托福听力十五篇
老托听力30篇
老托福Part C 听写30篇文稿________________________________________1. This morning I want to tell you about a recent scientific discovery dealing with the relationship between plants and animals. This is about a desert shrub whose leaves can shoot a stream of poisonous resin a distance of six feet. You think it would be safe from all attacks by insects? But a recent study has found one insect, a beetle that can chew its way past the plant's defense system by cutting the main vein that delivers the poison to the leaves. This vein cutting is just one method the beetles used to prepare a safe meal. Another is by cutting a path all the way across the leaves to hold the flow of chemicals. Then they simply eat between the veins of poison. In the past, scientists who studied insect adaptation to plant defenses have focused on chemical responses, that is, how the insects can neutralize or alter the poisonous substances plants produce. What's unique about this chewing strategy is that the beetle is actually exhibiting a behavioral response to the plant's defenses rather than the more common chemical response. It is only after a beetle's survived several encounters with the plant's resin that it learns how to avoid the poison: by chewing through the resin transporting veins on the next leaf it eats, and thus gives itself a safe meal. However, it can take a beetle an hour and a half of careful vein cutting to prepare a small leaf that takes it only a few minutes to eat. So, though the method is effective, it's not very efficient.生词摘录：1. shrub: n. 灌木2. resin: n. 树脂3. beetle: n. 甲壳虫4. vein: n. 静脉5. neutralize: v. 中和6. alter: v. 改变________________________________________2. Human populations near the equator have evolved dark skin over many generations because of exposure to the fiercest rays of the sun. A similar phenomenon has also occurred in other parts of the animal kingdom. The African grass mouse is a good example. Most mice are nocturnal, but the African grass mouse is active during daylight hours. This means that it spends its days searching for food in the semi-dry bush in scrubby habitats of eastern and southern Africa. Its furry stripe's like a chipmunk's, which helps it blend in with its environment. Because it spends a lot of time in the intense tropical sun, the grass mouse has also evolved two separate safeguards against the sun's ultraviolet radiation. First, like the population of humans in this region of the world, the skin of the grass mouse contains lots of melanin, or dark pigment. Second and quite unusual, this mouse has a layer of melanin-pigmented tissue between its skull and skin. This unique cap provides an extra measure of protection for the grass mouse and three other types of African mouse, like rodents that are active during the day. The only other species scientists has identified with the same sort of skull adaptation is the white tent-making bat of the Central American tropics. Although these bats sleep during the day, they do so curled up with their heads exposed to the sun.生词摘录：1.equator: n. 赤道2.nocturnal: adj. 夜行的3.scrubby: adj. 树丛繁盛的4.stripe: n. 条纹5.chipmunk: n. 花栗鼠6.ultraviolet: adj. 紫外线的7.melanin: n. 黑色素8.pigment: n. 色素9.rodent: n. 啮齿类动物10.skull: n. 头骨________________________________________3. We've been looking at fear from a biological perspective, and someone asked whether the tendency to be fearful is genetic. What some studies done with mice indicate that mammals do inherit fearfulness to some degree. In one study, for instance, a group of mice was placed in a brightly lit open box with no hiding places. Some of the mice wandered around the box and didn't appear to be bothered about being so exposed. But other mice didn't move. They stayed up against one wall which indicated that they were afraid. Well, when fearful mice, or you might say anxious mice like the ones who stayed in one place, when mice like these were bred with one another repeatedly, after about twelve or so generations, then all of the offspring showed similar signs of fearfulness. And even when a new born mouse from this generation was raised by a mother and with other mice who were not fearful, that mouse still tended to be fearful as an adult. Now why is this? Well it's thought that specific genes in an animal's body have an influence on anxious behavior. These are genes that are associated with particular nerve-cell receptors in the brain. And the degree of overall of fearfulness in the mammal seems to depend in large part on the presence or absence of these nerve-cell receptors. And this appears to apply to humans as well by the way. But while a tendency towards anxiety and fear may well be an inherited trait, the specific form that the fear takes has more to do with the individual's environment. So a particular fear, like the fear of snakes or the fear of spider, say, is not genetic, but the overall tendency to have fearful responses, is. 生词摘录：1. genetic: adj. 遗传的2. offspring: n. 子孙，后代3. receptor: n. 接受器________________________________________4. Let's turn our focus now to advertising. We all know what an advertisement is. It's essentially a message that announces something for sale. Now there's an important precondition that must exist before you have advertising, and that's a large supply of consumer goods, that is, things to sell. You see in a place where the demand for a product is greater than the supply, there is no need to advertise. Now the earliest forms of advertising going back many hundreds of years with a simple sign over shop doors that told you whether the shop was a bakery, a butcher shop or what have you. Then with the advent of printing press, advertising increased substantially. Ads for products like coffee, tea and chocolate appeared in newspapers and other periodicals, as well as on the sides of building. In the American colonies, advertising and communications media like newspapers and pamphlets became a major factor in marketing goods and services. By modern standards, these early advertisements were quite small and subdued, not as splashy, whole page spread of today. Still some of them appeared on the front pages of newspapers probably because the news often consisted of less refresh reports from distant Europe while the ads were current and local. Advertising really came and do it so and became an essential part of doing business during the industrial revolution. Suddenly there was a much greater supply of things to sell. And as we said earlier, that is the driving force behind advertising. People's attention had to be drawn to the new product. Let's take a look at some of the advertisements from that time.生词摘录：1. essentially: adv. 本质上，本来2. precondition: n. 先决条件3. bakery: n. 面包店4. butcher: n. 屠户5. periodical: n. 期刊6. pamphlet: n. 小册子7. subdued: adj. 被抑制的8. splashy: adj. 大而显眼的，引人注目的________________________________________5. Moving away from newspapers, let's now focus on magazines. Now, the first magazine was a little periodical called The Review, and it was started in London in 1704. It looked a lot like the newspapers of the time. But in terms of its content, it was much different. Newspapers were concerned mainly with news events, but The Review focused on important domestic issues of the day as well as the policies of the government. Now in England at the time, people could still be thrown in jail for publishing articles that were critical of the king. And that's what happened to Daniel Defoe. He was the outspoken founder of The Review. Defoe actually wrote the first issue of The Review from prison. You see, he had been arrested because of his writings that criticized the policies of the Church of England, which was headed by the king. After his release, Defoe continued to produce The Review and magazine started to appear on a more frequent schedule, about three times a week, it didn't take long for other magazines to start popping up. In 1709, a magazine called The Tatler began publication. This new magazine contained a mixture of news, poetry, political analysis, and philosophical essays.生词摘录：1. periodical: n. 期刊2. The Review: 《评论》杂志3. Daniel Defoe: 丹尼尔·笛福(1660 -1731)，生于伦敦一小工商业者家庭，1731年4月26日卒于莫尔福德。
【托福听力资料】托福tpo15听力文本-lecture3
【托福听力资料】托福TPO15 听力文本-Lecture 3众所周知，托福TPO材料是备考托福听力最好的材料。
相信众多备考托福的同学也一直在练习这套材料，那么在以下内容中我们就为大家带来托福TPO听力练习的文本，希望能为大家的备考带来帮助。
TPO 15 Lecture 3 Art HistoryNarrator: Listen to part of a lecture in an art history class.Professor:Now in Europe in the Middle Ages before the invention of printing and theprinting press, all books, all manuscripts were hand-made. And the materialtypically used for the pages was parchment, which is animal skin that’sstretched and dried under tension, so it become s really flat and can be writtenon . During the 1400s, when printing was being developed, paper became thepredominant material for books in Europe, but prior to that, it was parchment.Parchment is durable, much more so than paper, and it could be reused which camein handy since it was a costly material and in short supply, so it wasn ’ tuncommon for the scribes or monks who produced the manuscripts .Ah, remember before printing books were made mainly in monasteries . Well,the scribes often recycled the parchment that’d been used for earliermanuscripts. They simply erased the ink off the parchment and wrote somethingnew in its place A manuscript page that was written on, erased and then usedagain is called a palimpsest.Palimpsests were created, well, we know about two methods that were used forremoving ink from parchment. In the late Middle Ages, it was customary to scrapeaway the surface of the parchment with an abrasive, which completely wiped outany writing that was there. But earlier in the Middle Ages, the original ink was usually removed by washing the used parchment with milk. That removed the ink.But with the passing of time, the original writing might reappear. In fact , it might reappear to the extent that scholars could make out and even decipher the original text.Perhaps, the most famous example is the Archimedes’ palimpsest.Archimedes lived in Greece around 200 BCE, and as you probably know, he’s considered one of the greatest Mathematicians who ever lived, even though many of his writings had been lost , including what many now think to be his most important work called The Method .But in 1998, a book of prayers from the Middle Ages sold in an art auction for a lot of money, more money than anyone would pay for a damaged book from the12th century. Beautiful or not, why? It had been discovered that the book was apalimpsest, and beneath the surface writing of the manuscript laid, guess what?Mathematical theorems and diagrams from Archimedes.Archimedes’ writings were originally done on papyrus scrolls. Then in the 10 th century, a scribe made a copy on parchment of some of his texts and diagrams including, as it turns out, The Method . This was extremely fortunate, since later on, the original papyrus scrolls disappeared. About 200 years later in the12 th century, this parchment manuscript became a palimpsest when a scribe usedthe parchment to make a prayer book. So the pages, the pieces of parchmentthemselves, had been preserved. But the Archimedes’ text was erased and written over, and no one knew it existed.It wasn’t until 1906 that a scholar came across the prayer book in a library and realized it was a palimpsest, and that the underlying layer of texts could only have come from Archimedes. That was when his work The Method was discovered for the first time.Um... the palimpsest then went through some more tough times, but eventually it ended up in an art auction where was bought and then donated to an art museum in Baltimore, for conservation and study. To avoid further damage to the manuscript, the research team at the art museum has had to be extremely selective in the techniques they used to see the original writing. They’ve used ultraviolet light and some other techniques, and if you’re interested in that sort of thing, you can learn more about it in an art conservation class.But actually, it was a physicist who came up with a method that was a breakthrough. He realized that the iron in the ancient ink would display if exposed to a certain X-ray imaging method, and except for small portions of the text that couldn’t be deciphered, this technique’s been very helpful in seeing Archimedes’ texts and drawings through the medieval overwriting.。
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.。
托福听力资料托福tpo15听力文本 (2)
【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.。
U15听力原文与答案
U15听力原文与答案UNIT 15Section 1 Tactics for Listening Part 1 PhoneticsExercise: Complete the following short dialogue as you listen to the tape. Pay special attention to the weak forms , link-ups and contractions.Susan: Oh, no! That was the last bus home! And we've missed it! Michael: Well, let’s walk… It's a nice, warm evening. Susan: lt's four miles! It's too far for me to walk. Call a taxi!Michael: A taxi! My name isn't Rockefeller! We aren't rich enough totravel everywhere by taxi.Susan: Michael! You've forgotten something! Michael: What?Susan: We've got three suitcases. Do you really want to walk? Michael: OK…OK…Taxi!Part 2 Listening and Note- TakingOn Mondays we have English, Religion, Art and Music. On Tuesdays we have English, Maths,and double Geography. On Wednesday we have Maths, Art, Religion and Sport. On Thursdays we have History, Maths, Geography, and Sport. On Fridays we have English, Maths, Music and History.Exercise A: Listen to the passage and take notes. Exercise B: Complete the following chart.Monday Tuesday Wednesday Thursday Friday EnglishEnglish Maths History EnglishArt Maths MathsReligion MathsArt Geography Religion Geography Music Music Geography Sport Sport HistorySection 2 Listening Comprehension Part 2 DialoguesDialogue 1 Looking for a HousePaul Mack is at work. He is talking to a colleague who also lives on the Linden estate.Brian: what are you going to do, Paul ?Paul: I'm not true. Susan likes it here and doesn't want to moves, but I think we'll have to. What about you?Brain: Oh yes, we're leaving. We're putting the house up for sale tomorrow.Paul: But will anyone want to buy it now?Brain: I don't know, but I'm going to ask for a reasonable price. I'd rather lose a little now than a fortune later.Paul: I think you're right. I'm going to have another chat with Susan Areyou and Viv doing anything this evening?Brian: We're looking at a house in Aston Road at half past six. Paul: What about later?Brian: I don't think we're doing anything. why?Paul: Why don't you come round for supper and we can all talk about it? It might make Susan change her mind.Brian: Thanks very much. I'll do my best. What time shall we come? Paul:Is eight o'clock right? Brian: Fine.Paul: I won't be long. I'm just going to phone Susan to let her know. Exercise: Listen to the dialogue and decide whether the following statements are true or false. Write T or F in the space provided. Discuss with your classmates why you think the statement is true or false.T 1. Both of them want to leave the Linden estate.T 2. Brian is going to see his house. (Brian: we re putting the house up for sale tomorrow.)F 3. If nobody offers a reasonable price now, Brian would rather wait till a later time. (Brian still w ould rather sell it now. Brian: …I'm going to ask for a reasonable price. I'd rather lose a little now than a fortune later.) T 4. Brian has already found a house that they would like to have a look at it. (Brian: we're looking at a house in Aston Road at half past six.)T 5. Paul is determined to leave. (Paul: Why don't you come round for supper and we can all talk about it ? It might make Susan change her mind.)T 6. There are some attractions living there. (Paul: Susan likes it here and doesn't want to move...)Dialogue 2 The GhostHeather: Oh, I do feel tired. Let's just sit down for a few minutes before we go on.Jenny: No, come on. Let's go home. I get the creeps* in this place at night, and anything can happen here. You hear so many creepy* stories－what was that noise?Heather: I don't know. Probably an old torn cat on the prowl*.Jenny: I'm not so sure. I thought I saw a big shadow moving over there. Heather: Then I expect it was either a very big pussycat* or a tiny white tiger.Jenny: Look! Over there…by the tree…a white shape!Heather: Oh, come on－you'll be telling me that it's a ghost next! You must be seeing the moon-light reflected through the tree branches. Jenny: What about Victoria and Tom Howard? They both saw the ghost of a Roman soldier in a cellar in York last year.Heather: Yes－through the bottom of a bottle! ...er...wait a minute! Whatwas that noise?Jenny: Over there! Look…it's an old woman gathering sticks. Heather: Yes…but we can see right through her…let's get out of here . Jenny: Heather, wait for me!Exercise: Listen to the dialogue and decide whether the following statements are true or false. Write T or F in the space provided. Discuss with your classmates why you think the statement is true or false.T 1. Jenny didn't want to stop because she was scared. (Jenny: Let's go home. I get the creeps in this place at night, and anything can happen here.)T 2. Heather believed probably there was a cat nearby. (Heather: Probably an old torn cat on the prowl…Then I expect it was either a very big pussycat or a tiny white tiger.)T 3. The surroundings reminded Jenny of those frightening stories. (Jenny: Let's go home…You hear so many creepy stories…)F 4. Jenny got to know the ghost story of a Roman soldier from a book. (Jenny got to know the ghost story of a Roman soldier probably from her friends. Jenny: What about Victoria and Tom Howard? They both saw the ghost of a Rome soldier in a cellar in York last year.)F 5. Heather thought the ghost of a Roman soldier might be true. (When Jenny told him the ghost story of a Roman soldier, what he said sounds感谢您的阅读，祝您生活愉快。
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?。
托福口语听力文本
托福口语听力文本1、W:I'm not swimming in the lake unless it warms up outside today.M:Me neither.Unfortunately I think it's supposed to stay as cold all day.Q:What can be inferred about the speakers?2、M:that sweater is so unusual,and yet it looks familiar.Did I just see you wearing it yesterday?W:Well,not me.but see,it belongs to my roommate Jill,and she is in your chemistry class.Q:What does the woman imply?3、W:This toothache is killing me!i was hoping it would just go away but it's getting worse by the minute.what did you say the name of your dentin was?M:I told you last week to make that appointment.Q:what does the man imply?4、M:you wanna go to a lecture tonight over int he science auditorium?it's some guy who spent a year living in antarctic.W:no kidding!I'm doing a report on Antarctica for my geography class.maybe i can get some good information to add to it.Q:what does the woman mean?5、W:I'd really like to learn how to play chess,but it looks so complicated.it seems like it will take a really long time to learn.M:well,it takes a long time to get good at it.but we can go over the basics the afternoon if you want.Q:what does the man imply?6、M:Do you think u can lend me that novel when you are finished with it?I've been looking all over for a copy,but apparently it sold out at all the bookstores.W:oh,it's not mine.it belongs to Alive.but i'll see what she says.Q:what will the woman probably do?7、W:Hmm are you going to try some of this chocolate pudding?it's incredible.M:well,to be honest with you,I've never been a big fan of chocolate.Q:what does the man imply?8、W:why don't we go catch the new Italian film at the Pin Street cinema?M:that's a little out of the way,don't u think?it's playing just up the street of the Grow of Two,you know.Q:what does the man suggest they do?。
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A Parking Sticker1 What is the student’s situation?A. She wants to buy another parking stickerB. She needs to pay a parking ticketC. She is trying to get her first parking stickerD. She would like to get a credit card2 How is the student going to pay?A With cashB With a checkC With a credit cardD With a debit card3 What does the student NOT need to do?A Complete a formB Show identificationC Pay a feeD Bring her car4 Where does the sticker go? (2 answers)A On the front windowB On the back windowC On the right sideD On the left side5 What is stated about parking on campus?A Students may not park in colored areas.B Campus parking areas are distinguished by colorC Areas marked with colors are not for parkingD Parking stickers are marked with different colors6 Who parks in which areas? (2 answers)A Students use blue parking areasB Faculty and staff use blue parking areasC Students use yellow parking areasD Faculty and staff use yellow parking areasiron pyrite18 In what ways is iron pyrite similar to gold ?A In colorB In shapeC In compositionD In reaction to heat19 Why is iron pyrite called fool’s gold?A Some foolish people wasted time looking for it.B Some foolish people thought that it was gold.C Some foolish people preferred it to gold.D Some foolish people gave it away.20 What is iron pyrite composed of ? 2 answers.A GoldB SulfurC SparksD iron21 How does iron pyrite react to heat? 2 answersA It creates smokeB It emits a bad smellC It becomes golden.D It develops a shine.22 Where did the word pyrite come from?A From a Latin word meaning “gold”.B From a Latin word meaning “fire”.C From a Greek word meaning “iron”D From a Greek word meaning “fire”.23 How did some ancient cultures use iron pyrite?A To create goldB To heat goldC To start firesD To reduce odors.A Drama Class7 When is the students’ performance?A In three daysB In ten daysC In a few weeksD In three months8 Which of these is NOT a character in the scene?A EmilyB GeorgeC Thornton WilderD The Stage Manager9 How familiar are the students with their lines?A They have not even looked at their linesB They have read over their linesC They have each memorized their own linesD They have each memorized everyone’s lines10 What is stated about the scene? 2 answersA It takes place before a weddingB It takes place during a weddingC George and Emily are getting marriedD George and Emily are wedding guests11 What are the students going to discuss next?A Other playsB CostumesC CharactersD PropsEarly teachers12 Who is listening to the lecture?A Experienced teachers.B Students of American history.C School administrationsD Future teachers.13 The rules discussed in the lecture relate to what period of time ?A Late in the eighteenth century.B Early in the nineteenth century.C Early in the twentieth century.D Late in the twentieth century.14 What is stated in the lecture about the rules for teachers? 2 answersA They were quite strict.B They were established by the teachers themselves.C They were not just about behavior at schoolD They were considered quite humorous by the teachers.15 What rules about clothing are discussed in the lecture? 2 answersA The style of trousersB The color of clothC The length of the skirtsD The type of material16 What were teachers required to do in the evening?A Be in schoolB Stay homeC Attend meetingsD Leave town17 Where were teachers forbidden to go? 2 answersA To storesB To barsC To friends’ housesD To ice cream shops .Anthropology paper1 why does the student go to see the professor?A To take a test he has missedB To get permission to write about a particular topicC To ask a question about material from the course textD To ask why certain material has been assigned2 What is the topic of the paper he wants to write?A. The use of stars in navigationB. Various positions in the Roman militaryC. The importance of astronomy in ancient RomeD. A method of determining the roles for certain soldiers3 Why were Roman soldiers asked to count the stars in the Big Dipper?A. To determine if they could use the stars to navigateB. To determine if they were knowledgeable about constellationsC To determine if they could see well at long distances D. To determine if they could count4 Which of the following is NOT true?A. The Big Dipper is part of a binary starB. Mizar is part of the Big DipperC. Alcor is part of a binary starD. The Big Dipper contains a number of stars5 What two statements describe the possible outcomes from the Roman eyesight test?A. A soldier would fight as an archerB. A soldier would fight on horsebackC. A soldier would become an officerD. A soldier would fight on the front lines6 How does the term “survival of the fittest” relate to the test that the student describe?A the soldiers in the best physical shape tended to survive in battles.B the soldiers with better eyesight would fight from less dangerous positionC the fittest Romans were not in the military and therefore tended to survive.D those who could not see Alcor did not survive the Roman military tests.7 What does the professor finally decide? 2 answersA that the topic is not related to anthropologyB that the student should not use the topic for his paperC that the student should concentrate on t concept of survival of the fittestD that it is possible to use this topic for the paper.Science Lab1 Why does the student go to see the lab assistant?A To discuss two issues related to the science labB To discuss why he did not do a good job on his first lab assignmentC To find out what he must do to complete his lab reportD To talk about the members of his science lab group2 Listen again to part of the passage. Then answer the question.Why does the lab assistant answer the student’s question with this question:A She has not understood what the student has asked.B She is not sure who is in the student’s group.C She would like to know if the student has really done any work with his group.D She has made an assumption about the group from the student’s questions.3 What does the lab assistant suggest that the group should try?A Completing the lab session without talkingB Spending more time talking during the lab sessionC Meeting before the lab session to have a discussionD Working individually in the science lab4 Listen again to part of the passage. Then answer the question.How does the student seem to feel about his group?A He thinks his group does work quite deliberately.B He feels that the group is not able to get things done effectively.C He is not sure when or where the group is meeting.D He is afraid that his group does not have enough time to do a good job.5 What does the lab assistant say about the lab report?A It must be completed by the group.B Each member may decide how to prepare the report.C Each individual must write a part of the report.D The report must be prepared in a very specific way.American Literature---The Little House Books6 Listen again to part of the passage. Then answer the question.Why does the professor begin the lecture in this way?A To show how the coming lecture is related to a previous lectureB To outline the various topics that will be covered in the courseC To indicate that the topic w川be covered in a future lectureD To impress the students with the importance of the coming topic7 How is the information in the lecture presented?A Two different genres are contrasted.B Examples of a certain genre are described,C Various characteristics of a genre are classified.D Events in the life of a person are outlined chronologically.8 How is the Little House series classified?A As historical factB As autobiographyC As historical fictionD As biography9 What three statements are true about Laura Wilder’s Little House series? 3 answersA Laura made up many of the events.B Laura wrote the books during her childhood.C Every event in the books happened.D Not every event in Laura’s life was recorded.E Names of some negative people were changed.10. What event did Laura omit from her books?A A move to the Indian TerritoryB A problem she had with Nellie OlsenC Her father’s storytelling sessionsD The birth and death of her brother11 Can these conclusion be drawn from the lecture?Yes No Historical fiction is not always accurate.Historical fiction is always autobiographical.Wilder’s fiction was a little more pleasant than her actual lifeWilder’s life did not actually have any unpleasantness in it.Confused Assignment1 What is the student confused about? Click on 2. answers.A Which professor gave the assignmentB When the assignment was givenC What she is supposed to readD When the assignment is due2. Listen again to part of the passage.How does the professor seem to feel?A FrustratedB EnthusiasticC BoredD Calm3. Which of these are part of the assignment?A Looking at various reportsB Reading journal articles from the libraryC Determining the main ideas of articlesD Writing a journal articleE Writing a report on the articles4. Listen again to the end of the conversation.Why does the professor end the conversation this way?A To show that he enjoys going over information with studentsB To indicate that he believes the student finally understands the assignmentC To show that he thinks the student may still be confusedD To indicate that he wants to end the conversation5 What conclusion can be drawn about the student?A She had not really needed to see the professor.B She did not really need to write the report．C She had already begun part of the assignment.D She had understood almost nothing about the assignment.Cross-Dating6. What is the main topic of this discussion?A A way of comparing two different archeological sitesB A method of determining the age of an ancient civilizationC Counting tree rings to date culturesD The dates of various cultures in Arizona7. How is the information in the discussion presented?A Various cultures are contrasted.B A series of cultures are presented in chronological order.C The reasons why a certain technique works are listed.D A concept is explained through an extended example.8 What do archeologists compare when using cross-dating?A Two cultures, each with unknown datesB Two methods of dating culturesC One culture with known and one culture with unknown datesD The known dates of two cultures9 What is NOT true about tree-ring dating, according to the discussion?A It is a scientific method of dating.B it can be used to date all types of areas.C It was used effectively to date the northern culture.D It was not used to date the southern culture.10. Is each of these true about the areas discussed in the lecture?Yes No The dates of the northern culture were determined from tree-ring dating.Pieces of southern pottery were found in I the northern area.The dates of the southern culture were determined from cross-dating.Pieces of northern pottery were found in the southern area.11. How does the student seem to feel about the material?A Quite confident throughout the discussionB Quite confident at first but confused laterC Quite confused throughout the discussionD Quite confused at first but more confident laterBiology Class1 What problem does the student have?A Deciding whether or not to study biologyB D Deciding between two seemingly similar coursesC Deciding whether to take a 100- or 200- level courseD Deciding whether or not to take an introductory-level course2 What differentiates Biology 101 from the other course?A Biology 101 has more lectures.B Biology 101 is a more general course.C Biol09Y 101 has a laboratory component.D Biology 101 has fewer units.3 Listen again to part of the passage. What does the advisor mean when she says this:A You really should have said it differently.”B “It’s not how I would say it, but it’s close n meaning.”C “You have your opinion, and I have mine.”D “it would have been better to have said something else.”4 What decision does the advisor seem to think that the student should make fairly soon?A Whether his major will be within the sciences or notB How he should fulfill the general education requirementsC Whether or not to study biologyD Exactly what his major is5. What can be concluded from the conversation?A That the student has made a decision on a majorB That the student really does not like scienceC That the student has completed his general education requirementsD That the student has decided which course to takeGem Cuts6, How does the professor present the different styles of gems?(9 From the least common to the most common⑧From the simplest to the most complex④From the oldest to the most recently developed⑨From the least expensive to the most expensive7. Drag the appropriate description of each type of cut to the box beiow the name of the cut. CabochonTable cutBrilliant cutA Is unfacetedB Is faceted only on the topC Is faceted on the top and the bottom8 What does the professor say about faceting? 2 answers.A It was not done earlier than the fifteenth century．B It may have been done earlier than the fifteenth century.C it was done in the fifteenth century.D it was not done until after the fifteenth century.9 Which style of gem is no longer used much because it does not reflect light well?A The rose cutB The cabochonC The table cutD The brilliant cut10 What overall conclusion can be drawn from the lecture?A That the cutting of gemstones developed earlier than the polishing of gemstonesB That the cutting of gemstones developed at the same time as the polishing of gemstonesC That the polishing of gemstones developed earlier than the cutting of gemstonesD That the polishing of gemstones developed as a result of the cutting of gemstones11 In the talk, the professor explain the order that each of these styles of gems appeared in history. Summarize the process by putting the steps in the correct historical order, from the first to the last.rosetablebrilliantcabochon1 _________-2 ___________3 __________4 __________Cumulative Exam1 Why does the student go to see the professor?A To retake an exam she failedB To explain to the professor why the grade was so lowC To make up an exam that she missedD To look for a solution to the problem of a bad grade2 Listen again to part of the passage. Why does the professor say this：A To revert to an earlier topicB To reinforce what he just saidC To clarify what the student’s question wasD To ask the student a question3 What are the professor’s grades based on? Click on 2 answers.A A unit examB Unit examsC A cumulative examD Several cumulative exams4 What is a cumulative exam?A An exam on the final unit in the courseB An exam that covers all the units in the courseC The first exam given in the courseD The exam with the highest grade5 What solution does the professor offer to the student?A To accept a bad grade in the courseB To retake the examC To submit extra credit assignmentsD To prepare well for future examsGeography---Mountains6 What is the topic of this lecture?A Examples of ways that volcanic mountains developB The history of mountains in the last 100 million yearsC Examples of stages in the evolution of mountain-buildingD Methods of proving which mountains are really the oldest7 Is each of these statements true about the ages of various mountain ranges?Yes No the Appalachians are older than the Rockies.The Cascades are younger than the Rockies.The Himalayas are younger than the Andes.The Alps are younger than the Cascades.8 Which statements are true about how these mountain ranges were formed?Click on 3 answers.A The Alps were created when tectonic plates crashed together.B The Andes were created when tectonic plates crashed together.C The Appalachians were created by volcanic action.D The Cascades were created by volcanic action.E The Himalayas were created when tectonic plates crashed together.9 What is true about the length of the mountain ranges?A The Rockies are longer than the Andes.B The Himalayas are 7,000 miles long.C The Andes are more than 4,000 miles long.D The Alps are 7,000 miles long.10 Which mountain ranges are part of the Ring of Fire? Click on 2 answers.A The CascadesB The AppalachiansC The RockiesD The Andes11. Why does the professor discuss the Appalachians and Cascades?A They are examples of the world’s tallest mountains.B They are among the world’s oldest and youngest mountains.C They are the world’s oldest mountains.D They were formed in different ways from other mountains.Scholarship1 Why does the student go to see this office worker?④To ask for a letter of reference⑧To turn in an application for a scholarship⑥To ask for an application for university admission⑨To find out how to apply for a particular program2 Does the office worker emphasize each of these?Yes No The date the completed application is dueThe need to answer all questionsThe length of the essaysThe information to be included in the reference letters3 Why does the student ask about the question on high school ranking?A it is an example of a question he finds difficult to answer.B It seems like a question that would take too much time to answer.C He thinks that his high school ranking might be too low.D He thinks the question should be answered by someone else.4. What does the advisor say about the essays?A The student needs to answer the two essay questions on page four.B The student needs to answer two of the four essay questions on page seven.C The student needs to answer all four essay questions on page seven.D The student needs to answer the four essay questions on page two.5. What does the advisor say about the letters of reference? Click on 2 answers.A The student needs two of them.B The student needs three of them.C Two must be written by professors.D Only one can be written by a professor.Oceanography ---Atolls6. What is this discussion mainly about?A How oceanic volcanoes occurB The formation of certain coralline structuresC Where atolls most likely occurD The formation of lagoons7. What is an atoll made of?A A combination of coral and algaeB A combination of algae and volcanic ashC Only of algaeD Only of coral8 Where do atolls tend to grow? Click on 2 answers.A In tropical areasB In arctic areasC In warm waterD In cool water9 Listen again to part of the discussion. Why does the instructor say this:A The student’s response was incorrect.B She would like a more thorough response from the student.C The diagram they are looking at is not clear enough.D She does not understand the student’s response,10 In the talk, the professor describes the process of the formation of atolls. Summarize the process by putting the steps in the correct order.Coral begins to grow.A volcanic island forms.The volcano disappears under water.The volcano erodes.1 ________2 __________3 _________4 ________11 What is true about a lagoon? Click on 2 answers.A it is a body of water.B It encircles an atoll.C It is made of coral.D it is surrounded by an atoll.听力答案Parking stickerCBD A/D B B/Ciron pyriteAB B/D A/B DCA Drama ClassCCB A/C B/DEarly teachersDC A/C B/C B B/D Anthropology paper1-5 BDCA AD B C/DScience LabADCBDThe Little House BooksABC 9 CDE 10 D 11 YNYN Confused Assignment1B/C A B/C/E CDCross-Dating6 ADCB 10 YNYY 11 DBiology ClassGem CutsCumulative ExamGeography---MountainsScholarshipOceanography ---Atolls这几篇的答案假期发，我暂时没有做出来。