托福英语听力原文TPO 1-6

合集下载

tpo69听力文本

tpo69听力文本TPO 69是托福考试的一套听力材料，下面是该听力材料的文本：Passage 1。

Narrator: Now listen to a conversation between astudent and a professor.Student: Professor Johnson, I'm having trouble understanding the reading assignment for next week. Could you clarify it for me?Professor: Of course, what specifically are you having trouble with?Student: Well, I found the language in the text to be quite complex and I couldn't grasp the main idea.Professor: I understand. The reading is indeed challenging. The main idea is to explore the impact ofclimate change on the Arctic region. It discusses the melting ice caps, rising sea levels, and the effect on wildlife.Student: Ah, I see. So, the focus is on how climate change affects the Arctic.Professor: Exactly. It also examines the efforts being made to mitigate the effects and preserve the ecosystem. Make sure to take note of the different strategies mentioned in the text.Student: Thank you, Professor. I will make sure to review the text again with this in mind.Passage 2。

托福听力TPO1原文 Conversation 2

下面就让小编来为大家介绍一下托福听力TPO1原文中Conversation 2的文本内容吧，大家要好好把握，这些都是非常有价值的材料，希望能够给准备托福听力的同学带来帮助。

TPO 1 Conversation 2NarratorListen to part of a conversation between a student and his professor.ProfessorHi Mathew, I’m glad you could come in today. You’ve been observing Mr. Grable’s third-grade class for your approaches to education paper, right?StudentUm, yes. I go over to Johnson Elementary School, you know, to watch Mr. Grable teach the children in class. It’s been amazing, I mean, I’m just learning so much from just watching him. I’m so glad the classroom observations are a requirement for the education program. I mean it’s like the best thing ever to prepare you to be a good teacher.ProfessorWell, I’m glad to see you feel that way, Mathew. You know, that’s the goal. So, I’ve been reading over your observation notes and I’m quite interested in what’s going on, in particular with the astronomy unit he’s been teaching.StudentThe astronomy unit?ProfessorIt seems that Mr. Grable has mastered the interdisciplinary approach to teaching that we’ve been talking about in class.StudentOh! OK, yeah, so like when he was teaching them astronomy, he didn't just teach them the names of the planets, he used it as a way to teach mythology.ProfessorReally! So, how did he do that?StudentWell, some of the students could already name the planets, but they didn’t know that the names had any meaning — the stories behind them.ProfessorSo, he…StudentHe introduced Greek and Roman mythology as a way of explaining. Like, you know, how like Jupiter’s the biggest planet, right, and how Jupiter was the name of the king of the gods in Roman mythology, right? So since Jupiter, the planet, is the largest planet in our solar system, it’s like the king of the planets, like Jupiter was the king of all the gods.ProfessorOh, Mathew, that’s a great example.StudentYeah! And each student chose a planet and then did research on it to write a report and make a presentation. They went to the library to do the research, then they made presentations about the planet they chose.ProfessorSo, in one science unit, in which the focus was astronomy, the students also learned about the literature of Greek and Roman mythology, used research skills in the library, wrote a report and practiced their oral presentation skills.StudentExactly! He used this one topic to teach third-graders all that stuff — how to use the books in the library, to write reports, and even how to speak in public. Plus they had a great time doing it.ProfessorYou know, Mathew, this is just what we’ve been talking about in our class. I’m sure everyone can learn something from your experience. You know, Mathew, I’d love for you to talk about this astronomy unit in class on Wednesday.StudentReally?! Um…‘cause I don’t really think I’ll have any time to write my paper by then.ProfessorOh, you won’t need to write anything new just yet. For Wednesday, use your class observation notes and explain the things we’ve discussed today.StudentOk, that sounds all right.翻译独白：听一段学生和教授的对话。

托福听力原文

托福听力原文Conversation 1:Passage 1Man: Hi. Are you Paula?$ Woman: Jim?$ Man: Hi. Nice to meet you.$ Woman: Glad to meet you.$ Man: So, you need some tutoring in English?$ Woman: Yeah. I'm taking English composition, and I'm not doing very well on my essays.$ Man: Right. Um, well, first let's see if we can figure out a time to meet . . . that we're both free.$ Woman: Okay.$ Man: How about Mondays? Maybe in the morning? I don't have any classes until eleven on Mondays.$ Woman: That would work, but I was hoping we could, you know, meet more than once a week.$ Man: Oh. Well, Tuesdays are out. I've got classes and, uh, I work at the library part time on Tuesdays and Thursdays. Bu t I could get together on Wednesdays.$ Woman: In the morning?$ Man: Probably nine-thirty would be best. That way we'd have an hour to work before I'd have to get ready for my eleven o'clock.$ Woman: So that would be two hours a week then?$ Man: I could do that.$ Woman: Oh, but, would that be extra? You know, 2. would I need to pay you for the extra session连续授课时间?$ Man: No. Um, just so you meet me here at the LearningCenter, and we both sign in, then I'll get paid. Tutoring is free, to you, I mean. The school pays me. But we both have to show up.3 If you don't show up and sign in for a session, then I don't get paid. So . . .$ Woman: Oh, don't worry about that. I really need the help.I won't miss any sessions unless I'm sick or something.$ Man: Okay then. So you want me to help you with your essays?$ Woman: Right. I could bring you some that have, you know, comments on them. I'm getting C's and . . .$ Man: Well, that's not too bad. Once I see some of your writing, we should be able to pull that up （名次提前）to a B.$ Woman: You think so?$ Man: Sure. But I need to explain something. Some of my students in the past . . . they expected me to write their essays for them. But that's not what a tutor is supposed to do.4. My job is to help you be a better writer.$ Woman: Oh, I understand that. But you'll read my essays, right?$ Man: Oh yeah. No problem. We'll read them together, and I'll makesuggestions.$ Woman: Great. I think part of the problem is I just don't understand the teacher's comments. $ Maybe you can help me figure them out.$ Man: Sure. Who's the teacher?$ Woman: Simpson.$ Man: 5. No problem. I've tutored a couple of her students, so I know more or less where she's coming from. Okay, then. I guess we'll meet here on Monday.$ Woman: I'll be here. Nine-thirty you said.$ Man: Just sign in when you get here.Passage 2Professor:6. Okay, today we’re going to discuss the four major types of drainage patterns(排水系统).7. I trust you’ve already read the chapter so you’ll recall that a drainage pat tern is the arrangement of channels that carry water in an area. And these patterns can be very distinctive since they’re determined by the climate, the topography(地形学,地形测量学), and the composition of the rock that underlies the formations. So, consequently, we can see that a drainage pattern is really a good visual summary of the characteristics of a particular region, both geologically and climactically. In other words, when we look at drainage patterns, wecan draw conclusions about the structural formation and relief of the land as well as the climate.Now all drainage systems are composed of an interconnected network of streams, and, when we view them together, they form distinctive patterns. Although there are at least seven identifiable kinds of drainage patterns, for our purposes, we’re going to limit our study to the four major types. Probably the most familiar pat te rn is the dendritic (树枝状的) drainage pattern.8. This is a stream that looks like the branches of a tree. Here’s an example of a dendritic pattern. As you can see, it’s similar to many systems in nature. In addition to the structure of a tree, it also resembles the human circulation system. This is a very efficient drainage system because the overall length of any one branch is fairly short, and there are many branches, so thatallows the water to flow quickly and efficiently from the source or sources.$ O kay, let’s look at the next example.$ This drainage pattern is referred to as a radial(辐射状的) pattern. Notice how the streams flow from a central point. This is usually a high mountain, or a volcano. 9. It kind of looks like the spokes(辐条；) that radiate out from the hub(中心) of a wheel. When we see a radial pattern, we know that the area has experienced uplift and that the direction of the drainage is down the slopes of a relatively isolated centralpoint.$ Going back to the dendritic for a moment. The pattern is determined by the direction of the slope of the land, but it, uh, the streams flow in more or less the same direction, and . . . so it’s unlike the radial that had multiple directions of flow from the highest point.$ Now this pattern is very different from either the dendritic or the radial. $ This is called a rectangular (长方形的; 矩形的) pattern, and I think you can see why. Just look at all of those right-angle (直角) turns. The rectangle pattern is typical of a landscape that’s been formed by fractured joints and faults. And because this broken rock is eroded more easily than unbroken rock, stream beds are carved along the jointed bedrock.10 Finally we have the trellis (格架) pattern. And here in this example, you can see quite clearly how the tributaries (支流的)of an almost parallel structure drain into valleys and . . . and form the appearance of a garden trellis. This pattern forms in areas where there are alternating bands of variable resistance, and by that I mean that the bands of rock that are very strong and resistant to erosion alternate with bands of rock that are weakand easily eroded. This often happens when a horizontal(水平的), plain folds and outcroppings (出露地表) appear.$ So, as I said, as a whole, these patterns are dictated by the structure and relief of the land.$ The kinds of rocks on which the streams are developed, the structuralpattern of the folds(褶层), uh, faults, and . . . uplift will usually determine a drainage system. However, I should also mention that drainage patterns can occasionally appear to be, well, out of sync with the landscape. And this can happen when a stream flows over older structures that have been uncovered by erosion or . . . or when a stream keeps its original drainage system when rocks are uplifted. So when that happens, the pattern appears to be c ontrary to the expected course of the stream. 11. But I’m interested in your understanding the basic drainage systems. So I don’t plan to trick you with test questions about exceptional patterns, but I expect you to know that exceptions to the patterns can occur when geological events influence them.Passage 3Professor:$ Drawing is a very basic a rt form. It’s appealing because it can be used to make a very quick record of the ideas that an artist may be envisioning(imaginative), so, a drawing can serve as a visual aid for the artist to remember a certain moment of inspiration and maybe use it for a more detailed work later on. Okay, usually such sketches allow the artist to visualize the proportions and the shapes without much attention to details so these images can be used by painters, architects, sculptors—any artist really. And large renderings, sketches of parts of the whole . . . thesecan be helpful in the creative process when a . . . a huge image might be more difficult to conceive of in its entirety. Or, a sketch of just one face in a crowd can allow the artist to . . . focus on creating just that part of the image.So, in many artists’ studios, countless drawings are strewn about as the final painting or sculpture takes form. And this gives us insight into the creative process, as well the opportunity to see changes from the images at the beginning in the images of the finished work. It’s rare, in fact, for an artist to use permanent materials to begin a piece of art. And some painters, for example, even sketch onto the surface of the canvas before applying the pigments. 13. 14. Now, architects are especially prone to（be likely to）sketches because, of course, their buildings are so large that an image in smaller scale is necessary to the imagination and implementation of such projects. So, uh, these studies become the basis for future works. And again, this is very interesting as a record of the creative process. Okay so far? 1412. Okay, drawing has several other functions besides as a temporary reference. For centuries, artists have used drawing as a traditional method of education. By copying the great works, especially of the Old Masters, aspiring artists could learn a lot about proportion, how to capture light and shadow and . . . and so forth. In fact, some artists who later achieve recognition, still continue to use this practice to hone their skills or . . . or simply to pay homage to another artist, as is often the case whena work of art originally created in another medium like a sculpture . . . when it’s recreated in the form of a drawing. Many examples of drawings of Michelangelo’s sculptures were re-created by well-known artists. One that comes to mind is the Study of Michelangelo’s Bound Slave by Edgar Degas. Theoriginal by Michelangelo was a marble sculpture that was, oh, about seven feet in height, but the small drawing was made in a sketchpad. In any case, the study is also considered a masterpiece, on a small scale, of course.12. So . . . what additional purposes m ight be served by the medium of drawing?Well, let’s remember that photography is a relatively new art form, so prior to the use of photographs to record historical events, a quick drawing by an artist was about the only way to preserve a real-time visual account of an important moment. Although a more permanent visual impression might be rendered later, it would be based on memory and not on the artist’s actual observation. 15. Probably the most often cited example of a sketch t hat preserved a n historical record would be the small drawing of Marie Antoinette(玛丽安彤奈特) as she was taken to the guillotine(断头台) in a cart through the streets of Paris. Jacques-Louis David sketched this famous drawing on a piece of paper about the size of the palm of his hand. And the artist, the artist reporter, is still important even in modern times, when photography isn’t possible, for e xample, when judges won’t permit cameras in the courtroom.17. Ok ay, to review, we’ve talked abou t three functions for drawing—as a visual aid for the artist to complete a future work, as a method of educ ation f or aspiring artists or eve n practiced artists, and as a way to report an event. But the sketchbook has . . . other possibilities. $ Sometimes a drawing is the final execution of the art. Picasso produced hundreds of drawings in, well, every conceivable medium, but especially in pencil and crayon. I find it very interesting that Picasso did so much of this kind of work . . . drawing, I mean, in his last years. Some critics have argued thathe was just laughing at the art world, which was willing to pay outrageous sums for anything with his name on it, and clearly, a drawing can be executed in a short period of time. But others, other critics, 16. they feel as I do that Pi casso was drawing because it was so basic, and because it was so spontaneous and so much fun. And also, think about how difficult it really is to produce a quick drawing with a few lines and, uh, no opportunity to . . . to recreate the original, either by painting it out or remodeling the clay or changing the building materials, or . . . or any of the other methods for revision of a finished artistic work that artists have at their disposal. So, what I’m saying is that drawing when it’s elevated to a finished piece, it must be done with confidence and it must show a high degree of creativity and mastery of the art form. In a way, it harkens back to the beginnings of art itself, when some unknown artist must have stuck a finger in the earth to draw animage or . . . maybe he picked up a stone and made a drawing on the wall of a cave.Okay, so, as a first assignment, I want you to make a couple of sketches yourself. I’m not going to grade them. This isn’t a studio art class. I just want you to use a few basic strokes to capture an image. You can do the first one in pencil, crayon, ink, chalk, or even charcoal . . . whatever you like. Then, I want you to sketch the same image in a different medium. So, if you do a face in pencil, I want you to do the same face but in chalk or crayon. Bring them to class next week and we’ll continue our discussion of drawing, but we’ll talk more about the ma terials artists use to produce drawings, and, uh, we’ll refer to your sketches as examples.Passage 4Student: Thanks for seeing me, Professor Williams.Professor: Glad to, Alice. What do you have on your mind?Student:18. Well, I got a little mixed up when I started to go over my notes from the last class, so I had a few questions.Professor: Shoot.Student: Okay. I understand the three basic sources of personnel for multinational companies.That’s fairly self-explanatory.Professor: Host country, home country, and third country.Student: Right. But then you started talking about staffing patterns that . . . let me see . . . okay . . 19.. you said, “staffing pa tterns may vary depending on the length of time that t he multinational company has been operating,” and you gave some examples, but I got confused and now I can’t read my notes.Professor: Okay. Well, one pattern is to rely on home country managers to staff the key positions when the company opens, but gradually moving more host country nationals into upper management as the company grows.Student: So, for example, if a French company opened a factory in Canada, then French management would gradually replace themselves with Canadian managers. Is that what you mean?Professor: Right. I think I used that very example in class. So do you want to try to explain the second pattern to me?Student: Sure. 20.I think it’s the one where home country nationals are put in charge of the company if it’s located in a developed country, but in a developing country, t hen home country nationals manage the company sort of indefinitely.Professor: Right again. 20. And an example of that wouldbe . . . Student: . . . maybe using German management for a Swiss company in Germany, but, uh, they might send Swiss management to provideleadership for a Swiss company in . . . in . . .Professor: How about Zimbabwe?Student: This is one of the confusing parts.Zimbabwe has a very old and highly developed culture, so…Professor: . . . but it’s still defined as a developing country because of the economic base—which is being developed now.Student: Oh, okay.21. I guess that makes sense. Then the example of the American company with British management . . . when the company is in India . . . tha t would be a third-country pattern. Professor: Yes. In fact, this pattern is fairly prevalent among multinational companies in the United States.Many Scottish or English ma nagers have been hired for top management positions at United States subsidiaries in the former British colonies-India, Jamaica, the West Indies, some parts of Africa . . .Student: Okay. So I’ve got all the examples right now.$ Professor: Anything else?$ Student: Just one thing. There were some typical patterns for certain countries.$ Professor: Like the last example.$ Student: No. This came later in the lecture. Something about Japan and Europe.$ Professor: Oh. Right. I probably said that both Japanese multinationalcompanies and European companies tend to assign senior-level home country managers to 22. overseas locations for their entire careers, whereas multinational companies in the UnitedStates view overseas assignments as temporary, so they may actually find themselves reporting to a senior-level manager from the host country who has more experience.$ Student: So, for example, a Japanese company in the United States would most probably have senior-level Japanese managers with mid-level managers maybe from the United States. But in Japan, the senior-level Japanese managers at an American company would probably have mid-level American managers reporting to them?$ Professor: Well, generalities are always a little tricky, but for the most part, that would be a typical scenario. Because living as a permanent expatriate is a career move in Japan, but a temporary strategy in the United States.$ Student: Okay. That’s interesting.$ Professor: And important for you to know as a business major with an interest in international business.$ You’re still on that track, aren’t you?$ Student: I sure am. But, you know, I wasn’t thinking in terms of living abroad for my entire career.$ That really is a huge commitment, and something to ask about going in.Anyway, like you say, most American companies view overseas assignments as temporary. That’s more what I have in mind, for m yself, I mean.Passage 5 astronomy 天文学Professor:$ Okay, let’s get started. Um, as you know today I promised to take you on a walk through the sola r system, so let’s start here with the central object of our solar system—the Sun. As you can see, the Sun is about five inches in diameter an d that’sabout the size of a large grapefruit（柚子）, which is exactly what I’ve used to represent it here in our model. So, I’m going to take two steps and that will bring me to the planet closest to the Sun. That would be Mercury（水星）. Two more steps to Venus （金星）. And one step from Venus to Earth. Let’s continue walking three steps from Earth to Mars（火星）. And that’s as far as I can go here in the classroom, but we can visualize the rest of the journey.24. Don’t bother writing this down. Just stay with me on this. So, to go from Mars to Jupiter（木星）, we’d have to walk a little over half the length of a football field, so that would put us about at the library here on campus, and then to get from Jupiter to Saturn（土星）, we’d have to walk another 75 yards, so by then we’d be at Harmon Hall. From Saturn to Uranus（天王星）, we’d have to walk again as far as we’d gone in our journey from the Sun to Saturn, and so we’d probably be at the Student Union. From Uranus to Neptune（海王星）we’d have to walk the same distance again, which would take us all the way to the graduate dormitory towers. From Neptune to Pluto （冥王星）, another 125 yards. So, we’d en d up about one third of a mile from this classroom at the entrance to the campus.$ Okay. That’s interesting, but now I want you to think about the orbits of the planets in those locations. Clearly, the first four planets could orbit fairly comfortably in this room, but to include the others, we’d have to occupy an area of more than six-tenths of a mile, which is all the way from College Avenue to Campus Drive. Remember that for this scale, the Sun is five inches, and most of the planets are smaller than the lead on a sharpened pencil. Okay, with that in mind, I want you to think about space. Sure, there are some moons around a few planets, and ascattering of asteroids and comets, but really, there isn’t a lot out there in such a vast area. It’s, well, it’s pretty empty. And that’s what I really want to demonstrate with this exercise.Now, it would really be even more impressive if you could actually make that walk, and actually you can, if you visit Washington, D.C., where a scale model is set up on the National Mall, starting at the National Air and Space Museum and ending up at the Arts and Industries Museum. I did that a couple of years ago, and it was, well amazing. Even though Iknew the distances intellectually, there’s nothing like the experience. Has anybody else done that walk?$ Student 1:$ I have. And you’re right. It’s an eye-opener. It took me about twenty minutes to go from the Sun to Pluto because I stopped to read the information at each planet, but when I made the return trip, it was about ten minutes.$ Professor: Did you take pictures?$ Student 1: I didn’t. But, you know, I don’t think it would ha ve captured it anyway.25. Professor:$ I think you’re right. What impressed me about doing it was to see what was not there. I mean, how much space was between the bodies in the solar system. And a photograph wouldn’t have shown that.So back to our model. Here’s another tho ught for you. The scale for our model is 1 to 10 billion. Now, let’s suppose that we want to go to the nearest star system, the neighbor to our solar system. That would be the Alpha Centauri system, which is a little less than four and a half light years a way. Okay. Let’s walk it on our model. Here we are on the East Coast of the United States.So if we want to make it all the way to Alpha Centauri, we have to hike all the way to the West Coast, roughly a distance of 2,700 miles. And that’s just the closest one.$ To make a model of the Milky Way Galaxy would require a completely different scale because . . . because the surface of the Earth wouldn’t be large enough to accommodate a model at the scale of 1 to 10 billion. Now, let’s stop here for a minute because I just want to be sure that we’re all together on the terms solar system and galaxy. 26. Remember that our solar system is a single star, the Sun, with various bodies orbiting around it—nine planets and their moons, and asteroids, comets, meteors. But the galaxy has a lot of star systems—probably 100 billion of them.Okay? This is important because you can be off by almost 100 billion if you get confused by these terms. Not a good idea. Okay, then, even if we could figure out a different scale that would let us make a model of the Milky Way Galaxy, even then, it would be challenging to make 100 billion stars, which is what you’d have to do to complete the model. How many would that be exactly? Well, just try to count all the grains of sand on all the beaches on Earth. That would be about 100 billion. But of course, you couldn’t even count them in your lifetime, could you? I f you’d started counting in 1000 B.C.E. you’d be finishing just about now, with the counting, I mean. But of course, that assumes tha t you wouldn’t sleep or take any breaks.27. So, what am I hoping for from this lecture? What do you think I want you to remember?$ Student 2: Well, for one thing, the e normous distances . . .$ Student 3: . . . and the vast emptiness in space.$ Professor:$ That’s good. I hope that you’ll also begin to appreciatethe fact that the Earth isn’t the center of the universe.$ Our planet, although it’s very beautiful and unique, it’s still just one planet, orbiting around just one star in just one galaxy.Passage 6Professor:$ Okay, we know from our earlier study of Freud that29. defense mechanisms protect us from bringing painful thoughts o r feelings to the surface of our consciousness. We do this because our minds simply can’t tolerate these thoughts. So, defense mechanisms help us to express these painful thoughts or feelings in another way, while we repress the real problem. The function of defense mechanisms is to keep from being overwhelmed. Of course, the avoidance of problems can result in additional emotional issue s. And there’s a huge distinction between repression and suppression. Anybody want to explain the difference? $ Student 1:$ I’ll try it. 30. I think repression is an unconscious response to serious events or images but suppression is more conscious and deals with something unpleasant but not usually, well, terrible experiences.$ Professor:$ I couldn’t have said it better. Now remember that the thoughts or feelings that we’re trying to repress may include, just to mention a few, anger, depression, competition, uh . . . fear, envy, hate, and so on.$ For instance, let’s suppose that you’re very angry with your professor.31. N ot me, of cou rse. I’m referring to another professor. So, you’re very angry because he’s treated you unfairly insome way that . . . that could cause you to lose your scholarship. Maybe he failed you on an examination that didn’t really cover the material that he’d gone over in class, and an F grade in the course is going to be unacceptable to your sponsors. So, this wou ld be very painful, as I’m sure you’d agree. And I’d say it would qualify as a serious event.$ So let’s take a look a t several different types of defense mechanisms that you might employ to repress the feelings of disappointment, rage perhaps, and . . . a nd even violence that you’d feel toward the professor. Most of them are named so the mechanism is fairly obvious and one of the most common mechanisms is denial, which is . . .$ Student 2: If I want to deny something, I’ll just say I’m not angry with the professor.$ Professor:$ Exactly. You may even extend the denial to include the sponsors, and you could tell your friends that they’d never revoke your scholarship. And。

【托福听力备考】TPO6听力文本——Lecture 1

【托福听力备考】TPO6听力文本——Lecture 1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 6 Lecture 1 EconomicsNarrator：Listen to part of a lecture in an economics class.Professor：Now when I mention the terms “boom and bust”, what does that bringto mind?Student：The dot-com crash of the ‘90s.Professor：Ok. The boom in the late 1990s when all those new Internetcompanies sprang up and were then sold for huge amounts of money. Then the bustaround 2000…2001 when many of those same Internet companies went out ofbusiness. Of course, booms aren’t always followed by busts. We’ve certainly seentimes when local economies expanded rapidly for a while and then went back to anormal pace of growth.But, there’s a type of rapid expansion, what might be called a hysterical orirrational boom that pretty much always leads to a bust. See, people oftencreate and intensify a boom when they get carried away by some new industry thatseems like it will make them lots of money fast. You’d think that by the 90s,people would have learned from the past. If they did, well, look at tulips.Student：Tulips? You mean like the flower?Professor：Exactly. For instance, do you have any idea where tulips are from?Originally I mean.Student：Well, the Netherlands, right?Professor：That’s what most people think, but no. They are not native to the Netherlands, or even Europe. Tulips actually hail from an area that Chinese call the Celestial Mountains in Central Asia. A very remote mountainous region. It was Turkish nomads who first discovered tulips and spread them slowly westward.Now, around the 16th century, Europeans were traveling to Istanbul and Turkey as merchants and diplomats. And the Turks often gave the Europeans tulip bulbs as gifts which they would carry home with them. For the Europeans, tulips were totally unheard of. Er…a great novelty. The first bulb to show up in the Netherlands, the merchant who received them roasted and ate them! He thought they were kind of onion.It turns out that the Netherlands was an ideal country for growing tulips. It had the right kind of sandy soil for one thing, but also, it was a wealthy nation with a growing economy, willing to spend lots of money on new exotic things. Plus, the Dutch had a history of gardening. Wealthy people would compete, spending enormous amounts of money to buy the rarest flowers for their gardens. Soon tulips were beginning to show up in different colors as growers tried to breed them specifically for colors which would make them even more valuable. But they were never completely sure what they would get. Some of themost prized tulips were white with purple streaks, or red with yellow streaks onthe petals, even a dark purple tulip that was very much prized.What happened then was a craze for these specialized tulips. We called thatcraze “tulip mania”. So, here we’ve got all the conditions for an irrationalboom: a prospering economy, so more people had more disposable income-money tospend on luxuries, but they weren’t experienced at investing their new wealth.Then along comes a thrilling new commodity. Sure the first specimens were justplain old red tulips, but they could be bred into some extraordinary variations,like the dark purple tulip. And finally, you have an unregulated market place,no government constraints, where prices could explode. And explode they did,starting in the 1630s.There was always much more demand for tulips than supply. Tulips didn’t bloomfrequently like roses. Tulips bloomed once in the early spring. And that was itfor the year. Eventually, specially-bred multicolored tulips became so valuable,well, according to records, one tulip bulb was worth 24 tons of wheat, or athousand pounds of cheese. One particular tulip bulb was sold and exchanged fora small ship. In other words, tulips were literally worth their weight ingold.As demand grew, people began selling promissory notes guaranteeing the futuredelivery of prized tulip bulbs. The buyers of these pieces of paper would resellthe notes at marked up prices. These promissory notes kept changing hands frombuyer to buyer until the tulip was ready for delivery. But it was all purespeculation because as I said, there was no way to know if the bulb was really going to produce the variety, the color that was promised. But that didn’tmatter to the owner of the note. The owner only cared about having that piece ofpaper so it could be traded later at a profit. And people were borrowing, mortgaging their homes in many cases to obtain those bits of paper because they were sure they found an easy way to make money.So now, you’ve got all the ingredients for a huge bust. And bust it did, when one cold February morning in 1637, a group of bulb traders got together and discovered that suddenly there were no bidders. Nobody wanted to buy. Panic spread like wild fire and the tulip market collapsed totally.。

TPO综合写作-阅读听力文本(1--23)

TPO（1-23）综合写作阅读听力原文TPO1ReadingIn the United States, employees typically work five days a week for eight hours each day. However, many employees want to work a four-day week and are willing to accept less pay in order to do so. A mandatory policy requiring companies to offer their employees the option of working a four-day workweek for four-fifths (80 percent) of their normal pay would benefit the economy as a whole as well as the individual companies and the employees who decided to take the option. The shortened workweek would increase company profits because employees would feel more rested and alert, and as a result, they would make fewer costly errors in their work. Hiring more staff to ensure that the same amount of work would be accomplished would not result in additional payroll costs because four-day employees would only be paid 80 percent of the normal rate. In the end, companies would have fewer overworked and error-prone employees for the same money, which would increase company profits. For the country as a whole, one of the primary benefits of offering this option to employees is that it would reduce unemployment rates. If many full-time employees started working fewer hours, some of their workload would have to be shifted to others. Thus, for every four employees who went on an 80 percent week, a new employee could be hired at the 80 percent rate. Finally, the option of a four-day workweek would be better for individual employees. Employees who could afford a lower salary in exchange for more free time could improve the quality of their lives by spending the extra time with their families, pursuing private interests, or enjoying leisure activities.ListeningProfessorOffering employees the option of a four-day workweek won't affect the company profits, economic conditions or the lives of employees in the ways the reading suggests.First, offering a four-day workweek will probably force companies to spend more, possibly a lot more. Adding new workers means putting much more money into providing training and medical benefits. Remember the costs of things like health benefits can be the same whether an employee works four days or five. And having more employees also requires more office space and more computers. These additional costs would quickly cut into company profits.Second, with respect to overall employment, it doesn't follow that once some employees choose a four-day workweek, many more jobs will become available. Hiring new workers is costly, as I argued a moment ago. And companies have other options. They might just choose to ask their employees to work overtime to make up the difference. Worse, companies might raise expectations. They might start to expect that their four-day employees can do the same amount of work they used to do in five days. If this happens, then no additional jobs will be created and current jobs will become more unpleasant.Finally, while a four-day workweek offers employees more free time to invest in their personal lives, it also presents some risks that could end up reducing their quality of life. Working a shorter week can decrease employees' job stability and harm their chances for advancing their careers. Four-day employees are likely to be the first to lose their jobs during an economic downturn. They may also be passed over for promotions because companies might prefer to have five-dayemployees in management positions to ensure continuous coverage and consistent supervision for the entire workweek.TPO2ReadingIn many organizations, perhaps the best way to approach certain new projects is to assemble a group of people into a team. Having a team of people attack a project offers several advantages. First of all, a group of people has a wider range of knowledge，expertise, and skills than any single individual is likely to possess. Also, because of the numbers of people involved and the greater resources they possess, a group can work more quickly in response to the task assigned to it and can come up with highly creative solutions to problems and issues. Sometimes these creative solutions come about because a group is more likely to make risky decisions that an individual might not undertake. This is because the group spreads responsibility for a decision to all the members and thus no single individual can be held accountable if the decision turns out to be wrong.Taking part in a group process can be very rewarding for members of the team. Team members who have a voice in making a decision will no doubt feel better about carrying out the work that is entailed by the decision than they might doing work that is imposed on them by others. Also, the individual team member has a much better chance to “shine”, to get his or her c ontributions and ideas not only recognized but recognized as highly significant, because a team’s overall results can be more far-reaching and have greater impact than what might have otherwise been possible for the person to accomplish or contribute working alone.ListeningProfessorNow I want to tell you about what one company found when it decided that it would turn over some of its new projects to teams of people, and make the team responsible for planning the projects and getting the work done. After about six months, the company took a look at how well the teams performed.On virtually every team, some members got almost a "free ride" . . . they didn't contribute much at all, but if their team did a good job, they nevertheless benefited from the recognition the team got. And what about group members who worked especially well and who provided a lot of insight on problems and issues? Well . . . the recognition for a job well done went to the group as a whole, no names were named. So it won't surprise you to learn that when the real contributors were asked how they felt about the group process, their attitude was just the opposite of what the reading predicts.Another finding was that some projects just didn't move very quickly. Why? Because it took so long to reach consensus; it took many, many meetings to build the agreement among group members about how they would move the project along. On the other hand, there were other instances where one or two people managed to become very influential over what their group did. Sometimes when those influencers said "That will never work" about an idea the group was developing, the idea was quickly dropped instead of being further discussed. And then there was another occasion when a couple influencers convinced the group that a plan of theirs was "highlycreative." And even though some members tried to warn the rest of the group that the project was moving in directions that might not work, they were basically ignored by other group members. Can you guess the ending to this story? When the project failed, the blame was placed on all the members of the group.TPO3ReadingRembrandt is the most famous of the seventeenth-century Dutch painters. However, there are doubts whether some paintings attributed to Rembrandt were actually painted by him. One such painting is known as attributed to Rembrandt because of its style, and indeed the representation of the woman’s face is very much like that of portraits known to be by Rembrandt. But there are problems with the painting that suggest it could not be a work by Rembrandt.First, there is something inconsistent about the way the woman in the portrait is dressed. She is wearing a white linen cap of a kind that only servants would wear-yet the coat she is wearing has a luxurious fur collar that no servant could afford. Rembrandt, who was known for his attention to the details of his subjects’ clothing, would not have been guilty of such an inconsistency. Second, Rembrandt was a master of painting light and shadow, but in this painting these elements do not fit together. The face appears to be illuminated by light reflected onto it from below. But below the face is the dark fur collar, which would absorb light rather than reflect it. So the face should appear partially in shadow-which is not how it appears. Rembrandt would never have made such an error.Finally, examination of the back of the painting reveals that it was painted on a panel made of several pieces of wood glued together. Although Rembrandt often painted on wood panels, no painting known to be by Rembrandt uses a panel glued together in this way from several pieces of wood.For these reasons the painting was removed from the official catalog of Rembrandt’s paintings in the 1930s.ListeningProfessor:Everything you just read about "Portrait of an Elderly Woman in a White Bonnet" is true, and yet after a thorough re-examination of the painting, a panel of experts has recently concluded that it's indeed a work by Rembrandt. Here is why.First, the fur collar. X-rays and analysis of the pigments in the paint have shown that the fur collar wasn't part of the original painting. The fur collar was painted over the top of the original painting about a hundred years after the painting was made. Why? Someone probably wanted to increase the value of the painting by making it look like a formal portrait of an aristocratic lady. Second, the supposed error with light and shadow. Once the paint of the added fur color was removed, the original could be seen, in the original painting, the woman is wearing a simple collar of light-colored cloth. The light-colored cloth of this collar reflects light that illuminates part of the woman's face. That's why the face is not in partial shadow. So in the original painting, light and shadow are very realistic and just what we would expect from Rembrandt.Finally, the wood panel. It turns out that when the fur collar was added, the wood panel was also enlarged with extra wood pieces glued to the sides and the top to make the painting more grandand more valuable. So the original painting is actually painted on a single piece of wood, as would be expected from a Rembrandt painting. And in fact, researchers have found that the piece of wood in the original form of "Portrait of an Elderly Woman in a White Bonnet" is from the very same tree as the wood panel used for another painting by Rembrandt, his "Self-portrait with a Hat".TPO4ReadingEndotherms are animals such as modern birds and mammals that keep their body temperatures constant. For instance, humans are endotherms and maintain an internal temperature of 37°C, no matter whether the environment is warm or cold. Because dinosaurs were reptiles, and modern reptiles are not endotherms, it was long assumed that dinosaurs were not endotherms. However, dinosaurs differ in many ways from modem reptiles, and there is now considerable evidence that dinosaurs were, in fact, endotherms.Polar dinosaursOne reason for believing that dinosaurs were endotherms is that dinosaur fossils have been discovered in Polar Regions. Only animals that can maintain a temperature well above that of the surrounding environment could be active in such cold climates.Leg position and movementThere is a connection between endothermy and the position and movement of the legs. The physiology of endothermy allows sustained physical activity, such as running. But running is efficient only if an animal's legs are positioned underneath its body, not at the body's side, as they are for crocodiles and many lizards. The legs of all modern endotherms are underneath the body, and so were the legs of dinosaurs. This strongly suggests that dinosaurs were endotherms. Haversian canalsThere is also a connection between endothermy and bone structure. The bones of endotherms usually include structures called Haversian canals. These canals house nerves and blood vessels that allow the living animal to grow quickly, and rapid body growth is in fact a characteristic of endothermy. The presence of Haversian canals in bone is a strong indicator that the animal is an endotherm, and fossilized bones of dinosaurs are usually dense with Haversian canals. ListeningProfessor:Many scientists have problems with the arguments you read in the passage. They don't think those arguments prove that dinosaurs were endotherms.Take the polar dinosaur argument. When dinosaurs lived, even the polar regions, where dinosaur fossils have been found, were much warmer than today, warm enough during part of the year for animals that were not endotherms to live. And during the months when the polar regions were cold, the so-called polar dinosaurs could have migrated to warmer areas or hibernated like many modern reptiles do. So the presence of dinosaur fossils in polar regions doesn't prove the dinosaurs were endotherms.Well, what about the fact that dinosaurs have their legs placed under their bodies, not out to the side like crocodiles. That doesn't necessarily mean dinosaurs were high-energy endotherms built for running. There is another explanation for having legs under the body. This body structuresupports more weight, so with the legs under their bodies, dinosaurs can grow to a very large size. Being large had advantages for dinosaurs, so we don't need the idea of endothermy and running to explain why dinosaurs evolved to have their legs under their bodies.Ok, so how about bone structure? Many dinosaur bones do have Haversian canals, that's true. The dinosaur bones also have growth rings. Growth rings are thickening of the bone that indicates periods of time when the dinosaurs weren't rapidly growing. These growth rings are evidence that dinosaurs stopped growing or grew more slowly during cooler periods. This pattern of periodic growth, you know, rapid growth followed by no growth or slow growth, and then rapid growth again, is characteristic of animals that are not endotherms. Animals that maintain a constant body temperature year-round as true endotherms do grow rapidly even when the environment becomes cool.TPO5ReadingAs early as the twelfth century A.D., the settlements of Chaco Canyon in New Mexico in the American Southwest were notable for their "great houses," massive stone buildings that contain hundreds of rooms and often stand three or four stories high. Archaeologists have been trying to determine how the buildings were used. While there is still no universally agreed upon explanation, there are three competing theories.One theory holds that the Chaco structures were purely residential, with each housing hundreds of people. Supporters of this theory have interpreted Chaco great houses as earlier versions of the architecture seen in more recent Southwest societies. In particular, the Chaco houses appear strikingly similar to the large, well-known "apartment buildings" at Taos, New Mexico, in which many people have been living for centuries.A second theory contends that the Chaco structures were used to store food supplies. One of the main crops of the Chaco people was grain maize, which could be stored for long periods of time without spoiling and could serve as a long-lasting supply of food. The supplies of maize had to be stored somewhere, and the size of the great houses would make them very suitable for the purpose.A third theory proposes that houses were used as ceremonial centers. Close to one house, called Pueblo Alto, archaeologists identified an enormous mound formed by a pile of old material. Excavations of the mound revealed deposits containing a surprisingly large number of broken pots. This finding has been interpreted as evidence that people gathered at Pueblo Alto for special ceremonies. At the ceremonies, they ate festive meals and then discarded the pots in which the meals had been prepared or served. Such ceremonies have been documented for other Native American cultures.ListeningProfessor:Unfortunately none of the arguments about what the Chaco great houses were used for is convincing.First, sure, from the outside, the great houses look like later and Native American apartment but the inside of the great houses casts serious doubt on the idea that many people lived there. I'll explain. If hundreds of people were living in the great houses, then there would have to be manyfireplaces, where each family did its daily cooking, but there are very few fireplaces. In one of the largest great houses, there were fireplaces for only around ten families. Yet there were enough rooms in the great house for more than a hundred families, so the primary function of the houses couldn't have been residential.Second, the idea that the great houses were used to store grain maize ; unsupported by evidence. It may sound plausible that large empty rooms were used for storage, but excavations of the great houses have not uncovered many traces of maize or maize containers. If the great houses were used for storage, why isn't there more spilled maize on the floor? Why aren't there more remains of big containers?Third, the idea that the great houses were ceremonial centers isn't well supported either. You know that mound at Pueblo Alto? It contains lots of other materials besides broken pots, stuff you wouldn't expect from ceremonies. For example, there are large quantities of building materials, sands, stones, even construction tools. This suggests that the mound is just a trash heap of construction material, stuff that was thrown away or not used up when a house was being built. The pots in the pile could be regular trash too, leftover from the meals of the construction workers. So the Pueblo Alto mound is not good evidence that the great houses were used for special ceremoniesTPO6ReadingCommunal online encyclopedias represent one of the latest resources to be found on the Internet. They are in many respects like traditional printed encyclopedias collections of articles on various subjects. What is specific to these online encyclopedias, however, is that any Internet user can contribute a new article or make an editorial change in an existing one. As a result, the encyclopedia is authored by the whole community of Internet users. The idea might sound attractive, but the communal online encyclopedias have several important problems that make them much less valuable than traditional, printed encyclopedias.First, contributors to a communal online encyclopedia often lack academic credentials, thereby making their contributions partially informed at best and downright inaccurate in many cases. Traditional encyclopedias are written by trained experts who adhere to standards of academic rigor that nonspecialists cannot really achieve.Second, even if the original entry in the online encyclopedia is correct, the communal nature of these online encyclopedias gives unscrupulous users and vandals or hackers the opportunity to fabricate, delete, and corrupt information in the encyclopedia. Once changes have been made to the original text, an unsuspecting user cannot tell the entry has been tampered with. None of this is possible with a traditional encyclopedia.Third, the communal encyclopedias focus too frequently, and in too great a depth, on trivial and popular topics, which creates a false impression of what is important and what is not. A child doing research for a school project may discover that a major historical event receives as much attention in an online encyclopedia as, say, a single long-running television program. The traditional encyclopedia provides a considered view of what topics to include or exclude and contains a sense of proportion that online "democratic" communal encyclopedias do not.ListeningProfessor:The communal online encyclopedia wil! probably never be perfect, but that's a small price to pay for what it does offer. The criticisms in the reading are largely the result of prejudice against and ignorance about how far online encyclopedias have come.First, errors. It's hardly a fair criticism that encyclopedias online have errors. Traditional encyclopedias have never been close to perfectly accurate, if you are looking for a realty comprehensive reference work without any mistakes, you are not going to find it, on or off line. The real point is that it's easy for errors in factual material to be corrected in an online encyclopedia But with the printed and bound encyclopedia, the errors remain for decades. Second, hacking. Online encyclopedias have recognized the importance of protecting their articles from malicious hackers. One strategy they started using is to put the crucial facts in the articles that nobody disputes in a read-only format, which is a format that no one can make changes to. That way you are making sure that the crucial facts in the articles are reliable. Another strategy that's being used is to have special editors whose job is to monitor all changes made to the articles and eliminate those changes that are clearly malicious.Third, what's worth knowing about? The problem for traditional encyclopedias is that they have limited space, so they have to decide what's important and what's not. And in practice, the judgments of the group of academics that make these decfsions don't reflect the great range of interests that people really have. But space is definitely not an issue for online encyclopedias. The academic articles are stiii represented in online encyclopedias, but there can be a great variety of articles and topics that accurately reflect the great diversity of users' interests. The diversity of use in topics that online encyclopedias offer is one of their strongest advantagesTPO7ReadingIn an effort to encourage ecologically sustainable forestry practices, an international organization started issuing certifications to wood companies that meet high ecological standards by conserving resources and recycling materials. Companies that receive this certification can attract customers by advertising their products as ecocertified. Around the world, many wood companies have adopted new, ecologically friendly practices in order to receive ecocertification. However, it is unlikely that wood companies in the United States will do the same, for several reasons.First, American consumers are exposed to so much advertising that they would not value or even pay attention to the ecocertification label. Because so many mediocre products are labeled 'new" or improved,'' American consumers do not place much trust in advertising claims in general. Second, ecocertified wood will be more expensive than uncertified wood because in order to earn ecocertification, a wood company must pay to have its business examined by a certification agency. This additional cost gets passed on to consumers-American consumers tend to be strongly motivated by price, and therefore they are likely to choose cheaper uncertified wood products. Accordingly, American wood companies will prefer to keep their prices low rather than obtain ecocertificationThird, although some people claim that it always makes good business sense for Americancompanies to keep up with the developments in the rest of the world, this argument is not convincing. Pursuing certification would make sense for American wood companies only if they marketed most of their products abroad. But that is not the case,American wood businesses sell most of their products in the United States, catering to a very large customer base that is satisfied with the merchandise.ListeningWell, despite what many people say, there is a good reason to think that many American wood companies will eventually seek ecocertification for the wood products.First off, companies in the United States don't treat all advertising the same.They distinguish between advertising claims that companies make about their own products and claims made by independent certification agencies. Americans have a lot of confidence in independent agencies. Thus ecologically-minded Americans are likely to react very favorably to wood products ecologically certified by independent organization with a intenational reputation for trustworthiness.Second point ,of course it is true that American consumers care a lot about price ,who doesn't?But studies of how consumers make decisions show that price alone deterimines consumers' decisions only when the price of one competing products is much higher or lower than the other.When the difference between two products is small ,say , less than 5 percent,as is the case with certified wood, American often do choose on factories other than price.And Americans are becoming increasingly convinced of the value of preserving and protecting the environment.And third, US Wood companies should definitely pay attention what is going on in the wood business internationally. Not because of foreign consumers but because of foreign competitors. As I just told you, there is a good chance that many American consumers will be interested in ecocertified products, and guess why? If American companies are slow capturing those consumers, you can be sure that foreign companies will soon start crowding into the American markets, offering ecocerfied wood that domestic companies don't.TPO8ReadingToward the end of his life, the Chevalier de Seingalt (1725-1798) wrote a long memoir recounting his life and adventures. The Chevalier was a somewhat controversial figure, but since he met many famous people, including kings and writers, his memoir has become a valuable historical source about European society in the eighteenth century. However, some critics have raised doubts about the accuracy of the memoir. They claim that the Chevalier distorted or invented many events in the memoir to make his life seem more exciting and glamorous than it really was. For example, in his memoir the Chevalier claims that while living in Switzerland, he was very wealthy, and it is known that he spent a great deal of money there on parties and gambling. However, evidence has recently surfaced that the Chevalier borrowed considerable sums of money from a Swiss merchant. Critics thus argue that if the Chevalier had really been very rich, he would not have needed to borrow money.Critics are also skeptical about the accuracy of the conversations that the Chevalier records in thememoir between himself and the famous writer Voltaire. No one doubts that the Chevalier and Voltaire met and conversed. However, critics complain that the memoir cannot possibly capture these conversations accurately, because it was written many years after the conversations occurred. Critics point out that it is impossible to remember exact phrases from extended conversations held many years earlier.Critics have also questioned the memoir's account of the Chevalier's escape from a notorious prison in Venice, Italy. He claims to have escaped the Venetian prison by using a piece of metal to make a hole in the ceiling and climbing through the roof. Critics claim that while such a daring escape makes for enjoyable reading, it is more likely that the Chevaliers jailers were bribed to free him. They point out that the Chevalier had a number of politically well-connected friends in Venice who could have offered a bribe.ListeningProfessor:No memoir can possibly be correct in every detail, but still, the Chevalier's memoir is pretty accurate overall, and is, by and large, a reliable historical source Let's look at the accuracy of the three episodes mentioned in the reading.First, the loan from the merchant. Well, that doesn't mean that the Chevalier was poor. Let me explain. We know that in Switzerland, the Chevalier spent huge amounts of money on parties and gambling, and he had wealth. But it was a kind of property you have to seil first to get money. So it usually took a few days to convert his assets into actual money. So when he ran out of cash, he had to borrow some while he was waiting for his money to arrive, but that's not being poor. Second, the conversations with Voltaire. The Chevalier states in his memoir that each night immediately after conversing with Voltaire, he wrote down everything he could remember about that particular night's conversation. Evidently the Chevalier kept his notes of these conversations for many years and referred to them when writing the memoir. Witnesses who lived with the Chevalier in his later life confirmed that he regularly consulted notes and journals when composing the memoir.Third, the Chevalier's escape from a prison in Venice. Other prisoners in that prison had even more powerful friends than he did, and none of them were ever able to bribe their way to freedom, So bribery hardly seems likely in his case. The best evidence, though, comes from some old Venetian government documents. They indicate that soon after the Chevalier escaped from the prison, the ceiling of his old prison room had to be repaired. Why would they need to repair a ceiling unless he had escaped exactly as he said he did.TPO9ReadingCar manufacturers and governments have been eagerly seeking a replacement for the automobile's main source of power, the internal-combustion engine. By far the most promising alternative source of energy for cars is the hydrogen-based fuel-cell engine, which uses hydrogen to create electricity that, in turn, powers the car. Fuel-cell engines have several advantages over internal-combustion engines and will probably soon replace them.One of the main problems with the internal-combustion engine is that it relies on petroleum,。

托福TPO6听力Conversation1文本+题目+答案解析

为了帮助大家高效备考托福，为大家带来托福TPO6听力Conversation1文本+题目+答案解析，希望对大家备考有所帮助。

托福TPO6听力Conversation1文本 Narrator: Listen to a conversation between a student and an employee in the university’s career services office. Student: Hi, do you have a minute? Employee: Sure, how can I help you? Student: I have a couple of questions about the career fair next week. Employee: OK, shoot. Student: Um ...well, are seniors the only ones who can go? I mean, you know, they are finishing school this year and getting their degrees and everything. And, well, it seems like businesses would wanna talk to them and not first year students like me. Employee: No, no, the career fair is opened to all our students and we encourage anyone who’s interested to go check it out. Student: Well, that’s good to know. Employee: You’ve seen the flyers and posters around campus, I assume. Student: Sure, can’t miss them. I mean, they all say where and when the fair is, just not who should attend. Employee: Actually they do, but it’s in the small print. Uh, we should probably make that part easier to reach, shouldn’t we? I’ll make a note of that right now. So, do you have any other questions? Student: Yes, actually I do now. Um ...since I’d only be going to familiarize myself with the process – you know, check it out. I was wondering if there is anything you recommend that I do to prepare. Employee: That’s actually a very good question. Well, as you know, the career fair is generally an opportunity for local businesses to recruit new employees, and for soon-to-be graduates to have interviews with several companies they might be interested in working for. Now, in your case, even though you wouldn’t be looking for employment right now, it still wouldn’t hurt for you to prepare much like youwould if you were looking for a job. Student: You mean, like get my resume together and wear a suit? Employee: That’s a given. I was thinking more along the lines of doing some research. The flyers and posters list all the businesses that are sending representatives to the career fair. Um ...what’s your major or do you to have one yet? Student: Well, I haven’t declared a major yet, but I’m strongly considering accounting. See, that’s part of the reason I wanna go to the fair, to help me decide if that’s what I really want to study. Employee: That’s very wise. Well, I suggest that you get on the computer and learn more about the accounting companies in particular that would be attending. You can learn a lot about companies from their internet websites. Then prepare a list of questions. Student: Questions, hmm… so, in a way, I’ll be interviewing them? Employee: That’s one way of looking at it. Think about it for a second. What do you want to know about working for an accounting firm? Student: Well, there is the job itself, and salary of course, and working conditions. I mean, would I have an office, or would I work in a big room with a zillion other employees, and…and maybe about opportunities for advancement. Employee: See? Those’re all important things to know. After you do some research, you’ll be able to tailor your questions to the particular company you are talking to. Student: Wow, I’m glad I came by here. So, it looks like I’ve got some work to do. Employee: And if you plan on attending future career fairs, I recommend you sign up for one of our interview workshops. Student: I’ll do that. 托福TPO6听力Conversation1题目 Question 1 of 5 Why does the student go to the career services office?。

TPO6综合写作听力文本

READINGCommunal online encyclopedias represent one of the latest resources to be found on the Internet. They are in many respects like traditional printed encyclopedias collections of articles on various subjects. What is specific to these online encyclopedias, however, is that any Internet user can contribute a new article or make an editorial change in an existing one. As a result, the encyclopedia is authored by the whole community of Internet users. The idea might sound attractive, but the communal online encyclopedias have several important problems that make them much less valuable than traditional, printed encyclopedias.First, contributors to a communal online encyclopedia often lack academic credentials, thereby making their contributions partially informed at best and downright inaccurate in many cases. Traditional encyclopedias are written by trained experts who adhere to standards of academic rigor that nonspecialists cannot really achieve.Second, even if the original entry in the online encyclopedia is correct, the communal nature of these online encyclopedias gives unscrupulous users and vandals or hackers the opportunity to fabricate, delete, and corrupt information in the encyclopedia. Once changes have been made to the original text, an unsuspecting user cannot tell the entry has been tampered with. None of this is possible with a traditional encyclopedia.Third, the communal encyclopedias focus too frequently, and in too great a depth, on trivial and popular topics, which creates a false impression of what is important and what is not. A child doing research for a school project may discover that a major historical event receives as much attention in an online encyclopedia as, say, a single long-running television program. The traditional encyclopedia provides a considered view of what topics to include or exclude and contains a sense of proportion that online "democratic" communal encyclopedias do not.SPEAKERThe communal online encyclopedias will probably never beperfect ,but a small price to pay for what it does offer, the in the criticisms in the reading are largely result of pradetest against and ignores anout how far the online encyclopedia go.First ,errors, it is hardly a fair criticism that said online encyclopedia have errors, traditional encyclopedias have never been closed to perfect accurate. If you are looking for a really comprehensive reference work without any mistakes you are not going to find it, on or off line. The real point is that is easy for errors in factual(0:45) media to be corrected in aonline encyclopedia but in the printed and bounded encyclopedia the errors will remain for decades.Second, hacking, online encyclopedia have recognized the importance of protecting their articles from malicious hackers, one strategy they started using is to put the crucial facts in the articles that nobody disabuse ,in the read only format that is a format that no one can make changes to ,that ways you are making sure the crucial facts in the article is reliable. Another strategy that been used is to have special editors who is to all changes to the articles and eliminate those changes that are clearly malicious.Third, what worth knowing about, the problem for traditional encyclopedias is that they have limited so they have to decide what is important and what is not, and in practice, the judgments of the group of academics they make their decisions do not reflect great range of interests that people really have. The spaces definitely not an issue for online encyclopedias , the academic articles are still represented in the online encyclopedias, but there can be a great variety of articles and topics that accurately reflect the great diversity of user’s interests, the great diversity of articles and topics that online encyclopedias offer is one of their strongest advantages.。

托福TPO1口语task6范文(题目答案解析)

智课网TOEFL&考资料托福TPO1 口语task6范文（题目+答案解析）分享到：摘要：托福TPO1 口语task6范文(题目+答案解析)！为了让同学们更好的备考托福口语，小编为同学们介绍托福TPO1 口语task6范文，希望对大家的托福口语备考有所帮助。

托福TPO1 口语task6范文(题目+答案解析)。

为了让同学们更好的备考托福口语，小编为同学们介绍托福TPO1 口语task6范文，希望对大家的托福口语备考有所帮助。

托福TPO1 口语task6 题目Listening Part:Now listen to part of a lecture in a psychology class. The professor is discussing the mathematical capabilities of babies.(female professor)Scientists have learned some interesting things about the intellectual abilities of babies. They say there at babies as young as five months old can do basic arithmetic, that they can add. Scientists think babies know one plus one equals two and not one. The evidence is indirect because obviously you can -month old b abyatskaridvepsome numbers for you.So they devised an experiment where, um, in this experiment a baby is shown a doll on a table. Ok, so the baby looks at the doll. Then the researcher lowers a screen in front of the doll, so now the doll is hidden behind the screen. But the baby has already seen the doll and, so, knows it ' s there. Well, then the researcher takes a secoynd doll and ver obviously places it behind the screen with the first one. Ok, so now you have two dolls behind the screen, right?Well, no, cause what the researcher did was they secretly took away one of the dolls. And then when they raised the screen back up, the baby, well, it expects to see two dolls, right? But there ' s only one there! And guess what? T surprised! It expects two but it only sees one. How could the researchers tell that the baby surprised? Well, they recorded the baby ' s eye movemenlamera. And we know that when a baby is surprised by something, a loud noise or an unexpected flash of light maybe, it stares at where the noise or light is coming from. And that 'the experiment did. They stared, cause the babies know if you add one doll and one doll, you should have two dolls. So when it sees one doll, then it stares because it ' s surprised.托福TPO1 口语task6 题目Question:Using the research described by the professor, explain what scientists have learned about the mathematical abilities of babies.托福TPO1 口语task6答案解析：1. Listening keys(1.1) Main idea: Babies as young as five month old can do basic math(1.2) Example (study)(1.2.1) A baby is shown a doll on a table(1.2.2) A screen is lowered between the baby and the doll(1.2.3) A second doll is very obviously placed behind the screen(1.2.4) One of the dolls is secretly taken away(1.2.5) Screen is raised back up(1.2.6) Baby is surprised to see one doll, because it ' s expecting to see two(1.2.7) We know it ' s surprised because it stared(1.2.8) When a baby is surprised, it would stare托福TPO1 口语task6范文：Research suggests that babies as young as five month old can do some basic math. The professor gives us a study to confirm the suggestion is true. In the study, a baby is shown a doll on a table. Then the researcher lowers a screen in front of the doll, and puts a second doll behind the screen. But at the same time, they secretly take away one doll. When the screen is raised back up, the baby ' s surprised to see only one doll on the table instead of two. Theresearchers know it ' s surprised, because babies stare when surprised. This ist h ewconfirmed that a babies know one plus one equals two, not one.上述就是小编为同学们介绍的托福TPO1 口语task6范文(题目+答案解析)。

托福TPO61听力文本

TPO61Conversation1Listen to a conversation between a student and the professor.M:All right,Karen.I'm glad you stop by for our appointment.So we can chat before you write the final draft of your essay.F:Is there something wrong?I mean,is there something I forgot?M:Well,you've got the correct essay form and all that.You followed the writing guidelines very well.So there's no problem there.F:That's encouraging.Professor.M:I'm just a little unclear about some of the content.You seem to be unsure of what you want to say in a few places.And I want you to take a look at that.Don't forget the assignment was to write a review of any book you read this term and then provide an analysis.I notice you've left out your analysis.F:Oh,yeah.Um,I'm a little hazy about it,just that I’m not sure about the point the author is trying to make.early in the book.The main character of Rebecca is excited to hear about her transfer to the overseas office,but then suddenly she's rather upset about going.When I sat down to write the analysis,I just wasn't sure why.I'm notsure if the author wanted the reader to think for beggars,transfer was a good thing or a bad thing.I can't find reasons why Rebecca has this change of heart.M:Well,the author is intentionally leaving this out.This sort of ambiguity you experience in the story is a technique the writer is intentionally creating.Nothing is ever black and white.F:OhM:we don't always understand the reasons we do things right?So you might want to analyze the ways the author uses words to hint it this uncertainty.Well,I prefer the term ambiguity.F:but should I be focusing on the main character in the analysis?Or should I describe the authors writing techniques?M:Well,it really depends on how you want to develop your essay.It would be interesting to describe the events surrounding the main characters.Change of heart. You can analyze the main character in detail,filling in the gaps to see if he can find reasons in her personality,why she'd suddenly change her thoughts about the transfer. Of course,you should give examples of the words and writing techniques the author uses to create this point of view.F:Okay.M:Now to go one step further in your analysis,do you think the main character is similar to the author?And the author leaves the reader with unanswered questions about the motives of the main character?Why would the author do this?F:to create unknowing,to create an uncertain feeling.M:Okay,now you're catching on.It might be an uncomfortable feeling,but this is what the author had in mind.F:Ok.Thanks,professor.I'll go back and read the book more closelyLecture1Listen to part of a lecture in a sociology class.Sociology is really a cross disciplinary field.We find that elements of biology, psychology,and other sciences often overlap as we study particular phenomena.so let me introduce a concept from cognitive psychology.okay?Let's say someone asks you to look at a list and memorize as many items on it as he can.most of us are able to remember,on average,seven items.there are several variations of this memory test. And the results consistently show that the human limit for short term memory is seven bits of Information.this limit is called channel capacity.Channel capacity is the amount of Information that can be transmitted or received over a specific connection,like our brain and the channel capacity for our short-term memory,it has some interesting real-life implications,like phone numbers.local numbers here in the United States all have seven digits,because the phone companies realized early on that longer numbers would lead to a lot more wrong numbers being dialed.but the idea of channel capacity doesn't apply just to our cognitive abilities.it also affects our relationships with people around us.Psychologists talk about sympathy groups.These are the people,close friends,family to whom we devote the most time.we call or see them frequently.We think about them,worry about them.And studies show for each of us,the size of that group is about10to15people.but why so small?sure.Relationships take time and emotionalenergy,and most of us don't have unlimited amounts of either,but what if there's another reason?what if it's our brain that setting the limit?and in fact,there's evidence that indicates that our social channel capacity may actually be a function of our brain size,or more accurately,the size of our neocortex. The neocortex is the frontal region in the brain of mammals that's associated with complex thought.primates have the largest neo cortex is among mammals,but among different primate species,humans,apes,baboons,neocortex size varies.A lot of theories have been proposed for these variations.likemaybe it's related to the use of tools,but no theories ever seemed like a perfect explanation.Until the late1990s,what an anthropologist named Robin Dunbar published an article about his studies of primates.Dunbar theory is that if you look at any particular species of primate,you'll find that if it has a larger neocortex than it lives in a larger social group,take human beings.We have the largest neocortex.We have the largest number of social relationships.so we've said that our sympathy group is10to15people.What about our other relationships other than family?And close friends,such as those that occur in the workplace will call these social groups as opposed to sympathy groups?How many relationships can we handle there? Those relationships aren't as involved,so we can handle more of them.but is there an upper limit?Well,Dunbar says that there is,and he developed an equation to calculate it.His equation depends on knowing the ratio between the size of theneocortex and the size of the whole brain that is of the whole brain.What percentage of it is taken up by the neocortex?Once you know the average percentage for any particular species,the equation predicts the expected maximum social group size for that species.For humans,that number seems to be about150.so according to Dunnbars’equation,our social groups probably won't number more than150people.Now,Dunbar hypothesis isn't the kind of thing that's easy to confirm in a controlled experiment,but there is anecdotal evidence to support it.As part of his research, Dunbar reviewed historical records for21different traditional hunter gatherer societies.And those records showed that the average number of people in each village was just under150,148.4,to be exact.Dunbar also worked with biologists to see if his hypothesis applies to other mammals besides primates.When they looked at meat eating mammals,carnivores,they found that the ones with a larger neocortex also have a bigger social group.And the number of individuals in that group is predicted by done bars equation supporting his hypothesis.But when they looked at insect of wars,mammals that eat insects,the results were inconsistent. The data didn't disprove Dunbar hypothesis,but it wasn't a nice,neat match like the carnivore studies,which isn't totally surprising.Insectivores are hard to observe,since many of them only come out at night or they spend a lot of time underground.So we know a lot less about their social relationships.Lecture2Listen to part of a lecture in an environmental science class.Professor:Ok.So environmentalists have created green building programs in order to encourage green building construction,which means environmentally friendly buildings that produce a minimum of pollution and our energy efficient.Student:We've talked about like technologies that use solar energy for heating homes.Professor:Yes,that's certainly something these programs to advocate.but they're also concerned with construction because green building standards include the conservation of natural resources like trees.Wood homes,such as those traditionally built here in the United States,require over an acre of trees over an acre of forest land in lumber,plus three to seven tons of waste are created on average during the construction process.So,what if we could use a product that's typically considered waste to build homes?It's being done.One of the materials used in green building construction is straw bales. yes,I'm talking straw,those short stocks that are left over in farm fields after grain crops are harvested.It's hard to get rid of as a waste product,and it's usually burned. So instead of adding to air pollution problems by burning the straw,it's compressed into bales and used to build homes.Student B:Wow,I've never heard of using straw to build homes. Professor:well,straw bale construction isn't a new technique.A pioneer on the American prairie,where there were no trees,constructed their homes of straw bales over a hundred years ago.then in many of those early buildings,made in what's called the nebraska style are still standing.actually,straw bale construction has been used around the world for thousands of years.And because of the very properties that make it a nuisance waste that it's tough and hard to compost.That's what makes draw a great building material.It's the insulating properties of straw bales that are probably the strongest selling point.In fact,a standard straw bale wall provides about three times the insulation value of an insulated wall in a traditional wood frame house, which can drastically reduce the amount of heating or cooling needed to keep the house comfortable.So environmentalists love this construction method that basically turns a waste product into a building material,saving energy and saving trees.Paul?Student:So how do you make a house out of straw?It almost sounds too good to be true.Professor:Straw bale houses are actually built out of standard rectangular agricultural bales.They're stacked like bricks to form the exterior walls.Then the straw walls are sealed with stucco.a stucco is a good,tough finish.That's like cement or plaster. These stuck owed straw bale walls can then be used as the structure to support the roof.The stucco skin acts as a thin shell over the bales and makes the buildings very stable.And there are more green advantages here.But the composite effect of thestraw insulation plus the stucco coating can actually create something like a passive solar building.Passive solar means that assuming that building is oriented correctly to sun and shade,it can heat and cool itself largely without um,modern heating and air conditioning systems that consume a lot of energy.Yes,Jane?Student:But aren’t straw bale houses a fire hazard?I mean,straw burn so easily.Professor:Well,it turns out that they are actually more fire resistant than the standard wood frame construction.Individual stocks of straw will burn,of course,but when they’re compressed into bales,they became fire resistant.Because oxygen can’t circulate through the bail.Burning a bail is like trying to burn a dense stack of thick books,like telephone directory,and individual page of telephone directory will burn easily.But a thousand pages,tightly pressed together is another story.And also the stucco coating prevents oxygen from reaching the bales,further reducing its flammability.So,is straw bale construction too good to be true?Well,there has been a renewed interest in it worldwide,which is not surprising,since from an environmental standpoint,it has very specific advantages in terms of waste energy and construction processes.Unfortunately,there are drawbacks for home builders in the United States. It isn’t a common building technique yet.So,there can be difficulties getting your building plans approved,and it can be more expensive than to build a traditional wood frame home.So,this is where I think Local and national governments may havea role to play.They could encourage the construction of straw bale houses with enticements like tax breaks or reductions on fees for building permits.Conversation2Listen to a conversation between a student and an employee in the housing office. Employee:Hi,ready to check out?I’ll just need your key.Student:Actually,there was a problem,so I’m not checking out yet. Employee:Ok.Remember you have to clear out of your dorm by four pm today.Student:Ok.But the thing is I just got a couple of fines from the housing office that I’m supposed to pay.Employee:Yeah,we just did inspections yesterday afternoon.Student:Okay,but I don’t really agree with the fines,so I wanted to come here and see if you can help me understand what’s going on.And if I really need to pay them.Employee:Okay.Maybe I can help.So why exactly where you fined?Student:Well,for one thing,I had a really messy roommate,so the dorm room wasn’t exactly in great condition.So…Employee:So I know it may seem unfair.But the policy is that both roommates are responsible for the condition of the dormitory room.The university has this policy because there were so many cases in the past where neither person would admit to damages,making it hard for us to resolve these situations.Both parties are responsible.So even if your roommate was the one who mess the room up.Student:Okay.Well,I’m not sure that’s the fairest policy in the world,but it makes sense.So I’ll pay that fine.No problem.Employee:Ok.So was there something else?Student:Right.The real problem is with another fine for a piece of missing furniture, a chair.Employee:Well,yeah,if there’s a piece of furniture missing,the university is going to have to charge you for that.Student:But the thing is I never had a chair.I borrowed one from the lounge for the year and then returned it yesterday morning.You know I have a friend who lives in another building and his dorm room also had a chair missing,but he didn’t get a fine.Employee:Ok.But there might be differences between your situation and your friends.Um.Did you let your floor supervisor know that you had a missing chair?Student:I told her about it the day I moved in.Employee:And then…Student:Um,and then…Employee:Did she fill out a form about this?You would have gotten a copy.Student:I never saw a form.Employee:Ok.I think this is why we’re having a problem here.We need to have a paper record that your dorm room was missing a chair,just telling the floor super….Student:But honestly,I was expected to know that?that someone had to fill out a form?Employee:No,actually it was the responsibility of the floor supervisor to get that form to you when you informed her that your dorm room was missing a chair.Student:Ah.Ok.So what about the fine?Employee:Well,I’m gonna have to talk to my manager,but I guess you’re not going to have to pay that fine.Don’t write this in stone,but I’d imagine you’re going to be okay.Floor supervisors have responsibilities tooLecture3Listen to part of a lecture in a food science and technology class.One of the most popular beverages worldwide is coffee.You're probably not surprised to hear that.here in the United States,for example,more than half of the adult population drinks at least one cup of coffee every day.For various reasons,some of those who drink coffee choose to drink decaffeinated coffee either some of the time or all of the time.So,the coffee industry had to face this sort of need or demand for decaffeinated coffee.taking caffeine out wasn't a problem.It was actually taking the caffeine out without changing the flavor of the coffee or without increasing the health risk to drinking the coffee.And although coffee has been decaffeinated for probably just about a century at this point,and there's one relatively new method that's fairly commonly used these days to decaffeinate coffee,and that's super critical,fluid extraction,super critical fluid,big word.It's on the board.We can't understand the process of extracting the caffeine from the coffee.If we don't get this concept down.Pat,in order to do that,let's take a look at the phase diagram.This should be a review.So,the phase diagram,it shows the conditions of pressure and temperature at which a substance exists in1of3faces,a solid,a liquid,and a gas.so we've got pressure on the vertical axis,temperature on the horizontal.And as you know,a substance will change its phase.If you start changing temperature or pressure,for example,if we choose sort of an arbitrary pressure rightabout here,and keep the pressure constant and increase the temperature,we start as a solid,but as you can see,just follow the line going to the right.as we increase the temperature,the solid changes to a liquid,and then changes to a gas.And that's what we would expect.We certainly know that happens with ice.It goes from a solid to a liquid and to a gas.if we keep the pressure constant,now let's do it the other way and keep the temperature constant.Let's pick a couple of arbitrary temperatures and increase the pressure.we start as gas, and we go up from the axis.And we see that that gas will change either to a solid or to a liquid,depending on what temperature we're keeping constant.There is,however,a temperature at which,if we exceed that temperature,regardless of how much we increase the pressure,this gas will not change into a liquid or a solid.let's call this critical temperature point TC,so there won't be a full phase change.There will be a change in its properties.However,it won't behave like a gas anymore.it will have the properties intermediate between a liquid and a gas.and we refer to it as a super critical fluid.At that point,it's in the upper right-hand corner here.So that means it only exists at high pressure and high temperature.so that's what a super critical fluid is.Now,what about these properties?Listen carefully.A super critical fluid diffuses like a gas,and yet it's dense like a liquid.the significance of this is that a super critical fluid can go through,can permeate a solid substance.For example,a coffee bean, because it diffuses like a gas,and it can also dissolve other substances like caffeine,much like a liquid can.Because of its density,these particular6yr properties,or the values of these properties,can be fine tuned,or adjusted by changing the pressure and the temperature.Now,the way this is used in decaffeinating coffee is if we take the coffee beans and put them in a tank,that can withstand extremely high pressures,and then we take super critical carbon dioxide and pass it through the tank.So,it's passing over the coffee beans,it actually permeates the coffee beans.and if we have the pressure and temperature just right,the caffeine will selectively dissolve into the super critical carbon dioxide.Together,the super critical carbon dioxide and dissolved caffeine will pass out of that tank and into a second tank,leaving decaffeinated coffee beans behind. then we have a pressure relief valve.On that second tank,the pressure decreases.And the super critical carbon dioxide changes back into a gas,uh,which then releases the caffeine in a crystallized form.Lecture4listen to part of a lecture in an art history class.Professor:Ok.Now,unfortunately,works of art don't last forever.The question is, what do we do about that?I mean when you're going to restore art,well,there's a question isn't there?On the one hand,we want to repair the work.we want to replace a sculpture’s missing arm,for example,or make the colors of a painting that's faded and changed over time.We want to put it back like it was.we want to restore it,make it whole again,perhaps even improve it.but on the other hand,we wantto preserve the authentic remains.We don't want to change it.We want it pure true.And the history of restoration practices reflects this struggle.During the European renaissance,the16th and17th centuries,the Discovery of antiquities,ancient works of art was at an all time high, and so was restoration.but even then there was this debate.On the one hand,and this is the school of thought that's perhaps best represented by the Italian sculptor Benvenuto Chileni anyway.For Chile,neither goal was repair and not only repair Chile.Ni and others considered it their artistic prerogative to use ancient material as both a model of inspiration and as a source of raw material.many they took a lot of fragments and combine them into Complete sculptures.Student:but how did they know what the Complete sculpture looked like?If all they had was a fragment?Professor:well,that's just it.They didn't,and it didn't matter.they just create parts as they saw fit.sometimes they'd combine fragments,put together an arm from here,a leg from there.Student:you mean from different sculptures.Professor:oh,sometimes even from different time periods.Take for example,the so-called Bateman statue of mercury.the Bateman statue of mercury at the Los Angeles County Museum of art is just such a pastiche.the head isn't from the same sculptures.The body and the legs as well as the base were made by the restorer. Student A:But that's hardly restoration.That's just well creation.I guess they're just making their own sculpture out of recycled parts.Student B:Well,but what's wrong with that?I mean,why not reuse the broken bits?Student A:Well,isn't it a bit of a lie?I mean,especially if they present the restored work as the original as restored art,rather than created art,it's a matter of what's authentic and what's not.and don't you think it's a little disrespectful to use famous bits as raw material?Professor:You know.I remember Charlie knee being quoted as saying,quote,the excellence of this great artist calls me to serve him,end quote,and then he proceeded to serve him by creating from just a torso,a whole brand-new sculpture.Of course, the main the major criticism of that kind ofrestoration is that it imposes the contemporary aesthetic on the original work.the person doing the so-called restoration is no doubt influenced by the fashions and tastes of the day.Remember,they often thought of themselves as improving the work. Now,on the other hand,in contrast to Chillini were Michelangelo and company,those who thought the goal was simply preservation.Michelangelo believed ancient fragments should be left alone,preserved as is.if it's just a torso,leave it as just the torso as the original work.His view,some say,shows a far greater respect for the original art.Student B:yeah,well,Charlie probably thought he was helping the original artist by completing,perhaps even improving the original.Professor:perhaps.Student A:is more like it now.Professor:Ok,ok.now,later,though,in the18th century were talking a couple of centuries after the renaissance.Restorers who worked in the Chilean immoderate were criticized in just the ways you've suggested.They were accused of disregarding the value of ancient material and of self-aggrandizement,of using restorations to advance their own careers.And so,restorers started to incorporate attention to historical accuracy into their efforts.The field of restoration started to become more of a science than an art,though of course,art was still central,but those who engaged in restoration,now we're not so much artists as they were historians.That shift may beone of the most important moments defining the development of restoration.The gold changed from artistic invention to authenticity,from restoration to preservation.Student A:Michael Angelo would have been happy with that shift.Professor:Yes,I think he would have.。

托福听力TPO1原文 Lecture 1

托福听力TPO1原文Lecture 1下面就让小编来为大家介绍一下托福听力TPO1原文中Lecture 1的文本内容吧，大家要好好把握，这些都是非常有价值的材料，希望能够给准备托福听力的同学带来帮助。

TPO 1 Lecture 1Contemporary artListen to part of a lecture in a contemporary art class.ProfessorOk, I’m going to begin this lecture by giving you your next assignment. Remember I said that at some point during this semester I wanted you to attend an exhibit at the Fairy Street Gallery and then write about it? Well, the exhibit that I want you to attend is coming up. It’s already started in fact, but it’ll be at the gallery for the next month, which should give you plenty of time to complete this assignment.The name of the artist exhibiting there is Rose Frantzen. Frantzen’s work may be unfamiliar to you since she’s a relatively young artist. But she’s got a very unusual style, compared to some of the artists we’ve looked at this term. But anyway, Frantzen’s style is what she herself calls Realistic Impressionism. So you’ve probably studied both of these movements separately, separate movements, Realism and Impressionism, in some of your art history courses. So who can just sum these up?StudentWell, Impressionism started in the late 19th century. Um…the basic impressionist style was very different from earlier styles. It didn’t depict scenes or models exactly as they looked. Um… Impressionist painters tended to apply paint really thickly, and in big brushstrokes, so the texture of the canvas was rough.ProfessorGood. What else? What were the subjects?StudentWell, a lot of impressionist artists painted everyday scenes, like people on the streets and in cafes, uh, lots of nature scenes, especially landscapes.ProfessorGood. So when you go to the exhibit, I really want you to take a close look at a certain painting. It’s a farm scene. And you will see it right as you enter the gallery. The reason I think this painting is so important is that it stresses the impressionist aspect of Frantzen’s style. It’s an outdoor scene, an everyday scene. It’s kind of bleak, but you can really see those broad brushstrokes and the blurry lines. The colors aren’t quite realistic. The sky is kind of, well an unnatural pinkish yellow. And the fence in the foregroundis blue, but somehow the overall scene gives an impression of a cold, bleak winter day on a farm. So that’s the impressionist side of her work.Oh, and speaking about farms, that reminds me. One interesting thing I read about Franzten is that when she first moved back to Iowa after living abroad, she often visited this place in her town called the Sales Barn. And the Sales Barn, it was basically this place where the local farmers bought and sold their cattle, their farm animals. And the reason Frantzen went there, and she later on would visit other places like dance halls, was to observe people and the ways that they moved. She really found that this helped her work---that it gave her an understanding of body movements and actions, how humans move, and stand still, what their postures were like, too.So, what about Realism? What are the elements of Realism we should be looking for in Frantzen’s work?StudentUm… real honest depictions of subject matter, pretty unidealized stuff, and pretty everyday subject matter, too.ProfessorGood. One other painting I really want you to look at is of a young woman surrounded by pumpkins. You will notice that the woman’s face is so realistic looking that it’s almost like a photograph. The woman’s nose is a little less than perfect and her hair is kind of messed up. This is realism. But then, the background of the painting, this woman with the pumpkins is wrapped in a blanket of broad thick brushstrokes, and, it’s all kinds of zigzagging brushstrokes and lines, kind of chaotic almost when you look at it close. And there are vibrant colors. There’s lots of orange, with little hints of an electric blue peeking out.I find Frantzen to be a very accessible artist. I mean, some artists, to appreciate them, you have to know their life story. But here’s a little bit about Rose Frantzen’s life anyway. She attended art school, but was told by one of her instructors that she was not good at illustration, that she should go into advertising instead. So she took advertising classes and fine arts classes too, until she was convinced by the head of an advertising agency that her work was really good, that she could be an artist. But of course, it’s not as easy as that, and so Frantzen had to paint other people’s portraits at places like art fairs just to make money to buy paint for her more serious art work. No matter what, she never stopped painting. And now, Frantzen is doing extremely well. And her work is being shown all over the country. So I think most of us would be discouraged if we had to face challenges and difficulties like that. But what’s important is that you keep at it that you don’t give up. That’s what is really important to remember.《当代艺术》独白：听一段节选自当代艺术课堂的讲座。

新托福TPO6阅读原文(一)Powering the Industrial Revolution及译文

新托福TPO6阅读原文(一):Powering the Industrial RevolutionTPO-6-1：Powering the Industrial RevolutionIn Britain one of the most dramatic changes of the Industrial Revolution was the harnessing of power. Until the reign of George Ⅲ(1760-1820), available sources of power for work and travel had not increased since the Middle Ages. There were three sources of power: animal or human muscles; the wind, operating on sail or windmill; and running water. Only the last of these was suited at all to the continuous operating of machines, and although waterpower abounded in Lancashire and Scotland and ran grain mills as well as textile mills, it had one great disadvantage: streams flowed where nature intended them to, and water-driven factories had to be located on their banks whether or not the location was desirable for other reasons. Furthermore, even the most reliable waterpower varied with the seasons and disappeared in a drought. The new age of machinery, in short, could not have been born without a new source of both movable and constant power.The source had long been known but not exploited. Early in the eighteenth century, a pump had come into use in which expanding steam raised a piston in a cylinder, and atmospheric pressure brought it down again when the steam condensed inside the cylinder to form a vacuum. This “atmospheric engine,”invented by Thomas Savery and vastly improved by his partner, Thomas Newcomen, embodied revolutionary principles, but it was so slow and wasteful of fuel that it could not be employed outside the coal mines for which it had been designed. In the 1760s, James Watt perfected a separate condenser for the steam, so that the cylinder did not have to be cooled at every stroke; then he devised a way to make the piston turn a wheel and thus convert reciprocating (back and forth) motion into rotary motion. He thereby transformed an inefficient pump of limited use into a steam engine of a thousand uses. The final step came when steam was introduced into the cylinder to drive the piston backward as well as forward, thereby increasing the speed of the engine and cutting its fuel consumption.Watt's steam engine soon showed what it could do. It liberated industry from dependence on running water. The engine eliminated water in the mines by driving efficient pumps, which made possible deeper and deeper mining. The ready availability of coal inspired William Murdoch during the 1790s to develop the first new form of nighttime illumination to be discovered in a millennium and a half. Coal gas rivaled smoky oil lamps and flickering candles, and early in the new century, well-to-do Londoners grew accustomed to gaslit houses and even streets. Iron manufacturers, which had starved for fuel while depending on charcoal, also benefited from ever-increasing supplies of coal: blast furnaces with steam-powered bellows turned out more iron and steel for the new machinery. Steam became the motive force of the Industrial Revolution as coal and iron ore were the raw materials.By 1800 more than a thousand steam engines were in use in the British Isles, and Britain retained a virtual monopoly on steam engine production until the 1830s.Steam power did not merely spin cotton and roll iron; early in the new century, it also multiplied ten times over the amount of paper that a single worker could produce in a day. At the same time, operators of the first printing presses run by steam rather than by hand found it possible to produce a thousand pages in an hour rather than thirty. Steam also promised to eliminate a transportation problem not fully solved by either canal boats or turnpikes. Boats could carry heavy weights, but canals could not cross hilly terrain; turnpikes could cross the hills, but the roadbeds could not stand up under great weights. These problems needed still another solution, and the ingredients for it lay close at hand. In some industrial regions, heavily laden wagons, with flanged wheels, were being hauled by horses along metal rails; and the stationary steam engine was puffing in the factory and mine. Another generation passed before inventors succeeded in combining these ingredients, by putting the engine on wheels and the wheels on the rails, so as to provide a machine to take the place of the horse. Thus the railroad age sprang from what had already happened in the eighteenth century.译文：TPO-6-1 驱动工业革命在英国，工业革命带来的最大的变化之一就是动力的运用。

托福TPO1综合写作阅读原文+听力原文+满分范文

为了帮助大家高效备考托福，为大家带来托福TPO1综合写作阅读原文+听力原文+满分范文，希望对大家备考有所帮助。

托福TPO1综合写作阅读原文文本： In the United States, employees typically work five days a week for eight hours each day. However, many employees want to work a four-day week and are willing to accept less pay inorder to do so. A mandatory policy requiring companies to offer their employees the option of working a four-day workweek for four-fifths (80 percent)of their normal pay would benefit the economy as a whole as well as the individual companies and the employees who decided to take the option. The shortened workweek would increase company profits because employees would feel more rested and alert, and as a result, they would make fewer costly errors in their work. Hiring morestaff to ensure that the same amount of work would be accomplished would not result in additional payroll costs because four-day employees would only be paid 80 percent of the normal rate. In the end, companies would have fewer overworked and error-prone employees for the same money, which would increase company profits. For the country as a whole, one of the primary benefits of offering this option to employees is that it would reduce unemployment rates. If many full-time employees started working fewer hours, some of their workload would have to be shifted to others. Thus, for every four employees who went on an 80 percent week, a new employee could be hired at the 80 percent rate. Finally, the option of a four-day workweek would be better for individual employees. Employees who could afford a lower salary in exchange for more free time could improve the quality of their lives by spending the extra time with their families, pursuing private interests, or enjoying leisure activities. 托福TPO1综合写作听力原文文本： Offering employees the option of a four-day workweek won't affect the company profits, economic conditions or the lives of employees in the ways the reading suggests.First, offering a four-day workweek will probably force companies to spend more, possibly a lot more. Adding new workers means putting much more money into providing training and medical benefits. Remember the costs of things like health benefits can be the same whether an employee works four days or five. And having more employees also requires more office space and more computers. These additional costs would quickly cut into company profits.Second, with respect to overall employment, it doesn't follow that once some employees choose a four-day work week, many more jobs will become available. Hiring new workers is costly, as I argued a moment ago. And companies have other options. They might just choose to ask their employees to work overtime to make up the difference. Worse, companies might raise expectations. They might start to expect that their four-dayemployees can do the same amount of work they used to do in five days. If this happens, then no additional jobs will be created and current jobs will become more unpleasant.Finally, while a four-day workweek offers employees more free time to invest in their personal lives, it alsopresents some risks that could end up reducing their quality of life. Working a shorter week can decrease employees' job stability and harm their chances for advancing their careers. Four-day employees are likely to be the first to lose their jobs during an economic downturn. They may also be passed over for promotions because companies might prefer to have five-day employees in management positions to ensure continuous coverage and consistent supervision for the entire workweek. 托福TPO1综合写作满分范文： The passage argues that four-day work week will benefit companies, the whole economy, and individuals. But in the lecture, the professor holds a totally different view that no one will be beneficial from the new work week. Firstly, the passage says that companies will get more profits for employees can work more effectively. However, the lecture points out that four-day workweek will lead to spend more. That is because companies have to spend more money on training, medical benefits, office positions, even new computers. Secondly, the passage claims that the whole economy will benefit, for the four-day workweek is a way to reduce unemployment rates. The lecture refutes the idea completely. Admittedly, there are more available jobs, but companies will prefer to let employees work overtime to finish them for hiring new staff is too expensive. In addition, the companies may lift their expectation that staff finish five-day jobs within four-day. Thirdly, the passage suggests that individual employees can benefit from it. Though the four-day workweek can provide more leisure time to employees, the lecture argues against the passage. Comparing to five-day workers, the four-day workweek employees may be the first one to be fire during economic depression. And they will have less chance to promotion because companies wish that managers could be on duty every work day. 以上是给大家整理的托福TPO1综合写作阅读原文+听力原文+满分范文，希望对你有所帮助!。

托福综合作文听力TPO(1-33)原文全集

智课网TOEFL备考资料托福综合作文听力TPO(1-33)原文全集摘要：今天小编为大家带来的资料是托福综合作文听力TPO(1-33)原文全集，相信这是份非常权威的资料，很多考生都在考试中使用过，准确的运用是对考试很有帮助的，下面我们一起来看看精彩内容吧。

今天小编为大家带来的资料是托福综合作文听力TPO(1-33)原文全集，托福写作是要大家积累很多的备考专业知识，不能错过任何一个备考的细节，下面我们就一起来看看本资料的精彩内容。

Nowadays, food has become easier to prepare. Has this change improved the way people live? Use specific reasons and examples to support your answer.The twentieth century has brought with it many advances. With those advances, human lives have changed dramatically. In some ways life is worse, but mostly it is better. Changes in food preparation methods, for example, have improved our lives greatly.The convenience of preparing food today is amazing. Even stoves have gotten too slow for us. Microwave cooking is much easier. We can press a few buttons and a meal is completely cooked in just a short time. People used to spend hours preparing a home-cooked meal, and now they can use that time for other, better things. Plus, there are all kinds of portable, prepackaged foods we can buy. Heat them in the office microwave, and lunch at work is quick and easy.Food preparation today allows for more variety. With refrigerators and freezers, we can preserve a lot of different foods in our homes. Since technology makes cooking so much faster, people are willing to make several dishes for even a small meal. Parents are more likely to let children be picky, now that they can easily heat them up some prepackaged macaroni and cheese on the side. Needless to say, adults living in the same house may have very different eating habits as well. If they don’t want to cook a lot of different dishes, it’s common now to eat out at resHealthy eating is also easier than ever now. When people cook, they use new fat substitutes and cooking sprays to cut fat and calories. This reduces the risk of heart disease and high cholesterol. Additionally, we can buy fruits and vegetable fresh, frozen or canned. They are easy to prepare, so many of us eat more of those nutritious items daily. A hundred years ago, you couldn’t imagine the process of taking some frozen fruit and ice from the freezer, adding some low-fat yogurt from a plastic cup and some juice from a can in the refrigerator, and whipping up a low-fat smoothie in the blender!Our lifestyle is fast, but people still like good food. What new food preparation technology has given us is more choices. Today, we can prepare food that is more convenient, healthier, and of greater variety than ever before in history.以上就是小编摘取托福综合作文听力TPO(1-33)原文全集的部分内容，大家一定要认真看认真揣摩，这样我们的备考才能达到最大的效果，希望对大家有帮助。

2019年TPO1托福听力Lecture2原文文本

2019年TPO1托福听力Lecture2原文文本TPO1托福听力Lecture2原文文本Uranium-Lead DatingProfessor: Ok, let’s get started. Great, today I want to talk about a way in which we are able to determine how old a piece of land, or some other geologic feature is - dating techniques. I’m going to talk about a particular dating technique. Why? Good dating is a key to good analysis. In other words, if you want to know how a land formation was formed, the first thing you probably want to know is how old it is. It’s fundamental.Um…Take the Grand Canyon for instance. Now, we geologists thought we had a pretty good idea of how the Grand Canyon in the southwestern United States was formed. We knew that it was formed from sandstone that solidified somewhere between 150 and 300 million years ago. Before it solidified, it was just regular sand. Essentially, it was part of a vast desert.And until just recently, most of us thought the sand had come from an ancient mountain range fairly close by that flattened out over time. That’s been the conventional wisdom among geologists for quite some time. But now we’ve learned something different, and quite surprising, using a technique called Uranium-Lead Dating.I should say that Uranium-Lead Dating has been around for quite awhile. But there have been some recent refinements. I will get into this in a minute. Anyway, Uranium-Lead Dating has produced some surprises. Two geologists discovered that about half of the sand from the Grand Canyon was actually once part of the Appalachian Mountains. That’s really eye-opening news, since the Appalachian Mountain Range is, of course, thousands of kilometers to the east of the Grand Canyon. Sounds pretty unbelievable, right?Of course, the obvious question is how did that sand end up so far west? The theory is that huge rivers and wind carried the sand west where it mixed in with the sand that was already there. Well, this was a pretty revolutionary finding. Um…and it was basically because of Uranium-Lead Dating. Why?Well, as everyone in this class should know, we usually look at the grain type within sandstone, meaning the actual particles in the sandstone, to determine where it came from. You can do other things too, like look at the wind or water that brought the grains to their location and figure out which way it was flowing. But that’s only useful up to a point, and that’s not what these two geologists did.Uranium-Lead Dating allowed them to go about it in an entirely different way. What they did was: they looked at the grains of Zircon in the sandstone. Zircon is a material that contains radioactive Uranium, which makes it very useful for dating purposes.Zircon starts off as molten magma, the hot lava from volcanoes. This magma then crystallizes. And when Zircon crystallizes, the Uranium inside it begins to change into Lead. So if you measure the amount of Lead in the Zircon grain, you can figure out when the grain was formed. After that, you can determine the age of Zircon from different mountain ranges.Once you do that, you can compare the age of the Zircon in the sandstone in your sample to the age of the Zircon in the mountains. If the age of the Zircon matches the age of one of your mountain ranges, then it means the sandstone actually used to be part of that particular mountain range. Is everybody with me on that? Good, so, in this case, Uranium-Lead Dating was used to establish that half of the sandstone in the samples was formed at the same time the granite in the Appalachian Mountains was formed.So because of this, this new way of doing Uranium-Lead Dating, we’ve been able to determine that one of our major assumptions about the Grand Canyon was wrong. Like I said before, Uranium-Lead Dating has been with us for a while. But, um…until recently, in order to do it, you really had to study many individual grains. And it took a long time before you got results. It just wasn’t very efficient. And it wasn’t very accurate.But technical advances have cut down on the number of grains you have to study, so you get your results faster. So I’ll predict thatUranium-Lead Dating is going to become an increasingly popular dating method. There are a few pretty exciting possibilities for Uranium-Lead Dating.Here is one that comes to mind. You know the theory that earth’s continents were once joined together and only split apart relatively recently? Well, with Uranium-Lead Dating, we could prove that more conclusively. If they show evidence of once having been joined, that could really tell us a lot about the early history of the planet’s geology.1.What does the professor mainly discuss?a) The difference in age among American mountain rangesb) The importance of a technique used for dating geological materialsc) The recent discovery of an ancient canyond) A comparison of various minerals used for dating2.Before the use of uranium-lead analysis, where did most geologists think the Grand Canyon sandstone came from?a) An ancient lake located in the American Southwestb) A desert that once connected two continentsc) Sands carried by a river from the Appalachian Mountainsd) A nearby mountain range that had flattened out over time3.Directions: An introductory sentence for a brief summary of the passage is provided below. Complete the summary by selecting theTHREE answer choices that express the most important ideas in the passage. Some sentences do not belong in the summary because they express ideas that are not presented in the passage or are minor ideas in the passage. This question is worth 2 points.In the talk, the professor describes the sequence of uranium-lead dating.Summarize the sequence by putting the events in the correct order.Answer Choicesa) Zircon in the sandstone is matched to the zircon in a particular mountain range.b) The amount of lead in sandstone zircon is measured.c) The age of zircon in a sandstone sample is determined.4.According to the professor, what change has caused uranium-lead dating to gain popularity recently?a) It can be performed outside a laboratory.b) It can now be done more efficiently.c) It no longer involves radioactive elements.d) It can be used in fields other than geology.5.Why does the professor talk about the breaking apart of Earth's continents?a) To give another example of how uranium-lead dating might be usefulb) To explain how the Grand Canyon was formedc) To demonstrate how difficult uranium-lead dating isd) To disprove a theory about the age of Earth's first mountain ranges6.What does the professor imply when he says this?a) The class is easier than other geology classesb) The class has already studied the information he is discussingc) Some students should take a course in geological dating techniquesd) He will discuss the topic later in the class第1题：正确答案：B 主旨题对应原文：0'8"-0'36"Today I want to talk about a way in which we are able to determine how old a piece of land, or some other geologic feature is - dating techniques. I’m going to talk about a particular dating technique. Why? Good dating is a key to good analysis. In other words, if you want to know how a land formation was formed, the first thing you probably want to know is how old it is. It’s fundamental.解析：这篇讲座的主题是年代测定技术。

TPO 听力文本完整版

TPO26Listening ScriptConversation1Listen to a conversation between a student and a university print shop employee.StudentHi.I saw your ad in the campus newspaper.EmployeeOh.We don’t have any job openings right now.StudentOh,no.I meant the other ad,about the services you provide for students.You see,I have been working at the campus tutoring center as a maths tutor.But things have changed,including my schedule.And now I want to start doing tutoring work independently.But in order to,basically,start my own business,I need to get the word out.EmployeeOK.StudentI was thinking I should get something printed up that I can hand out to people.EmployeeAh.Well,actually,I just printed up some great-looking fliers for someone doing the same thing.StudentFliers.Yeah,that’s an idea.I guess then I could post themEmployeeYeah.And you can hand them out too.But,oh,you know what?I did something really neat for someone last week.She didn’t want to go the traditional route,you know,business cards,fliers,so we customized pencils for her.StudentPencils?EmployeeYeah.You know,a little message printed on the pencil.StudentOh,that’s cool.EmployeeYeah.But you should know,it’s not our cheapest option.Oh,and you know those little sticky notes?StudentYou do those too?EmployeeWell,we did once.I think those bright pieces of paper would be real attention getters.You know,students use them all the time,so they should be good for business.I don’t know why we haven’t done more.StudentWow.EmployeeSo you’ve got some options.StudentRight.Well,what about business cards?My friend has these business cards.She does tutoring too.And she got them at this place in town,but they were kind of expensive.EmployeeFor business card?Well,I don’t know what your friend paid.But we could do something real simple and it wouldn’t be much.Like for a batch of250for one of our standard designs,20dollars maybe.Student20dollars sound EmployeeEmployeeNow,there are some other choices that’ll affect the cost.You know,like different background patterns,using color ink, that sort of thing.And it also depends on how many words you want to include.StudentOK.Well,I know what I want them to say.But I am just thinking,I kind of like that pencil idea.EmployeeYeah.I thought it was neat.Now,of course you can only fit your name and phone number,and like,in your case,maths tutoring on it.StudentRight.Well,I could custom design the business cards though right?That’s what my friend did.She said she designed them at the computer right there at the print shop.EmployeeWell,you can do that here too.But accustomed design would be a bigger investment for your business than one of our standard designs.StudentWell,I don’t know.I am interested in business cards,so can I look att he standard designs?Lecture1-Advertising(Green Marketing)Narrator:Listen to part of a lecture in an advertising class.ProfessorLast class someone asked about green marketing.Green marketing refers to companies promoting the product as environmentally panies often turn to advertising experts to help them do this.Green marketing seems recent,but advertising professionals grew interest in it several decades ago.The seeds for green marketing were probably planted in1970,when the first Earth Day took place.Rallies all over the United States were organized to protest environmental degradation.Some20million demonstrators participated in that first Earth Day. And it helped spark dozens of environmental laws.The biggest was the Endangered Species Act of1973,which protects imperiled animal species from extinction.There was also passage of the Clean Water Act and the Clean Air Act was strengthened.Earth Day,environmental laws,environmental issues in the news,being green was entering the mainstream.And businesses started saying,hey,we can get involved in this.So in1975,a major advertising trade group held its first workshop on ecological marketing.A few years later,we began seeing ads tapping into people’s environmental concerns.But as some green marketers learned the hard way,green marketing must still involve all the same principles of a traditional marketing campaign.Your ad must attract attention,stimulate consumers’interest,create a desire for your product,and motivate people to take action,to buy your product.So let me tell you about one green marketing campaign that failed at first and explain why.It was for a compact fluorescent light bulb.We’ll call it the eco-light.It was first introduced,I believe,in the late90s.It cost far more than a regular incandescent bulb.The advertising message was basically,use this eco-light and save the planet.But that message wasn’t effective.Research shows that consumers don’t want to let go of any traditional product attributes, like convenience,price and quality.Even though surveys indicate that almost everybody cares about the environment.So the company reintroduced the eco-light with a new message,one that emphasized cost savings,that the eco-light lowers electric bills and lasts for years.So it’s good for the Earth,cost-effective and convenient because it doesn’t have to be changed every few months.This ad campaign worked like a charm.Something else,uh,the company that makes the eco-light,researchers would consider it an’extreme green company’,not only because its products are energy-efficient,but because the company tries to reduce its environmental impact in other ways too.Like in addition to selling Earth-friendly products,its offices and factories are designed to conserve energy and use all sorts of recycled materials.A company that only recycles office paper,researchers would classify as a’lean green company’.And there are other degrees of greenness in between.So if your green marketing strategy’s gonna work,your message should be valid on all dimensions.When a company as a whole is credited for reducing its environmental impact,this can lead to brand loyalty.People will come back and buy your product more and more.However,let’s say you’re fined for violating the Clean Water Act while manufacturing products from recycled materials.The public would eventually find out.You can’t just make the claim that a product is environmentally friendly and not follow through on.Lecture2-Biology(Carbon Cycling)Narrator:Listen to part of a lecture in a biology class.ProfessorOK.Just before the end of the last class,we started talking about trace metals,metals found in living organisms in very small quantities that serve an important biological,important nutritive function in those organisms.And one trace metal that serves a nutritive function is zinc.Zinc assists in a number of processes in humans,but we are going to focus on just one,one that applies to a number oforganisms,not just humans.See,zinc plays a major role in carbon cycling,the conversion of various kinds of molecules with carbon,like carbon dioxide,into other kinds of molecules with carbon that organisms can use.So,take respiration.Our bodies,our cells produce carbon dioxide when they break down sugars.We need to get the C02out of our bodies,so the C02is converted into carbonic acid,which the blood is able to carry to the lungs.Once the carbonic acid reaches the lungs,it’s converted back into carbon dioxide so that we can breathe it out.Now,this whole conversion process relies on a particular enzyme.Uh,who remembers what an enzyme is?Bob?Uh,it’s a protein,a specific kind of protein,one that speeds up chemical reactions.ProfessorExactly.Different enzymes assist indifferent chemical reactions.Now,the one that speeds up the conversion of carbon dioxide has zinc in it.So this zinc enzyme is critical for gettingC02out of our bodies through the lungs.And it’s also extremely important for plants.Bob,can you tell us why?StudentFor making food,for photosynthesis?ProfessorExactly.For photosynthesis.Plants also convert carbon dioxide into different forms ofcarbon-containing molecules and the conversion process used relies on the very same enzyme that work in humans.So zinc is also important for plants.OK.But zinc is scarce in certain environments.And it’s particularly scarce in waters near the surface of river sand lakes and shallower parts of oceans,which might make us wonder how plants could live there at all.In fact,there are a lot of marine plants that survive,that grow and reproduce in surface waters.In particular,there are a lot of diatoms.Diatoms are microscopic,photosynthetic organisms and they are a major source of food for other organisms in the ocean.There are a number of different types of diatoms,and,well,diatoms play a very important role in the carbon cycling process,because they help make carbon available to other organisms in deeper parts of the ocean.The carbon that these diatoms use in photosynthetic is transferred to other parts of the ocean when the diatoms are eaten,say,by a fish that absorbs the carbon and then swims to another part of the ocean,or when diatoms die and fall to the ocean floor.So how did diatoms survive if zinc is so scarce?Well,recently researchers discovered that a specific type of diatom makes a different enzyme that serves the same purpose.But this enzyme doesn’t contain zinc.Instead this new enzyme incorporates another trace metal,cadmium.Kelly,you’ve got a question?StudentYeah.I thought cadmium was toxic.Didn’t you say that?It is poisonous to humans.Uh,actually,we used to think that it was toxic to all biological life,that it didn’t serve any biological purpose.But new study suggests that cadmium can actually substitute for zinc,that organisms can use it instead of zinc when there isn’t enough zinc in their environment.Now,the discovery of this cadmium-based enzyme is really important for a number of reasons.It’s actually the first enzyme we have discovered that uses cadmium.So it’s possible that other not so typical trace metals may be used in chemical processes,that marine organisms might make enzymes from other trace metals when the essential one is scarce.And there may be other types of diatoms that use cadmium to cycle carbon.But there’s something else to think about.What is one of the most common greenhouse gases in our atmosphere,one of the major culprits in global warming.Carbon dioxide,right?Now,if all these diatoms are taking carbon dioxide from the surface,converting it and transporting it to the bottom of the ocean,well,maybe there’s more to that whole process,that cycle,something that we’ve overlooked.So further research might tell us more about these warming cycles too.Convcrsation2Hi,Jean.How was the...uh,the conference,right?the conference on volunteerism?That’s where you were last week. Good.And let me know if you have any questions.StudentWell,there is something that I wanted to ask you now.It’s about something I noticed at the beach.ProfessorOh,what’s that?StudentWell,see,there are a lot of jellyfish there,floating in the water.ProfessorThat couldn’t have been pleasant.StudentNot for swimming.But it was interesting.I mean,the jellyfish were glowing.I swear they were.And I am wonderwhat that’s about.ProfessorAh,glowing jellyfish.That is interesting.Uh,it’s called bioluminescence.And actually we are going to talk about it later in the semester.Basically,bioluminescence is light that’s produced by a chemical reaction.StudentReally?Inside the jellyfish?ProfessorWell,not all jellyfish,about half of them.Actually,a lot of marine organisms have the ability,especially in deeper parts of the ocean.StudentOh,I get it.Like the darker it gets,the more the fish needs light,right?ProfessorWell,bioluminescence serves a number of functions.Most aquatic organisms use it for communication and for attracting prey.But jellyfish usually use it as a defense against predators.Some jellyfish produce bright flashes of light that confuse predators,to,uh,to startle them.But jellyfish closer to the surface,probably like the jellyfish you saw, they use bioluminescence to hide.The light they produce matches the color of the dim sunlight,so they blend in,and, uh,and predators can’t see them.StudentWow,really?Well,I am looking for a topic for my term paper,so maybe I could do it on these glowing jellyfish.That’s why I wanted to ask you about them,you know,to find out if there was really something to write about.ProfessorIt’s a great topic.But you’ll have to make sure the topic is manageable.Like I said,about half of all jellyfish are bioluminescent,so you may want to look at a particular type of jellyfish or several types that benefit from bioluminescence in the same way,or you could investigate current research on bioluminescence,on,on the chemical process,or...Here’s an idea.You seem to be very involved in local issues.See if you can identify the jellyfish you observed on the beach and how they fit into the local ecosystem.StudentYeah,you know,some of the environmental groups I met last week might even able to help me.Lecture3-Astronomy(Comets)Narrator:Listen to part of a lecture in an astronomy class.ProfessorOK.We have been looking at some of the smaller members of our solar system,comets.You already know about the structure of comets.Let’s continue our discussion now by talking about orbits,especially those of the so-called periodic-orbit comets.These are the comets that circle around the Sun pretty regularly.They return again and again, predictably,after a certain period of time.That’s why we say their orbits are periodic.Probably the most famous and brightest of these is Hailey’s comet.Hailey’s comet comes from far out in the solar system,goes in close to the Sun,and then out again.At its closest approach to the Sun,Hailey’s comet is about twice as close to the Sun as Earth is.And at its farthest,it’s about thirty-five times farther from the Sun than we are,which puts it out beyond Neptune.Basically,the idea here is that a periodic comet,with its very elongated orbit,just keeps coming back around again and again.With Hailey’s comet, well,it returns every75years,roughly.But where is Hailey’s comet during most of this time?Well,like all orbiting bodies,a comet moves faster when it’s closer to the Sun.So it only spends about a year or two in our neighborhood,inside the orbit of Jupiter.Most of its time is spent way out beyond Jupiter’s orbit,poking along near the farther reaches of it own orbit.Because of this,we can only see Hailey’s for a few months every75years,first on its way in toward the Sun,and then on its way out again.Now,you remember from our previous discussion that a comet’s nucleus,its core,is made up of ice and dust,like a frozen snowball.And as it approaches the Sun,it starts to heat up.And some of the ice vaporizes into gas and spreads out from the nucleus.The gases that vaporize from the comet,the comet never collects them back again,so on every orbit,the comet leaves part of itself behind.OK.How old is this solar system?Four and a half billion years,remember?AndHailey’s is going around the Sun once every75years and losing stuff each time.Sothe comet should be long gone by now,right?I mean,how come Hailey’s is still there?After four and a half billion years.How could it be?Well,the answer is that this comet hasn’t always been in such a short periodic orbit,since once a comet gets into an orbit that keeps it coming in close to the Sun quite frequently.Well,that comet’s probably not going to be around too much longer.So this kind of periodic orbit is only a phase in a comet’s life.A phase that just precedes its final breakup We’ve seen comets do that,going toward the Sun and then come back around, torn into pieces.But lots of comets aren’t like that.They come in,pass behind the Sun,and then travel back out.But with an orbit so large,and its farthest place so far away from the Sun that we just don’t know how far out it goes.We just can’t determine that very accurately from the close-in part of the orbit that we do see.So these are often called parabolic-orbit comets.Parabolic means the orbit is open at the far end.Actually the orbit probably does close and return the comet to the vicinity of the Sun eventually,but the period might be tens of thousands of years.And basically,we can’t determine it.So we just,we refer to them as open-ended parabolic-orbit comets.So,what can change a comet with one of these long orbits where they only come by the Sun occasionally into a much more frequent periodic visitor?Well,gravitational interaction with planets,right?If a comet on one of these long period orbits at some point comes close to Jupiter or Saturn or one of the other planets,then the pull of that planet’s gravity might alter the orbit,maybe make it much shorter.So this comet,if it happens to pass by a planet just the right way,it can be drawn into a new orbit,one that’ll capture it and keep it coming back around the Sun much more often.Lecture4-Art Conservation(Archimcdes Palimpsest)Narrator:Listen to part of a lecture in an art conservation class.ProfessorSo far we have been talking all semester about restoring and preserving pieces of art,like ancient frescos,early oil paintings,etc.But although our field is called art conservation,it also involves...what?StudentUm...preserving other types of cultural materials too.ProfessorVery good.Not just art.Old artifacts are very valuable when they represent early technologies,all contain important historical information.In fact,let me give you an example.You’ve heard about the Greek scholar,Archimedes,who lived more than2,000years ago,I am sure.Archimedes was a great mathematician.For example,he discovered the formula for the volume of a sphere.Not much of his work has survived,but what has survived is brilliant.And then in 1906,a Palimpsest of Archimedes’writing was discovered.Now,a palimpsest is a type of manuscript that contains writing that’s hidden because something else was written over it later.I’ll explain in a minute.This Archimedes palimpsest,as it’s now called,is by far the most important palimpsest anyone has ever seen.Because it contains the only known existing copy of Archimedes’treatise,called Method. Archimedes shows in it how maths can be applied to physics and physical reasoning back to maths problems,which is how he calculated the volume of the sphere,for example.This maybe commonplace today,but was revolutionary in his time.A few years ago,the palimpsest was sold at an auction for2million dollars.It could have ended up tucked away in a private collection,but fortunately,the collector who bought it has agreed to have experts restore every single word Archimedes wrote,so the contents can be shared with the world and studied.But there are two main problems.What do you think the first one might be?Jennifer?StudentUrn....well,it sounds like it’s extremely old.So probably some pages are at the point of crumbling into dust?ProfessorTrue.And some are moldy,and some were eaten away at by bookworms.This thing’s really decayed.But on top|of that,there’s another issue.And this is the reason why it’s a palimpsest.You see,the text apparently sat around in a library in Constantinople until1229A.D.But then a scribe erased,scraped away the writing as clean as he could in order to use the pages to write his own book on.Why would he do that?Take a guess.ProfessorWell,they used parchment to write on,but yes,there was a parchment shortage.StudentSo you are saying the parchment was basically recycled?ProfessorCorrect.Then,even later on,in the twentieth century,a forger painted ancient-looking pictures on several of the pages in order to make the book seem older and increase its value.So unfortunately,that’s quite a history.StudentBut professor Wilkens,if the scribe scraped away Archimedes’words and if these paintings covered the pages,how can the original work be recovered?ProfessorAh,that’s why I am telling you the story.That’s our task as conservationists,isn’t it?To find a way.There were still faint traces of Archimedes’words on the pages.First,we tried to make the Archimedes’words stand out with a variety of technologies,using ultraviolet light.But that didn’t work on every page.But then,there was this new idea that came from a scientist studying spinach.Student:Spinach?ProfessorYes.Spinach.This physicist,Uwe Bergman,does research that involves studying iron in spinach.He was reading an article about problems with the palimpsest and it said that there is iron in the original Archimedes’ink.So he came up with an idea to use the same method of looking at iron in spinach to view the iron on the palimpsest pages.And his idea worked.Bergman’s technique allows X-rays to pass through the forged paintings,pass through the scribe’s writing to hit the iron traces from the ink of the original Archimedes’text and create an image just of the iron on the pages.The iron-based letters seem to just pop off the page.The original text and diagrams emerged,line by line,diagram after diagram.And that’s kind of typical of our field.There’s a lot of interdisciplinary work.People from several different fields might be involved in working with a single art.。

托福TPO1听力Conversation1文本+题目+答案解析

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

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

1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。

TPO 1-1Find articles in the libraryNarrator: Listen to part of a conversation between a student and a librarian. FEMALE STUDENT: Hi, um, I really hope you can help me.MALE LIBRARIAN: That's why I'm here.What can I do for you?FEMALE STUDENT: I'm supposed to do a literature review for my psychology course, but I'm havin'a hard time finding articles. I don't even know where to start looking. MALE LIBRARIAN: You said this is for your psychology course, right? So your focus is on...FEMALE STUDENT: Dream interpretation.MALE LIBRARIAN: Well, you have a focus, so that's already a good start. Hm, well, there're a few things…uh…wait. Have you checked to see if your professor put any materials for you to look at on reserve?FEMALE STUDENT: Uh-huh. That's one thing I did know to do. I just copied an article, but I still need three more on my topic from three different journals.MALE LIBRARIAN: Let's get you goin' on looking for those, then. We have printed versions of 20 or so psychology journals in the reference section -- these are ones published within the last year. Now that I think about it, there's a journal named Sleep and Dreams…FEMALE STUDENT: Yeah, the article I just copied is from that journal, so I've gotta look in other sources.MALE LIBRARIAN: OK. Actually, most of our material's available electronically now. You can access psychology databases or electronic journals and articles through the library's computers. And if you wanted to search by title with the word "dream" for example, just type it in and all the articles with "dream" in the title will come up on the screen.FEMALE STUDENT: Cool. That's great. Too bad I can't do this from home.MALE LIBRARIAN: But you can. All of the library's databases and electronic sources can be accessed through any computer connected to the university network. FEMALE STUDENT: Really? I can't believe I didn't know that. It still sounds like it's gonna take a while though, you know, going through all of that information--all of those sources.MALE LIBRARIAN: Maybe, but you already narrowed your search down to articles on dream interpretation, so it shouldn't be too bad. And, you probably noticed that there's an abstract--or summary--at the top of the first page of the article you copied. When you do go into the databases and electronic sources, you have the option to display the abstracts on the computer screen. Skimming those to decide whether or not you wanna read the whole article should cut down some time.FEMALE STUDENT: Right…abstracts. They will definitely make the project more doable. I guess I should try out the electronic search while I'm still here, then. Ya know, just in case…MALE LIBRARIAN: Sure. Uh…that computer's free over there. And I'll be here 'til fivethis afternoon.FEMALE STUDENT: Thanks. I feel a lot better about this assignment now.TPO 1-2Rose FrantzenNarrator: Listen to part of a lecture in a contemporary art class.MALE PROFESSOR: OK, I’m going to begin this lecture by giving you your next assignment. Remember I said that at some point during this semester I wanted you to attend an exhibit at the Ferry Street Gallery and then write about it? Well, the exhibit that I want you to attend is coming up, it’s already started in fact, but it’ll be at the gallery for the next month, which should give you plenty of time to complete this assignment.The name of the artist exhibiting there is Rose Frantzen.Frantzen's work may be unfamiliar to you, since she’s a relatively young artist, but she’s got a very unusual style, comp ared to some of the artists we’ve looked at this term,but anyway, Frantzen's style is what she herself calls Realistic Impressionism.So you’ve probably studied both of these movements... separately, separate movements . . . Realism and Impressionism in some of your art history courses,so who can just sum these up? FEMALE STUDENT: Well, Impressionism... started in the late nineteenth century. Uh, the basic Impressionist style was very different from earlier styles... it didn't depict scenes or models exactly as they looked. Uh, Impressionist painters tended to apply paint really thickly, and in big brushstrokes, so the texture of the canvas was rough. MALE PROFESSOR: Good... what else? What were the subjects?MALE STUDENT: Well, a lot of Impressionist artists painted everyday scenes, like people on the streets, and in cafes, uh, lots of nature scenes, especially landscapes. MALE PROFESSOR: Good, so when you go to the exhibit, I really want you to take a close look at a certain painting—it's a farm scene, and y ou’ll see it right as you enter the gallery. The reason I think this painting is so important is that it stresses the Impressionist aspect of Frantzen's style. It’s an outdoor scene, an everyday scene, it’s kind of bleak, but you can really see those broad brushstrokes, and the blurry lines. The colors aren't quite realistic—the sky's kind of, well, an unnatural pinkish yellow, and the fence in the foreground is blue, but somehow the overall scene gives an impression of a cold, bleak winter day on a farm.So that's the Impressionist side of her work. Oh, and speaking about farms, that reminds me—one interesting thing I read about Frantzen is that when she first moved back to Iowa after living abroad, she often visited this place in her town called the Sales Barn.And the Sales Barn, it was basically this place where the local farmers bought and sold their cattle, their farm animals. And the reason Frantzen went there—and she later on would visit other places, like dance halls, was to observe people and the ways that they moved. She really found that this helped her work, that it gave her anunderstanding of body movements and actions, how humans move—and stand still, what their postures were like, too.So, what about Realism? What are the elements of Realism we should be looking for in Frantzen’s work?MALE STUDENT: Uh, real, honest depictions of subject matter, pretty unidealized stuff. And pretty everyday subject matter, too.MALE PROFESSOR: Good, one other painting I really want you to look at is of a young wo man surrounded by pumpkins. You'll notice that the woman’s face is so realistic looking that it's almost like a photograph. The woman’s nose is a little less than perfect, and her hair is kind of messed up—this is Realism.But then the background of the painting—this woman with the pumpkins is wrapped in a blanket of broad, thick brushstrokes, and—it's all kinds of zigzagging brush strokes and lines, kind of chaotic almost, when you look at it close. And there are vibrant colors—there’s lots of orange, with little hints of an electric blue peeking out.I find Frantzen to be a very accessible artist. I mean some artists, to appreciate them, you have to know their life story. But here's a little bit about Rose Frantzen's life anyway ... She attended art school, but was told by one of her instructors that she wasn’t good at illustration, that she should go into advertising instead. So she took advertising classes, and fine arts classes too, until she was convinced by the head of an advertising agency that her work was really good, that she could be an artist.But of course, it’s not as easy as that, and so Frantzen had to paint other people’s portraits at places like art fairs—just to make money to buy paint for her more serious artwork. No matter what, she never stopped painting, and now Frantzen's doing extremely well, and her work’s being shown all over the country. So, I think most of us would be discouraged if we had to face challenges and difficulties like that, but what's important is that you keep at it, that you don’t give up. That’s what’s really important to remember.TPO 1-3Uranium-Lead DatingNarrator: Listen to part of a lecture in a geology class.MALE PROFESSOR: OK, let's get started. Great—today I want to talk about a way in which we are able to determine how old a piece of land or some other geologic feature is. Dating techniques. I'm gonna talk about a particular dating technique. Why? Good dating is key to good analysis. In other words, if you want to know how a land formation was formed, the first thing you probably want to know is how old it is. It's fundamental.Uh, take the Grand Canyon for instance. Now, we geologists thought we had a pretty good idea of how the Grand Canyon in the southwestern United States was formed. We knew that it was formed from sandstone that solidified somewhere between 150 and 300 million years ago. Before it solidified, it was just regular sand—essentially, itwas part of a vast desert.And, uh, until just recently most of us thought the sand had come from an ancient mountain range fairly close by that flattened out over time. That's been the conventional wisdom among geologists for quite some time. But now we've learned something different and quite surprising using a technique called uranium-lead dating.I should say that uranium-lead dating has been around for quite a while, but there have been some recent refinements—I'll get into this in a minute. Anyway, uranium-lead dating has produced some surprises. Two geologists discovered that about half of the sand from the Grand Canyon was actually once part of the Appalachian Mountains. That's really eye-opening news, since the Appalachian Mountain range is, of course, thousands of kilometers to the east of the Grand Canyon. Sounds pretty unbelievable, right?Of course, the obvious question is, how did that sand end up so far west? The theory is that huge rivers and wind carried the sand west, where it mixed in with the sand that was already there. Well, this was a pretty revolutionary finding, uh, and it was basically because of uranium-lead dating. Why?Well, as everyone in this class should know, we usually look at the grain type within sandstone, meaning the actual particles in the sandstone, to determine where it came from. You can do other things, too, like look at the wind or water that brought the grains to their location and figure out which way it was flowing. But that's only useful up to a point, and that's not what these two geologists did.Uranium-lead dating allowed them to go about it in an entirely different way. What they did was they looked at the grains of zircon in the sandstone. Zircon is a material that contains radioactive uranium, which makes it very useful for dating purposes. Uh, zircon starts off as molten magma, the hot lava from volcanoes. This magma then crystallizes. And when zircon crystallizes, the uranium inside it begins to change into lead. So, if you measure the amount of lead in a zircon grain, you can figure out when the grain was formed. After that, you can determine the age of zircon from different mountain ranges.Once you do that, you can compare the age of the zircon in the sandstone in your sample to the age of the zircon in the mountains. If the age of the zircon matches the age of one of your mountain ranges, then it means the sandstone actually used to be part of that particular mountain range. Is everybody with me on that? Good.So in this case, uranium-lead dating was used to establish that half of the sandstone in the samples was formed at the same time the granite in the Appalachian Mountains was formed.So, because of this—this new way of doing uranium-lead dating, we've been able to determine that one of our major assumptions about the Grand Canyon was wrong. Like I said before, uranium-lead dating has been with us for a while, but, uh, until recently, in order to do it, you really had to study many individual grains, and it took a long time before you got results. It just wasn't very efficient and it wasn't very accurate.But technical advances have cut down on the number of grains you have to study, soyou get your results faster. So I'll predict that, uh, uranium-lead dating is going to become an increasingly popular dating method. There are a few pretty exciting possibilities for uranium-lead dating.Here's one that comes to mind. You know, the theory that Earth's continents were once joined together and only split apart relatively recently? Well, with uranium-lead dating, we could prove that more conclusively. If they show evidence of once having been joined, that could really tell us a lot about the early history of the planet's geology.TPO 1-4Classroom observation and feedNarrator: Listen to part of a conversation between a student and his professor. FEMALE PROFESSOR: Hi Matthew. I'm glad you could come in today. You've been observing Mr. Grabell's third-grade class for your Approaches to Education paper, right?MALE STUDENT: Um… yes…I go over to Johnson elementary school.. you know to watch Mr. Grabell teach the children in class. It's been amazing. I mean I'm just learning so much from just watching him. I'm so glad that classroom observations are a requirement for the education program. I mean it's like the best thing ever to prepare you to be a good teacher.FEMALE PROFESSOR: Well, I'm glad to see you feel that way, Matthew. You know, that's the goal. So … I've been reading over your observation notes, and I'm quite interested in what's going on—in particular with the astronomy unit he's been teaching.MALE STUDENT: The astronomy unit?FEMALE PROFESSOR: It seems that Mr. Grabell has mastered the interdisciplinary approach to teaching that we've been talking about in class.MALE STUDENT: Oh, OK. Yeah, so like when he was teaching them astronomy … he didn't just teach them the names of the planets. He used it as way to teach mythology.FEMALE PROFESSOR: Really? so, how did he do that?MALE STUDENT: Well, some of the students could already name the planets, but they didn't know that the names had any mea ning … the stories behind them.FEMALE PROFESSOR: So he…MALE STUDENT: …he introduced Greek and Roman mythology, as a way of explaining, Like you know how like Jupiter's the biggest planet, right, and … how Jupiter was the name of the king of the gods in Roman mythology … right? So since Jupiter, the planet, is the largest planet in our solar system, it's like the king of the planets, like Jupiter was the king of all the gods.FEMALE PROFESSOR: Oh Matthew, that's a great example!MALE STUDENT: Yeah … and e ach student chose a planet, and then did research on it to write a report and make a presentation. They went to the library to do the research. Then they made presentations about the planet they chose.FEMALE PROFESSOR: So in one science unit, in which the focus was astronomy, the students also learned about the literature of Greek and Roman mythology, used research skills in the library, wrote a report, and practiced their oral presentation skills?MALE STUDENT: Exactly!! He used this one topic to teach 3r d graders all that stuff … how to use the books in the library … to write reports … and even how to speak in public. Plus they had a great time doing it.FEMALE PROFESSOR: You know, Matthew, this is just what we've been talking about in our class, and I'm sure everyone could learn something from your experience, You know, Matthew, I'd love for you to talk about this Astronomy Unit in class on Wednesday.MALE STUDENT: Really? Um … cuz I don't really think I'll have any time to write my paper by then …FEMALE PROFESSOR: Oh you won't need to write anything new just yet. For Wednesday, use your class observation notes, and explain the things we've discussed today.MALE STUDENT: OK. That sounds alright.TPO 1-5CatalhoyukNarrator: Listen to part of a lecture in an archaeology class.FEMALE PROFESSOR: OK, we've been talking about early agriculture in the Near East, so let's concentrate on one site and see what we can learn from it. Let's look at Catalhoyuk … um, I better write that down.Catalhoyuk, that's abou t as close as we get in English. It's Turkish really--the site's in modern-day Turkey, and who knows what the original inhabitants called it.Anyway, um,Catalhoyuk wasn't the first agricultural settlement in the Near East, but it was pretty early--settled about 9,000 years ago, in the Neolithic period. And, uh, the settlement--a town, really--lasted about a thousand years, and grew to a size of about 8 or 10 thousand people. That certainly makes it one of the largest towns in the world at that time.One of the things that makes a settlement of this size impressive is the time period . . . It's the Neolithic, remember--the late Stone Age--so the people that lived there had only stone tools--no metals--so everything they accomplished, like building this town, they did with just stone,... plus wood, bricks, that sort of thing.But you gotta remember that it wasn't just any stone they had, they had obsidian--And, um, obsidian is a black volcanic... well, almost like glass. It flakes verynicely into really sharp points. The sharpest tools of the entire Stone Age were made of obsidian, and, uh, the people ofCatalhoyuk got theirs from further inland, from central Turkey--traded for it, probably.Anyway, what I wanna focus on is the way the town was built. The houses are all rectangular, one-story, made of sun-dried bricks... but what's really interesting is that there are no spaces between them. No streets, in other words. And so, generally, no doors on the houses either. People walked around on the roofs and entered a house through a hatchway on the roof, down a wooden ladder. You can still see the diagonal marks of the ladders in the plaster on the inside walls.Once you were in the house, there would be one main room and a couple of small rooms for storage. The main room had the hearth: for cooking and for heat--it would've been pretty cold during the winters. And, uh, it also looks like they made their tools near the fire: there tends to be a lot of obsidian flakes and chips in the hearth ashes. But, uh, no chimney...the smoke just went out the same hatchway the people used for going in and out themselves.So there would've been an open fire inside the house, with only one hole in the roof to let the smoke out. You and I would've found it a bit too smoky in there. You can see on the walls, which they plastered and decorated with paintings... they ended up with a layer of black soot on them... and so did people's lungs--the bones found in the graves show a layer of soot on the inside of the ribs.And that's another unusual feature ofCatalhoyuk--the burial sites.The graves have all been found under the houses--right under the floors. And it may be this burial custom that explains why the houses were packed in so tightly without streets. I mean, you might think it was for protection or something, but there's been no evidence found yet of any violent attack that would indicate that kind of danger. It may be they wanted to live as near as possible to their ancestors' graves... and be buried near them themselves. But it makes a good point.Based on excavations we can know the layout of the houses, and the location of the graves, but we're only guessing when we try to say why they did it that way. That's the way it is with archaeology--you're dealing with the physical remains the people left behind. We have no sure access to what they thought and how they felt about things. I mean, it's interesting to speculate, and the physical artifacts can give us clues, but there's a lot we can't really know.So for instance, their art. They painted on the plaster walls, and uh, usually they painted hunting scenes, with wild animals in them. Now, they did hunt, and they also raised cereal crops and kept sheep. But we don't know why so many of the paintings are of hunting scenes. Was it supposed to have religious or magical significance? That's the kind of thing we can only guess at, based on clues, and hopefully further excavation of Catalhoyuk will yield more clues. But we'll probably never know for sure.TPO 1-6MarmotsNarrator: Listen to part of a lecture in a biology class.FEMALE PROFESSOR: For today's discussion, we'll review the case study on how some animals have behaviorally adapted to their environments. Now, you had to read about two animal species: the eastern marmot and the Olympic marmot. Marmots are rodents... they're large ground squirrels about the size of an average house cat, and they live in a variety of habitats. And even though they spend a significant portion of the year hibernating, according to this case study, marmots are still considered excellent subjects for animal behavioral studies. Why is that?MALE STUDENT: Well, when they're not hibernating, you can find them in open areas, and they're pretty active during the day, which makes them easy to observe, right? FEMALE PROFESSOR: Uh huh. So, first let's discuss the eastern marmots. They reside throughout the eastern region of North America where there's a temperate climate, where the growing season lasts for at least five months of the year... which is when they do all their mating, playing, and eating.MALE STUDENT: Oh, I see... at first, I wasn't sure what 'growing season' meant just from the reading, but now I get it. It's the amount of time it takes for them to grow, right? So, it'd be five months?FEMALE PROFESSOR: Hm? Ohh, I'm sorry but no, it has nothing to do with that. It's not about the time it takes for eastern marmots to grow, it's when the food is available. That is--when it's not covered in snow and there's no frost covering the grass, and um vegetative parts of uh, plants, herbs, and the flowers that marmots like to eat. So, 'growing season' refers to the availability of the food they eat. Ok? So now, how would you describe the eastern marmots' social habits?FEMALE STUDENT: Well, they're really territorial and loners and just so aggressive even with other eastern marmots. And their mating ritual is just so... impersonal. FEMALE PROFESSOR: Uh huh. Now, when they emerge in the spring from hibernation, the mating process begins. For them, well, they come together to mate and then they go their separate ways. Then, about six to eight weeks after birth, the offspring leave their mothers.FEMALE STUDENT: Really, just six weeks? Is it possible for the offspring to make it on their own so young?FEMALE PROFESSOR: Well, it's not as if they aren't ready for the real world... because they are. Remember, they mature quickly and the weather's nice. Also, they live in open fields where there's lots of edible vegetation. So roughly six weeks after birth, eastern marmots are just old enough to take their chances of surviving in a temperate environment. So, how does this relate to their behavior?FEMALE STUDENT: Oh, I get it. Since, the climate's not too bad, the eastern marmots don't have to rely on each other too much and they really don't need to stay together as a family to survive either.FEMALE PROFESSOR: Uh huh. And in contrast... the Olympic marmots... what about them?FEMALE STUDENT: Well, they live together as a family and take care of their younguntil they're at least two years old. They're really friendly with each other, and what I really like is that they even have greeting ceremonies and they're not at all aggressive and territorial like the eastern marmots. So, um, their social behavior's so different from the eastern marmots' because of the climate where they live? That seems so bizarre!FEMALE PROFESSOR: Well, the Olympic marmots inhabit meadows high in the Olympic Mountains where the weather conditions are much harsher so there's a lot more wind and snow. The growing season only lasts about two to three months. So, in that much shorter period of time, all of the Olympic marmots, male and female, eat, play, work, and nurture the young together.Because the climate is so harsh, cooperation increases the survival rate of the Olympic marmots. They keep their young at home until they're physically able to survive on their own. This could explain why the social behavior of the Olympic marmots is so unlike that of the eastern marmots.TPO 2-1Write up the research projectNarrator: Listen to a conversation between a student and a professor.MALE STUDENT: Uh, excuse me, Professor Thompson. I know your office hours are tomorrow, but I was wondering if you had a few minutes free now to discuss something.FEMALE PROFESSOR: Sure, John. What did you want to talk about?MALE STUDENT: Well, I have some quick questions about how to write up the research project I did this semester–about climate variations.FEMALE PROFESSOR: Oh, yes. You were looking at variations in climate in the Grant City area, right? How far along have you gotten?MALE STUDENT: I've got all my data, so I'm starting to summarize it now, preparing graphs and stuff. But I'm just...I'm looking at it and I'm afraid that it's not enough, but I'm not sure what else to put in the report.FEMALE PROFESSOR: I hear the same thing from every student. You know, you have to remember now that you're the expert on what you've done. So, think about what you'd need to include if you were going to explain your research project to someone with general or casual knowledge about the subject, like...like your parents. That's usually my rule of thumb: would my parents understand this?MALE STUDENT: OK. I get it.FEMALE PROFESSOR: I hope you can recognize by my saying that how much you do know about the subject.MALE STUDENT: Right. I understand. I was wondering if I should also include the notes from the research journal you suggested I keep?FEMALE PROFESSOR: Yes, definitely. You should use them to indicate what yourevolution in thought was through time. So, just set up, you know, what was the purpose of what you were doing–to try to understand the climate variability of this area–and what you did, and what your approach was.MALE STUDENT: OK. So, for example, I studied meteorological records; I looked at climate charts; I used different methods for analyzing the data, like certain statistical tests; and then I discuss the results. Is that what you mean?FEMALE PROFESSOR: Yes, that's right. You should include all of that. The statistical tests are especially important. And also be sure you include a good reference section where all your published and unpublished data came from, 'cause you have a lot of unpublished climate data.MALE STUDENT: Hmm...something just came into my mind and went out the other side.FEMALE PROFESSOR: Oh, that happens to me a lot, so I've come up with a pretty good memory management tool. I carry a little pad with me all the time and jot down questions or ideas that I don't want to forget. For example, I went to the doctor with my daughter and her baby son last week and we knew we wouldn't remember everything we wanted to ask the doctor, so we actually made a list of five things we wanted answers to.MALE STUDENT: A note pad is a good idea. Since I'm so busy now at the end of the semester, I'm getting pretty forgetful these days. OK. I just remembered what I was trying to say before.FEMALE PROFESSOR: Good. I was hoping you'd come up with it.MALE STUDENT: Yes. It ends up that I have data on more than just the immediate Grant City area, so I also included some regional data in the report. With everything else it should be a pretty good indicator of the climate in this part of the state. FEMALE PROFESSOR: Sounds good. I'd be happy to look over a draft version before you hand in the final copy, if you wish.MALE STUDENT: Great. I'll plan to get you a draft of the paper by next Friday. Thanks very much. Well, see ya.FEMALE PROFESSOR: OK.TPO 2-2BehaviorismNarrator: Listen to part of a psychology lecture. The professor is discussing behaviorism.MALE PROFESSOR: Now, many people consider John Watson to be the founder of behaviorism. And like other behaviorists, he believed that psychologists should study only the behaviors they can observe and measure. They're not interested in mental processes. While a person could describe his thoughts, no one else can see or hear them to verify the accuracy of his report.。