托福听力TPO15完整文本+MP3下载

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托福听力tpo51 section1 对话讲座原文+题目+答案+译文

托福听力tpo51section1对话讲座原文+题目+答案+译文Conversation1 (1)原文 (1)题目 (3)答案 (5)译文 (5)Lecture1 (7)原文 (7)题目 (9)答案 (11)译文 (11)Lecture2 (13)原文 (13)题目 (15)答案 (17)译文 (17)Conversation1原文NARRATOR:Listen to part of a conversation between a student and her biology professor.MALE PROFESSOR:So the assignment is to reproduce one of the animal camouflage experiments we read about in our text book.Which experiment did you pick?FEMALE STUDENT:Well...I was wondering if I could try to reproduce an experiment that's kinda the opposite of what was discussed in the textbook?MALE PROFESSOR:So,instead of how and why an animal might hide itself,you want to do something about why an animal might want to be seen?Hmmm.Tell me more.FEMALE STUDENT:Well,I got the idea from one of the journals you said we should look at…it's an experiment about,um,they called them eyespots in the article?MALE PROFESSOR:Eyespots,sure,the patterns on the wings of moths and butterflies that are generally believed to scare off predators because they look like big eyes.FEMALE STUDENT:Yeah,except the article was about an experiment that disputes that theory.MALE PROFESSOR:Well,we know that the markings do scare the birds,but the idea that the spots look like eyes is,well that's just a commonly held belief.FEMALE STUDENT:So—that's not even based on research?MALE PROFESSOR:Well,this whole idea of moth or butterfly markings being scary because they look like eyes rests on how we imagine that their predators—like birds —perceive the markings.And we can never really know that.All we can do is observe bird behavior.But tell me more about the experiment.FEMALE STUDENT:OK,so the experiment looked at the shapes of the markings on moth wings.The researchers wanted to know if the markings that were round or eye-shaped were more effective at deterring predators than square or rectangular markings.MALE PROFESSOR:OK…FEMALE STUDENT:Yeah.So,they attached food to paper models of moths,with different shaped marks drawn on the wings,to see how birds reacted.And what's interesting is,they realized that the round marks were not more effective at scaring birds than other shapes.MALE PROFESSOR:Were they less effective?FEMALE STUDENT:No,they were about the same...but what researchers diddetermine is that larger markings are more effective than smaller markings at scaring off prey.They called this phenomenon“visual loudness.”MALE PROFESSOR:Visual loudness,huh.Well,I guess it's not all that shocking,if you think about it.FEMALE STUDENT:So,anyway,is it OK?Can I repeat this experiment and write about it?MALE PROFESSOR:Yes,I think that'll work.The problem I foresee is,well,where? This is an urban campus...You'll have a hard time finding a good place to set up the experiment.FEMALE STUDENT:Oh,I-I wasn't planning on doing it on campus.I'm going home for spring break,and my family lives in the country,far from the nearest city.I can set it up in the backyard.MALE PROFESSOR:Good idea.Except one week is not a lot of time.So you'll need to make some adjustments to have enough data.I'd set up the experiment near a bird feeder,and get in as much observation time as you can.题目1.Why does the student talk with the professor?A.She wants permission to revise an experiment that she conducted earlier.B.She has a question about the findings of an experiment in the textbook.C.She wants to reproduce an experiment that is not in the textbook.D.She would like some advice about how to study butterfly and moth behavior.2.What does the professor say is a common assumption about certain markings onbutterfly and moth wings?A.That the markings are usually hidden from viewB.That the markings attract some kinds of birds more than othersC.That some birds perceive the markings as large eyesD.That butterflies and moths use the markings to attract mates3.What were the results of the experiment that the student describes?[Click on2 answers.]A.Birds reacted to round markings the same way they reacted to square markings.rge markings scared birds more than small markings did.C.Most birds ignored markings that looked like eyes.D.Birds were attracted to more colorful markings.4.Why does the professor mention a bird feeder?A.To suggest a strategy that may help the student carry out her task successfullyB.To recommend a place on campus that is suitable for the student's projectC.To discuss another experiment that has yielded surprising resultsD.To point out a problem in the design of the original experiment5.What can be inferred about the student when she says this:Professor:Well,we know that the markings do scare the birds but the idea that the spots looked like eyes is……well,that is just a commonly held belief.Student:So,that’s not even based on research?A.She is skeptical about what the professor just told her.B.She just realized that she designed her experiment incorrectly.C.She is worried that she misunderstood something that she read.D.She had assumed that there was scientific evidence for the theory.答案C C AB A D译文旁白：请听一段学生和其生物学教授之间的对话。

历年托福听力真题

历年托福听力真题历年托福听力真题精选Conversation 1女生想加入爵士乐队，尽管专业是其他但音乐是爱好，想继续保持。

但教授的team已经不缺人了，教授建议她自己多关于Website，学生band会更新信息。

-TPO部分对应参考(社团生活TPO11-C1/TPO15-C1/TPO26-C1) -TPO对应词汇校内工作，课外活动及寻找经济援助：Letterof reference/recommendationCompetitiveBenefitfuture careerFieldresearchCollectdata for papersWaiter,waitress，BabysitterWorkat the libraryQualification资格,qualified 合格的Resume,CVfinancialaid经济援助ScholarshipFellowshipTeachingassistantship 助教奖学金Researchassistantship 研究奖学金Grant助学金Loan 贷款Need-based以需求为基础Merit-based以优秀为基础Studentunion 学生会Clubs俱乐部Membership成员资格CareerserviceLecture 1自然科学类。

讲矮行星是如何形成的，与行星的区别。

一个是ejection theory，跟gravity的原因有关。

第二个就是吸收的material 无法发光，屏幕给了这两个theory的名词提醒。

-TPO部分对应参考(天文学TPO18-L1/TPO24-L4/T13-L4)-参考背景Sufficient internal pressure, caused by the body's gravitation, will turn abody plastic, andsufficient plasticity will allow high elevations to sink and hollows to fillin, a process known as gravitational relaxation. Bodies smaller than a fewkilometers are dominated by non-gravitational forces and tend to have anirregular shape. The Saturnian moon Methone, at around 3 km in diameter, is a roundedbut tidally elongated egg-shape. Larger objects, where gravitation issignificant but not dominant, are "potato" shaped; the more massivethe body is, the higher its internal pressure and the more rounded its shape,until the pressure is sufficient to overcome its internal compressive strength and it achieves hydrostatic equilibrium. At this point a body is as round as it is possible to be, given itsrotation and tidal effects, and is an ellipsoid in shape. This is the defining limit of a dwarf planet.When an object is in hydrostatic equilibrium, a global layer of liquidcovering its surface would form a liquid surface of the same shape as the body,apart from small-scale surface features such as craters and fissures. If thebody does not rotate, it will be a sphere, but the faster it does rotate, themore oblate or even scalene it becomes. However, if such a rotating body were to be heated until itmelted, its overall shape would not change whenliquid. The extreme example ofa non-spherical body in hydrostatic equilibrium is Haumea, whichis twice as long along its major axis as it is at the poles. If the body has amassive nearby companion, then tidal forces come into effect as well,distorting it into a prolate spheroid. An example of this is Jupiter's moon Io, which is the most volcanically active bodyin the Solar System due to effects of tidal heating. Tidal forces also cause a body's rotationto gradually become tidally locked, such that it always presents the same faceto its companion. An extreme example of this is the Pluto–Charon system, whereboth bodies are tidally locked to each other. Earth's Moon is also tidally locked, as are many satellites of the gas giants.Lecture 2社会科学类。

托福听力TPO15对话1原文英文及翻译

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

那么下面是托福小编带来的托福听力TPO15对话1原文及翻译。

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

托福TPO15听力Conversation2文本+题目+答案解析

为了帮助大家高效备考托福，为大家带来托福TPO15听力Conversation2文本+题目+答案解析，希望对大家备考有所帮助。

托福TPO15听力Conversation2文本 Narrator: Listen to part of a conversation between a student and her biology professor. Professor: Hi, Samantha, how did your track meet go? Student: Great! I placed first in one race and third in another. Professor: Congratulations, you must practice a lot. Student: Three times a week pre-season, but now that we are competing every weekend. We practice six days a week from 3:30 to 5. Professor: Athletics places a heavy demand on your time, don’t they? Student: Yeah, but I really love competing, so… Professor: You know, I played soccer in college and my biggest challenge, and I didn’t always succeed, was getting my studying in during soccer season. Are you having a similar? Student: No. I really do make time to study, and I actually study more for this class than I do for all my other classes. But I didn’t see the grade I expected on my mid-term exam which is why I came by. Professor: Well, you didn’t do badly on the exam but I agree it did not reflect your potential. I say this because your work on the lab project was exemplary. I was so impressed with the way you handled the microscope and the samples of onion cells and, well, how careful you observed and diagramed and interpreted each stage of cell division, and I don’t think you could have done that if you hadn’t understood the chapter. I mean, it seemed you really had a good understanding of it. Student: I thought so, too. But I missed some questions about cell division on the exam. Professor: So, what happened? Student: I just sort of blanked out, I guess. I had a hard time remembering details. It was so frustrating. Professor: All right. Let’s back up. You say you studied. Where? At home? Student: At my kitchen table, actually. Professor: And that’s supposed to be a quiet environment? Student: Not exactly. My brother and parents try to keep it down when I’m studying but the phone pretty much rings off the hook, so. Professor: So you might try a place with fewer distractions, like, the library. Student: But the library closes at midnight and I like to study all night before a test. You know, so everything is fresh in my mind. I studied six straight hours the night before the mid-term exam. That’s why I expected to do so much better. Professor: Oh, OK. You know that studying six consecutive hours is not equivalent to studying one hour a day for six days. Student: It isn’t? Professor: No, there’s a research that shows that after an hour of intensive focus, your brain needs a break. It needs to, you know, shift gears a little. Your brain’s ability to absorb information starts to decline after about the first hour. So if you are dealing with a lot of new concepts and vocabulary, anyway, if you just review your notes even twenty minutes a day, it’d be much better than waiting until the night before the exam to try and absorb all those details. Student: Oh, I didn’t realize. Professor: Think of your brain as a muscle. If you didn’t practice regularly with your track team, and then try to squeeze in three weeks’ worth of running practice the day before a track meet, how well do you think you will perform in the races? 托福TPO15听力Conversation2题目 1.Why does the woman go to see her professor? A. To tell him about an athletic achievement. B. To find out the best approach to studying for a test. C. To ask a question about a laboratory project.。

托福TPO15口语Task6听力文本+题目+满分范文

为了帮助大家高效备考托福，为大家带来托福TPO15口语Task6听力文本+题目+满分范文，希望对大家备考有所帮助。

托福TPO15口语Task6听力文本： Listen to part of a lecture in a biology class. Professor: Birds have some of the best vision capabilities in the animal kingdom. Some bird species have vision that is 8 to 10 times greater than humans. Overall a bird's eyes are extremely important for its survival. One aspect of birds' eyes that plays a role in helping them survive, in other words to find food or to avoid predators, is the position of the eyes in the skull.Some birds have eyes that face forward on the skull, kind of similar to how humans' eyes are positioned. Forward-facing eyes allow a bird to clearly see and judge distances because it can focus on objects with both of its eyes and correctly perceive height, width and depth. One type of bird with eyes positioned in the front of the skull is the hawk. Hawks eat animals like mice. Hawks have such good eyesight that they can spot a tiny mouse in the field from high up in the air. They spot the mouse and swoop down to catch it. Without such good eyesight, they would not be able to spot or catch their food.Other birds have eyes that are located on each side of the skull. This positioning of the eyes can help a bird to avoid predators. Instead of just seeing what's directly in front, they can see things that are on either side, permitting them to watch for danger in all directions. Imagine a duck waiting near the edge of a lake. It needs to spend time eating grasses and insects. But it also is on constant lookout for danger from its predator like the fox. An eye on each side of the duck's head allows it to see a fox approaching from either side. If it spots a fox, it can then fly away to safety. The placement of the eyes are critical in helping the duck avoid predators. 托福TPO15口语Task6题目： Using the examples in the lecture, explain how the position of birds’ eyes is critical to their survival. 托福TPO15口语Task6满分范文： Some birds have eyes that face forwards on the skull, like human eyes. And this kind of eyes allow a bird to clearly see and judge distances with its ability to focus on objects with both eyes and accurately perceive height, width and depth. For example, the hawk has forward eyes on its skull that can allow it to accurately spot its prey, mouse, in the field, even from up in the air. And once it locates the mouse, it swoops down to catch it. Other birds have eyes that are positioned on each side of their skull to help protect themselves from predators. Having eyes on both sides of the skull makes it possible for these birds to watch danger from all directions. For example, a duck eating grasses and insects near the edge of a lake is on constantlookout on both sides for danger from the fox. Once detecting a fox, it can escape. 以上是给大家整理的托福TPO15口语Task6听力文本+题目+满分范文，希望对你有所帮助!。

托福TPO15听力Conversation1文本+题目+答案解析

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

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

2023年从例题分析托福听力内容连接排序题整理

2023年从例题分析托福听力内容连接排序题整理托福听力内容连接排序题是托福听力的一道题型，虽然所占比率不大，但是考生也不能忽视。

本篇（文章）从例题分析托福听力内容连接排序题，关心考生答疑解惑。

从例题分析托福听力内容连接排序题内容连接排序题特点托福听力内容连接排序题最大的特点是比较难，需要把握文章的大部分内容或者是某整个段落的内容。

在这类题型中，最简洁的一种是含有明显挨次标志词的，最难的是没有任何标志词需要通过动词或者词汇的含义进行分析和推断。

真题案例分析例1：TPO8 lecture 3Put the events in the order that they happenedClick on a sentence. Then drag it to the space where it belongsAnswer ChoiceOrderInexpensive eyeglasses becameavailable-41The first eyeglasses were made-12The number of people interested in reading increased-33The printing press was invented-24在对于本道题的解答过程中，需要从整体上把握文章结构和详细细节。

因此这道题目是比较难的，要求考生在听的过程中要依据信号词记录关键的信息。

然后依据这些关键信息进行答题。

考生可以首先看选项，通过选项的内容定位听力原文，从So we’re pretty sure that glasses were invented about the late 1200’s, well, over a hundred years before the printing press.Now let’s get back to the invention of the painting press in 1440. Suddenly, books became readily available and more people wanted to read. So the need, oh well, actually not only the need but the demand for more affordable glasses rose drastically. Eventually, inexpensive glasses were produced, and then glasses were available to everyone.通过原文中的glasses were invented about the late 1200’s和over a hundred years before the printing press因此可以推断The first eyeglasses were made发生在The printing press was invented之前。

【托福听力资料】托福TPO15 听力文本——Lecture 1

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

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

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

托福听力学科分类(完全修正版)(可编辑修改word版)

Astronomy
8
TPO 22 Lecture 2
Faint Young Sun Paradox
Astronomy
9
TPO 24 Lecture 4
Shield Volcanoes on Venus
Astronomy
10
TPO 26 Lecture 3
The Orbits of Comets
Astronomy
ArtHistory
11
TPO 21 Lecture 4
Alice Neel (Artist)
Art History
12
TPO 33 Lecture 4
Renaissance Gardens
ArtHistory
13
TPO 34 Lecture 1
Dada
ArtHistory
14
TPO 15 Lecture 3
Nightcap Oak
Botany
20
TPO 34 Lecture 3
Relationship between Plant and its
Pollinator
Botany
21
TPO 28 Lecture
Plants’ Photoreceptors
Botany
22
TPO 19 Lecture 3
Spartina
Animal & Enviornment
13
TPO 20 Lecture 4
Snowshoe Hare
Animal & Enviornment
14
TPO 07 Lecture 2
Bats' Use of Ultrasound

托福听力真题与解析

托福听力真题与解析lecture1.animal grooming2.physical ecology3.静物绘画4.历史上飞机场的建造5.发展心理学小孩心理发展的四个阶段6.艺术史中国青铜器7.earth science8.黄金比例 1.69.物理10.art history11.English literature12.urban planning13.美索不达米亚地区和埃及两种城市化的对比14.青蛙叫15.deer management16.天文学 the death of star17.文艺复兴艺术家赞助商客户conversation1.女生问一个管理员他们的电影社需要的东西，管理员说他不负责这个，但是可以帮她宣传，然后女生就在说自己的电影社2.男生去找自己的anthropology教授3.学生要改善自己的住宿环境4.学生询问作业的选题5.honey bees新托福听力题完整版第一套:Conversation1-论文-选题-English Literature学生提到写罗宾汉Robin Hood。

Conversation2-宿舍-改善住宿环境两个建议：在新造的停车场与宿舍之间种树，改善房屋的保温效果。

Lecture1-物理学-布朗运动(旧题=2016.10.15)布朗运动和random motion。

科学家希望将布朗运动应用到工业上，但是因为particle运动是很难控制的，然后提到了难以控制的原因，而且说这种原因学生们肯定已经知道了，然后说到运用bacteria会更好地控制他们向同一个方向运动，而且可以通过控制氧气的浓度来控制bacteria运动的速度。

Lecture2-艺术史-中国青铜器【此篇对于中国学生来说送分】中国青铜器的鼎盛年代(小黑板：Shang Dynasty Zhou Dynasty)，特点：帝王和贵族使用，用于religious ritual，普通人喝水什么的用陶器，青铜器比同时期希腊的好得多，上面有复杂的雕饰。

托福阅读真题第15套

第15套Thermal StratificationParagraph1Physical characteristics of aquatic environments at different depths such as salt level, light,inorganic nutrients,degree of acidity,and pressure all play key roles in the distribution of organisms.One of the most important physical features is thermal stratification.Paragraph2When solar radiation strikes water,some is reflected,but most penetrates the surface and is ultimately absorbed.Although water may appear transparent,it is much denser than air and absorbs radiation rapidn clear water,99percent of the solar radiation is absorbed in the upper50to100meters.Longer wavelengths of light are absorbed first; the shorter wavelengths(which have more energy)penetrate farther,giving the depths their characteristic blue color.1.The word ultimately in the passage is closest in meaning toA.probablyB.quicklyC.eventuallyD.frequently2.According to paragraph2,which of the following is true about solar radiationwhen it strikes waterA.Longer wavelengths travel farther.B.Most of it is absorbed near the surface.C.It is not absorbed by cloudy water.D.More long wavelengths than short wavelengths are absorbed.Paragraph3This rapid absorption of sunlight by water has two important consequences.First,it means that photosynthesis the process by which plants use the energy of sunlight to produce the organic carbon compounds necessary for life can only occur in surface waters where the light intensity is sufficiently high.Species that produce their own organic carbon compounds are called primary producers,and they are the base of the marine food web.Virtually all of the photosynthesis that supports the rich life of oceans and lakes comes from plants living in the upper10to30meters of water. Along shores and in very shallow bodies of water,some species such as kelp are rooted to the bottom.These plants may attain considerable size and structural complexity,and may support diverse communities of organisms.In the open waters that cover much of the globe,however,the primary producers of organic carbon are tiny,often one-celled algae(called phytoplankton),which are suspended in the water.Zooplankton,tiny invertebrates that feed on phytoplankton,migrate vertically on a daily cycle:up into the surface waters at night to feed and down into the dark,deeper waters during the day to escape predatory fish that rely on light to detect prey.3.The word virtually in the passage is closest in meaning toA.ApparentlyuallyC.NearlyD.Fortunately4.According to paragraph3,all of the following are true of kelp EXCEPT:A.They are found at the bottom of shallow waters.B.They are the primary producers of organic carbon.C.They can grow very large.D.They are a source of food for a variety of organisms.5.The word suspended in the passage is closest in meaning toA.dissolvedB.floatingC.invisibleD.released6.Which of the sentences below best expresses the essential information in the highlighted sentence in the passage?Incorrect choices change the meaning in important ways or leave out essential information.A.Zooplankton move up into surface waters at night to feed on phytoplankton,and down into deep,dark waters in daytime to avoid detection by predatory fish.B.Zooplankton migrate vertically on a daily basis in order to feed on phytoplankton, following them up into surface waters by day and down into dark,deeper waters at night.C.Unlike zooplankton,which migrate between surface waters and deeper waters, predatory fish must rely on the daytime light of surface waters to detect prey.D.Zooplankton are so tiny that they can only be detected by predatory fish in the light conditions of surface water,where they feed on phytoplankton.Paragraph4Second,the rapid absorption of sunlight by water means that only surface water is heated.The density of pure water is greatest at4degrees and declines as the water's temperature rises above or falls below this point.When solar radiation heats the water surface above4¡ãC,the warm surface water becomes lighter than the cool,deeper water,and so tends to remain on the surface,where it may be heated further and become even less dense.In tropical areas and in temperate climates during the summer,the surfaces of oceans and lakes are usually covered by a thin layer of warmwater.Unless these bodies of water are shallow,the deep water below this layer is much colder(sometimes near4degrees).The change in temperature between the warm surface water and the cold,deep water is called the thermocline.Mixing of the surface water by wave action determines the depth of the thermocline and maintains relatively constant temperatures in the water above it.7.According to paragraph4,what is a thermoclineA.The deep,cold layer of water below the surface of oceans and lakesB.The thin layer of warm water on the surface of oceans and lakesC.The change in density of surface water as it is continually heatedD.The point at which the temperature of water in oceans and lakes changes from warm to coldParagraph5Tropical lakes and oceans show pronounced permanent stratification of their physical properties,with warm,well-oxygenated,and lighted surface water giving way to frigid,dark,deep water almost devoid of oxygen.Oxygen cannot be replenished at great depths where there are no photosynthetic organisms to produce it,and the stable thermal stratification prevents mixing and reoxygenation by surface water.Only relatively few organisms can live in such extreme conditions.The waste products and dead bodies of organisms living in the surface waters sink to the depths,taking their mineral nutrients with them.The lack of vertical circulation thus limits the supply of nutrients to the phytoplankton above.Consequently,deep tropical lakes are often relatively unproductive and depend on continued input from streams for the nutrients required to support life.8.The word replenished in the passage is closest in meaning toA.absorbedB.restoredC.containedD.obtained9.According to paragraph5,all of the following are true of the water at great depths in tropical lakes EXCEPT:A.It has less oxygen than the surface water does.B.It is very dark.C.It contains relatively few living organisms.D.It has low levels of mineral nutrients.Paragraph6The situation is somewhat different in temperate and polar waters.Deep lakes,in particular,undergo dramatic seasonal changes:they develop warm surface temperatures and a pronounced thermocline in summer,but freeze over in winter. Twice each year,in spring and fall,the entire water column attains equal temperatureand equal density;moderate winds may then generate waves that mix deep and shallow water,producing what is called overturn.This semiannual mixing carries oxygen downward and returns inorganic nutrients to the surface.Phosphorus and other nutrients may be depleted during the summer;overturn replenishes these nutrients by stimulating the growth of phytoplankton.10.The word dramatic in the passage is closest in meaning toA.partialplexC.frequentD.striking11.According to paragraph6,after overturn,deep water levels of lakes in temperate climates will contain increased amounts ofA.warm waterB.phosphorusC.oxygenD.phytoplankton12.According to paragraphs5and6,temperate lakes are in general more productive than tropical lakes becauseA.temperate lakes receive more nutrients from incoming streamsB.the summer thermocline is relatively deep in temperate lakesC.solar radiation penetrates more of the water in temperate lakesD.temperate lakes experience vertical circulation of waterParagraph2When solar radiation strikes water,some is reflected,but most penetrates the surface and is ultimately absorbed.[A]Although water may appear transparent,it is much denser than air and absorbs radiation rapidly.[B]In clear water,99percent of the solar radiation is absorbed in the upper50to100meters.[C]Longer wavelengths of light are absorbed first;the shorter wavelengths(which have more energy)penetrate farther,giving the depths their characteristic blue color.[D]13.Look at the four squares that indicate where the following sentence could be added to the passage.If the water is clouded by many microscopic organisms,absorption occurs even closer to the surface.Where would the sentence best fit?Click on a square to add the sentence to the passage.14.Drag your choices to the spaces where they belong.To review the passage,click on View Text.Answer ChoicesA.Sunlight is rapidly absorbed by the upper layer of water,which makes it warmer and consequently less dense than the water below.B.Photosynthesizing plants,which provide the food and oxygen for most other forms of aquatic life,are limited to the levels of oceans and lakes where sunlight is available.C.The diversity of plant life in shallow water makes it attractive to zooplankton.D.As water becomes less dense and moves to the surface of the ocean or lake,it cools down and moderates the temperature of the surface.E.Because more solar energy is absorbed by bodies of water in the tropics,the topmost layer of the thermocline is widest there.F.In the tropics,permanent thermal stratification limits the amount of life supported in deep bodies of water;however,in temperate climates,seasonal thermal stratification allows vertical circulation and mixing of water,allowing the support of more life.Live PerformanceParagraph1Unlike video and cinema(although sometimes employing elements of both),the theater is a living,real-time event,with both performers and audience mutually interacting,each aware of the other's immediate presence.This turns out to be an extremely important distinction.Distinguished film stars,particularly those with theater backgrounds(as most have),routinely return to the live dramatic stage despite the substantially greater financial rewards of film work and invariably prefer stage acting because of the immediate audience response theater provides,with its corresponding sensations of excitement and presence.1.The word distinction in the passage is closest in meaning toA.ideaB.blendC.definitionD.difference2.Paragraph1makes which of the following points about theater and filmA.Theater audiences tend to be more critical than film audiences.B.Actors in the theater are usually not as well-known as film actors.C.Theater companies tend to pay more than film companies do for the most distinguished actors.D.Audiences respond to actors differently in theater than in film.3.Paragraph1suggests that the reason distinguished film stars return to live theater is that theyA.are able to command higher fees as well-known actorsB.enjoy the excitement of performing before a live audienceC.have great respect for theatrical drama as an art formD.are dissatisfied with the roles they are offered in films and television Paragraph2The first of these is the rapport existing between actor and audience.[A]Both are breathing the same air;both are involved at the same time and in the same space with the stage life depicted by the play.[B]Sometimes their mutual fascination is almost palpable;every actor's performance is affected by the way the audience yields or withholds its responses:its laughter,sighs,applause,gasps,silences.[C]Live theatrical performance is always a two-way communication between stage and house.[D]4.The word rapport in the passage is closest in meaning toA.excitementB.balanceC.bondD.fascinationParagraph3Second,theater creates a relationship among the audience members.Having arrived at the theaters as individuals or in groups of two or three,the audience members quickly find themselves fused into a common experience with total strangers:laughing at the same jokes,empathizing with the same characters,experiencing the same revelations. This broad communal response is never developed by television drama,which is played chiefly to solitary or clustered viewers who(because of frequent commercial advertisements)are only intermittently engaged,nor is it likely to happen in movie houses,where audience members essentially assume a one-on-one relationship with the screen and rarely(except in private or group screenings)break out in a powerful collective response,much less applause.By contrast,live theatrical presentations generate audience activity that is broadly social in nature:the crowd arrives at the theater at about the same time,people mingle and chat during intermissions,and all depart together,often in spirited conversation about the play.Moreover,they communicate during the play:laughter and applause build upon themselves and gain strength from the recognition that others are laughing and applauding.The final ovation unique to live performance inevitably involves the audience applauding itself, as well as the performers,for understanding and appreciating the theatrical excellence they have all seen together.And plays with political themes can even generate collective political response.In a celebrated example,1935s Waiting for Lefty was staged as if the audience were a group of union members;by the play's end the audience was yelling Strike!Strike!in response to the play's issues.Obviously,only a live performance could evoke such a response.5.In paragraph3,which of the following is mentioned as support for the statementthat This broad communal response is never developed by television dramaA.Television drama is rarely about serious social issues.B.People do not usually talk to each other while watching television.C.Television audiences vary greatly in their interest in television dramas.D.People do not typically watch television in large groups.6.According to paragraph3,movie house audiences are different from audiences at live theatrical performances because movie house audiences do notA.enjoy humor and jokes as much as theater audiences doB.develop broad communal responsesC.sympathize with the characters they see dramatizedD.generally applaud unless everyone else is applauding7.Why does the author mention the play Waiting for LeftyA.To illustrate the power of the communal response to playsB.To argue that plays about political subjects have more power to evoke deepfeelings in an audience than nonpolitical plays doC.To provide an example of a play that was a popular success because it dealt withimportant political issuesD.To compare the political importance of plays in recent times with the politicalimportance of earlier playsParagraph4Finally,live performance inevitably has the quality of immediacy.The action of the play is taking place right now,as it is being watched,and anything can happen. Although in most professional productions the changes that occur in performance from one night to another are so subtle that only an expert would notice,the fact is that each night's presentation is unique,and everyone present the audience,the cast, and those behind the scenes knows it.This awareness lends an excitement that cannot be achieved by theatrical events that are wholly in the can.One reason for the excitement,of course,is that in live performance,mistakes can happen;this possibility occasions a certain abiding tension,perhaps even an edge of stage fright, which some people say creates the ultimate thrill of the theater.But just as disaster can come without warning,so too can splendor.On any given night,each actor is trying to better his or her previous performance,and no one knows when this collective effort will coalesce into something sublime.The actors'constant striving toward self-transcendence gives the theater a vitality that is missing from performances fixed unalterably on videotape or celluloid.But perhaps most appropriately,the immediacy of live performance embodies the fundamental uncertainty of life.One prime function of theater is to address the uncertainties of human existence,and the very format of live performance presents a moment-to-moment uncertainty right before our eyes.Ultimately,this immediate theater helps us define the questions and confusions of our lives and lets us grapple,in the present,with their implications.8.Which of the sentences below best expresses the essential information in the highlighted sentence in the passage?Incorrect choices change the meaning in important ways or leave out essential information.A.Although experts can detect the changes that occur in different performances,the changes are too subtle to be noticed by anyone else.B.Although their performances vary only subtly from one night to another,actors in most professional productions want audiences to believe that every performance is unique.C.Everyone involved in the professional production of a play knows that very small, almost unnoticeable changes make each performance unique.D.In most professional productions,changes are included from one performance to another that are intended to make every performance a unique one.9.The word thrill in the passage is closest in meaning toA.goalB.weaknessC.meaningD.excitement10.The word vitality in the passage is closest in meaning toA.styleB.energyC.purposeD.quality11.According to paragraph4,on any given night the result of actors'efforts to better their previous performances is that the actorsA.form long-lasting relationships with the audienceB.are better able to overcome their stage frightC.create a quality that is not present in film or televisionD.are more likely to be admired by audiences12.It can be inferred from paragraph4that one of the reasons filmed performances are less exciting than live theatrical performances is becauseA.there is little chance that a mistake will occur in a filmed performanceB.most movies portray situations that audiences have seen beforeC.audiences are interested in seeing famous actors live rather than on a screenD.most people are accustomed to going to the movies but view the theater as a special event13.Look at the four squares that indicate where the following sentence could be added to the passage.Such signs of an audience's engagement thus become part of every performance.Where would the sentence best fit?Click on a square to add the sentence to the passage.The first of these is the rapport existing between actor and audience.[A]Both are breathing the same air;both are involved at the same time and in the same space with the stage life depicted by the play.[B]Sometimes their mutual fascination is almost palpable;every actor's performance is affected by the way the audience yields or withholds its responses:its laughter,sighs,applause,gasps,silences.[C]Live theatrical performance is always a two-way communication between stage and house.[D]14.Drag your choices to the spaces where they belong.To review the passage,click on View Text.Answer ChoicesA.Although live theater is unlike either video or cinema,the different genressometimes overlap.B.While live theater is regarded by most film actors as the most exciting place toperform,many are too troubled by stage fright to perform live.C.In the theater,there is a two-way communication between actor and audience thathas an effect on the actor's performance.D.Audiences at live theatrical performances form a special connection,sharing thecommon experience of reacting to a live theatrical performance.E.Many people go to the theater excited to see in a live performance an actor thatthey have never seen before except on television or in films.F.The excitement of live theater cannot be achieved in any other medium,and itsimmediacy and uncertainty help us deal with life's fundamental uncertainty.Earthquake Prediction（此篇17年3月25日考到了）Paragraph1Accurate prediction of earthquakes is not currently possible,although intensive research is proceeding in many areas.Paragraph2Two types of earthquake prediction are theoretically possible.The first type is long-term forecasting,in which the probability of an earthquake along a particular segment of a within a certain time interval is calculated by studying seismic gaps and historical records of earthquakes that have occurred along that fault segment.By plotting the number of earthquakes within specific time intervals against their magnitudes,diagrams can be constructed for a local area.From this plot it is possible to determine the recurrence interval,or the average time interval between earthquakes of a specific magnitude.Predictions can then be made that an earthquake of thatmagnitude has a high probability of occurrence within a specified time interval,if the date of the last earthquake is known.1.The word specified in the passage is closest in meaning toA.probableB.statedC.shortD.typical2.According to paragraph2,all of the following information is used in the process of long-term earthquake prediction EXCEPT theA.analysis of seismic gapsB.record of past earthquakes in the fault areaC.date of the last recorded earthquake in the areaD.pattern of earthquake activity in other nearby fault segments3.According to paragraph2,long-term forecasting can be used to predict which of the followingA.The influence of earthquake activity in one segment of the fault area on othersegmentsB.The frequency with which earthquakes of a certain size will occurC.The possible date of the next earthquakeD.The magnitude of the next earthquakeParagraph3Research leading to short-term forecasting,which involves a shorter time interval,has been focused on precursors observed prior to previous earthquakes.Precursors are physical or chemical phenomena that occur in a typical pattern before an earthquake. These phenomena include changes in the velocity of seismic waves,the electrical resistance of rocks,the frequency of the usually minor preliminary earthquakes (foreshocks),the deformation of the land surface,and the water level or water chemistry of wells in the area.Many of these precursors can be explained by a theory called the dilatancy model.Under this hypothesis,rocks in the process of strain along a fault show significant dilation or swelling before rupture.This volume increase is caused by the opening of microcracks,which are minute failure zones in weaker mineral grains in the rock and along grain boundaries.Groundwater flows into the highly stressed areas during the formation of microcracks.These changes in density and water content affect the ability of the rock to transmit seismic waves and conduct electricity.Therefore,seismic-wave velocity and electrical resistance progressively change as the overall rupture along the fault draws near.Localized changes in land-surface elevation are also related to volume changes at depth.An area of recent uplift along the San Andreas Fault near Los Angeles,which has been named the Palmdale Bulge,is being monitored in great detail as a possible indicator of a future earthquake.4.The word focused in the passage is closest in meaning toA.dependentB.fundedC.concentratedD.published5.Paragraph3mentions all of the following as examples of precursors EXCEPTA.changes in the speed of seismic wavesB.changes in the availability of electricityC.changes in the frequency of foreshocksD.changes in land surfaces6.According to the dilatancy model,what happens to rocks shortly before an earthquakeA.They lose significant amounts of moisture.B.They show signs of expanding.C.They move downward at great speed.D.They increase in temperature.7.According to paragraph3,the groundwater that flows into microcracks before an earthquake causesA.changes in seismic waves and electrical activityB.increases in the mineral content of rocksC.the disappearance of grain boundaries in rocksD.a release in the tension of highly stressed areas of rocks8.The author discusses the San Andreas Fault near Los Angeles in order toA.contrast past and future patterns of earthquake activity in the areaB.give an example of an area where underground earthquake activity is apparentfrom land changes above the groundC.explain why recent earthquake predictions have increased accuracyD.suggest that some areas of earthquake activity are easier to monitor than others Paragraph4Volume changes and groundwater movement may be reflected by changes in water levels in wells and also by changes in the chemical composition of groundwater. Radon gas has been observed to increase in wells prior to earthquakes.These increases are perhaps related to the release of radon gas from rocks during the formation of microcracks.The pattern of seismic activity is also significant in the vicinity of a fault area where rupture is imminent.This pattern consists of an initial rise in the number of small events,followed by a decline in foreshocks just prior to the major earthquake.The decline may represent a temporary increase in rock strength before the newly formed microcracks are filled with water.9.According to paragraph4,which of the following occurs just before an earthquakeA.The chemical content of groundwater drops.B.The rocks weaken as they fill with water.C.Seismic activity decreases.D.Radon gas causes microcracks to form.10.The word imminent in the passage is closest in meaning toA.frequentB.well understoodC.known to occurD.about to happenParagraph5The precursor phenomena can be grouped into stages according to the dilatancy model.Stage I consists of a gradual stress buildup along the fault.Stages II and III are correlated with dilatancy and water influx.Stage IV is the major earthquake,and stage V is the aftermath of the event.[A]If every earthquake followed the sequence with uniform stage duration,earthquake prediction would be a simple matter.[B]Instead of following the same patterns,each earthquake is unique in terms of specific precursor behavior patterns and length of precursor stages.[C]A magnitude6.9North American earthquake in1989was preceded by a substantially smaller magnitude5 earthquake fifteen months before the event.[D]Another foreshock of similar size occurred two months before the event.In each case,a public advisory was issued stating that those smaller earthquakes could be foreshocks to a stronger earthquake within five days.However,the fault did not cooperate,and those predictions were not successful.Continued research and study of future earthquakes will certainly lead to refinement of the dilatancy model or to a replacement model with more accurate predictive capabilities.11.How is paragraph5organizedA.The sequence of earthquake stages is given,and the effect of variable stage lengthon earthquake prediction is explained.B.The earthquake stages are named,and the most important stage is illustrated with aspecific earthquake event.C.The sequence of earthquake stages is given,and evidence is presented that theintervals between stages are roughly equal in length.D.The earthquake stages are first named,and each is then described in greater detail.12.The word refinement in the passage is closest in meaning toA.reconsiderationB.acceptanceC.improvementD.extension13.Look at the four squares that indicate where the following sentence could be added to the passage.But the reality of earthquake forecasting is considerably more complex. Where would the sentence best fit?Click on a square to add the sentence to the passage.The precursor phenomena can be grouped into stages according to the dilatancy model.Stage I consists of a gradual stress buildup along the fault.Stages II and III are correlated with dilatancy and water influx.Stage IV is the major earthquake,and stage V is the aftermath of the event.[A]If every earthquake followed the sequence with uniform stage duration,earthquake prediction would be a simple matter.[B]Instead of following the same patterns,each earthquake is unique in terms of specific precursor behavior patterns and length of precursor stages.[C]A magnitude6.9North American earthquake in1989was preceded by a substantially smaller magnitude5 earthquake fifteen months before the event.[D]Another foreshock of similar size occurred two months before the event.In each case,a public advisory was issued stating that those smaller earthquakes could be foreshocks to a stronger earthquake within five days.However,the fault did not cooperate,and those predictions were not successful.Continued research and study of future earthquakes will certainly lead to refinement of the dilatancy model or to a replacement model with more accurate predictive capabilities.14.Drag your choices to the spaces where they belong.To review the passage,click on View Text.Answer ChoicesShort-term forecasting has been used more widely than long-term forecasting in the prediction of earthquakes.B.Long-term forecasting of earthquakes uses data on past seismic activity to determine the likelihood that an earthquake will occur in a certain area within a certain time period.C.Short-term forecasting research has studied earthquake precursors such as volume increases in rocks and unusual movements in underground water that occur shortly before an earthquake takes place.D.The dilatancy model has been used to successfully forecast some recent earthquakes.E.Attempts to improve forecasting by using five stages of earthquake predictors have been unsuccessful because each earthquake has unique precursor patterns and durations.F.The magnitude6.9North American earthquake in1989was not successfully predicted because the many foreshocks before the event were too small to measure.Thermal Stratification。

【托福听力资料】托福tpo15听力文本-lecture4

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

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

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

新托福突破口TPO(1-30 纸质版)听力分类总结(用于横听及总结)

Art TPO1TPO3TPO3TPO7TPO8TPO9艺术Lecture1Lecture2Lecture3 Lecture1Lecture2Lecture1TPO16TPO17TPO18TPO19TPO22TPO24Lecture4Lecture1Lecture2Lecture4Lecture4Lecture2Anthropology TPO1TPO7TPO22人类学Lecture3Lecture3Lecture1Psychology TPO2TPO10TPO14TPO15TPO30心理学Lecture1Lecture4Lecture1Lecture1Lecture1Philosophy TPO2TPO28哲学Lecture3Lecture1Biology TPO1TPO2TPO4TPO6TPO7TPO8生物学Lecture4Lecture2Lecture1Lecture2Lecture2Lecture1TPO15TPO16TPO17TPO18TPO19TPO20Lecture4Lecture3Lecture4Lecture4Lecture3Lecture4TPO25TPO25TPO26纸质TPO4TPO27TPO27Lecture1Lecture4Lecture2Lecture2Lecture1Lecture3Astronomy TPO2TPO3TPO5TPO13TPO14TPO18天文学Lecture4Lecture4Lecture2Lecture4Lecture3Lecture1纸质TPO5TPO30Lecture3Lecture3Geology TPO1TPO4TPO6TPO7TPO9TPO15地质学Lecture2Lecture3Lecture4Lecture4Lecture3Lecture2Environmental TPO3TPO9TPO10TPO11TPO12TPO13环境科学Lecture1Lecture2Lecture3 Lecture3Lecture4Lecture2Business TPO6TPO11TPO12TPO26纸质TPO4商业Lecture1Lecture4Lecture2Lecture1Lecture1Chemistry TPO5TPO8化学Lecture3Lecture4Architecture TPO11TPO13TPO29建筑Lecture2Lecture1Lecture2History TPO8TPO10TPO17TPO18TPO21TPO25历史Lecture3Lecture2Lecture3 Lecture3 Lecture4Lecture2Archaeology TPO14TPO23TPO14TPO28TPO29考古学Lecture4Lecture1Lecture3 Lecture4Lecture3Linguistics TPO9TPO19TPO20语言学Lecture4Lecture1Lecture1Literature TPO4TPO5TPO6TPO20文学Lecture2Lecture4Lecture3 Lecture3杂类U.S. Governme TPO4Sociology TPO5Choreography T PO23美国政府Lecture4社会学Lecture1舞蹈Lecture4Structural Engine TPO29结构工程学Lecture4无老师题：很多筒子们在准备新托福考试的时候，都感觉一方面自己的能力确实是有问题，但是同太高，使得很多考生都应付不来，无老师这次幸得一份图片版新托福突破口TPO听力部分的分类总结，特地放出横听。

TPO15听力解析

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

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

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

托福TPO15口语Task3阅读文本+听力文本+题目+满分范文

为了帮助大家高效备考托福，为大家带来托福TPO15口语Task3阅读文本+听力文本+题目+满分范文，希望对大家备考有所帮助。

托福TPO15口语Task3阅读文本： University Should Pave Running Trails The university has about three miles of unpaved dirt running trails that pass through the forest near campus. I think these trails should be paved with cement. One reason for paving the trails would be to increase their safety. When it rains, the dirt turns to mud and becomes very slippery, so the runners who use them can slip and fall. Pavement would solve this problem. Also, paving would make the trails look nicer, which would encourage students to use them. Bumps in the trail would be smoothed out and weeds would be paved over, making the trail more attractive to runners. Sincerely, Sally Jacobs 托福TPO15口语Task3听力文本： Now listen to two students discussing the letter. (woman) Hey, Ted, you're a runner. Did you see this letter in the paper? (man) Yeah, I did, and I use those. (woman) And? (man) I think it's a terrible idea. (woman) How come? (man) Well, she really hasn't thought it through. Like, the thing about making them safer, what's she's not thinking about is the long-term consequence of running on a hard surface. (woman) What do you mean? (man) I mean, it's not good for you. It's too hard on your bones and joints. If you run repeatedly on hard surface, it can lead to injuries or, that's what I've been taught anyway, it's better to run on a soft surface. It does less damage to your body. (woman) Oh, I wasn't aware of that. (man) Yeah, so actually it wouldn't be safer. And her second point… (woman) About changing the way they look? (man) Yeah, I don't think people will like it. (woman) So they'd use them less? (man) Yeah, I mean, one of the main reasons people enjoy them now was it’s a way of taking a break from the rest of the campus, from buildings and streets and stuff. It’s, you know, a chance that feels like you’re out in the nature. (woman) Oh, so you wouldn't bet that effect anymore. (man) Right! It’d be just like you’re on a regular street or sidewalk. It wouldn't be as relaxing. 托福TPO15口语Task3题目： The man expresses his opinion about the proposal in the student’s letter. Briefly summarize the proposal. Then state the man’s opinion about the proposal and explain the reasons he gives for holding that opinion. 托福TPO15口语Task3满分范文： Well, the proposal says that the university should pave the dirt trail with cement for two reasons. However the man doesn't agree with the proposal for some reasons. First of all, he argues that it's safer for people to run repeatedly on a trail with soft surface than on a paved one, simply because it'll do less damage and injuries to human bodies. Besides, he is against the proposal's second opinion mainly because students will take a break for walking on the trail, since it's more natural and students would have a chance to relax. So based on the reasons above the man disagrees with the proposal. (106 words) 以上是给大家整理的托福TPO15口语Task3阅读文本+听力文本+题目+满分范文，希望对你有所帮助!。

托福TPO15口语Task4阅读文本+听力文本+题目+满分范文

为了帮助大家高效备考托福，为大家带来托福TPO15口语Task4阅读文本+听力文本+题目+满分范文，希望对大家备考有所帮助。

托福TPO15口语Task4阅读文本： Experimenter Effect One objective of any experiment is, of course, to obtain accurate results.Sometimes, however, problems occur that lead to in accurate results. One such problem is the experimenter effect. The experimenter effect occurs when searcher ’s expectations affect the outcome of the experiment. The researcher expects a particular result from the experiment, and that expectation causes the researcher to act in ways that influence the behavior of the experiment participants, thereby invalidating the results of the experiment. 托福TPO15口语Task4听力文本： (male professor) For example, I recently read about a case in which a researcher was given two groups of monkeys and he was asked to train these monkeys to pick up a ball and put it in a box, and he was told to record how many hours it took to train each monkey to learn to do this.Now, before he started the training, the researcher was told that one group of monkeys was highly intelligent and the other group was less intelligent. In truth, there was no difference between them. All the monkeys were actually very similar in terms of intelligence. But the researcher didn't know that. He thought one group was smarter, so he expected that group would be easier to train.So, what happened? Well, the researcher trained the monkeys to perform the action, and it turned out that, on average, it took him two hours less time to train the supposedly smart monkeys than the supposedly less intelligent monkeys. Why? Well, it turns out that with the supposedly smart monkeys the researcher smiled at them a lot, gave them a lot of encouragement, talked to them a lot, worked hard to communicate with them. But with the monkeys he thought were less intelligent, he wasn’t this enthusiastic, he didn’t try this hard, wasn’t quite optimistic. 托福TPO15口语Task4题目： Explain how the example from the professor’s lecture illustrates the experimenter effect. 托福TPO15口语Task4满分范文： When the researchers expect certain result during their experiment, the expectations usually affect the outcome. This phenomenon is called experimentereffect. The professor illustrates this with a monkey experiment that he read about. In the experiment, a researcher was given two groups of monkey and asked to teach them to pick up a ball and put it in a box. And he had been told that one group was smarter than the other, which was not true. Therefore, anyway, the researcher expected that the smarter group was easier to train. And it took two hours less time to train the supposedly smarter monkey because he tried to communicate with them, frequently smiled at them, encouraged them, and talked to them. While with the other group, he was not that enthusiastic. So actually it's the researcher's behavior that influenced the result. That's how experimenter effect is achieved during the experiment. (152 words) 以上是给大家整理的托福TPO15口语Task4阅读文本+听力文本+题目+满分范文，希望对你有所帮助!。