托福听力结构理解 TPO41-lecture1
TPO-41+听力题目文本
文档TPO 41Conversation1QUESTIONS1.What does the professor talk about with the man?a.Reasons the man should work at the field station next summer instead ofworking independentlyb.Reasons the man should change the focus of his independent study projectc.Projects that the man has permission to work on next summerd.Whether the man would be willing to cooperate on a project with another student2.What does Professor Garfield suggest the student do during the spring term?a.Take a particular classb.Modify his research topicc.Pay the field-station program feed.Begin collecting data3. What do the student and John Arnold have in common?Click on 2 answers.a.They were both on the waiting list for the summer field program.b.They will both be doing research involving salt marshes.c.They often volunteer to help restore salt marshes.d.They live in the same university dormitory.4. What does the professor say is the main topic of John Arnold’s research?a.Establishing size recommendations for salt marsh habitatsb.The relationship between bridge size and the flow of tidal watersc.How the vegetation of coastal habitats is affected by the restoration of salt marshesd.Ways of assessing levels of stress on salt-marsh habitats5.What can be inferred about the student when he says this:a.He cannot participate at the field station because of a priorcommitment.b.He is unsure if he will earn enough course credits before the summer.c.He prefers to do the independent study instead of working at the fieldstationd.He thinks he may not have enough time to complete the required work over thesummer.Lecture1(Environmental Science)QUESTIONS1. What is the lecture mainly about?e.The growth rates of plants in different geographical regionsf.Different ways that plants have adapted to desert environmentsg.The different mechanisms that plant roots use to absorb waterh.Different kinds of succulent plants2. What are two features of succulent plants that help them survive in deserts?Click on 2 answers.e.Succulent plants store water in their leaves and stems.f.Succulent plants become dormant until the next rainfall.g.Succulent plants have short stems.h.Succulent plants have few leaves.3.Why does the professor mention bears?a.To remind students of information from a previouslecture b.To point out a feature common to all desert plantsc.To reinforce a point about drought-tolerant plantsd.To help students understand the concept of adaptatione.What is one ability that drought-tolerant plants have that succulent plants do not have?a. a. The ability to absorb water from dry soilb.The ability to absorb water through their leavesc.The ability to prevent moisture from being lost through their leavesd.The ability to shed leaves5.Why can annual plants grow in a desert even after a year of no rainfall?a.Annual plants have an extensive root system that can absorb water from far away.b.Annual plants produce seeds all year long.c.Seeds of annual plants can store water for a long time.d.Seeds of annual plants can survive in the ground for a long time without water.e.Why does the professor say this :a.To correct a previous statementb.To acknowledge a potentially surprising factc.To anticipate the types of questions that students might have about the topicd.To make sure that students are paying attentionLecture2(united States History)QUESTIONS1.What is the lecture mainly about?a.The growth and influence of historical institutions in the early United Statesb.Facts and myths about Christopher Columbusc.New information about events that occurred during Columbus’ explorationsd.How Columbus' story was used to help create a national identity for the UnitedStates2.According to the professor, why did John Pintard promote the commemoration of the three hundredth anniversary of Columbus' landing?a.To encourage patriotismb.To demonstrate his own wealth and influencec.To lessen the influence held by the leaders of the American revolutiond.To correct what he claimed were mistaken beliefs about Columbus3.What were two contributing factors to the selection of Columbus as a United States national hero?Click on 2 answers.a.His writings were popular at the timeb.He had no connection to the rulers of Britain.c.The leaders of the revolution did not want to be considered heroes.d.Few people were more famous in the early years of the United States.4.What does the professor imply about the facts of Columbus’ life?a.They were not relevant for Pintard's purposes.b.They are an important part of early United States history.c.They are not presented accurately in Columbus' own writings.d.They were researched thoroughly before his selection as a national hero5.What is the professor’s attitude toward studying what she callsthe "mythical Columbus"?a.It is a good way to discover facts about Columbus’ explorations.b.It is a way to learn about the society that created the myth.c.It is likely to cause confusion among those who want to learnUnited Stateshistory.d.It is not as interesting as doing research into the writings ofColumbus.6.Why does the student say this:a.To question the accuracy of the professor’s statementb.To ask for examples of mistaken beliefs about Columbusc.To propose an alternative explanationd.To find out if he understood the professor's pointConversation2QUESTIONS4.What are the speakers mainly discussing?a.The procedures for applying for different types of scholarshipsb.Where the man must go to submit his financial-aid applicationc.How students can get help paying their tuitiond.Various organizations that offer work-study programs3.What is the woman’s opinion of the work-study program?a.It does not provide as much financial flexibility as a regular job does.b.It is more difficult to apply for than other types of financial aid.c.It should offer more jobs that would appeal to dental students.d.It should allow students to choose where they want to work.4.Why does the woman mention civic clubs, foundations, and large corporations?a.To suggest organizations the man should visit to learn about scholarshipsb.To give some examples of organizations that offer scholarshipsc.To explain why some scholarships are very competitived.To point out that it is appropriate to use scholarship money from multiplesources5.Why does the woman ask the student about his career plans?a.She might be able to help him find a job related to the profession he ispursuing.b.Some scholarships are connected to particular fields of study.c.He cannot receive financial aid without having a career plan.d.She wants to find out which campus library is best equipped to help him.6.Why does the woman suggest that the student speak to a university librarian?a. A librarian might have more time to help the student than she does.b.Librarians work hard to maintain a complete listing of financial-aidresources.c.Librarians are trained to help students fill out a variety of applications.d. A librarian could help the student find the information he is looking for morequickly.Lecture 3(Art History)QUESTIONS1.What does the professor mainly discuss?a.The process art historians use to determine who created Renaissance artworksb.Whether collaborative artworks are superior to those produced individuallyc.The way that art was created during the Renaissanced.The development of artistic individuality during the Renaissance2.According to the professor, what factors may have led to a Renaissance artist's decision to hire assistants?Click on 2 answers.a.The number of commissions an artist acceptedb.The scale of the project to be completedc.The amount of money to be paid for the projectd.The amount of advice needed from other artists3.Why does the professor mention someone who painted animals in Raphael’s workshop?a.As an example of how artists learned by painting real-life modelsb.As an example of paintings that were copied from sculpturesc.As an example of how assistants specialized in different types of paintingd.As an example of how an assistant introduced an artistic innovation4.According to the professor, how is a building project like a ballet?a.Strong leadership is necessary to coordinate the work.b.Everyone needs to be aware of what the others are doing.c.Everyone needs to be doing the same thing at the same time.d.The result depends on the level of skill of each person involved.5.Why does the professor mention that in architecture, instructions were usually given orally?Click on 2 answers.a.To emphasize that architectural designs were constantly changingb.To demonstrate the extent of the collaboration between master architects and theirassistantsc.To explain why there is little documentation for many projectsd.To stress the difficulty in determining any given artisan’s contributions to aproject6.What does the professor imply about the process of producing architecture collaboratively?a.It was a result of patrons’ believing in an architect's individual genius.b.It resulted in extra expense for the patrons.c.Itwas simpler than producing sculpture collaboratively.d.It often resulted in less innovation than the architect intended.Lecture 4(Astronomy)文档QUESTIONS1.What do the speakers mainly discuss?a.Whether life could exist outside a star’s habitable zoneb.Techniques used by researchers to detect exoplanetsc.Exoplanets that share certain characteristics with Earthd.Characteristics of several recently discovered red dwarf stars2.What does the professor say about the host star Gliese 581?Click on 2 answers.a.It is larger than the Sun.b.It is cooler than the Sun.c.It is a relatively young star.d.It is relatively close to Earth.文档3.What does the professor suggest about life on other planets?a.It most likely does not exist.b.It probably will not be discovered in the near future.c.It probably would not be similar to life on Earth.d.It could possibly be found even on gas giants.4.What did researchers discover about the planet Gliese 581 d when they reexamined it?a.It is made entirely of rocks.b.It is not able to support an ocean.c.It is smaller than previously thought.d.It is closer to its host star than previousty thought.5.Why is the planet Gliese 581 e unlikely to support carbon-based life?a.It is too hot.b.It is too small.c.It is covered in ice.d.It is made entirely of gas.6.What does the professor find most exciting about the discovery of the planet Gliese 581 e?a.It showed that some exoplanets have an atmosphere like Earth’s.b.It helped researchers better understand exoplanets’ orbits.c.It showed that the technology exists to detect small exoplanets.d.It proved that some stars’ habitable zones are la rger than once thought.。
托福TPO听力文本翻译Lecture1(上)
今天,环球托福为备考托福听力的考友们带来托福TPO听力文本翻译Lecture1Astronomy (上),帮助大家复习托福听力以及分析听力文章的重点通常出现在哪些关键词后。
下面,请看环球托福分享的托福TPO听力文本:Geocentric&Heliocentric theoryNarrator Listen to part of a lecture in a history of science class. Aristarchus-Heliocentric Theory ProfessorOk, we have been talking about how throughout history, it was often difficult for people to give up ideas which have long been taken for granted as scientific truth, even if those ideas were false. In Astronomy, for example, the distinction between the solar system and the universe wasn’t clear until modern times. The ancient Greeks believed that what we called the solar system was in fact the entire universe, and that the universe was geocentric. Geocentric means Earth-centered, so the geocentric view holds that the Sun, the planets, and the stars, all revolve around the Earth, which is stationary. Of course, we now know that the planets, including Earth, revolve around the Sun, and that the solar system is only a tiny part of the universe.托福TPO听力文本翻译我们已经讨论过,纵观历史,当人们要放弃长久以来已经被理所当然地视为科学真理的观点,是如何的困难,即使这些观点是错的。
TPO41听力文本
TPO 41 听力文本Conversation 1Listen to a conversation between a student and a professorP: I have some good news for you, one of the students who was signed up for the summer term at the field station next year won’t be attending after all. Your name’s first on the waiting list. So if you still want to do it, the space is available.S: Oh, That’s terrific.P: You’re also interested in doing an independent research project next summer right? S: Yeah, uh salt marsh restoration. But I was before when I thought I wasn’t get into the field station.P: Well, you can still do it if you want. I looked over your application for the independent research project and it looks strong. I approved it. And you’d even have more resource there at the field station. So…S: The field station and the independent study. But the summer term is a few weeks shorter than the regular term.P: Oh, it’s up to you. You’d have to work hard but I think you can do very well. Professor Garfield’s one of the professors over the field station.S: Yeah, I’ve heard of them.P: Yes, well, Professor Garfield’s been doing research on salt marshes for years, assessing human impact in methods of salt marsh restoration.He’s willing to oversee your project.S: Wow, that’s too good an opportunity to pass up.P: I thought you’d say that. When I spoke with Doctor Garfield, he suggested you take a particular course he’ll be teaching here in the spring. It’s called ‘advanced topics in salt marsh management’. The course looks like salt marsh cytology in depth, and it also focuses on factors that stress salt marsh systems, and how do we assess and monitor the level of stress.S: And that background information all fit right into my project on salt marsh restoration. This is so great.P: Oh, one more thing, do you know John Arnold?S: Not really, but he lives in my dorm. Why?P: John’s another ecology student who will be at the field station next summer. I approved an independent research project for him too. Initially he had the same concern as you. But anyway his topic will be similar to yours. He’ll be researching how bridges and covers that have been installed to allow tidal waters to move underneath roads between the sea and the salt marshes. Well, they are often too small.S: I guess that’d result in not enough tidal water flowing into the marshes to maintain the natural vegetation right?P: Exactly, and he’ll be looking at how to determine the right size. So I was thinking he might be a good choice for a summer roommate for you.Conversation 2Listen to a conversation between two studentsW: Hi, can I help you?M: Yes, um I’d like to get help with the ahh… you know payment for my classes, some sort of financial aid? The problem is, I don’t know much about it so I don’t really know where to begin. I saw this poster about work study programs? Can you tell something about that?W: Well, I think you are talking about the government sponsored work-study program. It works like this, you work on campus and get paid in hourly wage just like a regular job. However, instead of getting a pay check, the money goes directly to your bill for your courses. But almost all the work study jobs pay minimal wage which is usually pretty low. The truth is, you might do better getting a job off campus since you can do whatever you want with the money, like paying your rent or buying textbooks.M: Thanks, that’s very useful. So how do I find out what’s out there?W: Let me show you our catalog of various programs as well as scholarships offered here. That’s your best bet really if you can find a good scholarship, because you don’t have to pay the money back. You may qualify if your grades are good enough or if you have the right background.M: Yeah, that sounds like something I should try for.W: Now this is my desk copy of the catalog. But I can give you your own copy if you want. Oh yeah, be sure to visit the university library too. There’s a whole section on financial aid, including application forms.M: Why isn’t all the information listed in the catalog? It’d be so much easier.W: Oh, if we did that the catalog would be too heavy to pick up. Civic clubs, foundation, organizations from all over the country offer scholarships or other financial assistance to college students. And all kinds of companies have programs to help their employee’s children go to the college. If either of your parents works for a large corporation, have them check to see if their companies do that.M: Ok, good idea. Hey, my dad works for a big accounting firm, and he is a member of a professional accounting organization. Do you think they’d offer financial aid?W: Yes, that’s fairly common. Especially if you are planning to go into accounting. What are you studying? What do you plan to do after you graduate?M: I want to become a dentist. I’m enrolled in a pre-med program for dentistry.W: Okay, so I’d suggest looking in the library for information on organizations that have to do with dentistry. Any number of them might offer scholarships to student planning to join their profession.M: I’ll definitely investigate that one.W: Great, but be sure to talk to one of our librarians too. They get the same questions over and over so they can save you a great deal of time.Lecture 1Many organisms have developed the ability to survive in harsh environmental conditions: extreme heat or cold or very dry conditions, like plants in the desert. Your textbook doesn’t have much about the specifics on desert plants. But I think the desertplants are great examples of specialized adaptations to extreme environmental conditions. So with desert plants, there are basically three different adaptive strategies, and I should point out that these strategies are not specific to any particular species. Many different species have developed each of the adaptations. So first of, there are succulent plants. There are many different species of succulent plants. But they all can absorb and store a lot of water. Obviously, opportunities to get water in the desert are few and far between.Generally, rains are light and short so the rain doesn’t seem too far down into the soil. And there is a limited window of time for any plant to get the water before it vaporizes. But succulent plants have a spread out and shallow root system that can quickly pull in water from the top inch of soil, though the soil has to be saturated. Since succulents aren’t good at absorbing water from the soil that’s only a little moist. Succulent plants also are well suited to retaining water, important in the environment where rainy days are rare. Succulent plants can store water in their leaves, in their stems or in their roots, and to keep that moisture from evaporating in the hot desert sun. Most succulent plants have a waxy outer layer that makes them almost waterproof when their store mates are closed. They also preserve water by minimizing their surface area. The more of the plant is out in the sun, the more potential there is to lose stored up water, and that means that most succulent plants have few, if any, leaves.Now, besides succulent plants, there are also drought tolerant plants. Drought tolerant plants are like bears in a way. You know how bears mostly sleep through the winter? They can survive without eating because their metabolism slows down. Well, drought tolerant plants also go into a dormant state when resources, in their case water, run short.A drought tolerant plant can actually dry out without dying. I said before that most desert rains are light and brief, but occasionally there’s a heavy one. Drought tolerant plants revive after one of these significant rainfalls and they are able to absorb a good bit of the rainfall due to their deep roots. Actually, the root system for drought tolerant plants is more extensive than the root system of many plants that live in wetter climates. Drought tolerant plants can even absorb water from relatively dry soil because of their deep roots, in contrast to succulent plants.The third adaptive strategy is to avoid the drought conditions all together. Yes-- there are plants that do this—annual plants. An annual plant will mature and produce seeds in a single season that will become the next generation of annual plants. In desert conditions, annual plants grow in the fall or spring to avoid the heat of summer and the cold of winter. Of course, these plants could face a serious problem if a particular fall or spring happen to be very dry. They would have difficulty growing and could die before producing seeds but they have a mechanism to prevent one year of low rainfall from wiping them out. Not all seeds and annual plant puts out or grow the following year. Some seeds remain dormant in the ground for several years. It’s a type of insurance that protects the annual plants from the season of poor growing conditions of unfavorable weather.Lecture 2P: It’s interesting how much we can learn about culture in the United States by looking at how Christopher Columbus has been portrayed throughout United States history. So let’s start at the beginning. Columbus’s ship first landed… landed in the Caribbean. Oh, there is some debate about which island he landed in 1492. But it wasn’t until 300 years later in 1792 that its landing was first commemorated. And this was the bring child of John Pintard. Pintard was a wealthy New Yorker, the founder of the New York historical society and he decided to use his influence and wealth to find a great hero, a patron for the young country and he chose Columbus. And in New York in 1792 the anniversary of Columbus’s landing was commemorated for the first time. Now, other cities, Philadelphia then Baltimore followed. And…S: But why Columbus and why then?P: Well, to Pintard, it was a way to build patriotism in the young, politically fractured country. We remember the United State had only declared its independence from Britain sixteen years earlier and had yet to form a national identity. Pintard also had a hand in helping to create an independent state in July 4th as a national holiday so you see that he was very involved in creating sort of a national story for Americans. And Columbus, he felt Columbus could be become a story that Americans could tell each other about their national origins that was outside of the British colonial context. The United States was in search of a national identity and its people wanted heroes.S: But why not some of leaders of the revolution? You know like George Washington. P: The leaders of the revolution were the natural candidates to be heroes. But many were still alive and didn’t want the job. To them, being raised to heroes’ status was undemocratic. So Columbus became the hero. And the link between Columbus and the United States took hold.S: And so what was that link?P: Well, Columbus was portrayed as entrepreneurial, someone who took chances, who took risks and he was cast as somebody who was opposed to the rule of kings and queens. Perhaps most of all Columbus was portrayed as someone who was destined to accomplish things. Just as America in those early years was coming to see itself as having a great destiny.S: But Columbus was supported by the king and queen of Spain. He wasn’t against them.P:True, to be historically accurate the way Pintard thought about Columbus doesn’tmatch up with the fact of his life at all. And I really have to stress this, the fact that Columbus became the hero of a young country had little to do with Columbus. Anything he did had a lot to do with what was happening in United States 300 years later. Columbus was extraordinary adaptable to the purposes of America’s nation builders. People like John Pintard in the early part of the 19th century and since not a lot of facts were known about Columbus, his writing were available in North America until 1816, that might’ve actually helped the process of adapting him to American purposes.S: Since no one knew about the real Columbus, it was easy to invent a mythical one? P: Exactly, and this mythical Columbus, he became a reflection of the society which chose him. So in the early history of the United States, Columbus represented an escape from the political institutions of Europe. He was the solitary individual who challenged to the unknown. And now there was this new democracy, this new country in a world without kings. Columbus became sort of the mythical founder of the country. So as historians, we wouldn’t want to study these myths about Columbus and mistaken them for facts about Columbus. But if we are trying to understand American culture, then we can learn much by studying how America adapts Columbus for its own purposes. Evaluations of Columbus then will reflect what Americans think of themselves. Oh, there is a quote. Something like a society’s re-constructor passed rather than faithfully recorded. And how that reconstruction takes place and what it tells us. That’s something we are going to be paying a lot of attention to.Lecture 3P: Ok, as art historians, one of our fundamental tasks is to assign authorship to works of art, right? We are presented with a work of art and we are to figure out who made it. But this task becomes particularly difficult when we dealing with works produced in Italy during the Renaissance. The sixteenth, seventeenth centuries. Now, why is this the case? Anyone? Emily?Emily: umm, is it because artists didn’t sign their work? I mean, didn’t whole concept of the artists as individual developed later, in like the 19th century?P: Well, you are sort of on the right track. The concept of the individual artist, especially the concept of the artists that has artistic genius, struggling alone with the vision as opposed to say a mere artisan. Well the idea of the artists as alone genius didn’t develop until later. But artists, individual artists did sign their work during the Renaissance, that you could say that’s part of the problem. Paintings were signed by the artists and that used to be understood to be a mark of Renaissance individualism. If a piece had Raphael signature on it, we assume this was done by great artist himself, Raphael in singular. But you see, art in Renaissance Italy was very much a collaborative business. Paintersand sculptors worked in a workshop. It was almost like a small business run by a master artist. You see, to deal with the wide varieties of commissions they received, orders, basically, for specific types of art, specific projects. To handle this, master artists often employ assistants as apprentices and, this was especially so if they work on a large scale, huge paintings of sculptures, or if they were much in demand like Raphael, for instance. He worked on some large paintings, he painted fresco for the V odacom. He also received a great many commissions. There is no way he could complete every part of every project all by himself.Now these assistances might work for the master artists on a temporary or permanent basis, and they may also specialize. For example, in Raphael’s workshop, which may be called Raphael incorporative, one of the assistants specialize in animals. He actually painted good number of the animals in Raphael’s art. It may be that the master assigning the work with simply make a declaration that the work met the standards of the shop; and it wasn’t just painters, sculptors also work together. In fact, the systems were even more necessary if you are a master sculptor because status take longer to make than paintings. The master had to arrange from marble to the quarry, things like that. Perhaps the most collaborative of all was architecture. There we see a real division of labor, with carpenters, masons, unskilled labor just carry materials to and fro and so on. Thus of course your skilled artisans who carried out the master architects design. Think of it like umm a ballet, you know. All the dancers worked together. There is division of labor, people who have different roles, and in order for the things to come together everyone needs to be aware what others are doing, and coordinate the work and have good timing. So, for architecture, it’s almost impossible to know who was responsible for any given detail. Was it the master architect? The mason? The assistant mason? Maybe it was even the patron. The client who was paying for the art. Remember, it wasn’t yet customary for architects to give their assistants measure drawings to work from. Instructions were given orally, not in writing.So we don’t have those documents to tell us what exactly the master’s architect plans were. The only time we have written records is when the architect wasn’t actually there. Perhaps the architect was away on business and had to write out instructions and sent them into shop. And another thing to think about, what affect do you suppose this approach would have had on innovation? I mean, since the hired artisans had been trained by other artisans, they tended to trained to use traditional styles and technics. So if you were a master architect, and you’ve developed your own style. Say your calling for certain detail in the building you design, right? And see this detail different, purposely different from established tradition, the established style. Well, most likely when the hired artisans would execute the design rather than follow the intended design. They stick with the more traditional styles that they were familiar with. Workers would have to be supervised very closely to prevent this from happening. Otherwise, as often happened, there goes to designers’ style and creativity.Lecture 4P: Ok, we’ve been discussing the planets in our solar system and how some of the ones farthest from sun were discovered. Well today, I’d like to turn to what are called exoplanets and how researchers detect them. Meriam.M: Exoplanets are planets that orbit around a star other than our sun right? They’re not in our solar system.P: Right, they have different, what are called, host stars. And the study of exoplanets has been getting more and more exciting, hundreds of them have been discovered so far. This is quite remarkable, in view the fact of the discovery of the first exoplanet was confirmed only in the mid-1990s. Now we are finding new ones every few weeks or so.M: So, uhh, exactly why are we interested in these exoplanets anyway? Is it to see if there’s life on them? Because it seems to me like the only exoplanets we ever hear about are gas giants like Jupiter and Saturn that couldn’t possibly support carbon-based life.P: Ok, well, let’s take about that. First, as for discovering life, well, I think that sort of discovery is pretty far in the future but it is an eventual goal. For now, the focus is on locating planets within the host stars’ so called habitable zone. A zone that’s a certain distance from its star. Because only planets within this zone could conceivably support carbon-based life. So, what would such a planet need?M: Water?P: Yes, it need to be the right temperature to sustain liquid water.S: And it would need to be a rocky planet. I mean as opposed to a gas giant.P: Ok, good, and earth-like planet. Now, as to that, there are some recently detected exoplanets that might actually be earth-like. For example, there is a red dwarf star, that’s what most stars are. Umm, that called Gliese 581. Gliese 581 is, well, it’s a lot more interesting than that name makes it seem. This host star is considered a near neighbor of our solar system because it’s only about 20 lightyears away. That’s pretty close, right? Astronomical standards. And being a right dwarf star, it’s small and relatively cool, at least compared with the sun. And researchers have discovered planets orbiting Gliese 581.These exoplanets have been named, ready? Gliese 581-BCDE, in alphabetical order of their discovery. Gliese 581-D and E are the planets I want to focus on now. See, in 2009, a group of researchers made an announcement. These two exoplanets Gliese 581-D and E do have some earth-like qualities.Gliese 581-D had actually been discovered a couple of years earlier. And when its orbit was originally calculated, it was thought to be too far away from its host star to be warmenough to support a liquid ocean, let along carbon-based life. But then its orbit is re-calculated. And now we see that Gliese 581-D is within its host’s habitable zone.S: So, it might have an ocean?P: Well, conceivably, see, Gliese 581-D weighs seven times what earth weighs. And it’s unlikely that it’s made entirely of rocks because it’s so massive. The researchers studying it said it could have a rocky core an ice-layer, a large deep ocean and an atmosphere. Ok, and there was another announcement along with the recalculated orbit of Gliese 581-D. That was the discovery of another planet in the system, Gliese 581-E. Compared with other exoplanets its mass is quiet small, only about twice about that of earth.S: So, is Gliese 581-E a more earth-like planet?P: Well, we have to consider its orbit. Gliese 581-E orbits its host star in a much shorter period of time than the other planets in the system. Meaning it’s very close to the star. And, therefore, too hot for water, for an ocean. However, the fact that it’s relatively close to the size of the earth, small in astronomical terms, that was pretty exciting. It’s impressive that we have a technology to detect it and it bolds well for future research. Who knows what we will find the more we search.。
托福听力tpo41 section1 对话讲座原文+题目+答案+译文
托福听力tpo41 section1 对话讲座原文+题目+答案+译文Conversation1 (2)原文 (2)题目 (3)答案 (5)译文 (5)Lecture1 (6)原文 (7)题目 (8)答案 (10)译文 (11)Lecture2 (12)原文 (12)题目 (14)答案 (16)译文 (17)Conversation1原文FEMALE PROFESSOR: I have some good news for you. One of the students who was signed up for the summer term at the field station next year won't be attending after all. Your name's first on the waiting list,so if you still want to do it, the space is available.MALE STUDENT: Aw, that's terrific!FEMALE PROFESSOR: You were also interested in doing an independent research project next summer, right?MALE STUDENT: Yeah, on salt-marsh restoration—but that was before, when I thought I wasn't going to get into the field station.FEMALE PROFESSOR: Well, you can still do it if you want. I looked over your application for the independent research project, and it looks strong: I approved it. And you’d have even more resources there at the field station, so…MALE STUDENT: The field station and an independent study.…But the summer term is a few weeks shorter than a regular term…FEMALE PROFESSOR: Wh—it's up to you. You'd have to work hard, but I think you can do very well. Professor Garfield—one of the professors over at the field station —MALE STUDENT: Yeah, I’ve heard of him.FEMALE PROFESSOR: Yes, well, Professor Garfield's been doing research on salt marshes for years, assessing human impact and methods of salt-marsh restoration. He's willing to oversee your project.MALE STUDENT: Wow! That’s too good an opportunity to pass up.FEMALE PROFESSOR: I thought you'd say that. When I spoke with Dr. Garfield, he suggested you take a particular course he'll be teaching here in the spring…it's called Advanced Topics in Salt-Marsh Management. The course looks at salt-marsh ecology in-depth, and it also focuses on factors that stress salt-marsh systems, and how to assess and monitor the level of stress.MALE STUDENT: And that background information'll feed right into my project on salt-marsh restoration. This is so great.FEMALE PROFESSOR: Oh, one more thing. Do you know John Arnold?MALE STUDENT: Not really. But he lives in my dorm. Why?FEMALE PROFESSOR: John's another ecology student who'll be at the field station next summer. I approved an independent research project for him, too. Initially he had the same concern as you. But anyway, his topic will be similar to yours. He’ll be researching how bridges and culverts that've been installed to allow tidal waters to move underneath roads—between the sea and the salt marshes—well, they're often too small…MALE STUDENT: I guess that'd result in not enough tidal water flowing into the marshes to maintain the natural vegetation, right?FEMALE PROFESSOR: Exactly. And he'll be looking at how to determine the right size. So I was thinking he might be a good choice for a summer roommate for you.题目1.What does the professor talk about with the man?A. Reasons the man should work at the field station next summer instead of working independentlyB. Reasons the man should change the focus of his independent study projectC. Projects that the man has permission to work on next summerD. Whether the man would be willing to cooperate on a project with another student2.What does Professor Garfield suggest the student do during the spring term?A. Take a particular classB. Modify his research topicC. Pay the field-station program feeD. Begin collecting data3.What do the student and John Arnold have in common? [Click on 2 answers.]A. They were both on the waiting list for the summer field program.B. They will both be doing research involving salt marshes.C. They often volunteer to help restore salt marshes.D. They live in the same university dormitory.4.What does the professor say is the main topic of John Arnold's research?A. Establishing size recommendations for salt marsh habitatsB. The relationship between bridge size and the flow of tidal watersC. How the vegetation of coastal habitats is affected by the restoration of salt marshesD. Ways of assessing levels of stress on salt-marsh habitats5.What can be inferred about the student when he says this:(MALE STUDENT) The field station and an independent study. …But the summer term is a few weeks shorter than a regular term …A. He cannot participate at the field station because of a prior commitment.B. He is unsure if he will earn enough course credits before the summer.C. He prefers to do the independent study instead of working at the field station.D. He thinks he may not have enough time to complete the required work over the summer.答案C A BD B D译文教授:我有些好消息要告诉你。
托福听力对话conversation常见12类出题点归纳分享
托福听力对话conversation常见12类出题点归纳分享(经典版)编制人:__________________审核人:__________________审批人:__________________编制单位:__________________编制时间:____年____月____日序言下载提示:该文档是本店铺精心编制而成的,希望大家下载后,能够帮助大家解决实际问题。
文档下载后可定制修改,请根据实际需要进行调整和使用,谢谢!并且,本店铺为大家提供各种类型的经典范文,如工作报告、工作计划、活动方案、规章制度、演讲致辞、合同协议、条据文书、教学资料、作文大全、其他范文等等,想了解不同范文格式和写法,敬请关注!Download tips: This document is carefully compiled by this editor. I hope that after you download it, it can help you solve practical problems. The document can be customized and modified after downloading, please adjust and use it according to actual needs, thank you!Moreover, our store provides various types of classic sample essays, such as work reports, work plans, activity plans, rules and regulations, speeches, contract agreements, documentary evidence, teaching materials, complete essays, and other sample essays. If you would like to learn about different sample formats and writing methods, please pay attention!托福听力对话conversation常见12类出题点归纳分享比起听不懂,记不住可能是托福考生在面对托福听力时更为常见的出错原因。
托福听力结构理解 TPO41-lecture2
托福听力结构理解听力提升太难了今天以TPO41 lecture2来看看讲座的其中一种结构听完了再来看结构哈~学生提问推动情节发展提问和回答是出题的重点FEMALE PROFESSOR:It's interesting how much we can learn about culture in the United States by looking at how Christopher Columbus has been portrayed throughout United States history. So let's start at the beginning.Columbus' ships first landed in, uh, landed in the Caribbean—there's some debate about which island—he landed in 1492 but it wasn't until 300 years later, in 1792, that his landing was first commemorated. And this was the brainchild of John Pintard.Pintard was a wealthy New Yorker, the founder of the New York Histori-cal Society. And he decided to use his influence and wealth to, um, to find a great hero, a patron for the young country. And he chose Colum-bus.And in New York in 1792, the anniversary of Columbus' landing was commemorated for the first time. Other cities, uh, Philadelphia and then Baltimore followed and …MALE STUDENT: But why Columbus? And why then?FEMALE PROFESSOR: Well, to Pintard, it was a way to build patriotism in the young, politically fractured country. Remember, the United Stateshad only declared its independence from Britain 16 years earlier and had yet to form a national identity.Pintard also had a hand in helping to create Independence Day—July fourth—as a national holiday. So you see that he was very involved in creating sort of a “national story” for Americans. And Columbus … he felt Columbus could become a story that Americans could tell each other about their national origins that was outside of the British colonial context. The United States was in search of a national identity, and its people wanted heroes.MALE STUDENT: But why not some of the leaders of the revolution? You know, like George Washington?FEMALE PROFESSOR: The leaders of the Revolution were the natural candidates to be heroes. But, many were still alive and didn't want the job. To them, being raised to hero status was undemocratic. So Colum-bus became the hero, and the link between Columbus and the United States took hold.FEMALE STUDENT: And so what was that link?FEMALE PROFESSOR: Well, Columbus was portrayed as entrepreneurial, someone who took chances, who took risks … And he was cast as somebody who was opposed to the rule of kings and queens. Perhaps most of all, Columbus was portrayed as someone who was destined to accomplish things. Just as America in those early years was coming to see itself as having a great destiny.FEMALE STUDENT: But Columbus was supported by the king and queen of Spain, he wasn't against them.FEMALE PROFESSOR: True. To be historically accurate, the way Pintard thought about Columbus doesn't match up with the facts of his life at all. And I really have to stress this: the fact that Columbus became the hero of the young country had little to do with Columbus—anything he did—and a lot to do with what was happening in the United States 300 years later.Columbus was extraordinarily adaptable to the purposes of America's nation builders—people like John Pintard—in the early part of the nine-teenth century. And since not a lot of facts were known about Colum-bus … his writings weren't available in North America until, until 1816 …that might have actually helped the process of adapting him to American purposes.MALE STUDENT: Since no one knew much about the “real” Columbus, it was easy to invent a mythical one?FEMALE PROFESSOR: Exactly. And this “mythical Columbus,” it … it became a reflection of the society which chose him.So, in the early history of the United States, Columbus represented an escape from the political institutions of Europe; he was the solitary indi-vidual who challenged the unknown. And now there was this new de-mocracy, this new country in a world without kings. Columbus became sort of the mythical founder of the country.So, as historians, we wouldn’t want to study these myths about Colum-bus and mistake them for facts about Columbus. But if we’re trying to understand American culture, then we can learn much by studying how America adapts Columbus for its own purposes.Evaluations of Columbus, then, will reflect what Americans think of themselves. Oh . . . there's a quote … something like …“societies reconstruct their past rather than faithfully record it.” And how that recon-struction takes place, and what it tells us … that's something we're going to be paying a lot of attention to …更多内容分享公众号:DC托福。
托福TPO41听力Conversation1文本+题目+答案解析
为了帮助大家高效备考托福,为大家带来托福TPO41听力Conversation1文本+题目+答案解析,希望对大家备考有所帮助。
托福TPO41听力Conversation1文本 Professor:I have some good news for you. One of the students who was signed up for the summer term at the field station next year won't be attending after all. Your name's first on the waiting list. So if you still want to do it, the space is available. Student:Oh, that's terrific! Professor:You were also interested in doing an independent research project next summer, right? Student:Yeah, on salt marsh restoration, but that was before, when I thought I wasn't going to get into the field station. Professor:Well, you can still do it if you want. I looked over your application for the independent research project, and it looks strong. I approved it. And you'd have even more resources there at the field station, so.... Student:The field station and an independent study, but the summer term is a few weeks shorter than a regular term. Professor:Well, it's up to you. You'd have to work hard but I think you can do very well. Professor Garfield, one of the professors over at the field station... Student:Yeah, I've heard of him. Professor:Yes, well. Professor Garfield has been doing research on salt marshes for years, assessing human impact and methods of salt marsh restoration. He is willing to oversee your project. Student:Wow! That's too good an opportunity to pass up. Professor:I thought you'd say that. When I spoke with Dr. Garfield, he suggested you take a particular course he'll be teaching here in the spring. It's called advanced topics in salt marsh management. The course looks at salt marsh ecology in depth and it also focuses on factors that stress salt marsh systems and how to assess and monitor the level of stress. Student:And that background information will fit right into my project on salt marsh restoration. This is so great! Professor:Oh, one more thing. Do you know John Arnold? Student:Not really, but he lives in my dorm. Why? Professor:John's another ecology student who will be at the Field Station next summer. I approved an independent research project for him, too. Initially, he had the same concern as you. But anyway, his topic will be similar to yours. He'll be researching how bridges and culverts that have been installed to allow tidal waters to move underneath roads between the sea and the salt marshes. Well, they are often too small. Student:I guess that would result in not enough tidal water flowing into the marshes to maintain the natural vegetation, right? Professor:Exactly, and he'll be looking at how to determine the right size. So I was thinking he might be a good choice for a summer roommate for you. 托福TPO41听力Conversation1题目 1.What does the professor talk about with the man? A. Reasons the man should work at the field station next summer instead of working independently B. Reasons the man should change the focus of his independent study project C. Projects that the man has permission to work on next summer D. Whether the man would be willing to cooperate on a project with another student 2.What does Professor Garfield suggest the student do during the spring term? A. Take a particular class B. Modify his research topic C. Pay the field-station program fee D. Begin collecting data 3.What do the student and John Arnold have in common? Click on 2 answers. A. They were both on the waiting list for the summer field program.。
托福听力讲座lecture信息量太大记不过来
托福听力讲座lecture信息量太大记不过来托福听力讲座lecture信息量太大记不过来?了解叙述结构安心抓重点托福听力讲座类叙述结构:定义式结构这种结构是lecture中最常见的一种结构。
文章开头,教授在给出主旨之后,分几个方面去描述某种现象、解释某种原理或者描述某种事物。
每个方面就是一段,每一段就是一个大细节。
可能每一段中会有一些例子去深入的阐明。
需要注意的是,每一段是相互独立的,没有比较、相互影响的关系。
如果有比较,就是我们的第二种结构。
下面我们来用TPO17-L4来看一下这种结构:ProfessorOk, now I want to talk about an animal that has a fascinating set of defense mechanisms. And that’s the octopus, one of the unusual creatures that live in the sea.The octopus is prey to many species, including humans, so how does it escape its predators?Well, let me back up here a second. Anyone ever heard of Proteous? Proteus was a God in Greek mythology who could change form. He could make himself look like a lion or a stone or a tree, anything you wanted, and hecould go through a whole series of changes very quickly.Well, the octopus is the real world version of Proteus. Just like Proteus, the octopus can go through allkinds of incredible transformations. And it does this in three ways: by changing color, by changing its texture, and by changing its size and shape.从上段我们可以看出教授在文章开头给出主题(章鱼的能力)以后要开始从三个方面(改变颜色,改变身体的材质,改变形状和大小)来描述,那么每个方面就是一段,每个方面之间是独立的。
【威学教育】托福口语TPO41综合体听力文本
【威学教育】托福口语T P O41综合体听力文本(总2页)-CAL-FENGHAI.-(YICAI)-Company One1-CAL-本页仅作为文档封面,使用请直接删除托福口语TPO 41综合体听力文本TPO41Task3Now listen to two students discussing the assignment.I don't know about this.Why not Sounds okay to me.Thing is: depending on someone else makes me nervous. My roommate had to do a project like this and the other girl didn't show up to meetings, didn't do any research. My roommate had todo everything herself.That's a drag. I guess if your partner is irresponsible, you are out of luck.Exactly. It hurt her grade. I don't want the same thing to happen to me. Right now l'm more concerned with getting a good grade even though I know that's not the lesson the professor hasin mind.Still, it'll be good to listen to everyone's stuff.Well, I don't know. I mean, at the end of the semester, people are focused on studying for exams.Yeah.Who has time to put something like this together when they're busy studying?True.I can't imagine anyone will be able to really do a good job with it. And everyone will be so preoccupied by then that they probably won't listen anyway. I think the professor's gonna be disappointed. And students…well...we'll all just be frustrated by the whole thing.Task4Now listen to part of a lecture on this topic in a psychology class.Here's an example from my own life. Before I started teaching, I worked as a research assistant ina laboratory for a year.Well, during my very first week on the job, I made a suggestion to my boss on how we could improve the way we were running an experiment. My suggestion was a good one. Theexperiment was successful and we got great results.Anyway, that first week, because of that one experiment, my boss decided, perhaps without evenrealizing it, he decided I was a great research assistant and he never changed his mind. After thatfirst week, I was...l was okay, you know, average. I was a good worker, but I also made mistakes.Everyone does. But whenever my boss introduced me to someone, he'd say, this is John, our starresearch assistant.But a co-worker of mine, she wasn't as fortunate, her first week at the lab, she made a big mistake and the lab lost some important data. We recovered the data, but it cost of the lab timeand money. Well, our boss concluded that week that my co-worker was unreliable, incompetent. And he continued to think that. But, actually, after that week, she turned out to be a good research assistant, probably better than me. She made some other small mistakes, like I said, everyone does. But our boss thought of her as unreliable cuz he only noticed her mistakes. Task5Now listen to a conversation between two students about campus housing.Hi. Kate. How is it going?Pretty good. I just found out l'm going to be staying on campus during the semester break. Professor Clark asked me to help him with some research.That's a pretty big deal.Yeah. I guess it is, but the problem is: the dorm is always closed. So I need to find housing forabout two weeks.Oh, that's rough. But didn't you mention that you had a couple of friends that live in an apartment not too far from campus Are they gonna be aroundYeah. Mary and Alan. They say they are gonna stick around here during the break.Well, so why don't you just stay with them?I've been thinking about asking them.And they probably wouldn't charge you anything, right Just for a couple of weeks.Yeah. Probably not. i'm sure they'd be fine with it. But since it's between classes and they won'thave classes and stuff, l'm worried that…You're afraid that they might want to party too much?Right. They'll be on vacation, but l'll have to get up early in the morning to work all day, so we'll be on completely different schedules.Hmm...well, another possibility is that sometimes you can get special permission to stay at thedorm.Really You mean they'd let me stay in my own dorm room I wouldn't have to moveWell, you would, actually, because they usually only keep one of the dorms open and it's not theone you're in.Hmm...l wonder how much they charge.Well, it's not as cheap as staying with friends, but…But it would be quieter…True.Task6Listen to part of a lecture in a psychology class.Children like to play. Everybody knows that. When kids play, they have fun. But there's more toplay than just having fun. Play is also important if kids are to develop in an emotionally healthyway. From a psychological perspective…well, let's talk about two reasons psychologists believeplay benefits kids.First, play helps children feel more in control. Why Well, some psychologists have suggested thatsmall children often feel helpless. They have to depend on other people, adults, for everything.They've got very little control over their own lives. Parents decide when they eat, what they eat,what they wear. This constant state of dependency can make kids feel uneasy and anxious. But when kids play, the y're able to control their world of play. They decide…oh...which toy they'regonna play with and how they're gonna play with it. Maybe they take some building blocks and make a building out of them. They are constructing something with no help at all. So according tothis theory, playing gives children a sense of being in control and they don't feel so helpless.And here's another way play contributes to healthy psychological development. It gives children asafe way to explore certain urges, desires they have, but ones that don't represent…well...typically acceptable behavior. For example, uh, take the urge to be destructive.All kids have this urge, but if they try to act on it and start actually breaking things or messingthings up around the house, their parents will get upset. But kids are naturally curious. They wantto explore what it's like to be destructive, but they don't want their parents to be upset withthem. So by acting out destructive behaviors during play, the problem is solved cuz in play, they're allowed to be destructive. Think about it. Think of the example before where a kid builds something out of blocks. Isn't it really common to see a kid build a tower or something and thenjust smash it all down Destructive in a way, but no harm done, right。
2017年2月25日托福听力真题及答案解析
2017年2月25日托福听力真题及答案解析下面是2017年2月25日托福阅读真题及答案解析,大家试着做一下再对答案,祝你们考试顺利!2017年2月25日托福听力真题及答案解析C1 office hours 论文话题-雕塑主题学生去找professor说需要go over 一下他的essay,其中有几个问题,然后教授就建议学生可以多做一些话题相关的研究,比如Edgar Degas的雕像作品Little Dancer Aged Fourteen一开始材料不是青铜,而是Vex version,青铜只是一个在ED死了之后别人所造的copy,还有就是原版中的雕像动作也是和青铜版的不一样,青铜版的作品中舞者的头抬得更高一些,学生听完建议以后,感觉他的论文改起来不会太难(考点,有个态度题)。
TPO相似文章:TPO30C2-Writing about Van Gogh’s paintingC2 service encounters图书馆话题-找资料学生去找图书管理员解决一个学生员工帮他解决不了的事情,有一本有关历史方面的书,在图书馆相应的书架上面找不到,管理员有些书可能没有放在相应的位置,然后学生想问下是否还有其他关于这本书的来源,管理员在系统里找到了关于这个书还回的信息,但是工作人员应该还没有放到相应的书架上面去,可能需要等一星期左右的时间,但是学生的作业下个星期就要交了,管理员建议他去问教授要一份copy,学生委婉的拒绝了这个建议,因为他的作业早就该完成了,但是现在还没有完成,不好意思去问教授要书,可能让教授推荐另一本书,最后管理员还是要求学生把邮件信息留下,找到了书联系他。
TPO相似文章:TPO24-C1-Looking for New Kind of ScienceTPO27-C1-Looking for Books on New ZealandL1 商科-管理学每个公司有自己的管理结构,但是怎么知道这个管理结构是有效的,讲座中提到了the McKinney Study(麦肯锡研究),从三个方面来说明可帮助公司有效管理,第一是direction,公司的领导是要让员工明白公司的目标,有目标以后再结合适当的刺激措施,这样的话员工的效率更高,举了关于bonus的例子来说明这点的重要性(考点,问为什么举这个例子),第二是accountability ,即要让员工清楚明白自己的责任有哪些,举了与合伙人公司谈判的例子来说明accountability的重要性(考点:问为什么举这个例子),第三是culture,即公司应该创造一个合适的环境,让员工敢于承认错误,提出错误,对于员工提出错误一开始应该表示感谢,然后和员工一起找到解决方案。
托福听力TPO11学习笔记:lecture1
智课网TOEFL备考资料托福听力TPO11学习笔记:lecture1摘要:托福听力TPO11学习笔记:lecture1!小编的托福听力TPO11学习笔记中关于lecture1的内容,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。
托福听力TPO11学习笔记:lecture1!小编的托福听力TPO11学习笔记中关于lecture1的内容,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TPO11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Parenting n. 父母对子女的养育v. 教养(parent的ing形式);做…的父亲或母亲Distraction n. 注意力分散;消遣;心烦意乱Predator n. [动] 捕食者;[动] 食肉动物;掠夺者distraction display 迷惑表现swirling n. 漩涡;[流] 涡流adj. 打旋的v. 打旋;眩晕;使成漩涡(swirl的现在分词形式)hatch n. 孵化;舱口vt. 孵;策划vi. 孵化n. (Hatch)人名;(西)阿奇;(英)哈奇Sandpiper n. [鸟] 鹬Investment n. 投资;投入;封锁二、长难句分析Most of the time, when birds are engaging in distraction displace they are going to be pretending either that they have injury or that they’re ill or that they’re exhausted.大多数时间,当一个鸟要进行分散注意力行为的时候,它们会或者假装是受伤了,或者假装是生病了非常疲惫。
托福听力tpo41 lecture1、2、3、4 原文+题目+答案+译文
托福听力tpo41lecture1、2、3、4原文+题目+答案+译文Lecture1 (2)原文 (2)题目 (4)答案 (5)译文 (6)Lecture2 (7)原文 (7)题目 (9)答案 (11)译文 (12)Lecture3 (13)原文 (13)题目 (16)答案 (18)译文 (18)Lecture4 (20)原文 (20)题目 (22)答案 (24)译文 (24)Lecture1原文FEMALE PROFESSOR:Many organisms have developed the ability to survive in harsh environmental conditions—extreme heat or cold,or,very dry conditions....Like, plants in the desert—your textbook doesn’t have much about the specifics on desert plants,but I think that desert plants are great examples of specialized adaptations to extreme environmental conditions.So with desert plants,there are basically three different adaptive strategies.And I should point out that these strategies are not specific to any particular species—many different species have developed each of the adaptations.So,first off,there are succulent plants.There are many different species of succulent plants,but they all can absorb and store a lot of water.Obviously,opportunities to get water in the desert are few and far between.Generally,rains are light and short,so the rain doesn’t seep too far down into the soil…and there's a limited window of time for any plant to get the water before it evaporates.But succulent plants have a spread-out and shallow root system that can quickly pull in water from the top inch of soil,though the soil has to be saturated,since succulents aren't good at absorbing water from soil that’s only a little moist.Succulent plants also are well suited to retaining water—important in an environment where rainy days are rare.Succulent plants can store water in their leaves,in their stems,or in their roots.And to keep that moisture from evaporating in the hot desert sun,most succulent plants have a waxy outer layer that makes them almost waterproof when their stomates are closed.They also preserve water by minimizing their surface area—the more of the plantthat’s out in the sun,the more potential there is to lose stored-up water—and that means that most succulent plants have few,if any,leaves.Now besides succulent plants,there are also drought-tolerant plants. Drought-tolerant plants are like bears in a way.You know how bears mostly sleep through the winter?They can survive without eating because their metabolism slows down.Well,drought-tolerant plants also go into a dormant state when resources—in their case,water—runs short.A drought-tolerant plant can actually dry out without dying.I said before that most desert rains are light and brief,but occasionally there's a heavy one.Drought-tolerant plants revive after one of these significant rainfalls—and they're able to absorb a good bit of the rainfall due to their deep roots.Actually the root system for drought-tolerant plants is more extensive than the root systems of many plants that live in wetter climates.Drought-tolerant plants can even absorb water from relatively dry soil because of their deep roots,in contrast to succulent plants.The third adaptive strategy is to avoid the drought conditions altogether.Yes,there are plants that do this—annual plants.An annual plant will mature and produce seeds in a single season that will become the next generation of annual plants.In desert conditions,annual plants grow in the fall or spring to avoid the heat of summer and the cold of winter.Of course,these plants could face a serious problem if a particular fall or spring happened to be very dry—they would have difficulty growing and could die before producing seeds.But they have a mechanism to prevent one year of low rainfall from wiping them out. Not all seeds an annual plant puts out will grow the following year.Some seeds remain dormant in the ground for several years.It's a type of insurance that protects the annual plants from a season of poor growing conditions,of unfavorable weather.题目1.What is the lecture mainly about?A.The growth rates of plants in different geographical regionsB.Different ways that plants have adapted to desert environmentsC.The different mechanisms that plant roots use to absorb waterD.Different kinds of succulent plants2.What are two features of succulent plants that help them survive in deserts?[Click on2answers.]A.Succulent plants store water in their leaves and stems.B.Succulent plants become dormant until the next rainfall.C.Succulent plants have short stems.D.Succulent plants have few leaves.3.Why does the professor mention bears?A.To remind students of information from a previous lectureB.To point out a feature common to all desert plantsC.To reinforce a point about drought-tolerant plantsD.To help students understand the concept of adaptation4.What is one ability that drought-tolerant plants have that succulent plants do not have?A.The ability to absorb water from dry soilB.The ability to absorb water through their leavesC.The ability to prevent moisture from being lost through their leavesD.The ability to shed leaves5.Why can annual plants grow in a desert even after a year of no rainfall?A.Annual plants have an extensive root system that can absorb water from far away.B.Annual plants produce seeds all year long.C.Seeds of annual plants can store water for a long time.D.Seeds of annual plants can survive in the ground for a long time without water.5.Listen again to part of the lecture.Then,answer the question.(PROFESSOR)The third adaptive strategy is to avoid the drought conditions altogether.Yes,there are plants that do this.Why does the professor say this: (PROFESSOR)Yes,there are plants that do this.A.To correct a previous statementB.To acknowledge a potentially surprising factC.To anticipate the types of questions that students might have about the topicD.To make sure that students are paying attention答案B ADC AD B译文教授:许多生物已经发展了在恶劣环境中生存的能力:酷热、严寒,或者非常干燥的环境。
TPO-41+听力题目文本学习资料
T P O-41+听力题目文本TPO 41Conversation1QUESTIONS1.What does the professor talk about with the man?a.Reasons the man should work at the field station next summer instead ofworking independentlyb.Reasons the man should change the focus of his independent study projectc.Projects that the man has permission to work on next summerd.Whether the man would be willing to cooperate on a project with another student2.What does Professor Garfield suggest the student do during the spring term?a.Take a particular classb.Modify his research topicc.Pay the field-station program feed.Begin collecting data3. What do the student and John Arnold have in common?Click on 2 answers.a.They were both on the waiting list for the summer field program.b.They will both be doing research involving salt marshes.c.They often volunteer to help restore salt marshes.d.They live in the same university dormitory.4. What does the professor say is the main topic of John Arnold’s research?a.Establishing size recommendations for salt marsh habitatsb.The relationship between bridge size and the flow of tidal watersc.How the vegetation of coastal habitats is affected by the restoration of salt marshesd.Ways of assessing levels of stress on salt-marsh habitats5.What can be inferred about the student when he says this:a.He cannot participate at the field station because of a priorcommitment.b.He is unsure if he will earn enough course credits before the summer.c.He prefers to do the independent study instead of working at the fieldstationd.He thinks he may not have enough time to complete the required work over thesummer.Lecture1(Environmental Science)QUESTIONS1. What is the lecture mainly about?e.The growth rates of plants in different geographical regionsf.Different ways that plants have adapted to desert environmentsg.The different mechanisms that plant roots use to absorb waterh.Different kinds of succulent plants2. What are two features of succulent plants that help them survive in deserts?Click on 2 answers.e.Succulent plants store water in their leaves and stems.f.Succulent plants become dormant until the next rainfall.g.Succulent plants have short stems.h.Succulent plants have few leaves.3.Why does the professor mention bears?a.To remind students of information from a previouslecture b.To point out a feature common to all desert plantsc.To reinforce a point about drought-tolerant plantsd.To help students understand the concept of adaptatione.What is one ability that drought-tolerant plants have that succulent plants do not have?a. a. The ability to absorb water from dry soilb.The ability to absorb water through their leavesc.The ability to prevent moisture from being lost through their leavesd.The ability to shed leaves5.Why can annual plants grow in a desert even after a year of no rainfall?a.Annual plants have an extensive root system that can absorb water from far away.b.Annual plants produce seeds all year long.c.Seeds of annual plants can store water for a long time.d.Seeds of annual plants can survive in the ground for a long time without water.e.Why does the professor say this :a.To correct a previous statementb.To acknowledge a potentially surprising factc.To anticipate the types of questions that students might have about the topicd.To make sure that students are paying attentionLecture2(united States History)QUESTIONS1.What is the lecture mainly about?a.The growth and influence of historical institutions in the early United Statesb.Facts and myths about Christopher Columbusc.New information about events that occurred during Columbus’ explorationsd.How Columbus' story was used to help create a national identity for the UnitedStates2.According to the professor, why did John Pintard promote the commemoration of the three hundredth anniversary of Columbus' landing?a.To encourage patriotismb.To demonstrate his own wealth and influencec.To lessen the influence held by the leaders of the American revolutiond.To correct what he claimed were mistaken beliefs about Columbus3.What were two contributing factors to the selection of Columbus as a United States national hero?Click on 2 answers.a.His writings were popular at the timeb.He had no connection to the rulers of Britain.c.The leaders of the revolution did not want to be considered heroes.d.Few people were more famous in the early years of the United States.4.What does the professor imply about the facts of Columbus’ life?a.They were not relevant for Pintard's purposes.b.They are an important part of early United States history.c.They are not presented accurately in Columbus' own writings.d.They were researched thoroughly before his selection as a national hero5.What is the professor’s attitude toward studying what she callsthe "mythical Columbus"?a.It is a good way to discover facts about Columbus’ explorations.b.It is a way to learn about the society that created the myth.c.It is likely to cause confusion among those who want to learnUnited Stateshistory.d.It is not as interesting as doing research into the writings ofColumbus.6.Why does the student say this:a.To question the accuracy of the professor’s statementb.To ask for examples of mistaken beliefs about Columbusc.To propose an alternative explanationd.To find out if he understood the professor's pointConversation2QUESTIONS4.What are the speakers mainly discussing?a.The procedures for applying for different types of scholarshipsb.Where the man must go to submit his financial-aid applicationc.How students can get help paying their tuitiond.Various organizations that offer work-study programs3.What is the woman’s opinion of the work-study program?a.It does not provide as much financial flexibility as a regular job does.b.It is more difficult to apply for than other types of financial aid.c.It should offer more jobs that would appeal to dental students.d.It should allow students to choose where they want to work.4.Why does the woman mention civic clubs, foundations, and large corporations?a.To suggest organizations the man should visit to learn about scholarshipsb.To give some examples of organizations that offer scholarshipsc.To explain why some scholarships are very competitived.To point out that it is appropriate to use scholarship money from multiplesources5.Why does the woman ask the student about his career plans?a.She might be able to help him find a job related to the profession he ispursuing.b.Some scholarships are connected to particular fields of study.c.He cannot receive financial aid without having a career plan.d.She wants to find out which campus library is best equipped to help him.6.Why does the woman suggest that the student speak to a university librarian?a. A librarian might have more time to help the student than she does.b.Librarians work hard to maintain a complete listing of financial-aidresources.c.Librarians are trained to help students fill out a variety of applications.d. A librarian could help the student find the information he is looking for morequickly.Lecture 3(Art History)QUESTIONS1.What does the professor mainly discuss?a.The process art historians use to determine who created Renaissance artworksb.Whether collaborative artworks are superior to those produced individuallyc.The way that art was created during the Renaissanced.The development of artistic individuality during the Renaissance2.According to the professor, what factors may have led to a Renaissance artist's decision to hire assistants?Click on 2 answers.a.The number of commissions an artist acceptedb.The scale of the project to be completedc.The amount of money to be paid for the projectd.The amount of advice needed from other artists3.Why does the professor mention someone who painted animals in Raphael’s workshop?a.As an example of how artists learned by painting real-life modelsb.As an example of paintings that were copied from sculpturesc.As an example of how assistants specialized in different types of paintingd.As an example of how an assistant introduced an artistic innovation4.According to the professor, how is a building project like a ballet?a.Strong leadership is necessary to coordinate the work.b.Everyone needs to be aware of what the others are doing.c.Everyone needs to be doing the same thing at the same time.d.The result depends on the level of skill of each person involved.5.Why does the professor mention that in architecture, instructions were usually given orally?Click on 2 answers.a.To emphasize that architectural designs were constantly changingb.To demonstrate the extent of the collaboration between master architects and theirassistantsc.To explain why there is little documentation for many projectsd.To stress the difficulty in determining any given artisan’s contributions to aproject6.What does the professor imply about the process of producing architecture collaboratively?a.It was a result of patrons’ believing in an architect's individual genius.b.It resulted in extra expense for the patrons.c.Itwas simpler than producing sculpture collaboratively.d.It often resulted in less innovation than the architect intended.Lecture 4(Astronomy)QUESTIONS1.What do the speakers mainly discuss?a.Whether life could exist outside a star’s habitable zoneb.Techniques used by researchers to detect exoplanetsc.Exoplanets that share certain characteristics with Earthd.Characteristics of several recently discovered red dwarf stars2.What does the professor say about the host star Gliese 581?Click on 2 answers.a.It is larger than the Sun.b.It is cooler than the Sun.c.It is a relatively young star.d.It is relatively close to Earth.3.What does the professor suggest about life on other planets?a.It most likely does not exist.b.It probably will not be discovered in the near future.c.It probably would not be similar to life on Earth.d.It could possibly be found even on gas giants.4.What did researchers discover about the planet Gliese 581 d when they reexamined it?a.It is made entirely of rocks.b.It is not able to support an ocean.c.It is smaller than previously thought.d.It is closer to its host star than previousty thought.5.Why is the planet Gliese 581 e unlikely to support carbon-based life?a.It is too hot.b.It is too small.c.It is covered in ice.d.It is made entirely of gas.6.What does the professor find most exciting about the discovery of the planet Gliese 581 e?a.It showed that some exoplanets have an atmosphere like Earth’s.b.It helped researchers better understand exoplanets’ orbits.c.It showed that the technology exists to detect small exoplanets.d.It proved that some stars’ hab itable zones are larger than once thought.。
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。
Lecture 1--Animal behavior
TPO 4 Lecture 1 BiologyNarratorProfessorOk, the next kind of ______________ I want to talk about might be familiar to you. You may have seen, for example, a b ird that’s in the middle of a mating ritual, and suddenly it stops and preens, you know, takes a few moments to straighten its feathers, and then returns to the mating ritual. ____________________________________________________________. Displacement activ ities are activities that animal’s engaging in ____________________________. If we take our example from a minute ago, ________________________. It wants to mate but it’s also afraid and wants to run away. So, instead, it starts grooming itself. So, the displacement activity, the grooming, the straightening of its feathers, seems to be ______________________. So, what do you think another example of a displacement activity might be?KarlHow about an animal that, um,______________________________Professor_______________________, Karl. But that’s called ‘____________’. The animal is redirecting its behavior to another object, in this case, the plant or the bush. _______________________________. The behavior makes sense.It’s appropriate under the circumstances. But what doesn’t make sense is the object the behavior‘s directed towards. Ok, who else? Carol?CarolI think I read in another class about an experiment where an object that the animal was afraid of was put next to its food – next to the animal’s food. And the animal, _________________________________. Like that?ProfessorThat’s exactly what I mean. ____________________________ –___________________, in this case, fear and hunger. And what happens is, ________________________, they cancel each other out in a way, and a third seemingly irrelevant behavior surfaces through a process that we call ‘_________________’. Now in disinhibition, the basic idea is that two drives that seem to inhibit, to hold back, a third drive. Or, well, they’re getting in a way of each in a… in a conflict situation and somehow lose control, lose their inhibiting effect on that third behavior, which means that ____________________, it’s expressed in the animal’s behavior. Now, these displacement activities can include feeding, drinking, grooming, even sleeping. These are what we call ‘Comfort Behavior’. So why do you think displacement activities are so often comfort behaviors, such as grooming?KarlMaybe ____________________________? I mean, grooming is like one of the most accessible things an animal can do. It’s something they do all thetime, and they have the stimulus right there on the outside of their bodies in order to do the grooming, or if food is right in front of them. Basically, they don’t have to think very much about those behaviors.CarolProfessor, ___________________________________________________?I mean if a bird’s feathers get ruffled or an animal’s fur, maybe it’s not so strange for them to stop and tidy themselves up at that point.Professor____________________________________________________________. What’s interesting is that studies have been done that suggest that _________________________________________________. For example, there’s a bird, the ‘_______________’, anyway, when the ‘wood thrush’ is in an attack-escape conflict, that is, it’s caught between the two urges to escape from or to attack an enemy, if it’s sitting on a horizontal branch, it’ll wipe its beak on its perch. If it’s sitting on a vertical branch, it’ll gro om its breast feathers. The immediate environment of the bird, its immediate, um, ____________________________________________.。
托福TPO40听力Lecture真题解析
TPO,即toefl Practice Online的首写字母,就是托福在线练习的意思,TPO可以为考生提供全真的模拟考试环境和过往真题,而TPO题库也是有着不断的更新。
在托福听力备考中,想要快速提升自己的托福听力能力,选择好适合的练习材料是个非常重要的环节。
而对于很多备考托福的学生来说,TPO往往就是一个首先的备考材料。
托福TPO40听力Lecture11. What point does the professor make about the writing of a formal analysis in art history?a. Its objective is to identify common features of several works of art.b. Its most important part is the explanation of an artwork's significance.c. Several styles of writing a formal analysis are used by art historians.d. A particular approach is required to present Information about an artwork.答案:D破题关键词汇:formal analysis in art history解析:(从第22秒开始,原文重现:I gave you a list of appropriate works of art for you to write about, so your next step in this process needs to be, to go look at the work you selected as your topic, and bring a pencil and a notepad with you, because I don’t mean you should just drop by at the museum, and glance at it, so you can say you see it in real life, you need to go and sit in front of the work, and really look at it, carefully, slowly, and keep careful notes about what you see, you need them for the kind of art history paper you are going to be writing, it’s what we call a formal analysis. A formal analysis of a work of art, any kind of art, is based on its formal qualities, which means qualities related to the form, things like color,texture, line, shapes, proportion, and composition.)教授在开篇就对formal analysis进行了介绍,它是用一种特殊的方式用来呈现一件艺术品的信息,比如需要基于它的一些属性,如颜色,质地,线条,形状,比例,组成等等,所以D选项正确。
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托福听力结构理解
听力提升太难了?????
今日案例分享:
学生每早会听半小时托福听力,很坚持。
但是听力分数偶尔几分,偶尔十几分。
不是说好的坚持就会有进步吗?为什么这么颠簸不前呢?一问之下:只是听,并没有懂。
如果只是听:
有的同学大约是听着听着睡着啦,听力有助于入睡;
有的同学大约是听和尚念经,叽里咕噜,并不知道在说什么;
真的很坚持,不要灰心,一年半载之后还是会有进步的,只是效率会有点低;
那么如何化坚持为快速进步呢?
答案:听多少内容就要听懂多少内容
以免浪费练习的素材
托福听力考察的能力图:
基本信息 --->直线推断--->结构理解
针对基础薄弱:
词汇不懂/找词汇
句子不懂/慢慢听/精听/打下来
内容逐渐清晰一些:
理解结构
钢筋混泥土,无结构怎么盖楼呢
每篇讲座都一定会有自己的结构
否则几分钟,600词以上的内容靠什么组合在一起给你呢
而且任何复杂的东西,理解结构,你就明白了大大半
今天以TPO41 lecture1来看看讲座的其中一种结构
听完了再来看结构哈~
FEMALE PROFESSOR:
Many organisms have developed the ability to survive in harsh environ-mental conditions—extreme heat or cold, or, very dry conditions.... Like, plants in the desert—your textbook doesn’t have much about the specif-ics on desert plants, but I think that desert plants are great examples of specialized adaptations to extreme environmental conditions.
So with desert plants, there are basically three different adaptive strate-gies. And I should point out that these strategies are not specific to any particular species—many different species have developed each of the adaptations.
So, first off, there are succulent plants.
There are many different species of succulent plants, but they all can absorb and store a lot of water. Obviously, opportunities to get water in the desert are few and far between. Generally, rains are light and short, so the rain doesn’t seep too far down into the soil… and there's a limited window of time for any plant to get the water before it evaporates.
But succulent plants have a spread-out and shallow root system that can quickly pull in water from the top inch of soil, though the soil has to be
saturated, since succulents aren't good at absorbing water from soil that’s only a little moist.
Succulent plants also are well suited to retaining water—important in an environment where rainy days are rare. Succulent plants can store water in their leaves, in their stems, or in their roots.
And to keep that moisture from evaporating in the hot desert sun, most succulent plants have a waxy outer layer that makes them almost water-proof when their stomates are closed.
They also preserve water by minimizing their surface area—the more of the plant that’s out in the sun, the more potential there is to lose stored-up water—and that means that most succulent plants have few, if any, leaves.
Now besides succulent plants, there are also drought-tolerant plants. Drought-tolerant plants are like bears in a way. You know how bears mostly sleep through the winter? They can survive without eating be-cause their metabolism slows down. Well, drought-tolerant plants also go into a dormant state when resources—in their case, water—runs short. A drought-tolerant plant can actually dry out without dying.
I said before that most desert rains are light and brief, but occasionally there's a heavy one. Drought-tolerant plants revive after one of these significant rainfalls—and they're able to absorb a good bit of the rainfall due to their deep roots. Actually the root system for drought-tolerant plants is more extensive than the root systems of many plants that live in wetter climates. Drought-tolerant plants can even absorb water from rel-atively dry soil because of their deep roots, in contrast to succulent plants.
The third adaptive strategy is to avoid the drought conditions altogether. Yes, there are plants that do this —annual plants.
An annual plant will mature and produce seeds in a single season that will become the next generation of annual plants. In desert conditions, annual plants grow in the fall or spring to avoid the heat of summer and the cold of winter. Of course, these plants could face a serious problem
if a particular fall or spring happened to be very dry—they would have difficulty growing and could die before producing seeds.
But they have a mechanism to prevent one year of low rainfall from wip-ing them out. Not all seeds an annual plant puts out will grow the follow-ing year. Some seeds remain dormant in the ground for several years. It's a type of insurance that protects the annual plants from a season of poor growing conditions, of unfavorable weather.
波浪线已经标出文章的结构
衔接句式和用词
你发现了吗?
原来和综合写作结构一样
你听出来了吗?
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