托福TPO9听力Conversation2文本+题目+答案解析

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ModelTest9听力原文及答案

ModelTest9听力原文及答案Mod el T est 9Section A1. M: Liz took a taxi to her office today.W: Yes. Her friend Ted usually drives her to the office but now he is out of town on business.Q: What do we learn from the conversation?2. W: Joe suggested going to the party.M:Whatever he suggested is fine with me. Q:What will the man probably do?3. M: Jan's husband is certainly easy going and friendly.W: Yes, the exact opposite of her father.Q: What is Jan's father like?4. W: Do you happen to know how to call New York from here?M: I've no idea, I'm afraid. Why don't you ask Helen?Q: What does the man imply about Helen?5. W: I was surprised to see you and your family at the Shopping Mall yesterday.M: Our junior school closed down because flu broke out.Q: What do we learn from the conversation?6. W: I hope you like the novel I lent you. I wasn't sure whether it was the kind of bookyou would be interested in. M: You know, I had the same doubt at first. But once I started I simply couldn't put it down.Q: What does the man mean?7. M: Wasn't it terrific?W: Well, the music was enjoyable, but the story didn't make much sense to me. I still prefer traditional drama with strongcharacters and an exciting plot. Q: What does the woman think of the play?8. W: Your exam is over, isn't it? Why aren't you cheerful?M: Oh, I don't know. It isn't that the questions were too hard, but I always feel uneasy when the exam doesn't seem to have much to do with the book Q:What was the man's opinion of the exam?Now you will hear two long conversations.Conversation OneM: Well, Claudia, how is your first day on campus working out?Wi: Actually I'm overwhelmed. This campus is too large. I am not really sure how to get around it. How about you? M:Yeah, I'm having the same problem. That's why we should leave a bit earlier to get toour biology class on time. W, : That sounds like a good plan to me! It's 9 : 30 right now. I think our class starts at10 i 00 a. m.M: Actually it starts at 10 : 15 a. m. The schedule says the class is at the Darwin Build ing, but I can't seem to find on the map. Wi: Why don't you ask that woman sitting on the bench? M; All right,it can't hurt to ask. (To another woman. )M: Excuse me, Miss. Could you tell us how to get to Darwin Building?W2: Darwin Building? Oh yes,I remember... Do you see that building to our right there? That's the East Dormitory. Next to it is the Science Library. Just follow the path between those two buildings until you reach the other side. Then take the left-hand path and follow it to the end.It leads straight to the Darwin Building.M: Let me say, after we pass between the Dorm and the Library, we follow the path to the left until the end of the road,then we should be there,right?W2: Yes, that's it.M: Thank you very much, indeed.W2: You are welcome.Questions 9 to 11 are based on the conversation you have just heard.9. What is their first impression of the campus?10.What are the two students doing?11.How many minutes were left to them before the biology class began?Conversation TwoM: So you're going to be writing for the school newspaper?W: Yes, I'm excited about it. I'm thinking about journalism as a career.M: Oh! Congratulations! How do they decide whom to hire?W: I have to send the writing sample. I used one of the essays I've written for the literature class, then the editor assigned me a topic to write a short article about it. M: What did you write about? W: Actually, it was a lot of fun. I wrote about the students' play that has been performing this month.M: Oh, I saw that play. The director is a friend of mine. It really called in a stir around here.W: Yeah, I know. That's what I wrote about—People's reaction to it. It's really interesting.M: Have you finished the article? Can I read it?W: Sure. I just made a couple of copies. So you can have one.M: Thanks. I wish I were a better writer. Working for the paper sounds like lots of fun. W: Well, they're looking to add one or twophotographs to the staff. If you want we could walk over to the newspaper office and I'll introduce you to the photography editor. M; That will be terrific! But can we go tomorrow?W; Sure. Or maybe you should call and set up a time to meet tomorrow. M:Good idea. I'll do that before I go to class. W; All right. See you tomorrow.Questions 12 to 15 are based on the conversation you have just heard.12.What are the speakers mainly discussing?13.What was the topic of the woman's article?14.What job is the man going to apply for?15.What will the woman do tomorrow?Section BPassage OneHow much living space does a person need? What happens when his space requiremerits are not adequately met? Sociologists and psychologists are conducting experiments on rats to try to determine the effects of overcrowded conditions on man. Recent studies have shown that thebehavior of rats is greatly affected by space. If rats have adequate living space,they eat well,sleep well,and reproduce well.However if their living conditions become too crowded, their behavior patterns and e-ven their health perceptibly change. They cannot sleep and eat well, and signs of fear and tension become obvious. The more crowded they are, the more they tend to bite each other and even kill each other. Thus for rats, population and violence are directly related. Is this a natural law for human society as well? Is adequate space not only desirable, but essential for human survival? Questions 16 to 18 are basedon the passage you have just heard.16.For what purpose did the scientists conduct the experiments on rats?17.When the rats become over-crowded, which one of the behavior patterns is not shown in theexperiment?18.What did the experiments prove?Passage TwoColumbus sailed from Spain in September 1492, looking for gold. Native Americans greeted him, offering gifts of corn. Columbus found little gold on that trip,but he collected many plants,including corn to bring back to Spain. Columbus didn't know it. But the corn was much more valuable than gold. Farmers from Europe to Asia accepted it immediately. They grew it on cold mountain sides and in tropical forest. Today it feeds millions of people all over the world. On his second trip, Columbus brought back a bag of chocolate beans to make chocolate. Europeans and Asians loved this new drink,and soon they were paying a great deal of money for the beans.Chocolate beans became so valuable in Central America that they were used as cash for 200 years. Tomatoes and potatoes took some time to become popular. Eventually, however, they became the basis of a lot of popular food. It is hard to imagine life without fried potatoes and chocolate. Thanks to native American cultures, many people are able to enjoy lots of tasty food. Questions 19 to 21 are based on the passage you have just heard.19.Why is corn feeding millions of people today?20.What did Columbus bring back on his second trip?21.What was the result of Columbus' two trips to America?Passage ThreeIn its early years, the Children's Book Show was intended mainly for teachers and librarians. As it became more widely known.and successful, more and more family and school parties began to come so that it grew into a real children's book show and a show with a double purpose. For years it was held in various halls in London. In answer to enthusiastic invitations to bring it to different parts of the country, the decision was taken to move outside the capital. One year it was held in Leeds, then in Bristol as well as in London, and now it comes to Glasgow. This year's show will again interest both the general public and specialists. Admission will be free, but school parties must be booked in advance. In a large room near the entrance there will be a self-service bookshop where every book on show will be for sale.Questions 22 to 25 are based on the passage you have just heard.22.What are the books in the exhibition intended for?23.Who was the show intended for in its early years?24.What caused the book show to grow?25.What must parties of school children do this year?Section CHave you had a headache recently? The pain can be (26) temporary, mild and cured by a simple painkiller like aspirin. Or, it can be (27) severe.More than forty five (28) million people in the United States suffer chronic(fj|'|4l^J) headaches. The US Headache Consortium is a group with seven member (29) organizations. They are (30) attempting to improve treatment of one kind of headache—the mi-graine(j^^'H:'i^^tc^). Some people experience this kind ofpain as often as two weeks every month. About seventy percent of migraine (31) sufferers are women.Some people (32) describe the pain as similar to a repeated beat. Others compare it to someone driving a sharp (33) object into the head. Some people take medicine every day to prevent or ease migraine headaches. (34) Others use medicine to control pain already developed. Doctors treating migraine sufferers often order medicines from a group of certain drugs. (35) Most migraines react at least partly to existing medicine. And most people can use existing medicine without experiencing bad effects. (36) Doctors sometimes use caffeine to treat migraine headaches. Interestingly, caffeine also can cause some migraines.Model T est 91-5 DDBCC 6-10 ACBBC 11-15 CCBCD 16-20 BCDDD 21-25 BDADC 26. temporary 27. severe 28. million 29. organizations 30. attempting 31. sufferers 32. describe 33. object34. Others use medicine to control pain already developed35. Most migraines react at least partly to existing medicine36. Doctors sometimes use caffeine to treat migraine headaches。

托福口语：TPO9口语Task2参考答案

托福口语：TPO9口语Task2参考答案TPO9口语Task2题目：Some people think that family members are the most important influence on young adults, others believe that friends are the most important influence. Which do you agree with? Explain why.TPO9口语Task2参考答案(范文模板)：I believe that family members are the most important influence on young adults because for one thing, they are the first people in your life that you will interact with.I never had friends until I was about five years old, but I knew my family verywell and they helped shape my morals before I ever had any friends.For another thing, even when you have friends, you still spend more time with your family and because you love them, they will have a greater influence on you than friends ever could. Many times in my life, I was faced with tough choiceswhere friends wanted me to do bad things and if it weren’t for the influence of my family, I would probably be in jail right now.That’s why I think family members are a more important influence.。

托福TPO2听力Conversation2文本+题目+答案解析

为了帮助大家高效备考托福，为大家带来托福TPO2听力Conversation2文本+题目+答案解析，希望对大家备考有所帮助。

托福TPO2听力Conversation2文本 Choosing Courses Girl: Did you register already for your classes next semester? Boy: Yes, I did. Girl: What are you taking? Boy: Um…contemporary literature, English style, um… the teaching seminar, and I still have to do my student teaching. I’m gonna help teach a writing class of the junior high. Girl: That’s a heavy schedule. Boy: Yeah, it will be really busy and I’m also taking a theory class. But I have to quit my job a couple of weeks cause it will be just too much. Girl: Where do you work at? Boy: Buster’s coffee shop, but just till the end of the month. What are you doing next semester? Girl: Actually a teaching seminar too. And I will have to start writing my thesis. You know, I’m also going for my master’s degree. Boy: So you are not writing any poetry, I imagine. Girl: No, I was actually thinking about revising some of my poems and sending them into places for publication. Boy: Cool, you should. Um, did you hear about that new poetry club, The Poetry Kitchen? Girl: Yeah, no time. Boy: It’s fun; it’s Sunday night. You don’t do anything at Sunday nights? Girl: I do homework Sunday nights. Boy: Well, it’s only from 7 to 9. Girl: Is it every Sunday? Boy: Last Sunday of every month. I don’t know about this month, cause it’s probably a little too close to Thanksgiving, so they might move it up. I don’t know what they are gonna to do, but it’s a good time, it’s fun, some really impressive readings. Girl: Who? From our class? Boy: Some people from our class are reading. A lot of them go, sometimes even the professor. Girl: Really? I don’t know if I would want to read in front of her. Boy: You wouldn’t have to read, you can just watch. I just watched the first time, but it’s a good environment to read them, I think anyway. Girl: I probably have to write something new, so maybe during the summer, I just can’t now. Boy: Yeah, it wouldn’t be the same just reading old stuff. Are you going to do summer school? Girl: Definitely, otherwise, I will be short 6 credits. I have no choice. Boy: Yeah, me too. This is the second summer. I’ll have to take classes. I gotta go now, my Shakespeare class starts in twenty minutes. 托福TPO2听力Conversation2题目 1.What are the students mainly discussing? a) Their courses for next semester b) Their plans for the weekend c) A poetry club d) A class assignment 2.What does the man plan to do at the end of the month?。

托福tpo9阅读答案(文本译文解析)

智课网TOEFL备考资料托福tpo9阅读答案(文本+译文+解析摘要:现在备考托福的同学大家都在做TPO模拟训练,但是会出现一个问题就是训练完了没有参考答案啊,今天小编就准备了托福tpo9阅读答案(文本+译文+解析,看看解析你是否答对了呢?今天小编为大家准备的是托福 tpo9阅读答案(文本+译文+解析,同学们在做TPO9的时候遇到什么问题再也不怕了,赶紧来看看吧,更多的阅读真题解析等着你呦。

以下是托福tpo9阅读答案(文本+译文+解析文本部分:戳这!急速下载托福TPO全套资料Colonizing the Americas via the Northwest CoastIt has long been accepted that the Americas were colonized by a migration of peoples from Asia, slowly traveling across a land bridge called Beringia (now the Bering Strait between northeastern Asia and Alaska during the last Ice Age. The first water craft theory about this migration was that around 11,000-12,000 years ago there was an ice-free corridor stretching from eastern Beringia to the areas of North America south of the great northern glaciers. It was this midcontinental corridor between two massive ice sheets-the Laurentide to the east and the Cordilleran to the west-that enabled the southward migration. But belief in this ice-free corridor began to crumble when paleoecologist Glen MacDonald demonstrated that some of the most important radiocarbon dates used to support the existence of an ice-free corridor were incorrect. He persuasively argued that such an ice-free corridor did not exist until much later, when the continental ice began its final retreat.Support is growing for the alternative theory that people using watercraft, possibly skin boats, moved southward from Beringia along the Gulf of Alaska and then southward along the Northwest coast of North America possibly as early as 16,000 years ago. This route would have enabled humans to enter southern areas of the Americas prior to the melting of the continental glaciers. Until the early 1970s,most archaeologists did not consider the coast a possible migration route into the Americas because geologists originally believed that during the last Ice Age the entire Northwest Coast was covered by glacial ice. It had been assumed that the ice extended westward from theAlaskan/Canadian mountains to the very edge of the continental shelf, the flat, submerged part of the continent that extends into the ocean. This would have created a barrier of ice extending from the Alaska Peninsula, through the Gulf of Alaska and southward along the Northwest Coast of north America to what is today the state of Washington.The most influential proponent of the coastal migration route has been Canadian archaeologist Knut Fladmark. He theorized that with the use of watercraft, people gradually colonized unglaciated refuges and areas along the continental shelf exposed by the lower sea level. Fladmark's hypothesis received additional support form from the fact that the greatest diversity in native American languages occurs along the west coast of the Americas, suggesting that this region has been settled the longest.More recent geologic studies documented deglaciation and the existence of ice-free areas throughout major coastal areas of British Columbia, Canada, by 13,000 years ago. Research now indicates that sizable areas of southeastern Alaska along the inner continental shelf were not covered by ice toward the end of the last Ice Age. One study suggests that except for a 250-mile coastal area between southwestern British Columbia and Washington State, the Northwest Coast of North America was largely free of ice by approximately 16,000 years ago. Vast areas along the coast may havebeen deglaciated beginning around 16,000 years ago, possibly providing a coastal corridor for the movement of plants, animals, and humans sometime between 13,000 and 14,000 years ago.The coastal hypothesis has gained increasing support in recent years because the remains of large land animals, such as caribou and brown bears, have been found in southeastern Alaska dating between 10,000 and 12,500 years ago. This is the time period in which most scientists formerly believed the area to be inhospitable for humans. It has been suggested that if the environment were capable of supporting breeding populations of bears, there would have been enough food resources to support humans. Fladmark and other believe that the first human colonization of America occurred by boat along the Northwest Coast during the very late Ice Age, possibly as early as 14,000 years ago. The most recent geologic evidence indicates that it may have been possible for people to colonize ice-free regions along the continental shelf that were still exposed by the lower sea level between13,000 and 14,000 years ago.The coastal hypothesis suggests an economy based on marine mammal hunting, saltwater fishing, shellfish gathering, and the use of watercraft. Because of the barrier of ice to the east, the Pacific Ocean to the west, and populated areas to the north, there may have been a greater impetus for people to move in a southerly direction.Paragraph 1: It has long been accepted that the Americas were colonized by a migration of peoples from Asia, slowly traveling across a land bridge called Beringia (now the Bering Strait between northeastern Asia and Alaska during the last Ice Age. The first water craft theory about this migration was that around 11,000-12,000 years ago there was an ice-free corridor stretching from eastern Beringia to the areas of North America south of the great northern glaciers. It was this midcontinental corridor between two massive ice sheets-the Laurentide to the east and the Cordilleran to the west-that enabled the southward migration. But belief in this ice-free corridor began to crumble when paleoecologist Glen MacDonald demonstrated that some of the most importantradiocarbon dates used to support the existence of an ice-free corridor were incorrect. He persuasively argued that such an ice-free corridor did not exist until much later, when the continental ice began its final retreat.点击下载!小马 TPO模考软件1. According to paragraph 1, the theory that people first migrated to the Americans by way of an ice-free corridor was seriously called into question by○paleoecologist Glen MacDonald's argument that the orig inal migration occurred much later than had previously been believed○the demonstration that certain previously accepted ra diocarbon dates were incorrect○evidence that the continental ice began its final retreat much later than had previously be en believed○research showing that the ice-free corridor was not as long lasting as had been widely assumed2. The word "persuasively" in the passage is closest in meaning to○aggressively○inflexibly○convincingly○carefullyParagraph 2: Support is growing for the alternative theory that people using watercraft, possibly skin boats, moved southward from Beringia along the Gulf of Alaska and then southward along the Northwest coast of North America possibly as early as16,000 years ago. This route would have enabled humans to enter southern areas of the Americas prior to the melting of the continental glaciers. Until the early 1970s,most archaeologists did not consider the coast a possible migration route into the Americas because geologists originally believed that during the last Ice Age the entire Northwest Coast was covered by glacial ice. It had been assumed that the ice extended westward from theAlaskan/Canadian mountains to the very edge of the continental shelf, the flat, submerged part of the continent that extends into the ocean. This would have created a barrier of ice extending from the Alaska Peninsula, through the Gulf of Alaska and southward along the Northwest Coast of north America to what is today the state of Washington.3. Paragraph 2 begins by presenting a theory and then goes on to○ discuss why the theory was rapidly accepted but then rejected○ present the evidence on which the theory was based○ cite evidence that now shows that th e theory is incorrect○ explain why the theory was not initially considered plausible4. The phrase "prior to" is closest in meaning to○ before○ immediately after○ during○ in spite o f5. Paragraph 2 supports the idea that, before the 1970s, most archaeologists held which of the following views about the earliest people to reach the Americas?○They could not have sailed directly from Beringia to Alaska and then southward because, it was thought, glacial ice covered the entire coastal region.○They were not aware that the climate would continue to become milder.○They would have had no interest in migrating southward from Beringia until after the continental glaciers had begun to melt.○They lacked the navigational skills and appropriate boats needed long-distance trips.Paragraph 3: The most influential proponent of the coastal migration route has been Canadian archaeologist KnutFladmark. He theorized that with the use of watercraft, people gradually colonized unglaciated refuges and areas along the continental shelf exposed by the lower sea level. Fladmark's hypothesis received additional support form from the fact that the greatest diversity in native American languages occurs along the west coast of the Americas, suggesting that this region has been settled the longest.6. Which of the sentences below best expresses the essential information in the highlighted sentence in the passage? Incorrect choices change the meaning in important ways to leave out essential information.○Because this region has been settled the longest, it also displays the greatest diversity in Native American languages.○Fladmark's hypothesis states that the west coast of the Americas has been settled longer than any other region.○The fact that the greatest diversity of Native American languages occurs along the west coast of the Americans lends strength to Fradmark's hypothesis.○According to Fladmark, Native American languages have survived the lo ngest along the west coast of the Americas.Paragraph 4: More recent geologic studies documented deglaciation and the existence of ice-free areas throughout major coastal areas of British Columbia, Canada, by 13,000 years ago. Research now indicates that sizable areas of southeastern Alaska along the inner continental shelf were not covered by ice toward the end of the last Ice Age. One study suggests that except for a 250-mile coastal area between southwestern British Columbia and Washington State, the Northwest Coast of North America was largely free of ice by approximately 16,000 years ago. Vast areas along the coast may have been deglaciated beginning around 16,000 years ago, possibly providing a coastal corridor for the movement of plants, animals, and humans sometime between 13,000 and 14,000 years ago.7. The author's purpose in paragraph 4 is to○ indicate that a number of recent geologic studies seem to provide support for the coastal hypothesis○ indicate that coastal and inland migrations may have happened simul taneously○ explain why humans may have reached America's northwest coast before animals and plants did○ show that the coastal hypothesis may explain how people first reached Alaska but it cannot explain how peo ple reached areas like modern British Columbia and Washington State8. The word "Vast" in the passage is closest in meaning to○Frozen○Various○Isolated○HugeParagraph 5: The coastal hypothesis has gained increasing support in recent years because the remains of large landanimals, such as caribou and brown bears, have been found in southeastern Alaska dating between 10,000 and 12,500 years ago. This is the time period in which most scientists formerly believed the area to be inhospitable for humans. It has been suggested that if the environment were capable of supporting breeding populations of bears, there would have been enough food resources to support humans. Fladmark and other believe that the first human colonization of America occurred by boat along the Northwest Coast during the very late Ice Age, possibly as early as 14,000 years ago. The most recent geologic evidence indicates that it may have been possible for people to colonize ice-free regions along the continental shelf that were still exposed by the lower sea level between13,000 and 14,000 years ago. 点这下载！托福 tpo9 阅读答案(文本+译文+解析 9. According to paragraph 5, the discovery of the remains of large land animals supports the coastal hypothesis by providing evidence that ○ humans were changing their hunting techniques to adapt to coastal rath er than inland environments ○ animals had migrated from the inland to the coasts, an indication that a midcontinental ice -free corridor was actually implausible ○ humans probably would have been able to find enough resources along the coastal corridor ○ t he continental shelf was still exposed by lower sea levels during the period when the southward migration of people began 10. The word "inhospitable" in the passage is closest in meaning to ○ not familiar ○ not suitable ○ not dangerous ○ not reachable 11. According to paragraph 5, the most recent geologic research provides support for a first colonization of America dating as far back as○16,000 years ago ○14,000 years ago ○12,500 years ago ○10,000 years ago Paragraph 6: The coastal hypothesis suggests an economy based on marine mammal hunting, saltwater fishing gathering, and the use of watercraft. Because of the barrier of ice to the east, the Pacific Ocean to the west, and populated areas to the north, there may have been a greater impetus for people to move in a southerly direction.12. The word "impetus" in the passage is closest in meaning to ○ chance ○ protection ○ possibility ○ incentive Paragraph 1: It has long been accepted that the Americas were colonized by a migration of peoples from Asia, slowly traveling across a land bridge called Beringia (now the Bering Strait between northeastern Asia and Alaska during the last Ice Age. ■ The first water craft theory about the migration was that around 11,000-12,000 years ago there was an ice-free corridor stretching from eastern Beringia to the areas of North America south of the great northern glaciers. It was the midcontinental corridor between two massive ice sheets-the Laurentide to the west-that enabled the southward migration. ■ But belief in this ice-free corridor began to crumble when paleoecologist Glen MacDonald demonstrated that some of the most important radiocarbon dates used to support the existence of an ice-free corridor were incorrect. ■ He persuasively argued that such an ice-free corridor did not exist until much later, when the continental ice began its final retreat. ■ 13. Look at the four squares [■ ] that indicate where the following sentence could be added to the passage. Moreover, other evidence suggests that even if an ice-free corridor did exist, it would have lacked the resources needed for human colonization. Where could the sentence best fit? 14. Directions: An introductory sentence for a brief summary of the passage is provided below. Complete the summary by selecting the THREE answer choices that express the most important ideas in the passage. Some answer choices do not belong in the summary because they express ideas that are not presented in the passage or are minor ideas in the passage. This question is worth 2 points. Recent evidence favors a rival to the long-standing theory that the Americas were colonized 11,000-12,000 years ago by people migrating south from Beringia along a midcontinental ice-free corridor. ● ● ● Answer Choices ○Evidence thatan ice-free corridor between two ice sheets developed when the continental ice first began to melt came primarily from radiocarbon dating.○There is growing support for the theory that migration took place much earlier, by sea, following a coastal route along Alaska and down the nor thwest coast. ○Recent geologic evidence indicates that contrary to what had been believed, substantial areas along the coast were free of ice as early as 16,000 years ago. ○Research now indicates that the parts of the inner continental shelf that remained covered wi th ice were colonized by a variety of early human groups well adapted to living in extremely cold environments. ○There is evidence suggesting that areas along the coast may have contained enough food resources between 13,000 and 14,000 years ago to have made human colonization possible. ○Even though the northern part of the continent allowed for a more varied economy, several early human groups quickly moved south. 以上就是小编为大家准备的托福 tpo9 阅读答案(文本+译文+解析的相关内容，同学们下载完后要记得每天做练习，大量的做题会使你进步，希望大家经过长期积累经验后能够取得最终的胜利。

托福听力TPO9学习笔记之conversation2

下面就让小编来为大家介绍一下这篇托福听力TPO9学习笔记的相关内容吧，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Privilege 特权Photocopy 影印;复印Circumstance n. 环境，情况;事件;境遇二、长难句分析In fact, every semester we get a few students who have their borrowing privileges suspended completely because they haven't returned books.事实上，每个学期我们都会遇到一些学生的延期还书期限用尽了的，就是因为他们没有把书给还了。

难词释义：suspended adj. 悬浮的;暂停的，缓期的(宣判)难句类型：定语从句+原因状语从句难句拆分：students who+定语从句，什么样的学生，because+原因状语从句三、考题对应考点1. Well, I received a letter in my mailbox saying that I'm supposed to returna book that I checked out back in January, it's call "Modern Social Problems". But because I'm writing my senior thesis, I'm supposed to be able to keep the book all semester.开头原则之直入主题式，学生正在 writing his senior thesis,需要用到"Modern Social Problems"这本书，但是现在这本书图书馆要求归还，围绕这个问题展开。

雅思真题9答案解析test2

雅思真题9答案解析test2解析：Test 2本文将对 Test 2 进行解析，并提供答案和相关分析。

Test 2 包含四个部分：听力、阅读、写作和口语。

我们将按照这个顺序依次进行解析。

希望以下内容对您备考雅思有所帮助。

听力部分：第一篇听力材料讲述了一段对话，话题是预订会议室。

首先，听到女士询问是否有一间会议室可用，然后男士告诉女士只有在12点至1点之间有一间会议室，但是仅限于进行简短的会议。

接下来，女士询问是否在两个小时后再安排一场长时间的会议。

男士表示下周五早上有一个尚未预订的会议室，并告知女士尽快预订。

第二篇听力材料是一段访谈，话题是学校体育设施的改进。

对话开始是主持人问学校副校长对体育设施有什么计划和期望。

副校长表示学校打算新建一个体育馆，并计划提供更多的训练设备和器械。

接着，主持人问道学生对这个提议有什么想法。

学生们表示他们非常支持增加新的设施，并希望能够提供更多的锻炼机会。

第三篇听力材料是一段广播新闻，报道了一家服装店的购物活动。

广播宣布在下周日开展“买一送一”的活动，顾客购买任何商品都可以免费得到一件相同或者更便宜的商品。

广播还介绍了一些具体的商品。

第四篇听力材料是一段关于历史研究的访谈。

主持人询问历史学家关于他在研究中发现的一系列书信的事情。

历史学家提到他在报纸上看到一则拍卖消息，其中包括一封希特勒写给他姐姐的信。

随后，他联系了卖家并成功购买了这些信件。

这些信件给我们提供了对希特勒生活和思想的更多了解。

阅读部分：第一篇阅读文章是一则关于夏威夷群岛的自然保护与旅游的文章。

文章介绍了夏威夷的自然景观和植物动物保护项目，并提到了旅游业对于夏威夷经济和环境保护的重要性。

文章中还提到一些导致夏威夷环境问题的因素，并探讨了如何在旅游业和环境保护之间取得平衡。

第二篇阅读文章是一篇关于深海生物的科学研究文章。

文章介绍了科学家对深海生物的研究成果，包括新发现的物种、生态系统和环境适应性。

文章中提到了深海生物的生存环境以及科学家对其研究的挑战。

TPO-9 Reading 2 解析

正确答案：A解析：原文中的justified是justify的过去分词形式，意为“证明……是有道理的”，说明by后面的内容是支持前面的说法的。

四个选项中，A意为“支持”，B意为“塑造”，C意为“刺激，促进”，D意为“建议”，只有A最符合条件，故为答案。

Q2正确答案：B解析：题干中的reflection could help teachers帮助准确定位。

第1段段末提到了reflective practice对教师的帮助。

B是对原文中help teachers to feel more intellectually involved in their role and work in teaching的同义转述，故为答案。

A 中的intellectual principles在该段找不到依据。

C中的use scientific fact to和D中的disciplined approach均是对原文的曲解，排除。

Q3正确答案：C解析：原文中的flourish意为“繁荣，成功”，原文的意思是，这两位研究者对于研究那些会促使反思成功的条件格外感兴趣。

四个选项中，A意为“继续”，B意为“发生”，C意为“成功”，D意为“应用”，只有C最符合条件，故为答案。

Q4正确答案：D解析：题干中的experimental strategy帮助准确定位。

A对应最后一句，其中的eventually reflect without help对应原文的later an independent manner。

B中的by a group of teachers over a period of years对应原文的40 practicing teachers over several years。

C对应原文的The teachers were taken through a program of talking about teaching events。

剑桥雅思9真题及解析听力Test2

雅思真题全解析听前预测1-5题为个人信息填写，通过左边五行与之相对应的项目，我们得知分别要填写姓名（对于复杂的姓名，录音中会做拼写）、出生日期（注意听取关于月份和年代的信息）、课程名称、住宿的时间长度和饮食要求。

卷面上我们可以看到red 的提示，如果考生经验丰富的话，应该能够预测到第五题的答案可能是meat ，因为印度人的饮食习惯是不吃红肉的。

6-10题考的是学生对住宿的要求，其中涉及房屋的类型、兴趣爱好、对室友的要求、地理位置和社交的场地。

?名师解读剑9听力1. ??Bhatt ?在问到can I take your name 的时候，考生就需要做好书写的准备，根据考试常规来讲，复杂的名字后必然会给出相应的拼写，所以后面的Could you spell your name please ？这句话之后，就要奋笔疾书跟上节奏了：B-H-A-double T 。

2.? ?31 March ?这类出生日期的填写一般没有太多障碍，考生一定要能够对月份熟练拼写，录音中听到了1972的年份，由于题目对字数的要求是one word and/or a number ，所以要选择填写更重要的信息，即31st March.3. ??nursing ?看到题目Course of study ，考生应该能够预测出可能会听到what course do you study 或者what course are you enrolled in 这类提问，原文中问到的是what will you be studying ，回答说I'm doing a course in nursing ，答案为nursing 。

4.? ?2?在问到how long would you want to stay in hall 后，考生最先听到的数字是3 years ，但是后面又接了一个词but ，这类转折词对于定位答案至关重要，暗示之前听到的数字是无效答案，but 后面听到的I'd only like to stay in hall for two 中的two 才是真正的答案。

剑桥雅思9听力解析test2(可编辑修改word版)

Section1Question 1 Bhatt听前预测：定位词和提示词为 Anu，此处应填姓氏。

题目解析：本题难度不大，跟上录音中字母拼写即可，注意 double t 的表达方式，首字母大写。

Question 2 31 March听前预测：定位词为和提示词为 Date，此处应填日期。

题目解析：注意录音中 31 March 1972 为英式读法：thirty first of March, nineteen seventy two。

根据定位词和提示词，此处填写日期 31 March 即可。

Question 3 nursing听前预测：定位词和提示词为 Course，此处应填名词(课程名称)。

题目解析：本题难度不大，所听即所得，听好定位词，提问：“And what will you be studying?”回答：“I’m doing a course in nursing.”(你学什么的?我正在学一门护理课程。

)故答案为 nursing。

Question 4 2听前预测：定位词为 in hall，提示词为 Number of years，此处应填数字。

题目解析：本题难度不大，所听即所得，出题句：…it’ll take three years but I’d only like to stay in hall for two。

其中 but 后的数字 2 为本题答案。

Question 5 meat听前预测：定位词为 dietary requirement，提示词为 no，此处应填名词。

题目解析：提问：…do you have any special diet, anything we should know about?(你对饮食有何特殊要求，可以告诉我们吗?)回答：Yes, I don’t take red meat。

(我不吃红肉。

)故本题答案为meat。

Question 6 bedsit听前预测：定位词为 single，提示词为 a、room type，此处应填名词(单数)。

详解托福口语TPO9TASK2

Some people think that family members are the most important influence on young adults, others believe that friends are the most important influence. Which do you agree with? Explain why. ⼀.审题托福⼝语task2主要的出题类型是⼆选⼀或者三选⼀的类型，考⽣在回答的时候只要根据⾃⼰的情况选择其中的⼀⽅进⾏回答即可，但是百利天下⼩编提醒考⽣，⼀定要注意，不要⼀边说选择A挺好，⼀边⼜在说选择B也不错，这样会给考官⼀种观点混乱的感觉。

这个题⽬问的是考⽣觉得影响adults最多的⼈是家⼈，还是朋友。

考⽣在选择的时候只要选择⾃⼰觉得容易说的⼀⽅进⾏论述即可。

⼆.答题思路 (⼀).家⼈的影响 1.很多家庭中的爷爷奶奶，爸爸妈妈都只围绕着⼀个孩⼦ 2.家⼈给孩⼦的是⽆条件的爱，不管孩⼦是美还是丑，是⾼或者矮，⽗母都会爱孩⼦; 3.在孩⼦⼩的时候陪伴孩⼦的是⽗母，⾸先教给孩⼦做⼈做事的⽅法的也是⽗母，在孩⼦做错事情的时候，⾸先帮助他们改善的⼈也是⽗母，⽗母对于孩⼦性格的养成起着不可忽视的作⽤。

(⼆).朋友 1.朋友⼤多是相同的年纪，⽽且有着共同的兴趣爱好 2.在学校中，朋友花费⼤量的时间在⼀起 3.朋友之间可以更好的交流，并且朋友不会像⽗母⼀样去judge别⼈，朋友之间往往会分享更多的⼩秘密和问题。

三.范⽂ I think that family members are the most important influence of young adults.(⾸先说明⾃⼰的选择，认为影响年轻⼈的是家庭成员) The person that influenced me the most is my mom. She is a good listener who always pays attention to what I have to say, that makes her the person who knows me the best in our family, I have no secret in front of her.(母亲是影响⾃⼰最深的⼈的第⼀个原因，母亲是⼀个很好的倾听者) And also, she has a good manner. (第⼆个原因，母亲很有教养)I’ve learned from her how to treat others around me with dignity and respect since I was young, thanks to her I made many friends in my life. Most friends at my age aren’t mature enough to teach me qualities like these.。

托福TPO10听力Conversation2文本+题目+答案解析

Employee: I see. So you were hoping to return this one.
Student: Yeah, the professor already announced that we won’t be reading this one by Jane Bowles and all the others I bought used. Employee: Jane Bowles? Which book of hers? Student: It is called “Two serious ladies”. Employee: Oh, but you should keep that one. Are you interested in literature? Student: Well. I am an English major. Employee: You are lucky to have a professor who includes a lesser-known writer like her on the syllabus, you know, not the usual authors we’ve all read. Student: So you really think… Employee: I do. And especially if you’re into literature. Student: Hmm... Well, this I wasn’t expecting. I mean…uh.. Wow! Employee: I hope you don’t think I am being too pushy. If you prefer, you can return the book and arrange for a store credit. You don't qualify for a refund. Policy is policy after all, but you can make an exchange and you can use the credit for your books for next semester. The credit carries over for one semester to the next. Student: Hmm…that’s good to know, but now I am really intrigued. I guess that just because we ran out of time to read this book in class, doesn't mean that I can’t read it on my own time. You know, I think I’ll give it a try. 托福 TPO10 听力 Conversation2 题目 Question 1 of 5 Why does the student go to the bookstore? A. To purchase a book by Jane bowles. B. To find out which books he need for a course. C. To return a book that was originally assigned for a course. D. To find out how to order a book for a course. Question 2 of 5

TPO9听力解析

TPO9 listening 问题解析注：问题中红色标记词汇为解题突破点和关键词。

（编辑整理by Sean轩）Section 11.Why does the woman go to see the professor?✧To get advice on the topic of a term paper✧To discuss different types of food packaging✧To find out if the university will offer courses in food packaging✧To ask about jobs in the food industryI am… so since my appointment today is to discuss my term paper topic, I wanted to ask, could I write about food packaging? 选A，前面铺垫了一大堆，不要急着做出选择。

2.Why does the professor mention his previous jobs?✧To explain why the woman should study physics, math, and chemistry✧To recommend that the woman get a summer job on a fishing boat✧To point out that industry jobs can lead to a teaching career✧To confirm an assumption the woman made about finding a job女生说I mean with the four-year degree in food science, I'll always be able to find a job.教授支持她的观点，并拿自己以前的工作做例子。

TPO9听力文本解析

Conversation 1food science 食品科学(研究食物的烹调及制作的科学，有时还包括营养学及饮食学在内) major course of study专业it seems like a great industry to get involved with. 看起来食品科学是一个很不错的行业（投身于）。

a four-year degree in food science 食品科学专业的四年制学位academia学术界；学术生涯例：...the importance of strong links between industry and academia....工业界和学术界间紧密联系的重要性。

food manufacturer 食品生产商the US Food and Drug Administration 美国食品和药物管理局（FDA）commercial商业的，商用的a commercial fishing boat 商用捕鱼船we'd bring in the day's catch to a floating processor boat where the fish got cleaned, packaged and frozen right at sea. 我们将当天所捕获的鱼集中送到一艘海上加工船。

清洗，包装，冷冻全在海上完成。

floating浮动的，漂浮的；不固定的floating population流动人口floating rate 浮动汇率as a matter of fact, I am sort of interested in food packaging. 实际上，我对食品包装比较感兴趣。

for that, you will need a strong background in physics, math and chemistry. 那样的话，你得在物理，数学，化学方面有良好的教育背景。

托福TPO9阅读第二篇原文及答案解析

托福TPO9阅读第二篇原文及答案解析托福TPO是我们托福阅读的重要参考资料，为了方便大家备考，下面小编给大家整理了托福TPO9阅读第二篇原文及答案解析，希望大家喜欢。

托福TPO9阅读原文Part2Reflection in TeachingTeachers, it is thought, benefit from the practice of reflection, the conscious act of thinking deeply about and carefully examining the interactions and events within their own classrooms. Educators T. Wildman and J. Niles (1987) describe a scheme for developing reflective practice in experienced teachers. This was justified by the view that reflective practice could help teachers to feel more intellectually involved in their role and work in teaching and enable them to cope with the paucity of scientific fact and the uncertainty of knowledge in the discipline of teaching.Wildman and Niles were particularly interested in investigating the conditions under which reflection might flourish-a subject on which there is little guidance in the literature. They designed an experimental strategy for a group of teachers in Virginia and worked with 40 practicing teachers over several years. They were concerned that many would be "drawn to these new, refreshing" conceptions of teaching only to find that the void between the abstractions and the realities of teacher reflection is too great to bridge. Reflection on a complex task such as teaching is not easy." The teachers were taken through a program of talking about teaching events, moving on to reflecting about specific issues in a supported, and later an independent, manner.Wildman and Niles observed that systematic reflection on teaching required a sound ability to understand classroom events in an objective manner. They describe the initial understanding in the teachers with whom they were working as being "utilitarian … and not rich or detailed enough to drive systematic reflection." Teachers rarely have the time or opportunities to view their own or the teaching of others in an objective manner. Further observation revealed the tendency of teachers to evaluate events rather than review the contributory factors in a considered manner by, in effect, standing outside the situation.Helping this group of teachers to revise their thinking about classroom events became central. This process took time and patience and effective trainers. The researchers estimate that the initial training of the teachers to view events objectively took between 20 and 30 hours, with the same number of hours again being required to practice the skills of reflection.Wildman and Niles identify three principles that facilitate reflective practice in a teaching situation. The first is support from administrators in an education system, enabling teachers to understand the requirements of reflective practice and how it relates to teaching students. The second is the availability of sufficient time and space. The teachers in the program described how they found it difficult to put aside the immediate demands of others in order to give themselves the time they needed to develop their reflective skills. The third is the development of a collaborative environment with support from other teachers. Support and encouragement were also required to help teachers in the program cope with aspects of their professional life with which they were not comfortable. Wildman and Niles make a summary comment: "Perhaps the most important thing welearned is the idea of the teacher-as-reflective-practitioner will not happen simply because it is a good or even compelling idea."The work of Wildman and Niles suggests the importance of recognizing some of the difficulties of instituting reflective practice. Others have noted this, making a similar point about the teaching profession's cultural inhibitions about reflective practice. Zeichner and Liston (1987) point out the inconsistency between the role of the teacher as a (reflective) professional decision maker and the more usual role of the teacher as a technician, putting into practice the ideas of theirs. More basic than the cultural issues is the matter of motivation. Becoming a reflective practitioner requires extra work (Jaworski, 1993) and has only vaguely defined goals with, perhaps, little initially perceivable reward and the threat of vulnerability. Few have directly questioned what might lead a teacher to want to become reflective. Apparently, the most obvious reason for teachers to work toward reflective practice is that teacher educators think it is a good thing. There appear to be many unexplored matters about the motivation to reflect - for example, the value of externally motivated reflection as opposed to that of teachers who might reflect by habit.Paragraph 1: Teachers, it is thought, benefit from the practice of reflection, the conscious act of thinking deeply about and carefully examining the interactions and events within their own classrooms. Educators T. Wildman and J. Niles (1987) describe a scheme for developing reflective practice in experienced teachers. This was justified by the view that reflective practice could help teachers to feel more intellectually involved in their role and work in teaching and enable them to cope with the paucity of scientific fact and the uncertainty of knowledge in thediscipline of teaching.托福TPO9阅读题目Part21. The word "justified" in the passage is closest in meaning to○supported○shaped○stimulated○suggested2. According to paragraph 1, it was believed that reflection could help teachers○understand intellectual principles of teaching○strengthen their intellectual connection to their work○use scientific fact to improve discipline and teaching○adopt a more disciplined approach to teachingParagraph 2: Wildman and Niles were particularly interested in investigating the conditions under which reflection might flourish-a subject on which there is little guidance in the literature. They designed an experimental strategy for a group of teachers in Virginia and worked with 40 practicing teachers over several years. They were concerned that many would be "drawn to these new, refreshing" conceptions of teaching only to find that the void between the abstractions and the realities of teacher reflection is too great to bridge. Reflection on a complex task such as teaching is not easy. The teachers were taken through a program of talking about teaching events, moving on to reflecting about specific issues in a supported, and later an independent, manner.3. The word "flourish" in the passage is closest in meaning to○ continue○ occur○ succeed○ apply4. All of the following are mentioned about the experimental strategy described in paragraph 2 EXCEPT:○It was designed so that teachers would eventually reflect without help from others.○It was used by a group of teachers over a period of years.○It involved having teachers take part in discussions of classroom events.○It involved having teachers record in writing their reflections about teaching.5. According to paragraph 2, Wildman and Niles worried that the teachers they were working with might feel that○ the number of teache rs involved in their program was too large○ the concepts of teacher reflection were so abstract that they could not be applied○ the ideas involved in reflection were actually not new and refreshing○ several years would be needed to acquire the habit of reflecting on their teachingParagraph 3: Wildman and Niles observed that systematic reflection on teaching required a sound ability to understand classroom events in an objective manner. They describe the initial understanding in the teachers with whom they were working as being "utilitarian … and not rich or detailed enough to drive systematic reflection." Teachers rarely have the time or opportunities to view their own or the teaching of others in an objective manner. Further observation revealed the tendency of teachers to evaluate events rather than review the contributoryfactors in a considered manner by, in effect, standing outside the situation.6. The word "objective" in the passage is closest in meaning to○ unbiased○ positive○ systematic○ thor ough7. According to paragraph 3, what did the teachers working with Wildman and Niles often fail to do when they attempted to practice reflection?○Correctly calculate the amount of time needed for reflection.○Provide sufficiently detailed descriptions of the methods they used to help them reflect.○Examine thoughtfully the possible causes of events in their classrooms.○Establish realistic goals for themselves in practicing reflection.Paragraph 4: Helping this group of teachers to revise their thinking about classroom events became central. This process took time and patience and effective trainers. The researchers estimate that the initial training of the teachers to view events objectively took between 20 and 30 hours, with the same number of hours again being required to practice the skills of reflection.8. How is paragraph 4 related to other aspects of the discussion of reflection in the passage?○It describes and comments on steps taken to overcome problems identified earlier in the passage.○It ch allenges the earlier claim that teachers rarely have the time to think about their own or others' teaching.○It identifies advantages gained by teachers who followed the training program described earlier in the passage.○It explains the process used to de fine the principles discussed later in the passage.Paragraph 5: Wildman and Niles identify three principles that facilitate reflective practice in a teaching situation. The first is support from administrators in an education system, enabling teachers to understand the requirements of reflective practice and how it relates to teaching students. The second is the availability of sufficient time and space. The teachers in the program described how they found it difficult to put aside the immediate demands of others in order to give themselves the time they needed to develop their reflective skills. The third is the development of a collaborative environment with support from other teachers. Support and encouragement were also required to help teachers in the program cope with aspects of their professional life with which they were not comfortable. Wildman and Niles make a summary comment: "Perhaps the most important thing we learned is the idea of the teacher-as-reflective-practitioner will not happen simply because it is a good or even compelling idea."9. The word "compelling" in the passage is closest in meaning to○ commonly held○ persuasive○ original○ practicalParagraph 6: The work of Wildman and Niles suggests the importance of recognizing some of the difficulties of instituting reflective practice. Others have noted this, making a similar pointabout the teaching profession's cultural inhibitions about reflective practice. Zeichner and Liston (1987) point out the inconsistency between the role of the teacher as a (reflective) professional decision maker and the more usual role of the teacher as a technician, putting into practice the ideas of theirs. More basic than the cultural issues is the matter of motivation. Becoming a reflective practitioner requires extra work (Jaworski, 1993) and has only vaguely defined goals with, perhaps, little initially perceivable reward and the threat of vulnerability. Few have directly questioned what might lead a teacher to want to become reflective. Apparently, the most obvious reason for teachers to work toward reflective practice is that teacher educators think it is a good thing. There appear to be many unexplored matters about the motivation to reflect - for example, the value of externally motivated reflection as opposed to that of teachers who might reflect by habit.10. According to paragraph 6, teachers may be discouraged from reflecting because○ it is not generally supported by teacher educators○ the benefits of reflection may not be apparent immediately ○ it is impossible to teach and reflect on one's teaching at the same time○ they have often failed in their attempts to become reflective practitioners11. Which of the sentences below expresses the essential information in the highlighted sentence in the passage? Incorrect choices change the meaning in important ways or leave out essential information○The practice of being reflective is no longer simply a habit among teachers but something that is externally motivated.○Most teachers need to explore ways to form the habit of reflection even when no external motivation exists.○Many aspects of the motivation to reflect have not been studied, including the comparative benefits of externally motivated and habitual reflection among teachers.○There has not been enough exploration of why teachers practice reflection as a habit with or without external motivation.Paragraph 4: Helping this group of teachers to revise their thinking about classroom events became central. ■This process took time and patience and effe ctive trainers. ■The researchers estimate that the initial training of the teachers to view events objectively took between 20 and 30 hours, with the same number of hours again being required to practice the skills of reflection.Paragraph 5: ■Wildman and Niles identify three principles that facilitate reflective practice in a teaching situation. ■The first is support from administrators in an education system, enabling teachers to understand the requirements of reflective practice and how it relates to teaching students. The second is the availability of sufficient time and space. The teachers in the program described how they found it difficult to put aside the immediate demands of others in order to give themselves the time they needed to develop their reflective skills. The third is the development of a collaborative environment with support from other teachers. Support and encouragement were also required to help teachers in the program cope with aspects of their professional life with which they were not comfortable. Wildman and Niles make a summary comment: "Perhaps the most important thing we learned is the idea of the teacher-as-reflective-practitioner will not happen simply because it is a good or even compelling idea."12. Look at the four squares [■] that indicate where the following sentence could be added to the passage.However, changing teachers' thinking about reflection will not succeed unless there is support for reflection in the teaching environment.Where could the sentence best fit?13. Directions: An introductory sentence for a brief summary of the passage is provided below. Complete the summary by selecting the THREE answer choices that express the most important ideas in the passage. Some answer choices do not belong in the summary because they express ideas that are not presented in the passage or are minor ideas in the passage. This question is worth 2 points.Wildman and Niles have conducted research on reflection in teaching●●●Answer Choices○Through their work with Virginia teac hers, Wildman and Niles proved conclusively that reflection, though difficult, benefits both teachers and students.○Wildman and Niles found that considerable training and practice are required to understand classroom events and develop the skills involved in reflection.○Wildman and Niles identified three principles that teachers can use to help themselves cope with problems that may arise as a result of reflection.○Wildman and Niles concluded that teachers need sufficient resources as well as the cooperation and encouragement ofothers to practice reflection.○There are numerous obstacles to implementing reflection in schools and insufficient understanding of why teachers might want to reflect.○Whether teachers can overcome the difficulties involved in reflection may depend on the nature and intensity of their motivation to reflect托福TPO9阅读答案Part2参考答案：1. ○12. ○23. ○34. ○45. ○26. ○17. ○38.○19. ○210. ○211. ○312. ○313. Wildman and Niles found thatWildman and Niles concluded thatThere are numerous obstacles to托福TPO9阅读翻译Part2参考翻译：教学中的反思教师被认为受益于反思实践--有意识地更深入思考、仔细地检查发生在他们自己教室里的事件和相互影响。

小马托福TPO9听力笔记

Conversation1Listen to a conversation between a student and her professor.P:Before we get started,I...I just wanted to say I’m glad you chose food science for your major courses study.S:Yeah,it seems like a great industry to get involved with.I mean with thefour-year degree in food science,I'll always be able to find a job.P:(2)You're absolutely right.Before entering academia,I worked as a scientist for several food manufacturers and for the US Food and Drug Administration.I even worked on a commercial fishing boat in Alaska a couple of summerswhile I was an undergraduate.We bring in the day's catch to a floating processor boat where the fish got cleaned,packaged and frozen right at sea.S:That's amazing!As a matter of fact,I'm sort of interested in food packaging. P:Well,for that,you'll need a strong background in physics,math and chemistry.S:Those are my best subjects.For a long time,I was leading towards gettingmy degree in engineering.P:Well,then you should have a problem.And fortunately,at this university,the department of food science offers a program in food packaging.Elsewhere,you might have to hammer courses together on your own.S:I guess I like it a lot then.(1)I am…so since my appointment today is to discuss my term paper topic,I wanted to ask,could I write about food packaging?I realize we're supposed to research food-born bacteria,but food packaging must play a role in all of that,right?P:Absolutely!Maybe you should do some preliminary research on that.S:(5)I have!That's the problem.I'm overwhelmed.P:Well,in your reading,did anything interest you in particular?I mean something you’d like to investigate.S:well,I was surprised about the different types of packaging used for milk.You know,clear plastic bottles,opaque bottles,carton board containers...P:True!In fact,the type of packaging has something to do with the way milk's treated against bacteria.S:(3)Yeah,and I read a study that showed how light can give milk a funny flavor and decrease the nutritional value.And yet most milk bottles are unclear.What's up about that?P:Well consumers like being able to visually examine the color of the milk.That might be one reason that opaque bottles haven't really called on.But that study...I'm sure there is more study on the subject.You shouldn't base your paper on only one study.S:Maybe I should write about those opaque plastic bottles.Find out if thereare any scientific reasons they aren't used more widely?Maybe opaquebottles aren't as good at keeping bacteria from growing in milk after the bottle has been opened for something…but where to begin researching this?I don't have a...P:You know,there is a dairy not far from here in Chelsea.It was one of thefirst diaries to bottle milk in opaque plastic,but now they're using clear plastic began.(4)And they're always very supportive of the university and our students, and if you want it...S:Yeah,I like that idea.1.Why does the woman go to see the professor?􀂗To get advice on the topic of a term paper􀂗To discuss different types of food packaging􀂗To find out if the university will offer courses infood packaging􀂗To ask about jobs in the food industry2.Why does the professor mention his previous jobs?􀂗To explain why the woman should study physics,math,and chemistry􀂗To recommend that the woman get a summer jobon a fishing boat􀂗To point out that industry jobs can lead to ateaching career􀂗To confirm an assumption the woman made aboutfinding a job3.The woman mentions a research study of milkpackaging.What was the finding of the study?􀂗Plastic containers may change the flavor of milk.􀂗Light may negatively affect the quality of milk.􀂗People prefer to buy milk in see-throughcontainers.􀂗Opaque containers are effective in protecting milkfrom bacteria.4.What does the professor imply about the dairy inChelsea?􀂗It has plans to start bottling milk in opaquecontainers.􀂗Some of its employees attended the university.􀂗Employees there might be able to provide usefulinformation.􀂗He worked there before joining the universityfaculty.5.Listen again to part of the conversation.Then answerthe question.What does the woman mean when she says this:…􀂗She has read conflicting information.􀂗She has been too busy to begin her research.􀂗The topic she is researching is too broad.􀂗The information she needs is not available.。

托福TPO19听力Conversation2文本+题目+答案解析

为了帮助大家高效备考托福，为大家带来托福TPO19听力Conversation2文本+题目+答案解析，希望对大家备考有所帮助。

托福TPO19听力Conversation2文本 Narrator: Listen to a conversation between a student and the director of the student cafeteria. Student: Hi, I... I am sorry to interrupt, could I ask you a few questions? Director: Sure, but if it is about you meal plan, you’ll need to go to Room 45, just down the hall. Student: Eh, no, I am OK with my meal plan. I am actually here about the food in the student cafeteria. Director: Oh, we do feed a lot of students, so we can’t always honor individual requests. I am sure you understand. Student: Of course. It is just that I am a little concerned, I mean, a lot of us are, that a lot of the food you serve isn’t really that healthy. Like there are so many deep-fried foods. Director: As a matter of fact, we recently changed the type of oil we use in our fryer. It is the healthiest available. And would you believe that at least ten students have already complaint that their French fries and fried chicken don’t taste as good since we switched? Student: Oh, I try not to eat too many fried foods anyway. I am just aware that, eh...You see, I used to work in a natural food store. They had all these literature advising people to eat fresh organic growing food. Working there really open my eyes. Director: Did you come to the organic food festival we had last year to celebrate Earth Day? Student: Oh, sorry, I must have missed that. Director: We served only certified organic food, most of which was from local farms. It is not something we can afford to do on a daily basis, and there aren’t too many organic farms around here. But sometime the produce we offer is organically grown. It depends on the season and the prices of course. Student: That’s good to know. I like the fact that organic farms don’t use chemical pesticides or anything that can pollute the soil or the water. Director: I do too. But let me ask you this. Is it better to buy locally grown produce that is not certified as organic or is it better to get organically grown fruits and vegetables that must be trucked in from California, three thousand mile away? What about fossil fuels burned by the trucks’ engine. Plus the expense of shipping food across long distances.And nutritionally speaking, an apple is an apple however it is grown. Student: I see your point. It is not so clear-cut. Director: Why don’t you visit our cafeteria’s website? We list all our food suppliers. You know, where we buy the food that we serve. And the site also suggests ways to make your overall diet a healthy one. You can also find some charts listing fat and calorie content for different types of seafood, meat and the other major food groups. Student: I didn’t realize you thought about all these things so carefully, I just noticed the high-calorie food in the cafeteria. Director: Well, we have to give choices so everyone is satisfied. But if you wish to pursue this further, I suggest that you talk to my boss. Student: That’s OK, seems like you are doing what you can. 托福TPO19听力Conversation2题目 1.What is the conversation mainly about? A. Changes that will be made in food choices offered to students. B. Food-safety procedures followed by the cafeteria staff. C. Issues related to the cafeteria's food policy. D. Common complaints about the food served in the cafeteria 2.According to the woman,how did some students react to the change in frying oil used in the cafeteria? A. They said the change made the food less tasty. B. They said the change made the food less oily. C. They asked for information about the new oil.。