历年托福听力考试真题下载十(原文+音频)
托福听力tpo69全套对话讲座原文+题目+答案+译文
托福听力tpo69全套对话讲座原文+题目+答案+译文Section1 (2)Conversation1 (2)原文 (2)题目 (5)答案 (7)译文 (7)Lecture1 (10)原文 (10)题目 (14)答案 (16)译文 (17)Section2 (19)Conversation2 (20)原文 (20)题目 (23)答案 (26)译文 (26)Lecture2 (29)原文 (29)题目 (32)答案 (36)译文 (36)Lecture3 (39)原文 (39)题目 (42)答案 (46)译文 (46)Section1Conversation1原文Student:Hi I'm Robert West,we had an appointment.University administrator:You hear about your graduation form right?I'm about to print it out.Student:Oh good,thanks,I was kind of wondering what it is all about,I mean,I’ve completed more than enough courses work to graduate.University administrator:All this is strictly routine,of course you have to finish your course work.But this form is just the administrative checklist.It's our way of making sure you don't have any unfinished university business,like unpaid tuition bills or lab fees that’s sort of thing.Student:Well,I do have an outstanding student loan,but I was told that I don't have to start paying that off yet,not until I get a job,I do have a job interview tomorrow.University administrator:well,good luck with it,but not yourloan,it's not an issue here.Let’s see,the only problem I see is um，what’s this fine for…uh,an overdue CD that you borrow from the music library.Student:Really?I…I checked it out,like three months ago,but wasn’t really for me.University administrator:Oh,you checked it out for a friend？Student:No,for a faculty member actually.We need that music for a play we produced.Uh,professor Williams was our director and I was in the show.Anyway,he’d asked me to borrow the recording from the library.University administrator:Okay,but that still doesn't explain why you didn't return it.Student:Well,he ended up with it.He says he’d return it.And I just assumed that was that.Because I never heard anything from the library.University administrator:That’s all,you used it and you know this.Student:Yeah,Oh,but I did recently move to a new apartment, maybe they did send something.University administrator:Okay,well this should’ve been done in a time in manner.But as they say better late than never,if you return the CD now,you get away with just a late time, which is a lot less than the fee to replace it.Student:Yeah,but it's totally not my fault,so now I have to track down the CD to avoid having to pay this replacement fee.University administrator:Well,yes.I mean it sounds like there was some kind of a mix-up,but the burden is still on you to settle your library account.You know it,it might be that their records are wrong,so first I suggest you go there make sure and then you might have to go talk to professor Williams.Student:Oh,I guess I have no choice.University administrator:Don't worry too much,these things always get sorted out.Student:Yeah,you’re right.It's no big thing,I should be more worried about my job,interview,then about this.University administrator:And when it’s all worked out,come back here for your paper work.题目.Why does the student go to see the woman?A.To make sure he has completed enough course work to graduateB.To find out when his student loan must be paid backC.To pick up an administrative formD.To complain about a library fine2.What is the student's problem?A.He forgot to return some library books.B.He cannot start paying off his student loan yet.C.He paid his graduation fee too late.D.He owes money to the music library.3.Who is Professor Williams?A.The head of the libraryB.The director of a play the student was inC.The student's music professorD.The person who arranged a job interview for the student4.What is the most likely reason the student did not receive the notice from the library?A.He recently moved.B.He has been out of town.C.The library just mailed it the day before.D.The library sent it to Professor Williams.5.What can be inferred about the student when he says this:University administrator:Well,yes.I mean it sounds like there was some kind of a mix-up,but the burden is still on you tosettle your library account.You know it,it might be that their records are wrong,so first I suggest you go there make sure and then you might have to go talk to professor Williams.Student:Oh,I guess I have no choice.A.He is not sure how to respond to the woman.B.He feels he has been treated unfairly.C.He wonders if there is another solution.D.He does not think the woman's suggestions will work.答案C D B A B译文1.学生：嗨！我是Robert West，我们之前有约。
托福(听力)历年真题试卷汇编10(题后含答案及解析)
托福（听力）历年真题试卷汇编10(题后含答案及解析) 题型有：1. Listening ComprehensionSection One：Listening Comprehension听力原文：Listen to a conversation between a student (S) and a university employee (E).S: Wow! Your store isn’t too easy to find.E: You can say that. They’ve moved us to the basement.S: Well, I made it anyway. Could I get some color copies of this flier?E: Sure, how many do you need?S: 500. It’s for a fundraiser I’m organizing, and I need enough copies for each faculty and staff member, also a few to put on bulletin boards.E: Really? What fundraiser?S: Oh, it’s to raise money for a new sandbox at the preschool on campus.E: Oh, do you work there? My wife and I looked into the preschool for our daughter, but we arrived on campus too late for her to enroll.I just started at the university this semester, so maybe we’ll get her in next year.S: No, not exactly. I’m majoring in early childhood education. For a research paper I’ve been spending time there observing the different ways they teach pre-reading skills. I was really surprised by all the learning tools and techniques that they use in the classroom and even on the playground.E: Yea? It’s interesting what they do with kids these days.S: Anyway, there’s another thing that surprised me. I had no idea how sparse their playground is—just a slide, some balls, and a couple of swings for about 45 children! The director told me she’d love to have a big sandbox too, which got me some thinking. I have to do 20 hours of community service to graduate, so I offered to organize a fundraiser to buy a sandbox, and the director really loved that idea. I figured that’ll take 20 hours, at least.E: So what’s your plan to raise the money?S: I got my advisor, Professor Campbell, to teach a parenting workshop there. He’s going to give tips on raising toddlers.E: Great idea. Toddlers can be a challenge. I know that from experience.S: Anyway, the workshop is just three weeks away, so I need to distribute the flyers as soon as possible. Could I get the color copies right now?E: Well, unfortunately our color copiers are undergoing routine maintenance right now, so it might take a day or two, but if you need them right away, you could use one of our black and white copiers. They’re all self-service.S: I guess that’ll be ok. Thanks!E: By the way, how much are you going to charge for that workshop?S: $50, but that registration fee also includes a copy of Professor Campbell’s new parenting book. He wrote this great book about toddlers that sells for $25.E: $50 seems a little high, but since you include the book too...S: Yea, the book has gotten some great reviews, too.E: Hmm... can I have one of your flyers after you make the copies?S: Sure! I’ll give you a few if you want to help me spread the word.1．Why does the student go to see the university employee?A．To get directions to the nearest copy centerB．To order photocopies of a documentC．To get permission to post a sign on a bulletin boardD．To solicit his help on a research project正确答案：B解析：目的主旨题。
托福TPO50听力文本+答案+解析+音频下载(上)
得听力者得天下，托福听力对于考生来说至关重要!如何攻克托福听力，除了要多听，托福TPO听力也是托儿必刷的真题.今天，小编为托福考生们带来了托福TPO50听力，希望可以帮助广大托福考生轻松备考托福。
本文给大家分享了托福TPO50听力文本+答案+解析+音频下载。
由于文章太长，我们将分成上、下两篇。
下篇请点击：托福TPO50听力文本+解析+答案+音频下载(下)托福听力TPO50文本+答案+解析+音频下载(上)托福听力TPO50文本第一篇民意测验Straw PollListen to a conversation between a student and a political scienceprofessor.Student:I’m not sure if you know but I would like to go to the studentgovernment this year.Teacher: Oh, congratulations! I was in student government myself as anundergraduate. It taught me a lot about the political process. In fact, theexperience solved my problem of what to do with my life. It really cemented myinterest in becoming a political scientist.Student: Cool! Anyway, the reason I came by is we are getting ready toconduct a straw poll on campus, you know, hold an informal ballot since thegeneral election is just a couple of months away. We want to get a field fromthe students' bodies political leanings, like who students are planning to votefor, which political party people identify with, that sort of thing.Teacher: I’m sure. I help students run the straw poll once years ago, uh,it was a lot of work. Mostly because we use paper ballots, and stayed up allnight counting them. But if you use computers……Student: Yeah, we are creating a website for our students to be able tovote online. Em, we are looking for a faculty advisor to help, actually. I was hoping you might be interested.Teacher: Oh, I’m flattered, John. But my schedule is so jammed. I’mteaching two seminars, your intro-course, finishing up my research. But, what about Professor Clan? She is new in our department. Plus, she is a wiz with computers.Student: Ok, I will ask her.Teacher: So, have you decided on the topic for your term paper yet?Student: Not really.Teacher: Why not write about your straw poll? Since the paper is not duetill after the election, you could include your results. Maybe compare them with the real election results.Student: But would that be enough? I mean, just comparing numbers?Teacher: Well, no, you need to provide some analysis, too. But I wasthinking, there is a couple of local ballot questions this year. You know, referenda, the voters can either support or not support?Student: Right. There is one on whether to ban smoking in restaurants, and another one……I think is whether to spend tax dollars for a new sports arena in the city.Teacher: Ah, Ok. Here is an idea. In regular elections, the vast majorityof voters ignore referenda. They vote for their favorite candidates but avoid ballot questions. We believe it's because voters aren’t familiar with the questions or don’t understand them. But actively educating people on ballotquestions right before they vote can improve referendum participation rates. Student: In that case, maybe we could have our straw poll website providing information on the ballot questions, like how each proposal would affect students.Teacher: Exactly. And when you write your paper, you could compare the students’ referendum voting rate to the general publics. And include you own analysis of the results. Plus, there is plenty of publish research on referendum voting behavior.Student: Thanks, Professor Miller. I have no idea the straw poll canactually help me in my course work.托福TPO听力50音频下载：百度网盘链接：链接：/s/1pKFAflL 密码：dlq2托福TPO听力50第一篇题目：Question 1 of 5Why does the man go to see the professor?A. To suggest an idea for his research project.B. To tell her about his election to student government.C. To ask for her help on a political project.D. To discuss methods of gathering public opinion.uestion 2 of 5What is the professor's attitude toward her involvement in studentgovernment as an undergraduate?A. She is grateful that the experience helped inspire her careerchoice..B. She regrets that her involvement took time away from her studies..C. She wishes that she had been more active than she was..D. She is glad that her involvement enabled her to help other students..Question 3 of 5What is the student government's main reason for conducting a strawpoll?A. To educate students on the candidates' positions.B. To remind students to vote in the upcoming election.C. To find out how students feel about the local referenda.D. To get an idea of students' political preferences.Question 4 of 5Why does the professor mention paper ballots?A. To show how a straw poll differs from an actual election.B. To stress the importance of keeping accurate records.C. To indicate that conducting a poll may present challenges.D. To suggest a way to improve communication between the student body and the student government.Question 5 of 5Why does the professor discuss voting behavior on referenda?A. To encourage the man to vote on the local referenda.B. To help the man develop a focus for his term paper.C. To express her skepticism that voting behavior can be changed.D. To let the man know about her current research project.托福听力TPO50文本第二篇Ancient Egyptian Glass古埃及的玻璃制造Listen to part of a lecture in an ancient history class.Professor: Ok, last time we were discussing trade and commerce during the Bronze Age. And I said a little over three thousand years ago, there was quite a lively trade among the countries along the Mediterranean Sea. People are making objects out of bronzes and they were using bronze tools to make other goods. And they develop trade networks to trade these goods with other countries around the Mediterranean. One of the things they traded was glass. And recently there was an archeological excavation in Egypt, on the Nile River around where enters the Mediterranean Sea where they discovered an ancient glass factory. Robert? Robert: I thought our textbook said the Egyptians imported their glass from other countries.Professor: Well, until now that’s what the evidence seemed to suggest. I mean, we have some evidence that suggested that the Egyptians were making glass objects, but not glass.Robert: Ok. Am……Am I missing something? They are making glass but they are not making glass?Professor: I said they were making glass objects, right? You see, it was previously thought that they weren’t actually making the raw glass itself that they were importing unfinished glass from Mesopotamia, which today is a region consisting of Iraq and parts of Syria and Turkey and Iran, and simply reworkingit. Most archeologists believed that the glass factories were in Mesopotamia because that’s where the oldest known glass remains come from. You see, there was two stages of glass making. The primary production stage where they made disks of raw glass. And there was the secondary stage where they melted the raw glass, the glass disks, and created decorative objects, so, or whatever. And from this new Egyptians’ site, we learned that the primary production stage had several steps. First they took quartz, a colorless transparent mineral and crushed it. Then they took that crushed quartz and mixed it with plant ash. A plant ash is just what it sounds like, the ashes left after you burnt plant material. They slowly heated this mixture at a relatively low temperature in small vessels, containers like jars made out of clay. And that yielded a kind of glassy material. They took this glassy material and grounded it up into a powder and then they used metallic dye to color it. After that, they poured the colored powder out into disk-shaped molds and heated it up to very high tem peratures. So that it melted. After cooled, they break the molds, and inside there were the glass disks. These disks were shipped out to other sites within Egypt and places around the Mediterranean. Then in the secondary phase, the disks were reheated, and shaped into decorative objects. Susan?Susan: So what kind of objects were people making back then?Professor: Well, the most common objects we found, mostly in Egypt and Mesopotamia, the most common objects were beads. One thing the Egyptian were very very good at was imitating precious stones. They created some beads that look so much like emeralds and pearls that was very difficult to distinguishthem from the real thing. Em, and……and also beautiful vessels, ah, with narrow necks. They were probably really valuable so they wouldn’t have been used to hold cooking oil or common food items. They were most likely used for expensive liquids, like perfume. Now the glass made at this factory was mostly red, to get this red color they used copper, in a sophisticated process. Of course, any kind of glass was very valuable so these red bottles would only have been owned by wealthy people. In fact, because it was so difficult to make, and sort of mysterious and complicated, it was probably a product produced for the royal family. And they probably used glass to show their power. Also, beautiful expensive objects made great gifts if you are looking to establish or strength the political alliances. And it is quite possible that the ancient Egyptians were actually exporting glass, not just making it or importing it. The trade with Mesopotamia was probably a friendly mutual trade because a Mesopotamia glass was usually white or yellow. So Mesopotamians might accept something like, we will give you two white disks for two red disks. There is no proof of that, at least not yet.托福TPO听力50音频下载：百度网盘链接：链接：/s/1pKFAflL 密码：dlq2题目：Question 1 of 6What is the lecture mainly about?A. New information about glass production and use in ancient Egypt.B. Whether Egyptians or Mesopotamians were the first to invent glass.C. Differences between Egyptian glass and other kinds of glass.D. Reasons why ancient Egyptians imported glass from other countries. Question 2 of 6What is the importance of the archaeological evidence recently found in Egypt?A. It supports the theory that ancient Egyptians imported glass from Mesopotamia..B. It proves that ancient Egyptians made glass objects prior to the Bronze Age..C. It provides the first evidence that glassmaking in the Bronze Age required two different stages..D. It shows that ancient Egyptians were producing raw glass..Quertion 3 of 6The professor describes a process for making glass disks. Summarize the process by putting the steps in the correct order. Click on a sentence. Then drag it to the space where it belongs.A.Glass-like material is ground up and dyed blue or red..B.Powdered material is heated at very high temperatures..C.Crushed quartz and plant ash are heated at low temperatures..D.Containers are broken to remove glass disks..Question 4 of 6Based on the lecture, what are two kinds of glass objects that were valued in ancient Egypt and Mesopotamia? Click on 2 answers.A. Beads.B. Cooking utensils.C. Containers.D. Windows.Question 5 of 6According to the professor, what are two reasons why ancient Egyptians exported glass? Click on 2 answers.A. To build relationships with foreign leaders.B. To hold cooking oil that was sold in other countries.C. To get bronze tools from other countries.D. To acquire colors of glass not made in Egypt.Question 6 of 6Why does the professor say this:A. To emphasize that glass objects were only made in ancient Egypt.B. To find out what the student does not understand.C. To indicate that there was no contradiction in her previousstatement.D. To correct what she said in her previous statement.托福听力TPO50文本第三篇The Classification Of Creatures生物分类Listen to part of a lecture in a biology class.Processor: Ok. There are two major types of classifiers in the world,people we call lumpers and people we call splitters. A lumper is someone who tries to put as many things as possible in one category. Splitters like to workfor the differences and put things in as many different categories as possible.Both lumpers and splitters work in the business of defining biological classifications. The great philosopher Aristotle is generally considered the first person to systematically categorize things. He divided all living things into two groups. They were either animal or vegetable. And these categories are what biologists came to call “kingdoms”. So if it ran around, it was an animal, a member of the animal kingdom. And if it stood still, and grew in the soil, it was a plant, a member of the plant kingdom. This system, organizing all life into these two kingdoms, worked very well for quite a while, even into the age of the microscope.With the invention of the microscope, in the late 1500s, we discovered thefirst microorganisms. We thought that some wiggled and moved around and others were green and just sat there. So the ones that moved like animals were classified as animals, and the more plant-like ones as plants. Oh, before I go on I must mention Carolus Linnaeus. A hundred years or so after the invention of the microscope, Carolus Linnaeus devised a simple and practical system for classifying living things, according to the ranks of categorization still in use today——class, order, family and so on.And by further best aspect of the Linnaeus system, is the general use of binomial nomenclature, having just two names to describe any living organism. This replaced the use of long descriptive names, as well as common names which vary from place to place and language to language. Binomial nomenclature givesevery species a unique and stable two-word name, agreed upon by biologistsworldwide.But not everything about this system remained unchanged. Take for examplethe mushroom, a fungus. It grew up from the ground and looked like a plant. Soit was classified as a plant. But using the microscope we discovered that afungus contains these microscopic thread-like cells that run all over the place.And so it’s actually not that plant-like. So in this case, the splitterseventually won, and got a third kingdom just for the fungus.And as microscopes improved, we discovered some microorganisms that wereincredibly small. I’m talking about bacteria. And we could see that they didn’thave what we call a nucleus. So they got their own kingdom, a kingdom of verytiny things without nucleoli. So then we had several kingdoms for plants and foranimals, and the different kinds of fungus like mushrooms, and for these tinybacteria. But we also had some other microorganisms that didn’t fit anywhere. Sobiologist gave them their own kingdom. And this fifth kingdom was sort ofanything that doesn’t fit in the first four kingdom, which upset somepeople.And then there was a question of viruses. Viruses have some characteristicsof life but don’t reproduce on their own or use energy. So we still don’t knowwhat to do with them. The lumpers want to keep viruses in the current system.Some of the splitters say to give them a separate kingdom. And the extremesplitters say that viruses have nothing at all to do with living things and keepthem out of my department.Recent research though has moved to see yet another direction. Nowadayswhen we want to determine the characteristics of something, we look at its biochemistry and its genetic material. And what we’ve discovered is that some bacteria are not like the others. Many of these are called extremophiles. They live in very strange places, in polar ice or in a boiling water of hot springs or in water so salty (that) other organisms couldn’t live there. Extremophiles tend to have a different chemistry from other bacteria, a chemistry that in some case is actually more related to plants and animals than to previously known bacteria. So what to do with this strange bacteria?Well, one thing we’ve done is creating a new set of categories, the domains, overarching the different kingdoms. Biologists now recognize three domains. But even as we talk about these new domains, well, come back in a few years and it might all be different.托福TPO听力50音频下载：百度网盘链接：链接：/s/1pKFAflL 密码：dlq2题目：Question 1 of 6What is the lecture mainly about?A. The importance of classifying living organisms.B. The history of biological classification.C. The impact of the microscope on biological classification.D. The naming of newly discovered organisms.Question 2 of 6Why does the professor describe “lumpers” and “splitters”?A. To emphasizeone difference between early and modern biologists.B. To point out that early biological classifications were not based on scientific principles.C. To give examples of categories in early biological classification systems.D. To identify approaches that have shaped the development of biological classification systems.Question 3 of 6What can be inferred about biologists before the time of Carolus Linnaeus?A. They did not agree on the names of many living things..B. Very few of them used microscopes..C. They were puzzled by the discovery of microorganisms that lacked a nucleus..D. They had to be fluent in several languages in order to publish their research..Question 4 of 6What does the professor mention as two characteristics of extremophiles? Click on 2 answers.A. They live in harsh environments..B. They are much larger than most other types of bacteria..C. In their structure they may resemble viruses..D. In their biochemistry, they may be similar to plants and animals.. Question 5 of 6What is the professor's attitude toward the current system of biologicalclassification?A. She is surprised that biologists have not changed the system for so many years..B. She is upset that so many unnecessary distinctions have been added..C. She is not confident that the system has been finalized..D. She is eager for biologists to adopt a completely new system..Question 6 of 6What does the professor imply when she says this:A. The microscope was developed specifically for the purpose of studying and classifying microorganisms..B. The invention of the microscope enabled scientists to confirmpredictions about the characteristics of microorganisms..C. Organisms discovered with early microscopes were classified according to categories that Aristotle established..D. Microscopes helped scientists clarify distinctions between the plant kingdom and the animal kingdom..。
托福TPO听力30文本(含MP3音频)
小编推荐：查看托福口语TPO1-33文本+MP3，请点击：TPO口语1-34查看托福阅读TPO1-33阅读原文+题目+答案，请点击：TPO阅读1-33查看托福写作TPO1-25文本大全，请点击：TPO写作1-25托福TPO听力30文本（含MP3音频）上海新航道托福为大家整理了TPO听力30文本，下载TPO听力30MP3音频：/s/1c0x5PhI查看托福听力TPO1-29原文+题目+MP3音频下载，请点击：TPO听力1-29TPO 30Section1Conversation1NarratorListen to a conversation between a student and an employee at the student activity center.StudentThis is the administrative office, right?EmployeeUh-huh. How can I help you?StudentWell, I am stopping by to reserve a place for my school club that meet and work, pretty much on a regular basis. Ideally, our preference would be to have our own office.EmployeeHmm…well, we are out of private offices. But we do have some semi-private options still available.StudentWhat do you mean?EmployeeWell, it’s a setup where you’ll have a larger workspace shared by two other clubs. In other words, each club would have its own work area within that one room.StudentOh. Are there any divider, walls or anything?EmployeeOh, yes. There will be a couple of dividers, so there’s some privacy.StudentUm. We’ll work with that then. I wouldn’t want to be without an office.EmployeeOK. Here are the two forms you have to fill out. Why don’t you do it no w while I set that up through out computer system.StudentOK.EmployeeSo what’s your club’s name? And the last name of the club president.StudentOh, it’s the photography club. And it’s Williams. That’s me. John Williams.EmployeeHmm…that’s not pulling up anything on my screen. Um…let me try something else. Uh, how about your faculty advisor’s name?StudentSarah Baker. She is in the Arts Department.EmployeeHmm…No. Strange. You know your club is just not showing up in my online records. Is this an est ablished club?StudentNo. Actually it’s a brand-new one.EmployeeHmm…have you completed the registration process?StudentYeah, last week. That was my very first step.EmployeeRight. Well, for my purposes, a club definitely has to be registered before I can proceed further. At the moment, however, it appears that there’s no record of your club’s registration.StudentReally? I thought everything was finalized last week.EmployeeWell, it is surprising. Usually there’s a 24-hour turnaround in our computer database. So then do you have the registration approval letter from the review committee? That would give me the verification I need.StudentYeah. I do. I mean, well, I don’t have it with me. But … I… I, uh, can get it from my dorm room, bring it back wi th me and submit it with those forms you need from me.EmployeeGreat! That’ll work. And just so you are aware, there’re lots of benefits to being registered.StudentOh, yeah. I think the university will give us permission to set up a website, right? I want to get students sharing their ideas on the website, you know, establish a photography blog.EmployeeYes. You’ll be able to do that. And…um…actually there’s more. You’ll be allowed the use of audiovisual equipment at no cost. You’ll receive a club mailbox and a club email address. You’ll be allowed to post your flyers and posters around the campus for publicity. And you could be eligible for funding for club events.StudentWell, we are definitely interested in hiring a professional speaker at one of our campus events at some point in the semester. And speakers almost always charge a fee. So I’ll definitely follow up on that.Lecture1NarratorListen to part of a lecture in a psychology class.ProfessorWe’ve been talking about animal cognition—the study of animal intelligence. Now, much of the research in this area is motivated by the search for animal analogues, or parallels to human cognitive processes. And one of the processes we’ve been investigating is metacognition.What is metacognition? Well, it’s being aware of what one knows or feels, uh, um… having an awareness of one’s state of mind. And making decisions about behavior based on what one knows. Researchers have long been interested in whether animals possess this capability, but…but couldn’t test it because animals aren’t able to report their feelings.But recently one group of researchers found a way to solve this problem. They did studies with…with monkeys and dolphins that provide evidence that these animals have the ability to feel uncertainty, to feel unsure about something and…and…well, to know that they are uncertain.So how could these researchers figure out if an animal feels uncertainty. Well, it began with a study one of them did on a dolphin, who had been trained to recognize a particular high-pitched tone. The dolphin was taught to press one of two paddles depending on whether it heard the high tone or one that was lower. Food was a reward for a correct response. But if the wrong paddle was pressed, the dolphin had to wait several seconds before it could try again. The task varied in difficulty according to the pitch of the second tone. The closer it came in pitch to the first one, the hard it became for the dolphin to correctly identify it as low. And the researcher noted that the dolphin is quite eager to press the paddle when it was sure of the answer, but exhibited hesitation during difficult trials.Next the researcher introduced a third option, a third paddle that would initiate a new trial, giving the dolphin the choice of passing on difficult trials. Once the dolphin figured out the result of pressing this new paddle, it did choose it frequently when the trial was difficult. The researcher took that as an indication that the animal wanted to pass because it didn’t know the answer and knew it didn’t know.But there was a problem. Other researchers protested that the… the opt-out response was simply a learned or conditioned response. You remember intro to psychology, right? In other words, by pressing the pass paddle, the dolphin avoided having to wait and hasten the possibility of a full reward by moving directly to the next trial. So the experiment didn’t necessaril y indicate that the dolphin had knowledge of its own uncertainty, just that it wanted to avoid negative consequences.So more recently, our researcher and his colleagues devised a new study, this time using monkeys. In this experiment, the monkeys had to identify certain patterns displayed on a computer screen. These patterns were analogous to the tones used in the dolphin study. One type of pattern was of a specific density and was to be classified as dense, while the second type of pattern could vary in density, but was always less dense than the first one. And the monkeys’ task was to identify this second type as sparse. So the denser the second type of pattern was, the more difficult the task became.And as in a previous study, the monkeys were given a third choice that would allow them to pass on to a new trial. But unlike in the dolphin experiment, the monkeys had to c omplete four trials before they got any feedback. They didn’t know if they responded correctly or incorrectly after each trial because there was no reward or punishment. At the end of four trials, feedback was given. The monkeys received a full reward for each correct response. And a time-out during which a buzzer was sounded for each incorrect response. But the monkeys had no way to tell which reward or punishment was associatedwith which response. And they didn’t get either reward or punishment for choosing the pass option, the…um…the uncertainty response. But nevertheless they still chose this option in the appropriate circumstances when the trial was particularly difficult. And this is evidence that it wasn’t a conditioned response, because that response didn’t guarantee a faster reward.So what does all this tell us about animal consciousness or animals’ awareness of themselves and their state of mind? Can we really know what’s going on in the minds of animals? No. Of course not. But exploring the metac ognitive capacity of animals could become an important criterion in highlighting the similarities and differences between human and animal minds.HumanBy Michael S. Gazzaniga/books?id=nD4u-YdmX88C&pg=PA317&lpg=PA317&dq=metacognition+dolphin+press+paddles &source=bl&ots=co2_Da3oLo&sig=FSfz5EeoUh0j-sPyqmOfbCiSNys&hl=en&sa=X&ei=D_bjUcn9E6T7ygHE4oGQCw &ved=0CEcQ6AEwBA#v=onepage&q=metacognition%20dolphin%20press%20paddles&f=falseLecture2-PaleontologyNarratorListen to part of a lecture in a paleontology class.ProfessorAs we’ve discussed, birds are apparently descendants of dinosaurs and shared many commonalities with some dinosaur species, like…um…feathers and maybe even flight and of course egg laid. OK.So, many paleontologists, myself included, have wondered about other similarities between dinosaurs and birds. Since adult dinosaur fossils have sometimes been discovered near or on top of nests, we’ve been looking at the dinosaur parenting behavior.StudentParenting behavior, well, th at sounds so gentle and caring. But dinosaurs were ferocious reptiles and reptiles don’t take care of their young, do they?ProfessorWell, some reptiles incubate their eggs, crocodiles do. And as for popular attitudes towards dinosaurs…well, take the Oviraptor for instance.In the 1920s, a paleontologist discovered the fossil remains of a small dinosaur near a nest containing eggs. He assumed the dinosaur was stealing the eggs, so he named it Oviraptor that means egg thief in Latin, which fueled the generally negative public image of such dinosaurs.But by the 1990s, other experts had convincingly made the case that instead of robbing the nest; the Oviraptor was probably taking care of the eggs. You see, dinosaurs’ closest living relatives – birds and crocodiles – display nesting behavior. And dinosaur fossils have been found in postures that we now believe to indicate brooding behavior, that is, sitting on the eggs until they hatch.So we are curious about the type of care dinosaurs gave to their young. And we’d like to figure out which dinosaur parent, the male or the female gave the care.StudentShouldn’t the behavior of crocodiles and birds give us some clues then?ProfessorWell, with crocodiles, it is the female who guards the nest, and with birds, it depends on the species, it can be the male or the female that takes care the eggs, or both. In over 90 percent of all bird species, both parents take care of the eggs and the young birds.StudentBut sometimes it’s just the male?ProfessorWell, exclusive care by the male parent is much less common, but it does occur. Now, for animals other than birds, the care of young by both parents is pretty unusual in the animal kingdom. Males contribute to parental care in fewer than five percent of all mammalian spec ies. It’s even less frequent among reptiles. And exclusive care by the male is very rare. So researchers have wondered about the evolution of male parenting behavior in birds for quite some time. And now there’s research showing that for some of the birds’dinosaur relatives, it’s likely that the male parent was also in charge of taking care of the eggs.StudentHow did they figure that out?ProfessorWell, first they looked at clutch volume, that’s the number of eggs in the nest of crocodiles, birds and th ree types of dinosaurs, including Oviraptors that are thought to be closely related to the dinosaur ancestors of birds.So when researchers examined fossilized remains of nests, they found that the dinosaurs had larger clutch volumes, more eggs in the nests that is, than most of the crocodiles and birds that were studied. But, and this is important, their clutch volumes matched those of birds that have only male parental care. You see, bird species in which only the males take care of the nest tend to have the largest clutches of eggs.StudentSo what’s the connection between bird and dinosaur behavior?ProfessorWell, researchers now believe, because of this study, that the male parenting behavior of these birds might have its origins in the behavior of dinosaurs.StudentBased only on evidence of clutch volume size, the number of eggs?ProfessorNo, there’s more. They also examined the fossilized bones of those three types of dinosaurs that were found on or near nests to determine their sex. You see, adult female birds during egg production produce a layer of spongy bone tissue inside certain long bones. And so did female dinosaurs of the kinds that were investigated. This spongy tissue serves as a source of calcium for eggshell formation. But when the dinosaur fossils were examined, there were no spongy bone deposits.StudentMeaning that those dinosaurs on the nests were probably adult males who wouldn’t have needed calcium for making eggshells.ProfessorExactly. And then there’s this: birds like the kiwi, the ostrich and the emu; they share certain physical characteristics with these dinosaurs. And interestingly, they also show a consistent pattern of nest care by the male./wiki/Origin_of_birdsAre Bird really Dinosaurs?/diapsids/avians.html/chipperwoods/photos/dinos.htm/birds.html/article.php?ch=16&id=161.%22/subjects/dinosaurs/Dinobirds.html/releases/2013/04/130418104324.htm/news/2008/04/080424-trex-mastodon.html/question/index?qid=20090410204910AAkxv2nSection2Conversation2NarratorListen to a conversation between a student and his art history professor.ProfessorHow was the museum?StudentGreat. I hadn’t been there for a few years.ProfessorDid you enjoy the Van Gogh painting?StudentThat’s the thing. Looks like I have to change my topic.ProfessorHmm… we are getti ng close to the deadline. You were writing about the theme of night in the paintings of Vincent Van Gogh.It’s a wonderful topic.StudentI know. People don’t usually think of Van Gogh as an artist of nocturnal themes. They think of brightness, sunshine, a ll that yellow and orange.ProfessorYou are right of course about the intense light associated with his daytime paintings. But his night paintings don’t exactly lack brightness.StudentThat’s the paradox that I really like, the paradox of painting a nigh ttime scene using so much color and light. So I was planning to focus mostly on his painting Starry Night.ProfessorBut?StudentWhen I went to the museum to look at the actual painting, like you told me to. It wasn’t there.ProfessorReally? Isn’t it par t of the permanent collection?StudentYes. But it’s on loan right now to a museum in Europe.ProfessorAh, I see. Well, I am strict about having students write about paintings they can observe firsthand.StudentWell, I found another painting I could study instead.ProfessorOK.StudentI read that there are two paintings called Starry Night. The first one was done by the French realist painter Millet. It may have been the inspiration for Van Gogh’s painting. Millet’s painting is located near my family’s h ouse in Connecticut. And I am going there this weekend and could study it then. I made sure it’s not out on loan.ProfessorThat definitely would work then. Van Gogh copied many of Millet’s compositions. We know that he really admired Millet’s work. And a lot of us think Van Gogh saw this particular painting by Millet in Paris in the late 1700s.StudentYeah. Although Millet was a realist painter, and Van Gogh a post-impressionist, the two paintings still share lots of features, not just the name. The most striking shared feature has got to be the amazing light effects. I am excited to go see it. But one other thing …ProfessorUh-huh.StudentI was thinking about getting a head start on my next assignment while I am at the gallery in Connecticut, the assignment on miniatures. They have a lot of miniature portraits of children as part of their permanent collection.ProfessorAmerican miniatures?StudentYeah. So I figured I could also get started on that essay, study a few while I am there. I’d focus on the m eaning of the objects that some of the children are holding, some are holding flowers, one child has a rattle, another a toy violin…ProfessorThat would be fine. Uh, those objects…we call them attributes. The attributes chosen to be included in a particul ar miniature was often meant to communicate parents’ hopes and dreams for their child. So I think you’ll learn a lot about how people viewed children at the time the miniature paintings were done.Lecture3-AstronomyNarratorListen to part of a lecture in an astronomy class.ProfessorThere’s been a lot of talk recently about life on Mars, at the level of microorganisms anyway, mainly because of a few important discoveries and inventions.For example, one major discovery was that at one point water was present on Mars. How do we know? Well, in 2004, an exploration robot discovered jarosite there.Jarosite is a yellowish brown mineral with a crystalline structure that’s also found on Earth. It contains iron, potassium an d hydroxide. The interesting thing is t hat on Earth at least it needs highly acidic water to form. So we’ve got water or had it at one point. And since most planetary scientists believe that water is essential to life, the presence of jarosite means that one prerequisite for life was once present on Mars.But there’s another thing about jarosite. One step in its formation on Earth involves microorganisms; they actually speed up the formation of jarosite dramatically. Now, theoretically it is possible for jarosite to form without the help of biological life forms. But we don’t really know for sure if this happens ‘cause… well, because every corner of Earth has some form of biological life.But jarosite on Earth incorporates all kinds of microorganisms into its crystalline structure. So it’s possib le that if the jarosite on Mars was also formed with the help of microorganisms, we might be able to detect remnants of them in the samples we find. And we have instruments now that will enable us to try to do this. For example, there’s a new instrument called the microfabricated organic analyzer, or M.O.A.The organic analyzer is an amazing tool. It will be able to collect soil samples and analyze them right there on Mars, pure, untouched samples. It will let us eliminate the risk we would take of contaminating the samples if they were brought back to Earth. And what they’ll look for specifically in the soil is amino acids.Amino acids, as you may know, are the building blocks of proteins. In fact, there are twenty standard amino acids involved in making pr oteins and lots more that aren’t.And here’s the important thing. Amino acids are what we call handed. They can exist in two forms, which are mirror images of each other like hands. Right and left hands have the same number of fingers in the same order plus one thumb. But right and left hands are not the same; they are mirror images. Well, like hands, amino acids can be right or left-handed. And the twenty that make up the proteins on Earth are all left-handed.Now, one reason the M.O.A., the organic analyzer is so impressive is that it tests not just for the presence of amino acids but also for the handedness of amino acids. If amino acids are found, it would be especially interesting if they show a prevalence of one type of handedness, either left, like amino acids on Earth, or right.See, other physical processes in space, processes that don’t involve living organisms, can create amino acids. But the ones synthesized through abiotic processes, which is to say not involving microorganisms, occur in equal numbers of right- and left-handed.So, a prevalence of left-handed amino acids would indicate they were biological in origin, which would be amazing! A prevalence of right-handed ones…well, that would be really amazing!! Because the organisms that created th em would be unlike anything we have on Earth, which produce only left-handed ones.Lecture4-Music HistoryNarratorListen to part of a lecture in a music history class. The professor has been discussing music of the twentieth century.ProfessorAnd what in strument comes to mind when you think of rock ‘n’ roll?StudentThe electric Guitar?ProfessorExactly. I think it’s fair to say that the sound of the electric guitar typifies the rock ‘n’ roll genre, which became popula r in the 1950s. But really the instrument we know today was the result of a continuing development that started for our practical purposes in the 1920s.But long before that even, people were experimenting with ways to modify traditional acoustic guitars. The first guitars were wooden. This is the Spanish guitar and the strings were made from animal products. Then came steel strings. And that led to the lap guitar, which is also called the steel guitar because the player slides a steel rod up and down the neck. And those are all acoustic guitars. OK?But then eventually we have electric guitars. Over the years, many inventors and musicians contributed to the design of these instruments. And each design was intended to alter the sound in some way, at first at least with the electric guitar, to make it louder.So let’s get back to when the steel guitar was first introduced in the United States. It was right after the Spanish-American war in the late 1890s. US sailors who were stationed in Hawaii—then a US territory—were very enamored with the music they heard there. Uh, Hawaiian music was based on the steel guitar I just described. Some sailors learned how to play the steel guitar and brought it home to the States. Before long, Hawaiian steel guitar music was all the rage3 in the mainland US. It a ctually had a strong influence on the development of several musical genres, rock ‘n’ roll most notably, but also jazz and blues.3 a widespread temporary enthusiasm or fashion: computer games are all the rage .Anyway, by the 1920s, with the advent of the public dance movement, people were gathering in large groups to listen to steel guitar music. But they had trouble hearing it, especially in large public settings. As I mentioned, the instrument was played horizontally, on the lap. Since the strings faced upward, the sound was projected toward the ceiling rather than outward toward the audience. Something had to be done, because the music venues and the audience kept getting larger and larger. So what would you do?StudentFind a way to amplify the sound?ProfessorYes. And to do that, inventors started attaching electronic devices, electrical coils to the acoustic guitars. And the electronics worked! But attaching electronics didn’t just affect how loudly you could play. It also changed the quality of th e sound.These early electric guitars were hollow and these early amplifiers caused vibrations in the bodies of the instruments. So as the sound got louder, it became more distorted, fuzzy-sounding. And what musicians at the time wanted was a pure, clean sound.StudentSo where does Les Paul fit in? Wasn’t he the first to electrify acoustic guitars?ProfessorUh…no. Electrified guitars already existed by the time Les Paul came into the picture around 1940. What Paul did was experiment with ways of removing the distortions and he succeeded. He designed a guitar with a solid body that relied solely on electronics. Paul’s solid body eliminated the vibrations, and thus the distortions.StudentExcuse me. But when I think of electric guitar music, I think of Jimi Hendrix.ProfessorJimi Hendrix, one of my favorites.StudentBut Hendrix’s style really was all about distortion, that’s what’s so great about his music, all those special effects. I thi nk a lot of rock ‘n’ roll fans prefer that to a pure sound.ProfessorYeah. You are getting ahead of me here. But good, because the point I was going to make is that the sound of rock ‘n’ roll changed over the years. And the designs and technology of electric guitars made those changes possible.So whereas Les Paul’s goal wa s to remove the distortion, later musicians wanted to produce it. And by the time Jimi Hendrix came around. Well, essentially, Hendrix reinvented the electric guitar, in the sense that he created amazing effects and vibrations that changed the sound of roc k ‘n’ roll completely. So eventually, people tried to improve on Les Paul’s model, well, to modify it I should say.TPO30听力题目文本Section1Conversation-11 Why does the student go to speak with the woman?A. To get permission to organize a club event.B. To arrange for a work space for his club.C. To inquire about a photography class.D. To reserve a room for photography exhibit.2 What is the student's attitude toward the room he is offered?A. He thinks that sharing a room is a good way to find out about other clubs.B. He considers a semiprivate room to be acceptable.C. He is concerned that there will not be enough storage space in a semiprivate room.D. He is surprised that there are not enough private rooms for all the clubs.3 Why does the woman ask the student for an approval letter?A. All new clubs must submit an approval letter to the student activities center.B. She needs it to request funding for the club on his behalf.C. She needs proof that the new club has a faculty advisor.D. The approval letter can serve as verification of the club's registration.4 Near the end of the conversation, what does the student indicate he will have to do ?A. Retrieve a letter from his dormitory roomB. Reschedule some club eventsC. Ask a committee to review his registrationD. Pay a registration fee to start a new club5 For what activity does the student consider requesting funding?A. Designing a club Web siteB. Reserving audio-visual equipmentC. Sponsoring a guest speakerD. Setting up a campus e-mail accountLecture-16 What is the lecture mainly about ?A. The difference between cognition and metacognitionB. A study showing that dolphins have less cognitive capacity than monkeysC. The effectiveness of using food as a reward in experiments with monkeysD. Research that investigates whether animals are aware of feeling uncertainty7 Why does the professor mention the inability of animals to report what they are thinking ?A. To emphasize that language learning is an ability unique to humansB. To explain why researchers must be sensitive to nuances in animals' behaviorC. To point out a difficulty in testing for metacognition in animalsD. To show the need for advancements in the study of animal communication8 In the dolphin study, how did the researcher make the dolphin's task increasingly difficult ?A. By showing the dolphin two patterns that were similar in densityB. By playing two sounds that became progressively closer in pitchC. By producing sounds that were just within the dolphins' range of hearingD. By introducing a third paddle that ended on trial an began a new one9 According to the professor, what objections did some researchers raise with regard to the dolphin study?A. The study did not distinguish between learned and higher-level responses.B. The dolphin was not rewarded consistently for pressing the third paddle.C. Only one dolphin was used in the experiment.D. The results could not be replicated in a later study.10 What can be inferred from the results of the study in which monkeys did not receive immediate feedback?A. The researchers based the study on an incorrect hypothesis.B. Monkeys respond best to negative reinforcement.C. Monkeys become confused when they do not receive rewards.。
toefl听力历年真题
toefl听力历年真题一、听力第一节(共5小题，每小题1分)听下面5段对话。
每段对话后有一个小题，从题中所给的A、B、C三个选项中选出最佳选项，并标在试卷的相应位置。
听完每段对话后，你都有10秒钟的时间来回答有关小题和阅读下一小题。
每段对话仅读一遍。
1、Who is the man talking about now?A.His girlfriend.B.His sister.C.His mother.2、What are they talking about?A.A traffic accident.B.A fire.C.A crime.3、Where does the conversation most probably take place?A.At a bookshop.B.At a kitchen.C.At a bank.4、Who was injured?A.George.B.George’s wife.C.George’s wife’s father.5、What do we learn from the conversation?A.Tony could not continue the experiment.B.Tony finished the experiment last night.C.Tony will go on with his experiment.第二节(共15小题，每小题1分)听下面5段对话或独白。
每段对话或独白后有几个小题，从题中所给的A、B、C三个选项中选出最佳选项，并标在试卷的相应位置。
听每段对话或独白前，你将有时间阅读各个小题，每小题5秒钟;听完后，各小题将给出5秒钟的作答时间。
每段对话或独白读两遍。
听第6段材料，回答第6至7题。
6、Where does this conversation most likely take place?A.In the street.B.At the woman’s home.C.Over the phone.7、What is the woman going to do tonight?A.Help her sister with English.B.Meet her friend at the station.C.Go to an exhibition with her parents.听第7段材料，回答第8至10题。
托福TPO52听力文本+音频下载+答案
得听力者得天下，托福听力对于考生来说至关重要!如何攻克托福听力，除了要多听，托福TPO听力也是托儿必刷的真题.今天，小编给大家带来了托福TPO52听力文本+音频下载+答案。
TPO52 玛雅文明Maya CivilizationListen to part of a lecture in an archeology class. The professor has beendiscussing ancient Mayan civilization.Professor: Now, as you remember from your reading, the Maya were an ancientcivilization which occupied in area corresponding to parts of modern-day Mexicoand Central America. Early Mayan settlements date back over 3,000 years and sayfrom about 600 to 900 C.E. The civilization was in what’s considered a goldenage of cultural achievement, what we call the Classic period.The period after this, after the Classic Period, is called the Postclassicperiod. Now it’s long been thought that during the PostClassic period, Mayancivilization was in decline. But we’re continuing to find new evidence that incertain areas Mayan civilization flourished right up to the end of thePostclassic period, what we refer to as the late Postclassic period. The latePostclassic corresponds to the period from the 1200s to 1500s, right until thearrival of the Spanish in the mid-1500s. A good example of a site whichcontinued to flourishthrough the late Postclassic is the inland Mayan communityof Lamanai, located in what is today the country of Belize in Central America.Now, Lamanai is one of the largest and most prominent archeological sites inBelize. It was occupied for over 3000 years. That makes it the longestcontinually-occupied site by the ancient Maya. Large-scale excavation at Lamanaibegan back in 1974 under the leadership of a Canadian archeologist. The firstexcavation there was on a building that dated back to the late Postclassic period. When the excavation began, we didn’t know much about Mayan life during that time. As I said, most people considered the Postclassic period as a time of decline that came after the so-called golden era. But during the first few years of excavation, the archeological team realized that Lamanai had continued to be an important center of classic Mayan culture, almost right up until the1500s.Student: So basically, what you are saying is while other Mayan cities were collapsing or had already collapsed, Lamanai was one of those places that was flourishing?Professor: Uh huh…exactly! In fact, the evidence shows that one of the greatest periods of construction in the city occurred during the Postclassic. That’s definitely not what was happening at neighboring sites during that time. And consider this, archeologists found ceramic artifacts from Lamanai’s late Postclassic period at a recently-discovered site on an island off the coast of Belize. And in Lamanai they found objects that had been imported from parts of the region which correspond to modern-day Mexico during the late Postclassic. What did those finds tell us?Female student: eh…the trade was still going on? So you probably still find the same Mayan social structure and economic practices, right?Professor: Yes. Now, these researchers and subsequent research teams havebeen helping us see a bigger picture. We now know that there was still a widespread trading network up and down a long portion of the coast of what is modern-day Mexico and Central America for more than two centuries after the。
托福听力tpo67 lecture1、2、3 原文+题目+答案+译文
托福听力tpo67lecture1、2、3原文+题目+答案+译文Lecture1 (2)原文 (2)题目 (5)答案 (7)译文 (8)Lecture2 (10)原文 (10)题目 (13)答案 (17)译文 (17)Lecture3 (19)原文 (19)题目 (23)答案 (26)译文 (26)Lecture1原文Professor:Now we've said that animal behavior patterns involve an interplay between an animal and its environment.In particular,behavior patterns can change as an animal becomes adapted to its environment. We can see the results of this in the way that animals have developed different types of feeding behavior.Animals are generally classified as a generalist feeders and specialist feeders.Now,um,these terms are used in a variety of ways.At times,they're used to refer to an animal's range of habitats.I've also seen them used to describe the number of foraging techniques that are used by an individual or species.Um,but for our purposes,we're going to use them to refer to the range of food items that are eaten by a species.So a generalist feeder is a species that eats a wide variety of foods during its lifetime.And a specialist is a species that feeds on a highly restricted number of foods.A good example of a generalist would be a rat.Rats are notorious for eating just about anything that's available,whether it's a plant or an animal.At the other end of the spectrum,we have the koala which eats only the leaves of eucalyptus trees.Okay,now there are advantages to each.For a generalist,If1type of food isn't around,it can feed on another that's more abundant.On theother hand,the advantage of being a specialist is that the animal is well adapted to its food.You could say that specialists are feeding masters, their consumption,even their digestive system is just so finely tuned.For instance,take the koala.The eucalyptus leaves that it feeds on,don't contain much protein.What's more,the leaves contain compounds that are poisonous to most species?But the koalas digestive system has adapted to handle this.It's liver deactivates,the poisonous compounds, and its digestive system is designed to extract the maximum amount of nutrients from the leaves.So it's not a question of which strategy is better.The real question is, what determines how selective animal species are in what they eat?Well, the answer may lie in a concept called optimal foraging.The idea is that natural selection favors animals whose feeding behavior has the lowest cost to benefit ratio.That is you want to get the best healthiest food you can.And you want to do it as quickly as possible.And as easily as possible.Now,in a natural environment,no animal forage in an absolutely optimal manner.But,well,I read some research on a little rat called the kangaroo rat,which lives in deserts in North America.The kangaroo rat is a generalist which eats plant matter like seeds and fruit.It lives in deep burrows which provide protection from the desert heat and from predators like hawks or snakes.And it goes foraging at night for food.For plant matter,under the protection of darkness,even though it's a generalist.If the only thing available is seed,if a choice of seeds is available to it,it picks up seeds that provide more energy than those it leaves behind.And it carries them back to its burrow.Once it's there,it might eat only the richest seeds from the ones that brought back.So it selects seeds outside in a way that lets it spend as little time as possible foraging in that risky environment,and then sorts out its food later when it's safely in its burrow.Oh,yes,Kenneth.You have a question?Male student:But what about the koala?It gets by uh,by being even more selective,you'd think you would be really risky to rely completely on eucalyptus leaves.Wouldn't it be better to diversify like the kangaroo rat,and eat,at least one or two other things?Professor:Well,what do you think the koala would say?What do I gain by being so selective?In terms of optimal foraging,it's clear that eucalyptus trees provide an abundant source of food.Other animals can't eat the leaves and think of how little energy the koala uses.It spends only about3hours each day eating to get the energy it needs.So being a specialist allows it to get the nutrients it needs with minimal expenditure of energy.题目1.What is the lecture mainly about?A.The reasons why some animals eat only plantsB.The advantages of two different feeding adaptationsC.The variety of foods that certain animals can eatD.The relationship between two animals that share a habitat2.What definition of the term“generalist”does the professor use in the lecture?A.An animal species that eats a wide variety of foodsB.An animal species that lives in a range of different habitatsC.An animal species that uses several techniques to forage for foodD.An animal species that forages at several different times of the day3.What points does the professor make about the koala’s specialist feeding habits?[Click on2answers.]A.It obtains all the food it needs in relatively little time.B.It requires large amounts of protein in its diet.C.It can eat leaves that are poisonous to other animals.D.It spends most of its time eating.4.What does the professor imply about the kangaroo rat?A.It will take more risks when foraging for high-energy food.B.It is one of the most selective feeders in North America.C.Its competitors often eat its food supply.D.It is selective when choosing what food it eats.5.How does the professor organize the information in the lecture?A.By contrasting an old theory with a new theoryB.By defining important terms and then giving examples of themC.By describing the similarities between two animalsD.By describing a problem and then suggesting some solutions6.Why does the professor say this:Male student:But what about the koala?It gets by uh,by being evenmore selective,you'd think you would be really risky to rely completely on eucalyptus leaves.Wouldn't it be better to diversify like the kangaroo rat,and eat,at least one or two other things?Professor:Well,what do you think the koala would say?What do I gain by being so selective?In terms of optimal foraging,it's clear that eucalyptus trees provide an abundant source of food.Other animals can't eat the leaves and think of how little energy the koala uses.A.To express agreement that the koala should eat a greater variety of foodB.To indicate that the koala’s behavior does not illustrate optimal foragingC.To remind the man of the characteristics of selective feedersD.To encourage the man to consider the koala’s feeding behavior differently答案B A ACD B D译文我们已经说过动物的行为模式涉及到动物和它的环境之间的相互作用。
老托福听力93篇下载(文本 翻译)
智课网TOEFL备考资料老托福听力93篇下载(文本+翻译)摘要：老托福听力93篇下载(文本+翻译)!托福听力要想拿到高分，必然就要勤加苦练。
其实听力方面真的没有特别的技巧，因此大家考试回归到苦练上吧，接下来就让我们练习老托福听力93篇吧!老托福听力93篇是练习听力的常见资料，利用老托福真题的练习，可以让大家更加清晰的了解托福听力考试，更加熟悉的了解托福听力的题型等等。
老托福听力93篇生词预习：1. stylized: adj. drawn or written in an artificial style, that does not include natural detail(绘画或写作)程式化的2. realism: n.[U]the style of art and literature in which everything is shown or described as it really is in life 现实主义，写实主义(艺术、文学上的风格)3. portrait: n.[C]a painting, drawing, or photograph of a person(人的)画像;照片;肖像[+of]4. imitate: v. to copy something because you think it is good(认为是好的因而)仿效(某物)5. static: adj. not moving, changing, or developing, especially when movement or change would be good 不动的;不变化的;不发展的;静(止)的6. formalism: n.[U]a style or method in art, religion, or science that pays too much attention to established rules(艺术、宗教或科学的)形式主义...扫码安装小马 APP，免费在线练习老托福听力93篇老托福听力93篇文本：Before we begin our tour, I'd like to give you some background information on the painter Grant Wood. We’ll be seeing much of his work today. Wood was born in 1881 in Iowa farm country, and became interested in art very early in life. Although he studied art in both Minneapolis and at the Art Institute of Chicago, the strongest influences on his art were European. He spent time in both Germany and France and his study there helped shape his own stylized form of realism. When he returned to Iowa, Wood applied the stylistic realism he had learned in Europe to the rural life he saw around him and that he remembered from his childhood around the turn of the century. His portraits of farm families imitate the static formalism of photographs of early settlers posed in front of their homes. His paintings of farmers at work, and of their tools and animals, demonstrate a serious respect for the life of the Midwestern United States. By the 1930's, Wood was a leading figure of the school of art called "American regionalism." In an effort to sustain a strong Midwestern artistic movement, Wood established an institute of Midwestern art in his home state. Although the institute failed, the paintings you are about to see preserve Wood's vision of pioneer farmers....以上就是整理的“老托福听力93篇下载(文本+翻译)”，希望通过这些听力真题的练习，能够帮助大家更好的来备考托福考试 !相关字搜索：老托福听力93篇。
托福听力tpo49 lecture1、2、3、4 原文+题目+答案+译文
托福听力tpo49lecture1、2、3、4原文+题目+答案+译文Lecture1 (1)原文 (1)题目 (4)答案 (6)译文 (6)Lecture2 (8)原文 (8)题目 (10)答案 (12)译文 (12)Lecture3 (14)原文 (14)题目 (17)答案 (19)译文 (19)Lecture4 (21)原文 (21)题目 (23)答案 (25)译文 (25)Lecture1原文NARRATOR:Listen to part of a lecture in a geology class.MALE PROFESSOR:Alaska is fascinating to geologists because of its incrediblelandscapes.Uh,permafrost has a lot to do with this.That is,the areas where the ground—the soil—is always frozen,except for the very top layer—what we call the active layer of permafrost—which melts in the summer and refreezes again in the winter.The northern part of Alaska is covered in lakes—thousands of them—and most of these are what we call thaw lakes.T-h-a-w.Thaw lakes.I'm gonna show you a few sketches of them in a minute,so you'll have a good idea of what I'm talking about.So, how these thaw lakes are formed has to do with…OK,it starts with ice wedges.The top part of the ice wedge melts—Should I back up?Ice wedges form when water runs into cracks in the ground,the permafrost,then freezes.You ever see mud after it dries?Dried mud has cracks,because when it dries, it contracts,it shrinks.Well,in winter,permafrost behaves similarly.It shrinks in winter,because it freezes even more thoroughly then,and as it shrinks,it forms deep,deep cracks.Then in the summer,when the active layer—the top layer of the permafrost—melts,the melt water runs into those cracks in the permafrost,then freezes again—because that ground,the ground beneath the active layer,is still below freezing.So,you have wedges of ice in the permafrost.Now the ice wedges widen the original cracks in the permafrost,because water expands when it freezes.All right?OK,then in autumn,the active layer on top freezes again.Then in winter,the permafrost starts contracting again and the cracks open up even wider.So the next summer,when the active layer melts again and flows into the widened cracks…and…freezes…it makes the cracks even wider.So it’s sort of a cycle through which the cracks and the wedges grow wider and wider.So when the ice wedge reaches a certain size,its top part—in the active layer—turns into a little pond when it melts in the summer.And that's the beginning of your thaw lake.[pause]There are thousands of them in northern Alaska.One of the most fascinating things about these lakes—and this is important—is that they mostly havethe same shape.Like an elongated oval,or egg shape.And what's more,all the ovals are oriented in the same way.Here's an idea of what they look like,what the landscape looks like from an aerial view,with the lakes side by side.There's been considerable research done to try to figure out what causes them to be shaped and oriented this way.We know that the shape and orientation are caused by the way the lakes grow once they're formed,but the question is,what makes them grow this way?One theory sees winds as the cause.This region of Alaska has strong winds that blow perpendicular to the lakes.What happens is,wind blows straight into the longer side of the lakes.Now,wouldn’t that erode the lake bank in that direction?The same direction as the wind?Well…no.Actually,what happens is that the waves caused by the winds build a sorta protective layer of sediment—it's called a“protective shelf”—along the bank of the lake directly in front of them;so that bank is shielded from erosion,and the waves are diverted to the sides,to the left and to the right,and that’s why the left and the right banks start eroding.Get it?The bank straight ahead is protected,but the lake currents--the waves--erode the banks to the sides.That's the current model,um,the wind erosion model,which is generally accepted.But,there's a new theory that says that[deliberately]thaw slumping,not wind,is what shapes the thaw lakes.Thaw slumping,um…OK.Sometimes,in the summer,the temperature rises pretty quickly.So the active layer of permafrost thaws faster than the water can drain from the soil.So the sides of the thaw lakes get,like,mushy,and slump,or slide,into the lake.Then,the lake water spreads out more,and the lake gets bigger,OK?Also,in that part of Alaska,the terrain is gently sloped,so the lakes are all on an incline.Here.Now,this is an exaggeration of the angle—the hill isn't this steep—butsee how with the lake's banks,the side that is farther downhill…it's smaller,lower. This short bank thaws faster than the tall one does,so it falls into the lake—it slumps, much more and much faster than the other bank.When the short banks of many lakes slump,they move farther downhill and the lakes grow—all in the same downhill direction.This is a new theory,so it hasn't been tested much yet.In field studies,when we've looked at the banks of these thaw lakes,there's not much evidence of slumping. We'd expect to see cliff-like formations there,from the slumping,but we haven't really found many of those.题目1.What is the main purpose of the lecture?[Click on two answers.]A.To contrast how different kinds of thaw lakes growB.To explain why a new theory of thaw lakes is gaining acceptanceC.To explain how processes in permafrost lead to the formation of thaw lakesD.To describe two competing theories about the growth of thaw lakes2.The professor explains thaw lake formation as a cycle of events that occur repeatedly.Summarize this cycle,starting with the event filled in below.[Click on a sentence.Then drag it to the space where it belongs.The first one is done for you. One sentence will not be used]A.Meltwater flows into cracks in permafrostB.Ice wedges inside permafrost completely meltC.Freezing water expands cracks in permafrostD.Ice in the active layer melts as temperatures riseE.Permafrost shrinks and cracks as temperatures drop..3.What is the significance of the'protective shelf'discussed by the professor?A.It prevents the slumping of lake banks.B.It shields the lake surface from strong winds.C.It redirects the waves to lake banks that do not face the wind.D.It allows the lakes to grow in the same direction as the wind blows.4.According to the thaw slumping model,which side of a thaw lake grows fastest?A.The side where the bank is shortestB.The side least exposed to windC.The side that is at the highest elevationD.The side opposite the protective shelf5.What is the professor's opinion of the thaw slumping model?A.He thinks it was urgently needed.B.He is not convinced that it has a firm basis.C.He thinks it would be better if it were simplified.D.He does not think it is very different from the old model.6.Why does the professor say this:You ever see mud after it dries?A.He wants some information from the students.B.He thinks that the students may find an example helpful.C.He realizes that he forgot to mention an important topic.D.He wants to point out an important difference between frozen ground and dry ground.答案CD EDACB C A B B译文听一段地质学的讲座。
历年托福听力考试真题下载十(原文+音频)
历年托福听力考试真题下载十(原文+音频)为了让同学们更好地备考托福听力，下面小马编辑为大家整理了历年5月份托福听力考试真题，并附有文本和听力音频，供同学们进行下载练习。
以下是2005年5月托福听力考试真题音频:部分2005年5月托福听力考试真题原文如下：Part A1. M: Do you know when the next train is I need to be at the Museum of Fine Arts by 10:30.W: Actually there is a shuttle bus at 10 that takes you directly there. And it’s only a 25-minute ride.Q: What does the woman imply2. M: It was such a great weekend. I saw two really good movies on the play. What did you do-W: What you were supposed to be doing Studying! Did you forget we have an exam todayQ: What does the woman mean3. W: So what are they supposed to be building over there Another gymM: Isn’t that where the new library is goingQ: What are the speakers talking about4. W: Do you mind if I use your computer to write a history paper Mine’s out for repairs.M: Sorry, I am in the middle of typing something and it’s gonna be a while. You know, the computer lab is still open.Q: What does the man imply the woman should do5. M: Hi Gina, that’s a really cool watch. Where did you get itW: Well, my sister works at the jewelry store right off campus.（6: W: Do you think classes are gonna be canceled because of the snow stormM: I sure hope so. It says on the radio that the roads are treacherous. Why don’t you check with the administration officeQ: What does the man suggest the woman do7. M: So where is Gloria these days It likes that she is disappeared.W: You obviously haven’t been to the library in a while.Q: What can be inferred about Gloria8. W: I don’t know what you did to this computer. But it keeps giving me these error messages.M: Oh, sorry, I was playing around with it before you came in. Let me take a look at it.Q: What will the man do9. M: Chicken or fish I know they are both good here. But I just can’t make up my mind./W: Come on. We haven’t got all night.Q: What does the woman mean10. W: Oh no, I just remembered I was supposed to give Tom his CD back when I see him in class today. But I left it sitting on the kitchen table.M: I don’t think it’s any big deal. I am sure he can do without it until our next class.Q:11. W: I’m starting to lose my voice, which usually lose I am about catch a cold. Do you think I should go to the clinic and have my throat looked atM: As soon as possible, esp. since we have four exams next week in German class.Q: What does the man suggest the woman do12. M: Are you sure you want to rent that apartment It is the first one you saw.W: You’re right. I shouldn’t be so hasty. It wouldn’t hurt to check out a few more.@Q: What will the woman probably do13. W: Wow, you are really tall. Are you in a basketball teamM: I may be tall but that doesn’t mean I’ve ever been any good as a player.Q: What does the man imply14. M: Which of these shirts do you think I should buy The red or the green oneW: Well, didn’t you already buy a red one last week A little variety would be good.Q:15. M: I was surprised to hear that you’ll accept the job offer from the bank. Are you sure you’ll like working thereW: Well, I just thought I would give it a try. If I don’t like it, I can quit any time.Q:【16. M: I’m having a party tonight. Can you make itW: I’d love to, but my aunt’s here only one day. And I promised to take her to a play.Q: What will the woman probably do17. M: How are you gonna pay for classes next year Did you apply for financial aidW: Well, I am working at a bookstore and doing some tutoring. That should be enough. Don’t you think以上就是小编为大家整理的“历年托福听力考试真题下载十(原文+音频)”部分内容，更多资料请点击托福资料下载频道!。
老托福听力真题(1989-2005年及答案)word
TOFEL听力真题（89—05年）89年TOEFL听力A1. (A) He looked at me.(B) He borrowed my book.(C) I used his book.(D) I told him to look at me.2. (A) Bob became a doctor.(B) Bob came in with the teacher.(C) Bob went to see two doctors.(D) Bob is a teacher.3. (A) I never worry about what to say.(B) I haven't spoken to anyone yet.(C) People don't listen when I speak.(D) His last words were hard to hear.4. (A) Gary's starting to share my opinion.(B) Gary wants me to come to the point.(C) Gary comes around more often now.(D) Gary's beginning to like the scenery.5. (A) Wait until you see how long the line is!(B) This is the seventh movie I've seen at this theater.(C) If you go early, you can buy your ticket right away.(D) Don't be surprised if you have to stand to see the movie.6. (A) The last biography I read was much better than this one.(B) I've only written half of the bibliography.(C) I haven't ridden a bike in a long time.(D) The graph he drew ifs twice as good as the one I did.7. (A) The story is very enjoyable.(B) I wonder which story it is.(C) Is that one of the stores?(D) Is it a wonderful story?8. (A) George helped prepare the peas.(B) George served him another slice.(C) George took another serving of pie.(D) George served everyone the pizza.9. (A) Anybody can use the dictionary in the office.(B) Is every one of those books a dictionary?(C) Does the office have any use for these books?(D) To practice diction by oneself is useful.10. (A) This one isn't any larger than mine. (B) This is larger than a piece of luggage.(C) I want a larger suit in that case.(D) This suitcase isn't large enough.11. (A) Bill and Mary are engaged to be married.(B) Bill and Mary canceled the meeting.(C) Mary was outraged when she saw the bill.(D) Bill and Mary were angry about the cancellation.12. (A) You must try to be quieter.(B) The volume is much too low.(C) I don't hear anything down there.(D) The noise is coming from outside.13. (A) They go alone to school.(B) They arrive at school on time.(C) They are doing well in school.(D) They find their own way to school.14. (A) I'm typing the essay for Lisa.(B) That type of essay is easy to write.(C) At least the essay is typed.(D) Typing the essay is only a minor problem.15. (A) I wanted Pamela to continue her project.(B) Pamela was discouraged from working on her art project.(C) It was an honor to be able to do the art project with Pamela.(D) Pamela has a lot of courage to take on such a large project.16. (A) I can never keep a secret from Beth.(B) I told Beth we were going to surprise her.(C) I'll be surprised if Beth comes to the party.(D) I don't think we should tell Beth about the party.17. (A) Sarah put on her makeup.(B) Sarah hoped to take the test another time.(C) Sarah helped prepare the examination.(D) Sarah took a free sample of makeup.18. (A) Does everyone have a copy of the assignment?(B) Can you turn the sheet around?(C) Is there enough time for the assignment?(D) Do the sheets have enough information?19. (A) I think that was the city bus, don't you?(B) Was that supposed to be the city bus?(C) That wasn't the city bus.(D) I don't know why the city bus is so late.20. (A) No one has a nose as sore as poll's.(B) No one here knows much about the subject of politics.(C) She's well acquainted with the subject.(D) She doesn't know anybody here.21. (A) She doesn't know when they will go.(B) She believes there is a road detour.(C) She won't be ready at 8 o'clock.(D) She wants the man to go away.22. (A) Sit sown.(B) Remain standing.(C) Go ahead of the woman.(D) Pick up the chair.23. (A) The electrician came to repair the lamp.(B) The lamp was taken to the repair shop.(C) She had Mike fix the lamp.(D) The lamp was replaced.24. (A) Not hanging the poster.(B) Peeling off the wallpaper.(C) Using tape for the poster.(D) Not hiding the damage.25. (A) Both chemistry courses are difficult.(B) Few chemistry courses are hard.(C) Chemistry 402 was worse than Chemistry 502.(D) He has only had one chemistry course.26. (A) Studying.(B) Watching television.(C) Nothing right now.(D) Going to the movies.27. (A) She was unable to have her picture taken.(B) She has not chosen a picture for it.(C) She had broken her camera.(D) She had gone to a photography class instead.28. (A) He would prefer calling her next week.(B) He will let her decide about the next meeting.(C) He would like to buy some refreshments for the meeting.(D) He definitely wants to know about the meeting.29. (A) Eating in a cafeteria.(B) Buying something in a store.(C) Talking on the telephone.(D) Getting money at a bank. 30. (A) She'd rather take a break later.(B) She likes the suggestion.(C) She never drinks soda.(D) She doesn't think he's serious.31. (A) There are six sections of each class.(B) He has to leave since it's almost one o'clock.(C) There are dozens of classes to choose from.(D) It doesn't matter which class the woman takes.32. (A) She's lent the texts for just a few days.(B) She kept the texts that are still up to date.(C) She's no longer interested in science.(D) She moved her science texts away from the other books.33. (A) He would like to know what happened.(B) He can help the woman.(C) Because of what happened, he has no time.(D) He would have helped if he had the time.34. (A) To order some medicine for their aunt Margaret.(B) To get some exercise.(C) To buy some items.(D) To see their aunt.35. (A) Dick is practically the only one who thinks so.(B) Most people play football differently.(C) Few people are optimistic about the team's chances of winning.(D) Dick is disappointed in football games.36. (A) In a professor's office.(B) In a medical doctor's office.(C) In an auditorium.(D) In a gym.37. (A) Just before the semester begins.(B) After the first week of classes.(C) In the middle of the semester.(D) On the last day of class.38. (A) She had promised that she would.(B) She has been sick.(C) She needs his approval for her schedule.(D) She must verify his plans.39. (A) It wasn't a requirement.(B) She already knew the material.(C) She entered the hospital.(D) Her course load was too heavy.40. (A) The woman's musical background.(B) The woman's economic situation.(C) The woman's dislike of chemistry.(D) The woman's decision to take on so much work.41. (A) The replacement of the harpsichord by the piano.(B) The development of electronic musical instruments.(C) The relative costs of different types of musical instruments.(D) The performance of classical music on synthesizers.42. (A) At the beginning.(B) In the middle.(C) Near the end.(D) Just after the end.43. (A) He is surprised by it.(B) He disagrees with it.(C) He thinks it is too soon to tell.(D) He is alarmed by it.44. (A) In the early nineteenth century.(B) In the late nineteenth century.(C) In the early twentieth century.(D) In the mid-twentieth century.45. (A) The electronic instrument is much more expensive.(B) The electronic instrument is slightly more expensive.(C) The piano is slightly more expensive.(D) The piano is much more expensive.46. (A) The conversion of volcanic waste to fertilizer.(B) The menace of currently dormant volcanoes around Mount Saint Helen's.(C) The eruption of Mount Saint Helen's and its effects on the environment.(D) The elimination of volcanic ash by natural means.47. (A) The crops were obliterated for the entire year.(B) The crops nutritional value was considerably lessened.(C) The soil was permanently damaged.(D) The loss was not as bad been anticipated as had.48. (A) It served as a fertilizer for crops. (B) It formed a new mountain.(C) It stabilized air temperatures.(D) It destroyed various insect pests.49. (A) It's lethal upon contact.(B) It has relatively little harmful effect.(C) It affects the sense of hearing.(D) It dries up the skin.50. (A) Interest.(B) Disappointment.(C) Shock.(D) Anger.89-589年5月TOEFL听力A1. (A) The shipping company is getting a new radio.(B) The radio I ordered should be sent this week.(C) The company accidentally chipped the radio I ordered.(D) That company's radio is supposed to be cheaper this week.2. (A) Laura put on makeup before the exam.(B) Laura has to take the cake upstairs.(C) Laura must take the test.(D) Laura knows the flag of every nation.3. (A) No one is going to the convention.(B) To whom did you mention this?(C) It will be brought to your attention.(D) Have you any idea who will attend the convention?4. (A) Susan and Ben were accepted at the state university.(B) Ben applied to the state university because Susan was accepted there.(C) Ben didn't want to go to the state university because Susan is there.(D) Neither Susan nor Ben is interested in attending the state university.5. (A) Tommy was lucky to hit the target the first time.(B) The ball was hidden behind the window.(C) Tommy can't throw the ball very far.(D) Fortunately, the ball didn't break the window.6. (A) Did you make a copy of this?(B) You made the right copy, didn't you?(C) I think you asked for more than one copy.(D) I understand you'd like a single copy of this.7. (A) The posters make the room look cheerful.(B) The poster shows a room full of colorful chairs.(C) How many color posters are there in the room?(D) How does the room look now with so many chairs?8. (A) Mike's drink was cold.(B) Mike was coughing.(C) Mike wasn't warm enough.(D) My coffee wasn't as hot as Mike's.9. (A) Running this projector is very easy for me.(B) It isn't worth fixing this projector.(C) I can't recommend that projector.(D) It's very inexpensive to run this projector.10. (A) There's only a half hour before Fred arrives.(B) There aren't any flowers next to the bed.(C) We should make a bouquet.(D) We need more flour.11. (A) I purchased a car recently.(B) I knew the car was in the lot.(C) I really need a new car.(D) I always forget to clean my car.12. (A) Sandra arranged an exhibit for history week.(B) Sandra accidentally upset this week's history exhibit.(C) Sandra sat beside the historic display.(D) Sandra directed a play.13. (A) No one has an opinion on everything.(B) No one opinion is all-encompassing.(C) Everyone has an opinion on something.(D) Only one person is lacking an opinion on it.14. (A) I'm pleased to be able to lend you the money.(B) I've lent you all the money I had.(C) I wish you could lend me some money.(D) I'm sorry I can't lend you the money.15. (A) Someone was baking in the kitchen.(B) There was paste on the kitchen table.(C) We just came from the kitchen.(D) There's a lot of room in the kitchen.16. (A) We find Bob agreeable most of the time.(B) We usually like Bob's guests.(C) Bob isn't willing to join the others.(D) Most of us wanted to walk along with Bob.17. (A) I haven't studied physics with the professor.(B) This was the professor's best lecture yet. (C) I've never heard the professor give a good lecture.(D) The professor isn't interested in physics.18. (A) Barbara is interesting to listen to because she reads a lot.(B) Barbara talks a lot while she sews.(C) Barbara seldom talks because she's always reading.(D) Barbara has little to say about this topic.19. (A) I don't think he'll come if he gets the job.(B) I hope that he won't get the job.(C) Someone else will probably get the job.(D) I won't be surprised if he gets the job.20. (A) How many are there?(B) What's the explanation?(C) Who's the accountant?(D) Did you count four of them.21. (A) She wants to know where the restaurant is.(B) She's recommending a good place to go for dinner.(C) She thinks the man should go to France.(D) She's inviting the man to eat with her.22. (A) Run in town.(B) Look more carefully.(C) Buy shoes from a catalog.(D) Find an easier places to exercise.23. (A) Saying goodbye to a friend.(B) Buying a ticket for a sports event.(C) Paying a bill at the bank.(D) Arranging a plane trip.24. (A) He didn't know how to begin to write a play.(B) He hasn't liked plays very much in the past.(C) He didn't want to talk about it right away.(D) He wasn't sure what the first part was about.25. (A) Dan received them.(B) Gloria forgot about them.(C) Dan mailed them.(D) Gloria has sent for them.26. (A) His room is quite small.(B) he had to walk around the dormitory.(C) It's hard to find a room in the dormitory.(D) It's his turn to inspect the dormitory room.27. (A) He should look in a different place.(B) She can help him if necessary.(C) He should stand on something.(D) Perhaps he shouldn't have tea.28. (A) They are going toward the lake.(B) They have made a new trail.(C) They have decided to sit outdoors.(D) They are camping around the lake.29. (A) Anyone can do it.(B) No one can do it.(C) Alex can probably do it.(D) Alex probably shouldn't do it.30. (A) He'll go if the woman goes too.(B) He doubts he'll be able to go.(C) He's too tired to go.(D) He's eager to go.31. (A) It is typical December weather for this region.(B) It won't really snow until December.(C) Such a large amount of snow is unusual for this month.(D) There has never been much snow down South.32. (A) He believes Mark was the wrong person.(B) he wants to know who is telling the truth.(C) He finds the decision unbelievable.(D) He thought there wouldn't be any awards.33. (A) The store doesn't have it now, but will soon.(B) It is no longer available.(C) It has been reprinted four times.(D) The information in the book is not up-to-date.34. (A) It's uncomfortable because of the wind.(B) It isn't as warm as the man had thought it would be.(C) The man expected it to be windy.(D) The wind hasn't made it any cooler.35. (A) He already knows what Ted will say.(B) He doesn't have time to look at the gift.(C) He can't imagine what his friends got for him.(D) He is anxious to see Ted's reaction to the gift.36. (A) A sales representative.(B) A store manager.(C) A committee chairperson.(D) A class president.37. (A) To determine who will graduate this year.(B) To discuss the seating arrangement.(C) To choose the chairperson of the ceremonies.(D) To begin planning the graduation ceremonies.38. (A) Their manes, phone numbers, and job preference.(B) The names and addresses of their guests.(C) The names of the committees they worked on last year.(D) Their dormitory mane, address, and phone number.39. (A) Only students who have time for the work.(B) All the students who are at the meeting.(C) Only students who have a telephone.(D) All the students who worked on the project last year.40. (A) In an hour.(B) Next week.(C) In one month.(D) Next year.41. (A) Food packaging.(B) Varieties of fish.(C) A new snack food.(D) An artificial food flavoring.42. (A) Its variety of colors.(B) Its unusual texture.(C) The way it is sold.(D) Its main ingredient.43. (A) To preserve it longer.(B) To give it a particular taste.(C) To make it smoother.(D) To increase the fermentation.44. (A) Its low purchase price.(B) Its wide availability.(C) Its good nutritional value.(D) Its higher water content.45. (A) Its bland flavoring is healthful.(B) It can be stored a long time without spoiling.(C) It goes well with fish dishes.(D) A high grade of fish is used in its preparation.46. (A) In a few weeks.(B) In two or three months.(C) In about two years.(D) In ten years.47. (A) Count money.(B) Read and write.(C) Draw moving objects.(D) Hunt and farm.48. (A) Teachers came to children's homes.(B) Children acquired the information they needed by direct experience.(C) Children taught one another in small supervised groups.(D) Parents instructed their children in the "three R's"49. (A) A new dependence on people far away and the use of money.(B) The introduction of a new alphabet and numerical system.(C) Outmoded methods of farming and ineffective means of transportation.(D) Larger family units and greater financial hardships.50. (A) The various means of survival taught by parents in contemporary society.(B) The importance of history instruction in the first schools.(C) The increasingly complex skills subsequently taught in schools.(D) The problems involved in the construction of new schools.89-889年8月TOEFL听力A1£® (A) She never hears her alarm clock ringing.(B) Her alarm clock doesn't ring when it should.(C) She doesn't know where her alarm clock is .(D) She always sleeps until the alarm clock wakes her. 2£® (A) They said they're going by taxi.(B) Their clothes are in terrible condition.(C) In certain states clothes are subject to tax.(D) There are some clothes hanging on the racks.3£® (A) She didn't often go out in the rain.(B) She learned a great deal from the program.(C) She understood only a little about the program.(D) She stopped running to the train.4£® (A) He never comes here in the fall.(B) He'll probably arrive soon.(C) He couldn't hear it this time.(D) He doesn't have time to call.5£® (A) Karen can afford to go to college.(B) Karen got only one scholarship.(C) Without a scholarship, Karen couldn't go to college.(D) If Karen can afford to go, she won't get a scholarship.6£® (A) He will apply soon for his first passport.(B) He has to apply again for a passport.(C) He knew he had to pick up his passport.(D) He didn't need his passport until now.7£® (A) I was actually on time.(B) I was ten minutes late.(C) I wasn't late because I ran all the way.(D) I walked for ten minutes.8£® (A) Jerry knew all the answers.(B) It was easy to answer Jerry's questions.(C) Jerry had difficulty with the test.(D) Everyone came for the test except Jerry.9£® (A) It would be better not to take the course.(B) This term would be a good time to take the course.(C) I don't think you can get out of taking that course.(D) I didn't say a word about your taking that course.10. (A) I didn't think the keys were in the shop.(B) That shop has fair prices.(C) The shopkeeper expects customers to be honest.(D) I don't think that shopkeeper is trustworthy.11. (A) A fee is charged for reserved books returned even an hour late.(B) This is a fine day to spend an hour in the library.(C) The reserve section of the library is due to close in one hour.(D) Our library has a reserve section of fine books.12. (A) Leslie will get credit for graduating early.(B) Leslie has a heavier course load than usual this term.(C) Leslie is taking a minimal number of credits this term.(D) Leslie must pay the rent on her apartment before she graduates.13. (A) You shouldn't be that busy now.(B) You've had a lot to0 do recently.(C) How long do you expect to be so busy?(D) How have you been doing recently?14. (A) I wasn't asking for the catalog.(B) The catalogs have been poorly copied.(C) I wouldn't give away my copy of the catalog.(D) No one gave me a catalog.15. (A) Susan told Mike about the new policy.(B) Mike talked to Susan regarding the new policy.(C) Mike and Susan questioned the school about the policy.(D) Mike and Susan gathered information about theschool's policy.16. (A) What do you think provoked the President?(B) The President was thinking aloud.(C) Don't you think the speech was stimulating?(D) The speech angered the press.17. (A) We became friends quickly.(B) We have been friends for a long while.(C) We have to leave pretty soon.(D) We knew none of the others.18. (A) She hasn't started the work yet.(B) She didn't want the work to be finished.(C) She hasn't worked since the project started.(D) She didn't want to start all over again.19. (A) The professor introduced the students to each other.(B) The two students were presented to the class.(C) The students met the professor.(D) The professor was introduced by a colleague.20. (A) I needed exactly that thing.(B) I got the thing at last.(C) I certainly didn't need that.(D) That thing won't last.21. (A) Who called.(B) What Margaret said.(C) Who Margaret is.(D) When the message was taken.22. (A) He'll only give her part of his notes.(B) He doesn't know anything about economics.(C) He's not taking an economics class.(D) He's happy to lend her his notes.23. (A) She received two job offers.(B) She also was offered a job.(C) She was the first to receive an offer.(D) She received too many offers.24. (A) They'll have to get some more paint.(B) They should get someone to help them.(C) They shouldn't delay any longer.(D) They don't have to paint the room again.25. (A) Leave for home.(B) Check the language lab.(C) Buy new locks.(D) Show the man where the lab is.26. (A) In a doctor's office. (B) In an operating room.(C) In a professor's office.(D) In a gymnasium.27. (A) She wanted to exhibit her crafts.(B) She'd rather go somewhere else.(C) She saw the exhibition months ago.(D) she's sorry to have missed the exhibit.28. (A) There's no more work for anyone to do.(B) No one is willing to work with them.(C) The woman knows several people on the committee.(D) The woman should be on the committee herself.29. (A) Watch television.(B) Go for a swim.(C) Make better use of time.(D) Follow the official procedure.30. (A) He'd rather not go to the lecture.(B) He doesn't mind if the woman goes to the lecture.(C) He wants to hear the lecture.(D) He's heard the lecture before.31. (A) Pay several bills.(B) Phone the electric company.(C) Pay less rent.(D) Make fewer telephone calls.32. (A) Wait and take the class next year.(B) Become a musician.(C) Give his presentation without a plan.(D) Discuss the presentation with the professor.33. (A) He's sure the new chef is better.(B) he wonders whether the new chef is an improvement.(C) He hopes the new chef will stay longer than the old one did.(D) He's going to see the new chef tonight.34. (A) Katie doesn't often dance.(B) Katie isn't the person dancing.(C) Katie does indeed dance well.(D) Katie dances better than her friend.35. (A) They would see better from a different row.(B) It isn't hard to see from his seat.(C) He would rather not move from his place.(D) He'll switch places with the woman.36. (A) Energy conservation.(B) Transportation of the future.(C) Strip cities.(D) Advantages of air transportation over railroads.37. (A) A lack of available flights.(B) Long delays at the airport.(C) Boredom on long flights/(D) Long trips to and from airports.38. (A) On short trips.(B) On long trips.(C) When flying over cities.(D) When flying at high altitudes.39. (A) It uses nuclear energy.(B) It rests on a cushion of pressurized air.(C) It flies over magnetically activated tracks.(D) it uses a device similar with engine.40. (A) It is more comfortable than a conventional train.(B) It doesn't require very much track maintenance.(C) It doesn't remain in any station very long.(D) it carries more passengers than a conventional train.41. (A) They are subject to fires.(B) They become less fuel-efficient.(C) They produce too much noise.(D) They have trouble staying on the tracks.42. (A) They don't get rid of flabby arms.(B) They can damage arm muscles.(C) They aren't acceptable to most people.(D) They can raise one's blood pressure.43. (A) By talking to an expert.(B) By reading an article.(C) By attending an exercise class.(D) By listening to the radio.44. (A) Exercising the entire body.(B) Having your blood pressure taken daily.(C) Losing weight prior to exercising.(D) Weighing in before each exercise session.45. (A) Wearing arm weights while you are swimming.(B) Jogging vigorously in one place for a long time.(C) Using bicycles that require you to use both your arms and legs.(D) Walking slowly while swinging your arms back and forth.46. (A) A restaurant host. (B) A tour guide.(C) A history teacher.(D) A park attendant.47. (A) A small restaurant.(B) A revolutionary army.(C) A famous commander.(D) A historic tree.48. (A) It was the oldest one in the park.(B) It was less than a hundred years old.(C) It was much younger than people had thought.(D) It was impossible to determine.49. (A) George Washington was an extremely tall man.(B) Most trees in parks are destroyed by insects.(C) Historical stories are sometimes inaccurate.(D) The Continental Army celebrated a victory in Cambridge.50. (A) Drive around the park.(B) Eat lunch.(C) Plant a small tree.(D) Go to the next city.89-1089年10月TOEFL听力A1. (A) That's today's seat.(B) Let's eat at four today.(C) That's all we'll do today.(D) There were four today.2. (A) Robert crashed into the stop sign near the bank.(B) Robert is going to the bank to get some money.(C) The robbers took a lot of cash from the bank.(D) The bank is closing Robert's account.3. (A) She refuses to shop.(B) The key was left in her shopping bag.(C) Turn left at the store.(D) she's gone to buy some things.4. (A) Don't you need a refill for your pen?(B) Your order for a dozen pencils has been filled.(C) Ben needs another bill from you.(D) Don't you want to get your friend a new pen?5. (A) Professor Stanton's course is very popular.(B) Everyone has taken a class from Professor Stanton.(C) Professor Stanton wants to teach another course.(D) Students are required to enroll in Professor Stanton's class.6. (A) We don't have time to eat dinner.(B) How often does he go out for dinner?(C) Let's meet for dinner one of these days.(D) What time were we supposed to meet for dinner?7. (A) The roof of the dentist's office needed to be fixed.(B) The dentists were both out of the office.(C) Gary talked about the dentist's broken tooth.(D) Why are the lectures held at four o'clock?8. (A) Why are the lectures held at four o'clock?(B) Have you been to one of these lectures before?(C) This lecture is really crowded.(D) I was glad to see you at the lecture.9. (A) Do what is most appropriate for you?(B) You want me to have the best.(C) You are the best person to do it.(D) Think of somebody besides yourself.10. (A) I missed the flight because I hadn't finished packing.(B) They loaded my suitcases on the last plane.(C) The plane was delayed because of my luggage.(D) My baggage will arrive on another flight.11. (A) He didn't meet me at the door.(B) There are still vacant rooms.(C) The story was foolish.(D) He is unhappy with the dormitory.12. (A) Susan suggested that we buy a slide projector.(B) We are the only ones she has shown the slides to.(C) Susan wanted to know whether we owned a slide projector.(D) We were supposed to bring the slide projector with us.13. (A) His study habits are poor.(B) He doesn't have a good place to study.(C) His habit is to study late.(D) He was disappointed with his studies.14. (A) The report has just been typed.(B) The report can be typed now.(C) The report isn't ready to be typed yet.(D) Part of the report is typed.15. (A) No matter what, we'll come for you tomorrow.(B) We may be coming a little late tomorrow.(C) We may come tomorrow or pick another date.(D) If you can't come today, please come tomorrow.16. (A) We should be gone within a month.(B) I want the semester to end now.(C) It takes us a ling time to get to school.(D) The semester ended a month ago.17. (A) You shouldn't have bought so many books.(B) You paid a lot of money for those books.(C) You got a lot of books for your money.(D) You didn't understand the price of the books.18. (A) That isn't a totally new kind of problem.(B) The solution to that problem isn't complete.(C) No one has ever solved that problem.(D) I know nothing about that kind of problem.19. (A) We had to write our compositions over again.(B) We met Professor Keene right after our class.(C) We were supposed to grade our papers in class.(D) We were told to read our essays out loud to our classmates.20. (A) Physics is not a difficult subject.(B) You certainly know a lot about physics.(C) I don't believe you're a physics major.(D) I think your physics homework is wrong.21. (A) She agrees with the man.(B) She doesn't know the book.(C) She likes the book very much.(D) She doesn't know what to do.22. (A) She can go with him this afternoon.(B) She has a lot to do today.(C) She's almost as busy as he is.(D) She might be finished by noon.23. (A) The man should buy a different meal ticket each month.(B) Individuals eat different amounts.(C) Buying the meal ticket won't save the man money.(D) The price of a meal varies from month to month.24. (A) The application isn't available at the office.(B) The woman should mail a copy of her application.(C) The photocopy machine isn't there anymore.(D) The woman can make copies at the post office.25. (A) He's taller than anyone on campus.(B) He's the best actor in the school.(C) He's almost through with the campus tour.(D) He's studying at college to be an actor.。
托福听力tpo43 lecture1、2、3、4 原文+题目+答案+译文
托福听力tpo43lecture1、2、3、4原文+题目+答案+译文Lecture1 (2)原文 (2)题目 (4)答案 (6)译文 (6)Lecture2 (7)原文 (7)题目 (10)答案 (12)译文 (12)Lecture3 (14)原文 (14)题目 (16)答案 (18)译文 (19)Lecture4 (20)原文 (20)题目 (22)答案 (24)译文 (25)Lecture1原文NARRATOR:Listen to part of a lecture in a botany class.FEMALE PROFESSOR:It's autumn,and as you know,in most parts of the United States the leaves on the trees are changing color from green…to yellow,orange,and lots of other colors.So this'll be a great time to talk about how and why some of these leaves turn one color in particular—and that's bright red.Well,before we discuss why leaves turn red,first let's,um—look,I know this is very old material,but just to play it safe—let's first go over why leaves are usually green.It’s chlorophyll, right?Leaves get their green color from chlorophyll—the chemical that's responsible for photosynthesis.The chlorophyll in the leaves collects energy from the Sun,in the form of sunlight,and it converts this energy into sugar,which is food for the plant. It's chlorophyll that makes leaves green most of the time.Now,the classic explanation for why leaves change color is this.In autumn,the leaves start preparing for the winter and stop synthesizing new chlorophyll.Since chlorophyll is sensitive to sunlight and to cold temperatures—both of which you get in autumn—the existing chlorophyll in the leaves breaks down.And since it's not being replaced by the new chlorophyll,the green color of the leaves gradually fades away.As this happens,the other pigments present in the leaf become visible.According to the classic theory,this is true for the red pigment as well.It was there in the leaf all along but it was hidden by the green chlorophyll.OK, so that's the classic explanation,and it's partially right.Why do I say“partially”?Well,it's probably true for pigments like yellow or orange,but it doesn't seem to hold for the red pigment.Let's back up a bit.Just what produces this red color in leaves?It's a red pigment called anthocyanin.Here's where the classic explanation doesn't seem to apply to red.What's interestingis that during the summer,there was very little if any anthocyanin in the leaves,but in the weeks before a tree is about to drop its leaves,the production of anthocyanins increases significantly.In other words,unlike those other pigments,anthocyanins are not just unmasked by the breakdown of chlorophyll in autumn;they're actually created at this time.So that raises a question.Why would a tree produce more anthocyanin just before dropping its leaves?Why does the tree spend so much of its resources doing this just before the leaves fall off?On the surface,this doesn't make sense.It'd be like spending money to,I don't know,to have your old car repainted when you know the car's not going to last more than a couple of months.All this extra anthocyanin in the autumn seems like a waste.But remember,nature is very economical with its resources,so that means anthocyanin must be serving some function that's important for the tree.Today there are some theories about what that function might be.One of them involves predatory insects;another involves fungi.You know,the more I read about these theories and the related research,it always created more questions for me than answers.So I was really glad to learn about a totally different theory…a new one.It seemed to come with research and data that give a full explanation.So here it is.Remember I said the chlorophyll breaks down?Well,in autumn,a whole lot of other chemical constituents of the leaf break down as well.I don't mean they're totally destroyed,'cause actually they break down into other,different chemicals that the tree can reabsorb from the leaves and reuse later.Now,this reabsorption process is very important for the tree,and—here's the key—it's sensitive to light,meaning that too much exposure to sunlight can interfere with this process.So where does anthocyanin fit in here?Well,anthocyanin's more stable than chlorophyll.It's not harmed as easily by the Sun or the cold.So it's still working long after the chlorophyll breaks down.But what doesit do?The theory is that anthocyanin protects the reabsorption process from the sunlight. For example,if you look closely at a red leaf on a tree,you'll notice that most of the red pigment is on the upper side of the leaf,the side facing the Sun.This new theory suggests that what the anthocyanin is doing there on top is shielding the rest of the leaf from the sunlight…and more importantly,allowing those important chemicals to be reabsorbed by the tree.题目1.What is the main purpose of the lecture?A.To explain how the red pigment in leaves breaks downB.To show that leaf color varies based on the tree speciesC.To introduce a theory about why leaves turn a particular colorD.To explain how chlorophyll protects trees in autumn2.What does the professor imply when she explains why leaves are green?A.She wants to correct a common misconception about the topic.B.She thinks the students are probably already familiar with the material.C.She believes the process is too complicated to discuss in depth.D.She knows that students are often confused about the functions of chlorophyll3.What does the professor mean when she says that the classic theory is partially right?A.It describes what happens in the summer but not what happens in autumnB.It describes what happens in tree leaves but not what happens in leaves of other plantsC.It explains how pigments are synthesized but not how they break down.D.It explains some cases of color change in tree leaves but not all cases.4.Why does the professor mention painting a car?A.To question why a large amount of anthocyanin is produced just before leaves fallB.To explain why most leaves turn red instead of other colorsC.To remind students how cooler temperatures affect the color of leavesD.To show how anthocyanin absorbs sunlight to produce food for trees5.The professor mentions theories about why leaves turn red that involve predatory insects and fungi.What is her opinion about those theories?A.They are based on careful research.B.They do not completely explain the phenomenon.C.They have not received enough attention.D.They have been proved to be incorrect.6.According to the professor,why does anthocyanin appear on the upper side of some leaves?A.To help chlorophyll absorb the sunlightB.To maximize the leaf's utilization of sunlightC.To accelerate the breakdown of chlorophyllD.To protect an important process from the sunlight答案C BD A B D译文旁白：请听一部分植物学的讲座。
托福听力tpo53 lecture1、2、3、4 原文+题目+答案+译文
托福听力tpo53lecture1、2、3、4原文+题目+答案+译文Lecture1 (1)原文 (1)题目 (4)答案 (5)译文 (6)Lecture2 (8)原文 (8)题目 (10)答案 (12)译文 (12)Lecture3 (14)原文 (14)题目 (16)答案 (18)译文 (18)Lecture4 (20)原文 (20)题目 (22)答案 (24)译文 (24)Lecture1原文NARRATOR:Listen to part of a lecture in a film studies class.MALE PROFESSOR:Nowadays,we take sound in films for granted—I mean,you stillmight see black and white films occasionally,but you hardly ever see silent films anymore.So it's interesting to note that the use of recorded sound was originally controversial FEMALE STUDENT:What about all the sounds you hear in some silent movies?Like, you know a loud sound when somebody falls down or something?MALE PROFESSOR:OK,you're talking about a soundtrack added much later,which has,over time,become part of the film we know.But this recorded track didn't exist then.And it's not that most people didn't want sound in films;it's just that the technology wasn't available yet.Don't forget that instead of recorded sound there was often live music that accompanied movies in those days—like a piano player or a larger orchestra in the movie theater.Also,think of the stage,the live theater—it has used wonderful sound effects for a long time and,if wanted,these could be produced during the viewing of a film.You know,the rolling of drums for thunder or whatever.But that wasn't as common.Oh,and another thing that they might have in movie theaters in the early days was a group of live actors reading the parts to go along with the film.Or—and this seems a particularly bad idea to us now—one person narrating the action…an early example of a long tradition of movie producers—the ones concerned mostly about making money—not having much confidence in their audience,thinking that people somehow couldn’t follow the events otherwise.So,it finally became possible to play recorded sound as part of the film in the1920s. Trouble was,it wasn't always used to very good effect.First,it was,you know, amazing to see somebody's mouth move at the same time you hear the words…or hear a door close when you see it closing on-screen.But that luster wears off,of course,and if you're a director,a filmmaker,what's the next step?FEMALE STUDENT:Well,use sound to enhance the movie,right?Bring something more to it that wasn't possible…MALE PROFESSOR:Yes,that's exactly what directors who were more interested in cinema as art,not commerce,were thinking.But they also predicted that there would be a problem that sound would be misused, and,boy,was it ever…Because the commercial types,the producers and so on were thinking,OK,now that sound is possible,let's talk as much as possible and forget about the fact that we're making a movie,that we have this powerful visual medium.So,many of the films of the twenties were basically straight adaptations of successful shows from the stage,theater.The name they used for sound films then was"talking films,"and that was on the mark,since,well,all they pretty much did was talk.And talk.So,the remedy?Well,what was proposed by a number of filmmakers and theorists was the creative,expressive use of sound—what they generally called nonsynchronous sound.OK,synchronous sound means basically that what we hear is what we see. Everything on the soundtrack is seen on the screen.And everything was recorded simultaneously,which,well,since the sound technicians working on films often had experience with live radio,that made sense to them.Recording the sound separately and adding it in afterward—well that idea was less obvious.Anyway,synchronous sound means the source of the sound is the image on the screen.Nonsynchronous sound then,is…FEMALE STUDENT:The sound doesn't match the picture?MALE PROFESSOR:Right.Now we can look at this in various ways,but let's take it as literally as possible.Music—unless we see the radio or the orchestra—that's nonsynchronous.If the camera shot is of the listener rather than the speaker,that's nonsynchronous.If wehear,say,background sounds that aren't on the screen—that's nonsynchronous.So,that doesn't seem so radical,does it?But,again,those early producers didn't think their audiences could keep up with this.FEMALE STUDENT:Excuse me,but did you say earlier that some filmmakers actually advocated not using sound at all?MALE PROFESSOR:Well,yes,but that was a bit of an exaggeration,I guess.What I meant to say was that some filmmakers thought that the way the film sound was actually used was setting the art of filmmaking back.But everyone agreed that sound solved some very difficult issues,and offered potentially exciting tools.题目1.What is the lecture mainly about?A.The influence of theater on early sound filmsB.Conflicting views on uses of sound during the early days of sound filmsC.The great progress in cinema after the development of soundD.Viewer reactions to early sound films2.According to the professor,what types of sound were used in silent film theaters? [Click on3answers]A.Live music performed in the theaterB.Sound effects created in the theaterC.Recorded sound tracks played with the filmD.Live narration during the filmE.Musical entertainment offered before the film3.What is the professor's attitude toward early movie producers?A.He is critical of their influence on films.B.He thinks they had little influence on films.C.He thinks they understood what audiences wanted.D.He acknowledges that they made progress possible.4.According to the professor,what was characteristic of sound films in the1920s?A.Dialogues between characters were kept to a minimum.B.Many films were closely based on theater plays.C.Musical sound tracks were added to most films.D.Sounds were recorded separately and added to films later.5.What is an example of synchronous sound in a film?A.A character hearing a train that is not visibleB.A past conversation being replayed in a character's mindC.A character playing guitar and singing on screenD.A song playing at the end of a film as credits appear on the screen答案B ABD A B C译文Narrator：请听一段电影研究讲座的节选。
老托福听力93篇下载【PDF高清版 MP3】
智课网TOEFL备考资料老托福听力93篇下载【PDF高清版+MP3】摘要：老托福听力93篇【PDF高清版+MP3】免费下载啦！近来应广大学生的要求，本次小马为你提供了老托福听力93篇【PDF高清版+MP3】的下载通道，让你轻松获得老托福听力93篇完整版内容。
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老托福听力93篇片段：1、Community service is an important component of education here at our university. We encourage all students to volunteer for at least one community activity before they graduate. A new community program called "One On One" helps elementary students who've fallen behind. You education majors might be especially interested in it because it offers the opportunity to do some teaching—that is, tutoring in math and English. You'd have to volunteer two hours a week for one semester. You can choose to help a child with math, English, or both. Half-hour lessons are fine, so you could do a half hour of each subject two days a week. Professor Dodge will act as a mentor to the tutors—he'll be available to help you with lesson plans or to offer suggestions for activities. He has office hours every Tuesday and Thursday afternoon. You can sign up for the program with him and begin the tutoring next week. I'm sure you'll enjoy this community service and you'll gain valuable experience at the same time. It looks good on your resume, too, showing that you've had experience with children and that you care about your community. If you'd like to sign up, or if you have any questions, stop by Professor Dodge's office this week.【生词摘录】1. component: n.[C]one of several parts that together make up a wholemachine or system (机器或系统的)零件;成分;组成部分2. tutor: n. [C]someone who teaches one pupil or a small group, and isdirectly paid by them 家庭教师，私人教师 v. to teach someone as a tutor 给…当家庭教师;指导3. mentor: n. [C]an experienced person who advises and helps a lessexperienced person 顾问，指导人，教练2、I hope you've all finished reading the assigned chapter on insurance so that you're prepared for our discussion today. But, before we start, I'd like to mention a few things your text doesn't go into. It's interesting to note that insurance has existed in some form for a very long time. The earliest insurance policies were what we called bottomry contracts. They provided shipping protection for merchants as far back as 3000 B.C. In general, the contracts were often no more than verbal agreements. They granted loans to merchants with the understanding that if a particular shipment of goods was lost at sea, the loan didn't have to be repaid. Interest on the loans varied according to how riskyit was to transport the goods. During periods of heavy piracy at sea, for example, the amount of interest and the cost of the policy went up considerably. So, you can see how insurance helped encourage international trade. Even the most cautious merchants became willing to risk shipping their goods over long distances, not to mention in hazardous weather conditions when they had this kind of protection available. Generally speaking, the basic form of an insurance policy has been pretty much the same since the Middle Ages. There are four points that were salient then and remain paramount in all policies today. These were outlined in chapter six and will serve as the basis for the rest of today's discussion. Can anyone tell me what one of those points might be?【生词摘录】1. insurance: n. [U]an arrangement with a company in which you pay themmoney each year and they pay the costs if anything bad happens to you, such as an illness or an accident 保险;the money that you pay regularly to an insurance company 保险费;the business of providing insurance 保险业 2. bottomry: n. 船舶抵押契约(如船舶损失，则债务取消)，冒险借贷3. contract: n. [C]a formal written agreement between two or more people, which says what each person must do for the other 契约;合同4. loan: n. [C]an amount of money that you borrow from a bank etc (银行等的)贷款5. understanding: n. [C usually singular]a private, unofficial agreement(私底下、非正式的)协议，协定6. interest: n. [U]a charge made for borrowing money(借贷的)利息[+on]7. piracy: n. the crime of attacking and stealing from ships at sea 海上抢劫，海盗行为8. cautious: adj. careful to avoid danger or risks 小心的，谨慎的，慎重的 9.hazardous: adj. 危险的10. salient: adj. formal the salient points or features of something are the mostimportant or most noticeable parts of it 【正式】显著的，突出的11. paramount: adj. more important than anything else 至高无上的，最重要的有关老托福听力93篇【PDF高清版+MP3】的部分内容我们就介绍到这里，在接下来的托福考试过程，我们会陆续为大家上传更多精彩内容，这次内容也同样全部来源ETS官网题库，希望对你的托福考试会有一定能够的的帮助。
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历年托福听力考试真题下载十(原文+音频)
为了让同学们更好地备考托福听力，下面小马编辑为大家整理了历年5月份托福听力考试真题，并附有文本和听力音频，供同学们进行下载练习。
以下是2005年5月托福听力考试真题音频:
部分 2005年5月托福听力考试真题原文如下：
Part A
1. M: Do you know when the next train is I need to be at the Museum of Fine Arts by 10:30.
W: Actually there is a shuttle bus at 10 that takes you directly there. And it’s only a 25-minute ride.
Q: What does the woman imply
2. M: It was such a great weekend. I saw two really good movies on the play. What did you do
W: What you were supposed to be doing Studying! Did you forget we have an exam today Q: What does the woman mean
3. W: So what are they supposed to be building over there Another gym
M: Isn’t that where the new library is going
Q: What are the speakers talking about
4. W: Do you mind if I use your computer to write a history paper Mine’s out for repairs.
M: Sorry, I am in the middle of typing something and it’s gonna be a while. You know, the computer lab is still open.
Q: What does the man imply the woman should do
5. M: Hi Gina, that’s a really cool watch. Where did you get it
W: Well, my sister works at the jewelry store right off campus.
6: W: Do you think classes are gonna be canceled because of the snow storm
M: I sure hope so. It says on the radio that the roads are treacherous. Why don’t you check with the administration office
Q: What does the man suggest the woman do
7. M: So where is Gloria these days It likes that she is disappeared.
W: You obviously haven’t been to the library in a while.
Q: What can be inferred about Gloria
8. W: I don’t know what you did to this computer. But it keeps giving me these error messages.
M: Oh, sorry, I was playing around with it before you came in. Let me take a look at it.
Q: What will the man do
9. M: Chicken or fish I know they are both good here. But I just can’t make up my mind.
W: Come on. We haven’t got all night.
Q: What does the woman mean
10. W: Oh no, I just remembered I was supposed to give Tom his CD back when I see him in class today. But I left it sitting on the kitchen table.
M: I don’t think it’s any big deal. I am sure he can do without it until our next class.
Q:
11. W: I’m starting to lose my voice, which usually lose I am about catch a cold. Do you think I should go to the clinic and have my throat looked at
M: As soon as possible, esp. since we have four exams next week in German class.
Q: What does the man suggest the woman do
12. M: Are you sure you want to rent that apartment It is the first one you saw.
W: You’re right. I shouldn’t be so hasty. It wouldn’t hurt to check out a few more.
Q: What will the woman probably do
13. W: Wow, you are really tall. Are you in a basketball team
M: I may be tall but that doesn’t mean I’ve ever been any good as a player.
Q: What does the man imply
14. M: Which of these shirts do you think I should buy The red or the green one
W: Well, didn’t you already buy a red one last week A little variety would be good.
Q:
15. M: I was surprised to hear that you’ll accept the job offer from the bank. Are you sure you’ll like working there
W: Well, I just thought I would give it a try. If I don’t like it, I can quit any time.
Q:
16. M: I’m having a party tonight. Can you make it
W: I’d love to, but my aunt’s here only one day. And I promised to take her to a play.
Q: What will the woman probably do
17. M: How are you gonna pay for classes next year Did you apply for financial aid
W: Well, I am working at a bookstore and doing some tutoring. That should be enough. Don’t you think
以上就是小编为大家整理的“历年托福听力考试真题下载十(原文+音频)”部分内容，更多资料请点击托福资料下载频道!。