托福听力学习笔记之TPO3lecture

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【托福听力备考】TPO3听力文本——Lecture 1

【托福听力备考】TPO3听力文本——Lecture 1对于很多学生来说，托福TPO材料是备考托福听力最好的材料。

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

Lecture 1 Environmental scienceNarrator：Listen to part of a lecture in an environmental science class.Now, we’ve been talking about the loss of animal habitat from housingdevelopments, um…, growing cities – small habitat losses. But today I wannabegin talking about what happens when habitat is reduced across a large area.There are, of course, animal species that require large areas of habitat, andsome migrate over very long distances. So what’s the impact of habitat loss onthose animals – animals that need large areas of habitat?Well, I’ll use the humming birds as an example.Now you know a humming bird is amazingly small, but even though it’s reallytiny, it migrates over very long distances, travels up and down the westernhemisphere – the Americas, back and forth between where it breeds in the summerand the warmer climates where it spends the winter. So we would say that thiswhole area over which it migrates is its habitat because on this long-distancejourney, it needs to come down to feed and sleep every so often, right?Well, the humming bird beats its wings – get this – about 3 thousand timesper minute. So you think, wow, it must need a lot of energy, a lot of food,right? Well, it does. It drinks a lot of nectar from flowers and feeds on someinsects, but it’s energy-efficient too. You can’t say it isn’t. I mean, asitflies all the way across the Gulf of Mexico, it uses up almost none of its bodyfat. But that doesn’t mean it doesn’t need to eat. So humming birds have to relyon plants in their natural habitat.And it goes without saying, but, well, the opposite is true as well, plants depend on humming birds too. There are some flowers that can only be pollinated by the humming birds. Without it stopping to feed and spreading pollen from flower to flower, these plants would cease to exist.But the problem, well, as natural habitat along these migration routes is developed by humans for housing or agriculture or cleared for raising cattle, for instance, there is less food available for migrating humming birds. Their nesting sites are affected too, the same, by the same sorts of human activities.And all of these activities pose a real threat to the humming birdpopulation.So to help them survive, we need to preserve their habitats. And one of the concrete ways people have been doing this is by cleaning up polluted habitat areas and then replanting flowers, um, replanting native flowers that humming birds feed on.Promoting ecological tourism is another way to help save their habitat. As the number of visitors, eco-tourists who come to humming bird habitats to watch the birds, the more the number of visitors grows, the more local businessesprofit, so ecological tourism can bring financial rewards, all the more reason to value these beautiful little creatures in their habitat, right?But to understand more about how to protect and support humming birds the best we can, we’ve got to learn more about their breeding, nesting sites and migration routes, and also about the natural habitats we find there. That should help us determine how to prevent further decline in the population.A good research method, a good way to learn more, is by running a banding study. Banding the birds allows us to track them over their lifetime. It’s been a practice that’s been used by researchers for years. In fact, most of what we know about humming birds comes from banding studies, where we capture a humming bird and make sure all the information about it, like its weight and age and length, are all recorded, put into international, an international information database. And then we place an extremely lightweight band on one of its legs, well, what looks like a leg, although technically it’s considered part of the bird’s foot.Anyway, these bands are perfectly safe, and some humming birds have worn them for years with no evidence of any problems. The band is labeled with a tracking number, oh, and there is a phone number on the band for people to call for free, to report a banded bird they’ve found or recaptured. So when a banded bird is recaptured and reported, we learn about its migration route, its growth, and how long it has been alive, its lifespan. One recaptured bird had been banded almost 12 years earlier – she is one of the oldest humming birds on record.Another interesting thing we’ve learned is that some humming birds, um, they no longer use a certain route. They travel by a different route to reach their destination. And findings like these have been of interest to biologists and environmental scientists in a number of countries who are trying to understand the complexities of how changes in a habitat affect the species in it.。

TPO3托福口语Task3加task4题目文本及答案解析

TPO3托福口语Task3加task4题目文本及答案解析托福备考时TPO托福模考软件对于托福成绩的提升是非常有帮助的。

托福阅读可以说是整个托福考试当中比较重要的一个部分，如何利用现有资料TPO模考软件来提升大家的托福成绩呢?今天小编在这里整理了TPO3托福口语Task3加task4题目文本及答案解析分享给大家，希望对大家托福听力备考有帮助。

托福TPO3口语task3题目 Reading Part:Hot Breakfasts EliminatedBeginning next month, Dining Services will no longer serve hot breakfast foods at university dining halls. Instead, students will be offered a wide assortment of cold breakfast items in the morning. These cold breakfast foods, such as breads, fruit, and yogurt, are healthier than many of the hot breakfast items that we will stop serving, so health-conscious students should welcome this change. Students will benefit in another way as well, because limiting the breakfast selection to cold food items will save money and allow us to keep our meal plans affordable.托福TPO3口语task3题目 Listening Part:Now listen to two students discussing the announcement.(woman) Do you believe any of this? It’s ridiculous.(man) What do you mean? It is important to eat healthy foods.(woman) Sure it is! But they are saying a yogurt is better for you than an omelet or than hot cereal? I mean, whether something is hot or cold, that shouldn’t be the issue. Let’s say maybe on a really cold morning, in that case, which is going to be better for you, a bowl of cold cereal or a nice warm omelet? It’s obvious. There’s no question.(man) I’m not gonna argue with you there.(woman) And this whole thing about saving money.(man) What about it?(woman) Well, they are actually going to make things worse for us, not better. Cause if they start cutting back and we can’t get what we want here on campus, well, we are going to going off campus and pay off-campus prices. And you know what? That’ll be expensive. Even if it’s only two or three mornings a week, it can add up.托福TPO3口语task3题目 Question:The woman expresses her opinion of the change that has been announced. State her opinion and explain her reasons for holding that opinion.托福TPO3口语task3答案解析：1. Reading keys(1.1) Announcement: replace hot items with cold items in the school cafeteria(1.2) Reason 1: cold foods are healthier(1.3) Reason 2: students can save money from the change2. Listening keys(2.1) Woman disagrees with it(2.2) Reason 1: cold items isn’t better than hot food(2.2.1) Details: warm omelet is better than cold cereal in a cold morning(2.3) Reason 2: it won’t save money for students(2.3.1) Details: people can’t get what they want on campus → go off campus to buy food → off campus food is more expensive → students will end up spending more money over time托福TPO3口语task3范文：The school is planning to stop serving hot breakfast at theuniversity dinning hall, because cold items are healthier and doing so can bring down the cost of campus meal plan. In the conversation, the woman disagrees with the school's plan for the following reasons. First of all, she dosen’t think that cold food for breakfast is a good idea. Especially in a cold morning, a warm omelet can make you a lot more comfortable than something cold. Second, she thinks cutting back the menu will make student’s life a lot harder. People are going to be forced to go off campus to get what they want. And off campus food is usually more expansive. Over time, students will end up spending a lot more money.托福TPO3口语task4题目 Reading Part:Cognitive DissonanceIndividuals sometimes experience a contradiction between their actions and their beliefs – between what they are doing and what they believe they should be doing. These contradictions can cause a kind of mental discomfort known as cognitive dissonance. People experiencing cognitive dissonance often do not want to change the way they are acting, so they resolve the contradictory situation in another way; they change their interpretation of the situation in a way that minimizes the contradiction between what they are doing and what they believe they should be doing.托福TPO3口语task4题目 Listening Part:Now listen to part of a lecture about this topic in a Sociology class.Professor (male) This is a true story from my own life. In my first year in high school, I was addicted to video games. I played them all the time and I wasn’t studying enough. I was failing Chemistry that was my hardest class. So this was a conflictfor me because I wanted a good job when I grew up and I believed, I knew, that if you want a good career you gotta do well in school. But I just couldn't give up video games! I was completely torn.And my solution was to change my perspective. See, the only class I was doing really badly in was Chemistry. In the others, I was OK. So I asked myself if I wanted to be a chemist when I grew up? And the fact is I didn't. I was pretty sure I wanted to be a sociologist. So I told myself my chemistry class didn't matter, because sociologists don’t really need to know chemistry. In other words, I changed my understanding of what it meant to do well in school. I reinterpreted my situation. I used to think that doing well in school meant doing well in all my classes. But now I decided that succeeding in school meant only doing well in the classes that related directly to my future career. I eliminated the conflict, at least in my mind.托福TPO3口语task4题目 Question:Using the example discussed by the professor, explain what cognitive dissonance is and how people often deal with it.托福TPO3口语task4答案解析：1. Reading keys(1.1) Term: cognitive dissonance(1.2) Definition: the discomfort caused by the conflict between our actions and believes(1.3) Fix: to see the problem from a new perspective2. Listening keys(2.1) Example(2.1.1) Conflict(2.1.1.1) Playing video games caused him a poor grade(2.1.1.2) He knew he should stop and study harder(2.1.2) Perspectives(2.1.2.1) Old one: doing well in school = doing well in all subjects(2.1.2.2) New one: doing well in school = doing well in the courses that are related to future career(2.1.3) Reason(2.1.3.1) He didn’t want to be a chemist in the future(2.1.3.2) He wanted to be a sociologist(2.1.4) Conclusion(2.1.4.1) Chemistry class was not important to him托福TPO3口语task4范文：Cognitive dissonance is the discomfort caused by the conflict between our actions and believes. People tend to change their perspective to deal with it. The professor talks about his own experience. He was addicted to video games in high school and that caused him a poor grade in chemistry class. His solution was to change his perspective. Because he didn’t want to become a chemist, he thought that chemistry class was not that important to him anyway. He used to think that doing well in school meant doing well in all classes, but to solve the conflict, he decided that doing well in school meant only doing well in the classes that are related directly to his future career.。

【托福听力备考】TPO3听力文本——Lecture 2

【托福听力备考】TPO3听力文本——Lecture 2对于很多学生来说，托福TPO材料是备考托福听力最好的材料。

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

Lecture 2 Film historyNarrator：Listen to part of a lecture in a film history class.Professor：Okay, we’ve been discussing films in the 1920s and 30s, and how back then film categories, as we know them today, had not yet been established. We said that by today’s standards, many of the films of the 20s and 30s would be considered hybrids, that is, a mixture of styles that wouldn’t exactly fit into any of today’s categories. And in that context, today we are going to talk about a film-maker who began making very unique films in the late 1920s. He was French, and his name was Jean Painlevé.Jean Painlevé was born in 1902. He made his first film in 1928. Now in a way, Painlevé’s films conform to norms of the 20s and 30s, that is, they don’t fit very neatly into the categories we use to classify films today. That said, even by the standards of the 20s and 30s, Painlevé’s films were a unique hybrid of styles. He had a special way of fusing, or some people might say, confusing, science and fiction. His films begin with facts, but then they become more and more fictional. They gradually add more and more fictional elements. In fact, Painlevé was known for saying that science is fiction.Painlevé was a pioneer in underwater film-making, and a lot of his short films focused on the aquatic animal world. He liked to show small underwater creatures, displaying what seemed like familiar human characteristics – what we think of as unique to humans. He might take a clip of a mollusk going up and down in the water and set it to music. You know, to make it look as if the mollusk were dancing to the music like a human being – that sort of thing. But then he suddenly changed the image or narration to remind us how different the animals are, how unlike humans.He confused his audience in the way he portrayed the animals he filmed, mixing up our notions of the categories human and animal. The films make us a little uncomfortable at times because we are uncertain about what we are seeing. It gives him films an uncanny feature: the familiar made unfamiliar, the normal made suspicious. He liked twists, he liked the unusual. In fact, one of his favorite sea animals was the seahorse because with seahorses, it’s the male that carries the eggs, and he thought that was great. His first and most celebrated underwater film is about the seahorse.Susan, you have a question?Student 1：But underwater film-making wasn’t that unusual, was it? I mean, weren’t there other people making movies underwater?Professor：Well, actually, it was pretty rare at that time. I mean, we are talking the early 1930s here.Student 1：But what about Jacques Cousteau? Was he like an innovator, you know, with underwater photography too?Professor： Ah, Jacques Cousteau. Well, Painlevé and Cousteau did both film underwater, and they were both innovators, so you are right in that sense. But that’s pretty much where the similarities end.First of all, Painlevé was about 20 years ahead of Cousteau. And Cousteau’s adventures were high-tech, with lots of fancy equipment, whereas Painlevé kind of patchedequipment together as he needed it. Cousteau usually filmed large animals, usually in the open sea, whereas Painlevé generally filmed smaller animals, and he liked to film in shallow water.Uh, what else? Oh well, the main difference was that Cousteau simply investigated and presented the facts – he didn’t mix in fiction. He was a strict documentarist. He set the standard really for the nature documentary. Painlevé, on the other hand, as we said before, mixed in elements of fiction. And his films are much more artistic, incorporating music as an important element.John, you have a question?Student 2：Well, maybe I shouldn’t be asking this, but if Painlevé’s films are so special, so good, why haven’t we ever heard of them? I mean, everyone’s heard of Jacques Cousteau.Professor： Well, that’s a fair question. Uh, the short answer is that Painlev é’s style just never caught on with the general public. I mean, it probably goes back at least in part to what we mentioned earlier, that people didn’t know what to make of his films – they were confused by them, whereas Cousteau’s documentaries were very straightforward, met people’s expectations more than Painlevé’s films did. But you true film history buffs know about him. And Painlevé is still highly respected in many circles.。

【托福听力备考】托福TPO1听力文本——Lecture 3

【托福听力备考】托福TPO1听力文本——Lecture 3TPO，即TOEFL PracticeOnline，是托福备考考生的圣经。

TPO都是ETS之前考过的真题，对于考生考前模拟和复习具有很大的价值。

将TPO练懂练透十分有助于在真正的托福考场上从容应对考试，取得高分。

Lecture 3 ArcheologyListen to part of a lecture in archeology classProfessor：OK, we’ve been talking about early agriculture in the near east. So let’sconcentrate on one site and see what we can learn from it. Let’s look atCatalhoyuk. Um… I’d better write that down. Catalhoyuk, that’s about as close aswe get in English. It’s Turkish, really. The site’s in modern day Turkey, andwho knows what the original inhabitants called it. Anyway, uh…Catalhoyuk wasn’tthe first agricultural settlement in the near east, but it was pretty early,settled about 9,000 years ago in the Neolithic period. And ... um... thesettlement...uh...town really, lasted about a thousand years and grew to a sizeof about eight or ten thousand people. That certainly makes it one of thelargest towns in the world at that time.One of the things that make the settlement of this size impressive is thetime period. It’s the Neolithic, remember, the late Stone Age. So the peoplethat lived there had only stone tools, no metals. So everything theyaccomplished, like building this town, they did with just stone, plus wood,bricks, that sort of thing. But you got to remember that it wasn’t just anystone they had, they had obsidian. And um... obsidian is a black, volcanic, well, almost like glass. It flakes very nicely into really sharp points. The sharpest tools of the entire Stone Age were made of obsidian. And uh... the people of Catalhoyuk got theirs from further inland, from central Turkey, traded for it, probably.Anyway, what I wanna focus on is the way the town was built. The houses are all rectangular, one storey, made of sun-dried bricks. But what’s really interesting is that there are no spaces between them, no streets in other words, and so generally no doors on the houses either. People walked around on the roofs and entered the house through a hatchway on the roof, down a wooden ladder. You can still see the diagonal marks of the ladders in the plaster onthe inside walls. Once you were in the house, there would be one main room and acouple of small rooms for storage. The main room had the hearths, for cooking and for heat. It would’ve been pretty cold during the winters. And it also looks like they made their tools near the fire. There tends to be a lot of obsidian flakes and chips in the hearth ashes, but no chimney. The smoke just went out the same hatchway that people used for going in and out themselves. So there would have been an open fire inside the house with only one hole in the roof to let the smoke out. You and I would have found it a bit too smoky in there. You can see on the walls, which they plastered and decorated with paintings. Theyended up with a layer of black soot on them, and so did people’s lungs. The bones found in the graves show a layer of soot on the inside of the ribs. And that’s another unusual feature of Catalhoyuk, the burial sites. The graves have all been found under the houses, right under the floors. And it maybe this burial custom that explains why the houses were packed in so tightly without streets. I mean, you might think it was for protection or something, but there has been no evidence found yet of any violent attack that would indicate that kind of danger. It maybe they wanted to live as near as possible to their ancestors’ graves and be buried near them themselves. But it makes a good point. Based on excavations, we can know the layout of the houses and the location of the graves, but we’re only guessing when we tried to say why they did it that way. That’s the way it is with archeology. You are dealing with the physical remains that people left behind. We have no sure access to what they thought and how they felt about things. I mean it’s interesting to speculate. And the physical artifacts can give us clues, but there is a lot we can’t really know. So, for instance, their art. They painted on the plastered walls and usually they painted hunting scenes with wild animals in them. Now they did hunt and they also raised cereal crops and kept sheep, but we don’t know why so many of the paintings are of hunting scenes. Was it supposed to have religious or magical significance? That’s the kind of thing we can only guess at based on clues. And hopefully, further excavation of Catalhoyuk will yield more clues.But we’ll probably never know for sure.。

2020年3月26日托福听力答案解析

2020年3月26日托福听力答案解析托福听力Conversation 1女生刚刚成为outdoor workshop的新晋会长，然后老师恭喜她，她就跟老师说没有收到邮件，然后希望你能当我们leader，老师说你自己当就挺好的。

然后就想让这个教授做她的导师，因为她没做过leader就很紧张(有题)。

然后又说举行活动的一个地方被占了，反正吹了就问B—能够吗?professor就说挺好啊，是outdoor的活动呀，教授还说能够搞一些introductory的活动，还能够培养collaboration定下以后活动的基调，然后这个女生说自己活动的计划之类之类(这里有题)，教授听了说你这不是想的很好吗?而且我有一个学生说能够为你的社团提供fund。

托福听力Lecture 1[人类学]讲英国的巨石阵Stone Henge和距离它不远的Durrington Wall, 巨石阵是石头做的，两圈，而那个Wall是木炭/木材建的(石头永久，木头不永久，推测可能有象征意义，有题)，里面发现了一些动物尸骨和Pottery，两个地方都有path到河边。

所以推测他们先到Durrington Wall吃大餐feast, 然后去河边，再去巨石阵祭祀(有题考顺序)。

托福听力Lecture 2[考古学]Ice Age后有一段特殊气温降低时期使大型动物消失，科学家发现了一层PBD? 大概是一层glacier，下面有大型动物化石而上面没有，所以推测这可能是一个原因。

然后另一个可能是陨石原因，提到恐龙灭绝是因为陨石撞地球。

然后这层PBD中含有很多nano颗粒，以及一种化学微颗粒，考虑源于meter dust。

但是房顶上也有这种化学微颗粒，所以不能完全推断大型动物灭绝的原因。

托福听力Conversation 2学生改了topic题目(主旨题)，一开始topic是古代北非burberry地区相关，但是因为时间太久远几乎找不到什么资料，教授推荐了个网址去搜资料。

托福tpo3第一篇听力

有关具体蜂鸟的数据。
Questions
• Question 5
What does the professor imply researchers have learned while studying hummingbird migration?
A.Hummingbirds have totally disappeared from some countries due to recent habitat destruction.
Listening Tips
1.Identifying the topic and main idea 2.Listening for details
Questions
• Question 1
What does the professor mainly discuss?
A.Major changes in the migratory patterns of hummingbirds
• Answer：B（2'14''-2'33''）
• Original text：But the problem, well, as natural habitat along these migration routes is
developed by humans for housing or agriculture or cleared for raising cattle, for instance, there is less food available for migrating humming birds.
• Answer：C （0‘21‘’-0’48‘’）
• Original text：Now, we've been talking about the loss of animal habitat from housing

【托福听力备考】TPO3听力文本——Lecture 3

【托福听力备考】TPO3听力文本——Lecture 3众所周知，托福TPO材料是备考托福听力最好的材料。

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

Lecture 3 Art HistoryNarrator：Listen to part of a lecture in an Art History class. The professor has been discussing the origins of art.ProfessorSome of the world’s oldest preserved art is the cave art of Europe, most of it in Spain and France. And the earliest cave paintings found to date are those of the Chauvet Cave in France discovered in 1994.And you know, I remember when I heard about the results of the dating of the Chauvet paintings, I said to my wife, “Can you believe these paintings are over 30,000 years old?”And my 3-year-old daughter piped up and said, “Is that older than my great-grandmother?” That was the oldest age she knew. And you know, come to think of it. It’s pretty hard for me to really understand how long 30,000 years is too.I mean, we tend to think that people who lived at that time must have been pretty primitive. But I’m gonna show you some slides in a few minutes and I think you will agree with me that this art is anything but primitive. They are masterpieces. And they look so real, so alive that it’s very hard to imagine that they are so very old.Now, not everyone agrees on exactly how old. A number of the Chauvet paintings have been dated by a lab to 30,000 or more years ago. That would make them not just older than any other cave art, but about twice as old as the art in the caves at Altamira or Lascaux, which you may have heard of. Some people find it hard to believe Chauvet is so much older than Altamira and Lascaux, and they noted that only one lab did the dating for Chauvet, without independent confirmation from any other lab. But be that as it may, whatever the exact date, whether it’s 15,000, 20,000 or 30,000 years ago, the Chauvet paintings are from the dawn of art. So they are a good place to start our discussion of cave painting.Now, one thing you’ve got to remember is the context of these paintings. Paleolithic humans - that’s the period we are talking about here, the Paleolithic, the early stone age, not too long after humans first arrived in Europe - the climate was significantly colder then, and so rock shelters, shallow caves were valued as homes protected from the wind and rain. And in some cases at least, artists drew onthe walls of their homes.But many of the truly great cave art sites like Chauvet were never inhabited. These paintings were made deep inside a dark cave, where no natural light can penetrate. There’s no evidence of people ever living here. Cave bears, yes, but not humans. You would have had to make a special trip into the cave to make the paintings, and a special trip to go see it. And each time you’d have to bring along torches to light your way. And people did go see the art. There’s charcoal marks from their torches on the cave walls clearly dating from thousands of years after the paintings were made. So we can tell people went there. They came but they didn’t stay. Deep inside a cave like that is not really a place you’d want to stay, so, why? What inspired the Paleolithic artists to make such beautiful art in such inaccessible places? We’ll never really know of course, though it’s interesting to speculate.But, um, getting to the paintings themselves, virtually all Paleolithic cave art represents animals, and Chauvet is no exception. The artists were highly skilled at using, or even enhancing, the natural shape of the cave walls to give depth and perspectives to their drawings, the sense of motion and vitality in these animals. Well, wait till I show you the slides. Anyway, most Paleolithic cave art depicts large herbivores. Horses are most common overall with deer and bison pretty common too, probably animals they hunted.But earlier at Chauvet, there is a significant interest in large dangerous animals, lots of rhinoceros, lions, mammoth, bears. Remember that the ranges of many animal species were different back then, so all these animals actually lived in the region at that time.But the Chauvet artists didn’t paint people. There is a half-man-half-bison creature and there is outlines of human hands but no depiction of a full human.So, why these precise animals? Why not birds, fish, snakes? Was it for their religion, magic or sheer beauty? We don’t know. But whatever it was, it was worth it to them to spend hours deep inside a cave with just a torch between them and utter darkness. So, on that note, let’s dim the lights, so we can see these slides and actually look at the techniques they used.。

托福听力学习笔记之TPO3：lecture4

托福听力学习笔记之TPO3：lecture4下面就让小编来为大家介绍一下这篇托福听力TPO3学习笔记的内容吧，这是小编的一些见解，以便帮助大家更加充分的理解TPO真题，希望能够给正在准备托福听力的考友们带来帮助。

一、难词注解spectrum n. 光谱;频谱;范围;余象radiation n. 辐射;发光;放射物pattern n. 模式;图案;样品composition n. 作文，作曲，作品;[材] 构成;合成物;成分makeup n. 化妆品;组成;补充;补考spectrograph n. 光谱仪;摄谱仪二、长难句分析This process was repeated over and over again for many different elements, so we can figure out the chemical makeup of another star by comparing the spectral pattern it has to the pattern of the elements in the library.而很多元素都会经历这样的过程，循环往复。

这样我们就可以通过将某元素的光谱图案和光谱合集中的光谱图案进行比较，我们可以获得其他行星的化学成分。

难词释义：repeated v. 重复;复述(repeat的过去分词)elements n.自然力量份子要素难句类型：by伴随状语，定语从句难句拆分：by comparing 通过比较it has to the pattern of the elements in the library从句修饰前面的spectral pattern三、考题对应考点12.强调原则，Spectroscopy is basically the study of spectra and spectral lines of light…It makes it possible to analyze the light emitted from stars. When you analyze this light, you can figure out their distance from the earth, and identify what they are made of, determine their chemical composition.”虽然是先提的是spectroscopy，但是目的是想通过此进行化学元素的识别。

托福TPO1-30听力中Lecture部分的每个Lecture文章主旨大意和中心思想

childhood amnesia,rate of forgetting
中 parenting behaviors of birds
中
different types of residential architectures in the United States
中
the state of Florida,farmers moved south,great citric industry in Florida,the impact of landscapes on temperature
How you can successfully call attention to the service or
product you want to sell
DNA,chromosomes
MBWA--managing by wandering around
难 Opera,the golden age in French literature
Animal communication systems,human language
How whales became ocean dwellers
中 Where american food ingredients originally come from
nutrient cycle,the carbon cycle,the Phosphorus cycle
Lec 4 Art history
Lec 1 Art history
Lec 2 Environmental Science Lec 3 History Lec 4 Biology Lec 1 Astronomy Lec 2 Art history Lec 3 European history Lec 4 Biology

托福听力TPO3学习笔记之lecture3-智课教育旗下智课教育

智课网托福备考资料托福听力TPO3学习笔记之lecture3-智课教育旗下智课教育以下是小编在学习托福听力TPO3中的lecture3时做的学习笔记，针对难词注解、长难句分析以及考题对应考点这三大方面展开，仅供参考。

下面就让小编来为大家介绍一下这篇托福听力TPO3学习笔记的内容吧，这是小编的一些见解，以便帮助大家更加充分的理解TPO真题，希望能够给正在准备托福听力的考友们带来帮助。

一、难词注解preserved adj. 保藏的;腌制的;喝醉的primitive adj. 原始的，远古的;简单的，粗糙的masterpieces n. 杰作;绝无仅有的人speculate vi. 推测;投机;思索rhinoceros n. [脊椎] 犀牛torch n. 火把，火炬;手电筒;启发之物二、长难句分析That would make them not just older than any other cave art, but about twice as old as the art in the caves at Altamira or Lascaux, which you may have heard of.这使得这些壁画不仅比其他洞窟艺术更为古远，更是尔塔米粒和拉斯科洞窟中的艺术作品年代的两倍。

你可能听过这两个洞窟的名字。

阿难词注解：Altamira or Lascaux 尔塔米粒和拉斯科难句类型：than 比较级，以及定语从句难句拆分：than 比较级的运用，twice as old as句式的运用，最后是which引导的定语从句修饰Altamira or Lascaux三、考题对应考点6.开头原则之直入主题式，(原文中)Some of the world’s oldest preserved art is the cave art of Europe, most of it in Spain andFrance. And the earliest cave paintings found to date are those of the Chauvet Cave in France discovered in 1994.Pro的第一句话就揭示了他这节课的主题是ealiestcave也就是A选项中的同义转换，所以答案选A7.举例原则，提到他女儿的例子是要引起大家的注意，(原文中)And you know, I remember when I heard about the results of the dating of the Chauvet paintings, I said to my wife, ―Can you believethese paintings are over 30,000 years old?‖ And my3-yearold daughter piped up and said, ―Is that older than my great-grandmother?‖ That was the oldest age she knew.那么从pro 描述他听到dating的消息以及家人的反映可以看出，这是为了体现这cave painting的年代久远,所以选D8.转折原则，but后面的是重点I mean, we tend to think that people who lived at that time must have been pretty primitive. But I’m gonna show you some slides in a few minutes and I think you will agree with me that this art is anything but primitive. They are masterpieces. Pro先说人们对于那时的人的映像是十分原始的，从but后转折的内容anything but primitive. They are masterpieces. 可以看出PRO给予了极高的肯定也就是It is extremely well done.所以选择A9.结果原则And people did go see the art. There are charcoal marks from their torches on the cave walls clearly dating from thousands of years after the paintings were made. So we can tell people went there.也就是说这些marks意味着人们在这些作品完成很久之后，去看了这些洞内的作品,所以答案选B10.转折原则，"But earlier at Chauvet, there is a significant interest in large dangerous animals, lots of rhinoceros, lions, mammoth, bears." 问的是作品中涉及的动物具有怎样的特别之处，在听的时候要特别注意but后面的内容，所以答案是"Many of them are dangerous"，也就是B11.问答原则，D选项出自"Deep inside a cave like that is not really a place you’d want to stay, so, why? What inspired thePaleolithic artists to make such beautiful art in such inaccessible places? "C选项出自"why these preciseanimals?"，根据同义转换，可知答案为CD。

tpo3参考答案

tpo3参考答案TPO3是托福考试中的一套题目，对于很多考生来说，这是一个具有挑战性的考试部分。

在这篇文章中，我将为大家提供一些关于TPO3的参考答案，希望能够帮助大家更好地备考。

首先，我们来看听力部分的参考答案。

听力部分通常包括对话和独白两个部分。

在对话部分，考生需要根据听到的对话内容回答相关问题。

在回答问题时，要注意听清楚对话中的关键信息，例如人物的姓名、地点、时间等。

同时，还要注意对话中的语气和语境，这些信息可以帮助我们更好地理解对话内容。

在独白部分，考生需要听取一段较长的讲述并回答相关问题。

在听取独白时，要注意听清楚主要观点和支持细节。

同时，也要注意独白中的转折和逻辑关系，这些信息可以帮助我们更好地理解独白的整体内容。

接下来，我们来看阅读部分的参考答案。

阅读部分通常包括多篇文章，每篇文章后面都有一些相关问题需要回答。

在回答问题时，要注意仔细阅读文章，理解文章的主旨和重点信息。

在阅读时，可以使用划线和做笔记的方式来帮助记忆和理解文章内容。

同时，还要注意文章中的逻辑关系和转折，这些信息可以帮助我们更好地理解文章的整体结构和观点。

此外，还要注意文章中的词汇和句子结构，这些信息可以帮助我们更好地回答问题。

最后，我们来看写作部分的参考答案。

写作部分通常包括一篇短文和一个问题。

在回答问题时，要注意理解问题的要求，并根据问题给出合理的观点和理由。

在写作时，可以使用段落结构和连接词来组织文章，使文章更具逻辑性和连贯性。

同时，还要注意使用恰当的词汇和句子结构，使文章更具表达力和准确性。

在写作时，还要注意审查和修改文章，确保文章没有语法和拼写错误。

综上所述，TPO3是托福考试中的一套题目，对于备考者来说具有一定的挑战性。

在备考过程中，我们可以参考上述的答题技巧和方法，希望能够帮助大家在考试中取得好成绩。

但需要注意的是，以上只是一些参考答案，具体的答案还需要根据具体的题目来确定。

因此，在备考过程中，我们还需要多做练习，熟悉各种题型，提高自己的应试能力。

TPO1-3听力题目

TPO1-3听力题目托福TPO 1-3 Listening QuestionsTPO1 Lecture 1 5TPO1 Lecture 2 6TPO1 Conversation 2 8TPO1 Lecture 3 8TPO1 Lecture 4 9TPO2 Conversation 1 11TPO2 Lecture 1 11TPO2 Lecture 2 12TPO2 Conversation 2 13TPO2 Lecture 3 14TPO2 Lecture 4 15TPO3 Conversation 1 16TPO3 Lecture 1 17TPO3 Lecture 2 18TPO3 Conversation 2 19TPO3 Lecture 3 20TPO3 Lecture 4 21TPO4 Conversation 1 22TPO4 Lecture 1 23TPO4 Lecture 2 24TPO4 Conversation 2 25TPO4 Lecture 3 26TPO4 Lecture 4 27TPO5 Conversation 1 29TPO5 Lecture 1 29TPO5 Lecture 2 30TPO5 Conversation 2 32TPO5 Lecture 3 32TPO5 Lecture 4 33TPO6 Conversation 1 35TPO6 Lecture 1 36TPO6 Lecture 2 37TPO6 Conversation 2 38TPO6 Lecture 3 38TPO7 Conversation 1 41 TPO7 Lecture 1 41 TPO7 Lecture 2 42 TPO7 Conversation 2 43 TPO7 Lecture 3 44 TPO7 Lecture 4 45 TPO8 Conversation 1 46 TPO8 Lecture 1 47 TPO8 Lecture 2 49 TPO8 Conversation 2 50 TPO8 Lecture 3 51 TPO8 Lecture 4 52 TPO9 Conversation1 54 TPO9 Lecture 1 55 TPO9 Lecture 2 56 TPO9 Conversation 2 57 TPO9 Lecture 3 58 TPO9 Lecture 4 59 TPO10 Conversation 1 61 TPO10 Lecture 1 63 TPO10 Lecture 2 64 TPO10 Conversation 2 65 TPO10 Lecture 3 66 TPO10 Lecture 4 67 TPO11 Conversation 1 69 TPO11 Lecture 1 70 TPO11 Lecture 2 71 TPO11 Conversation 2 72 TPO11 Lecture 3 73 TPO11 Lecture 4 74 TPO12 Conversation 1 75 TPO12 Lecture 1 76 TPO12 Lecture 2 77 TPO12 Conversation 2 78 TPO12 Lecture 3 79 TPO12 Lecture 4 80 TPO13 Conversation 1 81TPO13 Lecture 2 83 TPO13 Conversation 2 85 TPO13 Lecture 3 86 TPO13 Lecture 4 87 TPO14 Conversation 1 88 TPO14 Lecture 1 89 TPO14 Lecture 2 91 TPO14 Conversation 2 92 TPO14 Lecture 3 93 TPO14 Lecture 4 94 TPO15 Conversation 1 95 TPO15 Lecture 1 96 TPO15 Lecture 2 97 TPO15 Conversation 2 99 TPO15 Lecture 3 100 TPO15 Lecture 4 101 Tpo16 Conversation 1 102 TPO16 Lecture 1 103 TPO16 Lecture 2 105 TPO16 Conversation 2 106 TPO16 Lecture 3 107 TPO16 Lecture 4 108 Tpo-17 Conversation 1 110 TPO17 Lecture 1 111 TPO17 Lecture 2 112 TPO 17 Conversation 2 113 TPO 17 Lecture 3 114 TPO17 Lecture 4 115 TPO 18 Conversation 1 117 TPO 18 Lecture 1 117 TPO 18 Lecture 2 118 TPO 18 Conversation 2 119 TPO 18 Lecture 3 119 TPO 18 Lecture 4 120 TPO 19 Conversation 1 121 TPO 19 Lecture 1 122 TPO 19 Lecture 2 123TPO 19 Conversation 2 124TPO 19 Lecture 3 125TPO 19 Lecture 4 126TPO 20 Conversation 1 127TPO 20 Lecture 1 128TPO 20 Lecture 2 129TPO 20 Conversation 2 130TPO 20 Lecture 3 131TPO 20 Lecture 4 133TPO 21 Conversation 1 134TPO 21 Lecture 1 135TPO 21 Lecture 2 136TPO 21 Conversation 2 137TPO 21 Lecture 3 138TPO 21 Lecture 4 139TPO 22 Conversation 1 140TPO 22 Lecture 1 141TPO 22 Lecture 2 142TPO 22 Conversation 2 143TPO 22 Lecture 3 144TPO 22 Lecture 4 145TPO 23 Conversation 1 146TPO 23 Lecture 1 148TPO 23 Lecture 2 149TPO 23 Conversation 2 151TPO 23 Lecture 3 152TPO 23 Lecture 4 153TPO 24 Lecture 4 156TPO1 Conversation 11. Why does the student go to see the librarian?To sign up for a seminar on using electronic sources for research To report that a journal is missing from the reference areaTo find out the procedure for checking out journal articlesTo ask about how to look for resources for a class paper2.What does the librarian say about the availability of journals and articles in the library?They are not easy to find if a professor put them on reserveMost of them are accessible in an electronic formatMost of them can be checked out for three weeksPrinted versions from the past three years are located in the reference section.3.What does the librarian suggest the student should do to save time?Choose an easier research topicConcentrate on five journalsRead the summaries of the articles firstInstall a new program on her home computer4.What can be inferred about why the woman decides to use the computer in the library? She thinks she might need additional help from the manShe does not have a computer at homeShe has to hand in her assignment by the end of the dayShe will be meeting a friend in the library later on5.Why does the woman say this()She had forgotten about the informationShe is surprised she was not aware of the informationShe is annoyed that the information was published only recentlyShe is concerned that the librarian gave her incorrect informationTPO1 Lecture 16.What is the purpose of the lecture?To explain the difference between two artistic stylesTo describe a new art gallery to the classTo introduce an artist's work to the classTo show how artists' styles can evolve over time7.What does the professor say about Frantzen's painting of a farm scene?It resembles a photographIt may be Frantzen's best known paintingIt was painted in the Impressionist styleIt was painted while Frantzen lived abroad8.Why did Frantzen go to the Sales Barn?To study human form and movementTo earn money by painting portraitsTo paint farm animals in an outdoor settingTo meet people who could model for her paining9.What does the professor imply about the painting of the young woman surrounded by pumpkins?It was painted at an art fairIt combines Impressionism with RealismIt convinced Frantzen that she was a good illustratorIt was originally meant to be used in an advertisement10.Why does the professor discuss Frantzen's difficulties as a young painter?He wants to point out mistakes that young artists commonly makeHe thinks her example can inspire the students in their own livesHer difficulties remind him of the difficulties he himself experienced as a young girl Her difficulties are the subject of some of the paintings in the gallery that the students will visit11.What does the professor imply when he says this()The students can understand Frantzen's art without knowing about her lifeThe students should pay very close attention to what he is going to saySome of his students are already familiar with Frantzen's life storySome of his students may not appreciate Frantzen's workTPO1 Lecture 212.What does the professor mainly discuss?The difference in age among American mountain rangesThe importance of a technique used for dating geological materialsThe recent discovery of an ancient canyonA comparison of various minerals used for dating13.Before the use of uranium-lead analysis, where did most geologists think the Grand Canyon sandstone came from?An ancient lake located in the American SouthwestA desert that once connected two continentsSands carried by a river from the Appalachian MountainsA nearby mountain range that had flattened out over time14.In the talk, the professor describes the sequence of uranium-lead dating. Summarize the sequence by putting the events in the correct order.Drag your answer choices to spaces where they belong. To remove an answer choice, click on itZircon in the sandstone is matched to the zircon in a particular mountain range.The amount of lead in sandstone zircon is measuredThe age of zircon in a sandstone sample is determined12315.According to the professor, what change has caused uranium-lead dating to gain popularity recently?It can be performed outside a laboratoryIt can now be done more efficientlyIt no longer involves radioactive elementsIt can be used in fields other than geology16.Why does the professor talk about the breaking apart of Earth's continents?To give another example of how uranium-lead dating might be usefulTo explain how the Grand Canyon was formedTo demonstrate how difficult uranium-lead dating isTo disprove a theory about the age of Earth's first mountain ranges17.What does the professor imply when he says this()The class is easier than other geology classesThe class has already studied the information he is discussingSome students should take a course in geological dating techniquesHe will discuss the topic later in the classTPO1 Conversation 21.What is the conversation mainly aboutA lesson Matthew prepared for his studentsA class Matthew has been observingA term paper that Matthew has writtenA problem in Matthew's classroom2.What is Matthew's opinion about observing Mr.Grabell's third-grade class? It will help him become a more effective teacherIt could help improve his study habitsIt has improved his public-speaking skillsIt may be the most difficult assignment he has had3.Why does Matthew mention Greek and Roman mythology?To identify a topic frequently discussed in third gradeTo get the professor's opinion about a lesson he taughtTo make a suggestion to improve the class he is takingTo illustrate a technique used to teach a third-grade class4.What important skills did Mr.Grabell introduce to his third-grade class?Click on 3 answersReviewing other student's reportsUsing books in the libraryInterviewing their classmatesSpeaking in publicWriting reports5.What will Matthew probably do in next Wednesday's class?Hand in his assignment earlyTry to start a study groupMake a presentation to the classChoose a topic for his paperTPO1 Lecture 36.What is the lecture mainly about?Art in the Neolithic periodThe site of a Neolithic townMethods of making stone toolsThe domestication of plants and animals by early farmers7.What does the professor imply about the tools used by the people of Catalhoyuk?They were made of stone that came from CatalhoyukThey were among the sharpest tools available at the timeThey were often used in religious ritualsThey were used primarily for agriculture8.What does the professor say about the entrances to the horses in Catalhoyuk?Click on 2 answersThey were in the roofThey were usually kept closedThey allowed smoke to escape from the houseThey stood opposite one another across narrow streets9.What does the professor say about Catalhoyuk graves?The graves contained precious stonesMany people were buried in each graveThe grave were located under the house floorsThe graves contained ashes rather than bones10.What does the professor think of the idea that the inhabitants of Catalhoyuk deliberately arranged their house so that they could live near their ancestors' graves?She thinks it is a good guess, but only a guessShe thinks some evidence supports it, but other evidence contradicts it.She thinks that further excavations will soon disprove itShe thinks that it is not appropriate to make such guesses about the distant past11.What are three things the professor says about the artwork of Catalhoyuk? Click on 3 answersIt was clearly important to the Catalhoyuk religionIt became covered with sootIt often shows farmers at workIts significance is unknownIt contains many hunting scenesTPO1 Lecture 412.What is the main topic of the lectureThe types of habitats marmots preferMethods of observing marmot behaviorFeeding habits of some marmot speciesDifferences in behavior between marmot species13.According to the case study, why are marmots ideal for observationThey do not hide from humansThey reside in many regions throughout North AmericaThey are active in open areas during the dayTheir burrows are easy to locate14.Drag the appropriate description of each marmot species' behavior to the box below the marmot's nameClick on a phrase. Then drag it to the space where it belongs.One of the phrases will not be usedDisplays aggressive tendencies is family oriented says active during the winterOlympic Marmot Eastern Marmot15.What reason does the professor give for the difference in marmot behaviour patterns?Type of food availableThe size of the populationInteraction with other marmot speciesAdaptations to the climate16.Why does the professor say this()To inform the student that his definition is incorrectTo suggest that the student did not do the readingTo encourage the student to try againTo change the topic of discussion17.Why does the professor say this()To express a similar concernTo encourage the student to explain what she meansTo address the student's concernTo agree with the studentTPO2 Conversation 11.Why does the man go to see his professorTo borrow some charts and graphs from herTo ask her to explain some statistical proceduresTo talk about report he is writingTo discuss a grade he got on a paper2.What information will the man include in his report?Click in the correct box for each phraseInclude in report Not include in reportClimate chartsInterviews with meteorologistsJournals notesStatistical tests3.Why does the professor tell the man about the appointment at the doctor's office? To demonstrate a way of remembering thingsTo explain why she needs to leave soonTo illustrate a point that appears in his reportTo emphasize the importance of good health4.What does the professor offer to do for the manHelp him collect more data in other areas of the stateSubmit his research findings for publicationGive him the doctor's telephone numberReview the first version of his report5.Why does the professor say this()To question the length of the paperTo offer encouragementTo dispute the data sourcesTo explain a theoryTPO2 Lecture 16.What is the professor mainly discussingThe development of motor skills in childrenHow psychologists measure muscle activity in the throatA theory about the relationship between muscle activity and thinkingA study on deaf people's problem-solving techniques7.Why does the professor say this()To give an example of a laryngeal habitTo explain the meaning of a termTo explain why he is discussing laryngeal habitsTo remind students of a point he had discussed previously8.Why does the professor say about people who use sign languageIt is not possible to study their thinking habitsThey exhibit laryngeal habitsThe muscles in their hands move when they solve problemsThey do not exhibit ideomotor action9.What point does the professor make when he refers to the university libraryA study on problem solving took place thereStudents should go there to read more about behaviorismStudents' eyes will turn toward it if they think about itHe learned about William James' concept of thinking there10.The professor describes a magic trick to the class,what does the magic trick demonstrate?An action people make that they are not aware ofThat behaviorists are not really scientistsHow psychologists study childrenA method for remembering locations11.What is the professor's opinion of the motor theory of thinkingMost of the evidence he has collected contradicts itIt explains adult behavior better than it explains child behaviorIt is the most valid theory of thinking at the present timeIt cannot be completely proved or disprovedTPO2 Lecture 212.What aspect of Manila hemp fibers does the professor mainly discuss in the lectureSimilarities between cotton fibers and manila hemp fibersVarious types of manila hemp fibersThe economic importance of Manila hemp fibersA use of Manila hemp fibers13.Why does the professor mention going away for the weekend?To tell the class a jokeTo apologize for not completing some workTo introduce the topic of the lectureTo encourage students to ask about her trip14.What does the professor imply about the name Manila hempIt is a commercial brand namePart of the name is inappropriateThe name has recently changedThe name was first used in the 1940's15.Why does the professor mention the Golden Gate Bridge?To demonstrate a disadvantage of steel cablesTo give an example of the creative use of colorTo show that steel cables are able to resist salt waterTo give an example of a use of Manila hemp16.According to the professor, what was the main reason that many ships used Manila hemp ropes instead of steel cables?Manila hemp was cheaperManila hemp was easier to produceManila hemp is more resistant to salt waterManila hemp is lighter in weight17.According to the lecture, what are two ways to increase the strength or rope made from Manila hemp fibers?Click on 2 answersCoat the fibers with zinc-based paintCombine the fibers into bundlesSoak bundles of fibers in salt waterTwist bundles of fibersTPO2 Conversation 21.What are the students mainly discussing?Click on 2 answersTheir courses for next semesterTheir plans for the weekendA poetry clubA class assignment2.What does the man plan to do at the end of the monthRegister for classesFinish writing his master's thesisLeave his job at the coffee shopTake a short vacation3.Why does the man talk to the woman about the "Poetry Kitchen"?To find out how often the club meetsTo inform her that the date of the next meeting has changedTo complain that not enough people are reading their poemsTo encourage her to attend4.What is the woman's attitude toward participating in the poetry club?She is looking forward to hearing her professor's poetryShe is interested in attending but she has no timeShe thinks the poetry that is read there is not very goodShe used to participate but did not enjoy it5.What will the students do in the summerThey will both take coursesThey will both have full-time jobsThey will travel to England togetherThey will teach a class togetherTPO2 Lecture 36.What is the main purpose of the lecture?To illustrate the importance of extrinsic valuesTo explain Aristotle's views about the importance of teachingTo explain why people change what they valueTo discuss Aristotle's views about human happiness7.The professor gives examples of things that have value for her. Indicate for each example what type of value it has for her.Click in the correct box. This question is worth 2 points.Only extrinsic value Only intrinsic value Both extrinsic and intrinsic value TeachingExercisehealthPlaying a musical instrument8.Why is happiness central to Aristotle's theory?Because it is so difficult for people to attainBecause it is valued for its own sake by all peopleBecause it is a means to a productive lifeBecause most people agree about what happiness is9.According to the professor, why does Aristotle think that fame cannot provide true happiness?Fame cannot be obtained without help from other peopleFame cannot be obtained by all peopleFame does not last foreverPeople cannot share their fame with other people10.What does the professor mean when she says this()Teaching is not a highly valued profession in societyShe may change professions in order to earn more moneyThe reason she is a teacher has little to do with her salaryMore people would become teachers if the salary were higher11.What is Bode's law?A law of gravitationAn estimate of the distance between Mars and JupiterA prediction of how many asteroids there areA pattern in the spacing of the planetsTPO2 Lecture 412.Why does the professor explain Bode's Law to the class?To describe the size of the asteroidsTo explain who the asteroids belt was discoveredTo explain how gravitational forces influence the planetsTo describe the impact of telescopes on astronomy13.How does the professor introduce Bode's Law?By demonstrating how it is derived mathematicallyBy describing the discovery of UranusBy drawing attention to the inaccuracy of a certain patternBy telling the names of several of the asteroids14.According to the professor, what two factors contributed to the discovery of the asteroid Ceres?Click on 2 answersImproved telescopesAdvances in mathematicsThe discovery of a new starThe position of Uranus in a pattern15.What does the professor imply about the asteroid belt?It is farther from the Sun than UranusBode believed it was made up of small starsIt is located where people expected to find a planetCeres is the only one of the asteroids that can be seen without a telescope16.Why does the professor say thisTo introduce an alternative application of Bode's LawTo give an example of what Bode's law cannot explainTo describe the limitaions of gravitational theoryTo contrast Bode's Law with a real scientific lawTPO3 Conversation 1Q1Why does the women come to the office?To notify the university of her change of addressTo find out where her physics class is being heldTo get directions to the science buildingTo complain about her physics class being canceledQ2What happened to the letter the university sent to the woman?She threw it away by mistakeHer roommate forgot to give it to herIt was sent to her old mailing addressIt was sent to another student by mistakeQ3Why was the woman’s physics class canceled?Not enough students signed up to take the classNo professors were available to teach the classThe university changed its requirements for physics studentsThere were no classrooms available in the science building at the hourQ4What does the man suggest the woman do before the beginning of next semester? Consult with her advisor about her class scheduleCheck with the registrar’s office about the location of the classRegister for her classes earlyCall the physics departmentQ5RWhat does the man imply when he say this:He know the physics class has been canceledHe is not sure where the science building isMany of the room assignments have been changedThe women can check for herself where her class isTPO3 Lecture 1Q6What does the professor mainly discuss?Major changes in the migratory patterns of hummingbirdsThe adaptation of hummingbirds to urban environmentsConcern about the reduction of hummingbird habitatThe impact of ecotourism on hummingbird populationsQ7What does the professor imply might cause a decrease in the hummingbird population?An increase in the ecotourism industryAn increase in the use of land to raise crops and cattleA decrease in banding studiesA decrease in the distance traveled during migrationQ8What does the professor say people have done to help hummingbirds survive?They have built a series of hummingbird feeding stationsThey have supported new laws that punish polluters of wildlife habitatsThey have replanted native flowers in once polluted areasThey have learned to identify various hummingbird speciesQ9What way of collecting information about migrating hummingbirds does the professor mention?Receiving radio signals from electronic tracking devicesBeing contacted by people who recapture banded birdsCounting the birds that return to the same region every yearComparing old and young birds’ migration routesQ10What does the professor imply researchers have learned while studying hummingbird migration?Hummingbirds have totally disappeared from some countries due to recent habitat destructionPrograms to replant flowers native to hummingbird habitats are not succeeding Some groups of hummingbirds have changed their migration patternsSome plant species pollinated by hummingbirds have become extinctQ11RWhat does the professor imply when she say this:There is disagreement about the idea she has presentedShe does not plan to discuss all the detailsHer next point may seem to contradict what she has just saidThe point she will make next should be obvious to the studentsTPO3 Lecture 2Q12What is the main purpose of the lecture?To discuss the style of an early filmmakerTo describe different types of filmmaking in the 1930sTo discuss the emergence of the documentary filmTo describe Painleve’s influence on today’s science-fiction filmsQ13Why are Painleve’s films typical of the films of the 1920s and 1930s?They do not have soundThey are filmed underwaterThey are easy to understandThey difficult to categorizeQ14According to the professor, how did Painleve’s film confuse the audience?They show animals out of their natural habitatThey depict animals as having both human and animal characteristicsThe narration is scientific and difficult to understandThe audiences of the 1920s and 1930s were not used to films shot underwaterQ15Why does the professor mention sea horses?To explain that they were difficult to film in the 1930sTo point out that Cousteau made documentaries about themTo illustrate Pianleve’s fascination with unusual animalsTo explain why Painleve’s underwater films were not successfulQ16Why does the professor compare the film style of Jacques Cousteau and Jean Painleve?To explain how Painleve influenced CousteauTo emphasize the uniqueness of Painleve’s filming styleTo emphasize the artistic value of Cousteau’s documentary filmsT o demonstrate the superiority of Painleve’s filmmaking equipmentQ17RWhat does the student imply when he say this:He does not like Jean Painleve’s filmsHe thinks that the professor should spend more time discussing Jacques Cousteau’s filmHe believes that high quality filmmakers are usually well knownHe believes that Jean Painleve’s film have been unfairly overlookedTPO3 Conversation 2Q1Why does the student go to see the professor?To ask about a class assignmentTo find out about a midsemester projectTo get information about summer jobsTo discuss ways to improve his gradeQ2What was originally located on the site of the lecture hall?A farmhouseA pottery factoryA clothing storeA bottle-manufacturing plantQ3What is mentioned as an advantage of working on this project?Off-campus travel is paid offStudents can leave class earlyThe location is convenientIt fulfills a graduation requirementQ4What is the professor considering doing to get move volunteers?Offering extra class creditPaying the students for their timeAsking for student volunteers from outside her classProviding flexible work schedulesQ5What information does the student still need to get from the professor? The name of the senior researcherWhat book he needs to read before the next lectureWhen the train session will be scheduledWhere the project is locatedTPO3 Lecture 3Q6What does the professor mainly discuss?The oldest known cave artHow ancient cave art is datedThe homes of Paleolithic humansHow Paleolithic humans thought about animalsQ7When does the professor mention his daughter?To describe her reaction to seeing the paintingsTo explain the universal appeal for the Chauvet paintingsTo demonstrate the size of most Paleolithic cave artTo emphasize his point about the age of Chauvet paintingsQ8What is the professor’s opinion about the art at the Chauvet cave?It is extremely well doneIt probably reflected artists’ religious beliefsIt is less sophisticated than the art at Lascaux and AltamiraIt is probably not much older than the are at Lascaux and AltamiraQ9According to the professor, what is the significance of charcoal marks on the walls of the Chauvet cave?They suggest that Paleolithic people cooked their food in the caveThey prove that people came to the cave long after the paintings were madeThey show how much light the Paleolithic artists needed for their workThey were used in recent times to date the paintingsQ10Compared to other Paleolithic art, what is unusual about the animals painted at Chauvet?Most of them are horsesMany of them are dangerousMany of them are shown alongside humansAll of them are species that are still found in FranceQ11What are two questions about the Chauvet cave artists that the professor raises but cannot answer?Choice two answers belowHow they lighted their work areaHow they obtained pigments for their paintsWhy they chose to paint certain animals and not othersWhy they placed their art in dark, uninhabited placesTPO3 Lecture 4Q12What is the lecture mainly about?Different ways of magnifying the spectrum of a starHow a chemical element was first discovered on the SunHow astronomers identify the chemical elements in a starWhy the spectra of different stars are composed of different colors。

【备考资料】TPO3综合写作详细解析(听力&阅读)

【备考资料】TPO3综合写作详细解析（听力&阅读）在托福备考的过程中，TPO材料往往是大家的首选。

而想要完全利用好这些材料，最为重要的就是要从点点滴滴的词汇和句型入手进行分类和整理。

那么，在以下内容中我们就为大家带来TPO综合写作文本，希望能为大家的备考带来帮助。

TPO 3ReadingRembrandt is the most famous of the seventeenth-century Dutch painters. However, there are doubts whether some paintings attributed to Rembrandt were actually painted by him. One such painting is known as attributed to Rembrandt because of its style, and indeed the representation of the woman’s face is very much like that of portraits known to be by Rembrandt. But there are problems with the painting that suggest it could not be a work by Rembrandt.First, there is something inconsistent about the way the woman in the portrait is dressed. She is wearing a white linen cap of a kind that only servants would wear-yet the coat she is wearing has a luxurious fur collar that no servant could afford. Rembrandt, who was known for his attention to the details of his subjects’ clothing, would not have been guilty of such an inconsistency.Second, Rembrandt was a master of painting light and shadow, but in this painting these elements do not fit together. The face appears to be illuminated by light reflected onto it from below. But below the face is the dark fur collar, which would absorb light rather than reflect it. So the face should appear partially in shadow-which is not how it appears. Rembrandt would never have made such an error.Finally, examination of the back of the painting reveals that it was painted on a panel made of several pieces of wood glued together. Although Rembrandt often painted on wood panels, no painting known to be by Rembrandt uses a panel glued together in this way from several pieces of wood.For these reasons the painting was removed from the official catalog of Rembrandt’s paintings in the 1930s.ListeningProfessorEverything you just read about “Portrait of an Elderly Woman in a White Bonnet” is true, and yet after a thorough re-examination of the painting, a panel of experts has recently concluded that it’s indeed a work byRembrandt. Here is why.First, the fur collar. X-rays and analysis of the pigments in the paint have shown that the fur collar wasn’t part of the original painting. The fur collar was painted over the top of the original painting about a hundred years after the painting was made. Why? Someone probably wanted to increase the value of the painting by making it look like a formal portrait of an aristocratic lady.Second, the supposed error with light and shadow. Once the paint of the added fur color was removed, the original could be seen, in the original painting, the woman is wearing a simple collar of light-colored cloth. The light-colored cloth of this collar reflects light that illuminates part of the woman’s face. That’s why the face is not in partial shadow. So in the original painting, light an shadow are very realistic and just what we would expect from Rembrandt.Finally, the wood panel. It turns out that when the fur collar was added, the wood panel was also enlarged with extra wood pieces glued to the sides and the top to make the painting more grand and more valuable. So the original painting is actually painted on a single piece of wood, as would be expected from a Rembrandt painting.And in fact, researchers have found that the piece of wood in the original form o f “Portraitof an ElderlyWoman in a White Bonnet” is from the very same tree as the wood panel used for another painting byRembrandt, his “Self-portrait with a Hat”.。

托福听力学习笔记之TPO3：lecture2

托福听力学习笔记之TPO3：lecture2下面就让小编来为大家介绍一下这篇托福听力TPO3学习笔记的内容吧，这是小编的一些见解，以便帮助大家更加充分的理解TPO真题，希望能够给正在准备托福听力的考友们带来帮助。

一、难词注解hybrids n. 杂交(hybrid的复数形式);混血;混合物mollusk n. (美)[无脊椎] 软体动物portray vt. 描绘;扮演categories n. 类别(category的复数);分类fictional adj. 虚构的;小说的suspicious adj. 可疑的;怀疑的;多疑的patched adj. 打补丁的buffs n. 爱好者;黄褐色软皮革(buff的复数)二、长难句分析I mean, it probably goes back at least in part to what we mentioned earlier, that people didn’t know what to make of his films – they were confused by them, whereas Cousteau’s documentaries were very straightforward, met people’s expectations more than Painlev é’s films did.难词释义：straightforward adj. 简单的;坦率的;明确的;径直的documentaries n. 纪录片;记录片(documentary的复数)难句类型：I mean that +从句(what引导的宾语从句)三、考题对应考点12. Today we are going to talk about a film-maker who began making very unique films in the late 1920s.听力十三原则中的开头原则，背景引入式，先介绍1920s and 30s的电影引出主题，所以答案选A.13. Now in a way, Painlevé’s films conform to norms of the 20s and 30s, that is, they don’t fit very neatly into the categories we use to classify films today. That said, even by the standards of the 20s and 30s, Painlevé’s films were unique, a hybrid of styles.强调原则，题目问的是为什么Painleve的电影是20世纪20、30年代的典型?所以答案选D.14. His films begin with facts, but then they become more and more fictional. They gradually add more and more fictional elements.(提示句，从这之后开始描述为何Painleve 的电影是confusing 以及HOW) He liked to show small underwater creatures, displaying what seemed like familiar human characteristics – what we think of as unique to human. He confused his audience in the way he portrayed the animals he filmed, mixing up on notions of the categories of humans and animals.所以答案选B.15. He liked twists, he liked the unusual. In fact, one of his favorite sea animals was the seahorse because with seahorses, it’s the male that carries the eggs, and he thought that was great. His first and most celebrated underwater film is about the seahorse。

小马托福TPO3听力笔记

Conversation1NarratorListen to a conversation between a student and a receptionist at the Registrar’s Office on the first day of the semester.StudentExcuse me,(1)I’m supposed to be having my physics class in the science building,but no one’s in the classroom.Could you tell mewhere the class is?Physics403—has it been moved?Receptionist(5)Well,there’s a room assignment sheet on the bulletin board outside this office.StudentYeah,I know,but my class isn’t listed there.There must be some kind of mistake or something. Could you look it up,please?ReceptionistHmmm...ok,let me check on the computer.It’s physics,right?Wait,did you say physics403? StudentYeah.ReceptionistEr…I’m sorry,but it says here that it was cancelled.You should have got note letter from the registrar’s office about this.StudentWhat?I’ve never got it.ReceptionistAre you sure?‘Cause it says on the computer that the letter was sent out to students a week ago. StudentReally?I should have got it by now.I wonder if I threw it away with all the junk mail by mistake. ReceptionistWell,it does happen.Er…let me check something.What’s your name?StudentWoodhouse,Laura Woodhouse.ReceptionistOk,hmmm…Woodhouse,let me see…ah,it says here we sent it to your apartment on er…Center Street.Student(2)Oh,that’s my old apartment.I moved out of there a little while ago.ReceptionistWell,and I suppose you haven’t changed your mailing address at the administration(管理部门) office.Well that would explain it.StudentYeah,I guess that’s it.But how can they cancel the class after offering it.If I’d known this was going to happen,I would have takenit last semester.ReceptionistI know,it’s really inconvenient for you,(3)I understand that,but er…if we don’t have enough students sign up for the course,thecollege can’t offer it.You know,it’s a practical issue,like we can’t have an instructor when there’re only a few students in theclass.You see what I mean?StudentI guess,but now I don’t know what course I should take instead.ReceptionistOk,let’s see.Do you have any courses you’re going to take next semester?If you do,you might want to take them now and sign up forphysics403next semester.StudentYeah,I guess I could do that.I just hope it won't be cancelled again.Do you know how many people have to be enrolled in order to keepa class from being cancelled?ReceptionistWell,it depends on the class,but for that class,you have to have er…let’s see,usually it’d be at least ten people,but since itwas cancelled this semester,they might even do it with less.(4)But do you know what you should do?Give the physics department a call acouple of weeks before the semester starts.They’ll be able to tell you if they’re planning to go through with it.It's their decision,actually.StudentOh,ok,I will do that.Thanks for the info.ReceptionistNo problem.Sorry about the class.Oh,why aren’t you to go change a mail address now.It lonely takes a minute.StudentOh,oh,sure,I will do that right way.Q1Why does the women come to the office?􀁺To notify the university of her change of address􀁺To find out where her physics class is being held􀁺To get directions to the science building􀁺To complain about her physics class being canceledQ2What happened to the letter the university sent to thewoman?􀁺She threw it away by mistake􀁺Her roommate forgot to give it to her􀁺It was sent to her old mailing address􀁺It was sent to another student by mistakeQ3Why was the woman’s physics class canceled?􀁺Not enough students signed up to take the class􀁺No professors were available to teach the class􀁺The university changed its requirements forphysics students􀁺There were no classrooms available in the science building at the hourQ4What does the man suggest the woman do before the beginning of next semester?􀁺Consult with her advisor about her class schedule􀁺Check with the registrar’s office about the location of the class􀁺Register for her classes early􀁺Call the physics departmentQ5What does the man imply when he say this:􀁺He know the physics class has been canceled􀁺He is not sure where the science building is􀁺Many of the room assignments have been changed􀁺The women can check for herself where her class is。