托福听力资料托福tpo15听力文本 (1)

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托福tpo听力最难的几篇

托福tpo听力最难的几篇

托福tpo听力最难的几篇托福 TPO 听力最难的几篇托福考试是许多考生梦寐以求的机会,其中听力部分对于许多考生来说极具挑战性。

而在 TPO(TOEFL Practice Online)的模拟考试中,有几篇听力材料被认为是最难的。

本文将为大家分析这几篇最难的TPO 听力材料,并提供一些建议来应对这些挑战。

第一篇:历史类这篇听力材料围绕着历史事件和人物展开,语言组织复杂,充满了学术术语和历史背景。

考生需要通过听力理解和分析来回答问题,同时还要运用背景知识进行推测。

为了应对这个挑战,建议考生在备考过程中注重历史背景的学习,了解各种历史事件和人物,并进行相关的听力训练。

第二篇:科学类这篇听力材料讨论了一项复杂的科学研究,包括科学概念、实验设备和数据分析。

考生除了需要对科学词汇和概念有一定的掌握外,还需要具备分析和推理能力。

为了攻克这篇听力,建议考生在备考过程中加强科学知识的学习和实践,同时进行科学类听力材料的大量训练。

第三篇:学术讲座类学术讲座类听力材料通常涉及复杂的学科知识,要求考生快速理解和分析讲座内容,并能准确回答问题。

这种听力材料在难度上较高,需要考生具备较高水平的听力技巧和学科知识储备。

为了突破这个难关,建议考生多阅读相关学术文章,扩充词汇量和学科背景。

同时,进行听力练习时,注重练习不同学科领域的讲座材料,增强自己的应对能力。

第四篇:口音类在托福听力中,口音种类繁多,如美国口音、英国口音、澳大利亚口音等。

其中,对于非母语使用者来说,英语国家的口音常常成为一个挑战。

建议考生在备考过程中多听不同口音的英语材料,如英美剧、英语新闻等,提高自己对于各种口音的听解能力。

总结托福 TPO 听力的难点主要在于语言的难度、背景知识的应用以及口音的理解。

考生可以通过加强词汇和学科知识的学习,注重历史和科学领域的背景知识培养,多听不同口音的英语材料,并进行大量的听力练习来克服这些难点。

同时,要保持耐心和自信,在备考过程中积极总结经验和技巧,为取得更好的成绩做好准备。

TPO听力15-31学科总结

TPO听力15-31学科总结

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

托福听力资料托福tpo15听力文本 (2)

托福听力资料托福tpo15听力文本 (2)

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

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

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

TPO15听力

TPO15听力

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

托福TPO15听力Conversation1文本+题目+答案解析

托福TPO15听力Conversation1文本+题目+答案解析

为了帮助大家高效备考托福,为大家带来托福TPO15听力Conversation1文本+题目+答案解析,希望对大家备考有所帮助。

托福TPO15听力Conversation1文本 Narrator: Listen to a conversation between a student and the faculty adviser of the campus newspaper. Man: Hi, I talked to someone on the phone a couple of weeks ago. Anna, I think it was? Woman: I am Anna, the faculty adviser. Man: Oh, great! I’m Peter Murphy. You probably don’t remember me, but … Woman: No, no, I remember you. You were interested in working for the paper. Man: Yeah, as a reporter. Woman: That’s right. Uh, you’re taking a journalism class and you’ve done some reporting before in high school, right? Man: Wow, you have a good memory. Woman: Well, we haven’t had many students applying lately. So, anyway, you still want to do some reporting for us? Man: Yeah, if you have room for me on the staff. Woman: Well, we always need more reporters, but you know we don’t pay anything, right? Man: Yeah, I know. But I, uh, I’d like the experience. It will look good on my resume. Woman: Absolutely! Let’s see. I think I told you that we ask prospective reporters to turn in some outlines for possible articles? Ma: Yeah, I sent them in about a week ago. But I haven’t heard anything back yet, so, so I thought I’d stop by and see, but I guess you haven’t looked at them yet. Woman: Oh, Max, the news editor, he looks at all the submissions. Man: Oh, so he hasn’t made any decision about me yet? Woman: Well, I just got here a few minutes ago, haven’t been in for a couple of days. Uh, just give me a second to check my email. Uh, here’s a message from Max. Let’ see. Well, it seems you’ve really impressed him. He says it’d be wonderful if you could join our staff. Man: Oh, great! When can I start? Woman: Well, you turned in an outline on something to do with the Physics Department? Man: Yeah. They’re trying to come up with ways to get more students to take their introductory courses. Woman: Right. Well, apparently nobody else is covering that story so he wants you to follow up on it. Man: OK. Uh, what about the other outline I sent in? About the proposed increase in tuition fee? Woman: Oh, it looks like we’ve got that covered. Man: So, I’m starting with an article about the Physics Department. I guess I’d better get to work. Do you have any advice on how I should cover the story? Woman: Well, Max wanted to talk to you, but, I’m sure he’ll tell you to find out things like why the Physics Department worried about enrollment. Has the number of students been getting smaller in recent years? By how much? What kinds of plans they’re considering to address this problem? Man: Right. Some of those issues are already in what I proposed. Woman: And you want to do some interviews: you know, what the professors think of the plans, what the students think. You get the idea, but… Man: But wait till I talk to Max before proceeding? Woman: Right, he’ll cover everything you need to know to be a reporter for us. Can you come back this afternoon? He’ll be here until five o’clock. 托福TPO15听力Conversation1题目 1.Why does the student go to the campus newspaper office?。

托福TPO15

托福TPO15

TPO15-1-1 原文:A Warm-Blooded TurtleWhen it comes to physiology, the leatherback turtle is, in some ways, more like a reptilian whale than a turtle. It swims farther into the cold of the northern and southern oceans than any other sea turtle, and it deals with the chilly waters in a way unique among reptiles.A warm-blooded turtle may seem to be a contradiction in terms. Nonetheless, an adult leatherback can maintain a body temperature of between 25 and 26°C (77-79°F) in seawater that is only 8°C (46.4°F). Accomplishing this feat requires adaptations both to generate heat in the turtle’s body and to keep it from escaping into the surrounding waters. Leatherbacks apparently do not generate internal heat the way we do, or the way birds do, as a by-product of cellular metabolism. A leatherback may be able to pick up some body heat by basking at the surface; its dark, almost black body color may help it to absorb solar radiation. However, most of its internal heat comes from the action of its muscles.Leatherbacks keep their body heat in three different ways. The first, and simplest, is size. The bigger the animal is, the lower its surface-to-volume ratio; for every ounce of body mass, there is proportionately less surface through which heat can escape. An adult leatherback is twice the size of the biggest cheloniid sea turtles and will therefore take longer to cool off. Maintaining a high body temperature through sheer bulk is called gigantothermy. It works for elephants, for whales, and, perhaps, it worked for many of the larger dinosaurs. It apparently works, in a smaller way, for some other sea turtles. Large loggerhead and green turtles can maintain their body temperature at a degree or two above that of the surrounding water, and gigantothermy is probably the way they do it. Muscular activity helps, too, and an actively swimming green turtle may be 7°C (12.6°F) warmer than the waters it swims through.Gigantothermy, though, would not be enough to keep a leatherback warm in cold northern waters. It is not enough for whales, which supplement it with a thick layer of insulating blubber (fat). Leatherbacks do not have blubber, but they do have a reptilian equivalent: thick, oil-saturated skin, with a layer of fibrous, fatty tissue just beneath it. Insulation protects the leatherback everywhere but on its head and flippers. Because the flippers are comparatively thin and blade-like, they are the one part of the leatherback that is likely to become chilled. There is not much that the turtle can do about this without compromising the aerodynamic shape of the flipper. The problem is that as blood flows through the turtle’s flippers, it risks losing enough heat to lower the animal’s central body temper ature when it returns. The solution is to allow the flippers to cool down without drawing heat away from the rest of the turtle’s body. The leatherback accomplishes this by arranging the blood vessels in the base of its flipper into a countercurrent exchange system.In a countercurrent exchange system, the blood vessels carrying cooled blood from the flippers run close enough to the blood vessels carrying warm blood from the body to pick up some heat from the warmer blood vessels; thus, the heat is transferred from the outgoing to the ingoing vessels before it reaches the flipper itself. This is the same arrangement found in an old-fashioned steam radiator, in which the coiled pipes pass heat back and forth as watercourses through them. The leatherback is certainly not the only animal with such an arrangement; gulls have a countercurrent exchange in their legs. That is why a gull can stand on an ice floe without freezing.All this applies, of course, only to an adult leatherback. Hatchlings are simply too small to conserve body heat, even with insulation and countercurrent exchange systems. We do not know how old, or how large, a leatherback has to be before it can switch from a cold-blooded to a warm-blooded mode of life. Leatherbacks reach their immense size in a much shorter time than it takes other sea turtles to grow. Perhaps their rush to adulthood is driven by a simple need to keep warm.---------------------------------------------------------------------------------------------------------------Paragraph 1: When it comes to physiology, the leatherback turtle is, in some ways, more like a reptilian whale than a turtle. It swims farther into the cold of the northern and southern oceans than any other sea turtle, and it deals with the chilly waters in a way unique among reptiles.1. The phrase “unique among” in the passage is closest in meaning to○natural to○different from all other○quite common among○familiar to2. What can be inferred about whales from paragraph 1?○They are considered by some to be reptiles.○Their bodies are built in a way that helps them manage extremely cold temperatures.○They are distantly related to leatherback turtles.○They can swim farther than leatherback turtles.Paragraph 2: A warm-blooded turtle may seem to be a contradiction in terms. Nonetheless, an adult leatherback can maintain a body temperature of between 25 and 26°C (77-79°F) in seawater that is only 8°C (46.4°F). Accomplishing this feat requires adaptations both to generate heat in the turtle’s body and to keep it from escaping into the surrounding waters. Leatherbacks apparently do not generate internal heat the way we do, or the way birds do, as a by-product of cellular metabolism. A leatherback may be able to pick up some body heat by basking at the surface; its dark, almost black body color may help it to absorb solar radiation. However, most of its internal heat comes from the action of its muscles.3. The word “feat” in the passage is closest in meaning to○remarkable achievement○common transformatio n○daily activity○complex solution4. Paragraph 2 mentions all of the following as true about the body heat of adult leatherback turtles EXCEPT:○Their muscles produce heat for maintaining body temperature.○Their dark bodies help trap solar radiation.○Their cellular metabolism produces heat as a by-product.○Basking at the water’s surface helps them obtain heat.Paragraph 3: Leatherbacks keep their body heat in three different ways. The first, and simplest, is size. The bigger the animal is, the lower its surface-to-volume ratio; for every ounce of body mass, there is proportionately less surface through which heat can escape. An adult leatherback is twice the size of the biggest cheloniid sea turtles and will therefore take longer to cool off. Maintaining a high body temperature through sheer bulk is called gigantothermy. It works for elephants, for whales, and, perhaps, it worked for many of the larger dinosaurs. It apparently works, in a smaller way, for some other sea turtles. Large loggerhead and green turtles can maintain their body temperature at a degree or two above that of the surrounding water, and gigantothermy is probably the way they do it. Muscular activity helps, too, and an actively swimming green turtle may be 7°C (12.6°F) warmer than the waters it swims through.5. The word “bulk” in the passage is closest in meaning to○strength○effort○activity○massParagraph 4: Gigantothermy, though, would not be enough to keep a leatherback warm in cold northern waters. It is not enough for whales, which supplement it with a thick layer of insulating blubber (fat). Leatherbacks do not have blubber, but they do have a reptilian equivalent: thick, oil-saturated skin, with a layer of fibrous, fatty tissue just beneath it. Insulation protects the leatherback everywhere but on its head and flippers. Because the flippers are comparatively thin and blade-like, they are the one part of the leatherback that is likely to become chilled. There is not much that the turtle can do about this without compromising the aerodynamic shape of the flipper. The problem is that as blood flows through the turtle’s flippers, it risks losing enough heat to lower the animal’s central body temperature when it returns. The solution is to allow the flippers to cool down without drawing heat away from the rest of the turtle’s body. The leatherback accomplishes this by arranging the blood vessels in the base of its flipper into a countercurrent exchange system.6. The word “it” in paragraph 4 refers to○the problem○blood○the turtle○body temperature7. According to paragraph 4, which of the following features enables the leatherback turtle to stay warm?○An insulating laye r of blubber○A thick, oily skin covering fatty tissue○The aerodynamic shape of its flippers○A well-insulated headParagraph 5: In a countercurrent exchange system, the blood vessels carrying cooled blood from the flippers run close enough to the blood vessels carrying warm blood from the body to pick up some heat from the warmer blood vessels; thus, the heat is transferred from the outgoing to the ingoing vessels before it reaches the flipper itself. This is the same arrangement found in an old-fashioned steam radiator, in which the coiled pipes pass heat back and forth as water courses through them. The leatherback is certainly not the only animal with such an arrangement; gulls have a countercurrent exchange in their legs. That is why a gull can stand on an ice floe without freezing.8. Which of the sentences below best expresses the essential information in the highlighted sentence in the passage? Incorrect choices change the meaning in important ways or leave out essential information.○In a turtle's countercurrent exchange system, outgoing vessels lie near enough to ingoing ones that heat can be exchanged from the former to the latter before reaching the turtle's flippers.○Within the turtle's flippers, there is a countercurrent exchange system that allows colder blood vessels to absorb heat from nearby warmer blood vessels and then return warmed blood to the turtle's body.○In a countercurrent exchange system, a turtle can pick up body heat from being close enough to other turtles, thus raising its blood temperature as it passes them.○When a turtle places its flippers close to its body, it is able to use its countercurrent exchange system to transfer heat from the warmer blood vessels in its body to the cooler blood vessels in its flippers.9. Why does the author mention old-fashioned steam radiator in the discussion of countercurrent exchange systems?○To argue that a turtle's central heating system is not as highly evolved as that of other warmblooded animals○To provide a useful comparison with wh ich to illustrate how a countercurrent exchange system works○To suggest that steam radiators were modeled after the sophisticated heating system of turtles○To establish the importance of the movement of water in countercurrent exchange systems10. The phrase “courses through” in the passage is closest in meaning to○rises through○heats up in○runs through○collects inParagraph 6: All this applies, of course, only to an adult leatherback. Hatchlings are simply too small to conserve body heat, even with insulation and countercurrent exchange systems. We do not know how old, or how large, a leatherback has to be before it can switch from a cold-blooded to a warm-blooded mode of life. Leatherbacks reach their immense size in a much shorter time than it takes other sea turtles to grow. Perhaps their rush to adulthood is driven by a simple need to keep warm.11. According to paragraph 6, which of the following statements is most accurate about young leatherback turtles?○They lack the countercurrent excha nge systems that develop in adulthood.○Their rate of growth is slower than that of other sea turtles.○They lose heat easily even with insulation and countercurrent exchange systems.○They switch between cold-blooded and warm-blooded modes throughout their hatchling stage.Paragraph 3: Leatherbacks keep their body heat in three different ways. The first, and simplest, is size. The bigger the animal is, the lower its surface-to-volume ratio; for every ounce of body mass, there is proportionately less surface through which heat can escape. An adult leatherback is twice the size of the biggest cheloniid sea turtles and will therefore take longer to cool off. Maintaining a high body temperature through sheer bulk is called gigantothermy. ■It works for elephant s, for whales, and, perhaps, it worked for many of the larger dinosaurs. ■It apparently works, in a smaller way, for some other sea turtles. ■Large loggerhead and green turtles can maintain their body temperature at a degree or two above that of the surrou nding water, and gigantothermy is probably the way they do it. ■Muscular activity helps, too, and an actively swimming green turtle may be 7°C (12.6°F) warmer than the waters it swims through.12. Look at the four squares [■] that indicate where the follo wing sentence could be added to the passage.However, these animals have additional means of staying warm.Where would the sentence best fit?13. Directions: An introductory sentence for a brief summary of the passage is provided below. Complete the summary by selecting the THREE answer choices that express the most important ideas in the passage. Some sentences do not belong in the summary because they express ideas that are not presented in the passage or are minor ideas in the passage. This question is worth 2 points.Contrary to what we would expect of reptiles, the leatherback turtle is actually warm-blooded.●The leatherback turtle uses a…●The leatherback turtle is…●Leatherbacks have an…Answer Choices○Even though they swim into cold ocean waters,leatherbacks maintain their body heat in much the same way as sea turtles in warm southern oceans do.○The leatherback turtle uses a countercurrent exchange system in order to keep the flippers from drawing heat away from the rest of the body.○The shape of the leatherback turtle's flippers is especially important in maintaining heat in extremely cold northern waters.○The leatherback turtle is able to maintain body heat through sheer size.○Leatherbacks have an insulating layer that can be considered the reptilian version of blubber.○Young leatherbacks often do not survive to adulthood because they are not able to switch from a cold-blooded way of life to a warm-blooded one quickly enough.---------------------------------------------------------------------------------------------------------------参考答案:1. ○22. ○23. ○14. ○35. ○46. ○27. ○28.○19. ○210. ○311. ○312. ○413. The leatherback turtle uses a…The leatherback turtle is…Leatherbacks have an…--------------------------------------------------------------------------------------------------------------- 答案解析:B,词汇题。

【托福听力资料】托福TPO15 听力文本——Lecture 2

【托福听力资料】托福TPO15 听力文本——Lecture 2

【托福听力资料】托福TPO15 听力文本——Lecture 2众所周知,托福TPO材料是备考托福听力最好的材料。

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

TPO 15 Lecture 2 GeologyNarrator: Listen to part of a lecture in a geology class .ProfessorAs geologists, we examine layers of sediment on the Earth’ s surface to approximate the dates of past geologic time periods. Uh... sediment as you know, is material like sand , gravel, fossil fragments that is transported by natural processes like wind , water flow or the movement of glaciers. So sediment is transported and then deposited and it forms layers on the Earth’s surface over time. We examine these layers to learn about different geologic time periods including when they began and ended.For example, from about 1.8 million years ago to around 11 thousand years ago was the Pleistocene Epoch. The Pleistocene Epoch was an ice age. During this Epoch, sediment was made by the kind of erosion and weathering that happens when the climate is colder, and part of those sediments are fossils of plants and animals that lived at that time.The Holocene Epoch followed the Pleistocene Epoch when the Earth ’ s climate warmed up around 11 thousand years ago. The Holocene Epoch is characterized by different sediments, ones that form when the climate is warmer. Because the climate changed, the types of plants and animals changed also. Holocenesediments contain remnants of more recent plants and animals, so it’s prettyeasy to differentiate geologically between these two Epochs.Now there is growing evidence that the presence of humans has altered theEarth so much that a new Epochc of geologic history has begun – the AnthropoceneEpoch, a new human-influenced Epoch. This idea that we’ve entered a newAnthropocene Epoch was first proposed in 2002. The idea is that around the year1800 CE the human population became large enough, around a billion people, thatits activities started altering the environment.This was also the time of the industrial revolution, which brought atremendous increase in the use of fossil fuels such as coal. The exploitation offossil fuels has brought planetwide developments: industrialization,construction, uh, mass transport. And these developments have caused majorchanges like additional erosion of the Earth’s surface and deforestation. Also,things like the damming of rivers , has caused increased sediment production,not to mention the addition of more carbon dioxide and methane in theatmosphere. Naturally all these changes show up in recent sediments. And thesesediments are quite different from pre year 1800 sediment layers.Interestingly there’s some speculation that humans started having a majorimpact on Earth much earlier, about 8000 years ago. That’s when agriculture wasbecoming widespread. Early farmers started clearing forests and livestockproduced a lot of extra methane. But I want to stress this is just a hypothesis.The idea that early humans could have had such a major effect, well I’m just notsure we can compare it with the industrial age.Geologists in the far future will be able to examine the sediment being laiddown today, whereas right now we can say that yes, human impact on the Earth isclear: It’ll be future researchers who have a better perspective and will beable to really draw a line between the Holocene and the Anthropocene Epochs。

托福听力TPO15真题原文附带音频

托福听力TPO15真题原文附带音频

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

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

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

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

【托福听力资料】托福TPO15 听力文本——Lecture 1

【托福听力资料】托福TPO15 听力文本——Lecture 1

【托福听力资料】托福TPO15 听力文本——Lecture 1众所周知,托福TPO材料是备考托福听力最好的材料。

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

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

TPO15听力解析

TPO15听力解析

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

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

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

U15听力原文与答案

U15听力原文与答案

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

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)

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。

【威学教育】Fancy托福口语TPO-15听力文本

【威学教育】Fancy托福口语TPO-15听力文本

TPO 15Task 3:Now listen to two students discussing the letter.(woman) Hey, Ted, you’re a runner. Did you see this letter in the paper?(man) Yeah, I did, and I use those.(woman) And?(man) I think it’s a terrible idea.(woman) How come?(man) Well, she really hasn’t thought it through. Like, the thing about making them safer, what’s she’s not thinking about is the long-term consequence of running on a hard surface.(woman) What do you mean?(man) I mean, it’s not good for you. It’s too hard on your bones and joints. If you run repeatedly on hard surface, it can lead to injuries or, that’s what I’ve been taught anyway, it’s b etter to run on a soft surface. It does less damage to your body.(woman) Oh, I wasn’t aware of that.(man) Yeah, so actually it wouldn’t be safer. And her second point…(woman) About changing the way they look?(man) Yeah, I don’t think people wil l like it.(woman) So they’d use them less?(man) Yeah, I mean, one of the main reasons people enjoy them now was it's a way of taking a break from the rest of the campus, from buildings and streets and stuff. It’s, you know, a chance like you’re out i n the nature.(woman) Oh, so you wouldn’t bet that effect anymore.(man) Right! It’d be just like you’re on a regular street or sidewalk. It wouldn’t be as relaxing.The man expresses his opinion about the proposal in the student s letter. Briefly summarize the proposal. Then state the man's opinion about the proposal and explain the reasons he gives for holding that opinion.Task 4:Now listen to part of a lecture on this topic in a psychology class.(male professor)For example, I recently read about a case in which a researcher was given two groups of monkeys and he was asked to train these monkeys to pick up a ball and put it in a box, and he was told to record how many hours it took to train each monkey to learn to do this.Now, before he started the training, the researcher was told that one group of monkeys was highly intelligent and the other group was less intelligent. In truth, therewas no difference between them. All the monkeys were actually very similar in terms of intelligence. But the researcher didn’t know that. He thought one group was smarter, so he expected that group would be easier to train.So, what happened? Well, the researcher trained the monkeys to perform the action, and it turned out that, on average, it took him two hours less time to train the supposedly smart monkeys than the supposedly less intelligent monkeys. Why? Well, it turns out that with the supposedly smart monkeys the researcher smiled at them a lot, gave them a lot of encouragement, talked to them a lot, worked hard to communicate with them.But with the monkeys he thought were less intelligent, he wasn’t this enthusiastic, he didn’t try this hard, wasn’t quite op timistic.Explain how the example from the professor s lecture illustrates the experimenter effect.Task 5:Listen to a conversation between two students.(man) Hey, Kerri, what’s the matter?(woman) Well, you know I’m in the choir, right? And we have a concert in anhour,just an hour from now?(man) I know, I’m going, really looking forward to hearing you sing. What’s the trouble?(woman) Well, we’re all supposed to wear white shirts and black pants at the concert. You know, so we all look the same.(man) Right?(woman) Well, I wore my white shirt to dinner and I spilt spaghetti sauce all over it. (man) Oh, no!(woman) Yeah, there’s a huge red stein on it. I can’t wear it for the concert now. It’s the only white shirt I have and there’s no time to go to the store to buy another one. (man) Wow! What are you gonna do?(woman) Well, I just called the choir director and he’s obviously unhappy about all this. But I told him about another shirt I have, it’s not exactly white, not white like the others, sort of off white, sort of cream-colored? And he says it’s OK for me to wear it, but…(man) But it’s not exactly the same color as the others.(woman) Right. I’ll feel kind of funny. Some people in the audience would probably be able to tell.(man) Hmm. Don’t any of the other choir members have an extra white shirt you could borrow?(woman) No, I’ve already asked around. But my roommate has one.(man) Great, use hers.(woman) Well, the thing is, she’s out of town. I’ve tried calling her but haven’t beenable to reach her. She probably wouldn’t mind, but, you know, I’ve never borrowed her stuff before and I really don’t like taking things without asking.Briefly summarize the problem the speakers are discussing. Then state which solution you would recommend. Explain the reasons for your recommendation.Task 6:Listen to part of a lecture in a biology class.(female professor)Birds have some of the best vision capabilities in the animal kingdom. Some birds species have vision that is eight to ten times greater than humans. Overall, a bird’s eyes are extremely important for its survival.One aspect of bird's eyes that plays a role in helping them survive, in other words to find food or to avoid predators, is the position of the eyes in the skull. Some birds have eyes that face forward on the skull, kind of similar to how human's eyes are positioned. Forward-facing eyes allow a bird to clearly see and judge distances because it can focus on objects with both of its eyes, and correctly perceive height, width and depth. One type of bird with eyes positioned in the front of the skull is the hawk. Hawks eat animals like mice. Hawks have such good eye sight that they can spot a tiny mouse in the field from high up in the air. They spot the mouse and swoop down to catch it. Without such good eye sight, they would not be able to spot or catch their food.Other birds have eyes that are located on each side of the skull. This positioning of the eyes can help a bird to avoid predators. Instead of just seeing what’s directly in front, they can see things that are on either side, permitting them to watch for danger in all directions. Imagine a duck wading near the edge of a lake. It needs to spend time eating grasses and insects, but it also is on constant lookout for danger from its predator, like the fox . An eye on each side of the duck’s head allows it to see a fox approaching from eith er side . If it spots a fox, it can then fly away to safety. The placement of the eyes are critical in helping the duck avoid predators.Using the examples in the lecture, explain how the position of birds ’ eyes is critical to their survival.。

TPO-15 Reading 1解析

TPO-15 Reading 1解析

Q1正确答案:B解析:unique独特,那么unique among就是“在……之间很独特”的意思,所以答案是B。

Q2正确答案:B解析:以whale做关键词定位至第一句,说leatherback turtle更像是爬行的鲸而不像龟类。

说明这种龟和鲸有相似之处。

后面就说到:这种龟能游到更寒冷的北部和南部海洋。

由此可以推出鲸类御寒能力也很强。

选B。

A是迷惑选项,原文中只是做了一个比喻,本意是说这种龟就像鲸一样,只不过龟还是爬行动物,但实际上鲸本身不是爬行动物。

C和D原文中都没提到。

Q3正确答案:A解析:feat的意思是成就,选A。

另外,通过前一句意思也能推测出feat的意义。

前文说到leatherback 龟可以在仅有8°C的海水中维持25-26°C的体温。

这显然是一个了不起的成就。

Q4正确答案:C解析:EXCEPT题,排除法。

A的muscles做关键词定位至第二段最后一句,提到可以通过肌肉活动获得热量,正确,不选;B的dark body做关键词定位至倒数第二句,提到黑色体表可以捕获太阳辐射,正确,不选;C的by-product做关键词定位至第四句,但原文说leatherbacks不像我们和鸟类那样新陈代谢产生热量,所以与C说的刚好相反,C是答案;D的basking和surface做关键词定位至倒数第二句,说这种龟会在海水表面晒太阳获得热量,正确,不选。

Q5正确答案:D解析:bulk“大体积”,所以答案是D,mass,大块头。

前面提到leatherbacks用三种方法保持体温,首先最简单的就是体积,体积大,散热慢。

然后说到这种利用____保持高体温的方法叫gigantothermy,所以空格处应该是对应到前面的体积大。

另外也后面举了例子,“这招大象、鲸、甚至可能大恐龙也用”,举出的都是大型动物,所以猜出bulk是“大”。

effort和strength接近,activity不合文意。

TPO 15 听力文本_Megan

TPO 15 听力文本_Megan

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

托福听力TPO15对话1原文英文及翻译

托福听力TPO15对话1原文英文及翻译

托福听力TPO15对话1原文英文及翻译大家备考托福听力一定需要许多训练材料,为了帮助大家,小编为大家整理出来了。

那么下面是托福小编带来的托福听力TPO15对话1原文及翻译。

托福听力TPO15对话1原文英文及翻译对话-1原文:Narrator:Listen to a conversation between a student and a librarian employee.Student:Hi, I am looking for this book---the American judicial system. And I can’t seem to find it anywhere. I need to read a chapter for my political science class.Librarian:Let me check in the computer. Um… doesn’t seem to be checked out and i t’s not on reserve. You’ve checked the shelves I assume.Student:Yeah, I even checked other shelves and tables next to where the book should be.Librarian:Well, it’s still here in the library. So people must be using it. You know this seems to be a very popular book tonight. We show six copies. None are checked out. And, yet you didn’t even find one copy on the shelves. Is it a big class?Student:Maybe about Seventy Five?Librarian:Well, you should ask your professor to put some of the copies on reserve. Yo u know about the ‘Reserve system’, right?Student:I know that you have to read reserve books in the library and that you have time limits. But I didn’t know that I could ask a professor to put a book on the reserve. I mean I thought the professors make that kind of decisions at the beginning of the semester.Librarian:Oh… they can put books on reserve at any time during the semester.Student:You know reserving book seems a bit unfair. What if someone who is not in the class wants to use the book?Librarian:That’s why I said some copies.Student:Ah, well, I’ll certainly talk to my professor about it tomorrow. But what I am gonna do tonight?Librarian:I guess you could walk around the Poli-Sci section and look at the books waiting to be re-shelved.Student:There are do seem to be more than normal.Librarian:We are a little short of staff right now. Someone quit recently, so things aren’t getting re-shelved as quickly as usual. I don’t think they’ve hired replacement yet, so, yeah, the un-shelved books can get a bit out of hand.Student:This may sound a bit weird. But I’ve been thinking about getting a job. Um… I’ve never worked at the library before, But…..Librarian:That’s not a requirement. The job might still be open. At the beginning of the semester we were swamped with applications, but I guess everyone who wants the job has one by now.Student:What can you tell me about the job?Librarian:Well, we work between six and ten hours a week, so it’s a reasonable amount. Usually we can pick the hours we want to work. But since you’d be starting so late in the semester, I’m not sure how that would work for you. And… Oh… we get paid the normal university rates for student employees.Student:So who do I talk to?Librarian:I guess you talk to Dr. Jenkins, the head librarian. She does the hiring.对话-1译文:旁白:听一个学生和一个图书馆员工之间的对话。

15-24听力题目

15-24听力题目

Tpo-15Conversation 11.Why does the student go to the campus newspaper office?A.To turn in outlines of possible articlesB.To find out when his article will be printed in the newspaperC.To find out if he got a position as a reporterD.To get help with an assignment for his journalism course2.Why does the student want to write for the campus newspaper?A.He wants to earn some money.B.He wants to learn about the newspaper business.C.He wants to share his enthusiasm for physics.D.He thinks the experience will be valuable.3.The student mentions the proposed tuition increase as a possible topic for the newspaper. What does the adviser imply about the topic?A.The news editor thinks that the topic is not suitable for a new reporter.B.The news editor was impressed be the student’s outline about the topic.C.There is not enough information to write an article about the topic.D.The topic has already been assigned to another reporter.4.What will the student write about in his first article for the newspaper?A.The physics department’s plans for attracting more students.B.The university’s plan to offer more physics course.C.The importance of physics in our daily lives.D.The opinions of professors on the recent changes to introductory physics courses.5.What does the adviser imply when she says this:A.She is not responsible for evaluating proposed articles.B.She did not tell Max about the student’s interest in joining the staff.C.Max recently became the editor of the newspaper.D.Max has been very busy lately.Lecture 16.What is the lecture mainly about?A.Methods people used to eliminate distractions.B.The area of the brain responsible for blocking distractionsC.The usefulness of questionnaires in assessing distractability.D.Research about how the brain deals with distractions.7.According to the professor, what are two weaknesses of the Cognitive Failures Questionnaire? Click on 2 answers.A.It relies on subjective reporting.B.It assesses a limited number of situations.C.It does not assess visual distractionsD.It does not account for factors other than distractability.8.What hypotheses about distraction and brain were Lavie’s experiments involving star fields designed to investigate? Click on two answers.A.Whether the capacity of the brain to process irrelevant information varies from person to person.B.Whether the brain perceives information that is irrelevant to the performance of a task.C.Whether the brain deals with distractions by categorizing irrelevant information as low priority.D.Whether the visual cortex is activated during the sensation of movement.9.What did Lavie’s scans of subjects’ visual cortexes reveal?A.Area V5 became less active when tasks became more difficult.B.The presence of the star field did not affect activity in area V5.C.Area V5 became more active as more information appeared on the screen.D.Stimulating area V5 interfered with subjects’ ability to perceive motion.10.Why does the professor mention a highway?A.To compare two experiments designed to study distraction.B.To give an example of when area V5 might be activated.C.To describe a limitation in the brain’s processing capacity.D.To make a point about the effect of distractions on driving.11.What is professor’s opinion of Lavie’s work?A.She thinks it resolves most of the major questions about distraction.B.She feels it is of limited use because of flaws in the study designs.C.She believes it has changed the direction of research on distraction.D.She thinks its findings can be applied only to visual distraction.Lecture 212.What is the lecture mainly about?A.Recognizing when one geologic epoch ends and another begins.B.How geologists determine the age of earth.C.Whether humans have affected earth’s climateD.Identifying elements that affect the formation of sediment layers.13.Why does the professor mention the Pleistocene epoch?A.To explain how sediments change during an ice age.B.To give an example of a well-defined geologic epochC.To describe how certain environmental conditions affect erosion rates.D.To describe the factors that influence the naming of geologic epochs.14.Researchers study sediment in order to learn about the characteristics of pastgeologic epochs. What does the professor say that sediment reveals about a particular epoch? Click on two answers.\A.The climate on earth when the sediment formed.B.The places on earth with the highest amounts of rainfall.C.The level of the oceans at the time.D.The organisms that lived when the sediment formed.15.According to the professor, what is the significance of the year 1800C.E?A.The population reached 1 billion.B.The Anthropocene epoch was first described.C.Industrialization began to influence earth’s environment.D.There was a significant change in the amount of sediment deposited around theworld.16.What does the professor imply about the spread of agriculture 8,000 years ago?A.It was the true beginning of the Holocene epoch.B.It was the greenhouse gases were at their lowest levels.C.It was not a major cause of population growth.D.It did not cause as big an environmental impact as some researchers say.17.What does the professor say about future researchers?A.They may not agree that human have had an important effect on earth’s surface.B.They will not have reliable evidence of what is happening today.C.They will determine when the Anthropocene epoch began.D.They will make predictions about when the Anthropocene epoch will end.Part 2Conversation 21.Why does the woman go to see her professor?A.To tell him about an athletic achievement.B.To find out the best approach to studying for a test.C.To ask a question about a laboratory project.D.To discuss her performance on a biology exam.2.What does the professor imply when he mentions his experience playing soccer incollege?A.The woman should participate in a sport that takes less of her time.B.The woman may not have enough time to study for her class.C.The woman is not trying hard enough to do well in the class.D.The woman should be satisfied with the results of her exam.3.What did the woman study in her laboratory project?A.The best methods for preserving samples of onion cells.B.The differences between onion cells and other plant cells.C.The process of cell division in an onion.D.The different ways that onion cells can be diagrammed.4.What does the professor say about the results of the brain research?A.Several short study sessions are more effective than one extended study session.B.Studying in the library increase the brain’s ability to absorb details.C.Studying for extended periods of time is good exercise for the brain.D.Students who excel at laboratory work usually perform well on exams.5.At the end of the conversation, why does the professor return to the topic of runningon the track team?A.To suggest that the student take a break from it for a few weeks.B.To give an example of how exercise affects memory.C.To illustrate the point he is making about study habits.D.To find out if the next track meet will interfere with the exam.Lecture 36.What is the lecture mainly about?A.How Archimedes was identified as the author of some ancient texts.B.The recovery of some ancient writings on mathematics.C.Differences among various writing materials used in the Middle Ages.D.Techniques for restoring ancient manuscripts.7.What are two points the professor makes about parchment? Click on two answers.A.It is more long lasting than paper.B.It was inexpensive to produce during the Middle Ages.C.It was the material Archimedes used for his writings.D.Its use for books decreased after the 1400s.8.What does the professor imply when he explains the washing and scraping methodsthat were used to remove ink from parchment surface?A.Washing made parchment more able to retain newly applied ink than scraping did.B.Washing was less effective than scraping as means of permanently erasing ink.C.The scraping method was used in the creation of the Archimedes palimpsest.D.Neither method completely erased the original text.9.What type of book became known as the Archimedes palimpsest?A.A history book.B. A physics book.C. A prayer book.D.An artist’s book.10.What does the professor imply about the various techniques used to viewArchimedes’ text?A.The students should be familiar with most of the techniques.B.Different techniques were used to analyze the iron content of ancient ink.C.The use of ultraviolet light was more damaging than the other techniques.D.X-ray image was more effective than the other techniques.11.What does the professor imply about the significance of the Archimedes palimpsest?A.It is significant because it contains what may be Archimedes’ most importantwork.B.It is significant because it proves that a certain mathematics text was written byArchimedes.C.It is significant because it is the oldest one ever discovered.D.It is significant because it is the first one to be completely deciphered.12.Why does the professor discuss the exploration of hydrothermal vents?A.To show how the exploration helped researchers to determine the compositionof ocean water.B.To show how the exploration challenged an assumption about biologicalcommunities.C.To compare two competing theories concerning chemosynthesis.D.To compare the life cycle of underwater plants to the life cycle of underwateranimals.13.What are three of the conditions of water near hydrothermal vents that maderesearchers think they would not find living organisms there? Click on 3 answersA.Extreme heatB.Extreme pressureC.Fast currentsck of mineralsck of sunlight14.What does the professor imply about the researchers’ reaction to the biologicalcommunity discovered on the ocean floor?A.They were surprised at the large variety of organisms living near hydrothermalvents.B.They were surprised to find any bacteria living without sunlight.C.They were disappointed at not finding any animal life.D.They could not agree on the significance of the data that they collected.15.According to the professor, what is the role of chemosynthesis in biologicalcommunities that are found hydrothermal vents?A.It enables organisms to convert hydrogen sulfide into food.B.It enables organisms to convert tiny amounts of light into energy.C.It enables organisms to withstand large amounts of carbon dioxide.D.It enables organisms to regulate their temperature.16.Why does the professor mention the bacteria that live inside a tube worm?A.To give an example of organisms that pose a threat to tube worms.B.To explain what provides the organic material that tube worms use for energy.C.To give an example of other organisms that can withstand extreme heat.D.To give an example of organisms that are involved in both chemosynthesis andphotosynthesis.17.What does the professor imply when she says this:A.She will review information from the assigned chapter.B.She will present additional information related to the assigned chapter.C.The quiz on the assigned chapter will be longer than other quizzes.D.The class has spent too much time on the assigned chapter.Tpo-16Conversation 11.What does the woman want the man to do?A.Postpone a choir performance to allow more time for rehearsals.B.Change the rehearsal schedule at the music building.C.Give approval for her group to move a piano to a different room.D.Help her reserve a rehearsal space on campus.2.What problem concerning Lincoln Auditorium is mentioned?A.There is no piano in the auditorium.B.The auditorium has been booked by the jazz ensemble.C.The auditorium is located near a construction site.D.The auditorium’s stage is not large enough to hold the whole choir.3.What does the woman imply about having rehearsals in the evening?A.Most auditoriums are already reserved in the evening for performances.B.Groups must finish rehearsals before campus buildings close.C.Students are usually too tired to rehearse in the evening.D.Many students are not available in the evening.4.What is the woman’s attitude toward the jazz ensemble?A.She is worried that they have not rehearsed enough.B.She believes they may have deceived her.C.She would like to work together with them on a project.D.She admires the way they solved their acoustical problems.5.What does the woman imply when she says this?A.She will give the man the answers to his questions at another time.B.She is sorry that she cannot change the rehearsal time.C.She wishes that she could explain the problem more clearly.\D.She believes the man already knows the answers to his own questions.Lecture 16.What is the main purpose of the lecture?A.To explain the various ways that sulfuric acid is involved in the formation of caves.B.To describe caves and other geologic formations in U.S. national parks.C.To use Lechuguilla Cave as an example of how most caves form.D.To discuss the formation and characteristics of an unusual type of cave.7.The professor mentions parts of the process involved in the formation ofLechuguilla Cave. Indicate which of the statements below describe part of the8.According to the professor, what substance found in surface water is important forthe formation of typical limestone caves?A.GypsumB.OxygenC.Carbonic acidD.Sulfuric acid9.What does the presence of gypsum in Lechuguilla Cave indicate?A.The cave was not formed by flowing water.B.The cave is no longer forming.C.Bacteria are present in high concentrations inside the cave.D.No type of acid was involved in the formation of the cave.10.What can be inferred from the fact that Lechuguilla Cave is no longer forming?A.The cave has stopped attracting visitors.B.The cave no longer contains any limestone.C.The air in the cave is safer to breathe now than it was in the past.D.Gypsum deposits inside the cave are growing thicker.11.What does the professor mean when he says this?A.Lechuguilla Cave is not completely absent of water.B.Lechuguilla Cave is not totally safe to explore.C.Water long ago flowed through Lechuguilla Cave.D.Scientists do not agree about how Lechuguilla Cave was formed.Lecture 212.What is the lecture mainly about?A.Professor pianists of the 18th and 19th centuries.B.The influence of the piano on music and society.C. A comparison of the piano and harpsichord.D. A comparison of musical styles before and after the invention of the piano.13.What does the professor mention as influences on musical styles before theinvention of the piano?A.The preferences of particular patronsB.The low numbers of available instruments.C.Increase in the number of music schools.D.Reductions in the costs of producing instruments.14.Why does the professor describe how a piano works?A.To explain why pianos are easy to play.B.To explain why pianos are expensive to construct.C.To explain why pianos are not classified as string instruments.D.To explain why pianos do not require frequent tuning.15.According to the professor, why did the piano become more popular than theharpsichord?A.Piano music was easier to compose than harpsichord music.B.Piano music was better for accompanying the popular new dances of the 1700s.C.The piano had a more attractive size and shape than the harpsichord.D.The piano could express a wider range of emotions than the harpsichord.16.Why does the professor discuss Clara Schumann?A.She influenced the design of the modern piano.B.She grew up in an environment that encouraged female musicians.C.Her musical talents were inherited from her parents.D.Her background and Robert Schumann’s background were similar.17.What does the professor imply when he says this?A.He will not write a term on the blackboard.B.The students do not have to take notes.C.The situation was described in the reading.D.The students can easily guess what he means.Conversation 21.Why does the student go to see the professor?A.To find his grade on the midterm exam.B.To explain why he missed a classC.To get help writing an essay.D.To ask to take a test at a different time.2.Why does the professor congratulate the student?A.He received the highest grade on a recent test.B.He recently won an award.C.He was accepted into a history program in France.D.He wrote an essay that was published in a magazine.3.What will the student do this weekend?A.Take a trip with his medieval history class.B.Practice speaking French.C.Attend an awards ceremony.D.Write a paper about Montreal.4.What are two of the criteria the professor will use to evaluate students’ essays? Click on 2 answers.A.How completely they describe the factual details of historical events.B.How successfully they defend their own opinions.C.How carefully they analyze ideas discussed in class.D.How much information from the textbook they include.5.What does the professor imply when she says this?A.She has not yet seen the student’s paper.B.She will not hold class on Monday.C.She needs more time to grade the student’s exam.D.She wants to confirm her plans for a test.Lecture 36. What is the lecture mainly about?A. Different foraging strategies among animals.B. Methods beavers use to gather building materials.C. Decisions beavers make about where to live.D. Choices beavers face when foraging.7. What differences between aspen trees and ash trees does the professor point out?A. Aspen trees are easier to transport.B. Aspen trees provide better wood for construction.C. Aspen trees provide less nutrition for beavers.D. Aspen trees have more overall value to beavers.8. What does the professor identify as the two central issues involved in beavers’ behavior? Click on 2 answers.A.How far from home to forage.B.How to cope with competition.C.What size tree to cut down.D.What time of year material for construction is available.9. What does the professor say about the cutting down of large trees?A. Beavers generally prefer cutting down large trees to small trees.B. Beavers generally do not travel long distances to cut down large trees.C. Beavers will not cut large trees of certain species.D. Beavers use large trees mainly for the purpose fo building shelters.10. According to the professor, why do beavers generally forage at night?A. Beavers are safe from predators if they forage at night.B. Foraging at night requires less energy than foraging in the daytime.C. Beavers stay with their offspring during the daytime.D. Beavers face less competition for food from other animals during the night.11. Why does the professor say this?A. To explain her reasoning.B. To indicate why her belief was wrong.C. To give an example of a decision beavers make.D. To explain the reason beavers travel far for wood.Lecture 412. What is the lecture mainly about?A. The images in stained-glass windows.B. The history of stained-glass art.C. The importance of religious art during the Middle Ages.D. Techniques for making glass during the Middle Ages.13. What are two points the professor makes about stained-glass windows made during the Middle Ages? Click on 2 answers.A. They typically were small size.B. The glass was colored during the glassmaking process.C. They were used mainly for churches.D. They had simple designs.14. During the Middle Ages, what was one of the first steps that artists used in making astained-glass window?A. They drew the design onto the top of a table.B. They created models of the design with lead strips.C. They drew an outline of the design directly onto a piece of glass.D. They painted the design on paper.15. According to the professor, what are two ways in which stained-glass windows made in the sixteen century differed from those made in earlier centuries? Click on 2 answers.A. The way the glass was colored.B. The role played by lead strips.C. The scenes that were depicted.D. The way glass pieces were cut.16. What does the professor imply contributed to the popularity of Tiffany glass?A. The use of lead compounds to enhance its colors.B. The reuse of stained glass from old church windows.C. The invention of electric lighting.D. A new process for painting glass.17. What does the professor imply when she says this?A. It is unfortunate that people in the 19th century destroyed old stained-glass windows.B. Stained-glass windows made in the 19th century are more beautiful than those made earlier.C. It was necessary for people in the 19th century to break stained-glass windows.D. Stained-glass windows made in the 19th century are more valuable today than windows in previous centuries.Tpo-17Conversation 11.Why does the man visit the professor?A.To get the professor’s approval for his paper topic.B.To ask for source material for his paper.C.To ask the professor’s opinion about a particular production of a Shakespeare play.D.To get help finding articles about a play.2.What is the subject of the man’s paper?A.The influence of film on theater.B.The transient nature of theater.C.Modern interpretations of a play by Shakespeare.D. A comparison of different film versions of Shakespeare’s play.3.What do the speakers say about Peter Brook’s production of A Midsummer Night’s Dream? Click on 2 answers.A.It influenced subsequent productions.B.It was performed only a few times.C.Written accounts of it are difficult to find.D.Film versions of it probably do not exist.4.What point does the professor make when she mentions that some students are writing about 19th century productions of Shakespeare’s plays?A.Other students’ paper topics are even more difficult than the man’s topic.B.The man should refer to some nineteenth-century productions in his paper.C.Students should focus their research on film adaptations of the plays.D.Theater students often face the same problem the man is facing.5.Why does the professor say this?A.To point out that the topic of the student’s paper has been covered before.B.To convince the student to write about the production.C.To persuade the student to change the topic of his paper.D.To see if the student agrees with her opinion about the production.Lecture 16.What is the talk mainly about?A.Techniques for locating archaeological sites.B.Methods of preserving archaeological sites.C.Limitations of some techniques for dating artifacts.D.Difficulties in determining where artifacts were created.7.According to the professor, when might stratigraphy provide misleading information about a portable object?A.When the object has decomposed over time.B.When the object is older than the site at which it was found.C.When the object is found in the lowest soil layer of a site.D.When the object was broken during excavation.8.What are two disadvantages of radiocarbon dating? Click on 2 answersA.It cannot be used for dating art made of organic material.B.It causes damage to the material being analyzed.C.It can be used for dating only portable art.D.It cannot prove when a piece of art was made.9.What is the professor’s opinion about the practice of dating a piece of art by analyzing its artistic style?A.It provides the strongest type of dating evidence.B.It is more useful for some types of art than others.e of the practice has improved over the last century.D.Some analysts make questionable assumption when using it.10.How does the woman summarize the professor’s main point in the talk?A.By drawing a parallel with a process common to the legal field.B.By repeating a comment the professor made at the beginning of class.C.By referring to a study that supports the professor’s theory.D.By comparing the professor’s remarks with statements in the textbook.11.Why does the professor say this?A.To make the point that written records are not important.B.To explain why the question is worth discussing.C.To justify the omission of an important point.D.To express his opinion about the quality of prehistoric art.Lecture 212. What is the lecture mainly about?A. A hypothesis that explains how changes in Earth’s motions affect climate.B. A hypothesis that explains why the shape of earth’s orbit varies over time.C. Reasons it is difficult to find evidence to support hypotheses about the climate.D. Analyses of the accuracy of data collected in different ways.13. Why does the professor compare Earth’s movements to a watch?A. To clarify a common misunderstanding.B. To show in what way Earth is similar to a watch.C. To emphasize the regularity of Earth’s movements.D. To connect the concepts of orbits and time.14. Why does the professor mention Northern Hemisphere glaciers?A. They have a significant effect on the axial tilt of Earth.B. They play a moderating role on Earth’s climate.C. Their formation could be affected by changes in Earth’s orbit.D. Their melting could result in longer warm seasons.15. What is the significance of the evidence found on the ocean floor?A. It negated earlier evidence that Milankovitch found.B. It led the development of new methods to measure global climate changes.C. It helped Milankovitch first formulate his hypothesis.D. It confirmed Milankovitch’s hypothesis.16. What did calcite deposits from Devils Hole reveal?A. Inaccurate information about long-term climate changes.B. Evidence that contradicted Milankovitch’s hypothesis.C. Evidence that climate changes occur only locally.D. Variations in Earth’s orbit that had little impact on climate.17. Why does the professor say this?A. To inform the students about what he will not discuss.B. To indicate the difficulty of measuring precession.C. To explain why he plans to spend a long time discussing precession.D. To clarify that he will provide additional information later.Section 2Conversation 21.Why does the man go to see the woman?A.To complain about customers.B.To request an increase in his pay.C.To ask for a change in his work schedule.D.To apply for a job playing music in the dining hall.2.What activity does the man want to be able to do at dinnertime?A.Prepare for his morning music classes.B.Rehearse with a school music group.C.Play jazz for the faculty in the dining hall.D.Eat with classmates from his music class.3.The woman asks the man to consider a different job. What kind of work would the man have to do for the new job?A.Get ingredients ready for a meal.B.Clean kitchen equipment for the cooks.C.Prepare the weekly menu for the dining hall.D.Coordinate schedules for student workers.4.What does the man imply about his job as a waiter?A.It allows him to get to know the professor better.B.It is his first job at the university.C.It does not pay as much as other jobs.D.It interferes with his studies.5.What does the woman imply when she says this?A.She thinks the man should keep his job as a waiter.B.She is grateful that the man is willing to work longer hours.C.The man will have to make many sacrifices to achieve his goals.D.The man does not appreciate the opportunity she is offering him.Lecture 36.What is the lecture mainly about?A.Differences between modern and ancient calendars.B.The importance of astronomy in Egyptian religion.C.The timekeeping system of ancient Egypt.D.How to use agriculture as a method of timekeeping.7.Why does the professor mention the names of the seasons in ancient Egypt?A.To explain the importance of religion.B.To emphasize the significant of the Nile River.C.To indicate when different types of crops were harvested.D.To describe early discoveries in astronomy.。

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【托福听力资料】托福TPO15 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 15 Lecture 3 Art History
Narrator: Listen to part of a lecture in an art history class.
Professor:
Now in Europe in the Middle Ages before the invention of printing and the
printing press, all books, all manuscripts were hand-made. And the material
typically used for the pages was parchment, which is animal skin that’s
stretched and dried under tension, so it become s really flat and can be written
on . During the 1400s, when printing was being developed, paper became the
predominant material for books in Europe, but prior to that, it was parchment.
Parchment is durable, much more so than paper, and it could be reused which came
in handy since it was a costly material and in short supply, so it wasn ’ t
uncommon for the scribes or monks who produced the manuscripts .
Ah, remember before printing books were made mainly in monasteries . Well,
the scribes often recycled the parchment that’d been used for earlier
manuscripts. They simply erased the ink off the parchment and wrote something
new in its place A manuscript page that was written on, erased and then used
again is called a palimpsest.
Palimpsests were created, well, we know about two methods that were used for
removing ink from parchment. In the late Middle Ages, it was customary to scrape
away the surface of the parchment with an abrasive, which completely wiped out
any writing that was there. But earlier in the Middle Ages, the original ink was usually removed by washing the used parchment with milk. That removed the ink.
But with the passing of time, the original writing might reappear. In fact , it might reappear to the extent that scholars could make out and even decipher the original text.
Perhaps, the most famous example is the Archimedes’ palimpsest.
Archimedes lived in Greece around 200 BCE, and as you probably know, he’s considered one of the greatest Mathematicians who ever lived, even though many of his writings had been lost , including what many now think to be his most important work called The Method .
But in 1998, a book of prayers from the Middle Ages sold in an art auction for a lot of money, more money than anyone would pay for a damaged book from the
12th century. Beautiful or not, why? It had been discovered that the book was a
palimpsest, and beneath the surface writing of the manuscript laid, guess what?
Mathematical theorems and diagrams from Archimedes.
Archimedes’ writings were originally done on papyrus scrolls. Then in the 10 th century, a scribe made a copy on parchment of some of his texts and diagrams including, as it turns out, The Method . This was extremely fortunate, since later on, the original papyrus scrolls disappeared. About 200 years later in the
12 th century, this parchment manuscript became a palimpsest when a scribe used
the parchment to make a prayer book. So the pages, the pieces of parchment
themselves, had been preserved. But the Archimedes’ text was erased and written over, and no one knew it existed.
It wasn’t until 1906 that a scholar came across the prayer book in a library and realized it was a palimpsest, and that the underlying layer of texts could only have come from Archimedes. That was when his work The Method was discovered for the first time.
Um... the palimpsest then went through some more tough times, but eventually it ended up in an art auction where was bought and then donated to an art museum in Baltimore, for conservation and study. To avoid further damage to the manuscript, the research team at the art museum has had to be extremely selective in the techniques they used to see the original writing. They’ve used ultraviolet light and some other techniques, and if you’re interested in that sort of thing, you can learn more about it in an art conservation class.
But actually, it was a physicist who came up with a method that was a breakthrough. He realized that the iron in the ancient ink would display if exposed to a certain X-ray imaging method, and except for small portions of the text that couldn’t be deciphered, this technique’s been very helpful in seeing Archimedes’ texts and drawings through the medieval overwriting.。

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