancy托福口语TPO-23听力文本
TPO23TPO 23Task 3：Now listen to two students discussing the article.(man) Hey, what do you think of this?(woman) You mean the editors’ decision?(man) Right.(woman) I think they are right. It’s the thing to do.(man) Really? Why?(woman) Well, hardly anyone reads that section.(man) You don’t think so?(woman) Not really, I mean, they only cover stories and most people already know about them before they even get around to reading the campus paper.(man) True, if you get the local paper, or use the internet, you already know the major stories.(woman) Exactly, and the coverage’s better. I think we should just stick with campus news and stuff.(man) So do you think what they’re gonna replace with is better?(woman) Definitely, right now, how do you learn about what’s happening on campus? (man) Mostly from posters in different buildings or in the student center.(woman) Right, th e information is everywhere but it’s hard to keep track of it. I see stuff posted but then I forget about it half the time.(man) So you’re saying that with this new section?(woman) You could just cut it out from the newspaper and carry it around and check it anytime and know what’s taking place when and where.The woman expresses her opinion about the plan announced in the article. Briefly summarize the plan. Then state her opinion about the plan and explain the reasons she gives for holding that opinion.Task 4：Now listen to part of a lecture in a sociology class on this topic.(male professor)I have an example from my own life that illustrates this. When I first began my university studies, I became friends with a bunch of art students. They were older and fun and very creative and I thought they were really cool. And they all liked to dress really casually, in T-shirts and jeans and sneakers. That's what they wore all the time, to class, to the library, to dinner, everywhere, T-shirts and jeans and sneakers.So that’s what I started wearing, too . An d I fit right in, and I felt really cool.But then I graduated, moved to Chicago, and got a job. And I started working with some really bright, young people who'd already been working in the company for a few years, who were already handling major responsibilities for the company, really impressive. And sometimes some of us would get together on the weekend, maybe for a concert or a baseball game or something. And at first, I just wear a T-shirt and jeans and sneakers. That was, you know, how I was used to dressing. But I soon noticed that my co-workers preferred to dress up a little bit. The men would wear a nice pair of pants, uh, button-up shirt. The women might wear a fashionable dress and some nice shoes. They dress in clothes a lot nicer than what I was used to wearing.And I started thinking, you know, that looks really classy, really sharp. And so I started to dress the same way they did, you know, nicer, a little more formal. And, I don’t know, somehow my T-shirts and jeans and sneakers didn’t se em as cool anymore.Using the example from the lecture, explain how people's behavior is affected by reference groups.Task 5：Listen to a conversation between two students.(woman) How’s it going, Mike?(man) OK, I’m just trying to figure out wh at to do about this new bus schedule. (woman) New bus schedule?(man) Yeah, I take a bus from campus to my job downtown. I work there Tuesday afternoons, but the bus schedule changed. The bus I was taking is leaving earlier now and I can’t get to it in t ime because I’ve got chemistry class then.(woman) Huh, yeah, they did change the bus schedule sometimes. It’s inconvenient. So what are you gonna do?(man) Well, I talked to my boss and she said I could change my work hours and work at night instead. I’d start late in the afternoon and work till around midnight. And there is a bus that’ll get me down on time.(woman) That sounds good. So you could just take a later bus to your job.(man) Yeah, the only thing is if I worked late at night. I’ll be re ally tired and I have class early the next morning.(woman) Yeah, but do you have any other choice?(man) Well, yeah, another option is just to ride my bike to work after chemistry. I’ll be able to get to work on time so I could keep my same hours. It’s not that far. It takes about 15 minutes.(woman) Hmm, that might be nice plus you get some exercise but it’ll be a bit uncomfortable riding your bike on days when there’s bad weather.(man) Yeah, I’ll have to think about it.Briefly summarize the problem the speakers are discussing. Then state which solution you would recommend. Explain the reasons for your recommendation.Task 6：Listen to part of a lecture in a biology class.(female professor)Now, 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 th ere 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 insect springs 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 insects, the hairs on the leaves also produce a super sticky glue-like substance. So an insect get stuck an d can’t fly away.It basically get glued there allowing the sundew to digest it and absorb nutrients.Using the example of the Venus flytrap and the sundew, describe two ways that carnivorous plants get their nutrients.。
托福TPO10口语Task5听力文本+题目+满分范文
为了帮助大家高效备考托福，为大家带来托福TPO10口语Task5听力文本+题目+满分范文，希望对大家备考有所帮助。
托福TPO10口语Task5听力文本： Listen to a conversation between two students. (woman) Is there a problem with the electricity? (man) Yeah, this storm knocked out power all over the city. And they’re saying it might be several hours before we have electricity again. (woman) Oh, no! I have a history paper due tomorrow and I’ve been writing it on my lap top computer and the battery’s running low. I am going to need electricity soon. (man) Well, you know, Jefferson City still has electricity. And there’s a library there where you can plug in lap top. You could go over there to work on your paper. It’s only about a twenty-minute drive. (woman) That’s a good idea. Of course I’d have to pack up all my stuff and it is raining outside. (man) Yeah, that’s true. Well, why don’t you just ask the professor for an extension? You know, tomorrow when you go to class just ask him if he would give you an extra day to get the paper done. I’m pretty sure he’d agree. You know, with the storm and all. (woman) Yeah, that should be a lot easier. But then he did tell us when he gave us the assignment that he wouldn’t grant any extension. (man) You don’t think he’d grant an exception in this case? (woman) I’m not sure. It’s a little risky. He might just say that we shouldn’t have waited until the last minute. (man) Yeah, but, maybe if other students have the same problem you might be able to convince him. (woman) Yeah, I mean, it’s not our fault that the electricity went out. Hmmm… 托福TPO10口语Task5题目： Briefly summarize the woman’s problem then state which solution you wouldrecommend. Explain the reasons for your recommendation. 托福TPO10口语Task5满分范文： The woman has a history paper due tomorrow and she has been writing it on her laptop, but the electricity went out and the battery is running low. What’s worse, the electricity won’t be back before several hours. The man suggests her to go to Jefferson City. It’s got electricity and there is library where she can plug in her laptop and it’s only about 20 minutes drive. But then she has to pack up all her stuff and it’s raining outside. Then the man gives another suggestion that she can just go to ask the professor for an extension. But the woman says the professor said he didn’t grant any extensions when he assigned the paper. Well, I would recommend the girl to drive to Jefferson City. Though she has to pack her stuff and it’s raining outside, finding a place to finish her paper is the most important thing to do. As a student, she has the responsibility to finish the homework. Accident caused by weather is not an excuse for not finishing homework on time. 以上是给大家整理的托福TPO10口语Task5听力文本+题目+满分范文，希望对你有所帮助!。
TPO 10听力文本解析
Conversation 1photography摄影学；摄影术gallery美术馆make contact to联络make contact with 接触；与…联系；打交道stay true to sb/sth坚持/忠于artistic vision艺术眼光trendy时髦的uninspired乏味的；缺乏创见的mindlessly盲目地，the only thing at stake is your grade.at stake处于紧要关头，处于危险中techniques技巧surrender屈服you need to be a bit of an opportunist. 你需要一点机会主义者那样的投机取巧。
common sense things 常识性的东西/做法word消息，信息wind up：finally be or do something 以…而告终When you wind up an activity, you finish it or stop doing it. 完成; 停止(活动)例：I always said he would wind up in jail.我常说他到头来非进监狱不可。
Lecture 1marine biology海洋生物学whale鲸fossil record化石记录the missing link缺少的环节; 指为完全理解某事尚需知道的一则信息或证据例：We're dealing with probably the biggest missing link in what we know about human evolution. 我们正在解决的可能是我们所知的人类进化过程中缺失最大的一环。
transition过渡Pakistan巴基斯坦skull头盖骨aquatic mammal水栖哺乳动物aquatic与水相关的；水栖的，水生的aquatic resources水资源aquatic plant水生植物specifically更确切地说mouthful一口（食物或饮料）；长而绕嘴的字词a mouthful of coffee一口咖啡limb肢skeletal骨骼的pelvis盆骨a related debate involved some recent DNA studies. 一个相关的辩论涉及到DNA研究genetic code [遗] 遗传密码；基因序列descendant 后代evolutionary source进化源头revelation(惊人的、极好的) 发现；揭露; 透露contradictory相互矛盾的molecular data分子数据，分子生物学skeleton trail骨架结构sperm whales抹香鲸，巨头鲸killer whales杀人鲸; 虎鲸(black and white黑白色）toothless whales无牙齿的鲸blue whales蓝鲸（the largest mammal)baleen whales长须鲸at any rate不管怎么说，无论如何；至少Lecture 2European history欧洲历史dish菜肴squash南瓜属植物beans豆类turkey火鸡peanut花生Italian tomato sauces意大利番茄酱（sauce调味酱）Hungarian goulash匈牙利菜炖牛肉（a rich stew, originating in Hungary, made of beef, lamb, or veal highly seasoned with paprika (起源于匈牙利的)用牛肉、羊肉或用红辣椒高度调制的牛肉制成的丰富的炖煮菜肴(Also called Hungarian goulash)Frensh fries法式炸薯条fried potatoesAndes Mountain安第斯山脉Central America中美洲a food plant食用作物come on the scene到来，出现nightshade family茄科mandrake曼德拉草（可作镇静药用）belladonna 颠茄( deadly nightshade)tobacco烟草inedible不可食用的poisonous有毒的toxic有毒的catch on 流行起来，懂得make the return trip返回，回程Thomas Jefferson 托马斯·杰斐逊，美国第三任总统scholar学者be ahead of his time in many times 在很多方面走在时代前列he didn't let the conventional thinking of his day restrain his ideas. 他没有让当时的传统思想禁锢他的思想。
托福TPO-43 口语题目文本——综合部分(fancy钱孟娟整理)
3. Reading Time:University Makes Changes to Orientation ProgramMadison University is making a change to the orientation program for first-year students. In the past, as part of orientation, new, incoming students could go on a two-day hiking and camping trip together with other incoming students on the weekend before classes begin. In order to encourage more students to take advantage of the opportunity to get to know one another in an informal setting, the university will now offer a choice of activities: students will be able to either go hiking or participate in organized group games on campus. Additionally, these activities will last one day only, not two, a change many students had requested.The man expresses his opinion about the change described in the article. Briefly summarize the change Then state his opinion about the change and explain the reasons he gives for holding that opinion.4. Reading Time:Population ChangesPopulations of living beings are constantly changing The number of humans, animals, insects, or plants living in a given area can vary because of two kinds of factors: biotic and abiotic Biotic factors are living factors that can influence the size of populations, such as predators or other species competing for food. Abiotic factors are nonliving things in the surrounding environment that can cause population changes, such as weather or sunlight. Biotic and abiotic factors cause continual changes in the number of individuals that make up a population of organisms.Using the examples of mice and rabbits from the lecture, describe the two different types of factors that can cause population changes.5.The speakers discuss two possible solutions to their problem. Briefly summarize the problem Then state which solution you prefer and explain why.6.The speakers discuss two possible solutions to their problem Briefly summarize the problem Then state which solution you prefer and explain why.。
【威学教育】Fancy托福口语TPO-25听力文本
TPO25Task 3：Now listen to two students discussing the article.(woman) You know, I wish they wouldn’t do this.(man) Why?(woman) Well, I think it’s unnecessary, I mean, as far as the first reason goes. Yeah, sure, it takes a long time to have everyone receive their diploma individually, especially now that there are more students, but there's an easy way to make it shorter.(man) What's that?(woman) Reduce the number of speeches. I mean, a lot of people give speeches, students, professors, administrators, the president of the university. Do we really need that many speeches?(man) Probably not, and a lot of the speeches are pretty boring anyway, so, yeah, we probably could cut out a few.(woman) Yeah, and I don't think their second reason's very good either, about the space.(man) How's that?(woman) The problem isn’t the size of the hall. It’s that they allow s tudents to invite too many people to come and watch. All they need to do is reduce the number of guests each graduating student gets to invite.(man) Yeah, I guess that could solve the problem.(woman) Yeah, I mean, right now each graduating student can invite up to ten people. That's too many. At most schools, students only get to invite like four or five people. It we just said, “OK, you can only invite six people.” That’ll still be more than most other schools and the ceremony could stay the way it is.The woman expresses her opinion about the university’s plan. Briefly summarize the plan. Then state her opinion and explain the reasons she gives for holding that opinion.Task 4：Now listen to part of a lecture from a sociology class.(male professor)Now, the invention of the telephone was revolutionary. It was a much easier and faster way of communicating than anything else available at the time. However, when the telephone first became widely available, towards the end of the 19th century, only businesses used telephones because businesses realized how the telephone could benefit them, how it could help them be more productive.But, a lot of people in the general public didn't think the phone should be used forpersonal communication. Some people didn’t like to listen to someone’s voice without being able to see them. Also, a lot of people thought that it was rude to call someone on the telephone instead of visit them in person. They missed the sense of personal connection they got from meeting someone.However, as we all know, people gradually changed their minds about the telephone. It took about 30 years but eventually most homes came to have telephones and everyone came to depend on them. Talking to someone you couldn't see began to seem more normal. Friends began to call each other just to chat, just for fun. And after everyone agreed on certain rules of politeness, such as not calling someone late at night, no one considered it rude anymore to make personal phone calls.Using the example of the telephone, explain the concept of cultural lag.Task 5：Listen to a conversation between two students.(woman) Hey, Frank, how's it going?(man) Well, I just found out my roommate Jim is moving out of our off-campus apartment into a bigger place with a whole bunch of friends next semester.(woman) Oh, really?(man) Yeah, (woman) Does this mean you’ll be living by yourself next semester?(man) Yeah, but that's OK cause I really want to live alone next semester anyway. I have to concentrate on my senior project for the history department. I have a lot to write and I don't want any distractions. The only major problem, though, is how I'll be getting to campus.(woman) Oh, yeah?(man) See, the apartmen t’s a little far from campus and Jim has a car and he gives me rides to and from campus everyday. But I can't afford a car now.(woman) So have you thought about taking public transportation, uh, the bus to campus?(man) Yeah, I have. The thing is that there’s no bus going directly to campus from that part of town. I’d have to change buses a couple of times on the way.(woman) I see. That could take a lot of time.(man) Right!(woman) Hmm, well, maybe you should move back into a dormitory on campus. Request a single room. There’s lots of them.(man) Yeah, I thought about that. You know, I could live alone and get my work done but, I don’t know, I would miss my apartment.(woman) I know, but you've got to make some choice.Briefly summarize the problem the speakers are discussing. Then state which of the two solutions from the conversation you would recommend. Explain the reasons for your recommendation.Task 6：Listen to part of a lecture in a geology class.(female professor)Rocks ne ar the Earth’s surface are directly exposed to elements in the environment such as air and water, and also to conditions such as temperature change as well as to living organism. And this exposure to the environment can actually cause even huge rocks to break into smaller pieces. This process is called weathering. Let's talk about a couple ways weathering occurs.First of all, rocks are often exposed to water. In cold wet environments rocks can break due to water freezing inside of them. How does this happen? Well, as I am sure you know, when water freezes it expands and over time this can lead to weathering. Um, imagine a rock with a small opening or crack in it. It rains and water gets into the crack and stays there. Then, at night, the temperature drops and water inside the crack freezes. This growing, expanding ice pushes outward on either side of the crack causing it to get slightly bigger. When this happens again and again, the crack becomes larger and eventually pieces of the rock break off.OK, weathering can also be caused by plants, by a plant growth. If a plant seed gets blown into the crack of a rock, it may take root. And its root will grow down into the rock. The plant’s roots can cause the rock to break down, uh, fracture. You may have seen this with large trees growing on top of a rock, a great example of this. Usually there's enough dirt in a crack of a rock or on top of a rock to allow a tree to start growing there. As the tree grows over the years, the tree’s roots extend downward into th e crack and crevasses of the rock in search of water and nutrients. Over time, the roots get bigger and grow deeper, widening and enlarging the cracks, causing the rock to break apart.Using point and examples from the lecture, explain two ways weathering occurs.。
TPO10听力题目及解析
TPO10托福听力Conversation11. Why does the student go to see the professor?To discuss the latest trends in the photography showsTo find out why some of her work was not selected for a showTo discuss how to get her photographs exhibitedTo find out about a student photography show on campus2 According to the professor, what is the best way to create work that is likely to be chosen for a showBy taking photographs that fit with current trendsBy following one’s own artistic viewsBy consulting experienced photographersBy learning what gallery owners are interested in3 What does the professor imply about photography created outside of the classroomIt is usually technically stronger than work created for a classIt tends to be more interesting than class workIt faces increased pressure to be trendyIt is more likely to be exhibited than is work created for a class4. According to the professor, what are two ways young photographers can market their work. Click on 2 answersShare examples of their work with othersHire a professional agent to sell their workDisplay their work in places other than galleryAsk a professor to recommend their work to gallery owners5. Listen again to part of the conversation. Then answer the question. Why does the student say thisTo ask the professor to reevaluate her workTo indicate that she understands the importance of sharing her work○To show that she disagrees with the professor’s opinion○To suggest that her work has m et the professor’s criteriaTPO10托福听力Conversation1答案解析Question 1 of 5正确答案：C题目解析：这类型题目的定位句一般在对话的开头。
【威学教育】Fancy托福口语TPO-20听力文本
TPO20Task 3：Now listen to two students discussing the article.(woman) What on earth is the university thinking?(man) Huh? What do you mean?(woman) Well, those buildings aren’t just used for classes. That’s where my evening study group usually meets.(man) Oh, of course, that’s true. But you could go to the library instead.(woman) Yeah, but the library only has a few rooms that people can use for group meetings which is why classrooms are so convenient. But now, if it’s winter and cold, where can we go?(man) Right! In the middle of winter, forget it! Or even it’s just kind of cold out. (woman) It’d be pretty unpleasant.(man) Oh, but still, they obviously have to do something about the situation.(woman) Oh, I agree. They have to do something but they should find a solution that isn’t so disruptive, to academics no less.(man) Such as?(woman) Well, for one, if they replaced all those old windows, they are so drafty. They let the cold in. And if they insulated the buildings better, these are really old buildings. Charming, but,(man) But not at all energy-efficient, yeah, you're probably right.(woman) There're some really basic improvements they can make that'll make a huge difference in the long term that can solve the problem and still leave us somewhere to study.The woman expresses her opinion about the plan described in the article. State her opinion and explain the reasons she gives for holding that opinion.Task 4：Now listen to part of a lecture on this topic in a business management class.(male professor)OK, so we’ve been talking about starting a business. Let’s say I want to open up a pizza restaurant. Well, I know how tough it is to make a new business succeed. And I want a sure thing, so I contact the big company that owns a chain of pizza places. Let’s say it’s called, “Pizza Town.” And I pay for the rights to call my restaurant Pizza Town and to sell Pizza Town's special, one of a kind, pizza.Now, since everyone has heard of Pizza Town, it's really popular, I don't have to worry about whether people would want to eat my pizza or not, I already know this pizza will sell well because it's a known thing. And that means there's a better chance my business will succeed.Now, in exchange for being able to call my restaurant Pizza Town, I have to agree to run the business the Pizza Town way. And Pizza Town trains me to do this. They show me how to do everything, how to make my pizzas taste like Pizza Town pizzas, how to advertise, even how to make my store look like a Pizza Town.Now, this means that I don’t have a lot of freedom or choice in the way I run my business. But in a lot of ways, this is great for me. After all, Pizza Town’s way generally works. They sell a lot of pizza.Using the example given by the professor, explain how franchising works.Task 5：Now listen to a conversation between two students of biology.(man) Are you still working in Professor Green’s laboratory?(woman) Yeah, he’s been supervising my research on eating behavior in mice.(man) Sounds interesting.(woman) It’s fascinating. I’ve got a few more observations and experiments to do. It’s another three month of work and I’ll start writing my paper.(man) Wow! Sounds like it’ll be a great paper.(woman) Thanks, I hope so. There’s a problem, though.(man) What?(woman) Professor Green has been invited to teach at a university in France for a semester. And obviously, I still need a lot of help with the project.(man) Hum, what are you gonna do?(woman) Well, Professor Green suggested Professor Baker that I can work with another.(man) Oh, I’ve heard of her. Professor Baker is quite famous.(woman) Yeah, but I don’t know her at all. And my research isn’t in her area of expertise. She works with fish, my works on mice, not exactly the best match.(man) Well, you’ll get to know her eventually. And she’s a great biologist. So she’ll still be able to help you even if your topic isn’t exactly her specialty. She may give you some new perspective on your work.(woman) I know, I’m considering it, but still, I’m thinking about asking Professor Green if he could advise me long-distance.(man) That’s a thought! You think he’d do it?(woman) He probably would. But I don’t know if it’s a good idea. I mean, he could always look at my data and read my write-ups through email. But the thing is, he wouldn’t be here to supervise my experiments.(man) Yeah, well, I’m sure you’ll figure out the best thing to do.Briefly summarize the woman s problem, then state which solution you would recommend. Explain the reasons for your recommendation.Task 6：Now listen to part of a lecture in a psychology class.(female professor)When people are in difficult situations sometimes they experience feelings of helplessness, or psychological pain. So what do they do? They unconsciously use a strategy called, defense mechanisms, to protect themselves psychologically from their painful emotions.Oh, let’s say a woman has a pet dog. She’s had this dog for a long time and he’s kept her company and guarded her for years. But one day he runs away. This woman looks everywhere, and asks other people if they've seen her dog. But she just can't find him.Now, she feels helpless and sad because she misses her dog. So she'll unconsciously find ways to deal with her painful feelings.One defense mechanism she might use is fantasy. With fantasy, the woman uses her imagination so instead of just feeling helpless and sad about her lost dog, she invents a happy story in her mind. She might imagine that, uh, a nice family found him and feeds him and that he’s really happy with them. She’ll picture the dog playing,running around, having fun. Because of this fantasy, she doesn't have to feel sad about her dog running away. It's a fantasy, it's not real, but it keeps her pain away.Another defense mechanism she might use is what we call, sublimation. Sublimation is different from fantasy because sublimation isn't about pretending. It's about turning negative emotions into something useful, practical. So, uh, the woman might start a dog training school. That way, by training dogs, perhaps she can help prevent other people's dogs from running away like hers did. In other words, with sublimation as a defense mechanism, the woman redirects her negative feelings about losing her dog into a positive, constructive activity.Using points and examples from the talk, describe the two defense mechanisms mentioned by the professor.。
托福TPO10听力Conversation2文本+题目+答案解析
Student: Yeah, the professor already announced that we won’t be reading this one by Jane Bowles and all the others I bought used. Employee: Jane Bowles? Which book of hers? Student: It is called “Two serious ladies”. Employee: Oh, but you should keep that one. Are you interested in literature? Student: Well. I am an English major. Employee: You are lucky to have a professor who includes a lesser-known writer like her on the syllabus, you know, not the usual authors we’ve all read. Student: So you really think… Employee: I do. And especially if you’re into literature. Student: Hmm... Well, this I wasn’t expecting. I mean…uh.. Wow! Employee: I hope you don’t think I am being too pushy. If you prefer, you can return the book and arrange for a store credit. You don't qualify for a refund. Policy is policy after all, but you can make an exchange and you can use the credit for your books for next semester. The credit carries over for one semester to the next. Student: Hmm…that’s good to know, but now I am really intrigued. I guess that just because we ran out of time to read this book in class, doesn't mean that I can’t read it on my own time. You know, I think I’ll give it a try. 托福 TPO10 听力 Conversation2 题目 Question 1 of 5 Why does the student go to the bookstore? A. To purchase a book by Jane bowles. B. To find out which books he need for a course. C. To return a book that was originally assigned for a course. D. To find out how to order a book for a course. Question 2 of 5
托福TPO10（试题+答案+译文...
托福TPO10(试题+答案+译文)第3篇:Seventeenth-CenturyEuropeanEconomicGrow托福TPO是托福备考小伙伴们最重要的参考资料，并且这个是在备考时候一定要认真多多练习，托福TPO是非常重要的希望大家一定要重视起来，小编为广大的托福考生整理了TPO10(试题+答案+译文)第3篇:Seventeenth-Century European Economic Growth，下面就来跟小编一起来看下面精彩内容吧!托福阅读原文In the late sixteenth century andinto the seventeenth, Europe continued the growth that had lifted it out of therelatively less prosperous medieval period (from the mid 400s to the late1400s). Among thekeyfactors behind this growth were increasedagricultural productivity and an expansion of trade.Populations cannot grow unlessthe rural economy can produce enough additional food to feed more people.During the sixteenth century, farmers brought more land into cultivation at theexpense of forests and fens (low-lying wetlands). Dutch land reclamation in theNetherlands in the sixteenth and seventeenth centuries provides the mostspectacular example of the expansion of farmland: the Dutch reclaimed more than36.000 acres from 1590 to 1615 alone.Much of the potential forEuropean economic development lay in what at first glance would seem to havebeen only sleepy villages. Such villages, however, generally lay in regions ofrelatively advanced agricultural production, permitting not only the survivalof peasants but also the accumulation of an agricultural surplus forinvestment. They had access to urban merchants, markets, and trade routes.Increased agricultural productionin turn facilitated rural industry, an intrinsic part of the expansion ofindustry. Woolens and textilemanufacturers, in particular, utilized ruralcottage (in-home) production, which took advantage of cheap and plentiful rurallabor. In the German states, the ravages of the Thirty Years' War (1618-1648)further moved textile production into the countryside. Members of poor peasantfamilies spun or wove cloth and linens at home for scant remuneration in anattempt to supplementmeagerfamily income.More extended trading networksalso helped develop Europe's economy in this period.English and Dutch shipscarrying rye from the Baltic states reached Spain and Portugal. Populationgrowth generated an expansion of small-scale manufacturing, particularly ofhandicrafts, textiles, and metal production in England, Flanders, parts ofnorthern Italy, the southwestern German states, and parts of Spain. Only ironsmelting and mining required marshaling a significant amount of capital (wealthinvested to create more wealth).The development of banking andother financial services contributed to the expansion of trade. By the middleof the sixteenth century, financiers and traders commonly accepted bills ofexchange in place of gold or silver for other goods. Bills of exchange, whichhad their origins in medieval Italy, were promissory notes (written promises topay a specified amount of money by a certain date) that could be sold to thirdparties. In this way, they provided credit. At mid-century, an Antwerpfinancier only slightly exaggerated when he claimed, “0ne can no more tradewithout bill s of exchange than sail without water." Merchants no longerhad to carry gold and silver over long, dangerous journeys. An Amsterdammerchant purchasing soap from a merchant in Marseille could go to an exchangerand pay the exchanger the equivalent sum in guilders, the Dutch currency. Theexchanger would then send a bill ofexchange to a colleague in Marseille,authorizing the colleague to pay the Marseille merchant in the merchant's owncurrency after the actual exchange of goods had taken place.Bills of exchange contributed tothe development of banks, as exchangers began to provide loans. Not untilthe eighteenth century, however, did such banks as the Bank ofAmsterdam and the Bank of England begin to provide capital for businessinvestment. Their principal function was to provide funds for the state.The rapid expansion in internationaltrade also benefitted from an infusion of capital, stemming largely from goldand silver brought by Spanish vessels from the Americas. This capital financedthe production of goods, storage, trade, and even credit across Europe andoverseas. Moreover an increased credit supply was generated by investments andloans by bankers and wealthy merchants to states and by joint-stockpartnerships—an English innovation(the first major company began in1600). Unlike short-term financial cooperation between investors for a singlecommercial undertaking, joint-stock companies provided permanent funding ofcapital by drawing on the investments of merchants and other investors whopurchased shares in the company.托福阅读试题1.According to paragraph 1, what was trueof Europe during the medieval period?A. Agricultural productivity declined.B.There was relatively little economicgrowth.C.The general level of prosperity declined.D.Foreign trade began to play an importantrole in the economy.2.The word key in the passage(Paragraph1)is closest in meaning toA.historicalB. manyC. importantD.hidden3.According to paragraph 2, one effect ofthe desire to increase food production was thatA. land was cultivated in a different wayB.more farmers were neededC.the ruraleconomy was weakenedD. forests and wetlands were used forfarming4.According to paragraph 3, what was onereason villages had such great economic potential?A.Villages were located in regions whereagricultural production was relatively advanced.B.Villages were relatively small inpopulation and size compared with urban areas.C.Some village inhabitants made investmentsin industrial development.D.Village inhabitants established markets withintheir villages.5.Paragraph 4 supports the idea thatincreased agricultural production was important for the expansion of industryprimarily because itA.increased the number of available workersin rural areasB.provided new types of raw materials foruse by industryC. resulted in an improvement in the healthof the rural cottage workers used by manufacturersD. helped repair some of the ravages of theThirty Years’ War6.The word “meager” in thepassage(Paragraph 4)is closest in meaning toA.very necessaryB. very lowC.traditionalD.primary7.Why does the author mention that “Englishand Dutch ships carrying rye from the Baltic states reached Spain andPortugal”(Paragraph 5)?A.T o suggest that England and theNetherlands were the two most important trading nations in seventeenth-centuryEuropeB.T o suggest how extensive tradingrelations wereC.To contrast the importance ofagricultural products with manufactured productsD.To argue that shipping introduced a rangeof new products8.By including the quotation in paragraph 6by the financier from Antwerp, the author is emphasizing thatA.sailing was an important aspect of theeconomyB. increasing the number of water routesmade trade possibleC.bills of exchange were necessary forsuccessful tradingD.financiers often exaggerated the need forbills of exchange9.According to paragraph 6, merchants wereable toavoid the risk of carrying large amounts of gold and silver ing third parties in Marseille to buygoods for themB. doing all their business by using DutchcurrencyC. paying for their purchases through billsof exchangeD. waiting to pay for goods until the goodshad been delivered10.According to paragraph 7, until theeighteenth century, it was the principal function of which of the following toprovide funds for the state?A.Bills of exchangeB.Exchangers who took loansC. BanksD. Business investment11.The phrase “an English innovation” inthe passage(Paragraph 8)is closest in meaning toA.a new development introduced by theEnglishB.an arrangement found only in EnglandC. a type of agreement negotiated inEnglishD.a type of partnership based on Englishlaw12.According to paragraph 8, each of thefollowing was a source of funds used to finance economic expansion EXCEPTA.groups of investors engaged in short-termfinancial cooperationB. the stateC.wealthy merchantsD.joint-stock companies13. Look at the four squares [■] thatindicate where the following sentence could be added to the passage. Wherewould the sentence best fit? They could also avoid having to identify andassess the value of a wide variety of coins issued in many different places.The development of banking and otherfinancial services contributed to the expansion of trade. By the middle of thesixteenth century, financiers and traders commonly accepted bills of exchangein place of gold or silver for other goods. Bills of exchange, which had theirorigins in medieval Italy, were promissory notes (written promises to pay aspecified amount of money by a certain date) that could be sold to thirdparties. In this way, they provided credit. ■【A】Atmid-century, an Antwerp financier only slightly exaggerated when he claimed, “0ne can nomore trade without bills of exchange thansail without water." ■【B】Merchants nolonger had to carry gold and silver over long, dangerous journeys. ■【C】An Amsterdammerchant purchasing soap from a merchant in Marseille could go to an exchangerand pay the exchanger the equivalent sum in guilders, the Dutch currency. ■【D】Theexchanger would then send a bill of exchange to a colleague in Marseille,authorizing the colleague to pay the Marseille merchant in the merchant's owncurrency after the actual exchange of goods had taken place.14. Directions: An introductory sentencefor a brief summary of the passage is provided below. Complete the summary byselecting the THREE answer that express the most important ideas in thepassage. Some sentences do not belong in the summary because they express ideasthat not presented in the passage or are minor ideas in the passage. Thisquestion is worth 2 points.In late sixteenth-and earlyseventeenth-century Europe, increased agricultural production and the expansionof trade were important in economic growth.A.Bringing more land under cultivationproduced enough food to create surpluses for trade and investment as well asfor supporting the larger populations that led to the growth of rural industry.B.Most rural villages established an arrangementwith a nearby urban center that enabled villagers to take advantage of urbanmarkets to sell any handicrafts they produced.C. Increases in population and theexpansion of trade led to increased manufacturing, much of it small-scale incharacter but some requiring significant capital investment.D.Increased capital was required for theproduction of goods, for storage, for trade, and for the provision of creditthroughout of Europe as well as distant markets overseas.E.Bills of exchange were invented inmedieval Italy butbecame less important as banks began to provide loans formerchants.F.The expansion of trade was facilitated bydevelopments in banking and financial services and benefitted from the hugeinflux of capital in the form of gold silver from the Americas.托福阅读答案1.以medieval period做关键词定位至第一句，说medievalperiod不那么prosperous繁荣，但如果只看这句的话很容易错选答案C，C的decline叫做减少，也就是说C说medieval时期prosperity下降了，但原文说不prosperous，是一种低的状态，不是下降的趋势，所以C错;而B的经济几乎没有增长是less prosperous 的同义替换，正确;A与C错的原因类似;D没说2.key众所周知的意思是钥匙，当然还有关键的意思，所以important正确。
【托福听力备考】TPO10 听力文本——Lecture 2
【托福听力备考】TPO10 听力文本——Lecture 2众所周知，托福TPO材料是备考托福听力最好的材料。
相信众多备考托福的同学也一直在练习这套材料，那么在以下内容中我们就为大家带来托福TPO听力练习的文本，希望能为大家的备考带来帮助。
TPO10 Lecture 2 European HistoryNarrator: Listen to part of a lecture in a European History Class.Professor：So would it surprise you to learn that many of the foods that wetoday consider traditional European dishes that their key ingredients were noteven known in Europe until quite recently, until the European started tradingwith the native peoples of North and South America? I mean, you are probablyaware that the Americas provide Europe and Asia with foods like squash, beans,turkey, peanuts. But what about all those Italian tomato sauces, hungariangoulash or my favorite, French fries? Those yummy fried potatoes.Student：Wait. I mean I knew potatoes were from where, South America?Professor ：South America. Right, the Andes Mountains.Student：But you are saying tomatoes too? I just assume since they’re used inso many Italian dishes.Professor：No, like potatoes, Tomatoes grew wild in the Andes. Although unlikepotatoes, they weren’t originally cultivated there. That seems to have occurredfirst in Central America. And even then the tomato doesn’t appear to have beenvery important as a food plant until the Europeans came on the scene. They tookit back to Europe with them around 1550. And Italy was indeed the first placewhere it was widely grown as a food crop. So in a sense, it really is moreItalian than American.And another thing and this is true of both potato and tomato. Both of these plants are members of the Nightshade family. The Nightshade family is a category of plants which also includes many that you wouldn’t want to eat, like mandrake, belladonna, and even tobacco. So it’s no wonder that people once considered potatoes and tomatoes to be inedible too, even poisonous. And in fact, the leaves of the potato plant are quite toxic. So it took both plants quite a while to catch on in Europe. And even longer before they made the return trip to North America and became popular food items here.Student：Yeah, you know, I remember, I remember my grandmother telling me that when her mother was a little girl, a lot of people still thought that tomatoes are poisonous.Professor：Oh, sure. People didn’t really start eating them here until the mid-eighteen hundreds.Student：But seems like I heard... didn’t Thomas Jefferson grow them or something?Professor：Well, that’s true. But then Jefferson is known not only as the third president of the United States but also as a scholar who was way ahead of his time in many ways. He didn’t let the conventional thinking of his day restrain his ideas.Now, potatoes went through a similar sort of ...uh... of a rejection process,especially when they were first introduced in Europe. You know how potatoes can turn green if they are left in the light too long? And that greenish skin can make the potatoes tastes bitter; even make you ill. So that was enough to put people off for over 200 years. Yes, Bill?Student：I’m sorry professor Jones. But I mean yeah ok. American crops have probably contributed a lot to European cooking over the years. But…Professor：But have they really played any kind of important role in European history? Well, as a matter of fact, yes. I was just coming to that.Let’s start with North American corn or maize, as it’s often called. Now before the Europeans made contact with the Americas, they subsisted mainly on grains, grains that often suffered from crop failures. And largely for this reason that political power in Europe was centered for centuries in the South, around the Mediterranean Sea, which was where they could grow these grains with more reliability.But when corn came to Europe from Mexico, well, now they had a much hardier crop that could be grown easily in more northerly climates and the centers of power began to shift accordingly. And then, well, as I said potatoes weren’t really popular at first. But when they finally did catch on which they did first in Ireland around 1780. Well, why do you suppose it happen? Because potatoes have the ability to provide an abundant and extremely nutritious food crop, no other crop grew in North Europe at the time had anything like the number of vitamins contained in potatoes. Plus, potatoes grown on the single acre of landcould feed many more people than say, wheat grown on the same land. Potatoes soon spread to France and other Northern European countries. And as a result, the nutrition of the general population improved tremendously and population soared in the early 1800s and so the shift of power from southern to northern Europe continued.。
【托福听力备考】TPO10听力文本——Lecture 4
【托福听力备考】TPO10听力文本——Lecture 4众所周知，托福TPO材料是备考托福听力最好的材料。
相信众多备考托福的同学也一直在练习这套材料，那么在以下内容中我们就为大家带来托福TPO听力练习的文本，希望能为大家的备考带来帮助。
TPO10 Lecture 4 PsychologyNarrator：Listen to part of a lecture in a Psychology Class.ProfessorOK. If I ask about the earliest thing you can remember, I’ll bet for most ofyou, your earliest memory would be from about age 3, right? Well, that’s truefor most adults. We can’t remember anything that happened before the age of 3.And this phenomenon is so widespread and well-documented it has a name. It iscalled childhood amnesia and was first documented in 1893.As I said, this phenomenon refers to adults not being able to rememberchildhood incidents. It’s not children trying to remember events from last monthor last year. Of course it follows that if you can’t remember an incident as achild, you probably won’t remember it as an adult. OK?So …so... so why is this? What are the reasons for childhood amnesia?Well, once a popular explanation was that childhood memories are repressed... uh, the memories are disturbing so that as adults we keep them buried, andso we can’t recall them. And this is based on…well, well, it’s not based on, on,on… the kind of solid research and lab testing we want to talk about today. Solet’s put that explanation aside and concentrate on just two. OK?It...it could be that as children we do form memories of things prior to age 3, but forget them as we get grow older, that’s one explanation. Another possibility is that children younger than three ck some cognitive capacity for memory. And that idea, that children are unable to form memories, that’s been the dominant belief in psychology for the past hundred years. And this idea is very much tied to two things, the theories of Jean Piaget and also to language development in children.So Piaget’s theory of cognitive development. Piaget suggested that because they don’t have language, children younger than 18 to 24 months live in the here and now, that is they lack the mean to symbolically represent objects and events, that are not physically present. Everybody get that? Piaget proposed that young children don’t have a way to represent things that aren’t right in front of them. That’s what language does, right? Words represent things, ideas.Once language starts to develop from about age 2, they do have a system for symbolic representation and can talk about things which aren’t in their immediate environment including the past. Of course he didn’t claim that infants don’t have any sort of memory, it’s acknowledged that they can recognize some stimuli, like faces. And for many years this model was very much in favor in psychology, even though memory tests were never performed on young children. Well, finally in the 1980s, a study was done. And this study showed that veryyoung children under the age of 2 do have the capacity for recall. Now, if the children can’ t talk, how was recall tested? Well, that is a good question, since the capacity for recall has always been linked with the ability to talk.So the researchers set up an experiment using imitation-based tasks. Adults used props, uh, toys or other objects to demonstrate an action that had 2 steps. The children were asked to imitate the steps immediately and then again after delays of one or more month. And even after a delay, the children could…could recall or replicate the action, the objects used, the steps involved and the order of the steps. Even children as young as 9 months!Now, tests showed that there was a faster rate of forgetting among the youngest children, but most importantly it showed that the development of recall did not depend on language development. And that was an importance finding!I guess I should add that the findings don’t say that there was no connection...no connection between the development of language and memory. There’s some of evidence that being able to talk about an event does lead to having a stronger memory of that event. But that does not seem to be the real issue here.So, back to our question about the cause of childhood amnesia, well, there is something called the rate of forgetting. And childhood amnesia may reflect a high rate of forgetting, in other words, children under the age of 3 do form memories and do so without language. But they forget the memories at a fastrate, probably faster than adults do. Researchers have set a standard….sort ofan expected rate of forgetting, but that expected rate was set based on the tests done on adults. So what is the rate of forgetting for children under theage of 3? We expect it to be high, but the tests to prove this really haven’tbeen done yet.。
威学教育托福口语tpo综合体听力文本完整版
威学教育托福口语t p o 综合体听力文本Document serial number【NL89WT-NY98YT-NC8CB-NNUUT-NUT108】托福口语T P O41综合体听力文本TPO41Task3Nowlistentotwostudentsdiscussingtheassignment.Idon'tknowaboutthis.Whynot?Soundsokaytome.Thingis:dependingonsomeoneelsemakesmenervous.Myroommatehadtodoaprojectlike thisandtheothergirldidn'tshowuptomeetings,didn'tdoanyresearch.Myroommatehadto doeverythingherself.That'sadrag.Iguessifyourpartnerisirresponsible,youareoutofluck.Exactly.Ithurthergrade.Idon'twantthesamethingtohappentome.Rightnowl'mmore concernedwithgettingagoodgradeeventhoughIknowthat'snotthelessontheprofessorhasinmind.Still,it'llbegoodtolistentoeveryone'sstuff.Well,Idon'tknow.Imean,attheendofthesemester,peoplearefocusedonstudyingforexams.Yeah.Whohastimetoputsomethinglikethistogetherwhenthey'rebusystudying?True.Ican'timagineanyonewillbeabletoreallydoagoodjobwithit.Andeveryonewillbeso preoccupiedbythenthattheyprobablywon'tlistenanyway.Ithinktheprofessor'sgonnabe disappointed.And students…well...we'llalljustbefrustratedbythewholething.Task4Nowlistentopartofalectureonthistopicinapsychologyclass.Here'sanexamplefrommyownlife.BeforeIstartedteaching,Iworkedasaresearchassistantin alaboratoryforayear.Well,duringmyveryfirstweekonthejob,Imadeasuggestiontomybossonhowwecould improvethewaywewererunninganexperiment.Mysuggestionwasagoodone.The experimentwassuccessfulandwegotgreatresults.Anyway,thatfirstweek,becauseofthatoneexperiment,mybossdecided,perhapswithoutevenrealizingit,hedecidedIwasagreatresearchassistantandheneverchangedhismind.Afterthat firstweek,Iwas...lwasokay,youknow,average.Iwasagoodworker,butIalsomademistakes. Everyonedoes.Butwhenevermybossintroducedmetosomeone,he'dsay,thisisJohn,ourstar researchassistant.Butaco-workerofmine,shewasn'tasfortunate,herfirstweekatthelab,shemadeabig mistakeandthelablostsomeimportantdata.Werecoveredthedata,butitcostofthelabtimeandmoney.Well,ourbossconcludedthatweekthatmyco-workerwasunreliable,incompetent. Andhecontinuedtothinkthat.But,actually,afterthatweek,sheturnedouttobeagood researchassistant,probablybetterthanme.Shemadesomeothersmallmistakes,likeIsaid, everyonedoes.Butourbossthoughtofherasunreliablecuzheonlynoticedhermistakes.Task5Nowlistentoaconversationbetweentwostudentsaboutcampushousing.Hi.Kate.Howisitgoing?Prettygood.Ijustfoundoutl'mgoingtobestayingoncampusduringthesemesterbreak. ProfessorClarkaskedmetohelphimwithsomeresearch.That'saprettybigdeal.Yeah.Iguessitis,buttheproblemis:thedormisalwaysclosed.SoIneedtofindhousingfor abouttwoweeks.Oh,that'srough.Butdidn'tyoumentionthatyouhadacoupleoffriendsthatliveinan apartmentnottoofarfromcampus?Aretheygonnabearound?Yeah.MaryandAlan.Theysaytheyaregonnastickaroundhereduringthebreak.Well,sowhydon'tyoujuststaywiththem?I'vebeenthinkingaboutaskingthem.Andtheyprobablywouldn'tchargeyouanything,right?Justforacoupleofweeks.Yeah.Probablynot.i'msurethey'dbefinewithit.Butsinceit'sbetweenclassesandtheywon't haveclassesandstuff,l'mworriedthat…You'reafraidthattheymightwanttopartytoomuch?Right.They'llbeonvacation,butl'llhavetogetupearlyinthemorningtoworkallday,sowe'llbeoncompletelydifferentschedules.Hmm...well,anotherpossibilityisthatsometimesyoucangetspecialpermissiontostayatthe dorm.Really?Youmeanthey'dletmestayinmyowndormroom?Iwouldn'thavetomove?Well,youwould,actually,becausetheyusuallyonlykeeponeofthedormsopenandit'snottheoneyou'rein.Hmm...lwonderhowmuchtheycharge.Well,it'snotascheapasstayingwithfriends,but…Butitwouldbequieter…True.Task6Listentopartofalectureinapsychologyclass.Childrenliketoplay.Everybodyknowsthat.Whenkidsplay,theyhavefun.Butthere'smoreto playthanjusthavingfun.Playisalsoimportantifkidsaretodevelopinanemotionallyhealthy way.Fromapsychologicalperspective…well,let'stalkabouttworeasonspsychologistsbelieve playbenefitskids.First,playhelpschildrenfeelmoreincontrol.Why?Well,somepsychologistshavesuggestedthat smallchildrenoftenfeelhelpless.Theyhavetodependonotherpeople,adults,foreverything. They'vegotverylittlecontrolovertheirownlives.Parentsdecidewhentheyeat,whattheyeat, whattheywear.Thisconstantstateofdependencycanmakekidsfeeluneasyandanxious.But whenkidsplay,they'reabletocontroltheirworldofplay.Theydecide…oh...whichtoythey're gonnaplaywithandhowthey'regonnaplaywithit.Maybetheytakesomebuildingblocksand makeabuildingoutofthem.Theyareconstructingsomethingwithnohelpatall.Soaccordingto thistheory,playinggiveschildrenasenseofbeingincontrolandtheydon'tfeelsohelpless. Andhere'sanotherwayplaycontributestohealthypsychologicaldevelopment.Itgiveschildrena safewaytoexplorecertainurges,desirestheyhave,butonesthatdon'trepresent…well...typicallyacceptablebehavior.Forexample,uh,taketheurgetobedestructive. Allkidshavethisurge,butiftheytrytoactonitandstartactuallybreakingthingsormessing thingsuparoundthehouse,theirparentswillgetupset.Butkidsarenaturallycurious.Theywant toexplorewhatit'sliketobedestructive,buttheydon'twanttheirparentstobeupsetwiththem.Sobyactingoutdestructivebehaviorsduringplay,theproblemissolvedcuzinplay,they' reallowedtobedestructive.Thinkaboutit.Thinkoftheexamplebeforewhereakidbuilds somethingoutofblocks.Isn'titreallycommontoseeakidbuildatowerorsomethingandthen justsmashitalldown?Destructiveinaway,butnoharmdone,right?。
托福写作｜TPO10综合阅读+听力文本
在托福写作练习过程中，相信TPO材料中的作文题目都会是大家的首选练习材料。
小编给考生们带来了托福综合写作TPO10，希望可以帮助广大托福考生轻松备考托福。
TPO10ReadingThe sea otter is a small mammal that lives in waters along the westerncoast of North America from California to Alaska. When some sea otterpopulations off the Alaskan coast started rapidly declining a few years ago, itcaused much concern because sea otters play an important ecologicalrole in thecoastal ecosystem. Experts started investigating the cause of the decline andquickly realized that there were two possible explanations: environmentalpollution or attacks by predators.Initially, the pollution hypothesis seemed themore likely of the two.The first reason why pollution seemed the more likely cause was that therewere known sources of it along the Alaskan coast, such as oil rigs and othersources of industrial chemical pollution.Water samples from the area revealedincreased levels of chemicals that could decrease the otters'resistance tolife-threatening infections and thus could indirectly cause their deaths.Second, other sea mammals such as seals and sea lions along the Alaskancoast were also declining, indicating that whatever had endangered the otterswas affecting other sea mammals as well. This fact again pointed toenvironmental pollution, since it usually affects the entire ecosystem ratherthan a single species. Only widely occurring predators, such as the orca (alarge predatory whale), could have the same effect, but orcas prefer to huntmuch larger prey, such as other whales.Third, scientists believed that the pollution hypothesis could also explain the uneven pattern of otter decline: at some Alaskan locations the otter populations declined greatly, while at others they remained stable. Some experts explained these observations by suggesting that ocean currents or other environmental factors may have created uneven concentrations of pollutants along the coast.ListeningProfessor:Well, ongoing investigations have revealed that predation is the mostlikely cause of sea otter decline after all. Well, ongoing investigations have revealed that predation is the most likely cause of sea otter decline after all.First, the pollution theory is weakened by the fact that no one can reallyfind any dead sea others washing off on Alaskan beaches. That's not what you would expect if infections caused by pollution started killing a lot of otters. On the other hand, the fact that it's so hard to find dead otters is consistent with the predator hypothesis. If an otter is killed by a predator, it's eaten immediately so it can't wash up on shore.Second, although orcas may prefer to hunt whales, whales have essentially disappeared from the area because of human hunters. That means that orcas have had to change their diet to survive and since only smaller sea mammals are now available, orcas have probably started hunting those. So it probably is the orcas that are causing the decline of all the smaller sea mammals mentioned in the passage - the seals, the sea lions and the sea otters.。
【威学教育】钱梦娟Fancy托福口语TPO-8听力文本
钱梦娟Fancy托福口语TPO8听力文本TPO 8Task 3：Now listen to two students discussing the university's plan.(man) Have you read this article? Are they serious?(woman) Yeah, I think so. Why?(man) Well, first of all, a lot of kids aren’t looking for relaxing breaks at lunch time. They like to study while they, especially while they have exams coming up or some assignments they have to get done.(woman) Yeah, that’s true.(man) And now they won't be able to concentrate. This is gonna be very distracting. (woman) Hmm. OK, yeah, I see your point.(man) And second, most students don't like classical music.(woman) It’s certainly not what I listen to.(man) So, are people going to stop listening to their own music?(woman) No!(man) I think people are going to be even more likely to bring their mp3 player, you know, to play their own music and block out the classical stuff.(woman) Yeah, that makes sense.The man expresses his opinion about the university s plan. State his opinion and explain the reasons he gives for holding that opinion.Now listen to part of a lecture from a biology class.(male)There’s a large tropical insect called the Peanut Bug. Yes, like the peanuts you eat. Um, and the Peanut Bugs front wings are colored so they blend in with their surroundings. But its back wings, which are usually closed and hidden, have these bright colorful spots on them. And when the Peanut Bugs are attacked, it suddenly opens its back wings and out pop these bright colors. And that surprises the predator and gives the Peanut Bug a chanceto get away.Um, then you have a butterfly called the morpho butterfly. And parts of the morpho butterfly wings are very shiny. They reflect a lot of sunlight. When this butterfly is resting, this shiny part of its wings is hidden. Now morpho butterflies are often attacked by birds. So when a bird approaches, the morpho flies away. And when the morpho flaps its wings, all the bird can see are flashes of light reflect ed from the morpho’s wings. Those flashes of light make it very difficult for the bird to follow the morpho. And the morpho is usually able to get away.Using the example of the Peanut Bug and the morpho butterfly, explain the concept of revealing coloration.Listen to a conversation between two students.(woman) Hey, Steve, are you ready for classes to start?(man) Not really. There’s still a big conflict in my course schedule.(woman) What's wrong?(man) This is my last semester and I've still got two required courses left to take in order to finish my literature degree.(woman) Ok?(man) I have to take both History of the Novel and Shakespeare or I can’t graduate! Problem is the two courses meet at the same time!(woman) Uh, oh. What are you gonna do?(man) Well, I talked to the professor who’s gonna teach Shakespeare, he said I could do an independent study to fulfill that requirement.(woman) How would that work?(man) I'd read the assigned text on my own, do all the same assignments, and meet with him when I need to, if I had any questions.(woman) Well, that sounds a good way to fulfill the requirement.(man) Yeah, plus it’d be nice to have one-on-one discussions with the professor. It’s just that, well, working on my own like that, I'm kind of concerned I won't be able to motivate myself to get the work done on time. It’s easy to put things off when it’s not an actual class, you know?(woman) Yeah, are there other options?(man) Um, yeah, I found out that the Shakespeare class is being offered at another university about a half an hour from here. That university has a really great literature program and our university will accept their credits, so …(woman) That’s an idea!(man) Yeah, I’m sure it’ll be a good class. And it’d fulfill the requireme nt. Only thing is, you know, I’d have to drive a half an hour to get to the class and then half an hour to come back, three times a week! That’s a lot of time and gas money.Briefly summarize the problem the speakers are discussing. Then state which solution you would recommend. Explain the reasons for your recommendation.Task 6：Now listen to part of a lecture in a business class.(female)Today we’ll talk about how companies determine the initial prices for their products. Uh, by that I mean when they first introduce the products in the market. There’re different approaches and today we’ll discuss two of them. They’re quite different, each with their own advantages.One approach, or strategy, sets the initial price of the product high followed by a lower price at a later stage. Why? Well, when introducing a new product, companies want tobuild a high quality image for it. Products that cost more are believed to be of higher quality. So, during the early stages of the product life cycle, companies can make very high profits from consumer’s willing to pay more for a high quality product, and although consumers know that price will eventually do down, they’re also willing to pay more to get the product sooner. This approach works very well with, oh, innovative high-tech products, for example. Now just think about when video recorders or video cameras or even cell phones first came out. They were very expensive. But then they became much more accessible.Another very common strategy sets the initial price low . Now this happens when the market is already saturates with the product and the strategy is to undercut its competitors. Say, there’s a newly starting computer maker trying to gain market share. So what did they do? Well, they offered a computer at an affordable price, lower than existing brands. By doing this, the company appeals to new consumers who weren’t probably even interested in getting a computer. And, well, of course, to existing consumers who might now be tempted to switch brands. Now how does this company make profits with its low-priced computers? Well, one thing that’s often done is to encourage their customers to buy accessories also manufactured by them, like printers or software, for example.Using the points and examples from the lecture, explain the two pricing strategies described by the professor.。
托福TPO10口语Task4阅读文本+听力文本+题目+满分范文
为了帮助大家高效备考托福，为大家带来托福TPO10口语Task4阅读文本+听力文本+题目+满分范文，希望对大家备考有所帮助。
托福TPO10口语Task4阅读文本： Entertainment Merchandising An effective, widely used marketing practice in the entertainment industry is entertainment merchandising. Entertainment merchandising is a form of marketing in which the brand or image from one product is also used to sell another. The practice of entertainment merchandising often occurs in connection with movies and television shows, especially those associated with children. For example, the success of a popular children’s television show may result in the marketing of toys that are designed to look like characters in the show. Or the satiation may be reversed when a children’s television show is written to include characters that are based on already-popular toys. 托福TPO10口语Task4听力文本： Now listen to a lecture from a marketing class. (male professor): Ok, so I’ve actually got a few different examples of this. You know, uh, when I was a kid, a character named Action Hero was really popular with my friends and me. We would always watch the Action Hero program on television every week and played games pretending we were strong and powerful as he was. Then pretty soon we began seeing these small Action Hero figures in all the stores. And, well, we all just had to have them. I mean, we’ve been watching the television show for so long that it seemed only natural to want to own toys, too. Well, I finally grew up and left Action Hero television program and toys behind. But, now, I have a 7-year-old daughter who watches television a lot and also like to play with her toys. And lately her favorite toy is a cute little baby doll with a big round face and lots of curly hair named Rosa. All my daughter’s friends have Rosa dolls, too. And they enjoy going to each other’s houses to play with them. Then a few weeks ago, my daughter came running up to me all excited because she just heard that there is going to be a new television program on every week with the doll, Rosa, as the main character. So naturally she and all her friends have begun watching the show. And it’s already very popular, as popular as the toy doll. 托福TPO10口语Task4题目： Using the examples from the lecture, explain the concept of Entertainment Merchandising. 托福TPO10口语Task4满分范文： Entertainment merchandising is a marketing practice using the brand or image from one product to sell another. The professor uses two examples to illustrate this practice. The first example is that when he was a kid, his friends and he liked a character named Action Hero and they always watched the Action Hero program on Television and played games pretending to be the powerful hero. After a time, they started to see small hero figures in all the stores. They all watched the TV show so long that it was natural they wanted to buy the toys. The second example is that his 7-year-old daughter and her friends like a cute little baby doll named Rosa. One day his daughter told him that a new TV program with Rosa as the main character would show every week. Naturally, she and her friends all started to watch the television show which was already popular, as popular as the toy doll. 以上是给大家整理的托福TPO10口语Task4阅读文本+听力文本+题目+满分范文，希望对你有所帮助!。
【威学教育】钱梦娟Fancy托福口语TPO-9听力文本
威学教育|专注雅思、托福等出国考试培训网址：钱梦娟Fancy托福口语TPO9听力文本TPO 9Task 3：Now listen to two students discussing the announcement.(man) Read this announcement?(woman) Yeah, and I disagree. I don’t think it’ll actually help students.(man) Really, why not?(woman) Well, they talked about leadership and organizational skills, but that’s not really the kind of work you do. Like my elder brother’s had the kind of job they’re talking about, and typically you are just there to do the basic tasks like typing or filing stuff, nothing very meaningful.(man) Oh, so you wouldn’t actually learn anything new.(woman) Exactly!(man) I guess I see what you mean. But what about the other point they make? (woman) About this helping us after we graduate? I don't agree.(man) How come?(woman) Well, the problem is that there're lots of other universities in our area that have the same requirement. So there’re lots of other students at these positions.(man) Yeah, I guess I haven’t thought of tha t.(woman) So, even if you take a position like this in a company while you’re still a student, once you graduate the competition for permanent jobs will be impossible. Imean there just won’t be enough jobs available for all of the business graduates in the city that will be looking for full-time work.(man) Hmm, I see what you’re saying.The woman expresses her opinion about the new policy. State her opinion and explain the reasons she gives for holding that opinion.Task 4:Now listen to part of a lecture on this topic in a film class.(male)The other day I went to this great new movie. And one of the scenes in particular I thought was really set up nicely. At the start of the scene, before the action and talking things started, you saw on the movie screen an image of a city. You could tell it was a big city. There were lots of buildings, tall ones, skyscrapers, and the cars and signs on the city streets looked old fashioned, like they were from the past, like the 1940s.The other thing I noticed right away from this first image, just when the scene started, was that the city seemed gloomy. You couldn’t see much because it was, well, it was mostly darkness rather than sunlight. And there was only just little bit of light from street lamps. On top of that, it was raining and kind of foggy.All of these details were together to create a dark, gloomy, mysterious feeling. So then, when the action started and it showed detectives talking to each other in the office, Ialready knew that the office was located in a tall building, in a big city, sometime in the 1940s. And I had a good idea that the events that’d be taking place would be pretty dark and mysterious because of the shot, the image I saw at the beginning of the scene.Using the professor’s example, explain what an establishing shot is and how it is used.Task 5:Listen to a conversation between two students.(man) Hey, Beth, how are things?(woman) Not great.(man) Why? What’s wrong?(woman) I just found out I have to move out of my apartment, like, right away. (man) You’re kidding! Why?(woman) Well, my apartment, it’s in a house, a kind of old house. And now something’s wrong with the water pipes. I think some of the pipes burst or wore out or something. Anyway, we don’t have any water in the house, and apparently it’sgonna take two weeks to fix the problem.(man) So you need to find a place to live for what? two weeks or so?(woman) Yeah, bad timing, huh? With mid-term exams coming up and everything! (man) So you’ve figured out what you’re going to do?(woman) Well, some friends said I could stay at their place. They don’t have an extra bedroom but they said it'd be OK for me to sleep on their living room couch.(man) You could probably handle that for a couple of weeks, right?(woman) I guess so. I mean it’s really nice of them to offer. And it’s free! The only problem is they already have four people living there so it could be a little crowded. (man) And not ideal for studying for mid-terms.(woman) Yeah, too many distractions.(man) Hmm, any other options?(woman) Well, I did find this place. It's a small hotel over on 3rd street right near campus. (man) Oh, right! A lot of kid’s parents stay there when they come for a visit.(woma n) Right. So I could get a room there. They have a weekly rate and it’s pretty reasonable. But, I don’t know..(man) At least at the hotel you'd have a space of your own, you know, so you could get more done.(woman) That’s definitely a plus. But I have to think about it. Even though it’s pretty cheap, it'll still end up costing me some money. And my budget is pretty tight right now.Briefly summarize the problem the speakers are discussing. Then state which solution you would recommend. Explain the reasons for your recommendation.Task 6：Listen to part of a lecture in a biology class.(female)We all know that insects like to eat plants. But some plants are able to develop ways to protect themselves from insects. Today I’m gonna talk about some ways plants defend themselves.Now, some plants have physical features that prevent insects from landing on them. Like the passion plant, for example, its leaves have little spiky hairs all over them. They’re like spikes, sticking out of the plant that are so numerous and dense that they prevent insects from landing on the leaves. Basically there’re just no room for the insects to land. And since insects can’t land on the leaves they can’t eat them. So the little hairs serve as a physical feature that help protect passion plan t from insects.All right! But other plants protect themselves using chemical defenses, like the potato plant. The potato plant is able to release a chemical throughout its leaf system whenever an insect attacks it, st arts eating the leaf. So, say an insect starts eating a potato plant’s leaf, that will cause the plant to react by releasing a chemical throughout its leaf system . The insect swallows this chemical as it eats. And this chemical discourages the insect from wanting to eat more of the plant. How? Well, the substance makes the insect feel full, like it’s already had enough to eat. The insect no longer feels hungry so it stops eating the plant. So, by emitting this chemical, the potato plant protects itself from insects.Using points from the lecture, explain how the passion plant and the potato plant defend themselves from insects.。
托福TPO10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TPO10听力Conversation1文本+题目+答案解析，希望对大家备考有所帮助。
托福TPO10听力Conversation1文本 Narrator: Listen to a conversation between a student and her Photography Professor. Student: Professor Johnson, there is something that’s been on my mind. Professor: OK? Student: Remember last week, you told us that it's really important to get our photography into a show, basically as soon as we can? Professor: Yup, it's a big step, no question. Student: Thing is, I am sitting here and I am just not sure how I’d get there.I mean I’ve got some work I like, but is it really what a gallery is looking for? How would I know? How do I make the right contacts to get it into a show, I just really don't... Professor: OK, hold on, slow down. Um…these are questions that, well, just about every young artist has to struggle with. OK, the first thing you should do is you absolutely have to stay true to your artistic vision; take the pictures you want to take. Don't start trying to catch the flavor of the month and be trendy because you think you’ll get into a show – that never works, because you wind up creating something you don't really believe in. It’s uninspired, and won’t make any shows. I've seen it happen so many times. This doesn't mean that you should go into a cave. Keep up with trends, even think about how your work might fit in with them, but don't mindlessly follow them. Student: Well, yeah, I can see that. I think though I have always been able to stay pretty true to what I want to create, not what others want me to create. I think that comes through in my work. Professor: OK, just remember that is one thing to create work that you really want to create when it’s in the classroom. The only thing at stake is your grade. But work created outside the classroom? That can be in a different story. I'm not talking about technique or things like that. It's just that there is so much more at stake when you are out there making art for a living. There’s a lot of pressure to become something you are not, and people often surrender to that pressure. Student: But to get stuff exhibited… Professor: Well, you need to be a bit of an opportunist. You know, common sense things like always having a sample of your work on hand to give to people. You won’t believe the kind of contacts and opportunities you can get in this way. And try to get your work seen in the places like restaurants, bookstores. You’d be surprised how word gets around about photography in places like that. Student: OK, it's just so hard to think about all of those practical things and make good work, you know. 托福TPO10听力Conversation1题目 Question 1 of 5 Why does the student go to see the professor? A. To discuss the latest trends in the photography shows. B. To find out why some of her work was not selected for a show. C. To discuss how to get her photographs exhibited. D. To find out about a student photography show on campus. Question 2 of 5 According to the professor,what is the best way to create work that is likely to be chosen for a show?. A. By taking photographs that fit with current trends. B. By following one's own artistic views. C. By consulting experienced photographers. D. By learning what gallery owners are interested in. Question 3 of 5 What does the professor imply about photography created outside of the classroom? A. It is usually technically stronger than work created for a class.。
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TPO 10Task 3：Now listen to two students discussing the letter.(man) Mary, you’re an art student. What do you think of this letter?(woman) I don’t like the idea.(man) Why not?(woman) Well, first of all, his first point about a lot of people passing through the student center, that’s true, but..(man) But?(woman) But it’s always crowded with people coming and going. It’s n ot good for showing artwork. Imagine you’re standing there, trying to look at the painting, it’s gonna be like a million people walking through. People walking in front of you, blocking your view, distracting you.(man) Hmm. Yeah, I haven’t thought of it.(woman) You won’t be able to appreciate the artwork or get a good look at anything with so much going on, with so many people moving around.(man) Yeah, I see what you mean.(woman) Plus, he’s wrong about the windows.(man) But isn’t it true that it’s good for art to have lots of light?(woman) In a sense, yeah, but that kind of light, all that natural light from windows, that's actually not good, because if it's really sunny out it will be way too bright, if it’s cloudy, it will be way too dark.(man) Oh!(woman) What you want is controlled light, consistent light, the kind you get from electrical light bulb. Think about in an art museum. In an art museum, you’ve got electric lighting and the light is always carefully controlled, always at the same level.Briefly summarize the proposal in the student s letter. Then state the woman s opinion about the proposal and explain the reasons she gives for holding that opinion.Task 4：Now listen to a lecture from a marketing class.(male professor):OK, so I've actually got a few different examples of this. You know, uh, when I was a kid, a character named Action Hero was really popular with my friends and me. We would always watch the Action Hero program on television every week and played games pretending we were strong and powerful as he was. Then pretty soon we began seeing these small Action Hero figures in all the stores. And, well, we all just had to have them. I mean, we've been watching the television show for so long that it seemed only natural to want to own toys, too.Well, I finally grew up and left Action Hero television program and toys behind. But, now, I have a 7-year-old daughter who watches television a lot and also like to play with her toys. And lately her favorite toy is a cute little baby doll with a big round face and lots of curly hair named Rosa. All my daughter’s friends have Rosa dolls, too. And they enjoy going to each other’s houses to play with them. Then a few weeks ago, my daughter came running up to me all excited because she just heard that there is going to be a new television program on every week with the doll, Rosa, as the main character. So naturally she and all her friends have begun watching the show. And it’s already very popular, as popul ar as the toy doll.Using the examples from the lecture, explain the concept of Entertainment Merchandising.Task 5:Listen to a conversation between two students.(woman) Is there a problem with the electricity?(man) Yeah, this storm knocked ou t power all over the city. And they’re saying it might be several hours before we have electricity again.(woman) Oh, no! I have a history paper due tomorrow and I’ve been writing it on my lap top computer and the battery’s running low. I am going to nee d electricity soon. (man) Well, you know, Jefferson City still has electricity. And there’s a library therewhere you can plug in lap top. You could go over there to work on your paper. It’s only about a twenty-minute drive.(woman) That’s a good idea.Of course I’d have to pack up all my stuff and it is raining outside.(man) Yeah, that’s true. Well, why don’t you just ask the professor for an extension? You know, tomorrow when you go to class just ask him if he would give you an extra day to get the paper done. I’m pretty sure he’d agree. You know, with the storm and all.(woman) Yeah, that should be a lot easier. But then he did tell us when he gave us the assignment that he wouldn’t grant any extension.(man) You don’t think he’d grant an excep tion in this case?(woman) I’m not sure. It’s a little risky. He might just say that we shouldn’t have waited until the last minute.(man) Yeah, but, maybe if other students have the same problem you might be able to convince him.(woman) Yeah, I mea n, it’s not our fault that the electricity went out. Hmm…Briefly summarize the woman's problem then state which solution you would recommend. Explain the reasons for your recommendation.Task 6：Listen to part of a lecture in a Psychology class.(female professor)OK, we generally assume that babies can feel only very basic emotions like happiness or anger, that is, the babies just react to things that happen directly to them. However, some new research's suggesting that babies may be able to feel concern for others, to have empathy for others.Now, empathy is a complex emotion. It involves a baby relating to someone else's emotions, not just reacting to things happening directly to them. Let's talk about an experiment that may show that babies could be capable of feeling empathy.OK, for the first part of the experiment, well, um, we’ve always known that babies start to cry when they hear other babies crying, right? One baby in a room starts crying and all the rest join in. We've always assumed that the other babies cry because they were reacting to the noise of crying, that the noise itself was distressing. So, in the experiment researchers play tape recording, a tape of baby’s crying, to another baby. And sure enough, the baby started crying when he heard the sound of other baby’s crying. This was no surprise, of course. And the researchers assumed that the baby cried because of the noise.But the next part of the experiment was surprising. The researchers played the baby a tape of his own crying. Now it was just as noisy, so the researchers expected him to cry. However, this time the baby did not cry. He wasn't upset by the sound of his own crying. Why not? Well, maybe it wasn’t the noise that made him cry before when he heard other baby’s c rying.In fact, maybe noise has nothing to do with it. It could be that the baby felt empathy for the other babies. And that was why he got upset when he heard them crying. Researchers concluded that it is indeed possible that babies feel empathy, concern for others.Using the points from the lecture explain why researchers think that babies may feel empathy.。