【托福听力备考】TPO8听力文本——Lecture 3
英语专八听力原文及答案
英语专八听力原文及答案The popularity of EnglishGood morning, everyone. T oday's lecture is about the popularity of English.As we all know, English is widely used in the world. Althpugh English is not the language with the largest number of native or first language speakers, it has really become a lingua franca. Then what is a lingua franca The term refers to a language which is widely adopted for communication between two speakers whose native languages are different from each others and where one or both speakers are using it as a second language ( Q1). For example, when an Indian talks to a Singaporean using English, then English is the lingua franca.Then actually how many people speak English as either a first or a second language Some researches suggested that a few years ago that between 320 , 000 , 000 to 380 , 000 , 000 people spoke English as a first language. And anyway between 250 , 000 , 000 to 350 , 000 , 000 as a second language ( Q2 ) . And of course , if we include people who are learning English as a foreign language all over the world, that number may increase dramatically. Then we may ask a question, how did English get there That is how did English gain the present status of popularity There are in fact a number of interlocking reasons for the popularity of English as a lingua franca. Many of the reasons are historical , but they also include economic and cultural factors that influenced and sustained this spread of the language. Let's go through the reasons one by one. First, it's the historical reason ( Q3) . This is related to the colonial history. As we know, when' the Pilgrim Fathers landed on the Massachusetts coast in 1620after their journey from England, they brought with them not just a set of religious beliefs, a pioneering spirit or a desire for colonization, but also their language. Although many years later, the Americans broke away from their colonial master, the language of English remained and still does. It was the same in Australia too. When Commander Philippe planted the British flag in Sydney curve on the 26th of January 1788 , it was not just a bunch of British convicts and their guardians but also a language. In other parts of the former British Empire, English rapidly became a unifying or dominating means of control. For example, it became a lingua franca in India where a variety of indigenous languages made the use of any one of them as a whole country system problematic ( Q4). So the imposition of English as the one language of a ministration helps maintain the colonizers' control and power. Thus English traveled around many parts of the world in those days and long after that colonial empire has faded away. It is too widely used as a main or at least an institutional language in countries as far apart as Jamaica and Pakistan, \ Uganda and New Zealand. That is the first factor. Now the second major factor. in the spread of English has been the spread of commerce throughout the world. The spread of international commerce has taken English along with it ( Q5 ) . This is the 20111 century phenomenon of globalization. Therefore, one of the first sights many travelers see when arriving in countries as diverse as Brazil, China for example, it's the yellow, twin art sign of a Macdonald's fast food restaurant or some other famous brand's outlets. And without doubt, English is used as the language of communication in the international business community.And the third factor related to the popular use of English is the boom in international travel ( Q6). And you will find thatmuch travel and tourism is carried on around the world in English. Of course this is not always the case. As the multi-lingualism of many tourism workers in different countries demonstrate. But a visit to most airports on the globe will show signs not only in the language of that country but also in English. Just as many airline announcements are broadcast in English too. Whatever the language of the country the airport is situated in. So far, English is also the preferred language of air-traffic control in many countries and it is used widely in sea travel communication ( Q7 ).Another factor has something to do with the information exchange around the world. As we all know, a great deal of academic discourse around the world takes place in English. It is often a lingua franca of conferences, for example. And many journal articles in fields as diverse as astronomy, trial psychology and zoology have English as a kind of default language ( Q8).The last factor I cite here concerns popular culture. In the western world at least, English is a dominating language in popular culture. Pop music in English can be heard on many radios ( Q9). Thus many people who are not English speakers can sing words from their favorite English medium songs. And many people who are regular cinema-goers or TV viewers can frequently hear English in sub-titled films coming out of the USA.\Now, to sum up, in today's lecture, we have reviewed some of the reasons or factors that lie behind the popular use of English as the NO. 1 world language. Before we finish, I would like to leave a few questions for you to think about. Is the status of English as the NO. 1 world language assured in the future Will it split into varieties that become less mutually intelligible Or some other language or languages take the place of English asthe world language in future ( Q1 ). These questions are not easy to answer, I know, but they are definitely worth pondering over after the lecture. OK, let's bring us to the end of today's lecture. Thank you for your attention. SECTION B CONVERSATION W Hello! Freddy.NI: Hello! Marry. How nice to see you again! How is everything goingW Fine. Busy these daysM : Yeah. With lots of things to do. Would you like to join me for a drinkW: Ok! Thanks!M: Any news recentlyW Oh! Well , I read in the local paper the other day that the government is planning to build an airport here. You knew that M Afraid not.】My real objection to this idea of a new airport is... is that the whole thing is so wasteful. I mean, we know we are currently in a fuel crisis. We know that we've got to conserve oil and fuel and allthe rest of it and yet here the government seems quite deliberately to be encouraging people to travel, to use. And these jets use a heck of a lot of oil. I mean it takes a ton of oil, a ton of petrol before one of this big jets even takes off (Q1).M: Hmmm.W: It seems so completely short-sighted to me, quite apart from all the waste of land and so on. I can't see, I can't see the rational behind really wanting an... an airport at all.M: Well, surely you must admit the existing airport nearby are becoming swarmed. I mean, why should people...NV: Well, they are being swarmed.111: be treated like cattle when there's a chance of a new airport here.W: But, but really, people shouldn't be traveling as much. That's, that's why most of the journeys, I mean, they are swarmed, because there is far too much unnecessary tourism and so on. It isn't necessary for people to travel so fast, or still, even so often ( Q2).M: Well. You take the climate here in this country. Now, just before Christmas, there 'was this dreadful cold spell and there was a tremendous increase in the number of people who wanted to leave and spend Christmas and the New Year in a reasonable climate of sun and a certain mild climate. And in summer, the same situation occurs. It is unbearably hot here and people want go somewhere cool.W: Yes, I can sympathize with that. But it is still not really necessary to do or as it is necessary to conserve fuel and it is necessary to ... well not to waste land, I mean, land for new airport could be used for far more important things which would benefit the people here far more ( Q2). I mean, it could be used for farming, for instance.M: True./W: It could also be used for housing, or it could be used for parks, you know. People then, could come and enjoy themselves without having to travel far.Mi But, airports do bring some local advantages. They bring roads, there's obviously extra employment, for instance, new hotels, shops, restaurants will have to be built, this means, more jobs for the locals and it is good for local economy ( Q3).W: But, you ask the people, you ask those who are now living near the airports, for instance, whether they reckon that airports are bringing them advantages or the airport is bringing noise and vast motorways and the whole area is desolated, isn't it ( Q2) M: But, the airport infrastructure relies on housing and other facilities for the great number of people who would be employed in the airport, the pilot even, the stewardnesses. They have to live somewhere near the airport, rightW: Yeah, but it's, it's just so damaging to the whole area. I think, airports, from my point of view, the whole concept is outdated really. With modern technology, we're going to make a lot of travel unnecessary, really (Q4). For example, it won't be necessary for businessman to fly out toa foreign country to talk to somebody. They can just lift up telephone in the office, press the button and see the person they want to do business with. You see, business deals can be made without having to travel back and forth, rightM: Yes, you're right. But, for a lot of people, 'personal contact is important. And this means travel, and means quick travel, air 'travel and we just need a new airport (Q5).SECTION C NEWS BROADCASTNews Item 1 (for question 6)The New Moderates Party began forming the new Swedish government on Monday. In Sunday's Elections , the New Moderates Party defeated the Social Democrats. The Social Democratic Party has controlled Sweden for all but nine years since 1932 , building up the country's generous welfare state. But the New Moderates wants to change it. ( Q6 ) Sweden's welfare system is famed around the world, but the system encourages people to be lazy and unemployment is also high in Sweden. Onereason is the high tax on companies which makes it difficult to employ new people.News Item 2 (for questions 7 and 8)!Much of the world was watching on television when the command of the Apollo-11 mission Neal Armstrong took the first steps on the moon in July 1969. The pictures of that historic footstep and everything else about that and subsequent of Apollo moon landings were recorded on magnetic tape at three NASA ground tracking stations around the world. The tapes were then shipped to a NASA operation centre near Washington—the Goddard Space Flight Centre. ( Q7 ) In late 1969 , the space agency began transferring them and tens of thousands of tapes from other space missions to a nearby U. S. government archives warehouse: NASA says it asked for them back in the 1970s, but now does not know where they are. "I probably am overly sensitive to the word `lost' . I did not feel they are lost. " said Richard Nafzger, a Goddard Space Flight Centre engineer who was in charge of television processing from all of NASA's ground receiving sites. The Space Agency has authorized him to set aside his other duties for the foreseeable future and devote his time to the hunt for the tapes. Nafzger says- they are stored somewhere. ( Q8 )News Item 3 (for questions 9 and 10)More than 22 million people who live in the Unite State don't speak or understand English very well and that can be deadly. In a study published in the New England Journal of Medicine, Doctor Glan Flores highlights some cases where language barriers prevented patients from communicating with health-care providers with serious consequences. ( Q9 ) Doctor Floresrecords one incident in which English-speaking doctors `thought a Spanish-speaking man was suffering from a drug over-doze. "He was in the hospital basically for two days being worked up for drug abuse " , Flores says. " They finally did a head CT scan and realized he had had a major bleed into his brain. He ended up being paralyzed and he got a 71 million dollars settlement award from the hospital. " Doctor Flores , a professor at the Medical College of Wisconsin, saysthat despite examples like that, the majority of US health-care facilities still do not have trained interpreters on sight, but he acknowledges that increasing numbers of health care workers are bilingual and that more clinics and hospitals do make sure their staff and patients understand each other. ( Q10) 参考答案SECTION A MINI-LECTURE(1)native languages (2).350 (3).Historical (4).India (5)merce (6).Boom (7).sea travel communication (8).conferences (9).many radios (10).split…SECTION B&C。
托福TPO第八套听力原文
智课网TOEFL备考资料托福TPO第八套听力原文摘要:很多人最近咨询小编有没有托福TPO第八套听力原文内容,小编今天就告诉大家一个好消息,去小马官网免费下载托福TPO第八套听力原文,并且小马的老师还给考生准备了托福TPO(01-33)套的所有内容现在很多考生在备考的时候都会用到托福 tpo,有的考生在网上只能找到tpo听力的答案,但是对于原文一直都找不到,今天小编给大家整理了托福TPO第八套听力原文的相关内容,让考生惊喜的是除了托福TPO第八套听力原文以外,还有相应的题目供大家参考。
托福TPO 8 Conversation 1:Stu:Hi, I'd like to drop of my graduation form; I understand you need this in order to process my diploma.Pro:Ok, I will take that. Before you leave, let's me check our computer. Looks like you are OK for graduation, and actually, I am getting a warning fly on your academic record here.Stu:Really?Pro:Yeah. Let's see was what. Are you familiar with your graduation requirements?Stu:Yes, I think soPro:Then you know you need 48 credits in your major field to graduate and at least 24 credits in the intermediate level or higher. Also, after your second year, you have to meet with your department chair to outline a plan for the rest of your time here. In the past, we also issue letters before students' final year began to let them know what they needed to take in the final year to be OK, but we don't do that anymore.Stu:I definitely met with my chair person 2 years ago; he told me that I need 8 more courses at the intermediate level or higher in the last 2 years to be OK. So I am not sure what the problem is, I make sure I got these credits.Pro:Unfortunately, the computer is usually pretty reliable; I am not sure what was going on here.Stu:It could be that I have taken 2 basic courses but couple both of them with a few experiences.Pro:What do you mean?Stu:I could only take intro courses because there were no intermediate level courses available for those particular topics. My chair person told me that if I did the independent field researches in addition to the science work each course; they would count as the intermediate level courses. My classmates, some of my classmates, did this for an easy way to meet their intermediate course requirement, but I did it to get the kind of depth in those topics was going for. As I turned out I was really enjoy the field work, which I supplement just sitting and listening the lecturesPro:I am sure that's true, but the computer still showing the miss basic level courses despite the field work.Stu:I am not sure what to do then, I mean, should I cancel my graduation party?Pro:No, no reason to get worry like that, just contact your chair person immediately, ok, tell him to call me as soon as possible so that we can verify your field work arrangement and certify these credits right away. It's not only there isan actual deadline to date you anything. But if more than a few weeks go by, we might have a real problem that would difficult to fix in time for you to graduate. In fact, there probably would be nothing we could do.《点击查看更多内容》以上就是关于托福TPO第八套听力原文相关内容,有想了解更多内容的考生,可以关注小马过河托福频道。
托福听力lecture常见三大结构
托福听力lecture常见三大结构托福听力段落比较长,涉及到的话题也多种多样,不过,我们可以从托福听力段落的结构方面找到一些技巧,来更准确的把握托福听力的意思。
店铺为您整理“托福听力lecture常见三大结构”,希望对您有所帮助。
托福听力lecture常见三大结构托福听力段子一般分3段,第一段点题,也就是提出问题;第二段讨论,也就是展开问题的各分点。
第三段结轮,也就是经过讨论后下结论。
第一、三部分都比较好说,一头一尾嘛,容易把握。
而主要的主要针对的是文章的讨论部分,它会分几点来叙述将要说明的事情,而这几点又是由某些顺序来组织的:我们认为托福听力段落的结构通常有3类:1. 时间顺序。
在叙说一个事物史的发展的时候,通常是采取时间渐进的方式来叙述。
先怎么样,再怎么样,最后怎么样。
2. 空间顺序。
在介绍一个事物的时候,也会采用空间移动的顺序。
里面怎么样,外面怎么样,前面怎么样,后面怎么样,上面怎么样,下面怎么样。
3. 好坏顺序。
在介绍新产品的时候,往往会先说它的几个优点,然后再说它缺点。
在介绍某种现象的时候,也会先说它带来的好处,再说它的坏处。
注意:对于分类,也许还不太完善。
也许不太合理,也许还有其他的遗漏。
而且有的时候,文章通常会是两种顺序交叉或者交替进行。
其实不管怎么样分,听的过程中主要是听清分点和结构,提供的这些顺序,只是帮助大家记忆的。
我们在听文章的时候就得抓住如上重点,听完后得知道文章说了哪几点,是采取什么顺序来组织的。
当听出托福听力文章的结构来后,我们自然能把握好文章的主题,这样TOPIC题和尾巴题就不在话下了,而对于做细节题,也同样非常有帮助的。
因为大家知道,TOEFL是顺序出题的,了解了结构,对于第几题对应那个段,自然是非常清楚。
托福听力科学60秒(SSS)原文之丝绸之路对很多备战托福听力的伙伴来说,著名的科学60秒(sixty-second science,简写为SSS)一定不陌生。
SSS只有一分钟,但是语速快,信息量大。
TPO8听力文本解析
Conversation 1registrar注册主管A registrar is an administrative official in a college or university who is responsible for student records. 注册主任process处理hi, I'd like to drop off my graduation form, I understand you need this in order to process my diploma.我来提交我的毕业表格,我知道你们需要这个来办理/处理我的毕业证书。
warning flag 警告标志;警钟In the meantime, experts have raised a warning flag about a few specific chemicals. 与此同时,专家警告要注意几种特定的化学物质。
academic record学业成绩Who you are is as important as your academic record. 与你的学业成绩一样重要的是你的为人。
what's what事实真相;究竟是什么He will you what's what in time. 他到时候会把事实真相告诉你的。
Are you familiar with our graduation requirements? 你熟悉/清楚了解毕业要求吗?例句:I liked to meander through familiar streets. 我喜欢闲逛着穿过熟悉的街道。
(meander蜿蜒而行;漫步)major field专业领域intermediate level中级(课程;introductory courses, intermediate, advanced)department chair系主任outline a plan定出计划的大纲issue letters 发出信件issue发行,发布:(报刊杂志的)一期I needed 8 more courses at the intermediate level or higher in the last 2 years to be OK.我在最后两年里需要再修8门中等或中等以上的课程。
专8听力真题、答案及讲座原文精编版
SECTION A MINI-LECTUREModels for Arguments Three models for arguments●the first model for arguing is called (1) _________;—arguments are treated as war—there is much winning and losing—it is a (2) __________ model for arguing●the second model for arguing is arguments as proofs:—(3) warranted __________—valid inferences and conclusions—no (4) __________ in the adversarial sense●the third model for arguing is (5) _________:—the audience is (6) __________ in the arguments —arguments must (7) __________ the audience Traits of the argument as war●very dominant: it can shape (8) _________●strong arguments are needed●negative effects include:—(9) _________ are emphasized—winning is the only purpose—this type of arguments prevent (10) _________—the worst thing is (11) _________●implication from arguments as war: (12) _________—e.g., one providing reasons and the other raising (13) _________ —the other one is finally persuadedSuggestions on new ways to (14) _________ of arguments●think of new kinds of arguments●change roles in arguments●(15) _________SECTION B INTERVIEWNow, listen to the Part One of the interview. Questions 1 to 5 are based on Part One of the interview.1.What is the topic of the interview?A. Maggie’s university life.B. Her mom’s life at Harvard.C. Maggie’s view on studying with Mom.D. Maggie’s opinion on her mom’s major.2.Which of the following indicates that they have the same study schedule?A. They take exams in the same weeks.B. They have similar lecture notes.C. They apply for the same internship.D. They follow the same fashion.3.What do the mother and the daughter have in common as students?A. Having roommates.B. Practicing court trails.C. Studying together.D. Taking notes by hand.4.What is the biggest advantage of studying with Mom?A. Protection.B. Imagination.C. Excitement.D. Encouragement.5.What is the biggest disadvantage of studying with Mom?A. Thinking of ways to comfort Mom.B. Occasional interference from Mom.C. Ultimately calls when Maggie is busy.D. Frequent check on Maggie’s grades.Now, listen to the Part Two of the interview. Questions 6 to 10 are based on Part Two of the interview.6.Why is parent and kid studying together a common case?A. Because parents need to be ready for new jobs.B. Because parents love to return to college.C. Because kids require their parents to do so.D. Because kids find it hard to adapt to college life.7.What would Maggie’s mom like to be after college?A. Real estate agent.B. Financier.C. Lawyer.D. Teacher.8.How does Maggie’s mom feel about sitting in class after 30 years?A. Delighted.B. Excited.C. Bored.D. Frustrated.9.What is most challenging for Maggie’s mom?A. How to make a cake.B. How to make omelets.C. To accept what is taught.D. To plan a future career.10.How does Maggie describe the process of thinking out one’s career path?A. Unsuccessful.B. Gradual.C. Frustrating.D. Passionate.1.the dialectical modelmon and fixed3.premises4.opposition / arguing5.arguments as performances / the rhetorical model6.participatory / participating / the participant / taking part7.be tailored to / cater for8.how we argue / our actual conduct9.tactics / strategies10.negotiation and collaboration11.ther e’s no solution / progress12.learning with losing13.questions / counter-considerations / counter-arguments / objections /arguments in opposition14.achieve positive effects15.support oneself / yourselfC AD D BA C D C BGood morning, everyone. My name is David and I am good at arguing. So welcome to our introductory lecture on argumentation. Why do we want to argue? Why do we try to convince other people to believe things that they don’t want to believe? And is that even a nice thing to do? Is that a nice way to treat other human being, try and make them think something they don’t want to think? Well, my answer is going to make reference to three models for arguments.(1) The first model —let’s call this the dialectical model—is that we think of arguments as war. And you know what that’s like. There is a lot of screaming and shouting and winning and losing. (2) And that’s not really a very helpful model arguing, but it’s a pretty common and fixed one. I guess you must have seen that type of arguing many times —in the street, on the bus or in the subway.Let’s move on to the second model. The second model for arguing regards arguments as proofs. Think of a mathematician’s argument. Here’s my argument. Does it work? Is it any good? (3) Are the premises(前提)warranted? Are the inferences(推论)) valid? Does the conclusion follow the premises? (4) No opposition, no adversariality(对抗)—not necessarily any arguing in the adversarial sense.(5) And there’s a third model to keep in mind that I think is going to be very helpful, and that is arguments as performances, arguments as being in front of an audience. We can think of a politician trying to present a position, trying to convince the audience of something.But there’s another twist(转折)on this model that I really think is important; namely, that when we argue before an audience, (6)sometimes the audience has a more participatory role in the argument; that is, you present you arguments in front of an audience who are like juries(陪审团)that make a judgment and decide the case.(5) Let’s call this model the rhetorical model, (7) where you have to tailor(迎合)your argument to the audience at hand.Of those three, the argument as war is the dominant one. It dominates how we talk about arguments, it dominates how we think about arguments, and because of that, (8) it shapes how we argue, our actual right on target.We want to have our defenses up and our strategies all in order. We want killer arguments. That’s the kind of argument we want. It is the dominant way of thinking about arguments. When I’m talking about arguments, that’s probably what you thought of, the adversarial model.But the war metaphor, the war paradigm(范例)or model for thinking about arguments, has, I think, negative effects on how we argue. (9) First, it elevates tactics over substance. You can take a class in logic argumentation. You learn all about the strategies that people use to try and win arguments and that makes arguing adversarial; it’s polarizing(分化的). And the only foreseeable outcomes are triumph —glorious triumph —or disgraceful(可耻的)defeat. I think those are very destructive effects, and worst of all, (10) it seems to prevent things like negotiation and collaboration(合作). Um, I think the argument-as-war metaphor inhibits(阻止)those other kinds of resolutions to argumentation.(11) And finally —this is really the worst thing —arguments don’t seem toget us anywhere; they’re dead ends(死胡同). We don’t anywhere. Oh, and one more thing. (12) That is, if argument is war, then there’s also an implicit(绝对的)aspect of meaning —learning with losing.And let me explain what I mean. Suppose you and I have an argument. You believe a proposition(命题)and I don’t. And I say, “Well, why do you believe that?”And you give me your reasons. And I object and say, “Well, what about…?” And I have a question: “Well, what do you mean? How does it apply over here?” And you answer my question. Now, suppose at the end of the day, I’ve objected, I’ve questioned, (13)I’ve raised all sorts of questions from an opposite perspective and in every case you’ve responded to my satisfaction. And so at the end of the day, I say, “You know what? I guess you’re right.” Maybe finally I lost my argument. But isn’t it also a process of learning? So you see arguments may also have positive effects.(14) So, how can we find new ways to achieve those positive effects? We need to think of new kinds of arguments. Here I have some suggestion. If we want to think of new kinds of argument, what we need to do is think of new kinds of arguers —people who argue.So try this: Think of all the roles that people play in arguments. (1) (5) There’s the proponent and the opponent in an adversarial, dialectical argument(对话式论证). There’s the audience in rhetorical arguments.There’s the reasoner in arguments as proofs. All these different roles. Now, can you imagine an argument in which you are the arguer, but you’re also in the audience, watching yourself argue? Can you imagine yourself watching yourself argue? (15) That means you need to be supportedby yourself. Even when you lose the argument, still, at the end of the argument, you could say, “Wow, that was a good argument!” Can you do that? I think you can. In this way, you’ve been supported by yourself.Up till now, I have lost a lot of arguments. It really takes practice to become a good arguer, in the sense of being able to benefit from losing, but fortunately, I’ve had many, many colleagues who have been willing to step up and provide that practice for me.Ok. To sum up, in today’s lecture, I have introduced three models of arguments.(1) The first model is called the dialectical model. The second one is the model of arguments as proofs. (5) And the last one is called the rhetorical model, the model of arguments as performances. I have also emphasized that, though the adversarial type of arguments is quite common, we can still make arguments produce some positive effects. Next time I will continue our discussion on the process of arguing.。
托福听力TPO8模考原文文本 解析
智课网TOEFL备考资料托福听力TPO8模考原文文本+解析摘要: TPO是最好的托福听力备考材料,其难度和题型最接近真正的托福考试,TPO一共有34套,本文为大家提供的是托福听力TPO8模考原文文本+解析,在后续的时间里我们还会为大家提供全部的托福听力TPO,大家可以关注小马资料站免费下载。
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TPO8 Lecture 4 ChemistryPro: So, are there any questions?Stu: Yes, um, Professor Harrison, you were saying that the periodic table is predictive. What exactly does that mean? I meanI understand how it organizes the elements but where’s the prediction?Pro: Ok, let’s look at our periodic table again. Ok, it groups elements into categories that share certain properties, right?Stu: Uh-huh.~Pro:And it is arranged according to increasing atomic number, which is…Stu: The number of protons in each atom of an element....以上就是本次为大家带来的托福听力 TPO8模考原文文本+解析全部内容,在托福听力的备考经过中,考生可能会遇到各种各样的问题,希望本份TPO的资料能帮助大家的备考,点击下方按钮就即可下载哦。
新托福TPO8听力原文下载kj140313172543
TPO8Listen to a conversation between a student and a registrar.M: Hi, I'd like to drop off my graduation form. I understand you need this in order to process my diploma.W: OK. I'll take that. Um, before you leave, let me check our computer. Looks like you are OK for graduation and hmm, actually I am getting a warning flag on your academic record here.M: Really?W: Yeah. Let's see what's what. OK. Are you familiar with our graduation requirements?M: I think so.W: Well then you know you need 48 credits in your major field to graduate and at least 24 credits in the intermediate-level or higher. Also after your second year you have to meet with your department chair to outline a plan for the rest of your time here. In the past, we also issued letters before student’s final year began to let them know what they needed to take in their final year to be OK. But we don't do that anymore.M: I definitely met with my chairperson two years ago. He told that I needed 8 more courses at the intermediate-level or higher, and in the last two years to be OK. So I am not sure what the problem is. I made sure I got those credits.W: Unfortunately the computer is usually pretty reliable. So I am not sure what's going on here.M: It could be that I've taken two basic courses but coupled both of them with field experiences.W: What do you mean?M: Well, I could only take intro courses because there were no intermediate-level courses available for those particular topics. My chairperson told me that if I did independent field research in addition to the assigned work in each course, they would count as intermediate-level courses. My classmates, um, well, some of my classmates did this for an easy way to meet their intermediate courses requirement. But I did it to get the kind of depth in those topics I was going for. As it turned out I really enjoy the field work, was a nice supplement than just sitting and listening to the lectures.W: I am sure that's true. But the computer is still showing them as basic level courses despite the field work.M: I am not sure what to do then, I mean, should I cancel my graduation party?W: No, no reason to get worried like that. Just contact your chairperson immediately, OK? Tell him to call me as soon as possible so that we can verify your field work arrangement and certify those credits right away. It 's not like there's actual deadline today or anything, but if more then a few weeks go by, we might have a real problem that would be very difficult to fix in time for you to graduate. In fact, there probably would be nothing we could doM: I'll get on that.Why does the man go to see the registrar?A) To find out why he is not on the list of graduating students.B) To explain why he has not fulfilled his graduation requirements.C) To find out the exact requirements for graduation.D) To submit a document required for graduation.According to the registrar, what step is currently taken to ensure that students fulfill their graduation requirements?A) Academic records are regularly checked by the registrar’s office.B) Students meet with department chairperson to plan their course work.C) Students receive letters listing the courses that they still need to take.D) Warning letters are sent to students who have fallen behind in their course work. Why does the man mention his classmates?A) To explain how he obtained information about field research.B) To point out that many students like to do field research.C) To show that it is difficult to get intermediate-level credits.D) To emphasize his motivation to do field research in two of his courses.Why does the registrar tell the man to contact his chairperson immediately?A) A deadline has already passed.B) The man has a limited time to resolve his problem.C) The man first needs to find out if the chairperson will help him.D) Issuing a new grade may take longer than expected.What does the registrar imply when she says this:“Unfortunately the computer is usually pretty reliable. So I am not sure what's going on here.”A) She is uncertain about the reliability of the computer.B) She will approve the man’s form despite her doubts about it.C) She needs more information about the man’s credits.D) She needs to call someone to help her for computer errors.Listen to a lecture in an animal behavior class.Professor (female) OK, well, last time we talked about passive habitat selection. Like plants, for example, they don’t make active choices about where to grow. They’re dispersed by some other agent, like the wind. And if the seeds land in a suitable habitat, they do well and reproduce. With active habitat selection, an organism is able to physically select where to live and breed, and because an animal’s breeding habitat is so important, w e’d expect animal species to have developed preferences for particular types of habitat, places where their offspring have the best chance of survival.So let’s look at the effects these preferences can have by looking at some examples.But first let’s recap. What do we mean by habitat, Frank?Frank: Well, it’s basically the place or environment where an organism normally lives and grows.Professor: Right. And as w e’ve discussed, there’s some key elements that a habitat must contain: food, obviously, water, and it’s got to have the right climate, and spaces for physical protection. And we saw how important habitat selection is when we look at habitats where some of these factors are removed, perhaps through habitat destruction. Um, I’ve just read about a shore bird, the plover.The plover lives by the ocean and feeds on small shellfish, insects and plants. It blends in with the sand. So it’s well camouflaged from predator birds above. But it lays its eggs in shallow depression in the sand with very little protection around them. So if there are people or dogs on the beach, the eggs and fledglings in the nests are really vulnerable.Out in California where there has been a lot of human development by the ocean, the plovers are now threatened species, so conservationists tried to create a new habitat for them. They made artificial beaches and sand bars in areas inaccessible to people and dogs. And the plover population is up quite a bit in those places.Ok, that’s an instance where a habitat is made less suitable. But now what about cases where an animal exhibits a clear choice between two suitable habitats, in cases like that, does the preference matter?Well, let’s look at the blue warbler. The blue warbler is a songbird that lives in North America. They clearly prefer hardwood forest with dense shrubs, um, bushes underneath the trees. They actually nest in the shrubs, not the trees. So they’re pretty close to the ground. But these warblers also nest in forests that have low shrub density. It’s usually younger warblers that nest in these areas because the preferred spots where there are a lot of shrubs are taken by the older, more dominate birds.And the choice of habitats seems to affect reproductive success, because the older, more experienced birds who nest in the high density shrub areas have significantly more offspring than those in low density areas, which suggests that the choice of where to nest does have an impact on the number of chicks they have. But a preferred environment doesn’t always seem to correlate with greater reproductive success. For example, in Europe, studies have been done on blackcap warblers.W e’ll just call them blackcaps. The blackcap can be found in two different environments. Uh, their preferred habitat is forests near the edges of streams. However, blackcaps also live in pine woods away from water. Studies have been done on the reproductive success rates for the birds in both areas. And the result showed, surprisingly, that the reproductive success was essentially the same in both areas: the preferred and the second-choice habitat. Well, Why?It turned out that there were actually four times as many bird pairs or couples living in the stream-edge habitat compared to the area away from the stream. So the stream-edge area had a much denser population, which meant more members of the same species competing for resources, wanting to feed on the same things or build their nest in the same places, which lower the suitability of the prime habitat even though it’s their preferred habit.So the results of the study suggest that when the number of the competitors in the prime habitat reaches a certain point, the second rank habitat becomes just as successful as the prime habitat, just because there are fewer members of the same species living there. So it looks like competition for resources is another important factor in determining if a particular habitat is suitable.What is the main purpose of the lecture?A) To compare active habitat selection with passive habitat selection.B) To show that most habitat preferences in animals are learned.C) To compare the habitat requirements of several bird species. D)To examine the consequences of habitat selection by animals.What element of the plover’s habitat in California was threatened?A) The availability of food.B) The availability ofwater.C) The safety of nests from human activity.D) The protection of nests from predatory birds.What does the professor illustrate with the example of the blue warbler?A) The relationship between human activity and habitat loss.B) The relationship between habitat and reproductive success.C) The advantages of habitats with low vegetation density.D) The reproductive advantage that young warblers have over older warblers.Why does the professor mention the population density of blackcaps in two different habitats?A) To explain the similar reproductive rates in the two habitats.B) To explain the relation between a specie s’population density and itsnesting behavior.C) To illustrate the advantages of a preferred habitat over a secondary habitat.D) To illustrate the possible impact of making a poor habitat selection.According to the professor, why did some blackcaps choose a secondary habitat?A) They were following a moving food supply.B) Their preferred habitat was taken over by another bird species.C) Their nesting sites were disturbed by human activity.D) Their preferred habitat became too competitive.What can be inferred about the professor when she says this?“Ok, that’s habitat destruction, but now, what about cases where animals exhibit a clear choice, one suitable habitat over another. In cases like that, does the preference matter?”A) She realizes that she just contradicted a statement she made earlier.B) She is about to discuss another aspect of the topic.C) She thinks the answer to her question is obvious.D) She wants students to recall a case that she has already discussed.Listen to part of a lecture in an Art History class.Professor (male): We've been talking about the art world of the late 19th century in Paris. And today I'd like to look at the women who went to Paris at that time to become artists. Now from your reading what do you know about Paris, about the art world of Paris during the late 19th century?Student (man): People came there from all over the world to study.Student (woman): It had a lot of art schools and artists who taught painting. There were, our book mentions classes for women artists. And it was a good place to go to study art.P: If you wanted to become an artist, Paris was not a good place to go, Paris was the place to go and women could find skilled instructors there. Before the late 19th century, if they, women, who wanted to become artists had to take private lessons or learn from family members. They had more limited options than men did. But around 1870, some artists in Paris began to offer classes for female students.These classes were for women only. And by the end of the 19th century it became much more common for women and men to study together in the same classes. So, so within a few decades things had changed significantly. Ok, let's back up again and talk about the time period from the 1860s to the 1880s, and talk more about what happened in women's art classes.In 1868, a private art academy opened in Paris and for decades it was probably the most famous private art school in the world. Its founder, Rudolph Julian, was a canny businessman and quickly established his school as a premiere destination for women artists. What he did was after an initial trial period of mixed classes, he changed the school policy. He completely separated the men and women students.S (woman): Any reason why he did that?P: Well, like I said, Julian was a brilliant businessman with progressive ideas. He saw that another small private art school, where all the students were women, was very popular at that time. And that's probably why he adopted the women-only classes. These classes were typically offered by, by established artists and were held in thestudio, the place where they painted. This was a big deal because finally women could study art in a formal setting. And there was another benefit to the group setting of these classes: the classes included weekly criticism and the teacher would rank the art of all the students in the class, from best to worst. How would you like it if I did that in this class?S (man): No way!S (woman): But our textbook said that the competitive, the competition was good for women. It helped them see where they needed to improve.P: Isn't that interesting? One woman artist, her name was Marie Bashkirtseff. Bashkirtseff once wrote how she felt about her classmates' work. She thought her classmates' art was much better than her own and it gave her an incentive to do better. Overall the competition in the women's art classes gave women more confidence, confidence that they could also compete in the art world after their schooling. And even though Bashkirtseff couldn't study in the same classes as men, she was having an impact as an artist. Just look at the salon, what do you know about the salon?S (woman): It was a big exhibition, ah, a big art show that they had in Paris every year. The art had to be accepted by judges.S (man): It was a big deal. You could make a name for yourself.P: You could have a painting or a sculpture in a salon and go back to your home country saying you'd been a success in Paris. It was sort of a seal of approval. It was a great encouragement for an artist's career. And by the last two decades of the 19th century one fifth of the paintings in the salon were by women, much higher than in the past.In fact Marie Bashkirtseff herself had a painting in a salon in 1881. Interestingly this masterpiece called “in the studio” is a painting of the interior of Julian's art school. It's not in your textbook. I'll show you the painting next week. The painting depicts an active crowded studio with women drawing and painting a live model. It was actually Bashkirtseff actually followed Julian's savvy suggestion and painted her fellow students in a class at the school with the artist herself at the far right, a great advertisement for the school when the painting eventually hung at the salon, for a woman studio had never been painted before.What is the lecture mainly about?A) Why the Salon exhibitions became popular among women artists in Paris.B) Why French society did not approve of art schools for women.C) How opportunities for women artists in Paris improved.D) How women artists in Paris cooperated with one another.What point does the professor make about Julian when he mentions that Julian’s art school offered some classes only for women?A) Julian’s school was the first art school in Paris to offer women-only classes.B) Julian wanted to encourage the distinctive style of women in Paris.C) Julian viewed himself as a social reformer.D) Julian possessed outstanding business skills.What does the professor emphasize as one benefit of competition in women’s classes?A) Women gained more confidence in their artistic abilities.B) Women became instructors in private art studios.C) Women were able to sell their paintings for large amount of money.D) Women created new styles of painting.According to the professor, what were two ways that the situation of women artists had changed by the end of the nineteenth century in Paris? [Choose two answers]A) Women and men took art classes together.B) Women artists played a greater role in the Salon exhibitions.C) More schools were established by women artists.D) Fewer women artists were traveling to Paris.What does the professor imply about Bashkirtseff ’s painting in the studio?A) It was one of many paintings that depicted a women’s studio.B) It did not bring Bashkirtseff recognition for her artistic ability.C) It was criticized for an unrealistic depiction of women artists.D) It was beneficial for both Bashkirtseff and the school where she studied.What does the professor mean when he says this:“If you wanted to become an artist, Paris was not a good place to go, Paris was the place to g o”A) Paris was a popular place to visit but not the best place to study art.B) Paris was the most important place for an artist to study and work. C)Living in Paris was difficult for women artists from other countries. D)Studying in Paris was beneficial for some artists, but not for others.Listen to a conversation between a student and a business professorW: So, Richard, what's up?M: Well, I know we have a test coming up on chapters, um..W: Chapter three and four from your test book.M: Right. Three and four. Well, I didn't get something you said in class Monday.W: All right. Do you remember what it was about?M: Yeah, You were talking about a gym, a health club where people can go to exercise, that kind of thing.W: OK, but the health club model is actually from chapter five. So......M: Chapter five....oh, so it's not...OK, but I guess I still want to try to understand...W: Oh, of course. Well, I was talking about an issue in strategic marketing, um, the health club model, um, I mean, with a health club, you might think they would have trouble attracting customers, right?M: Well, I know when I pass by a health club and I see all these people working out, they are exercising. I just assume walk on by.W: Yeah, there's that. Plus, lots of people have exercise equipment at home or they can play sports with their friends, right?M: Sure.W: But nowadays, in spite of all that, and expensive membership fees, health club are hugely popular. So, how come?M: I guess that's what I didn't understand.W: OK. Basically, they have to offer things that most people can't find anywhere else, you know, quality, that means better exercise equipment, high-end stuff, um, and classes, exercise classes, maybe aerobics.M: I am not sure if I, OK.I get it. Yeah, and you know another thing is I think people probably feel good about themselves when they are at the gym. And they can meet new people, socialize.W: Right. So health clubs offer high quality facilities and also they sell a image about people having more fun, relating better to others and improving their own lives, if they become members.M: Sure. That makes sense.M: Well, then, can you think of another business or organization that could benefit from doing this?M: Ah...W: Think about an important building on campus here, something everyone uses, a major source of information?M: You mean like the administrative building?W: Well, that's not what I had in mind.M: Oh, you mean the library!W: Exactly! Libraries! Imagine public libraries. They are the information resources for the whole community, right?M: Well, they can be. But now with the Internet, and big book stores, you can probably get what you need without going to a library.W: That's true. So if you were the director of a public library, what would you do about that?M: To get more people to stop in? Well, like you said, better equipment, maybe a super fast Internet connection, and not just a good variety of books but also like nice comfortable areas where people can read and do research, things to make them want to come to a library and stay.W: Great!M: Oh, and maybe have authors come and do some readings or I don't know, special presentations, something people couldn't get at home.W: Now you are gettingit.M: Thanks. Professor Wilcons. I think sotoo.What is the conversation mainly about?A) Preparing for a test.B) A strategy for attractingcustomers.C) Business opportunities in the field ofhealth. D) Differences between two businessmodels.What does the professor imply about the upcomingtest?A) It will not contain questions about the health clubmodel.B) It will ask about ways to improve the customer’sself-image.C) It will require students to discuss marketing strategies forlibraries.D) It will not require students to give examples of successful businesses.Based on the conversation, indicate whether each of the following is offered by health clubs.click in the correct box for each phraseWhat does the professor imply about public libraries?A) They tend to be more popular than health clubs.B) They cannot offer as many services as health clubs.C) They should not spend money on high-quality equipment.D) They need to give greater emphasis to strategic marketing.Why does the student say this:“Well, I know when I pass by a health club and I see all these people working out, they are exercising. I just assume walk on by.”A) To introduce a personal story about exercising.B) To point out a flaw in the health club model.C) To give an example that supports the professor’s point.D) To explain why he disagrees with the professor.Listen to part of a lecture in a History class.Professor (female): So we've been talking about the printing press, how it changed people's lives, uh, making books more accessible to everyone. More books meant more reading, right? But as you know, not everyone has perfect vision. This increasing literacy, uh, in reading led to an increase in demand for eyeglasses. And here's something you probably haven't thought of. This increased demand impacted its societal attitudes towards eyeglasses.But first let me back up a bit and talk about vision correction before the printing press. And what did people with poor vision do? I mean, especially those few people who were actually literate. What did they do before glasses were invented? Well, they had different ways of dealing with not seeing well. If you think about it, poor vision wasn't their only problem. I mean, uh, think about the conditions they lived in, houses were dark, sometimes there weren't any windows, candles were the only sources of light.So in some places, like ancient Greece, for example, the wealthiest people with poor vision could have someone else read to them, easy solution if you could afford it. Another solution was something called a reading stone. Around 1000 CE European monks would take a piece of clear rock, often quartz, and place it on top of the reading material. The clear rock magnified the letters, making them appear larger. It looks like what happens when a drop of water falls on something. Whatever is below the drop of water appears larger, right? Well, the reading stone works in a similar way.But rocks like quartz, quartz of optical quality weren't cheap. Late in the 13th century glass makers in Italy came up with a less expensive alternative. They made reading stones out of clear glass and these clear glass reading stones evolved into the eyeglasses we know today. So we're pretty sure that glasses were invented in about the late 1200s, well over 100 years before the printing press. But it's not clear who exactly invented them first or exactly what year. But record showed that they were invented in both Europe and China at about the same time.By the way, we call this independent discovery. Independent discovery means when something is invented in different parts of the world at the same time. And it's not as unusual as it sounds. You can look at the time line charts in the back of your textbook to see when things were invented in different cultures at about the same time to see what I'm talking about.So now let's tie this to what I said before about societal attitudes towards glasses. Initially in parts of Europe and in China, glasses were a symbol of wisdom and intelligence. This is evident in the art work from the period. European paintings often portrayed doctors or judges wearing glasses. In China, glasses were very expensive.So in addition to intelligence, they also symbolize affluence, uh, wealth. In 14th century Chinese portraits the bigger the glasses, the smarter and wealthier the subject was. So glasses were a status symbol in some parts of the world.Now let's get back to the invention of the printing press in 1440. What happened? Suddenly books became readily available and more people wanted to read. So the need, well actually not only the need, but the demand for more affordable glasses rose drastically. Eventually inexpensive glasses were produced and then glasses were available to everyone. People could purchase them easily from a traveling peddler. What is the lecture mainly about?A) Political events that led to the invention of eyeglasses.B) A comparison of attitudes toward vision correction in Europe and China.C) The relationship between the printing press and literacy.D) An overview of vision correction over time.According to the professor, what was an advantage of using clear glass instead of quartz to make reading stones?A) Clear glass was easier to find than quartz.B) Clear glass was easier to cut to the appropriatesize.C) Clear glass magnified the letters more than quartz did.D) Clear glass was less expensive than quartz.What does the professor imply about the invention of eyeglasses?A) Its historical records are more detailed than those of other inventions.B) It had little impact on social attitudes toward vision correction.C) Its occurrence in different places at approximately the same time is not unusual.D) It contributed to a substantial increase in the number of literate people.Which sentence best describes eyeglasses before the invention of the printing press?A) They were available to everyone.B) They were a symbol of wealth andwisdom. C) They could not correct visionaccurately.D) They could be bought only from traveling peddlers.Put the events in order that they happened.Answer choicesInexpensive eyeglasses became available. 1.The first eyeglasses were made. 2.The number of people interested in reading increased. 3.The printing press was invented. 4.What does the professor imply when she says this:“ea sy solution if you could affor d it.”A) She is impressed by the student.B) The solution she describes is obvious.C) The solution was not a common practice.D) The solution was not particularly expension.Listen to part of a lecture in a Chemistry class. The professor has been discussing the periodic table of elements.Professor (male): So are there any questions?Student (woman): Yes, um, Professor Harrison. You were saying that the periodic table is predictive. What exactly does it mean? I mean, I understand how it organizes the elements. But where's the prediction?P: Ok, let's look at our periodic table again. Ok. It groups elements into categories that share certain properties, right?S: Ah huh.P: And it's arranged according to increasing atomic number which is?S: The number of protons in each atom of an element.P: Right. Well, early versions of the periodic table had gaps, missing elements. Every time you had one more proton, you had another element. And then, oops, there'd be an atomic number for which there was no known element. And the prediction was that the element with that atomic number existed somewhere. But it just hadn't been found yet. And its location in the table would tell you what properties it should have. It was really pretty exciting for scientist at that time to find these missing elements and confirm their predicted properties.Um, actually that reminds me of a...of a very good example of all this, element 43. See on the table the symbols for element 42 and 44. Well, in early versions of the table there was no symbol for element with 43 protons because no element with 43 protons had been discovered yet. So the periodic table had a gap between element 42 and 44. And then in 1925 a team of chemists led by a scientist named Ida Tacke claimed that they had found element 43. They had been using a relatively new technology called X-rays spectroscopy and, uh, they were using this to examine an ore sample. And they claimed they'd found an element with 43 protons and they。
【托福听力备考】TPO10 听力文本——Lecture 3
【托福听力备考】TPO10 听力文本——Lecture 3众所周知,托福TPO材料是备考托福听力最好的材料。
相信众多备考托福的同学也一直在练习这套材料,那么在以下内容中我们就为大家带来托福TPO听力练习的文本,希望能为大家的备考带来帮助。
TPO10 Lecture 3 EcologyNarrator:Listen to part of a lecture in an Ecology Class.Professor: So we’ve been talking about nutrients, the elements in theenvironment that are essential for living organisms to develop, live a healthylife and reproduce. Some nutrients are quite scarce; there just isn’t much ofthem in the environment. But fortunately they get recycled. When nutrients areused over and over in the environment, we call that a nutrient cycle. Because ofthe importance of nutrients and their scarcity, nutrient recycling is one of themost significant eco-system processes that we’ll cover in this course. The threemost important nutrient recycles are the nitrogen cycle, the carbon cycle andthe one we are going to talk about today, the Phosphorus cycle.So the Phosphorus cycle has been studied a lot by ecologists because like Isaid, Phosphorus is an important nutrient and it’s not so abundant. The largestquantities are found in rocks and at the bottom of the ocean.How does Phosphorus get there? Well, let’s start with the Phosphorus inrocks. The rocks get broken down into smaller and smaller particles as they areweathered. They are weathered slowly by rain and wind over long periods of time.Phosphorus is slowly released as the rocks are broken down and it gets spreadaround into the soil. Once it’s in the soil, plants absorb it through theirroots.Student:So that’s the reason people mine rocks that contain a lot ofPhosphorus to help with agriculture?Professor:Uh-huh, they mined the rock, artificially break it down and put the Phosphorus into agricultural fertilizers. So humans can play a role in the first part of the Phosphorus cycle -- the breaking down of rocks and the spreading of Phosphorus into the soil by speeding up the rate at which this natural process occurs. You see.Now after the Phosphorus is in the soil, plants grow. They use Phosphorus from the soil to grow. And when they die, they decompose. And the Phosphorus is recycled back into the soil; same thing with the animals that eat those plants, or eat other animals that have eaten those plants. We call all of this – the land phase of the Phosphorus cycle. But a lot of the Phosphorus in soil getswashed away into rivers by rain and melting snow. And so begins another phase ofthe cycle. Can anyone guess what it is called? Nancy?Nancy:Well, if the one is called the land phase, then this has to be called the water phase, right?Professor:Yes, that’s such a difficult point isn’t it? In a normal water phase, rivers eventually empty into oceans, and once in the oceans, thePhosphorus gets absorbed by water plants like algae. Then fish eats the algae oreat other fish that have eaten those plants.But the water phase is sometime affected by excessive fertilizers. If not all of Phosphorus gets used by the crops and large amounts of Phosphorus gets into the rivers. This could cause rapid growth of water plants in the river, which can lead to the water ways getting clogged with organisms, which can change the flow of the water. Several current studies are looking at these effects and I really do hope we can find a way to deal with this issue before these ecosystems are adversely affected. Ok?Of course, another way that humans can interrupt the normal process is fishing. The fishing industry helps bring Phosphorus back to land. In the normal water phase the remaining Phosphorus makes its way, settles to the bottom of the ocean and gets mixed into ocean sediments. But remember, this is a cycle. The Phosphorus at the bottom of the ocean has to somehow make its way back to the surface, to complete the cycle, to begin the cycle all over again.After millions of years, powerful geological forces, like underwater volcanoes lift up the ocean sediments to form new land. When an underwater volcano pushes submerged rock to the surface, a new island is created. Then over many more years the Phosphorus-rich rocks of the new land begin to erode and the cycle continues.Guy: What about, well, you said that the nitrogen cycle is also an important nutrient cycle. And there is a lot of nitrogen in the atmosphere, so I waswondering, is there a lot of Phosphorus in the atmosphere too?Professor:Good question, George. You’re right to guess that Phosphorus can end up in Earth’s atmosphere. It can move from the land or from the oceans to the atmosphere, and vice versa. However, there’s just not a substantial amount of it there, like there is with nitrogen, it’s a very minimal quantity.。
小马托福TPO8听力笔记
Conversation1Stu:(1)Hi,I’d like to drop of my graduation form;I understand you need this in order to process my diploma.Pro:Ok,I will take that.Before you leave,let's me check our computer.Looks like you are OK for graduation,and actually,I am getting a warning fly on your academic record here.Stu:Really?Pro:Yeah.Let's see was what.Are you familiar with your graduation requirements?Stu:Yes,I think soPro:Then you know you need48credits in your major field to graduate and at least24credits in the intermediate level or higher.(2)Also,after your second year,you have to meet with your department chair to outline a plan for the rest of your time here.In the past,we also issue letters before students’final year began to let them know what they needed to take in the final year to be OK,but we don't do that anymore.Stu:I definitely met with my chair person2years ago;he told me that I need8more courses at the intermediate level or higher in the last2years to be OK.So I am not sure what the problem is, make sure I got these credits.Pro:(5)Unfortunately,the computer is usually pretty reliable;I am not sure what was going on here.Stu:It could be that I have taken2basic courses but couple both of them with a few experiences. Pro:What do you mean?Stu:I could only take intro courses because there were no intermediate level courses available for those particular topics.My chair person told me that if I did the independent field researches in addition to the science work each course;they would count as the intermediate level courses.(3)My classmates,some of my classmates,did this for an easy way to meet their intermediate course requirement,but I did it to get the kind of depth in those topics was going for.As I turned out I was really enjoy the field work,which I supplement just sitting and listening the lectures Pro:I am sure that’s true,but the computer still showing the miss basic level courses despite the field work.Stu:I am not sure what to do then,I mean,should I cancel my graduation party?Pro:No,no reason to get worry like that,just contact your chair person immediately,ok,tell him to call me as soon as possible so that we can verify your field work arrangement and certify these credits right away.(4)It’s not only there is an actual deadline to date you anything.But if more than a few weeks go by,we might have a real problem that would difficult to fix in time for you to graduate.In fact,there probably would be nothing we could do.Stu:I will get on that.1.Why does the man go to see the registrar?A.To find out why he is not on the list of graduatingstudentsB.To explain why he has not fulfilled his graduationrequirementsC.To find out the exact requirements for graduationD.To submit a document required for graduation2.According to the registrar,what step is currently takento ensure that students fulfill their graduation requirements?A.A cademic records are regularly checked by the registrar’s officeB.Students meet with a department chairperson toplan their course workC.Students receive letters listing the courses that theystill need to takeD.Warning letters are sent to students who havefallen behind in their course work3.Why does the man mention his classmates?A.To explain how he obtained information about field researchB.To point out that many students like to do fieldresearchC.To show that it is difficult to get intermediate-level creditsD.To emphasize his motivation to do filed research intwo of his courses4.Why does the registrar tell the man to contact his chairperson immediately?A.A deadline has already passedB.The man has a limited time to resolve his problemC.The man first needs to find out if the chairpersonwill help himD.Issuing a new grade may take longer than expected5.Listening again to part of the conversation.Then answer the question.Why does the registrar imply when she says this:A.She is uncertain about the reliability of thecomputerB.She will approve the man’s form despite her doubts about itC.She needs more information about the man’screditsD.She needs to call someone to help her fix computererrors她说电脑不会出错,但她不确定。
2023年从例题分析托福听力内容连接排序题整理
2023年从例题分析托福听力内容连接排序题整理托福听力内容连接排序题是托福听力的一道题型,虽然所占比率不大,但是考生也不能忽视。
本篇(文章)从例题分析托福听力内容连接排序题,关心考生答疑解惑。
从例题分析托福听力内容连接排序题内容连接排序题特点托福听力内容连接排序题最大的特点是比较难,需要把握文章的大部分内容或者是某整个段落的内容。
在这类题型中,最简洁的一种是含有明显挨次标志词的,最难的是没有任何标志词需要通过动词或者词汇的含义进行分析和推断。
真题案例分析例1:TPO8 lecture 3Put the events in the order that they happenedClick on a sentence. Then drag it to the space where it belongsAnswer ChoiceOrderInexpensive eyeglasses becameavailable-41The first eyeglasses were made-12The number of people interested in reading increased-33The printing press was invented-24在对于本道题的解答过程中,需要从整体上把握文章结构和详细细节。
因此这道题目是比较难的,要求考生在听的过程中要依据信号词记录关键的信息。
然后依据这些关键信息进行答题。
考生可以首先看选项,通过选项的内容定位听力原文,从So we’re pretty sure that glasses were invented about the late 1200’s, well, over a hundred years before the printing press.Now let’s get back to the invention of the painting press in 1440. Suddenly, books became readily available and more people wanted to read. So the need, oh well, actually not only the need but the demand for more affordable glasses rose drastically. Eventually, inexpensive glasses were produced, and then glasses were available to everyone.通过原文中的glasses were invented about the late 1200’s和over a hundred years before the printing press因此可以推断The first eyeglasses were made发生在The printing press was invented之前。
高一托福口语公开课教学设计与反思——TPO8-TASK3“Revealing Coloration”
2021年48期总第592期ENGLISH ON CAMPUS【摘要】托福口语综合题涵盖阅读、听力(主题类似于听国外学习生活的对话或国外教授讲课),考察的是学生是否能准确接收、记录并综合转述信息,是最能考量学生“国外上课能力”的标准之一,同时也对学生英语综合实力提出了更大的挑战和要求。
那么,如何让高一才接触托福不久的同学们在保持高涨的学习兴趣的同时尽快提升自己的英语实力,就是托福口语老师在日常教学中一直思考、探索的重大命题。
本节课,教师以托福官方真题第八套即TPO8的TASK3为主题,生动地借用动物界的神兽来引入生物类话题,调动学生对托福口语的兴趣,夯实其相关基本词汇和概念,并利用托福官方标准来培养他们良好的读、听、记、说技能。
【关键词】托福TPO8-TASK3;生物类话题;兴趣调动;读、听、记、说技能【作者简介】颜莉,女,北京新东方扬州外国语学校,中学一级教师,研究生。
一、教学内容分析1. 第一步-阅读部分:45秒限时,阅读部分不再出现,学生需在阅读的同时记笔记,以在第三步的speaking部分利用这部分的关键词笔记总结revealing coloration的定义。
2. 第二步-听力部分:与阅读主题相关的1' 22'' 的听力音频播放(类似于国外大学教授讲课的音频片段),学生需记录听到的关键信息,并在第三步的speaking中,总结读听内容。
3. 第三步-speaking部分:Question:Using the example of the peanut bug and the morpho butterfly, explain the concept of revealing coloration. 在这一步,学生会听到题目音频,并看到题目,准备30秒,在一分钟之内回答。
这道题目,考察了学生读、听、记、说的综合语言能力。
按托福官方评分标准,评价主要包含三个方面:口语表达(流畅、清晰、准确)、语言组织(词汇、句型、语法),内容发展(完整,准确,流畅),这对高一学生有比较大的挑战性。
TPO1-3听力题目
TPO1-3听力题目托福TPO 1-3 Listening QuestionsTPO1 Lecture 1 5TPO1 Lecture 2 6TPO1 Conversation 2 8TPO1 Lecture 3 8TPO1 Lecture 4 9TPO2 Conversation 1 11TPO2 Lecture 1 11TPO2 Lecture 2 12TPO2 Conversation 2 13TPO2 Lecture 3 14TPO2 Lecture 4 15TPO3 Conversation 1 16TPO3 Lecture 1 17TPO3 Lecture 2 18TPO3 Conversation 2 19TPO3 Lecture 3 20TPO3 Lecture 4 21TPO4 Conversation 1 22TPO4 Lecture 1 23TPO4 Lecture 2 24TPO4 Conversation 2 25TPO4 Lecture 3 26TPO4 Lecture 4 27TPO5 Conversation 1 29TPO5 Lecture 1 29TPO5 Lecture 2 30TPO5 Conversation 2 32TPO5 Lecture 3 32TPO5 Lecture 4 33TPO6 Conversation 1 35TPO6 Lecture 1 36TPO6 Lecture 2 37TPO6 Conversation 2 38TPO6 Lecture 3 38TPO7 Conversation 1 41 TPO7 Lecture 1 41 TPO7 Lecture 2 42 TPO7 Conversation 2 43 TPO7 Lecture 3 44 TPO7 Lecture 4 45 TPO8 Conversation 1 46 TPO8 Lecture 1 47 TPO8 Lecture 2 49 TPO8 Conversation 2 50 TPO8 Lecture 3 51 TPO8 Lecture 4 52 TPO9 Conversation1 54 TPO9 Lecture 1 55 TPO9 Lecture 2 56 TPO9 Conversation 2 57 TPO9 Lecture 3 58 TPO9 Lecture 4 59 TPO10 Conversation 1 61 TPO10 Lecture 1 63 TPO10 Lecture 2 64 TPO10 Conversation 2 65 TPO10 Lecture 3 66 TPO10 Lecture 4 67 TPO11 Conversation 1 69 TPO11 Lecture 1 70 TPO11 Lecture 2 71 TPO11 Conversation 2 72 TPO11 Lecture 3 73 TPO11 Lecture 4 74 TPO12 Conversation 1 75 TPO12 Lecture 1 76 TPO12 Lecture 2 77 TPO12 Conversation 2 78 TPO12 Lecture 3 79 TPO12 Lecture 4 80 TPO13 Conversation 1 81TPO13 Lecture 2 83 TPO13 Conversation 2 85 TPO13 Lecture 3 86 TPO13 Lecture 4 87 TPO14 Conversation 1 88 TPO14 Lecture 1 89 TPO14 Lecture 2 91 TPO14 Conversation 2 92 TPO14 Lecture 3 93 TPO14 Lecture 4 94 TPO15 Conversation 1 95 TPO15 Lecture 1 96 TPO15 Lecture 2 97 TPO15 Conversation 2 99 TPO15 Lecture 3 100 TPO15 Lecture 4 101 Tpo16 Conversation 1 102 TPO16 Lecture 1 103 TPO16 Lecture 2 105 TPO16 Conversation 2 106 TPO16 Lecture 3 107 TPO16 Lecture 4 108 Tpo-17 Conversation 1 110 TPO17 Lecture 1 111 TPO17 Lecture 2 112 TPO 17 Conversation 2 113 TPO 17 Lecture 3 114 TPO17 Lecture 4 115 TPO 18 Conversation 1 117 TPO 18 Lecture 1 117 TPO 18 Lecture 2 118 TPO 18 Conversation 2 119 TPO 18 Lecture 3 119 TPO 18 Lecture 4 120 TPO 19 Conversation 1 121 TPO 19 Lecture 1 122 TPO 19 Lecture 2 123TPO 19 Conversation 2 124TPO 19 Lecture 3 125TPO 19 Lecture 4 126TPO 20 Conversation 1 127TPO 20 Lecture 1 128TPO 20 Lecture 2 129TPO 20 Conversation 2 130TPO 20 Lecture 3 131TPO 20 Lecture 4 133TPO 21 Conversation 1 134TPO 21 Lecture 1 135TPO 21 Lecture 2 136TPO 21 Conversation 2 137TPO 21 Lecture 3 138TPO 21 Lecture 4 139TPO 22 Conversation 1 140TPO 22 Lecture 1 141TPO 22 Lecture 2 142TPO 22 Conversation 2 143TPO 22 Lecture 3 144TPO 22 Lecture 4 145TPO 23 Conversation 1 146TPO 23 Lecture 1 148TPO 23 Lecture 2 149TPO 23 Conversation 2 151TPO 23 Lecture 3 152TPO 23 Lecture 4 153TPO 24 Lecture 4 156TPO1 Conversation 11. Why does the student go to see the librarian?To sign up for a seminar on using electronic sources for research To report that a journal is missing from the reference areaTo find out the procedure for checking out journal articlesTo ask about how to look for resources for a class paper2.What does the librarian say about the availability of journals and articles in the library?They are not easy to find if a professor put them on reserveMost of them are accessible in an electronic formatMost of them can be checked out for three weeksPrinted versions from the past three years are located in the reference section.3.What does the librarian suggest the student should do to save time?Choose an easier research topicConcentrate on five journalsRead the summaries of the articles firstInstall a new program on her home computer4.What can be inferred about why the woman decides to use the computer in the library? She thinks she might need additional help from the manShe does not have a computer at homeShe has to hand in her assignment by the end of the dayShe will be meeting a friend in the library later on5.Why does the woman say this()She had forgotten about the informationShe is surprised she was not aware of the informationShe is annoyed that the information was published only recentlyShe is concerned that the librarian gave her incorrect informationTPO1 Lecture 16.What is the purpose of the lecture?To explain the difference between two artistic stylesTo describe a new art gallery to the classTo introduce an artist's work to the classTo show how artists' styles can evolve over time7.What does the professor say about Frantzen's painting of a farm scene?It resembles a photographIt may be Frantzen's best known paintingIt was painted in the Impressionist styleIt was painted while Frantzen lived abroad8.Why did Frantzen go to the Sales Barn?To study human form and movementTo earn money by painting portraitsTo paint farm animals in an outdoor settingTo meet people who could model for her paining9.What does the professor imply about the painting of the young woman surrounded by pumpkins?It was painted at an art fairIt combines Impressionism with RealismIt convinced Frantzen that she was a good illustratorIt was originally meant to be used in an advertisement10.Why does the professor discuss Frantzen's difficulties as a young painter?He wants to point out mistakes that young artists commonly makeHe thinks her example can inspire the students in their own livesHer difficulties remind him of the difficulties he himself experienced as a young girl Her difficulties are the subject of some of the paintings in the gallery that the students will visit11.What does the professor imply when he says this()The students can understand Frantzen's art without knowing about her lifeThe students should pay very close attention to what he is going to saySome of his students are already familiar with Frantzen's life storySome of his students may not appreciate Frantzen's workTPO1 Lecture 212.What does the professor mainly discuss?The difference in age among American mountain rangesThe importance of a technique used for dating geological materialsThe recent discovery of an ancient canyonA comparison of various minerals used for dating13.Before the use of uranium-lead analysis, where did most geologists think the Grand Canyon sandstone came from?An ancient lake located in the American SouthwestA desert that once connected two continentsSands carried by a river from the Appalachian MountainsA nearby mountain range that had flattened out over time14.In the talk, the professor describes the sequence of uranium-lead dating. Summarize the sequence by putting the events in the correct order.Drag your answer choices to spaces where they belong. To remove an answer choice, click on itZircon in the sandstone is matched to the zircon in a particular mountain range.The amount of lead in sandstone zircon is measuredThe age of zircon in a sandstone sample is determined12315.According to the professor, what change has caused uranium-lead dating to gain popularity recently?It can be performed outside a laboratoryIt can now be done more efficientlyIt no longer involves radioactive elementsIt can be used in fields other than geology16.Why does the professor talk about the breaking apart of Earth's continents?To give another example of how uranium-lead dating might be usefulTo explain how the Grand Canyon was formedTo demonstrate how difficult uranium-lead dating isTo disprove a theory about the age of Earth's first mountain ranges17.What does the professor imply when he says this()The class is easier than other geology classesThe class has already studied the information he is discussingSome students should take a course in geological dating techniquesHe will discuss the topic later in the classTPO1 Conversation 21.What is the conversation mainly aboutA lesson Matthew prepared for his studentsA class Matthew has been observingA term paper that Matthew has writtenA problem in Matthew's classroom2.What is Matthew's opinion about observing Mr.Grabell's third-grade class? It will help him become a more effective teacherIt could help improve his study habitsIt has improved his public-speaking skillsIt may be the most difficult assignment he has had3.Why does Matthew mention Greek and Roman mythology?To identify a topic frequently discussed in third gradeTo get the professor's opinion about a lesson he taughtTo make a suggestion to improve the class he is takingTo illustrate a technique used to teach a third-grade class4.What important skills did Mr.Grabell introduce to his third-grade class?Click on 3 answersReviewing other student's reportsUsing books in the libraryInterviewing their classmatesSpeaking in publicWriting reports5.What will Matthew probably do in next Wednesday's class?Hand in his assignment earlyTry to start a study groupMake a presentation to the classChoose a topic for his paperTPO1 Lecture 36.What is the lecture mainly about?Art in the Neolithic periodThe site of a Neolithic townMethods of making stone toolsThe domestication of plants and animals by early farmers7.What does the professor imply about the tools used by the people of Catalhoyuk?They were made of stone that came from CatalhoyukThey were among the sharpest tools available at the timeThey were often used in religious ritualsThey were used primarily for agriculture8.What does the professor say about the entrances to the horses in Catalhoyuk?Click on 2 answersThey were in the roofThey were usually kept closedThey allowed smoke to escape from the houseThey stood opposite one another across narrow streets9.What does the professor say about Catalhoyuk graves?The graves contained precious stonesMany people were buried in each graveThe grave were located under the house floorsThe graves contained ashes rather than bones10.What does the professor think of the idea that the inhabitants of Catalhoyuk deliberately arranged their house so that they could live near their ancestors' graves?She thinks it is a good guess, but only a guessShe thinks some evidence supports it, but other evidence contradicts it.She thinks that further excavations will soon disprove itShe thinks that it is not appropriate to make such guesses about the distant past11.What are three things the professor says about the artwork of Catalhoyuk? Click on 3 answersIt was clearly important to the Catalhoyuk religionIt became covered with sootIt often shows farmers at workIts significance is unknownIt contains many hunting scenesTPO1 Lecture 412.What is the main topic of the lectureThe types of habitats marmots preferMethods of observing marmot behaviorFeeding habits of some marmot speciesDifferences in behavior between marmot species13.According to the case study, why are marmots ideal for observationThey do not hide from humansThey reside in many regions throughout North AmericaThey are active in open areas during the dayTheir burrows are easy to locate14.Drag the appropriate description of each marmot species' behavior to the box below the marmot's nameClick on a phrase. Then drag it to the space where it belongs.One of the phrases will not be usedDisplays aggressive tendencies is family oriented says active during the winterOlympic Marmot Eastern Marmot15.What reason does the professor give for the difference in marmot behaviour patterns?Type of food availableThe size of the populationInteraction with other marmot speciesAdaptations to the climate16.Why does the professor say this()To inform the student that his definition is incorrectTo suggest that the student did not do the readingTo encourage the student to try againTo change the topic of discussion17.Why does the professor say this()To express a similar concernTo encourage the student to explain what she meansTo address the student's concernTo agree with the studentTPO2 Conversation 11.Why does the man go to see his professorTo borrow some charts and graphs from herTo ask her to explain some statistical proceduresTo talk about report he is writingTo discuss a grade he got on a paper2.What information will the man include in his report?Click in the correct box for each phraseInclude in report Not include in reportClimate chartsInterviews with meteorologistsJournals notesStatistical tests3.Why does the professor tell the man about the appointment at the doctor's office? To demonstrate a way of remembering thingsTo explain why she needs to leave soonTo illustrate a point that appears in his reportTo emphasize the importance of good health4.What does the professor offer to do for the manHelp him collect more data in other areas of the stateSubmit his research findings for publicationGive him the doctor's telephone numberReview the first version of his report5.Why does the professor say this()To question the length of the paperTo offer encouragementTo dispute the data sourcesTo explain a theoryTPO2 Lecture 16.What is the professor mainly discussingThe development of motor skills in childrenHow psychologists measure muscle activity in the throatA theory about the relationship between muscle activity and thinkingA study on deaf people's problem-solving techniques7.Why does the professor say this()To give an example of a laryngeal habitTo explain the meaning of a termTo explain why he is discussing laryngeal habitsTo remind students of a point he had discussed previously8.Why does the professor say about people who use sign languageIt is not possible to study their thinking habitsThey exhibit laryngeal habitsThe muscles in their hands move when they solve problemsThey do not exhibit ideomotor action9.What point does the professor make when he refers to the university libraryA study on problem solving took place thereStudents should go there to read more about behaviorismStudents' eyes will turn toward it if they think about itHe learned about William James' concept of thinking there10.The professor describes a magic trick to the class,what does the magic trick demonstrate?An action people make that they are not aware ofThat behaviorists are not really scientistsHow psychologists study childrenA method for remembering locations11.What is the professor's opinion of the motor theory of thinkingMost of the evidence he has collected contradicts itIt explains adult behavior better than it explains child behaviorIt is the most valid theory of thinking at the present timeIt cannot be completely proved or disprovedTPO2 Lecture 212.What aspect of Manila hemp fibers does the professor mainly discuss in the lectureSimilarities between cotton fibers and manila hemp fibersVarious types of manila hemp fibersThe economic importance of Manila hemp fibersA use of Manila hemp fibers13.Why does the professor mention going away for the weekend?To tell the class a jokeTo apologize for not completing some workTo introduce the topic of the lectureTo encourage students to ask about her trip14.What does the professor imply about the name Manila hempIt is a commercial brand namePart of the name is inappropriateThe name has recently changedThe name was first used in the 1940's15.Why does the professor mention the Golden Gate Bridge?To demonstrate a disadvantage of steel cablesTo give an example of the creative use of colorTo show that steel cables are able to resist salt waterTo give an example of a use of Manila hemp16.According to the professor, what was the main reason that many ships used Manila hemp ropes instead of steel cables?Manila hemp was cheaperManila hemp was easier to produceManila hemp is more resistant to salt waterManila hemp is lighter in weight17.According to the lecture, what are two ways to increase the strength or rope made from Manila hemp fibers?Click on 2 answersCoat the fibers with zinc-based paintCombine the fibers into bundlesSoak bundles of fibers in salt waterTwist bundles of fibersTPO2 Conversation 21.What are the students mainly discussing?Click on 2 answersTheir courses for next semesterTheir plans for the weekendA poetry clubA class assignment2.What does the man plan to do at the end of the monthRegister for classesFinish writing his master's thesisLeave his job at the coffee shopTake a short vacation3.Why does the man talk to the woman about the "Poetry Kitchen"?To find out how often the club meetsTo inform her that the date of the next meeting has changedTo complain that not enough people are reading their poemsTo encourage her to attend4.What is the woman's attitude toward participating in the poetry club?She is looking forward to hearing her professor's poetryShe is interested in attending but she has no timeShe thinks the poetry that is read there is not very goodShe used to participate but did not enjoy it5.What will the students do in the summerThey will both take coursesThey will both have full-time jobsThey will travel to England togetherThey will teach a class togetherTPO2 Lecture 36.What is the main purpose of the lecture?To illustrate the importance of extrinsic valuesTo explain Aristotle's views about the importance of teachingTo explain why people change what they valueTo discuss Aristotle's views about human happiness7.The professor gives examples of things that have value for her. Indicate for each example what type of value it has for her.Click in the correct box. This question is worth 2 points.Only extrinsic value Only intrinsic value Both extrinsic and intrinsic value TeachingExercisehealthPlaying a musical instrument8.Why is happiness central to Aristotle's theory?Because it is so difficult for people to attainBecause it is valued for its own sake by all peopleBecause it is a means to a productive lifeBecause most people agree about what happiness is9.According to the professor, why does Aristotle think that fame cannot provide true happiness?Fame cannot be obtained without help from other peopleFame cannot be obtained by all peopleFame does not last foreverPeople cannot share their fame with other people10.What does the professor mean when she says this()Teaching is not a highly valued profession in societyShe may change professions in order to earn more moneyThe reason she is a teacher has little to do with her salaryMore people would become teachers if the salary were higher11.What is Bode's law?A law of gravitationAn estimate of the distance between Mars and JupiterA prediction of how many asteroids there areA pattern in the spacing of the planetsTPO2 Lecture 412.Why does the professor explain Bode's Law to the class?To describe the size of the asteroidsTo explain who the asteroids belt was discoveredTo explain how gravitational forces influence the planetsTo describe the impact of telescopes on astronomy13.How does the professor introduce Bode's Law?By demonstrating how it is derived mathematicallyBy describing the discovery of UranusBy drawing attention to the inaccuracy of a certain patternBy telling the names of several of the asteroids14.According to the professor, what two factors contributed to the discovery of the asteroid Ceres?Click on 2 answersImproved telescopesAdvances in mathematicsThe discovery of a new starThe position of Uranus in a pattern15.What does the professor imply about the asteroid belt?It is farther from the Sun than UranusBode believed it was made up of small starsIt is located where people expected to find a planetCeres is the only one of the asteroids that can be seen without a telescope16.Why does the professor say thisTo introduce an alternative application of Bode's LawTo give an example of what Bode's law cannot explainTo describe the limitaions of gravitational theoryTo contrast Bode's Law with a real scientific lawTPO3 Conversation 1Q1Why does the women come to the office?To notify the university of her change of addressTo find out where her physics class is being heldTo get directions to the science buildingTo complain about her physics class being canceledQ2What happened to the letter the university sent to the woman?She threw it away by mistakeHer roommate forgot to give it to herIt was sent to her old mailing addressIt was sent to another student by mistakeQ3Why was the woman’s physics class canceled?Not enough students signed up to take the classNo professors were available to teach the classThe university changed its requirements for physics studentsThere were no classrooms available in the science building at the hourQ4What does the man suggest the woman do before the beginning of next semester? Consult with her advisor about her class scheduleCheck with the registrar’s office about the location of the classRegister for her classes earlyCall the physics departmentQ5RWhat does the man imply when he say this:He know the physics class has been canceledHe is not sure where the science building isMany of the room assignments have been changedThe women can check for herself where her class isTPO3 Lecture 1Q6What does the professor mainly discuss?Major changes in the migratory patterns of hummingbirdsThe adaptation of hummingbirds to urban environmentsConcern about the reduction of hummingbird habitatThe impact of ecotourism on hummingbird populationsQ7What does the professor imply might cause a decrease in the hummingbird population?An increase in the ecotourism industryAn increase in the use of land to raise crops and cattleA decrease in banding studiesA decrease in the distance traveled during migrationQ8What does the professor say people have done to help hummingbirds survive?They have built a series of hummingbird feeding stationsThey have supported new laws that punish polluters of wildlife habitatsThey have replanted native flowers in once polluted areasThey have learned to identify various hummingbird speciesQ9What way of collecting information about migrating hummingbirds does the professor mention?Receiving radio signals from electronic tracking devicesBeing contacted by people who recapture banded birdsCounting the birds that return to the same region every yearComparing old and young birds’ migration routesQ10What does the professor imply researchers have learned while studying hummingbird migration?Hummingbirds have totally disappeared from some countries due to recent habitat destructionPrograms to replant flowers native to hummingbird habitats are not succeeding Some groups of hummingbirds have changed their migration patternsSome plant species pollinated by hummingbirds have become extinctQ11RWhat does the professor imply when she say this:There is disagreement about the idea she has presentedShe does not plan to discuss all the detailsHer next point may seem to contradict what she has just saidThe point she will make next should be obvious to the studentsTPO3 Lecture 2Q12What is the main purpose of the lecture?To discuss the style of an early filmmakerTo describe different types of filmmaking in the 1930sTo discuss the emergence of the documentary filmTo describe Painleve’s influence on today’s science-fiction filmsQ13Why are Painleve’s films typical of the films of the 1920s and 1930s?They do not have soundThey are filmed underwaterThey are easy to understandThey difficult to categorizeQ14According to the professor, how did Painleve’s film confuse the audience?They show animals out of their natural habitatThey depict animals as having both human and animal characteristicsThe narration is scientific and difficult to understandThe audiences of the 1920s and 1930s were not used to films shot underwaterQ15Why does the professor mention sea horses?To explain that they were difficult to film in the 1930sTo point out that Cousteau made documentaries about themTo illustrate Pianleve’s fascination with unusual animalsTo explain why Painleve’s underwater films were not successfulQ16Why does the professor compare the film style of Jacques Cousteau and Jean Painleve?To explain how Painleve influenced CousteauTo emphasize the uniqueness of Painleve’s filming styleTo emphasize the artistic value of Cousteau’s documentary filmsT o demonstrate the superiority of Painleve’s filmmaking equipmentQ17RWhat does the student imply when he say this:He does not like Jean Painleve’s filmsHe thinks that the professor should spend more time discussing Jacques Cousteau’s filmHe believes that high quality filmmakers are usually well knownHe believes that Jean Painleve’s film have been unfairly overlookedTPO3 Conversation 2Q1Why does the student go to see the professor?To ask about a class assignmentTo find out about a midsemester projectTo get information about summer jobsTo discuss ways to improve his gradeQ2What was originally located on the site of the lecture hall?A farmhouseA pottery factoryA clothing storeA bottle-manufacturing plantQ3What is mentioned as an advantage of working on this project?Off-campus travel is paid offStudents can leave class earlyThe location is convenientIt fulfills a graduation requirementQ4What is the professor considering doing to get move volunteers?Offering extra class creditPaying the students for their timeAsking for student volunteers from outside her classProviding flexible work schedulesQ5What information does the student still need to get from the professor? The name of the senior researcherWhat book he needs to read before the next lectureWhen the train session will be scheduledWhere the project is locatedTPO3 Lecture 3Q6What does the professor mainly discuss?The oldest known cave artHow ancient cave art is datedThe homes of Paleolithic humansHow Paleolithic humans thought about animalsQ7When does the professor mention his daughter?To describe her reaction to seeing the paintingsTo explain the universal appeal for the Chauvet paintingsTo demonstrate the size of most Paleolithic cave artTo emphasize his point about the age of Chauvet paintingsQ8What is the professor’s opinion about the art at the Chauvet cave?It is extremely well doneIt probably reflected artists’ religious beliefsIt is less sophisticated than the art at Lascaux and AltamiraIt is probably not much older than the are at Lascaux and AltamiraQ9According to the professor, what is the significance of charcoal marks on the walls of the Chauvet cave?They suggest that Paleolithic people cooked their food in the caveThey prove that people came to the cave long after the paintings were madeThey show how much light the Paleolithic artists needed for their workThey were used in recent times to date the paintingsQ10Compared to other Paleolithic art, what is unusual about the animals painted at Chauvet?Most of them are horsesMany of them are dangerousMany of them are shown alongside humansAll of them are species that are still found in FranceQ11What are two questions about the Chauvet cave artists that the professor raises but cannot answer?Choice two answers belowHow they lighted their work areaHow they obtained pigments for their paintsWhy they chose to paint certain animals and not othersWhy they placed their art in dark, uninhabited placesTPO3 Lecture 4Q12What is the lecture mainly about?Different ways of magnifying the spectrum of a starHow a chemical element was first discovered on the SunHow astronomers identify the chemical elements in a starWhy the spectra of different stars are composed of different colors。
托福TPO8口语Task3阅读文本+听力文本+题目+满分范文
为了帮助大家高效备考托福,为大家带来托福TPO8口语Task3阅读文本+听力文本+题目+满分范文,希望对大家备考有所帮助。
托福TPO8口语Task3阅读文本: Music Coming to Cafeterias Mary Dixon, Director of the Student Life Committee, announced yesterday that beginning next semester, university cafeterias will broadcast classical music during mealtimes. "Music will foster a more relaxed atmosphere", said Dixon. “Students’ lives are hectic, and mealtimes provide important opportunities to take a break and catch up with friends before moving on to the next class or assignment.” Added Dixon, “We’re hoping that, if we provide the music, students will unplug their music devices their walkmans and mp3 players or whatever and will spend more time talking to each other. When students have their headphones on, they’re not connecting with each other.” 托福TPO8口语Task3听力文本: Now listen to two students discussing the university’s plan. (man) Have you read this article? Are they serious? (woman) Yeah, I think so. Why? (man) Well, first of all, a lot of kids aren’t looking for relaxing breaks at lunch time. They like to stud y while they, especially while they have exams coming up or some assignments they have to get done. (woman) Yeah, that’s true. (man) And now they won’t be able to concentrate. This is gonna be very distracting. (woman) Hmmm. Ok, yeah, I see your point. (man) And second, most students don’t like classical music. (woman) It’s certainly not what I listen to. (man) So, are people going to stop listening to their own music? (woman) No! (man) I think people are going to be even more likely to bring their mp3 player, you know, to play their own music and block out the classical stuff. (woman) Yeah, that makes sense. 托福TPO8口语Task3题目: The man expresses his opinion about the university’s plan. State his opinion and explain the reasons he gives for holding that opinion. 托福TPO8口语Task3满分范文: The school is planning to play classical music during lunch hour in the student cafeteria to give students a chance to relax and encourage more face to face conversations between students. In the conversation, the man disagrees with the school’s plan for the following reasons. First of all, students aren’t looking for a relaxing time during the break, they are either busy preparing for upcoming exams or working on assignments. Second, most students don’t even like classical music. If the school played this kind of music, that will encourage even more students to bring their MP3 players to school, therefore even fewer students will be talking to each other. 以上是给大家整理的托福TPO8口语Task3阅读文本+听力文本+题目+满分范文,希望对你有所帮助!。
TPO-8 Reading 3 解析
Q1正确答案:D解析:原文中说,这些流动特征是比较庞大的系统,其间各种沟渠相互交错、扭转,并可能汇入更大、更宽的沟渠中。
其中的merge意为“合并,融合”。
四个选项中,A意为“扩大”,B意为“分开”,C意为“变直”,D意为“合并”,只有D最符合条件,故为答案。
Q2正确答案:B解析:题干中的runoff channels in the southern highlands帮助准确定位。
第1段指出,地质学家们认为火星上南部高地大量纵横交错的沟渠是以前曾将火星上的雨水从高山携带到峡谷中的那些河流干涸后的遗迹。
由此可见,以前曾经有大量的雨水降落到火星上,因此,B正确。
A中的thinner与原文相反。
C中的once more extensive than Earth’s在文中找不到依据。
D是针对原文的4 billion years ago设置的干扰,began to dry up无中生有。
Q3正确答案:A解析:第2段第1句指出,外流沟渠可能是很久以前火星上洪灾的遗迹。
其中的relics意为“遗迹;遗物”。
四个选项中,A意为“遗迹”,B意为“地点”,C意为“要求”,D意为“资源”,只有A最符合条件,故为答案。
Q4正确答案:B解析:原文中说,这些泪滴状的小岛就像是我们在海水低潮时在湿沙地或海滩上看到的微型版本一样。
其中的miniature意为“微型的,小的”。
四个选项中,A 意为“临时的”,B意为“小的”,C意为“多的”,D意为“熟悉的”,只有B最符合条件,故为答案。
Q5正确答案:A解析:题干中的105 tons of water flow through the Amazon river per second帮助准确定位。
原文中说,从这些沟渠的宽度和深度来推测,水流量应该是很巨大的,并用亚马逊河的流量进行了量化说明。
因此,A是对原文的正确理解。
B中的how long ago在文中找不到依据。
C中的powerful enough to cause tear-shaped “islands” to form是对原文细节的胡乱嫁接。
新托福突破口TPO(1-30 纸质版)听力分类总结(用于横听及总结)
Art TPO1TPO3TPO3TPO7TPO8TPO9艺术Lecture1Lecture2Lecture3 Lecture1Lecture2Lecture1TPO16TPO17TPO18TPO19TPO22TPO24Lecture4Lecture1Lecture2Lecture4Lecture4Lecture2Anthropology TPO1TPO7TPO22人类学Lecture3Lecture3Lecture1Psychology TPO2TPO10TPO14TPO15TPO30心理学Lecture1Lecture4Lecture1Lecture1Lecture1Philosophy TPO2TPO28哲学Lecture3Lecture1Biology TPO1TPO2TPO4TPO6TPO7TPO8生物学Lecture4Lecture2Lecture1Lecture2Lecture2Lecture1TPO15TPO16TPO17TPO18TPO19TPO20Lecture4Lecture3Lecture4Lecture4Lecture3Lecture4TPO25TPO25TPO26纸质TPO4TPO27TPO27Lecture1Lecture4Lecture2Lecture2Lecture1Lecture3Astronomy TPO2TPO3TPO5TPO13TPO14TPO18天文学Lecture4Lecture4Lecture2Lecture4Lecture3Lecture1纸质TPO5TPO30Lecture3Lecture3Geology TPO1TPO4TPO6TPO7TPO9TPO15地质学Lecture2Lecture3Lecture4Lecture4Lecture3Lecture2Environmental TPO3TPO9TPO10TPO11TPO12TPO13环境科学Lecture1Lecture2Lecture3 Lecture3Lecture4Lecture2Business TPO6TPO11TPO12TPO26纸质TPO4商业Lecture1Lecture4Lecture2Lecture1Lecture1Chemistry TPO5TPO8化学Lecture3Lecture4Architecture TPO11TPO13TPO29建筑Lecture2Lecture1Lecture2History TPO8TPO10TPO17TPO18TPO21TPO25历史Lecture3Lecture2Lecture3 Lecture3 Lecture4Lecture2Archaeology TPO14TPO23TPO14TPO28TPO29考古学Lecture4Lecture1Lecture3 Lecture4Lecture3Linguistics TPO9TPO19TPO20语言学Lecture4Lecture1Lecture1Literature TPO4TPO5TPO6TPO20文学Lecture2Lecture4Lecture3 Lecture3杂类U.S. Governme TPO4Sociology TPO5Choreography T PO23美国政府Lecture4社会学Lecture1舞蹈Lecture4Structural Engine TPO29结构工程学Lecture4无老师题:很多筒子们在准备新托福考试的时候,都感觉一方面自己的能力确实是有问题,但是同太高,使得很多考生都应付不来,无老师这次幸得一份图片版新托福突破口TPO听力部分的分类总结,特地放出横听。
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【托福听力备考】TPO8听力文本——Lecture 3
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 8 Lecture 3 History
Pro: So we’ve been talking about the printing press, how it changed people’s
lives, making books more accessible to everyone. More books meant more reading,
right? But, as you know, not everyone has perfect vision. This increase in
literacy, um, in reading, led to an increase in demand for eyeglasses. And
here’s something you probably haven’t thought of. This increased demand impacted
societal attitudes towards eyeglasses.
But, first let me back up a bit and talk about vision correction before the
printing press. And, um, what did people with poor vision do, I mean, especially
those few people who were actually literate? What did they do before glasses
were invented? Well, they had different ways of dealing with not seeing well. If
you think about it, poor vision wasn’t their only problem. I mean, um, think
about the conditions they lived in: houses were dark, sometimes there weren’t
any windows; candles were the only source of light. So in some places, um, like
ancient Greece for example, the wealthiest people with poor vision could have
someone else read to them- easy solution if you could afford it.
Another solution was something called a “reading stone”. Around 1000 C.E.
European monks would take a piece of clear rock, often quartz, and place it on
top of the reading material. The clear rock magnified the letters, making them appear larger, um, well, it’s like what happens when a drop of water falls on something, whatever’s below the drop of water appears larger, right? Well, the “reading stone” works in a similar way.
But rocks like quartz, well, quartz of optical quality weren’t cheap. Late in the 13th century, glass makers in Italy came up with a less expensive
alternative. They made reading stones out of clear glass. And these clear glass reading stones evolved into the eyeglasses we know today. So we’re pretty sure that glasses were invented about the late 1200’s, well, over a hundred years
before the printing press. But it’s not clear who exactly invented them first or
exactly what year. But record shows that they were invented in both Europe and China at about the same time. By the way, we call this “independent discovery”.
Independent discovery means when something is invented in different parts of the
world at the same time and it’s not as unusual as it sounds. You can look at the
timeline charts in the back of your textbook to see when things were invented in
different cultures at about the same time to see what I’m talking about.
So now let’s tie this to what I’ve said before about societal attitudes towards glasses. Initially in parts of Europe and in China, glasses were a symbol of wisdom and intelligence. This is evident in the artwork from the
period. European paintings often portrayed doctors or judges wearing glasses. In
China, glasses were very expensive. So in addition to intelligence, they also
symbolize affluence, um, wealth. In 14th-century Chinese portraits, the bigger
the glasses, the smarter and wealthier the subject was. So glasses were a status
symbol in some parts of the world.
Now let’s get back to the invention of the painting press in 1440. What
happened? Suddenly, books became readily available and more people wanted to
read. So the need, oh well, actually not only the need but the demand for more
affordable glasses rose drastically. Eventually, inexpensive glasses were
produced, and then glasses were available to everyone. People could purchase
them easily from a traveling peddler.。