【托福听力资料】托福TPO15 听力文本-Lecture 4

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托福听力Tpo真题_动物专题

TPO Listening Exercises Subject: Animal SciencesYour Name:Your Class:TPO1 Lecture 412.What is the main topic of the lecture●The types of habitats marmots prefer●Methods of observing marmot behavior●Feeding habits of some marmot species●Differences in behavior between marmot species13.According to the case study, why are marmots ideal for observation●They do not hide from humans●They reside in many regions throughout North America●They are active in open areas during the day●Their burrows are easy to locate14.Drag the appropriate description of each marmot species' behavior to the box below the marmot's nameClick on a phrase. Then drag it to the space where it belongs.One of the phrases will not be usedDisplays aggressive tendencies is family oriented says active during the winterbehaviour patterns?●Type of food available●The size of the population●Interaction with other marmot species●Adaptations to the climate16.Why does the professor say this()●To inform the student that his definition is incorrect●To suggest that the student did not do the reading●To encourage the student to try again●To change the topic of discussion17.Why does the professor say this()●To express a similar concern●To encourage the student to explain what she means●To address the student's concern●To agree with the studentTPO4 Lecture 16. What is the lecture mainly about?A. Method s of observing unusual animal behavior.B. A theory about ways birds attract mates.C. Ways animals behave when they have conflicting drives.D. Criteria for classifying animal behaviors.7. Indicate whether each of the activities below describes a displacement activity.8. What does the professor say about disinhibition?A. It can prevent displacement activities from occurring.B. It can cause animals to act on more than one drive at a time.C. It is not useful for explaining many types of displacement activities.D. It is responsible for the appearance of seemingly irrelevant behavior.9. According to the lecture, what is one possible reason that displacement activities are often grooming behaviors?A. Grooming may cause an enemy or predator to be confused.B. Grooming is a convenient and accessible behavior.C. Grooming often occurs before eating and drinking.D. Grooming is a common social activity.10. Why does the professor mention the wood thrush?A. To contrast its displacement activities with those of other animals species.B. To explain that some animals display displacement activities other than groomingC. To point out how displacement activities are influenced by the environment.D. To five an example of a n animal that does not display displacementactivities.11. Replay: What does the professor mean when she says this?A. She is impressed by how much the student knows about redirecting.B. She thinks it is time to move on to the next part of this lectures.C. The student’s answer is not an example of a displacement activity.D. The student should suggest a different animal behavior to discuss next.TPO7 Lecture 210.what is the lecture mainly about?●How animals emit ultrasonic pulses●How bats use acoustical signals● A comparison of echolocation and radar●Variations among bats in the use of ultrasound11.why does the professor decide NOT to add more information to the diagram on the board?●She wants students to complete the diagram themselves as an assignment●She needs to look up some information in order to complete the diagram accurately●The additional information is not relevant to the topic that she wants to discuss next●Students already have the additional information in their textbook12.According to the professor, what are two ways in which a moth might react when it detects the presence of a bat?Click on 2 answers●The moth might stop beating its wings●The moth might emit high-frequency sounds●The moth might leave the area●The moth might change its color to match its surroundings13.What surprising information did a recent experiment reveal about lesser spear-nosed bats?●They filter out echoes from some types of trees●They can analyze echoes from stationary objects with complex surfaces●They cannot analyze "jagged" echoes●They cannot analyze echoes from certain types of small moving objects.14.According to the professor ,why does a pine tree produce a "smooth" echo?●Because it has a smooth trunk●Because it has large branches spaced at regular intervals●Because it has many small, densely packed needles●Because it remains stationary in all types of weather15.Why does the professor say this()●To answer a question that Carol asked●To correct a statement that Carol made●To praise Carol for an example that she gave●To give an example of a principle that Carol statedTPO8 Lecture 11.What is the main purpose of the lecture?A.To compare active habitat selection with passive habitat selectionB.To show that most habitat preferences in animals are learnedC.To compare the habitat requirements of several bird speciesD.To examine the consequences of habitat selection by animals2.What element of the lover’s habitat in California was threatened?A.The availability of foodB.The availability of waterC.The safety of nests from human activityD.The protection of nests from predatory birds3.What does the professor illustrate with the example of the blue warbler?A.The relationship between human activity and habitat lossB.The relationship between habitat and reproductive successC.The advantages of habitats with low vegetation densityD.The reproductive advantage that young warblers have over olderwarblers4.Why does the professor mention the population density of blackcaps intwo different habitats?A.To explain the similar reproductive rates in the two habitatsB.To explain the relation between a species’ population density and itsnesting behaviorC.To illustrate the advantages of a preferred habitat over a secondaryhabitatD.To illustrate the possible impact of making a poor habitat selection5.According to the professor, why did some blackcaps choose a secondaryhabitat?A.They were following a moving food supplyB.Their preferred habitat was taken over by another bird speciesC.Their nesting sites were disturbed by human activityD.Their preferred habitat became too competitive6.Listening again to part of the conversation. Then answer the question.What can be inferred about the professor when she says this?A.She realizes that she just contradicted a statement she made earlierB.She is about to discuss another aspect of the topicC.She thinks the answer to her question is obviousD.She wants students to recall a case that she has already discussed.TPO10 Lecture 16 What is the lecture mainly about○ Recent fossil evidence connecting whales and the hippopotamus○ Difficulties in the determining the evolutionary history of whales○ Similarities among ancient ancestors of whales○ Similarities between whales and other modern-day animals7 According to the professor, what three aspects of the Ambulocetus fossil make Ambulocetus a likely bridge between land mammals and sea mammals?Click on 3 answers○ It had an elongated skeletal structure○ It strongly resembled a modern hippopotamus○ It had an unusually kind and thin tail for a whale○ It had limbs that could have been used for walking○ Its skull had ear bones characteristic of land mammals8 According to the professor ,what does the discovery of Ambulocetus mean to researchers?○ It fills a gap in the fossil evidence for whale evolution○ It has become less significant since the discovery of Basilosaurus○ It call into doubt the theory that whale evolved from land mammals○It suggests that whales evolved more recently than was previously believed9 What evidence suggests that whale are descendants of the hippopotamus○ Similarities between hippopotamus fossils and the Ambulocetus fossil ○ Similarities in the genes of hippopotamuses and whales○Similarities in the habitats of modern hippopotamuses and ancient whales○ Similarities in the skeletal structures of modern hippopotamuses and ancient whales10 What is the professor's opinion about recent genetic studies relating to whale evolution?○ They solve a long-standing mystery involving fossil evidence○ They contain significant errors○ They present evidence that conflicts with fossil evidence.○The findings of the various studies should not have surprised researchers11.What does DNA evidence indicate about relationships among whales?○ All modern whales descend from sperm whales○Differences among toothed whales are less significant that was previously thought○ Not all toothed whales are closely related○Sperm whale are more closely related to killer whales than was previously thoughtTPO11 Lecture 12.what is the talk mainly about?●Various predators that threaten young birds●Various patterns of growth in young birds●One way that birds protect their young●One way that birds provide food for their young3.according to the lecture, what do birds usually do when putting on a distraction display?Click on 2 answers●They imitate another kind of animal●They fly in circles around their nest●They cover their nest with their wings●They pretend they are sick or injured4.according to the lecture,when do birds put on their most conspicuous distraction displays?●Just before they lay their eggs●Immediately after they have laid their eggs●Just before their young become independent●Immediately after young have left the nest5.why does the professor say this()●To introduce an explanation●To express uncertainty●To point out an error●To emphasize a point that should be obvious6.Why does the professor say this()●To explain the behavior of the predator●To emphasize that predators have excellent hunting skills●To state the purpose of birds' behavior●To emphasize the risks involved in a distraction display7.why does the professor say this()●To describe the behavior of an injured sandpiper●To give an example of a well-performed broken-wing display●To show why some sandpipers fail to distract predators●To distinguish the sandpiper's display from another kind of displayTPO14 Lecture 2Part 31.What is the lecture mainly about?✧Difficulties animals have in regulating their body temperatures✧How people can affect animals’ microclimates✧Ways of identifying different types of microclimates✧The importance of microclimates to some animals2.What two factors does the professor say can affect a microclimate?Click on 2 answers.✧The size of the animal population in the area✧The number of other microclimates in the area✧The elevation of the land where the microclimate is located✧Human activity in the area where the microclimate is located3.What point does the professor make when she mentions squirrels?✧Studying squirrels has helped biologists identify differentmicroclimates.✧Mammals have more than one way of regulating their bodytemperature.✧Smaller animals have more success than larger animals in adapting todifferent microclimates.✧Squirrels do not rely on microclimates as much as other mammals do.4.What does the professor imply the professor imply about reptiles andmicroclimates?✧Microclimates can be both helpful and harmful to reptiles.✧Microclimates are one of the many ways reptiles control their bodytemperature.✧Many reptiles position themselves in microclimates when waiting fortheir prey.✧Many reptiles spend most of their time in one type of microclimate.5.According to the professor, how do decomposing leaves affectmicroclimates?✧Decomposing leaves form layers that prevent sunlight from warmingthe ground below the leaves.✧Decomposing leaves insulate burrows, keeping the burrows cool.✧Decomposing leaves generate heat, creating a warm microclimate.✧Decomposing leaves bring moisture to dry microclimates.6.Listen again to part of the lecture. Then answer the question.Why does the student say this:✧To refer to a well-know misconception about reptiles✧To indicate that he understands the professor’s explanations✧To provide an example that may be an exception to the professor’sstatement✧To indicate that there is more than one explanation for a phenomenonTPO15 Lecture 429. Why does the professor discuss the exploration of hydrothermal vents?To show how the exploration helped researchers to determine the composition of ocean water.To show how the exploration challenged an assumption about biological communities.To compare two competing theories concerning chemosynthesis.To compare the life cycle of underwater plants to the life cycle of underwater animals.30. What are three of the conditions of water near hydrothermal vents that made researchers think they would not find living organisms there? Click on 3 answersExtreme heatExtreme pressureFast currentsLack of mineralsLack of sunlight31. What does the pr ofessor imply about the researchers’ reaction to the biological community discovered on the ocean floor?They were surprised at the large variety of organisms living near hydrothermal vents.They were surprised to find any bacteria living without sunlight.They were disappointed at not finding any animal life.They could not agree on the significance of the data that they collected.32. According to the professor, what is the role of chemosynthesis in biological communities that are found hydrothermal vents?It enables organisms to convert hydrogen sulfide into food.It enables organisms to convert tiny amounts of light into energy.It enables organisms to withstand large amounts of carbon dioxide.It enables organisms to regulate their temperature.33. Why does the professor mention the bacteria that live inside a tube worm?To give an example of organisms that pose a threat to tube worms.To explain what provides the organic material that tube worms use for energy.To give an example of other organisms that can withstand extreme heat.To give an example of organisms that are involved in both chemosynthesis and photosynthesis.34. What does the professor imply when she says thisShe will review information from the assigned chapter.She will present additional information related to the assigned chapter. The quiz on the assigned chapter will be longer than other quizzes. The class has spent too much time on the assigned chapter.TPO16 Lecture 36. What is the lecture mainly about?A. Different foraging strategies among animals.B. Methods beavers use to gather building materials.C. Decisions beavers make about where to live.D. Choices beavers face when foraging.7. What differences between aspen trees and ash trees does the professor point out?A. Aspen trees are easier to transport.B. Aspen trees provide better wood for construction.C. Aspen trees provide less nutrition for beavers.D. Aspen trees have more overall value to beavers.8. What does the professor identify as the two central issues involved in beavers’ behavior? Click on 2 answers.A.How far from home to forage.B.How to cope with competition.C.What size tree to cut down.D.What time of year material for construction is available.9. What does the professor say about the cutting down of large trees?A. Beavers generally prefer cutting down large trees to small trees.B. Beavers generally do not travel long distances to cut down large trees.C. Beavers will not cut large trees of certain species.D. Beavers use large trees mainly for the purpose fo building shelters.10. According to the professor, why do beavers generally forage at night?A. Beavers are safe from predators if they forage at night.B. Foraging at night requires less energy than foraging in the daytime.C. Beavers stay with their offspring during the daytime.D. Beavers face less competition for food from other animals during the night.11. Why does the professor say this?A. To explain her reasoning.B. To indicate why her belief was wrong.C. To give an example of a decision beavers make.D. To explain the reason beavers travel far for wood.TPO17 Lecture 41.What is the lecture mainly about?A.Different kinds of color vision in sea animals.B.Differences in appearance between various species of octopus.C.Ways that octopuses attract their prey.D.Ways that octopuses protect themselves from predators.2.Why does the professor first mention Proteus?A.To explain how the octopus got its scientific name.B.To introduce the octopus’ exceptional abilities.C.To point out that the octopus played an important role in Greek mythology.D.To provide an example of a mythological character that was part animal and part human.3.How does an octopus change color to match the colors in its environment? Click on 2 answersA.By raising its papillae.B.By releasing colored ink.C.By reflecting light from its environment.D.By contracting the muscles around its chromatophores.4.What does the professor say about the function of the papillae?A.They produce dye in different colors.B.They propel the octopus through the water.C.They cha nge the texture of the octopus’ skin.D.They help the octopus contract into a smaller shape.5.What two examples does the professor mention to describe the octopus’ ability to change its shape? Click on 2 answersA.A small round stoneB.The leaves of a plantC. A cloud of ink.D.A piece of coral.6.Why does the professor say this?A.To point out an error.B.To illustrate a point.C.To propose an explanation.D.To correct a misunderstanding.TPO 18 Lecture 429. What is the main purpose of the lecture?To explain the biological advantages of a physical change that occurs in North American wood frogsTo explain why the North American good frog's habitat range has expandedTo describe the functioning of the circulatory system of the North American wood frogTo introduce students to an unusual phenomenon affecting North American wood frogs30. Why does the professor first mention the arrival of spring?To encourage students to look for thawing wood frogsTo point out the time period when frogs begin matingTo explain why the class will soon be doing experiments with wood frogs To emphasize the speed of the thawing process31. What happens to a wood frog as it begins to freeze?Blood is concentrated in the center of its body.Blood stops producing sugarWater moves out of its internal organs.Water from lust beneath the skin begins to evaporate32. What are two points the professor makes about the thawing process of the wood frog? Click on 2 answers.The thawing process is not fully understood.The thawing process takes longer than the freezing process.The frog's internal organs thaw before its outer skin thaws.Thawing occurs when the frog's heart begins pumping glucose through its body.33. What impact does freezing have on some thawed wood frogs?It increases their reproductive success.It decreases their life span.It causes them to be more vocal and active.It reduces their ability to recognize potential mates.34. What does the professor imply when she says this:She wants the student to clarify his question.She wants the student to draw his own conclusions.She thinks the student does not understand how car antifreeze worksShe thinks the student has misunderstood her pointTPO 20 Lecture 412. What is the lecture mainly about?Typical features of the snowshoe hare that do not result from adaptation Various strategies used by snowshoe hares to find food during the winter Characteristics that snowshoe hares have developed in response to their environmentInteractions between snowshoe hares and human populations in the state of Maine13. According to the professor, what causes the snowshoe hare’s fur to begin turning white?A decrease in the hours that the Sun is up each dayA sudden drop in temperatureThe increasing amount of snow on the groundThe changing nature of the food supply14. Why might an early snowfall be a particularly dangerous time for the snowshoe hare?Its feet would not yet have grown to resemble snowshoes.Its babies would not yet be able to keep themselves warm.Its chances of being seen by a predator are much higher.It might not be able to locate where it stored its food supply.15. The professor implies that the snowshoe hare has an advantage over other animals because of its unusual feet. What is that advantage?It can reach food in higher locations better than its competitors.It can stay warm in cold weather longer than its competitors.It can outrun its predators in deep snow.It can dig under the snow to hide from its predators.16. The professor explains that the snowshoe hare’s food supply is available year-round. What does the availability of food allow the snowshoe hare to do?Store body fat for the cold monthsRemain lightweight through the winterGive birth during the winterGrow fur quickly during the first year after birth17. Why does the student say this:He wants to support the professor’s point with an example.He is grateful the professor has answered his question.The professor’s explanation contradicts his own experience.The professor may not believe he is telling the truth.TPO 21 Lecture 36. What is the lecture mainly about?Methods of analyzing toxic proteins in snake venomInsights about snake evolution provided by venom analysisHow snake venom differs from lizard venomWhy colubrids are considered nonvenomous snakes7. Why does the professor review information about the classification of snakes that students probably learned in previous courses?To determine whether the students have enrolled in the appropriate courseTo stress the usefulness of the classification system for studentsTo present assumptions that have recently been challengedTo give an example of a method that she will explain in greater detail8. According to the professor, what is a major weakness of the classification system that is based on animals' physical characteristics?It can show the relationships only among a small number of animal species.It requires technology that is not widely available.It cannot account for characteristics that first appeared in the recent geologic past.It cannot determine whether similar characteristics developed in similar ways.9. According to the professor, in what way do colubrid snakes differ from other venomous snakes?Colubrids did not evolve from lizards.Colubrids do not use venom to catch their prey.The front teeth of colubrids are much larger than those of other venomous snakes.Colubrids produce a much stronger type of venom than other venomous snakes do.10. Why does the professor mention the brown tree snake?To support a hypothesis about the evolution of constrictor snakesTo support a hypothesis that venomous snakes evolved from constrictor snakesTo give an example of a snake species that was never venomousTo give an example of a type of snake that can change its color11. What is the professor's attitude toward the results from medical research on snake venom proteins?She is enthusiastic about the drugs that have been tested to date.She is concerned about the side effects of drugs created from snake venom proteins.She doubts that the DNA database will be useful in developing new drugs.She thinks it is too early to tell how successful the research will be.TPO 22 Lecture 323. What is the lecture mainly about'?A proposal to identify all the animals that became extinct dining the Pleistocene epochA strategy for reintroducing native plants to an ecosystemA process for identifying alternative habitats for large animalsA proposal to re-create features of ecosystems of the Pleistocene epoch24. According to the professor, what are the two main goals of Pleistocene rewinding? Click on 2 answersTo restore some evolutionary processes that ended during the Pleistocene epochTo help prevent the extinction of certain species of mega faunaTo increase populations of native animal species in the western United StatesTo create a living laboratory where animal interactions can be observed25. According to the professor, how did the American cheetah influence the pronghorn antelope during the Pleistocene epoch?The cheetah prevented the antelope's population from growing too large.The cheetah was a factor in the development of the antelope's speed.The cheetah dispersed the seeds of plants that the antelope needed to survive.The cheetah caused the antelope to migrate out of the western United States.26. What point does the professor make when she discusses the maclura tree?The feeding habits of large animals could help revive some diminishing plant species.The climate has changed in North America since the Pleistocene epoch Mass extinctions of animals are generally preceded by mass extinctions of plants.The maclura tree has changed very little since the Ice Age.27. Why does the professor say that plants and small animals have continued to evolve since the Pleistocene?To indicate why the western United States is well suited for Pleistocene rewildingTo suggest a way to balance an ecosystem using Pleistocene rewildingTo identify a potential problem with the Pleistocene rewilding conceptTo explain how the idea for Pleistocene rewilding came about28. What does the professor mean when she says this:Pleistocene rewilding has been tried before without successPleistocene rewilding should be tried with just a few speciesPleistocene rewilding has already been thoroughly researchedPleistocene rewilding is another form of human interference.PO 23 Lecture 323. What is the lecture mainly about?Parts of the dolphin’s anatomy that allow it to navigateTwo different types of communication used by dolphinsThe way that dolphins store air while swimming underwaterThe meanings of different signals used by dolphins24. Why does the professor discuss the speed at which sound travels?To describe why sounds made under water can travel long distancesTo show why a person cannot hear a dolphin well when it is under water To compare the speed of two different sounds made by dolphinsTo explain how sound waves behave when crossing from one medium into another25. What is the dolphin's melon?An oval-shaped bone that lets the dolphin hear soundsAn organ made of fat tissue that helps a dolphin send sound wavesAn air-filled cavity that lets the dolphin breathe underwaterAn organ filled with water that helps the dolphin measure depth26. What is the dolphin's jaw able to do?Send rapid clicking sounds into waterIncrease the speed of soundsReceive sound waves that have reflected off objectsForce water through the nasal sacs and out the blowhole27. How does the professor organize the information in the lecture?By describing a phenomenon and the physical structures that make it。

托福听力资料托福tpo15听力文本 (2)

【托福听力资料】托福TPO15 听力文本-Lecture 4众所周知，托福TPO材料是备考托福听力最好的材料。

相信众多备考托福的同学也一直在练习这套材料，那么在以下内容中我们就为大家带来托福TPO听力练习的文本，希望能为大家的备考带来帮助。

TPO 15 Lecture 4 BiologyNarrator: Listen to part of a lecture in a biology class.Professor:OK. We’ve been talking till now about the two basic needs of a biologicalcommunity – an energy source to produce organic materials, you know uh, food forthe organisms, and the waste recycling or breakdown of materials back intoinorganic molecules, and about how all this requires photosynthesis when greenplants or microbes convert sunlight into energy, and also requiresmicroorganisms, bacteria, to secrete chemicals that break down or recycle theorganic material to complete the cycle. So, now we are done with this chapter ofthe textbook, we can just review for the weekly quiz and move on to the nextchapter, right? Well, not so fast. First, I ‘d like to talk about somediscoveries that have challenged one of these fundamental assumptions about whatyou need in order to have a biological community.And, well, there actually were quite a few surprises. It all began in 1977with the exploration of hydrothermal vents on the ocean floor. Hydrothermalvents are cracks in the Earth’s surface that occur, well, the ones we aretaiking about here are found deep at the bottom of the ocean. And these vents onthe ocean floor, they release this incredibly hot water, 3 to 4 times the temperature that you boil water at, because this water has been heated deep within the Earth.Well about 30 years ago, researchers sent a deep-sea vessel to explore the ocean’s depth, about 3 kilometers down, way deep to the ocean floor, No one had ever explored that far down before. Nobody expected there to be any life down there because of the conditions.First of all, sunlight doesn’t reach that far down so it ’ s totally dark. There couldn’t be any plant or animal life since there’s no sunlight, no source of energy to make food. If there was any life at all, it’d just be some bacteria breaking down any dead materials that might have fallen to the bottom of the ocean . And?Student 1 ：And what about the water pressure? Didn ’ t we talk before about how the deeper down into the ocean you go, the greater the pressure? Professor ：Excellent point! And not only the extreme pressure, but also the extreme temperature of the water around these vents. If the lack of sunlight didn’t rule out the existence of a biological community down there then these factors certainly would, or so they thought.Student 2：So you are telling us they did find organisms that could live under those conditions?Professor: They did indeed, something like 300 different species.Student 1 ：But... but how could that be? I mean without sunlight, no energy,no no …Protessor:What they discovered was that microorganisms, bacteria, had taken over both functions of the biological community - the recycling of waste materials and the production of energy. They were the energy source. You see, it turns out that certain microorganisms are chemosynthetic - they don’t need sunlight because they take their energy from chemical reactions.So, as I said, unlike green plants which are photosynthetic and get their energy from sunlight, these bacteria that they found at the ocean floor, these are chemosynthetic, which means that they get their energy from chemical reactions. How does this work?As we said, these hydrothermal vents are releasing into the ocean depth this intensely hot water and here is the thing, this hot water contains a chemical called hydrogen sulfide, and also a gas , carbon dioxide. Now these bacteria actually combine the hydrogen sulfide with the carbon dioxide and this chemical reaction is what produces organic material which is the food for larger organisms. The researchers had never seen anything like it before.Student 2 : Wow! So just add a chemical to a gas, and bingo, you ’ ve got a food supply?ProfessorNot just that! W hat was even more surprising were all the large organisms that lived down there. The most distinctive of these was something called thetube worm. Here, let me show you a picture . The tube of the tube worm is really, really long. They can be up to one and a half meters long , and these tubes are attached to the ocean floor, pretty weird looking, huh?And another thing, the tube worm has no mouth or digestive organs. So you are asking how does it eat? Well, they have these special organs that collect the hydrogen sulfide and carbon dioxide and then transfer it to another organ, where billions of bacteria live. These bacteria that live inside the tube worms, the tube worms provide them with hydrogen sulfide and carbon dioxide. And the bacteria, well the bacteria kind of feed the tube worms through chemosynthesis, remember, that chemical reaction I described earlier.。

托福听力TPO15真题原文附带音频

智课网TOEFL备考资料托福听力TPO15真题原文附带音频摘要：备考托福听力所使用的材料尤为重要，而TPO都是ETS之前考过的真题，对于考生模拟考试和复习具有很大的价值。

小编在这里为大家分享托福听力TPO15真题原文附带音频，这是TPO听力中的一部分，在接下来的时间里小编还将与大家分享更多。

托福听力的备考首选的资料那就要数TPO了，这是份非常值得大家备考和练习的资料，今天小编仅仅为大家带来部分内容托福听力 TPO15真题原文附带音频，我们一起来看看吧。

TPO 15 Lecture 4 BiologyNarrator:Listen to part of a lecture in a biology class.Professor:OK. We've been talking till now about the two basic needs of a biological community – an energy source to produce organic materials, you know ah, food for the organism , and the waste recycling or breakdown of materials back into inorganic molecules, and abo ut how all this requires photosynthesis when green plants or microbes convert sunlight into energy and also requires microorganisms, bacteria, to secrete chemicals that break down or r ecycle the organic material to complete the cycle So, now we are done with this chapter of the textbook, we can just review for the weekly quiz and move on to the next chapter, right? Well, not so fas t. First, I ‘d like to talk about some discoveries that have challenged one of these fundamental assumptions about what you need in order to have a biological community....考生们无论备考托福的哪一部分，TPO都是非常适合的材料，我们为大家提供的托福听力TPO15真题原文附带音频都是经过精编处理过的内容，考生们可以直接下载使用，同时我们也为大家提供了在线下载和移动下载两种方式，方便大家随时随地的备考。

托福听力学科分类(完全修正版)(可编辑修改word版)

Astronomy
8
TPO 22 Lecture 2
Faint Young Sun Paradox
Astronomy
9
TPO 24 Lecture 4
Shield Volcanoes on Venus
Astronomy
10
TPO 26 Lecture 3
The Orbits of Comets
Astronomy
ArtHistory
11
TPO 21 Lecture 4
Alice Neel (Artist)
Art History
12
TPO 33 Lecture 4
Renaissance Gardens
ArtHistory
13
TPO 34 Lecture 1
Dada
ArtHistory
14
TPO 15 Lecture 3
Nightcap Oak
Botany
20
TPO 34 Lecture 3
Relationship between Plant and its
Pollinator
Botany
21
TPO 28 Lecture
Plants’ Photoreceptors
Botany
22
TPO 19 Lecture 3
Spartina
Animal & Enviornment
13
TPO 20 Lecture 4
Snowshoe Hare
Animal & Enviornment
14
TPO 07 Lecture 2
Bats' Use of Ultrasound

TPO15听力

TPO 15The cane toad won't be as easy to get rid of as the reading suggests. The measures proposed by the reading are likely either to be unsuccessful or to cause unwanted environmental damage.First of all, a national fence probably won't stop the spread of the toad. That's because young toads and toad eggs are found in rivers and streams. No matter where the fences located, at some point, there will be rivers and streams flowing from one side to the other. These waterways will be able to carry the young toads and their eggs to the other side. Since it's only necessary for a few young toads or eggs to get through the fence in order to establish population on the other side, the fence is unlikely to be effective.Secondly, a massive group of volunteers could have success trapping and destroying toads, but it is likely that these untrained volunteers would inadvertently destroy many of Australia's native frogs, some of which are endangered. It's not always easy to tell the cane toad apart from native frogs, especially when it is young.Third, using the virus is a bad idea because it could have terrible consequences for cane toads and their original habitat in Central and South America. You might be wondering “How can a virus released in Australia cause harm in the Americas?” Well, Australian reptiles and the amphibians are often transported to other continents by researchers or pet collectors for example. Once the animal is infected by the virus to reach Central and South America, the virus will attack the native cane toads and devastate their populations. That would be an ecological disaster because in the Americas, cane toads are a native species and a vital part of the ecosystem. So if they are eliminated, the whole ecosystem will suffer.。

【托福听力资料】托福tpo15听力文本-lecture4

【托福听力资料】托福TPO15 听力文本-Lecture 4众所周知，托福TPO材料是备考托福听力最好的材料。

相信众多备考托福的同学也一直在练习这套材料，那么在以下内容中我们就为大家带来托福TPO听力练习的文本，希望能为大家的备考带来帮助。

U15听力原文与答案

UNIT 15Section 1 Tactics for ListeningPart 1 PhoneticsExercise: Complete the following short dialogue as you listen to the tape. Pay special attention to the weak forms , link-ups and contractions.Susan: Oh, no! That was the last bus home! And we've missed it! Michael: Well, let’s walk… It's a nice, warm evening.Susan: lt's four miles! It's too far for me to walk. Call a taxi!Michael: A taxi! My name isn't Rockefeller! We aren't rich enough to travel everywhere by taxi.Susan: Michael! You've forgotten something!Michael: What?Susan: We've got three suitcases. Do you really want to walk? Michael: OK…OK…Taxi!Part 2 Listening and Note- TakingOn Mondays we have English, Religion, Art and Music.On Tuesdays we have English, Maths,and double Geography.On Wednesday we have Maths, Art, Religion and Sport.On Thursdays we have History, Maths, Geography, and Sport.On Fridays we have English, Maths, Music and History.Exercise A: Listen to the passage and take notes.Exercise B: Complete the following chart.Monday Tuesday Wednesday Thursday FridayEnglish English Maths History EnglishReligion Maths Art Maths MathsArt Geography Religion Geography MusicMusic Geography Sport Sport HistorySection 2 Listening ComprehensionPart 2 DialoguesDialogue 1 Looking for a HousePaul Mack is at work. He is talking to a colleague who also lives on the Linden estate.Brian: what are you going to do, Paul ?Paul: I'm not true. Susan likes it here and doesn't want to moves, but I think we'll have to. What about you?Brain: Oh yes, we're leaving. We're putting the house up for sale tomorrow.Paul: But will anyone want to buy it now?Brain: I don't know, but I'm going to ask for a reasonable price. I'd rather lose a little now than a fortune later.Paul: I think you're right. I'm going to have another chat with Susan Areyou and Viv doing anything this evening?Brian: We're looking at a house in Aston Road at half past six.Paul: What about later?Brian: I don't think we're doing anything. why?Paul: Why don't you come round for supper and we can all talk about it? It might make Susan change her mind.Brian: Thanks very much. I'll do my best. What time shall we come? Paul: Is eight o'clock right?Brian: Fine.Paul: I won't be long. I'm just going to phone Susan to let her know. Exercise: Listen to the dialogue and decide whether the following statements are true or false. Write T or F in the space provided. Discuss with your classmates why you think the statement is true or false.T 1. Both of them want to leave the Linden estate.T 2. Brian is going to see his house. (Brian: we re putting the house up for sale tomorrow.)F 3. If nobody offers a reasonable price now, Brian would rather wait till a later time. (Brian still would rather sell it now. Brian: …I'm going to ask for a reasonable price. I'd rather lose a little now than a fortune later.) T 4. Brian has already found a house that they would like to have a look at it. (Brian: we're looking at a house in Aston Road at half past six.)T 5. Paul is determined to leave. (Paul: Why don't you come round for supper and we can all talk about it ? It might make Susan change her mind.)T 6. There are some attractions living there. (Paul: Susan likes it here and doesn't want to move...)Dialogue 2 The GhostHeather: Oh, I do feel tired. Let's just sit down for a few minutes before we go on.Jenny: No, come on. Let's go home. I get the creeps* in this place at night, and anything can happen here. You hear so many creepy* stories－what was that noise?Heather: I don't know. Probably an old torn cat on the prowl*.Jenny: I'm not so sure. I thought I saw a big shadow moving over there. Heather: Then I expect it was either a very big pussycat* or a tiny white tiger.Jenny: Look! Over there…by the tree…a white shape!Heather: Oh, come on－you'll be telling me that it's a ghost next! You must be seeing the moon-light reflected through the tree branches. Jenny: What about Victoria and Tom Howard? They both saw the ghost of a Roman soldier in a cellar in York last year.Heather: Yes－through the bottom of a bottle! ...er...wait a minute! Whatwas that noise?Jenny: Over there! Look…it's an old woman gathering sticks. Heather: Yes…but we can see right through her…let's get out of here . Jenny: Heather, wait for me!Exercise: Listen to the dialogue and decide whether the following statements are true or false. Write T or F in the space provided. Discuss with your classmates why you think the statement is true or false.T 1. Jenny didn't want to stop because she was scared. (Jenny: Let's go home. I get the creeps in this place at night, and anything can happen here.)T 2. Heather believed probably there was a cat nearby. (Heather: Probably an old torn cat on the prowl…Then I expect it was either a very big pussycat or a tiny white tiger.)T 3. The surroundings reminded Jenny of those frightening stories. (Jenny: Let's go home…You hear so many creepy stories…)F 4. Jenny got to know the ghost story of a Roman soldier from a book. (Jenny got to know the ghost story of a Roman soldier probably from her friends. Jenny: What about Victoria and Tom Howard? They both saw the ghost of a Rome soldier in a cellar in York last year.)F 5. Heather thought the ghost of a Roman soldier might be true. (When Jenny told him the ghost story of a Roman soldier, what he said soundsironical. Heather: Yes-through the bottle of a bottle!)F 6. Heather wanted to get out of there because he didn't want to disturb the old woman. (Heather wanted to get out of there because he believed the old woman he saw must be a ghost! Jenny: Over there! Look…it's an old woman gathering sticks. Heather: Yes…but we can see right through her…Let's get out of here!)Part 2 PassageCulture shock (1)Each year, several thousands of people visit the United States for work, studies, business, pleasure and a myriad other reasons. If you have come to the United States or are coming to the United States to stay for an extended period of time, you are probably hoping to make new friends and learn about the culture- every thing from attitudes and beliefs to social customs.However, constantly having to deal with new situations can be , even stressful. The term "culture shock" is used to describe the anxiety produced when a person moves to a new environment. It can be compared to home sickness. When you visit a new place, you are forced to meet your everyday needs, like food and language, in a totally new and different way.Exercise: Listen to the passage and choose the best answer tocomplete each of the following sentences.l.B 2. A 3. D 4. D 5. B 6. C 7. A 8. BPart 3 NewsNews Item 1In space news, strong winds have delayed the planned return of the American space shuttle Atlantis. Space agency officials say winds of nearly 40 kilometers an hour have stopped two landing attempts at Cape Canaveral in the southern state of Florida. Atlantis will remain in orbit another 24 hours and prepare to land on Monday. The Atlantis and its crew have enough fuel and supplies to remain in orbit until at least Tuesday and possibly Wednesday. The astronauts are returning from an 11-day trip in which they connected a new science laboratory to the International Space StationExercise A: Listen to the news item and complete the following summary.The news says strong winds have delayed the planned return of the American space shuttle Atlantis.Exercise B: Listen to the news item and decide whether the following statements are true or false. Write T or F in the space provided. Discuss with your classmates why you think the statement is true or false.F 1. Winds of nearly 14 kilometers an hour have stopped a landing attempt. (winds of nearly 40 kilometers an hour have stopped two landing attempts.)T 2. Atlantis will remain in orbit another day and night. (Atlantis will remain in orbit another 24 hours.)F 3. The Atlantis and its crew lack fuel and supplies to remain in orbit. (The Atlantis and its crew have enough fuel and supplies to remain in orbit until at least Tuesday and possibly Wednesday.)T 4. The astronauts have connected a new science laboratory to the International Space Station.News Item 2A powerful earthquake has shaken the northwestern United States. The earthquake was centered 50 kilometers southwest of Seattle, Washington. No deaths have been reported. At least 20 people have been injured, some seriously. The earthquake measured 6.8 on the Richter Scale. It could be felt more than 1,000 kilometers away in Salt Lake City, Utah. The earthquake has left thousands of people without electricity. Many buildings have been damaged and some fires have been reported. Seattle’s airport has been closed and telephone communications are not working.Exercise A: Listen to the item and complete the following summary.The news says a powerful earthquake has shaken the northwestern United States.Exercise B: Listen to the news item again and fill in the following blanks.The center of the earthquake: 50 kilometers southwest of Seattle, WashingtonMeasurements: 6.8 on the Richter ScaleCasualties: No deaths have been reported, but at least 20 people have been injured, some seriously.Other damage:1.It has left thousands of people without electricity.2.Many buildings have been damaged.3.Some fires have been reported.4.Seattle’s airport has been closed.5.Telephone communications are not working.News Item 3An international team of scientists says it has a made a map of human chromosome*. It reported it is the first time that such a map has been made. Nature magazine reports the findings* of scientists from England, Japan and the United States. The scientists say they successfully identified the order of 33,500,000 chemical particles in the genes ofchromosome 23. Each human gene is made from a series of 4 chemicals. The number and order of these particles decide a person’s physical appearance and the diseases he or she may develop.Exercise A: Listen to the news item and complete the following summary.An international team of scientists says it has made a map of human chromosome.Exercise B: Listen to the news item again and answer the following questions.1.What does Nature magazine report?It reports the findings of scientists from England, Japan and the United States.2.What do the scientists say?The scientists say they successfully identified the order of 33,500,000 chemical particles in the genes of chromosome 23.3.What does this successful identification mean?Each human gene is made from a series of 4 chemicals. The number and order of these particles decide a person’s physical appearance and the diseases he or she may develop.Section Three Oral WorkPart 1 Questions and AnswersConnie and Ann are having tea together.Connie: Guess who I met yesterday.Ann: Thomas. Connie: Oh. Did somebody tell you?Ann: No.Connie; I can't imagine how you guessed, then.Ann: Well, you told me he was back from Canada, you know.Connie: Oh, did I? Yes, he got back three days ago.Ann: And have you found out what he's been doing over there? Connie: He's told me all about it.Ann: Come on, then, you tell me.Connie: Well, you know he wanted to try an open-air life, but he couldn't decide whether he should be a cowboy or a lumberjack.Ann: So what did he do?Connie; First of all, he got a job as a cowboy, but he wasn't very good at it.Ann: Oh, why not? Connie: Well, for one thing, he could never remember which horse was his.Ann: That certainly sounds like Thomas. Once he forgot which girl he'd taken to a dance.Connie: I know, I was the girl. Anyhow, he wasn't a very good rider, either. The horse could never understand where he wanted to go.Ann: Oh yes. That must have been awkward.Connie: Yes, he often got completely lost.Ann: So I suppose he began to wonder if he'd better be a lumberjack instead?Connie: yes, that's right.Ann: And that's what he did. Was he any more successful?Connie: Well, not really. You see he kept forgetting how dangerous the work was.Ann: So what happened? Connie: He cut down a large tree and didn't realise which way it would fall.Ann: Oh dear. Was he badly hurt? Connie: Only a broken leg. But while he was in hospital, he made up his mind what he really wanted to do . Ann: Oh good. What is it?Connie: He decided to come back to England and look after me, so we're getting married next month.Exercise: Listen to the dialogue and then answer some question about it. You will hear the dialogue and the questions only once. Answer each question in a complete sentence after you have heard it.1. What has Connie found out?(She’s found out what Tomas has been doing over there.)2. What couldn't Thomas decide?(He couldn't decide whether he should be a cowboy or a lumberjack.)3. What could Thomas never remember when he was a cowboy?(He could never remember which horse was his.)4. What did Thomas once forget?(He once forget which girl he'd taken to a dance.)5. What couldn't the horse understand?(It couldn't understand where he wanted to go.)6. What did Thomas begin to wonder then?(He began to wonder if he'd better be a lumberjack instead.)7. What didn't Thomas realize when he cut down a large tree? (He didn't realize which way the tree would fall.)8. What did Thomas do while be was in hospital?(He made up his mind what he really wanted to do.)Part 2 RetellingIn the United States, gifts by a company or person to a charity which is approved by the government can be used to reduce the company's or the person's tax. This is, of course, to encourage people to give money to charities. One day the secretary of a world-famous charity received a telephone call from a tax officer. The officer said, “A certain gentleman who says that his name is Howard Vine claims to have given your society $ 15,000 in gifts last year. I am telephoning to find out whether he did in fact do so.”“Did you say that his name was Howard Vine?" answered thesecretary of the charity carefully. "Wait a moment, please. I'll have a look in our records."After half a minute, the tax officer heard the secretary's voice again. Mr Howard Vine hasn't given us $15,000 yet," the secretary said delightedly, “but he's going to now!"Exercise: Listen to the passage and then retell it in your own words. You will hear the passage only once.Section Four Supplementary ExercisesPart 1 Listening ComprehensionPassage 1 Cultural Shock (2)Getting over culture shock depends upon you. Ultimately, it is you who must take positive steps to feel better. Here are a few suggestions: Do not expect to do things perfect the first time. You may feel annoyed that you are experiencing a culture shock after having prepared so long and so hard for your trip. No matter how much information you read and how well you speak English, it is natural to feel beset at times. Jet lag and the adjustment to a new time zone may also be a factor. Just give yourself some time and things would gradually get easier.An open mind helps. Try not to form an opinion about the new culture too soon. You might be quick to judge the food, manners and communication styles and as a result would want to do things the wayyou are used to. Your cultural stereotypes are often inaccurate. Do not think of the US culture as better or worse, just different - you will be more willing to try new things. Try to objectively analyze the differences you are finding between your home and host cultures. Look for the reasons your host culture does things differently. Remember that host customs are logical to your hosts, just as your home customs are logical to you.Remember that culture shock is a normal part of adjustment, that you will have some of the symptoms and that some of your reaction will be emotional and not rational. Experiencing culture shock can be positive because you will learn a lot as you work your way through it.Participate. Just watching life go by you is not going to help you much. You will have to try out a few things for yourself. Don't worry about making a mistake; people from your native country will generally be very understanding and willing to help if you have questions. If you are unsure of what to do in a formal setting, follow others' lead. Active participation in conversation is important and is appreciated by most. Exercise: Listen to the passage and choose the best answer to complete the following sentences.1. A2. C3. C4. B5. D6. A7. D8. BPassage 2 Valentine’s DayAmericans celebrate Valentine's Day each year on February fourteenth. It is named for Samint Valentine, an early Christian churchman who reportedly helped young lovers. Valentine was executed for his Christian beliefs on February fourteenth, more than 1,700 years ago.The idea of a day for lovers is even older than that. The ancient Romans celebrated such a holiday more than 2,000 years ago. So Valentine's Day has been special day for people in love for a very long time.What do Americans do on Valentine's Day? They send cards and gifts such as flowers and candy. They may go out to an eating place for a special meal. Sometimes a man will propose marriage to the woman he loves on Valentine's Day.The music of love is also important on that day. One song attempts to describe love. It was written for a movie of the same name more than forty years ago. It is called “Love Is A Many Splendored Thing." Sung here by Andy Williams.Exercise: Listen to the passage and complete the following outlines with the information you get.The Background Information about Valentine's Day:Valentine's Day is a special day for people in love.The holiday is on February fourteenth.It is named for Saint Valentine who was an early Christian churchman. He was executed more than 1,700 years ago for his Christian beliefs on February fourteenth.How Do Americans Celebrate Valentine's Day:They send cards and gifts such as flowers and candy. They may go out to an eating place for a special meal. Sometimes a man will ask a woman he loves to marry him.Part 2 Oral WorkA description of the piano was in the letter. Mr Brody read the description very carefully and decided to mail the company $10 for the piano.Two months later Mr Brody received a box in the mail. It was his piano!He opened the box and found pieces of newspaper. He reached through the newspapers, ... and reached…and reached. Finally, he felt something small and hard. He pulled out his piano. The piano was made of plastic and it was only five inches by two inches. It had 13 tiny buttons. When Mr Brody pushed the buttons, the piano made a beeping sound. The piano costs $ 1.99 in most stores.Exercise: Listen to the passage and then give your opinion on thefollowing topics.1. Could you resist a temptation like this?2. What advice will you give to people like Mr Brody?。

TPO1-3听力题目

TPO1-3听力题目托福TPO 1-3 Listening QuestionsTPO1 Lecture 1 5TPO1 Lecture 2 6TPO1 Conversation 2 8TPO1 Lecture 3 8TPO1 Lecture 4 9TPO2 Conversation 1 11TPO2 Lecture 1 11TPO2 Lecture 2 12TPO2 Conversation 2 13TPO2 Lecture 3 14TPO2 Lecture 4 15TPO3 Conversation 1 16TPO3 Lecture 1 17TPO3 Lecture 2 18TPO3 Conversation 2 19TPO3 Lecture 3 20TPO3 Lecture 4 21TPO4 Conversation 1 22TPO4 Lecture 1 23TPO4 Lecture 2 24TPO4 Conversation 2 25TPO4 Lecture 3 26TPO4 Lecture 4 27TPO5 Conversation 1 29TPO5 Lecture 1 29TPO5 Lecture 2 30TPO5 Conversation 2 32TPO5 Lecture 3 32TPO5 Lecture 4 33TPO6 Conversation 1 35TPO6 Lecture 1 36TPO6 Lecture 2 37TPO6 Conversation 2 38TPO6 Lecture 3 38TPO7 Conversation 1 41 TPO7 Lecture 1 41 TPO7 Lecture 2 42 TPO7 Conversation 2 43 TPO7 Lecture 3 44 TPO7 Lecture 4 45 TPO8 Conversation 1 46 TPO8 Lecture 1 47 TPO8 Lecture 2 49 TPO8 Conversation 2 50 TPO8 Lecture 3 51 TPO8 Lecture 4 52 TPO9 Conversation1 54 TPO9 Lecture 1 55 TPO9 Lecture 2 56 TPO9 Conversation 2 57 TPO9 Lecture 3 58 TPO9 Lecture 4 59 TPO10 Conversation 1 61 TPO10 Lecture 1 63 TPO10 Lecture 2 64 TPO10 Conversation 2 65 TPO10 Lecture 3 66 TPO10 Lecture 4 67 TPO11 Conversation 1 69 TPO11 Lecture 1 70 TPO11 Lecture 2 71 TPO11 Conversation 2 72 TPO11 Lecture 3 73 TPO11 Lecture 4 74 TPO12 Conversation 1 75 TPO12 Lecture 1 76 TPO12 Lecture 2 77 TPO12 Conversation 2 78 TPO12 Lecture 3 79 TPO12 Lecture 4 80 TPO13 Conversation 1 81TPO13 Lecture 2 83 TPO13 Conversation 2 85 TPO13 Lecture 3 86 TPO13 Lecture 4 87 TPO14 Conversation 1 88 TPO14 Lecture 1 89 TPO14 Lecture 2 91 TPO14 Conversation 2 92 TPO14 Lecture 3 93 TPO14 Lecture 4 94 TPO15 Conversation 1 95 TPO15 Lecture 1 96 TPO15 Lecture 2 97 TPO15 Conversation 2 99 TPO15 Lecture 3 100 TPO15 Lecture 4 101 Tpo16 Conversation 1 102 TPO16 Lecture 1 103 TPO16 Lecture 2 105 TPO16 Conversation 2 106 TPO16 Lecture 3 107 TPO16 Lecture 4 108 Tpo-17 Conversation 1 110 TPO17 Lecture 1 111 TPO17 Lecture 2 112 TPO 17 Conversation 2 113 TPO 17 Lecture 3 114 TPO17 Lecture 4 115 TPO 18 Conversation 1 117 TPO 18 Lecture 1 117 TPO 18 Lecture 2 118 TPO 18 Conversation 2 119 TPO 18 Lecture 3 119 TPO 18 Lecture 4 120 TPO 19 Conversation 1 121 TPO 19 Lecture 1 122 TPO 19 Lecture 2 123TPO 19 Conversation 2 124TPO 19 Lecture 3 125TPO 19 Lecture 4 126TPO 20 Conversation 1 127TPO 20 Lecture 1 128TPO 20 Lecture 2 129TPO 20 Conversation 2 130TPO 20 Lecture 3 131TPO 20 Lecture 4 133TPO 21 Conversation 1 134TPO 21 Lecture 1 135TPO 21 Lecture 2 136TPO 21 Conversation 2 137TPO 21 Lecture 3 138TPO 21 Lecture 4 139TPO 22 Conversation 1 140TPO 22 Lecture 1 141TPO 22 Lecture 2 142TPO 22 Conversation 2 143TPO 22 Lecture 3 144TPO 22 Lecture 4 145TPO 23 Conversation 1 146TPO 23 Lecture 1 148TPO 23 Lecture 2 149TPO 23 Conversation 2 151TPO 23 Lecture 3 152TPO 23 Lecture 4 153TPO 24 Lecture 4 156TPO1 Conversation 11. Why does the student go to see the librarian?To sign up for a seminar on using electronic sources for research To report that a journal is missing from the reference areaTo find out the procedure for checking out journal articlesTo ask about how to look for resources for a class paper2.What does the librarian say about the availability of journals and articles in the library?They are not easy to find if a professor put them on reserveMost of them are accessible in an electronic formatMost of them can be checked out for three weeksPrinted versions from the past three years are located in the reference section.3.What does the librarian suggest the student should do to save time?Choose an easier research topicConcentrate on five journalsRead the summaries of the articles firstInstall a new program on her home computer4.What can be inferred about why the woman decides to use the computer in the library? She thinks she might need additional help from the manShe does not have a computer at homeShe has to hand in her assignment by the end of the dayShe will be meeting a friend in the library later on5.Why does the woman say this()She had forgotten about the informationShe is surprised she was not aware of the informationShe is annoyed that the information was published only recentlyShe is concerned that the librarian gave her incorrect informationTPO1 Lecture 16.What is the purpose of the lecture?To explain the difference between two artistic stylesTo describe a new art gallery to the classTo introduce an artist's work to the classTo show how artists' styles can evolve over time7.What does the professor say about Frantzen's painting of a farm scene?It resembles a photographIt may be Frantzen's best known paintingIt was painted in the Impressionist styleIt was painted while Frantzen lived abroad8.Why did Frantzen go to the Sales Barn?To study human form and movementTo earn money by painting portraitsTo paint farm animals in an outdoor settingTo meet people who could model for her paining9.What does the professor imply about the painting of the young woman surrounded by pumpkins?It was painted at an art fairIt combines Impressionism with RealismIt convinced Frantzen that she was a good illustratorIt was originally meant to be used in an advertisement10.Why does the professor discuss Frantzen's difficulties as a young painter?He wants to point out mistakes that young artists commonly makeHe thinks her example can inspire the students in their own livesHer difficulties remind him of the difficulties he himself experienced as a young girl Her difficulties are the subject of some of the paintings in the gallery that the students will visit11.What does the professor imply when he says this()The students can understand Frantzen's art without knowing about her lifeThe students should pay very close attention to what he is going to saySome of his students are already familiar with Frantzen's life storySome of his students may not appreciate Frantzen's workTPO1 Lecture 212.What does the professor mainly discuss?The difference in age among American mountain rangesThe importance of a technique used for dating geological materialsThe recent discovery of an ancient canyonA comparison of various minerals used for dating13.Before the use of uranium-lead analysis, where did most geologists think the Grand Canyon sandstone came from?An ancient lake located in the American SouthwestA desert that once connected two continentsSands carried by a river from the Appalachian MountainsA nearby mountain range that had flattened out over time14.In the talk, the professor describes the sequence of uranium-lead dating. Summarize the sequence by putting the events in the correct order.Drag your answer choices to spaces where they belong. To remove an answer choice, click on itZircon in the sandstone is matched to the zircon in a particular mountain range.The amount of lead in sandstone zircon is measuredThe age of zircon in a sandstone sample is determined12315.According to the professor, what change has caused uranium-lead dating to gain popularity recently?It can be performed outside a laboratoryIt can now be done more efficientlyIt no longer involves radioactive elementsIt can be used in fields other than geology16.Why does the professor talk about the breaking apart of Earth's continents?To give another example of how uranium-lead dating might be usefulTo explain how the Grand Canyon was formedTo demonstrate how difficult uranium-lead dating isTo disprove a theory about the age of Earth's first mountain ranges17.What does the professor imply when he says this()The class is easier than other geology classesThe class has already studied the information he is discussingSome students should take a course in geological dating techniquesHe will discuss the topic later in the classTPO1 Conversation 21.What is the conversation mainly aboutA lesson Matthew prepared for his studentsA class Matthew has been observingA term paper that Matthew has writtenA problem in Matthew's classroom2.What is Matthew's opinion about observing Mr.Grabell's third-grade class? It will help him become a more effective teacherIt could help improve his study habitsIt has improved his public-speaking skillsIt may be the most difficult assignment he has had3.Why does Matthew mention Greek and Roman mythology?To identify a topic frequently discussed in third gradeTo get the professor's opinion about a lesson he taughtTo make a suggestion to improve the class he is takingTo illustrate a technique used to teach a third-grade class4.What important skills did Mr.Grabell introduce to his third-grade class?Click on 3 answersReviewing other student's reportsUsing books in the libraryInterviewing their classmatesSpeaking in publicWriting reports5.What will Matthew probably do in next Wednesday's class?Hand in his assignment earlyTry to start a study groupMake a presentation to the classChoose a topic for his paperTPO1 Lecture 36.What is the lecture mainly about?Art in the Neolithic periodThe site of a Neolithic townMethods of making stone toolsThe domestication of plants and animals by early farmers7.What does the professor imply about the tools used by the people of Catalhoyuk?They were made of stone that came from CatalhoyukThey were among the sharpest tools available at the timeThey were often used in religious ritualsThey were used primarily for agriculture8.What does the professor say about the entrances to the horses in Catalhoyuk?Click on 2 answersThey were in the roofThey were usually kept closedThey allowed smoke to escape from the houseThey stood opposite one another across narrow streets9.What does the professor say about Catalhoyuk graves?The graves contained precious stonesMany people were buried in each graveThe grave were located under the house floorsThe graves contained ashes rather than bones10.What does the professor think of the idea that the inhabitants of Catalhoyuk deliberately arranged their house so that they could live near their ancestors' graves?She thinks it is a good guess, but only a guessShe thinks some evidence supports it, but other evidence contradicts it.She thinks that further excavations will soon disprove itShe thinks that it is not appropriate to make such guesses about the distant past11.What are three things the professor says about the artwork of Catalhoyuk? Click on 3 answersIt was clearly important to the Catalhoyuk religionIt became covered with sootIt often shows farmers at workIts significance is unknownIt contains many hunting scenesTPO1 Lecture 412.What is the main topic of the lectureThe types of habitats marmots preferMethods of observing marmot behaviorFeeding habits of some marmot speciesDifferences in behavior between marmot species13.According to the case study, why are marmots ideal for observationThey do not hide from humansThey reside in many regions throughout North AmericaThey are active in open areas during the dayTheir burrows are easy to locate14.Drag the appropriate description of each marmot species' behavior to the box below the marmot's nameClick on a phrase. Then drag it to the space where it belongs.One of the phrases will not be usedDisplays aggressive tendencies is family oriented says active during the winterOlympic Marmot Eastern Marmot15.What reason does the professor give for the difference in marmot behaviour patterns?Type of food availableThe size of the populationInteraction with other marmot speciesAdaptations to the climate16.Why does the professor say this()To inform the student that his definition is incorrectTo suggest that the student did not do the readingTo encourage the student to try againTo change the topic of discussion17.Why does the professor say this()To express a similar concernTo encourage the student to explain what she meansTo address the student's concernTo agree with the studentTPO2 Conversation 11.Why does the man go to see his professorTo borrow some charts and graphs from herTo ask her to explain some statistical proceduresTo talk about report he is writingTo discuss a grade he got on a paper2.What information will the man include in his report?Click in the correct box for each phraseInclude in report Not include in reportClimate chartsInterviews with meteorologistsJournals notesStatistical tests3.Why does the professor tell the man about the appointment at the doctor's office? To demonstrate a way of remembering thingsTo explain why she needs to leave soonTo illustrate a point that appears in his reportTo emphasize the importance of good health4.What does the professor offer to do for the manHelp him collect more data in other areas of the stateSubmit his research findings for publicationGive him the doctor's telephone numberReview the first version of his report5.Why does the professor say this()To question the length of the paperTo offer encouragementTo dispute the data sourcesTo explain a theoryTPO2 Lecture 16.What is the professor mainly discussingThe development of motor skills in childrenHow psychologists measure muscle activity in the throatA theory about the relationship between muscle activity and thinkingA study on deaf people's problem-solving techniques7.Why does the professor say this()To give an example of a laryngeal habitTo explain the meaning of a termTo explain why he is discussing laryngeal habitsTo remind students of a point he had discussed previously8.Why does the professor say about people who use sign languageIt is not possible to study their thinking habitsThey exhibit laryngeal habitsThe muscles in their hands move when they solve problemsThey do not exhibit ideomotor action9.What point does the professor make when he refers to the university libraryA study on problem solving took place thereStudents should go there to read more about behaviorismStudents' eyes will turn toward it if they think about itHe learned about William James' concept of thinking there10.The professor describes a magic trick to the class,what does the magic trick demonstrate?An action people make that they are not aware ofThat behaviorists are not really scientistsHow psychologists study childrenA method for remembering locations11.What is the professor's opinion of the motor theory of thinkingMost of the evidence he has collected contradicts itIt explains adult behavior better than it explains child behaviorIt is the most valid theory of thinking at the present timeIt cannot be completely proved or disprovedTPO2 Lecture 212.What aspect of Manila hemp fibers does the professor mainly discuss in the lectureSimilarities between cotton fibers and manila hemp fibersVarious types of manila hemp fibersThe economic importance of Manila hemp fibersA use of Manila hemp fibers13.Why does the professor mention going away for the weekend?To tell the class a jokeTo apologize for not completing some workTo introduce the topic of the lectureTo encourage students to ask about her trip14.What does the professor imply about the name Manila hempIt is a commercial brand namePart of the name is inappropriateThe name has recently changedThe name was first used in the 1940's15.Why does the professor mention the Golden Gate Bridge?To demonstrate a disadvantage of steel cablesTo give an example of the creative use of colorTo show that steel cables are able to resist salt waterTo give an example of a use of Manila hemp16.According to the professor, what was the main reason that many ships used Manila hemp ropes instead of steel cables?Manila hemp was cheaperManila hemp was easier to produceManila hemp is more resistant to salt waterManila hemp is lighter in weight17.According to the lecture, what are two ways to increase the strength or rope made from Manila hemp fibers?Click on 2 answersCoat the fibers with zinc-based paintCombine the fibers into bundlesSoak bundles of fibers in salt waterTwist bundles of fibersTPO2 Conversation 21.What are the students mainly discussing?Click on 2 answersTheir courses for next semesterTheir plans for the weekendA poetry clubA class assignment2.What does the man plan to do at the end of the monthRegister for classesFinish writing his master's thesisLeave his job at the coffee shopTake a short vacation3.Why does the man talk to the woman about the "Poetry Kitchen"?To find out how often the club meetsTo inform her that the date of the next meeting has changedTo complain that not enough people are reading their poemsTo encourage her to attend4.What is the woman's attitude toward participating in the poetry club?She is looking forward to hearing her professor's poetryShe is interested in attending but she has no timeShe thinks the poetry that is read there is not very goodShe used to participate but did not enjoy it5.What will the students do in the summerThey will both take coursesThey will both have full-time jobsThey will travel to England togetherThey will teach a class togetherTPO2 Lecture 36.What is the main purpose of the lecture?To illustrate the importance of extrinsic valuesTo explain Aristotle's views about the importance of teachingTo explain why people change what they valueTo discuss Aristotle's views about human happiness7.The professor gives examples of things that have value for her. Indicate for each example what type of value it has for her.Click in the correct box. This question is worth 2 points.Only extrinsic value Only intrinsic value Both extrinsic and intrinsic value TeachingExercisehealthPlaying a musical instrument8.Why is happiness central to Aristotle's theory?Because it is so difficult for people to attainBecause it is valued for its own sake by all peopleBecause it is a means to a productive lifeBecause most people agree about what happiness is9.According to the professor, why does Aristotle think that fame cannot provide true happiness?Fame cannot be obtained without help from other peopleFame cannot be obtained by all peopleFame does not last foreverPeople cannot share their fame with other people10.What does the professor mean when she says this()Teaching is not a highly valued profession in societyShe may change professions in order to earn more moneyThe reason she is a teacher has little to do with her salaryMore people would become teachers if the salary were higher11.What is Bode's law?A law of gravitationAn estimate of the distance between Mars and JupiterA prediction of how many asteroids there areA pattern in the spacing of the planetsTPO2 Lecture 412.Why does the professor explain Bode's Law to the class?To describe the size of the asteroidsTo explain who the asteroids belt was discoveredTo explain how gravitational forces influence the planetsTo describe the impact of telescopes on astronomy13.How does the professor introduce Bode's Law?By demonstrating how it is derived mathematicallyBy describing the discovery of UranusBy drawing attention to the inaccuracy of a certain patternBy telling the names of several of the asteroids14.According to the professor, what two factors contributed to the discovery of the asteroid Ceres?Click on 2 answersImproved telescopesAdvances in mathematicsThe discovery of a new starThe position of Uranus in a pattern15.What does the professor imply about the asteroid belt?It is farther from the Sun than UranusBode believed it was made up of small starsIt is located where people expected to find a planetCeres is the only one of the asteroids that can be seen without a telescope16.Why does the professor say thisTo introduce an alternative application of Bode's LawTo give an example of what Bode's law cannot explainTo describe the limitaions of gravitational theoryTo contrast Bode's Law with a real scientific lawTPO3 Conversation 1Q1Why does the women come to the office?To notify the university of her change of addressTo find out where her physics class is being heldTo get directions to the science buildingTo complain about her physics class being canceledQ2What happened to the letter the university sent to the woman?She threw it away by mistakeHer roommate forgot to give it to herIt was sent to her old mailing addressIt was sent to another student by mistakeQ3Why was the woman’s physics class canceled?Not enough students signed up to take the classNo professors were available to teach the classThe university changed its requirements for physics studentsThere were no classrooms available in the science building at the hourQ4What does the man suggest the woman do before the beginning of next semester? Consult with her advisor about her class scheduleCheck with the registrar’s office about the location of the classRegister for her classes earlyCall the physics departmentQ5RWhat does the man imply when he say this:He know the physics class has been canceledHe is not sure where the science building isMany of the room assignments have been changedThe women can check for herself where her class isTPO3 Lecture 1Q6What does the professor mainly discuss?Major changes in the migratory patterns of hummingbirdsThe adaptation of hummingbirds to urban environmentsConcern about the reduction of hummingbird habitatThe impact of ecotourism on hummingbird populationsQ7What does the professor imply might cause a decrease in the hummingbird population?An increase in the ecotourism industryAn increase in the use of land to raise crops and cattleA decrease in banding studiesA decrease in the distance traveled during migrationQ8What does the professor say people have done to help hummingbirds survive?They have built a series of hummingbird feeding stationsThey have supported new laws that punish polluters of wildlife habitatsThey have replanted native flowers in once polluted areasThey have learned to identify various hummingbird speciesQ9What way of collecting information about migrating hummingbirds does the professor mention?Receiving radio signals from electronic tracking devicesBeing contacted by people who recapture banded birdsCounting the birds that return to the same region every yearComparing old and young birds’ migration routesQ10What does the professor imply researchers have learned while studying hummingbird migration?Hummingbirds have totally disappeared from some countries due to recent habitat destructionPrograms to replant flowers native to hummingbird habitats are not succeeding Some groups of hummingbirds have changed their migration patternsSome plant species pollinated by hummingbirds have become extinctQ11RWhat does the professor imply when she say this:There is disagreement about the idea she has presentedShe does not plan to discuss all the detailsHer next point may seem to contradict what she has just saidThe point she will make next should be obvious to the studentsTPO3 Lecture 2Q12What is the main purpose of the lecture?To discuss the style of an early filmmakerTo describe different types of filmmaking in the 1930sTo discuss the emergence of the documentary filmTo describe Painleve’s influence on today’s science-fiction filmsQ13Why are Painleve’s films typical of the films of the 1920s and 1930s?They do not have soundThey are filmed underwaterThey are easy to understandThey difficult to categorizeQ14According to the professor, how did Painleve’s film confuse the audience?They show animals out of their natural habitatThey depict animals as having both human and animal characteristicsThe narration is scientific and difficult to understandThe audiences of the 1920s and 1930s were not used to films shot underwaterQ15Why does the professor mention sea horses?To explain that they were difficult to film in the 1930sTo point out that Cousteau made documentaries about themTo illustrate Pianleve’s fascination with unusual animalsTo explain why Painleve’s underwater films were not successfulQ16Why does the professor compare the film style of Jacques Cousteau and Jean Painleve?To explain how Painleve influenced CousteauTo emphasize the uniqueness of Painleve’s filming styleTo emphasize the artistic value of Cousteau’s documentary filmsT o demonstrate the superiority of Painleve’s filmmaking equipmentQ17RWhat does the student imply when he say this:He does not like Jean Painleve’s filmsHe thinks that the professor should spend more time discussing Jacques Cousteau’s filmHe believes that high quality filmmakers are usually well knownHe believes that Jean Painleve’s film have been unfairly overlookedTPO3 Conversation 2Q1Why does the student go to see the professor?To ask about a class assignmentTo find out about a midsemester projectTo get information about summer jobsTo discuss ways to improve his gradeQ2What was originally located on the site of the lecture hall?A farmhouseA pottery factoryA clothing storeA bottle-manufacturing plantQ3What is mentioned as an advantage of working on this project?Off-campus travel is paid offStudents can leave class earlyThe location is convenientIt fulfills a graduation requirementQ4What is the professor considering doing to get move volunteers?Offering extra class creditPaying the students for their timeAsking for student volunteers from outside her classProviding flexible work schedulesQ5What information does the student still need to get from the professor? The name of the senior researcherWhat book he needs to read before the next lectureWhen the train session will be scheduledWhere the project is locatedTPO3 Lecture 3Q6What does the professor mainly discuss?The oldest known cave artHow ancient cave art is datedThe homes of Paleolithic humansHow Paleolithic humans thought about animalsQ7When does the professor mention his daughter?To describe her reaction to seeing the paintingsTo explain the universal appeal for the Chauvet paintingsTo demonstrate the size of most Paleolithic cave artTo emphasize his point about the age of Chauvet paintingsQ8What is the professor’s opinion about the art at the Chauvet cave?It is extremely well doneIt probably reflected artists’ religious beliefsIt is less sophisticated than the art at Lascaux and AltamiraIt is probably not much older than the are at Lascaux and AltamiraQ9According to the professor, what is the significance of charcoal marks on the walls of the Chauvet cave?They suggest that Paleolithic people cooked their food in the caveThey prove that people came to the cave long after the paintings were madeThey show how much light the Paleolithic artists needed for their workThey were used in recent times to date the paintingsQ10Compared to other Paleolithic art, what is unusual about the animals painted at Chauvet?Most of them are horsesMany of them are dangerousMany of them are shown alongside humansAll of them are species that are still found in FranceQ11What are two questions about the Chauvet cave artists that the professor raises but cannot answer?Choice two answers belowHow they lighted their work areaHow they obtained pigments for their paintsWhy they chose to paint certain animals and not othersWhy they placed their art in dark, uninhabited placesTPO3 Lecture 4Q12What is the lecture mainly about?Different ways of magnifying the spectrum of a starHow a chemical element was first discovered on the SunHow astronomers identify the chemical elements in a starWhy the spectra of different stars are composed of different colors。

新托福突破口TPO(1-30 纸质版)听力分类总结(用于横听及总结)

Art TPO1TPO3TPO3TPO7TPO8TPO9艺术Lecture1Lecture2Lecture3 Lecture1Lecture2Lecture1TPO16TPO17TPO18TPO19TPO22TPO24Lecture4Lecture1Lecture2Lecture4Lecture4Lecture2Anthropology TPO1TPO7TPO22人类学Lecture3Lecture3Lecture1Psychology TPO2TPO10TPO14TPO15TPO30心理学Lecture1Lecture4Lecture1Lecture1Lecture1Philosophy TPO2TPO28哲学Lecture3Lecture1Biology TPO1TPO2TPO4TPO6TPO7TPO8生物学Lecture4Lecture2Lecture1Lecture2Lecture2Lecture1TPO15TPO16TPO17TPO18TPO19TPO20Lecture4Lecture3Lecture4Lecture4Lecture3Lecture4TPO25TPO25TPO26纸质TPO4TPO27TPO27Lecture1Lecture4Lecture2Lecture2Lecture1Lecture3Astronomy TPO2TPO3TPO5TPO13TPO14TPO18天文学Lecture4Lecture4Lecture2Lecture4Lecture3Lecture1纸质TPO5TPO30Lecture3Lecture3Geology TPO1TPO4TPO6TPO7TPO9TPO15地质学Lecture2Lecture3Lecture4Lecture4Lecture3Lecture2Environmental TPO3TPO9TPO10TPO11TPO12TPO13环境科学Lecture1Lecture2Lecture3 Lecture3Lecture4Lecture2Business TPO6TPO11TPO12TPO26纸质TPO4商业Lecture1Lecture4Lecture2Lecture1Lecture1Chemistry TPO5TPO8化学Lecture3Lecture4Architecture TPO11TPO13TPO29建筑Lecture2Lecture1Lecture2History TPO8TPO10TPO17TPO18TPO21TPO25历史Lecture3Lecture2Lecture3 Lecture3 Lecture4Lecture2Archaeology TPO14TPO23TPO14TPO28TPO29考古学Lecture4Lecture1Lecture3 Lecture4Lecture3Linguistics TPO9TPO19TPO20语言学Lecture4Lecture1Lecture1Literature TPO4TPO5TPO6TPO20文学Lecture2Lecture4Lecture3 Lecture3杂类U.S. Governme TPO4Sociology TPO5Choreography T PO23美国政府Lecture4社会学Lecture1舞蹈Lecture4Structural Engine TPO29结构工程学Lecture4无老师题：很多筒子们在准备新托福考试的时候，都感觉一方面自己的能力确实是有问题，但是同太高，使得很多考生都应付不来，无老师这次幸得一份图片版新托福突破口TPO听力部分的分类总结，特地放出横听。

TPO 15 听力文本_Megan

TPO 15听力文本TPO 15 ScriptSection 1Conversation1Narrator:Listen to a conversation between a Student and the faculty Advisor of the campus newspaper.StudentHi! I talked to someone on the phone a couple of weeks ago, Anna, I think it was? AdvisorI'm Anna, the faculty advisor.StudentOh, great! I'm Peter Murphy. You probably don't r e member me, but …AdvisorNo! No! I remember you. You're interested in working for the paper.StudentYeah, as a reporter.AdvisorThat's right. You're taking a journ alism class and you’ve done some reporting before in high school, right?StudentWow, you have a good memory.AdvisorWell we haven’t had many s tudents applying lately so … so anyway, you still want to do some reporting for us?StudentYeah, if you have room for me on the staff.AdvisorWell we always need more reporters, but you know, we don't pay anything, right? StudentYeah, I know, but I huh.. . I'd like the experience. It would look good on my resume .AdvisorAbsolutely! Let's see. I think I told you that we ask prospective reporters to turn in some outlines for possible articles.StudentYeah, I sent them in about a week ago, but I haven't heard anything back yet, so, so I thought I'd stop by and see, but I guess you haven't looked at them yet.AdvisorOh, Max, the news editor. He looks a t all the submissions.StudentOh, so he hasn't made any decision about me yet?AdvisorWell I just got here a few minutes ago... haven't been in for a couple of days. Just give me a second to check my e-ma il. Uh … here is a message from Max. Let’s see. Well it seems you’ve really impressed him. He says it would be wonderful if you could join our staff. StudentOh, great! When can I start?AdvisorWell, you turned in an outline on something to do with the physics department? StudentYeah, they're trying to come up with ways to get more Students to take their introductory courses.AdvisorRight, well, apparently, nobody else is covering that story, so he wants you to follow up on it.StudentOK. Uh … wha t the other outline I sent in, about the proposed increase in tuition fees? AdvisorOh, it looks like we've got that coveredStudentSo I am starting with an article about the physics department. I guess I'd better get to work. Do you have any advice on how I should cover the story?AdvisorWell, Max will want to talk to you but I am sure he will tell you to find out things like why the physics department's worried about enrollment. Has the number of Students been getting smaller in recent years? By how much? What kinds of plans are they considering to address this problem?StudentRight, some of those issues are already in what I proposed.AdvisorAnd you'll want to do some interviews, you know, what do the Professors think of the plans, what do the Stu dents think you get the idea but …StudentBut wait till I talk to Max before proceeding.AdvisorRight, he'll cover everything you need to know to be a reporter for us. Can you come back this afternoon? He will be here until 5 o'clock.Lecture 1Narrator:Listen to part of a lecture in a psychology class.ProfessorFor decades, psychologists have been looking at our ability to perform tasks while other things are going on, how we are able to keep from being distracted and what the conditions for good concentration are. As long ago as 1982, researchers came up with something called the CFQ - the Cognitive Failures Questionnaire. This questionnaire asks people to rate themselves according to how often they get distracted in different situations, like hum … .. forgetti ng to save a computer file because they had something else on their mind or missing a speed limit sign on the road. John?JohnI've lost my share of computer files, but not because I’ m easily distracted. I just forget to save them.ProfessorAnd tha t's part of the problem with the CFQ. It doesn’t take other factors into account enough, like forgetfulness. Plus you really can’t say you are getting objective scientific results from a subjective questionnaire where people report on themselves. So it’s no surprise that someone attempted to design an objectiv e way to measure distraction. It’s a simple computer game designed by a psychologist named, Nilli Lavie. In Lavie’s game, people watch as the letters N and X appear and disappear in a certain area on the computer screen. Every time they see an N, they press one key, and every time they seean X they press another, except other letters also start appearing in the surrounding area of the screen with increasing frequency which creates a distraction and makes the task more diffic ult. Lav ie observed that people’s reaction time slowed as these distractions increased.StudentWell t hat’s not too surprising, isn’t it?ProfessorNo, it's not. It's the next part of the experiment that was surprising. When the difficulty really increased, when the screen filled up with letters, people got better at spotting the Xs and Ns. What (why) do you think that happened?JohnWell, maybe when we are really concentrating, we just don't perceive irrelevant information. Maybe we just don't take it in, you know?ProfessorYes, and that's one of the hypotheses that was proposed, that the brain simply doesn't admit the unimportant information. The second hypothesis is that, yes, we do perceive everything, but the brain categorizes the information, and whatever is not relevant to what we are concentrating on gets treated as low priority. So Lavie did another experiment, designed to look at the ability to concentrate better in the face of increased difficulty. This time she used brain scanning equipment to monitor activ ity in a certain part of the brain, the area called V5, which is part of the visual cortex, the part of our brains that processes visual stimuli.V5 is the area of the v isual cortex that's responsible for the sensation of movement. Once again, Lav ie gave people a computer-based task to do. They have to distinguish between words in upper and lower-case letters or even harder, they had to count the number of syllables in different words. This time the distraction was a moving star field in the background, you know, where H looks like you are moving through space, passing stars. Normally area of V5 would be stimulated as those moving stars are perceived and sure enough, Lavie found that during the task area of V5 was active, so people were aware of the moving star field. That means people were not blocking out the distraction. StudentSo doesn't that mean that the first hypothesis you mentioned was wrong, the one that says we don't even perceive irrelevant information when we are concentrating?ProfessorYes that's right, up to a point, bu t that’s not all. Lav ie also discovered that as she made the task more difficult, V5 became less active, so that means that now people wer en’t really noticing the star field at all. That was quite a surprise and it approved that the second hypothesis – that we do perceive everything all the time but the brain categorizesdistractions differently, well, that wasn't true either. Lavie thinks the solution lies in the brain’s ability to accept or ignore visual information. She th inks its capacity is limited. It’s like a highway. When there are too many cars, traffic is stopped. No one can get on. So when the brain is loaded to capacity, no new distractions can be perceived. Now that may be the correct conclusion for v isual distractions, but more research is needed to tell us how the brain deals with, say, the distractions of solv ing a math problem when we are hungry or when someone is singing in the next room.Lecture 2Narrator:Listen to part of a lecture in a geology class.ProfessorAs geologists, we examine layers of sediment on the Earth's surface to approximate the dates of past geologic time periods. Ah sediment as you know is material like sand , gravel, fossil fragments that is transported by natural processes like wind , water flow or the movement of glaciers . So sediment is transported and then deposited and it forms layers on the Earth’s surface over time. We examine these layers to learn about different geologic time periods including when they began and ended. For example, from about 1.8 million years ago to around 11 thousand years ago was the Pleistocene epic. The Pleistocene epic was an ice age. During this epic, sediment was made by the kind of erosion and weathering that happens when the climate is colder, and part of those sediments are fossils of plants and animals that lived at that time. The Holocene epic followed the Pleistoce ne epic when the Earth’s climate warmed up around 11 thousand years ago. The Holocene epic is characterized by different sediments, ones that form when the climate is warmer. Because the climate changed, the types of plants and animals changed also. Holocene sediments contain remnants of more recent plants and animals, so it's pretty easy to differentiate geologically between these two epics. Now there is growing evidence that the presence of humans has altered the earth so much that a new epic of geologic history has began(begun) – the Anthropocene epic, a new human-influenced epic. This idea that we’ve entered a new Anthro-pocene epic was first proposed in 2002. The idea is that around the year 1800 CE the human population became large enough, around a billion people, that its activities started altering the environment. This was also the time of the industrial revolution, which brought a tremendous increase in the use of fossil fuels such coal. The exploitation of fossil fuels has brought planet wide developments: industrialization, construction, uh, mass transport. And these developments have caused major changes like additional erosion of the Ear th’s surface and deforestation. Also, things like the damming of rivers, has caused increased sediment production, not to mention the addition of more carbon dioxide and methane in the atmosphere. Naturally all these changes show up in recent sediments. And these sediments are quite different from pre year 1800 sediment layers. Interestingly there's some speculation that humans started having a major impact on Earth much earlier, about 8000 years ago. That's when agriculture was becoming widespread. Early farmers started clearing forests and livestock produced a lot of extra methane. But I want to stress this is just a hypothesis. The ideathat early humans could have had such a major effect, well I'm just not sure we can compare it with the industrial age. Geologists in the far future will be able to examine the sediment being laid down today, whereas right now we can say that yes, human impact on the Earth is clear: It'll be future researchers who hav e a better perspective and will be able to really draw a line between the Holocene and the Anthropocene epics.Section 2Conversation2NarratorListen to part of a conversation between a Student and her biology.ProfessorHi Samantha, how did your track meet go?SamanthaGreat! I placed first in one race and third in another.ProfessorCongratulations! You must practice a lot.SamanthaThree times a week pre-season, but now that we’re competing every weekend, we practice 6 days a week from 3:30 till 5:00.ProfessorAthletics place a heavy demand on your time, don’t they?SamanthaYeah, but I really love competing, so …ProfessorYou know I played soccer in college and my biggest challenge, and I didn’t always succeed, was getting my studying in during soccer season. Are you having a similar …SamanthaNo, I … I really do make time to study. And I actually study more for this class than I do for all my other classes. But I didn’t see the grade I expected on my mid-term exam, which is why I came by.ProfessorWell, you "didn't do badly on the exam, but I agree it did not reflect your potential. I say this because your work on the lab project was exemplary. I was so impressed with the way you handle the microscope and the samples of onion cells, and with how carefully you observed and diagramed and interpreted each stage of cell division. And I don't think youcould have done that if you hadn't read and understood the chapter. I mean it seemed like you really had a good understanding of it.SamanthaI thought so too, but I missed some questions about cell division on the exam. ProfessorSo what happened?SamanthaI just sort of blanked out, I guess. I had a hard time remembering details. It was so frustrating.ProfessorAlright, let's back up. You say you studied, where, at home?SamanthaAt my kitchen table actually.ProfessorAnd that's supposed to be a quiet environment?SamanthaNot exactly. My brother and parents try to keep it down when I am studying, but the phone pretty much rings off the ho ok, so …ProfessorSo you might try a place with fewer distractions, like the library …SamanthaBut the library closes at mid-night, and I like to study all night before a test, you know, so everything is fresh in my mind. I studied six straight hours the night before the mid-term exam. That’s why I expected to do so much better.ProfessorOh ok. You know that studying six consecutive hours is not equivalent to studying one hour a day for six days.SamanthaIt isn’t?ProfessorNo. There is research that shows that after about an hour of intense focus, your brain needs a break. It needs to, you know, shift gears a little. Your brain's ability to absorb information starts to decline after about the first hour. So if you are dealing with a lot ofnew concepts and vocabulary, anyway, if you just reviewed your notes, even 20 minutes a day, it'd be much better than waiting until the night before an exam to try and absorb all those details .SamanthaOh, I didn't realize.ProfessorThink of your brain as: a muscle. If you didn't practice regularly with your track team, and then tried to squeeze in three weeks worth of running practice just the day before a track meet, how well do you think you'd perform in your races?Lecture 3Narrator:Listen to part of a lecture in an art history class.Professor:Now in Europe in the Middle Ages before the invention of printing and the printing press, all books, all manual scripts were hand-made. And the material typically used for the pages was parchment, which is animal skin that stretched and dried under tension, so it becomes really fat(flat) and can be written on . During the 1400s, when printing was being developed, paper became the predominant material for books in Europe, but prior to that, it was parchment. Parchment is durable, much more so than paper, and it could be reused which came in handy since it was a costly material and in short supply. So it wasn’t uncommon for the scribes or monks who produce the manual scripts. Ah, remember before printing books were made mainly in monasteries. Well, the scribes often recycled the parchment that’d been used for earlier manual scripts. They simply erased the ink off the parchment and wrote something new in its place A manual script page that was written on, erased and then used again is called a palimpsest. Palimpsests were created, well, we know about two methods that were used for removing ink from parchment. In the late Middle Ages, it was customary to scrape away the surface of the parchment with an abrasive, which completely wiped out any writing that was there. But earlier in the Middle ages, the original ink was usually removed by washing the used parchment with milk. That removed the ink. But with the passing of time, the original writing might reappear. In fact, it might reappear to the extent that scholars could make out an even decipher, the original text. Perhaps, the most famous example is the Archimedes' palimpsest. Archimedes lived in Greece around 200 BCE, and as you probably know, he's considered one of the greatest Mathematicians who ever lived, even though, many of his writings had been lost , including what many now think to be his most important work called The Method . But in 1998, a book of prayers from the Middle Ages sold in an art auction for a lot of money, more money than anyone would pay for a damaged book from the 12th century. Beautiful or not, why? It had been discovered that the book was a palimpsest, and beneath the surface writing on the manual script laid, guess what? Mathematical theorems and diagrams from Archimedes Archimedes' writings were originally done on papyrus scrolls. Then in the 10thcentury, a scribe made a copy on parchment of some of his texts and diagrams including, as it turns out, The Method. This was extremely fortunate, since later on, the original papyrus scrolls disappeared. About 200 years later in the 12th century, this parchment manual script became a palimpsest when a scribe used the parchment to make a prayer book. So the pages, the pieces of parchment themselves, had been preserved. But the Archimedes' text was erased and written over, and no one knew it existed. It wasn't until 1906 that a scholar came across the prayer book in a library and realized it was a palimpsest, and that the underlying layer of texts could only have come from Archimedes. That was when his work The Method was discovered for the first time. Um... the palimpsest then went through some more tough times, but eventually it ended up in an art auction where was bought and then donated to an art museum in Baltimore, for conservation and study. To avoid further damage to the manual script, the research team at the art museum has had to be extremely selective in their techniques they used to see the original writing. They've used ultraviolet light and some other techniques, and if you're interested in that sort of thing, you can learn more about it in an art conservation class. But actually, it was a physicist who came up with a method that was a breakthrough. He realized that the iron in the ancient ink would display if exposed to a certain X-ray imaging method, and except for small portions of the text that couldn't be deciphered, this technique's been very helpful in seeing Archimedes' texts and drawings through the medieval over writing.Lecture 4Narrator:Listen to part of a lecture in a biology class.Professor:OK. We've been talking till now about the two basic needs of a biological community – an energy source to produce organic materials, you know ah, food for the organism, and the waste recycling or breakdown of materials back into inorganic molecules, and about how all this requires photosynthesis when green plants or microbes convert sunlight into energy and also requires microorganisms, bacteria, to secrete chemicals that break down or recycle the organic material to complete the cycle So, now we are done with this chapter of the textbook, we can just review for the weekly quiz and move on to the next chapter, right? Well, not so fast. First, I’d like to talk about some discoveries that have challenged one of these fundamental assumptions about what you need in order to have a biological community. And, well, there actually were quite a few surprises. It all began in 1977 with the exploration of hydrothermal vents on the ocean floor. Hydrothermal vents are cracks in the Earth’s surface that occur, well, the ones we are talking about here are found deep at the bottom of the ocean. And these vents on the ocean floor, they release this incredibly hot water, 3-4 times the temperature that you boil water at because this water has been heated deep within the Earth. Well about 30 years ago, researchers sent a deep-sea vessel to explore the ocean ’ s depth, about 3 kilometers down, way deep to ocean floor, No one had ever explored that far down before. Nobody expected there to be any life down there because of the conditions. First of all, sunlight doesn't reach that far down so it’s totallydark. There couldn’t be any plant or animal life since there's no sunlight, no source of energy to make food. If there was any life at all, it’d just be some bacter ia breaking down any dead materials that might have fallen to the bottom of the ocean. And?StudentAnd what about the water pressure? Didn’t we talk before about how the deeper down into the ocean you go, the greater the pressure?ProfessorExcellent point! And not only the extreme pressure, but also the extreme temperature of the water around these vents. If the lack of sunlight didn't rule out the existence of a biological community down there then these factors certainly would, or so they thought. StudentSo you are telling us they did find organisms that could live under those conditions? Professor:They did indeed, something like 300 different speciesStudentBut... but how could that be? I mean without sunlight, no energy, no no …Professor:What they discovered was that microorganisms, bacteria, had taken over both functions of the biological community - the recycling of waste materials and the production of energy. They were the energy source. You see, it turns out that certain microorganisms are chemosynthetic - they don't need sunlight because they take their energy from chemical Reactions. So, as I said, unlike green plants which are photosynthetic and their energy from sunlight, these bacteria that they found at the ocean floor, these are chemosynthetic, which means that they get their energy from chemical reactions. How does this work? As we said, these hydrothermal vents are releasing into the ocean depth this intensely hot water and here is the thing, this hot water contains a chemical called hydrogen sulfide, and also a gas, carbon dioxide. Now these bacteria actually combine the hydrogen sulfide with the carbon dioxide and this chemical reaction is what produces organic material which is the food for larger organisms. The researchers had never seen anything like it before. StudentWow! So just add a chem ical to a gas, and bingo, you’ve got a food supply?ProfessorNot just that! What was even more surprising were all the large organisms that lived down there. The most distinctive of these was something called the tube worm. Here, let me show you a picture. The tube of the tube worm is really, really long. They can be up to oneand half meters long, and these tubes are attached to the ocean floor, pretty weird looking, huh? And another thing, the tube worm has no mouth, or digestive organs. So you are asking how does it eat? Well, they have these special organs that collect the hydrogen sulfide and carbon dioxide and then transfer it to another organ, where billions of bacteria live. These bacteria that live inside the tube worms, the tube worms provide them with hydrogen sulfide and carbon dioxide. And the bacteria, well the bacteria kind of feed the tube worms through chemosynthesis, remember, that chemical reaction I described earlier.。

托福TPO15口语Task4阅读文本+听力文本+题目+满分范文

为了帮助大家高效备考托福，为大家带来托福TPO15口语Task4阅读文本+听力文本+题目+满分范文，希望对大家备考有所帮助。

托福TPO15口语Task4阅读文本： Experimenter Effect One objective of any experiment is, of course, to obtain accurate results.Sometimes, however, problems occur that lead to in accurate results. One such problem is the experimenter effect. The experimenter effect occurs when searcher ’s expectations affect the outcome of the experiment. The researcher expects a particular result from the experiment, and that expectation causes the researcher to act in ways that influence the behavior of the experiment participants, thereby invalidating the results of the experiment. 托福TPO15口语Task4听力文本： (male professor) For example, I recently read about a case in which a researcher was given two groups of monkeys and he was asked to train these monkeys to pick up a ball and put it in a box, and he was told to record how many hours it took to train each monkey to learn to do this.Now, before he started the training, the researcher was told that one group of monkeys was highly intelligent and the other group was less intelligent. In truth, there was no difference between them. All the monkeys were actually very similar in terms of intelligence. But the researcher didn't know that. He thought one group was smarter, so he expected that group would be easier to train.So, what happened? Well, the researcher trained the monkeys to perform the action, and it turned out that, on average, it took him two hours less time to train the supposedly smart monkeys than the supposedly less intelligent monkeys. Why? Well, it turns out that with the supposedly smart monkeys the researcher smiled at them a lot, gave them a lot of encouragement, talked to them a lot, worked hard to communicate with them. But with the monkeys he thought were less intelligent, he wasn’t this enthusiastic, he didn’t try this hard, wasn’t quite optimistic. 托福TPO15口语Task4题目： Explain how the example from the professor’s lecture illustrates the experimenter effect. 托福TPO15口语Task4满分范文： When the researchers expect certain result during their experiment, the expectations usually affect the outcome. This phenomenon is called experimentereffect. The professor illustrates this with a monkey experiment that he read about. In the experiment, a researcher was given two groups of monkey and asked to teach them to pick up a ball and put it in a box. And he had been told that one group was smarter than the other, which was not true. Therefore, anyway, the researcher expected that the smarter group was easier to train. And it took two hours less time to train the supposedly smarter monkey because he tried to communicate with them, frequently smiled at them, encouraged them, and talked to them. While with the other group, he was not that enthusiastic. So actually it's the researcher's behavior that influenced the result. That's how experimenter effect is achieved during the experiment. (152 words) 以上是给大家整理的托福TPO15口语Task4阅读文本+听力文本+题目+满分范文，希望对你有所帮助!。

11月15日托福机经：听力(新东方)

11月15日托福机经：听力(新东方)2014年11月15日托福机经：听力(新东方)Conversation 1：是讲学生找老师，前一半忘记了，后面是学生说他做过很多volunteer,intern什么的，想把以前的一个paper改成research，老师说r有点不同，要有问题，解决过程什么的，有问题可以再找老师帮忙，这儿有重听题Lecture1：天文、宇宙膨胀传统观点：gravity pull使得膨胀速度减慢，最后停止。

有人说：宇宙的组成不是原来想的那样。

应该是：可见物质，暗物质，暗能量，后者两测不到。

新观点：暗物质让宇宙膨胀加速。

supernova的brightness随距离变远而变暗。

所以我们可以测量supernova的true brightness和实际britness来测算距离。

但是supernova 这个true brightness不一致，于是，他们找了一组叫la supernova 的东西，这种东西的true brightness一致。

最后证明膨胀是加速的。

Lecture2:建筑。

美国federal style,两个特点。

external:门窗烟囱全部对称+设计简单Internal:复杂，不是普通的房间设计。

这种风格受罗马建筑的影响，有两个方面。

1 英国的注明什么brother firm把这种风格引进us。

2 政府官员也喜欢这种style。

举例Jefferson ,美国第三任总统，他的建筑家，设计了几个政府建筑。

Conversations2：好像是一个人跑去和宿管科的人说什么宿舍问题，他错过deadline，然后被分配到小宿舍，地方小得只能放下一张桌子，但是他没有别的地方，就跑去问宿管科关于宿舍条例之类的，然后对方就给他提供两个方案。

Lecture3：习惯性行为先说自己每天起来都要洗澡刷牙，这就是习惯性行为，给了这个定义。

大概包括两个部分：其中一个的意思是习惯的背景和条件。

然后解释这个condition,举例说每次去路过咖啡馆都要进去。

TPO15听力解析

TPO15 listening 问题解析注：问题中红色标记词汇为解题突破点和关键词。

（编辑整理by Astra）Section 1TPO15-L1 Conversation 11. Why does the student go to the campus newspaper office?O To turn in outlines of possible articlesO To find out when his article will be printed in the newspaperO To find out if he got a position as a reporterO To get help with an assignment for his journalism class答案：C解析：男学生报名做reporter，写好的outline一周前已经提交，但是没有收到答复，他来看一下情况。

原文如下：I sent them in about a week ago, but I haven't heard anything back yet, so, so I thought I'd stop by and see, but I guess you haven't looked at them yet2. Why does the student want to write for the campus newspaper?O He wants to earn some money.O He wants to learn about the newspaper business.O He wants to share his enthusiasm for physics.O He thinks the experience will be valuable.答案：D解析：男学生知道当reporter是没有报酬的，但是这有利于他写个人经历，比较重要。

TPO15-L4托福

TPO 15 Lecture 1 PsychologyNarrator:Listen to part of a lecture in a psychology classProfessorFor decades, psychologists have been looking at our ability to perform tasks while other things are going on, how we are able to keep from being distracted and what the conditions for good concentration are.As long ago as 1982, researchers came up with something called the CFQ - the Cognitive Failures Questionnaire. This questionnaire asks people to rate themselves according to how often they get distracted in different situations, like um … .. forgetting to save a computer file because they had something else on their mind or missing a speed limit sign on the road. John?JohnI've lost my share of computer files, but not because I’m easily distracted. I just forget to save them.ProfessorAnd that's part of the problem with th e CFQ. It doesn ’ t take other factors into account enough, like forgetfulness. Plus you really can ’ t say you are getting objective scientific results from a subjective questionnaire where people report on themselves.So it ’ s no surprise that someone attempted to des ign an objective way to measure distraction.I t ’ s a simple computer game designed by a psychologist named, Nilli Lavie. In Lavie ’ s game, people watch as the letters N and X appear and disappear in a certain area on the computer screen.Every time they see an N, they press one key, and every time they see an X they press another, except other letters also start appearing in the surrounding area of the screen with increasing frequency which creates a distraction and makes the task more difficult. Lavie o bserved that people ’ s reaction time slowed as these distractions increased.Student 2Well that’s not too surprising, is it?ProfessorNo, it's not. It's the next part of the experiment that was surprising. When the difficulty really increased, when the screen filled up with letters, people got better at spotting the Xs and Ns . Why do you think that happened?JohnWell, maybe when we are really concentrating, we just don't perceive irrelevant information . Maybe we just don't take it in, you know?ProfessorYes, and that's one of the hypotheses that was proposed, that the brain simply doesn't admit the unimportant information. The second hypothesis is that, yes, we do perceive everything, but the brain categorizes the information, and whatever is not relevant to what we are concentrating on gets treated as low priority.So Lavie did another experiment, designed to look at this ability to concentrate better in the face of increased difficulty. This time she used brain scanning equipment to monitor activity in a certain part of the brain, the area called V5, which is part of the visual cortex, the part of our brains that processes visual stimuli. V5 is the area of the visual cortex that's responsible for the sensation of movement. Once again, Lavie gave people a computer-based task to do.They have to distinguish between words in upper and lower-case letters or even harder, they had to count the number of syllables in different words. This time the distraction was a moving star field in the background, you know, where it looks like you are moving through space, passing stars. Normally area of V5 would be stimulated as those moving stars are perceived and sure enough, Lavie found that during the task area of V5 was active, so people were aware of the moving star field. That means people were not blocking out the distraction.StudentSo doesn't that mean that the first hypothesis you mentioned was wrong, the one that says we don't even perceive irrelevant information when we are concentrating?ProfessorYes that's right, up to a point, but that’s not all. Lavie also discovered that as she made the task more difficult , V5 became less active, so that means that now people weren ’ t really noticing the star field at all. That was quite a surprise and it proved that the second hypothesis – that we do perceive everything all the time but the brain categorizes distractions differently, well, that wasn't true either.Lavie thinks the solution lies in the brai ’s ability to accept or ignore visual information. She thinks its capacity is limited. It’s like a highway. When there are too many cars, traffic is stopped. No one can get on. So when the brain is loaded to capacity, no new distractions can be perceived .Now that may be the correct conclusion for visual distractions, but more research is needed to tell us how the brain deals with, say, the distractions of solving a math problem when we are hungry or when someone is singing in the next room.。

2015年10月24日托福听力真题（新东方版）

听⼒部分 Conversation 1 学⽣去学校museum，说在⼊学前就觉得这个地⽅很棒，⽼师说我们会⽐其他地⽅给的钱多，同时我们对你也有更多的期待。

说要来参观的⼩孩⼦⼤概7岁左右，因为他们年龄⽐较⼤，所以不需要⽤对付⼩孩⼦的⽅式对付他们(这⾥⼀个出题点)。

学⽣说所以像以前那种⽐谁能坐得更久的⽅法久不能⽤了。

然后说到⽊乃伊mummy，去看⽊乃伊的话根本不需要他提前做准备，只需要回答孩⼦们问不完的问题，⽽且孩⼦们对mummy都很感兴趣。

学⽣担⼼孩⼦们会害怕，⽼师说不会。

-TPO部分对应参考 (TPO30-C2) -TPO对应词汇 anthropologist⼈类学家 ecological⽣态的 anthropologist⽣态⼈类学家 archaeology考古学 anthropology⼈类学 morphology形态学 ancientcivilization 古代⽂明 origin起源 originate起源于 ancestor祖先 hominid⼈(科) homogeneous同⼀种族(种类)的 tribe部落 clan⽒族 archeologist考古学家 excavation挖掘 excavate(unearth) 挖掘 scoop铲⼦ ruins遗迹，废墟 remains遗迹，遗骸 artifact⼿⼯艺品 pottery陶器(potter) Porcelain瓷器 fossil化⽯ relic遗物，⽂物 rockpainting 岩⽯画 antique古物，古董 Lecture 1 biology加拉帕格斯岛背景：远离南美⼤陆的孤群岛上的鸟，以及达尔⽂的进化论。

同⼀个纲⽬下⾯的13种地雀共同特征是飞⾏能⼒很不好，但是也有不同的特征，⽐如他们的喙(beak)形状各异，这与它们的饮⾷有关。

达尔⽂旅游到这⾥后发现了这个现象，他开始将这个现象和进化论联系到了⼀起，它们可能最初从美洲飞过来的，然后估计是飞不⾛了，因为这⾥太偏僻，所以在不同岛屿⼜有了进化。

官方真题Official35托福听力Lecture4对话原文免费分享（原TPO）

官方真题Official35托福听力Lecture4对话原文免费分享(原TPO)官方真题Official模考软件一直是考生不可或缺的一个备考工具，很多托福考生都在用这个。

为了让大家更好的使用这个官方真题Official资料，这里小站教育编辑为大家整理了完整的官方真题Official真题文本、题目及答案解析，希望对大家托福备考有帮助。

官方真题Official35托福听力Lecture 4对话原文免费分享(原TPO)官方真题Official 35-L4Narrator:Listen to part of a lecture in an Earth science class.Professor:Let's review something from last week. We talked about an event that happened 65 million years ago. Anyone?Student:An asteroid hit Earth. Um...well, we think an asteroid hit Earth, near the Yucatan Peninsula, in Mexico, and that wiped out all the dinosaurs.Professor:Right. I wouldn't say that we've got 100% proof, but there's very strong evidence that this is why that mass extinction occurred.Okay. But did you know there was an earlier extinction far greater than the one that killed off the dinosaurs? It was what we call the Permian Extinction.Now, way back about 290 million years ago, at the beginning of the Permian Period, there was just one big continent, a super continent. And as the climate warmed up, plant and animal species began to diversify profusely. So life during the PermianPeriod was abundant and diverse. But about 250 million years ago, the Permian Period ended with a rapid mass extinction, something happened that wiped out 75% of the land animals and over 95% of ocean life.So what was it? What could have caused this?Well, with the all the evidence that it was an asteroid that led to the dinosaur extinction, we began asking ourselves: is it possible that another asteroid much earlier caused the Permian Extinction? And so researchers have been looking for an impact crater.Well, with the all the evidence that it was an asteroid that led to the dinosaur extinction, we began asking ourselves: is it possible that another asteroid much earlier caused the Permian Extinction? And so researchers have been looking for an impact crater.Student:I thought the Permian Extinction was caused by a decline in sea water oxygen levels. Isn't that what's in the textbook?Professor:But don't forget the textbook makes it very clear that's only a theory.Student:And it mentions something about volcanic eruptions too.Professor:It does, but now this new theory has led to a search for evidence of an asteroid impact. And one place of interest is a region called Wilkes Land in eastern Antarctica.A few years ago, a researcher reported a strange anomaly beneath the ice in Wilkes Land. Evidence of what may be a mascon. That's just short for mass concentration.When an asteroid hits Earth, when it slams into Earth's crust, we think that causes molten rock from deep below the surface to rise up into the impact area. Sort of like if you bump your head, you get a big lump under the skin. Fluid makes the area swell. Anyway, the material flowing up from below the crust is more dense than the crust itself. So that's how we get a mascon, a spot in the crust with newer crust material that's more dense than the material all around it.There're lots of mascons on the moon too, where a mascon’s density causes a small increase in the local gravity that can be measured and mapped by orbiting spacecraft. And where do these mascons tend to be found? In the centers of impact craters on the moon's surface.But back to Wilkes Land. We’re not certain that the mascon there...what might be a mascon ...was actually caused by the impact of an asteroid, but there does seem to be evidence. Researchers notice a gravity anomaly similar to those on the moon. And the spot where the gravity readings are especially high...this is right in the middle of a 500-kilometer wide, circular ridge, what could be part of an old impact crater.And if there was an asteroid impact there in Wilkes Land, the next question is: did it happen 250 million years ago? Because that would put it when in geologic history?Student:At the end of the Permian Period? Right when those animals went extinct.Professor: Exactly.Student:But can't researchers figure that out by studying the rocks there in Wilkes Land...where this impact supposedly took place?Professor:Well, to get to anything from that long ago, we would have to drill down to about a mile, about 1.6 kilometers of solid ice that covers the area today. And that's not likely to happen.But speaking of rocks, I should mention that Wilkes Land is not the only place of interest here. There's another called the Bedout High off the coast of Australia. And we have rock samples from the Bedout High. Some apparently have extraterrestrial origin. I mean, they show the effects of extreme temperatures and pressures, the level of extremes produced only by an impact. And as for their age, well, they do in fact, date back to about 250 million years ago.怎样用单词推断托福听力对话场景方法可行的原因仍在于ETS的出题原则，大家肯定已经非常熟悉托福听力考试中的"学生生活原则"，它是ETS坚定不移的出题原则，这一原则使托福听力从内容上永远离不了学生生活这一中心。

TPO听力15-31学科总结

TPO15 1. Psychology 2. GeologyTPO16 1. Geology 2. Music HistoryTPO17 1. Art History 2. Environmental Science TPO18 1. Astronomy 2. Art HistoryTPO19 1. Linguistics 2. AstronomyTPO20 1. Linguistics 2. Environmental Science TPO21 1. History of Science(Astronomy2. Computer ScienceTPO22 1. Anthropology 2. AstronomyTPO23 1. Archaeology 2. Environmental Science TPO24 1. Biology 2. Dance History(Art)TPO25 1. Conservation Biology 2. Music HistoryTPO26 1. Advertising(Economics) 2. BiologyTPO27 1. Marine Biology 2. History of Musical Instrum TPO28 1. Philosophy 2. Animal Behavior(Bio) TPO29 1. Plant Ecology(Bio) 2. ArchitectureTPO30 1. Psychology(Bio--meta-cogniti2. Paleontology(Bio)TPO31 1. Music 2. GeologyPsychology15(1),30(1*)Geology15(2),16(1),31(2)Art(Music, Dance)15(3),16(2),16(4),17(1)Biology15(4),16(3),17(4),18(4)Environmental Science17(2),20(2),23(2)History17(3),18(3)Astronomy18(1),19(2),21(1),22(2)Linguistics19(1),20(1)Literature20(3)Computer Science21(2)Anthropology22(1),31(4) Archaeology23(1),24(3),25(3),28(4) Economics26(1)Philosophy28(1)Architecture29(2)Structural Engineering(Aeronaut29(4)Conversation 1,1BConversation 1,2AConversation 1,3ADConversation 1,4CConversation 1,5BLecture 2,1DLecture 2,2ALecture 2,3CLecture 2,4CLecture 2,5ALecture 2,6BLecture 3,1DLecture 3,2CDLecture 3,3BLecture 3,4ALecture 3,5CLecture 3,6BConversation 4,1DConversation 4,2CConversation 4,3BDConversation 4,4ADConversation 4,5ALecture 5,1BLecture 5,2DLecture 5,3ADLecture 5,4Lecture 5,5Lecture 5,6TPO13conversation1,1conversation1,2conversation1,3conversation1,4conversation1,5pedestrian Lecture 2,1城市计划徒步的 mall Lecture 2,2城市计划Lecture 2,3城市计划Lecture 2,4城市计划Lecture 2,5城市计划Lecture 2,6城市计划Lecture 3,2 生态学Lecture 3,3 生态学Lecture 3,4 生态学Lecture 3,5 生态学Lecture 3,6 生态学conversatin 4,1conversatin 4,2conversatin 4,3TPO14conversation1,6conversation1,7conversation1,8conversation1,9conversation1,10pedestrian Lecture 2,7城市计划徒步的 mall Lecture 2,8城市计划Lecture 2,9城市计划Lecture 2,10城市计划Lecture 2,11城市计划Lecture 2,12城市计划Lecture 3,1 生态学Lecture 3,2 生态学Lecture 3,3 生态学Lecture 3,5 生态学Lecture 3,6 生态学conversatin 4,4conversatin 4,5conversatin 4,6TPO15conversation1,11conversation1,12conversation1,13conversation1,14conversation1,15pedestrian Lecture 2,13城市计划徒步的 mall Lecture 2,14城市计划Lecture 2,15城市计划Lecture 2,16城市计划Lecture 2,17城市计划Lecture 2,18城市计划Lecture 3,1 生态学Lecture 3,2 生态学Lecture 3,3 生态学Lecture 3,4 生态学Lecture 3,5 生态学Lecture 3,6 生态学conversatin 4,7conversatin 4,8conversatin 4,93. Art History3. Biology3. History (Egypt Calendar 3. European History3. Marine Biology3. Literature3. Biology3. Zoology(Biology)3. Marine Biology3. Archaeology3. History(Archaeology) 3. Astronomy3. Zoology(Biology)3. Botany(Bio)3. Archaeology3. Astronomy3. Marine Biology18(2),19(4),21(4),22(4) 19(3),20(4),21(3),22(3)24(4),26(3),30(3)29(3)主旨题细节题细节多选题细节题重听题主旨题目的题细节题细节题细节题重听题主旨题多选题细节题细节题细节题重听题主旨题细节题多选题多选题重听题主旨题细节题多选题CBABDCAADADAC CA D DA C AD CB A B DC A AD A D AD C CD DA C AD CB A B DC A AD A D AD C CA D DA C AD4. Biology4. Art History4. Biology4. Biology4. Art History4. Biology4. Art History4. Music History4. Choreography(Art)4. Astronomy4. Animal Behavior(Bio)4. Art Conservation4. Studio Art4. Archaeology4. Structural Engineering(Aeronautics) 4. Music History4. Anthropology23(4),24(2),25(2),26(4)23(3),24(1),25(1),25(4)材料一开头说女生要借书，looking for ths book问及书的去向时，管理员说书都在馆内，女生找不到的原因，一定是别人在看。

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【托福听力资料】托福TPO15 听力文本-Lecture 4众所周知，托福TPO材料是备考托福听力最好的材料。

相信众多备考托福的同学也一直在练习这套材料，那么在以下内容中我们就为大家带来托福TPO听力练习的文本，希望能为大家的备考带来帮助。

TPO 15 Lecture 4 BiologyNarrator: Listen to part of a lecture in a biology class.Professor:OK. We’ve been talking till now about the two basic needs of a biologicalcommunity – an energy source to produce organic materials, you know uh, food forthe organisms, and the waste recycling or breakdown of materials back intoinorganic molecules, and about how all this requires photosynthesis when greenplants or microbes convert sunlight into energy, and also requiresmicroorganisms, bacteria, to secrete chemicals that break down or recycle theorganic material to complete the cycle. So, now we are done with this chapter ofthe textbook, we can just review for the weekly quiz and move on to the nextchapter, right? Well, not so fast. First, I ‘d like to talk about somediscoveries that have challenged one of these fundamental assumptions about whatyou need in order to have a biological community.And, well, there actually were quite a few surprises. It all began in 1977with the exploration of hydrothermal vents on the ocean floor. Hydrothermalvents are cracks in the Earth’s surface that occur, well, the ones we aretaiking about here are found deep at the bottom of the ocean. And these ventsonthe ocean floor, they release this incredibly hot water, 3 to 4 times the temperature that you boil water at, because this water has been heated deep within the Earth.Well about 30 years ago, researchers sent a deep-sea vessel to explore the ocean’s depth, about 3 kilometers down, way deep to the ocean floor, No one had ever explored that far down before. Nobody expected there to be any life down there because of the conditions.First of all, sunlight doesn’t reach that far down so it ’ s totally dark.There couldn’t be any plant or animal life since there’s no sunlight, no source of energy to make food. If there was any life at all, it’d just be some bacteria breaking down any dead materials that might have fallen to the bottom of the ocean . And?Student 1 ：And what about the water pressure? Didn ’ t we talk before about how the deeper down into the ocean you go, the greater the pressure?Professor ：Excellent point! And not only the extreme pressure, but also the extreme temperature of the water around these vents. If the lack of sunlight didn’t rule out the existence of a biological community down there then these factors certainly would, or so they thought.Student 2：So you are telling us they did find organisms that could live under those conditions?Professor: They did indeed, something like 300 different species.Student 1 ：But... but how could that be? I mean without sunlight, no energy, no no …Protessor:What they discovered was that microorganisms, bacteria, had taken over both functions of the biological community - the recycling of waste materials and the production of energy. They were the energy source. You see, it turns out that certain microorganisms are chemosynthetic - they don’t need sunlight because they take their energy from chemical reactions.So, as I said, unlike green plants which are photosynthetic and get their energy from sunlight, these bacteria that they found at the ocean floor, these are chemosynthetic, which means that they get their energy from chemical reactions. How does this work?As we said, these hydrothermal vents are releasing into the ocean depth this intensely hot water and here is the thing, this hot water contains a chemical called hydrogen sulfide, and also a gas , carbon dioxide. Now these bacteria actually combine the hydrogen sulfide with the carbon dioxide and this chemical reaction is what produces organic material which is the food for larger organisms. The researchers had never seen anything like it before.Student 2 : Wow! So just add a chemical to a gas, and bingo, you ’ ve got a food supply?ProfessorNot just that! W hat was even more surprising were all the large organisms that lived down there. The most distinctive of these was something called the tube worm. Here, let me show you a picture . The tube of the tube worm is really, really long. They can be up to one and a half meters long , and these tubes are attached to the ocean floor, pretty weird looking, huh?And another thing, the tube worm has no mouth or digestive organs. So you are asking how does it eat? Well, they have these special organs that collect the hydrogen sulfide and carbon dioxide and then transfer it to another organ, where billions of bacteria live. These bacteria that live inside the tube worms, the tube worms provide them with hydrogen sulfide and carbon dioxide. And the bacteria, well the bacteria kind of feed the tube worms through chemosynthesis, remember, that chemical reaction I described earlier.。