TPO1--19听力答案

TPO 19 听力解析

TPO 19 解析Conversation 1（场景分类——询问论文）Narrow: Listen to a conversation between a student and the professor.StudentHi, professor Handerson. （1）That was a really interesting lecture in class today.ProfessorThanks, Tom. Yeah, animals’ use of deception, ways they play tricks on other animals, that’s a fascinating area. One we are really just starting to understand.StudentYeah, you know, selective adaptations over time are one thing. Oh, like non-poisonous butterflies that have come to look like poisonous ones. （2）But the idea that animals of the same species intentionally deceive each other, I have never heard that before.ProfessorRight, like, there are male frogs who lower their voices and end up sounding bigger than they really are.StudentSo they do that to keep other frogs from invading their territory?ProfessorRight, bigger frogs have deeper voices, so if a smaller frog can imitate that deep voice. Well...StudentYeah, I can see how that might do the trick. （3）But, anyway, what I wanted to ask was, when you started talking about game theory. Well, I know a little bit about it, but I am not clear about its use in biology.ProfessorYeah, it is fairly new to biology. Basically, it uses math to predict what an individual would do under certain circumstances. But for example, a business sells, oh computer, say, and they want to sell their computers to a big university. But there is another company bidding too. So, what should they do?StudentWell, try to offer the lowest price so they can compete, but still make money.ProfessorRight, they are competing, like a game, like the frogs. There are risks with pricing too high, the company might get the sale, there is also the number and type of computers to consider. Each company has to find a balance between the cost and benefits. Well, game theory creates mathematical models that analyze different conditions like this to predict outcomes.StudentOk, I get that. But how does it apply to animals?Professor（4）Well, you know, if you are interested in this topic, it would be perfect for your term paper. StudentThe literature review?ProfessorYeah, find three journal articles about this or another topic that interests you and discuss them. If there is a conflict in the conclusions or something, that would be important to discuss.Student（5）Well, from what I have looked at dealing with game theory, I can’t say I understand much of the statistics end.ProfessorWell, I can point you to some that presents fairly basic studies, that don’t assume much background knowledge. You’ll just need to answer a few specific questions: What was the researchers’ hypothesis? What did they want to find out? And how did they conduct their research? And then the conclusions they came to. Learning to interpret these statistics will come later.词汇：deception n. 欺骗selective adj. 选择性的deceive v. 欺骗invade v. 侵略territory n. 领土imitate v. 模仿bid v. 投标；出价hypothesis n. 假设题目：1. Why does the man go to see the professor?解析：主旨题，文中学生开头说教授今天课上的演讲很有趣，接着讨论了课上的内容。

托福TPO19听力题目及答案

TPO 19 listening 题目1. Why does the man go to see the professor?A. To ask for heap in choosing a topic for his term paperB. To ask the professor to explain how to complete an assignmentC. To ask about a point raised in a recent lectureD. To offer to help the professor with her research project2. Why does the professor mention male frogs that lower their voices?A. To give an example of a behavior that can be predicted using game theoryB. To reinforce the definition of “selective adaptation”C. To give an example of deceptive behavior in animalsD. To compare the behavior of butterflies and frogs3. Why does the professor talk about computers?A. To help the man understand game theoryB. To describe how biologists analyse data about adaptationC. To suggest a way for the man to find information about game theoryD. To explain the format required for the man's term paper4. What does the man need to do for his term paper?A. Interpret the statistical data in a journal articleB. Summarize the information in several published studiesC. Discuss a current controversy in biological researchD. Design an experiment that uses game theory5. The man expresses reservations about the suggested topic for his term paper. What is the professor's attitude toward the man's reservations?A. She thinks the man has demonstrated the necessary background in statisticsB. She thinks the man should choose a topic he is more comfortable withC. She thinks the rr3an should ask another student to help him understand the statisticsD. She thinks the man's worries are unnecessary6. What does the professor mainly discussA. Same characteristics that are common in several languagesB. A way to represent languages that are genetically related.C. Which languages probably evolved from Proto-Indo-EuropeanD. Linguists' opinions about why languages change over time7. What point does the professor make when she says that some languages have similar-spending words?A. Most languages with similar-sounding words seem related but are notB. Eighteenth-century scholars reached an inaccurate conclusion about ancient languagesC. There is limited information available about how ancient languages sounded.D. There is more than one possible explanation for similarities among languages.8. What does the professor say was an important discovery in linguistics?A. Sanskrit, Greek, and Latin had the same parent language.B. Sanskrit, Greek, and Latin borrowed words from each other.C. Prato-Indo-European was not a real languageD. Most languages have several Sister languages9. Based on the discussion, what information can be shown on a tree model?A. That several languages share a common ancestorB. Whether a language is in the process of dying outC. When a certain language came into existenceD. Why sister languages exist in the same geographical area10. Why does the professor mention variation within a language?A. To reinforce a point she made about Proto-Indo-EuropeanB. To explain the original purpose of the tree modelC. To point out information that the tree model does not showD. To explain why tree models have become overly complicated11. What can be inferred about the professor when she says thisA. She is not sure what causes languages to change.B. She does not think that languages change quicklyC. She thinks a fad she just mentioned about language might be hard to believe.D. She thinks languages evolved differently in the past than they do now.12. What is the lecture mainly about?A. Recent advances in technology used by astronomersB. How radio astronomy has led to advances in communication technologyC. Important discoveries made by radio astronomersD. Difficulties astronomers have in observing the universe13. What is the professor's attitude about light pollution in cities?A. He feels that it should be carefully regulated.B. He believes it is unfortunateC. He thinks astronomers have not dare enough to address the issueD. He believes that the severity of the problem is often exaggerated.14. According to the professor, why are radio wares particularly useful for astronomical observations? Click on 2 answersA. Some astronomical bodies emit radio waves but not visible lightB. Radio wanes provide more information about star composition than visible light waves doC. Radio waves can be defected with simple equipment.D. Radio wanes can pass through panicles in space15. What does the professor imply is an advantage of optical astronomy over radio astronomy?A. It allows far more precise observations.B. It is better for making observations within our own galaxy.C. It requires less sophisticated equipment.D. It is not affected by the weather.16. According to the professor, why do radio astronomers sometimes have difficulty studying very distant objects? Click on 2 answersA. Signals from closer objects interfere with radio waves from space.B. Particles in the atmosphere change the direction of radio waves.C. Radio waves from space are rest very strong.D. Light waves from sources on Earth alter radio waves from distant objects17. What does the professor mean when he says thisA. He warms to emphasize the progress that has been made in radio astronomy.B. He thinks radio astronomy and optical astronomy both provide valuable information.C. He does not want to spend time discussing the technology of radio telescopes.D. He would like the students to give examples of discoveries made with radio telescopes.18. What is the conversation mainly about?A. Changes that will be made in food choices offered to studentsB. Food-safety procedures followed by the cafeteria staffC. Issues related to the cafeteria's food policyD. Common complaints about the food served in the cafeteria19. According to the woman, haw did some students react to the change in frying oil used in the cafeteriaA. They said the change made the food less tasty.B. They said the change made the food less oily.C. They asked for information about the new oil.D. They stopped buying fried foods.20. What does the woman imply about organically grown food? Click on 2 answersA. It is not always the best choice for the environment.B. It is more nutritious than food that is not organically grown.C. It is difficult to obtain from focal farms regularlyD. It is served in the cafeteria almost every day21. According to the woman, what information can be found on the cafeteria's Web site? Click on 3 answersA. Requirements for food to be certified as organicB. Information on where the cafeteria food comes fromC. A list of the food choices offered to students for each mealD. The nutritional content of specific foods22. What does the man mean when he says thisA. He wants to make an appointment to talk to the woman's bossB. He is satisfied with the information he has receivedC. He is upset because he is being sent somewhere else.D. He is glad the woman has promised to address his concerns.23. What is the lecture mainly about?A. The effect of the tidal flow on the salt marshB. Ways that some plants have adapted to living in salt marshesC. The process of osmoses in plantsD. Differences between plants that grow in salt marshes and plants that grow elsewhere24. What is one result of reverse osmosis in the spartina?A. Salt from seawater strengthens the plant's cells.B. All parts of the plant are able to receive oxygen.C. Salt evaporates oil the stems and leaves of the plant.D. Water is unable to move across the plant cell wails.25. Why does the professor mention reddish mud on the roots of a spartinaA. To illustrate the high density of salt-marsh soilB. To explain how spartina rhizomes move through the soilC. To point out the problems spartinas face in getting fresh waterD. To provide evidence that oxygen is present in the spartinas roots26. In what way are rhizomes important for spartinas?A. They allow plants to remain cool in direct sunlightB. They reduce the possibility of plants being uprooted during stormsC. They help plants in dense soil process oxygen.D. They reduce the concentration of salt in the surrounding seawater.27. What can be inferred about the process that prevents spartinas from breaking in violent storms?A. It is the same process that helps them survive being immersed in saltwater.B. The process is also responsible for causing their air tubes to form.C. The process sometimes damages their rhizomes.D. Many other pants have developed a similar process.28. Why does the professor say thisA. To point out an incorrect conclusionB. To clarify the meaning of a termC. To admit that there is little evidence of the phenomenon she just describedD. To emphasize the difference between a fact and an opinion29. What is the purpose of the discussion?A. To compare the portrayal of different subjects in Cecllia Beaux`s portraitsB. To examine the influence of women artists in the nineteenth centuryC. To explain how The Dreamer differs from Impressionist artD. To demonstrate how Cecilia Beaux's point of view is reflected in her art30. What evidence does the professor cite to illustrate Cecilia Beaux's reputation as an artist? Click on 2 answers.A. The instructors that she studied art withB. Her role in professional art organizationsC. Her connection with an important politician's familyD. The features of her work that the Impressionists imitated31. What do the speakers say about Cecilia Beaus use of contrasting colors in the Dreamer?A. The technique was unusual in portraits of the period.B. The technique was used by an artist that she respected.C. Several modem artists copied the technique.D. The function of the technique is to unify several parts of the painting32. What point do the speakers make about the background of The Dreamer?A. It is a good example of Beaux's unusual style of brushstroke.B. Resembles the backgrounds of other Beaux portraits.C. Is lack of clarity emphasizes the theme of the painting.D. It is meant to suggest that the woman is in a dark room.33. Based on the discussion, what is the professor's attitude toward portraiture?A. The artist's technical skill is the most important aspect of a portrait.B. An artist is seldom able to create an exact likeness of a subject.C. A good portrait portrays the subject in are informal setting.D. A good portrait portrays more than a physical image.34. Why does the professor mention the French Impressionists?A. To identify other artists who often painted women and childrenB. To point out one of the influences on Cecilia Beaux's workC. To question the importance of Impressionism in portraitureD. To contrast their view of art with Cecilia Beax's visionLISTENINGQuestionNo QuestionType YourAnswers StandardAnswersScore1 SINGLE C 12 SINGLE C 13 SINGLE A 14 SINGLE B 15 SINGLE D 16 SINGLE B 17 SINGLE D 18 SINGLE A 19 SINGLE A 110 SINGLE C 111 SINGLE B 112 SINGLE D 113 SINGLE B 114 MULTIPLE AD 115 SINGLE C 116 MULTIPLE AC 117 SINGLE C 118 SINGLE C 119 SINGLE A 120 MULTIPLE AC 121 MULTIPLE BDE 122 SINGLE B 123 SINGLE B 124 SINGLE A 125 SINGLE D 126 SINGLE B 127 SINGLE A 128 SINGLE A 129 SINGLE D 130 MULTIPLE BC 131 SINGLE B 132 SINGLE C 133 SINGLE D 134 SINGLE B 1。

托福TPO19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TPO19听力Conversation1文本+题目+答案解析，希望对大家备考有所帮助。

托福TPO19听力Conversation1文本 Narrator: Listen to a conversation between a student and the professor. Student: Hi, professor Handerson. That was a really interesting lecture in class today. Professor: Thanks, Tom. Yeah, animals’ use of deception, ways they play tricks on other animals, that’s a fascinating area. One we are really just starting to understand. Student: Yeah, you know, selective adaptations over time are one thing. Oh, like, non-poisonous butterflies that have come to look like poisonous ones. But the idea that animals of the same species intentionally deceive each other, I have never heard that before. Professor: Right, like, there are male frogs who lower their voices and end up sounding bigger than they really are. Student: So they do that to keep other frogs from invading their territory? Professor: Right, bigger frogs have deeper voices, so if a smaller frog can imitate that deep voice. Well ... Student: Yeah, I can see how that might do the trick. But, anyway, what I wanted to ask was, when you started talking about game theory. Well, I know a little bit about it, but I am not clear about its use in biology. Professor: Yeah, it is fairly new to biology. Basically, it uses math to predict what an individual would do under certain circumstances. But for example, a business sells, oh computer, say, and they want to sell their computers to a big university. But there is another company bidding too. So, what should they do? Student: Well, try to offer the lowest price so they can compete, but still make money. Professor: Right, they are competing, like a game, like the frogs. There are risks with pricing too high, the other company might get the sale; there is also the number and types of computers to consider.Each company has to find a balance between the cost and benefits. Well, game theory creates mathematical models that analyze different conditions like this to predict outcomes. Student: Ok, I get that. But how does it apply to animals? Professor: Well, you know, if you are interested in this topic, it would be perfect for your term paper. Student: The literature review? Professor: Yeah, find three journal articles about this or another topic that interests you and discuss them. If there is a conflict in the conclusions or something, that would be important to discuss. Student: Well, from what I have looked at dealing with game theory, I can’t say I understand much of the statistics end. Professor: Well, I can point you to some that presents fairly basic studies, that don’t assume much background knowledge. You’ll just need to answer a few specific questions: What was the researchers’ hypothesis? What did they want to find out? And how did they conduct their research? And then the conclusions they came to. Learning to interpret these statistics will come later. 托福TPO19听力Conversation1题目 1.Why does the man go to see the professor? A. To ask for help in choosing a topic for his term paper. B. To ask the professor to explain how to complete an assignment. C. To ask about a point raised in a recent lecture. D. To offer to help the professor with her research project. 2.Why does the professor mention male frogs that lower their voices? A. To give an example of a behavior that can be predicted using game theory. B. To reinforce the definition of "selective adaptation". C. To give an example of deceptive behavior in animals. D. To compare the behavior of butterflies and frogs. 3.Why does the professor talk about computers?。

托福真题听力OG,TPO1-19全题目分析Part1

admit students to graduate school?
究领域。
O They often lack expertise in the fields of the
B. 迷惑选项。原文意思是老师不会要求格式，但是
applicants.
看材料的时候同时也会看。并不是说老师不会看目 Also, think about
B
议。
at my grad school application . . .
C. 迷惑选项。学生在对话开始前已经把申请表交给 you know, the statement of purpose I
老师。
wrote.
D. 迷惑选项。学生还没有交申请，不涉及到是否被
录取。
A. 正确选项。直接对应。老师建议学生将不同要点 A. but it’s critical that . . . that
分段写，其中就包括学生的motivation
somebody sees what your passion
AC
B. 迷惑选项。Medicine是教授举的例子中的信息， is—your personal motivation for
与学生无关。 C. 正确选项。直接对应。老师建议学生在申请中充
doing
4. Why does the professor tell a story about his friend
who went to medical school?
O To warn the student about how difficult graduate
OG 1
1
4
school can be O To illustrate a point he is making

TPO&OG学科分类

TOEFL听力学科分类（TPO1-22&OG）NO.TPO&OG TOPIC ACDEMIC SUBJECTBIOLOGY1TPO1-LECTURE4Eastern Marmots & Olympic Marmots BIOLOGY2TPO2-LECTURE2Manila Hemp BOTANY3TPO4-LECTURE1Displacement Activity BIOLOGY4TPO6-LECTURE2Nightcap Oak BIOLOGY5TPO7-LECTURE2Bats' Use of Ultrasound BIOLOGY6TPO8-LECTURE1Active Habitat Selection ANIMAL BEHAVIOR7TPO10-LECTURE1Whales MARINE BIOLOGY8TPO11-LECTURE1Distraction Display BIOLOGY9TPO12-LECTURE1DNA and division of human cells BIOLOGY10TPO14-LECTURE2Microclimate BIOLOGY11TPO15-LECTURE4Hydrothermal Vents BIOLOGY12TPO16-LECTURE3Animal’s Decision Making Processes BIOLOGY13TPO17-LECTURE4Defense mechanism of Octopus BIOLOGY14TPO18-LECTURE4North American Wood Frog BIOLOGY15TPO19-LECTURE3Spartina MARINE BIOLOGY16TPO20-LECTURE4Snowshoe Hare BIOLOGY17TPO21-LECTURE3Snake evolution BIOLOGY18TPO22-LECTURE3The Sixth Mass Extinction BIOLOGY19OG-TEST1-P260Resistance genes BIOLOGY20OG-TEST1-P266Root systems BOTANY21OG-TEST2-P376Communication of dolphins BIOLOGY EARTH SCIENCE(GEOLOGY/GEOGRAPHY/ENVIRONMENTAL SCIENCE/ECOLOGY)1TPO1-LECTURE2Uranium-Lead Dating GEOLOGY2TPO3-LECTURE1Hummingbirds ENVIRONMENTAL SCIENCE 3TPO4-LECTURE3Theories of moving rock GEOLOGY4TPO6-LECTURE4Rapid climate change-Sahara EARTH SCIENCE5TPO7-LECTURE4Glacier movement GEOLOGY6TPO9-LECTURE2Tundra ENVIRONMENTAL SCIENCE 7TPO9-LECTURE3How ancient desert lakes form GEOLOGY8TPO10-LECTURE3Phosphorus cycle ECOLOGY9TPO11-LECTURE3Wetland and climate ENVIRONMENTAL SCIENCE 10TPO12-LECTURE4Why solar energy is not widely used ENVIRONMENTAL SCIENCE 11TPO13-LECTURE2Beaver and wetland ECOLOGY12TPO15-LECTURE2Geologic Time Periods GEOLOGY13TPO16-LECTURE1Lechugullia cave GEOLOGY14TPO17-LECTURE2Milankovitch hypothesis ENVIRONMENTAL SCIENCE 15TPO20-LECTURE2Interglacial periods ENVIRONMENTAL SCIENCE 16OG-TEST1-P262Managing resources ENVIRONMENTAL SCIENCEASTRONOMY1TPO2-LECTURE4Bode's law ASTRONOMY2TPO3-LECTURE4Spectroscopy ASTRONOMY3TPO5-LECTURE2SPA basin ASTRONOMY4TPO13-LECTURE4Meteorite ASTRONOMY5TPO14-LECTURE3Navigation and seafaring ASTRONOMY6TPO18-LECTURE1The Sunspot ASTRONOMY7TPO19-LECTURE2radio waves and optical waves ASTRONOMY8TPO21-LECTURE1Geocentric&Heliocentric Theory ASTRONOMY9TPO22-LECTURE2Faint young sun paradox ASTRONOMY10OG-TEST2-P380Mars ASTRONOMYART/ART HISTORY/ARCHITECTURE1TPO1-LECTURE1Rose Frantzen CONTEMPORARY ART2TPO3-LECTURE2Jean Painleve and film style FILM HISTORY3TPO3-LECTURE3Chauvet cave painting ART HISTORY4TPO4-LECTURE4Government support for art UNITED STATES GOVERNMENT 5TPO7-LECTURE1The well-made play THEATER HISTORY6TPO8-LECTURE2Women Artists in 19th Century Paris ART HISTORY7TPO9-LECTURE1Philippe Jacques de Loutherbourg THEATER8TPO11-LECTURE2Cape Cod House ARCHITECTURE9TPO12-LECTURE3Evolution of opera MUSIC HISTORY10TPO15-LECTURE3Palimpsest ART HISTORY11TPO16-LECTURE2 Piano MUSIC HISTORY12TPO16-LECTURE4Stained glass ART HISTORY13TPO17-LECTURE1Prehistoric Art Dating ART HISTORY14TPO18-LECTURE2Copies of Greek Sculptures ART HISTORY15TPO19-LECTURE4Cecilia Beaux ART HISTORY16TPO21-LECTURE4Alice Neel ART HISTORY17TPO22-LECTURE4Musicians&film industry MUSIC HISTORY18OG-TEST2-P382Colossal statues ART HISTORYLITERATURE/LINGUISTICS1TPO4-LECTURE2Emerson's essay LITERATURE2TPO5-LECTURE4Folk Tales and Fairy Tales LITERATURE3TPO6-LECTURE3Believable characters CREATIVE WRITING4TPO9-LECTURE4Features of human language LINGUISTICS5TPO13-LECTURE3Chanson and Romance poetry POETRY CLASS6TPO19-LECTURE1Proto-Indo-European LINGUISTICS7TPO20-LECTURE1Gricean Maxims LINGUISTICS8TPO20-LECTURE3Different types of folktale LITERATUREPSYCHOLOGY1TPO2-LECTURE1Laryngeal habit PSYCHOLOGY2TPO10-LECTURE4Childhood Amnesia PSYCHOLOGY3TPO14-LECTURE1Perception PSYCHOLOGY4TPO15-LECTURE1Distraction PSYCHOLOGYECONOMICS/BUSINESS1TPO6-LECTURE1Boom and Bust ECONOMICS2TPO11-LECTURE4Advertising BUSINESS3TPO12-LECTURE2MBWA BUSINESS4OG-TEST1-P268Organization BUSINESS HISTORY/ARCHAEOLOGY/ANTHROPOLOGY/PHILOSOPHY/SOCIOLOGY1TPO8-LECTURE3Development in Vision Correction HISTORY2TPO10-LECTURE2Introduction of American food to Europe EUROPEAN HISTORY3TPO17-LECTURE3Calendar system of Ancient Egypt HISTORY4TPO18-LECTURE3Spices EUROPEAN HISTORY5TPO1-LECTURE3Çatalhöyük ARCHAEOLOGY6TPO14-LECTURE4Passage Graves ARCHAEOLOGY7TPO7-LECTURE3Iroquois people and Birch Tree ANTHROPOLOGY8TPO22-LECTURE1State formation ANTHROPOLOGY9TPO2-LECTURE3Aristotle and happiness PHILOSOPHY10TPO5-LECTURE1Meme SOCIOLOGY11OG-TEST2-P374Calendars ANTHROPOLOGY12OG-TEST1-P264Plato's ethical theory PHILOSOPHYCHEMISTRY/COMPUTER SCIENCE/CITY PLANNING1TPO5-LECTURE3The pratical use of spectroscopy CHEMISTRY2TPO8-LECTURE4The periodic table of elements CHEMISTRY3TPO13-LECTURE1Pedestrian mall CITY PLANNING4TPO21-LECTURE2Software Development COMPUTER SCIENCE。

IBT-SAT 小马过河—专业备考社区
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小马过河 ——专业备考社区小马过河 X aoma com——专业备考社区
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12月10日托福听力答案解析

12月10日托福听力答案解析C1: 校园对话学生找老师讨论一个poem reading的活动，因为原来准备参加的W教授有事不能来了，会有另一个PG教授来做演讲，然后介绍了这个人的诗歌风格有关孤独，能够引起大家的共鸣。

随后说到为了给社团poem club筹钱，学生想要卖postcards 赚钱，上面会写一些特别的诗且每一张都不相同。

学生想要老师给一块场地来出售postcards。

老师同意这个想法，并且需要学生填写表格。

名师解析：关于校园活动的话题是托福听力必考内容之一，考生在备考时应注意分场景把常见的话题梳理一遍，如本次考试涉及的社团话题，应重点听清楚社团想做的活动内容和目的为何。

同时提到较为学术的内容时，需要更加细致的记笔记，如本文中提到另一位教授的诗歌风格需要认真记录。

最后提醒各位考生，对话部分的主旨题偶尔会出现在文章的靠后位置，关注学生是否提到信号词“我来是为了…”不要盲目的选择开头内容。

相关练习：TPO2-C2，TPO23-C1，TPO30-C1L1: 艺术讲座主要介绍了如何保存油画，光对于画作会产生伤害。

首先介绍了紫外线(ultraviolet)因为波长短所以能量大，会破坏颜料里的有机物，就像太阳晒伤皮肤一样，所以可以采取过滤这种光线的装置来保护油画。

然后介绍了红外线(infrared)会产生热量，导致周围环境温度变高，颜料和木头画框开裂从而造成破坏。

但是我们必须要有光来欣赏作品，所以伤害无法避免。

后续又说到如果没有光线照射的话，油画会有yellowish ,smoky的appearance,且一面有光线照射和一面没有光线照射的油画，光的破坏作用在两面的对比很明显。

名师解析：作为讲座中必然会出现的艺术类话题，本次考试的主题——艺术品保存在TPO 中并不常见。

但是本篇讲座的结构性非常清晰，考生在做笔记时需要按照两种不同波长的光线进行分段，并且对于场景词汇“红外线”(infrared)和“紫外线”(ultraviolet)必须熟练做到听音辨意。

TPO1听力解析

Question 1：Why does the student go to see the librarian?A.To sign up a seminar on using electronic sources for researchB.To report that a journal is missing from the reference areaC.To find out the procedure for checking out journal articlesD.To ask about how to look for resources for a class paper答案：D解析：（从第15秒开始）听到图书管理员问What can I do for you？就意味着后面要出现这个问题的答案了。

学生说: 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. 说明她需要为她的心理学论文找到参考文献。

此处会出现迷惑项：C。

但D更贴合原文。

优中选优。

Question 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 ate located in the reference section答案：B解析：（从53秒开始）53秒处提到了printed version，符合D选项。

TPO1-30听力最详细的全新答案更新

TPO1z To sign up for a seminar on using electronic sources for researchz To report that a journal is missing from the reference areaz To find out the procedure for checking out journal articlesz To ask about how to look for resources for a class paper1. D2. B3. C4. A5. B6. C7. C8. A 9. B 10. B 11. A 12. B 13. D14.The amount of…/ The age of…/ Zircon in the…15. B 16. A 17. BSection 2~is the conversation mainly aboutz A lesson Matthew prepared for his studentsz A class Matthew has been observingz A term paper that Matthew has writtenz A problem in Matthew's classroom1. B2. A3. D4. BDE5. C6. B7. B8. AC 9. C 10. A 11. BDE 12. D 13. C14. Olympic: Is famil y…/ Eastern: Displays….15. D 16. A 17. CTPO 021..2.Why does the man go to see his professorTo borrow some charts and graphs from herTo ask her to explain some statistical procedures To talk about report he is writing To discuss a grade he got on a paper1. C2. Include：ACD/ Not include: B3. A4. D5. B6. C7. B8. C9. C 10. A 11. D 12. D13. B 14. B 15. A 16. C 17. BDSection 2are the students mainly discussingClick on 2 answers《Their courses for next semesterTheir plans for the weekendA poetry clubA class assignment1. AC2. C3. D4. B5. A6. D7. only extrinsic: B/ only intrinsic: AD/ both: C8. B 9. A 10. C 11. D 12. B 13. A14. AD 15. C 16. DTPO 03Why does the women come to the office】z To notify the university of her change of addressz To find out where her physics class is being heldz To get directions to the science buildingz To complain about her physics class being canceledSection 11. B 2. C 3. A 4. D .5 D 6. C 7. B8. C 9. B 10. C 11. D 12. A 13. D14. B 15. C 16. B 17. CSection 2Why does the student go to see the professor、z To ask about a class assignmentz To find out about a midsemester projectz To get information about summer jobsz To discuss ways to improve his grade1. B2. A3. C4. A5. C6. A7. D8. A 9. B 10. B 11. CD 12. C 13. D14. B 15. A 16. A 17. BTPO 04Section 11. Why does th e man need the woman’s assistance.Click on 2 answers.A. He does not know the publication date of some reviews he needs.B. He does not know the location of the librar y’s vides collection of plays.C. He does not know how to find out where the play is currently being performed.D. He does not know how to determine which newspaper he should look at.1. AD2. C3. AD4. D5. B6. C7. NO/YES/YES/NO 8. D 9. B 10. C 11. C12. B 13. D 14. C 15. C 16. BD 17. DSection 21. What is the conversation mainly about.A. Methods for finding appropriate sources for a project.B. Reasons the woman is having difficulties with a project.C. Criteria the professor uses to evaluate group projects.D. Ways to develop the skills needed to work in groups.1. B2. C3. D4. C5. AD6. C7. D8. A 9. B 10. D 11. C 12. B 13. BD14. The Federal Art…/ The National…/ Arts councils…/ The federal budget…15. A 16. C 17. DTPO 05Section 1Q1: What do the speakers mainly discuss！A. Why the woman has little in common with her roommatesB. How the woman can keep up in her academic studiesC. The woman’s adjustment to life at the universityD. The woman’s decision to transfer to another university1. C2. A3. B4. AC5. D6. B7. C8. AD 9. B 10. D 11. A 12. B 13. D14. B 15. C 16. AB 17. DSection 2Q1: What is the conversation mainly aboutA. An assignment about which the student would like advice^B. Concerns as to whether the student should be in the professor’s courseC. The selection of films to be viewed by students in a film theory courseD. The structure and sequence of courses in the Film Department1. B2. A3. C4. BD5. B6. B7. C8. D 9. A 10. D 11. C 12. C 13. D 14. B15. A 16. Folk tales: BC/ Fairy tales: ADEF 17. ATPO 06Section 1Why does the student go to the career services officeto confirm the date and time of the career fair?to learn the location of the career fairto find out if he is allowed to attend the career fairto get advice about interviewing at the career fair1. C2. A3. D4. BC5. B6. B7. A8. A 9. D 10. ABE 11. BC 12. AB13. D 14. D 15. BC 16. B 17. ASection 21. Why does student go to see the professorz She is having trouble finding topic for the term paperz She needs his help to find resource materials~z She wants to ask him for an extension on a paperz She wants him to approve her plans for a term paper1. D2. C3. AC4. C5. B6. B7. A8. A 9. D 10. C 11. B 12. A 13. ACE14. BD 15. B 16. C 17. DTPO 07Section 1does the man go to see the professorz To hand in a late assignmentz To find out about jobs in the department·z To discuss Dean Adam's current researchz To volunteer to help organize an event1. D2. C3. AC4. D5. B6. C7. D8. B 9. AC 10. A 11. A 12. B 13. D14. AC 15. B 16. C 17. BSection 21.Why does the student come to the libraryTo learn about the library's resourcesTo ask about interlibrary loansTo attend the new student orientation。

TPO1-30听力最详细的全新答案更新

TPO1z To sign up for a seminar on using electronic sources for researchz To report that a journal is missing from the reference areaz To find out the procedure for checking out journal articlesz To ask about how to look for resources for a class paper1. D2. B3. C4. A5. B6. C7. C8. A 9. B 10. B 11. A 12. B 13. D14.The amount of…/ The age of…/ Zircon in the…15. B 16. A 17. BSection 2~is the conversation mainly aboutz A lesson Matthew prepared for his studentsz A class Matthew has been observingz A term paper that Matthew has writtenz A problem in Matthew's classroom1. B2. A3. D4. BDE5. C6. B7. B8. AC 9. C 10. A 11. BDE 12. D 13. C14. Olympic: Is famil y…/ Eastern: Displays….15. D 16. A 17. CTPO 021..2.Why does the man go to see his professorTo borrow some charts and graphs from herTo ask her to explain some statistical procedures To talk about report he is writing To discuss a grade he got on a paper1. C2. Include：ACD/ Not include: B3. A4. D5. B6. C7. B8. C9. C 10. A 11. D 12. D13. B 14. B 15. A 16. C 17. BDSection 2are the students mainly discussingClick on 2 answers《Their courses for next semesterTheir plans for the weekendA poetry clubA class assignment1. AC2. C3. D4. B5. A6. D7. only extrinsic: B/ only intrinsic: AD/ both: C8. B 9. A 10. C 11. D 12. B 13. A14. AD 15. C 16. DTPO 03Why does the women come to the office】z To notify the university of her change of addressz To find out where her physics class is being heldz To get directions to the science buildingz To complain about her physics class being canceledSection 11. B 2. C 3. A 4. D .5 D 6. C 7. B8. C 9. B 10. C 11. D 12. A 13. D14. B 15. C 16. B 17. CSection 2Why does the student go to see the professor、z To ask about a class assignmentz To find out about a midsemester projectz To get information about summer jobsz To discuss ways to improve his grade1. B2. A3. C4. A5. C6. A7. D8. A 9. B 10. B 11. CD 12. C 13. D14. B 15. A 16. A 17. BTPO 04Section 11. Why does th e man need the woman’s assistance.Click on 2 answers.A. He does not know the publication date of some reviews he needs.B. He does not know the location of the librar y’s vides collection of plays.C. He does not know how to find out where the play is currently being performed.D. He does not know how to determine which newspaper he should look at.1. AD2. C3. AD4. D5. B6. C7. NO/YES/YES/NO 8. D 9. B 10. C 11. C12. B 13. D 14. C 15. C 16. BD 17. DSection 21. What is the conversation mainly about.A. Methods for finding appropriate sources for a project.B. Reasons the woman is having difficulties with a project.C. Criteria the professor uses to evaluate group projects.D. Ways to develop the skills needed to work in groups.1. B2. C3. D4. C5. AD6. C7. D8. A 9. B 10. D 11. C 12. B 13. BD14. The Federal Art…/ The National…/ Arts councils…/ The federal budget…15. A 16. C 17. DTPO 05Section 1Q1: What do the speakers mainly discuss！A. Why the woman has little in common with her roommatesB. How the woman can keep up in her academic studiesC. The woman’s adjustment to life at the universityD. The woman’s decision to transfer to another university1. C2. A3. B4. AC5. D6. B7. C8. AD 9. B 10. D 11. A 12. B 13. D14. B 15. C 16. AB 17. DSection 2Q1: What is the conversation mainly aboutA. An assignment about which the student would like advice^B. Concerns as to whether the student should be in the professor’s courseC. The selection of films to be viewed by students in a film theory courseD. The structure and sequence of courses in the Film Department1. B2. A3. C4. BD5. B6. B7. C8. D 9. A 10. D 11. C 12. C 13. D 14. B15. A 16. Folk tales: BC/ Fairy tales: ADEF 17. ATPO 06Section 1Why does the student go to the career services officeto confirm the date and time of the career fair?to learn the location of the career fairto find out if he is allowed to attend the career fairto get advice about interviewing at the career fair1. C2. A3. D4. BC5. B6. B7. A8. A 9. D 10. ABE 11. BC 12. AB13. D 14. D 15. BC 16. B 17. ASection 21. Why does student go to see the professorz She is having trouble finding topic for the term paperz She needs his help to find resource materials~z She wants to ask him for an extension on a paperz She wants him to approve her plans for a term paper1. D2. C3. AC4. C5. B6. B7. A8. A 9. D 10. C 11. B 12. A 13. ACE14. BD 15. B 16. C 17. DTPO 07Section 1does the man go to see the professorz To hand in a late assignmentz To find out about jobs in the department·z To discuss Dean Adam's current researchz To volunteer to help organize an event1. D2. C3. AC4. D5. B6. C7. D8. B 9. AC 10. A 11. A 12. B 13. D14. AC 15. B 16. C 17. BSection 21.Why does the student come to the libraryTo learn about the library's resourcesTo ask about interlibrary loansTo attend the new student orientation。

TPO 听力最详细的全新答案更新

T P O 1z To sign up for a seminar on using electronic sources for research z To report that a journal is missing from the reference areaz To find out the procedure for checking out journal articlesz To ask about how to look for resources for a class paper1. D2. B3. C4. A5. B6. C7. C8. A 9. B 10. B 11. A 12. B 13. D14.The amount of…/ The age of…/ Zircon in the…15. B 16. A 17. BSection 2is the conversation mainly aboutz A lesson Matthew prepared for his studentsz A class Matthew has been observingz A term paper that Matthew has writtenz A problem in Matthew's classroom1. B2. A3. D4. BDE5. C6. B7. B8. AC 9. C 10. A 11. BDE 12. D 13. C14. Olympic: Is fami ly…/ Eastern: Displays….15. D 16. A 17. CTPO 021.Why does the man go to see his professorTo borrow some charts and graphs from herTo ask her to explain some statistical procedures To talk about report he is writingTo discuss a grade he got on a paper1. C2. Include：ACD/ Not include: B3. A4. D5. B6. C7. B8. C9. C 10. A 11. D 12. D13. B 14. B 15. A 16. C 17. BDSection 2are the students mainly discussingClick on 2 answersTheir courses for next semesterTheir plans for the weekendA poetry clubA class assignment1. AC2. C3. D4. B5. A6. D7. only extrinsic: B/ only intrinsic: AD/ both: C8. B 9. A 10. C 11. D 12. B 13. A14. AD 15. C 16. DTPO 03Why does the women come to the officez To notify the university of her change of addressz To find out where her physics class is being held z To get directions to the science buildingz To complain about her physics class being canceledSection 11. B2. C3. A4. D .5 D 6. C 7. B8. C 9. B 10. C 11. D 12. A 13. D14. B 15. C 16. B 17. CSection 2Why does the student go to see the professorz To ask about a class assignmentz To find out about a midsemester projectz To get information about summer jobsz To discuss ways to improve his grade1. B2. A3. C4. A5. C6. A7. D8. A 9. B 10. B 11. CD 12. C 13. D14. B 15. A 16. A 17. BTPO 04Section 11. Why does the man need the woman’s assistanceClick on 2 answers.A. He does not know the publication date of some reviews he needs.B. He does not know the location of the librar y’s vides collection of plays.C. He does not know how to find out where the play is currently being performed.D. He does not know how to determine which newspaper he should look at.1. AD2. C3. AD4. D5. B6. C7. NO/YES/YES/NO 8. D 9. B 10. C 11. C12. B 13. D 14. C 15. C 16. BD 17. DSection 21. What is the conversation mainly aboutA. Methods for finding appropriate sources for a project.B. Reasons the woman is having difficulties with a project.C. Criteria the professor uses to evaluate group projects.D. Ways to develop the skills needed to work in groups.1. B2. C3. D4. C5. AD6. C7. D8. A 9. B 10. D 11. C 12. B 13. BD14. The Federal Art…/ The National…/ Arts councils…/ The federal budget…15. A 16. C 17. DTPO 05Section 1Q1: What do the speakers mainly discussA. Why the woman has little in common with her roommatesB. How the woman can keep up in her academic studiesC. The woman’s adjustment to life at the universityD. The woman’s decision to trans fer to another university1. C2. A3. B4. AC5. D6. B7. C8. AD 9. B 10. D 11. A 12. B 13. D14. B 15. C 16. AB 17. DSection 2Q1: What is the conversation mainly aboutA. An assignment about which the student would like adviceB. Concerns as to whether the student should be in the professor’s courseC. The selection of films to be viewed by students in a film theory courseD. The structure and sequence of courses in the Film Department1. B2. A3. C4. BD5. B6. B7. C8. D 9. A 10. D 11. C 12. C 13. D 14. B15. A 16. Folk tales: BC/ Fairy tales: ADEF 17. ATPO 06Section 1Why does the student go to the career services officeto confirm the date and time of the career fairto learn the location of the career fairto find outifhe is allowed to attend the career fairto get advice about interviewing at the career fair1. C2. A3. D4. BC5. B6. B7. A8. A 9. D 10. ABE 11. BC 12. AB13. D 14. D 15. BC 16. B 17. ASection 21. Why does student go to see the professorz She is having trouble finding topic for the term paperz She needs his help to find resource materialsz She wants to ask him for an extension on a paperz She wants him to approve her plans for a term paper1. D2. C3. AC4. C5. B6. B7. A8. A 9. D 10. C 11. B 12. A 13. ACE14. BD 15. B 16. C 17. DTPO 07Section 1does the man go to see the professorz To hand in a late assignmentz To find out about jobs in the departmentz To discuss Dean Adam's current researchz To volunteer to help organize an event1. D2. C3. AC4. D5. B6. C7. D8. B 9. AC 10. A 11. A 12. B 13. D14. AC 15. B 16. C 17. BSection 2 1.Why does the student come to the libraryTo learn about the library's resourcesTo ask about interlibrary loansTo attend the new student orientationTo start work on a research project1. A2. B3. C4. BC5. D6. C7. AC8. AD 9. C 10. D 11. B 12. A13. …/ liquid…/…/ glacier…14. AD 15. B 16. A 17. CTPO 08Section 11. Why does the man go to see the registrarA. To find out why he is not on the list of graduating studentsB. To explain why he has not fulfilled his graduation requirementsC. To find out the exact requirements for graduationD. To submit a document required for graduation1. D2. B3. D4. B5. C6. D7. C8. B 9. A 10. D 11. B 12. C 13. D14. A 15. AB 16. D 17. BSection 21. What is the conversation mainly aboutA. Preparing for a testB. A strategy for attracting customersC. Business opportunities in the field of healthD. Differences between two business models1. B2. A3. NO/YES/YES/YES/NO4. D5. C6. D7. D8. C9. B10. first…/ printing…/ number…/ inexpensive…11. C 12. B 13. D 14. C 15. A 16. B 17. C TPO 09Section 11. Why does the woman go to see the professorTo get advice on the topic of a term paperTo discuss different types of food packagingTo find out if the university will offer courses in food packagingTo ask about jobs in the food industry1. A2. D3. B4. C5. C6. B7. CD8. D 9. C 10. BD 11. A 12. A 13. CD14. B 15. B 16. A 17. CSection 21. What are the speakers mainly discussing— A book that the man is trying to find in the library— A book that the man already returned to the library— A book that the man is using to write his senior thesis— A book that the man lent to his sociology professor1. C2. B3. C4. D5. A6. D7. D8. B 9. AD 10. A 11. C 12. C 13. C14. B 15. A 16. CD 17. BTPO 10Section 1does the student go to see the professor○To discuss the latest trends in the photography shows○To find out why some of her work was not selected for a show ○To discuss how to get her photographs exhibited○To find out about a student photography show on campus1. C2. B3. C4. AC5. D6. B7. ACD8. A9. B 10. C 11. C 12. B 13. D14. A 15. B 16. A 17. CSection 21 Why does the student go to the bookstore○To purchase a book by Jane bowles○To find out which books he need for a course○To return a book that was originally assigned for a course○To find out how to order a book for a course1. C2. BD3. A4. A5. C6. D7. AD8. C9. B 10. B 11. C 12. A 13. A14. B 15. YES/NO/YES/YES/NO 16. D 17. B TPO 11Section 1are the speakers mainly discussingWhat the gym pass is used forHow to try out for the swimming teamThe popularity of the new exercise at the gymThe schedule of exercise classes at the gym1. A2. B3. A4. D5. C6. C7. AD8. C9. A 10. C 11. D 12. B 13. B14. C 15. BD 16. A 17. ASection 2why does the professor want to see the studentTo discuss the student's grade on a paperTo invite the student to work on a committeeTo inform the student about a change in the class scheduleTo ask the student to become her research assistant1. B2. C3. A4. D5. D6. C7. C8. A 9. C 10. D 11. A 12. C 13. BD14. B 15. D 16. C 17. ATPO 12Section 1Why does the professor ask the man to come to her officeto check on the man’s pro gress on a paper he is writingTo show the man techniques for organizing his timeTo encourage the man to revise a paper he wroteTo clarify her comments on a paper the man wrote1. C2. B3. A4. D5. A6. D7. B8. C 9. C 10. A 11. B 12. C 13. A14. C 15. D 16. B 17. ASection 2What is the student’s problemHe missed the tuition due date.He has not been paid.His bank lost his paycheck.His tuition payment got lost1. B2. C3. B4. D5. A6. AC7. B8. C 9. D 10. B 11. A 12. C 13. BD14. C 15. D 16. A 17. BTPO 13Why does the student go to see the professorTo report on the research he has doneTo ask for permission to observe a classTo get help understanding an assignmentTo ask about a question on a recent testSection 11. C 2 B 3Ａ 4. B 5. D 6. C 7. A8. AD 9. A 10. D 11. A 12. D 13. C14. C 15. A 16. D 17. DSection 2What are the speakers mainly discussingHow to use the language labHowe to make a video for the classHow to reserve a study room in the libraryHow to improve study habits1. A2. C3. AD4. B5. D6. D7. AC8. Chanson 1/3 Romance 2/4 9. B 10. B 11. A12. C 13. B 14. A 15. D 16. AD 17. ATPO 14Section 1Why does the student go to see the manTo find out the status of her job applicationTo get help locating a book she needs for a classTo request a book that her professor put on the reserve listTo ask how to look u p books on the library’s computer system 1. B 2. A 3. AD 4. C 5. BD 6. D 7. A8. C 9. C 10. A 11. B 12. D 13. CD14. B 15. A 16. C 17. BSection 2What is the conversation mainly aboutThe advantages and disadvantages of a career in journalismTopics the student could write about for the school newspaperComparing a major in journalism to other majorsPreparing for a career in journalism1. D2. C3. BD4. AD5. C6. B7. D8. AD 9. C 10. A 11. B 12. B 13. D14. D 15. C 16. B 17. ATPO 15Section 11. Why does the student go to the campus newspaper officeA. To turn in outlines of possible articlesB. To find out when his article will be printed in the newspaperC. To find out if he got a position as a reporterD. To get help with an assignment for his journalism course1. C2. D3. D4. A5. A6. D7. AD8. BC 9. A 10. C 11. D 12. A 13. B14. AD 15. AC 16. D 17. CSection 218. Why does the woman go to see her professorA. To tell him about an athletic achievement.B. To find out the best approach to studying for a test.C. To ask a question about a laboratory project.D. To discuss her performance on a biology exam1. D2. B3. C4. A5. C6. B7. AD8. B 9. C 10. CD 11. A 12. B 13. ABE14. A 15. A 16. B 17. BTPO 16Section 1What does the woman want the man to doA. Postpone a choir performance to allow more time for rehearsals.B. Change the rehearsal schedule at the music building.C. Give approval for her group to move a piano to a different room.D. Help her reserve a rehearsal space on campus.1. D2. C3. D4. B5. B6. D7. YNYYYN 8. C 9. A 10. C 11. A 12. B13. A 14. C 15. D 16. B 17. DSection 218. Why does the student go to see the professorA. To find his grade on the midterm exam.B. To explain why he missed a classC. To get help writing an essay.D. To ask to take a test at a different time.1. D2. B3. B4. BC5. D.6. D7. D8. AC 9. B 10. B 11. A 12. B 13. BC 14. A 15. AB 16. C 17. ATPO 17Section 1Why does the man visit the professorA. To get the professor’s approval for his paper topic.B. To ask for source material for his paper.C. To ask the professor’s opinion about a particular production of a Shakespeare play.D. To get help finding articles about a play.1. B2. C3. AD4. D5. B6. C7. B8. BD 9. D 10. A 11. B 12. A 13. A14. C 15. D 16. B 17. ASection 21. Why does the man go to see the womanA. To complain about customers.B. To request an increase in his pay.C. To ask for a change in his work schedule.D. To apply for a job playing music in the dining hall1. C2. B3. A4. A5. D6. C7. B8. AD 9. D 10. BC 11. B 12. D 13. B14. CD 15. C 16. AB 17. BTPO 18Section 11. Why does the student go to the university officeA. To apply for a work-study jobB. To get information about hosting an exchange studentC. To find out if there are any jobs available on campusD. To find out eh hours of the computer lab1. C2. A3. A4. D5. C6. C7. B8. A 9. B 10. B 11. D 12. A 13. C14. D 15. B 16. BC 17. DSection 218. What is the conversation mainly aboutA. The topic of the man's research paperB. Some current research projects in sociologyC. Effective ways of conducting sociology researchD. The man's possible participation in a research project1. D2. C3. A4. A5. B6. B7. YYNYN8. AC 9. D 10. B 11. C 12. D 13. A14. C 15. AC 16. D 17. BTPO 19Section 1Why does the man go to see the professorA. To ask for heap in choosing a topic for his term paperB. To ask the professor to explain how to complete an assignmentC. To ask about a point raised in a recent lectureD. To offer to help the professor with her research project1. C2. C3. A4. B5. D6. B7. D8. A 9. A 10. C 11. B 12. D 13. B14. AD 15. C 16. AC 17. CSection 2What is the conversation mainly aboutA. Changes that will be made in food choices offered to studentsB. Food-safety procedures followed by the cafeteria staffC. Issues related to the cafeteria's food policyD. Common complaints about the food served in the cafeteria1. C2. A3. AC4. BDE5. B6. B7. A8. D 9. B 10. A 11. A 12. D 13. BC14. B 15. C 16. D 17. BTPO 201. Why does the man go to talk to the womanA. To find out if he can get extended borrowing privilegesB. To find out if he needs to immediately return a book he borrowedC. To find out why he has to pay a library fineD. To find out why his borrowing privileges have been suspended1. B2. AC3. C4. D5. A6. D7. A8. BAABA 9. C 10. D 11. D 12. B 13. AD14. D 15. AD 16. B 17. BSection 21. Why does the professor want to talk to the studentA. To discuss her application to graduate school.B. To discuss a possible internship at the school’s libraryC. To encourage her to increase the scope of her research projectD. To suggest some changes to improve her research project.1. C2. A3. B4. D5. B6. B7. B8. A 9. AC 10. B 11. C 12. C 13. A14. C 15. C 16. B 17. CTPO 21Section 1Why does the needs the professor’s helpHe does not know the location of his general orientation sessionHe lost the invitation to the engineering department’s orientation session He cannot locate the building for the engineering department’s orientationHe needs help deciding which area of engineering he should specialize in1. C2. C3. B4. D5. A6. B7. AC8. D 9. C 10. A 11. BD 12. C 13. B14. AD 15. C 16. D 17. ASection 2 18. Why does the woman go to see the professorTo ask which elective courses he will be teaching next semesterTo get more advice on which elective courses to take next semesterTo find out the difference between public relations and marketingTo get help deciding whether to pursue a graduate degree in marketing 1. D 2. C 3. B 4. D 5. A 6. B 7. C8. D 9. B 10. A 11. D 12. C 13. B14. CD 15. A 16. D 17. CTPO 22Section 11Why does the student go to the man’s officeA. To get some advice on an article that she is writingB. To find out about getting a job on the student newspaperC. To protest the university’s decision about a statueD. To complain about an article in the student newspaper1. D2. AC3. B4. C5. D6. B7. AD8. D 9. A 10. D 11. C 12. D 13. C14. BC 15. A 16. B 17. CSection２Why does the man go to see the professorA. To discuss his impressions of a recent piano concertB. To ask how to revise a paper he is writingC. To get approval to write a paper about his grandmother’s lifeD. To find out why he received a poor grade on a paper he wrote1. B2. B3. C4. C5. B6. D7. AB8. B 9. A 10. C 11. D 12. A 13. C14. D 15. B 16. D 17. BCTPO 23Section 1What is the cause of the student's problemA. She missed the deadline for submitting her announcement to the university web siteB. She did not include enough information in her announcement.C. The editors of the university web site did not post her announcementD. The university web site will not be available to students for several days. 1. C 2. A 3. C 4. B 5. C 6. D 7. C8. A 9. A 10. B 11. C 12. C 13. B14. A 15. B 16. D 17. DSection 218. Why does the man go to see the professorA. To discuss a grade he received on a paperB. To get advice about which course he should take next termC. To ask a question about a reading assignmentD. To request permission to take an advanced course1. B2. D3. B4. A5. C6. A7. D8. B 9. C 10. A 11. B 12. A 13. D14. AB 15. A 16. D 17. CTPO 24Section 1 1. Why can the man NOT find the book he needsA. The bookstore is sold out of the book.B. The bookstore he is in does not carry the book.C. His professor did not order enough copies of the book.D. The book is not being used for any course offered at the university.1. B2. AB3. D4. B5. B6. B7. BD8. C 9. A 10. D 11. A 12. AD 13. C14. BD 15. A 16. C 17. DSection 218. Why does the student go to speak with the professorA. To discuss material that might be on the final examB. To review his answers to the midterm examC. To get information about a class he missedD. To find out about the services of the tutoring center1. A2. AD3. B4. 122115. D6. D7. A8. C 9. BC 10. B 11. AD 12. A 13. BC14. AC 15. D 16. A 17. BTPO25Section 1What is the conversation mainly aboutA. The student’s eligibility to graduate next semesterB. The student’s difficulties in registering for classesC. A difficult class the student must take next semesterD. Possible elective choices in the student’s degree program1. A2. B3. A4. C5. D6. c8. B 9. A 10. D 11. B 12. D 13. B14. c 15. B 16. B 17. DSection 2Why does the man go to see the professorA. To find out how to distinguish between different types of whale songsB. To request permission to change the topic of his paperC. To discuss the difference between using the internet and using books to find sourcesD. To get help locating some information for his paper1. D2. B3. A4. C5. AD6. D7. B8. A 9. C 10. A 11. B 12. B 13. B14. C 15AD 16. CTPO26Section 1Why does the student go to speak to the man A. To discuss a job opportunity she had heard aboutB. To learn about options for advertising her businessC. To see if she can change a previous print orderD. To discuss a design idea that she has for business cards1. B2. D3. CD4. B5. A6. D7. A8. B 9. B 10. C 11. D 12. B 13. D14. C 15. C 16. A 17. ADSection 2Why does the student go to see the professorA. To obtain notes from a class she missedB. To discuss a conference she attendedC. To ask about a possible topic for a research paperD. To clarify information about volunteering in the community1. C2. a3. B4. A5. B6. A7. Ac8. D 9. A 10. B 12. A 13. BC14. C 15. D 16. B 17. CTPO27Section 1What does the woman go to the information deskdoes not know where the library computers are located.does not know how to use a computer to locate the information she needs.does not have time to wait until a library computer becomes available. book she is looking for was missing from the library shelf.1. B2. D3. C4. A5. C6. B7. C8. D 9. AD 10. B 11. A 12. C 13. B14. D 15. B 16. A 17. BSection 2why does the student come to see the professorA to find out her reaction to a paper he recently submittedB to point out a factual error in an article the class was assigned to readC to ask about the suitability of a topic he wants to write aboutD to ask about the difference between chinampas and hydroponics1. C2. B3. D4. A5. C6. B7. D8. D 9. AB 10. B 11. C 12. D 13. A14. C 15. AC 16. A 17. DTPO28Section 1What is the conversation mainly aboutA. Criticisms of Dewey’s political philosophyB .Methods for leading a discussion groupchanges made to a reference documentwith the organization of a paper1. D2. A3. ACD4. c5. B6. C7. A8. B 9. A 10. D 11. D 12. A 13. C14. AD 15. B 16. D 17. CSection 2Why does the man go to see the professorlearn more about his student teaching assignmentdiscuss the best time to complete his senior thesisdiscuss the possibility of changing the topic of his senior thesisfind out whether the professor will be his advisor for his senior thesis 1. B 2. C 3. C 4. CD 5. B 6. C 7. B8. D 9. C 10. A 11. B 12. A 13. B14. B 15. c 16. AC 17. DTPO29Section 1what is the conversation mainly aboutA what the deadline to register for Japanese class isB why a class the woman chose may not be suitable for herC how the woman can fix an unexpected problem with her class scheduleD how first year student can get a permission to take an extra class1. C2. A3. D4. BC5. B6. A7. C8. ABD 9. D 10. C 11. A 12. C B14. C 15. AD 16. B 17. CSection 2why does the student go to see the professorA to explain why he may need to hand in an assignment lateB to get instructions on how to complete an assignmentC to discuss a type of music his class is studyingD to ask if he can choose the music to write about in a listening journal1. B2. D3. A4. AC5. A6. C7. A8. A 9. C 10. BD 11. C 12. C 13. B14. D 15. B 16. A 17. CTPO30Section 11 why does the student go to speak with the womanA to get permission to organize a club eventB to arrange for a work space for his clubC to inquire about photography classD to reserve a room for photography exhibit1. B2. B3. D4. A5. C6. D7. C8. B 9. A 10. D 11. C 12. B 13. CD14. A 15. A 16. D 17. CSection 2what are the speakers mainly discussingA the student's idea about his class assignmentsB the influence of one painter on anotherC the student's recent visit to museum in ConnecticutD the challenges associated with painting at night 1. A 2. B 3. D 4. AC 5. B 6. C 7. B 8. A 9. BD 10. D 11. C 12. D 13. C14. D 15. A 16. A 17. D。

托福TPO19

TPO19-1-1 原文：The Roman Army's Impact on BritainIn the wake of the Roman Empire's conquest of Britain in the first century A.D., a large number of troops stayed in the new province, and these troops had a considerable impact on Britain with their camps, fortifications, and participation in the local economy. Assessing the impact of the army on the civilian population starts from the realization that the soldiers were always unevenly distributed across the country. Areas rapidly incorporated into the empire were not long affected by the military. Where the army remained stationed, its presence was much more influential. The imposition of a military base involved the requisition of native lands for both the fort and the territory needed to feed and exercise the soldiers' animals. The imposition of military rule also robbed local leaders of opportunities to participate in local government, so social development was stunted and the seeds of disaffection sown. This then meant that the military had to remain to suppress rebellion and organize government.Economic exchange was clearly very important as the Roman army brought with it very substantial spending power. Locally1 a fort had two kinds of impact. Its large population needed food and other supplies. Some of these were certainly brought from long distances, but demands were inevitably placed on the local area. Although goods could be requisitioned, they were usually paid for, and this probably stimulated changes in the local economy. When not campaigning, soldiers needed to be occupied; otherwise they represented a potentially dangerous source of friction and disloyalty. Hence a writing tablet dated 25 April tells of 343 men at one fort engaged on tasks like shoemaking, building a bathhouse, operating kilns, digging clay, and working lead. Such activities had a major effect on the local area, in particular with the construction of infrastructure such as roads, which improved access to remote areas.Each soldier received his pay, but in regions without a developed economy there was initially little on which it could be spent. The pool of excess cash rapidly stimulated a thriving economy outside fort gates. Some of the demand for the services and goods was no doubt fulfilled by people drawn from far afield, but some local people certainly became entwined in this new economy. There was informal marriage with soldiers, who until AD 197 were not legally entitled to wed, and whole new communities grew up near the forts. These settlements acted like small towns, becoming centers for the artisan and trading populations.The army also provided a mean of personal advancement for auxiliary soldiers recruited from the native peoples, as a man obtained hereditary Roman citizenship on retirement after service in an auxiliary regiment. Such units recruited on an ad hoc (as needed) basis from the area in which they were stationed, and there was evidently large-scale recruitment within Britain. The total numbers were at least 12,500 men up to the reign of the emperor Hadrian (A.D. 117-138), with a peak around A.D. 80. Although a small proportion of the total population, this perhaps had a massive local impact when a large proportion of the young men were removed from an area. Newly raised regiments were normally transferred to another province from whence it was unlikely that individual recruits would ever return.1with respect to a particular place or situation.Most units raised in Britain went elsewhere on the European continent, although one is recorded in Morocco. The reverse process brought young men to Britain, where many continued to live after their 20 to 25 years of service, and this added to the cosmopolitan Roman character of the frontier population. By the later Roman period, frontier garrisons (groups of soldiers) were only rarely transferred, service in units became effectively hereditary, and forts were no longer populated or maintained at full strength.This process of settling in as a community over several generations, combined with local recruitment, presumably accounts for the apparent stability of the British northern frontier in the later Roman period. It also explains why some of the forts continued in occupation long after Rome ceased to have any formal authority in Britain, at the beginning of the fifth century A.D. The circumstances that had allowed natives to become Romanized also led the self-sustaining military community of the frontier area to become effectively British.---------------------------------------------------------------------------------------------------------------Paragraph 1: In the wake of the Roman Empire's conquest of Britain in the first century A.D., a large number of troops stayed in the new province, and these troops had a considerable impact on Britain with their camps, fortifications, and participation in the local economy. Assessing the impact of the army on the civilian population starts from the realization that the soldiers were always unevenly distributed across the country. Areas rapidly incorporated into the empire were not long affected by the military. Where the army remained stationed, its presence was much more influential. The imposition of a military base involved the requisition of native lands for both the fort and the territory needed to feed and exercise the soldiers' animals. The imposition of military rule also robbed local leaders of opportunities to participate in local government, so social development was stunted and the seeds of disaffection sown. This then meant that the military had to remain to suppress rebellion and organize government.1.Which of the sentences below best expresses the essential information in the highlighted sentence in the passage? Incorrect choices change the meaning in important ways or leave out essential information.Many Roman soldiers remained in Britain after conquering it, and their presence had a strong influence.The new Roman province of Britain seemed to awaken in the first century A.D. as the local economy improved.Camps, fortifications, and economic change contributed to the Roman conquest of Britain. With the conquest of Britain by Roman troops, the Roman Empire gained considerable economic strength.2.According to paragraph 1, the Roman army had the most influence on those areas of Britain that wereconquered firstnear population centersused as military basesrapidly incorporated into the empire3.According to paragraph 1, what effect did military occupation have on the local population? It encouraged more even distribution of the population and the settlement of previously undeveloped territory.It created discontent and made continuing military occupation necessary.It required local labor to construct forts and feed and exercise the soldiers’ animals.It provided local leaders with opportunities to participate in governance.4.The word “suppress” in the passage is closest in meaning torespond towarn againstavoid the impact ofstop by forceParagraph 2: Economic exchange was clearly very important as the Roman army brought with it very substantial spending power. Locally a fort had two kinds of impact. Its large population needed food and other supplies. Some of these were certainly brought from long distances, but demands were inevitably placed on the local area. Although goods could be requisitioned, they were usually paid for, and this probably stimulated changes in the local economy. When not campaigning, soldiers needed to be occupied; otherwise they represented a potentially dangerous source of friction and disloyalty. Hence a writing tablet dated 25 April tells of 343 men at one fort engaged on tasks like shoemaking, building a bathhouse, operating kilns, digging clay, and working lead. Such activities had a major effect on the local area, in particular with the construction of infrastructure such as roads, which improved access to remote areas.5. The word “friction” in the passage is closest in meaning torebellionconflictneglectcrime6.The author mentions “343 men at one fort engaged on tasks like shoemaking, building a bathhouse, operating kilns, digging clay, and working lead” in order todescribe the kinds of tasks soldiers were required to perform as punishment for disloyalty or misdeedsillustrate some of the duties assigned to soldiers to keep them busy and well-behaved when not involved in military campaignsprovide evidence that Roman soldiers had a negative effect on the local area by performing jobs that had been performed by native workersargue that the soldiers would have been better employed in the construction of infrastructure such as roadsParagraph 3: Each soldier received his pay, but in regions without a developed economy there was initially little on which it could be spent. The pool of excess cash rapidly stimulated a thriving economy outside fort gates. Some of the demand for the services and goods was no doubt fulfilled by people drawn from far afield, but some local people certainly became entwined in this new economy. There was informal marriage with soldiers, who until AD 197 were not legally entitled to wed, and whole new communities grew up near the forts. These settlements acted like small towns, becoming centers for the artisan and trading populations.7.The phrase “entitled to” in the passage is closest in meaning togiven the right toable to afford toencouraged torequired to8.According to paragraph 3, how did the soldiers meet their needs for goods and services? Their needs were met by the army, and all of their economic transactions took place within the fort.Most of their needs were met by traveling tradespeople who visit the forts.During their days off, soldiers traveled to distant towns to make purchases.They bought what they needed from the artisans and traders in nearby towns.Paragraph 4: The army also provided a means of personal advancement for auxiliary soldiers recruited from the native peoples, as a man obtained hereditary Roman citizenship on retirement after service in an auxiliary regiment. Such units recruited on an ad hoc (as needed) basis from the area in which they were stationed, and there was evidently large-scale recruitment within Britain. The total numbers were at least 12,500 men up to the reign of the emperor Hadrian (A.D. 117-138), with a peak around A.D. 80. Although a small proportion of the total population, this perhaps had a massive local impact when a large proportion of the young men were removed from an area. Newly raised regiments were normally transferred to another province from whence it was unlikely that individual recruits would ever return. Most units raised in Britain went elsewhere on the European continent, although one is recorded in Morocco. The reverse process brought young men to Britain, where many continued to live after their 20 to 25 years of service, and this added to the cosmopolitan Roman character of the frontier population. By the later Roman period, frontier garrisons (groups of soldiers) were only rarely transferred, service in units became effectively hereditary, and forts were no longer populated or maintained at full strength.9.According to paragraph 4, which of the following is true of Br itain’s auxiliary regiments of the Roman army?Membership in these regiments reached its highest point during the region of the emperor Hadrian.Most of the units recruited in Britain were sent to Morocco and other stations outsideEurope.Soldiers served in the regiments for many years and after retirement generally stayed where they had been stationed.Most of the regiments stationed on the frontier were new units transferred from a neighboring province.10.According to paragraph 4, all of the following changes could be seen in the frontier garrisons by the later Roman period EXCEPT:Membership in the units passed from father to son.Fewer soldiers were stationed at the forts.Soldiers usually were not transferred to different locations.Frontier units became more effective and proficient.Paragraph 5: This process of settling in as a community over several generations, combined with local recruitment, presumably accounts for the apparent stability of the British northern frontier in the later Roman period. It also explains why some of the forts continued in occupation long after Rome ceased to have any formal authority in Britain, at the beginning of the fifth century A.D. The circumstances that had allowed natives to become Romanized also led the self-sustaining military community of the frontier area to become effectively British.11.Why does the author mention that “some of the forts continued in occupation long after Rome ceased to have any formal authority i n Britain” ?To emphasize the degree to which the stability of the British northern frontier depended on firm military controlTo suggest that the Romans continued to occupy Britain even after they had formally given up the right to do soTo support the claim that forts continued to serve an import economic function even after they ceased to be of any military useTo describe one of the things that resulted from frontier garrisons’ becoming part of the local community over a long period12.The word “circumstances” in the passage is closest in meaning toexperiencescommunitiesconditionslawsParagraph 2: Economic exchange was clearly very important as the Roman army brought with it very substantial spending power. Locally a fort had two kinds of impact. Its large population needed food and other supplies. ■ Some of these were certainly brought from long distances, but demands were inevitably placed on the local area. ■ Although goods could be requisitioned, they were usually paid for, and this probably stimulated changes in the local economy. ■ When not campaigning, soldiers needed to be occupied; otherwise theyrepresented a potentially dangerous source of friction and disloyalty. ■ Hence a writing tablet dated 25 April tells of 343 men at one fort engaged on tasks like shoemaking, building a bathhouse, operating kilns, digging clay, and working lead. Such activities had a major effect on the local area, in particular with the construction of infrastructure such as roads, which improved access to remote areas.13.Look at the four squares [■] that indicate where the following sentence could be added to the passage.One solution was to keep them busy as sources of labor.Where would the sentence best fit?14.Directions: An introductory sentence for a brief summary of the passage is provided below. Complete the summary by selecting the THREE answer choices that express the most important ideas in the passage. Some sentence do not belong to the summary because they express ideas that are no presented in the passage or are minor ideas in the passage. This question is worth 2 points.The Roman army’s occupation of Britain influenced and changed the local population.●Although the presence..●Though the army...●Roman soldiers started...Answer ChoicesAlthough the presence of the army in certain areas caused resentment among the local population, it provided important services such as building infrastructure.By recruiting unemployed young men for its auxiliary units, the army made it possible for them to stay in their home towns and provide financial support for their families.Large quantities of cash from soldiers’ pay stimulated development, but also drove up prices, making it hard for local residents to afford goods and services.Though the army appropriated land and some goods, it also paid for many supplies, stimulating local economic growth.The forts contributed to the quality of local crafts by bringing in artisans from distant places who brought with them new skills and techniques.Roman soldiers started families with local inhabitants, and over the generations, the military community became a stable part of British society.--------------------------------------------------------------------------------------------------------------- 参考答案：13242214(2和4选项都不合适)3434th squareAlthough the presence...Though the army...Roman soldiers started...---------------------------------------------------------------------------------------------------------------- 答案解析：第一题，A，句子简化题。

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