托福TPO15听力Conversation2文本+题目+答案解析
2015年10月25日托福听力真题及答案解析
听⼒部分 Conversation 1 ⼀个⼥孩去费城参加了conference，回来问报销的事。
⼯作⼈员说是可以报销的，但只能averagecost，再加上费城很近，报的可能不多。
⼥孩就问从哪⾥查averagecost，⼯作⼈员说在他们站上，但⼥孩说查不了哦，因为没有preapprovement no.，⼯作⼈员说是因为department没同意，只有同意了，travelexpense 机构才给报。
⼥孩说不应该啊，虽然她是⼀个⼈不去了她才去的。
⼯作⼈员焕然⼤悟说这是有原因的，学院应该还没改，让他们去改就好了。
-TPO部分对应参考(其他TPO20-C1) Lecture 1 讲的是细菌对⼈体的帮助。
⼀个⼈⽪肤上的细菌⽐全部⼈类的数量还要多，益菌⽐害菌是要多很多的;⽐如说⼚⼦⾥的菌能帮助我们消化⼀些难以消化的碳⽔化合物，并且抑制⼀些害菌;有些⼈有肠胃病就去看医⽣，医⽣会开酸奶给他们，因为酸奶⾥有许多活的消化细菌。
-TPO部分对应参考(⽣命科学类TPO30-L2/TPO28-L3) Lecture 2 婴⼉对外界的evaluation。
教授说这种能⼒是与⽣俱来的，六个⽉的宝宝就能具有这种能⼒。
举了⼀个例⼦说researcher⽤⼀些婴⼉做实验，就是给他们看⼀个简单的故事。
⽤圆的block作为climber，⽅的block作为helper，三⾓的作hender，然后表演这个过程，每个block 还画了眼睛什么的，就让婴⼉选，婴⼉不选三⾓的。
为了验证这个实验，⼜做了⼀个⼀样的实验，还是六个⽉⼤的婴⼉，这次圆的上没有眼睛了，考其他两个形状的作⽤，就是为了不让他们那么alive，降低变量影响，婴⼉还是⼀样的选择。
说明这个能⼒是天⽣的。
-TPO部分对应参考(社会科学类TPO10-L4/TPO14-L1) Conversation 2 男⽣找⽼师说要做个music education programming当作业，灵感来源于他妈妈讲的⼀个O理论。
托福TPO50听力Conversation2文本+题目+答案解析
托福TPO50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TPO50听力Conversation2文本+题目+答案解析，希望对大家备考有所帮助。
托福TPO50听力Conversation2文本Listen to a conversation between a student and the head of building maintenance.Teacher: Can I help you?Student: Yeah, I um……I’m taking summer classes right now and they put me in Robert’s Dormitory, over by the library.Teacher: Ok.Student: And I guess they are painting the library or doing something to the outside of the building?Teacher: Ah……yes, they are. They are replacing the bricks on the outside walls.Student: Well, whatever it is, it’s like……really disturbing, for those of us with windows facing the library. They are working on the wall right opposite us. I mean, dust is everywhere coming in the windows, and, the noise, cos we are like…… what, ten feet away. And……well, it is just not a pretty picture.Teacher: Right, well, that’s why we waited until now to start work on it. I mean, most students have already left campus for summer vacation.Student: Yeah, but Robert’s Hall has been used by all the summer students.Teacher: Really? The housing didn’t notify us of that.Student: Yeah. It’s pretty full. I mean, I can’t sleep at night, because of the smell and the dust and……You know, I’d love to just like close the windows but you know (it’s) being summer now.Teacher: Yes, I know. There is no air-conditioning in that building.Student: Right! So I mean, we got five more weeks of classes left, and we were really wondering how much longer they are going to be working on that particular wall. Because maybe it’s going to be a while.Do you think they could maybe work on a different side of the building for now, one that's not facing people’s dorm rooms, and wait until the students are gone? To come back and finish this side? I mean, that way the dust and noise won’t be coming directly into our windows while we are here.Teacher: You know, I wish it weren’t being done this way and it doesn’t make sense. But……this p articular decision was made by a special committee and their plan was finalized several months ago. They just didn’t realize there would be students in Robert’s Hall now.Student: Yeah.Teacher: Plus, well, the equipment is all set up, you know, the scaffolding is up on that side of the building and……oh it just won’t be practical to have the construction workers move everything to another side and leave a whole side of the library all torn out like that.Student: I guess not. Isn’t there another dorm open anywhere?Teacher: Not that I know. Oh, wait. I overheard someone saying today that Manchester Hall isn’t being used by the city’s summer camp after all. You know, most years they house their participants in that dorm all summer.Student: Well, there is an idea.Teacher: Now it’s a smaller dorm and it’s a little out of theway but……well, I bet……I bet they could move the affected student from Robert’s Hall.Student: Wow, I think a lot of people would definitely appreciate that.Teacher: Ok, well, let me call the housing people and I will get back to you. Leave your name and number, ok? And I will let you know what I find out.Student: Great. Thanks.托福TPO50听力Conversation2题目1.What problem is the student having?A. His dormitory is in need of repairs.B. He does not have summer housing.C. He is bothered by construction on campus.D. He is not able to use the university library.2.What does the student suggest that the construction workers do?。
托福TPO17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TPO17听力Conversation2文本+题目+答案解析，希望对大家备考有所帮助。
托福TPO17听力Conversation2文本 Narrator: Listen to a conversation between a student and a food service manager. Student: Excuse me, Mrs. Hanson. My name is John, John Grant. I work as a waiter in the campus dining hall, in the faculty dining room. Manager: What can I do for you, John? Student: Well, I work week nights, except for Friday. I was wondering if I could switch from working the dinner service to working at lunch. Manager: That’s going to be a problem. I am afraid we don’t have any openings at lunch time. A lot of students want to work then, so it is really rare for us to have an open spot at that time of day. Student: Oh, you see, I have joined this group, the University Jazz Band, and the band’s practice time is right around dinner time. You know, it is so hard to get into this group, I must have auditioned like ten times since I have been at the school, so I am ... Anyway, so I was really hoping to have the dinner hour free so I can go to practice. Manager: Well, we do have other open times, like breakfast. Student: Eh, that won’t work, I am sorry. I mean that, I can’t work that early.I have this very important music class I got to take, and it is like, first thing in the morning. Manager: Well, if you don’t mind working in the kitchen, we’ve got some pretty flexible hours for students doing food-prep work, anything from early morning to late afternoon. Student: What’s prep work? Manager: You prepare food for the cooks. You know, like cutting up vegetables for soup, or cleaning greens for salads. Student: Oh, that doesn’t sound, I mean... Being a waiter, I get to see a lot of the professors, like in a different light, we joke around a little you know. In the classroom, they always have to be pretty formal, but ... Manager: Well, the money is no different since we pay students the same amount for any of the jobs here in food service, so it’s up to you. Student: Oh, man. I always thought that sacrificing for my art, that’d mean working long hours as a musician for, like, no money. I didn’t think it’d mean, peeling carrots. Manager: Let me see, I am offering you something that has the hours you want, it is right here on campus, and you make as much money as you did being a waiter, quite a sacrifice. Student: I am sorry, I know you are just trying to help. I guess I should look into the food-prep job. Manager: Ok, then, I’ll tell the kitchen manager that you will stop by tomorrow to talk about the job and schedule your hours. And I will let the dining hall manager know that he needs to find a new waiter for the evening. Student: Oh, ok, I guess that’s it. Thanks, Mrs. Hanson. 托福TPO17听力Conversation2题目 1.Why does the man go to see the woman? A. To complain about rude customers. B. To request an increase in his pay. C. To ask for a change in his work schedule. D. To apply for a job playing music in the dining hall. 2.What activity does the man want to be able to do at dinnertime? A. Prepare for his morning music classes. B. Rehearse with a school music group. C. Play jazz for the faculty in the dining hall. D. Eat with classmates from his music class. 3.The woman asks the man to consider a different job What kind of work would the man have to do for the new job?。
托福TPO2听力Conversation2文本+题目+答案解析
为了帮助大家高效备考托福，为大家带来托福TPO2听力Conversation2文本+题目+答案解析，希望对大家备考有所帮助。
托福TPO2听力Conversation2文本 Choosing Courses Girl: Did you register already for your classes next semester? Boy: Yes, I did. Girl: What are you taking? Boy: Um…contemporary literature, English style, um… the teaching seminar, and I still have to do my student teaching. I’m gonna help teach a writing class of the junior high. Girl: That’s a heavy schedule. Boy: Yeah, it will be really busy and I’m also taking a theory class. But I have to quit my job a couple of weeks cause it will be just too much. Girl: Where do you work at? Boy: Buster’s coffee shop, but just till the end of the month. What are you doing next semester? Girl: Actually a teaching seminar too. And I will have to start writing my thesis. You know, I’m also going for my master’s degree. Boy: So you are not writing any poetry, I imagine. Girl: No, I was actually thinking about revising some of my poems and sending them into places for publication. Boy: Cool, you should. Um, did you hear about that new poetry club, The Poetry Kitchen? Girl: Yeah, no time. Boy: It’s fun; it’s Sunday night. You don’t do anything at Sunday nights? Girl: I do homework Sunday nights. Boy: Well, it’s only from 7 to 9. Girl: Is it every Sunday? Boy: Last Sunday of every month. I don’t know about this month, cause it’s probably a little too close to Thanksgiving, so they might move it up. I don’t know what they are gonna to do, but it’s a good time, it’s fun, some really impressive readings. Girl: Who? From our class? Boy: Some people from our class are reading. A lot of them go, sometimes even the professor. Girl: Really? I don’t know if I would want to read in front of her. Boy: You wouldn’t have to read, you can just watch. I just watched the first time, but it’s a good environment to read them, I think anyway. Girl: I probably have to write something new, so maybe during the summer, I just can’t now. Boy: Yeah, it wouldn’t be the same just reading old stuff. Are you going to do summer school? Girl: Definitely, otherwise, I will be short 6 credits. I have no choice. Boy: Yeah, me too. This is the second summer. I’ll have to take classes. I gotta go now, my Shakespeare class starts in twenty minutes. 托福TPO2听力Conversation2题目 1.What are the students mainly discussing? a) Their courses for next semester b) Their plans for the weekend c) A poetry club d) A class assignment 2.What does the man plan to do at the end of the month?。
TPO15-L2托福
TPO 16Conversation1Narrator:Listen to a conversation between a Student and a facilities Manager at the university. Student:Hi. I’m Melanie, the one who’s been calling.Manager:From the singing group, right?Student:From the choir.Manager:Right, the choir. It’s nice to finally meet you in person. So, you are having problems with...Student:Manager:Oh, that’s right. They’re building that addition for new laboratories.Q2Student:Exactly. Anyway, ever since they started working on it, it’s been so noisy we can barely hear ourselves think.Manager:Let alone sing.Student:Forget about singing. I mean, we keep the windows down and everything, but once those bulldozers get going, I mean those machines are loud. We’ve already had to cut short two rehearsals and we’ve got a concert in 6 weeks.Manager:Well, that’s not good. I’m assuming you’ve tried to reschedule your rehearsals. They don’t do construction work at night.Student:I ran that by the group, but there were just too many... I mean evenings are really hard. It seems like everyone in the choir already has plans and some even have classes at night.Q3 Manager:And what about the music building?Auditorium seemed like a reasonable idea.Student:All that noise. I don’t know. I just wonder if the jazz ensemble knew what was going to happen.Manager:Well, that wouldn’t be very nice.Student:now the music building’s fully booked, mornings, afternoons, everything, we just need a quiet space. And it has to have a piano.Q1 Manager:A piano. Of course some of the other auditoriums have pianos, but that’s not going to beeasy.Student:You think they’re pretty booked up?Manager:Probably. But it can’t hurt to check. What about Bradford Hall? I remember a piano inthe old Student center there.Student:At this point, we’d be grateful for any quiet place.Manager:Can you... How flexible can you be on times? You said no evenings, but what if can’t find something open at 3 o’clock? Can you move earlier or later?go much outside that.Q5Manager:Well, check with me tomorrow morning. I should’ve found something by then. It mightnot be ideal...Student:As long as it’s got a piano and nobody’s putting up a building next door, we’ll be happy.。
tpo-15听力题目
tpo-15听力题目Tpo-15Conversation 11. Why does the student go to the campus newspaper office? A. To turn in outlines of possible articlesB. To find out when his article will be printed in the newspaperC. To find out if he got a position as a reporterD. To get help with an assignment for his journalism course2. Why does the student want to write for the campus newspaper? A. He wants to earn some money.B. He wants to learn about the newspaper business.C. He wants to share his enthusiasm for physics.D. He thinks the experience will be valuable.3. The student mentions the proposed tuition increase as a possible topic for thenewspaper. What does the adviser imply about the topic? A. The news editor thinks that the topic is not suitable for a new reporter. B. The news editor was impressed be the student’s outline about the topic.C. There is not enough information to write an article about the topic.D. The topic has already been assigned to another reporter.4. What will the student write about in his first article for the newspaper? A. The physics department’s plans for attracting more students.B. The university’s plan to offer more physics course.C. The importance of physics in our daily lives.D. The opinions of professors on the recent changes to introductory physics courses.5. What does the adviser imply when she says this:A. She is not responsible for evaluating proposed articles.B. She did not tell Max about the student’s interest in joining the staff.C. Max recently became the editor of the newspaper.D. Max has been very busy lately.Lecture 16. What is the lecture mainly about?A. Methods people used to eliminate distractions.B. The area of the brain responsible for blocking distractionsC. The usefulness of questionnaires in assessing distractability.D. Research about how the brain deals with distractions.7. According to the professor, what are two weaknesses of the Cognitive Failures Questionnaire? Click on 2 answers.A. It relies on subjective reporting.B. It assesses a limited number of situations.C. It does not assess visual distractionsD. It does not account for factors other than distractability.8. What hypotheses about distraction and brain were Lavie’s experiments involvingstar fields designed to investigate? Click on two answers. A.Whether the capacity of the brain to process irrelevant information varies from person to person.B. Whether the brain perceives information that is irrelevant to the performance of a task.C. Whether the brain deals with distractions by categorizingirrelevant information aslow priority.D. Whether the visual cortex is activated during the sensation of movement.9. What did Lavie’s scans of subjects’ visual cortexes reveal?A. Area V5 became less active when tasks became more difficult.B. The presence of the star field did not affect activity in area V5.C. Area V5 became more active as more information appeared on the screen.D. Stimulating area V5 interfered with subjects’ ability to perceive motion.10. Why does the professor mention a highway?A. To compare two experiments designed to study distraction.B. To give an example of when area V5 might be activated.C. To describe a limitation in the brain’s processing capacity.D. To make a point about the effect of distractions on driving.11. What is professor’s opinion of Lavie’s work?A. She thinks it resolves most of the major questions about distraction.B. She feels it is of limited use because of flaws in thestudy designs. C. She believes it has changed the direction of researchon distraction. D. She thinks its findings can be applied only to visual distraction.Lecture 212. What is the lecture mainly about?A. Recognizing when one geologic epoch ends and another begins.B.How geologists determine the age of earth.C. Whether humans have affected earth’s climateD. Identifying elements that affect the formation of sediment layers.13. Why does the professor mention the Pleistocene epoch?A. To explain how sediments change during an ice age.B. To give an example of a well-defined geologic epochC. To describe how certain environmental conditions affect erosion rates.D. To describe the factors that influence the naming of geologic epochs.14. Researchers study sediment in order to learn about the characteristics of pastgeologic epochs. What does the professor say that sediment reveals about aparticular epoch? Click on two answers.\A. The climate on earth when the sediment formed.B. The places on earth with the highest amounts of rainfall.C. The level of the oceans at the time.D. The organisms that lived when the sediment formed.15. According to the professor, what is the significance of the year 1800C.E? A. The population reached 1 billion.B. The Anthropocene epoch was first described.C. Industrialization began to influence earth’s environment.D. There was a significant change in the amount of sediment deposited around theworld.16. What does the professor imply about the spread of agriculture 8,000 years ago? A. It was the true beginning of the Holocene epoch.B. It was the greenhouse gases were at their lowest levels.C. It was not a major cause of population growth.D. It did not cause as big an environmental impact as some researchers say.17. What does the professor say about future researchers?A. They may not agree that human have had an important effect on earth’s surface.B. They will not have reliable evidence of what is happening today.C. They will determine when the Anthropocene epoch began.D. They will make predictions about when the Anthropocene epoch will end.Part 2Conversation 21. 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.D. To discuss her performance on a biology exam.2. What does the professor imply when he mentions his experience playing soccer incollege?A. The woman should participate in a sport that takes less of her time.B. The woman may not have enough time to study for her class.C. The woman is not trying hard enough to do well in the class.D. The woman should be satisfied with the results of her exam.3. What did the woman study in her laboratory project?A. The best methods for preserving samples of onion cells.B. The differences between onion cells and other plant cells.C. The process of cell division in an onion.D. The different ways that onion cells can be diagrammed.4. What does the professor say about the results of the brain research? A. Several short study sessions are more effective than one extended study session. B. Studying in the library increase the brain’s ability to absorb details.C. Studying for extended periods of time is good exercise for the brain.D. Students who excel at laboratory work usually perform well on exams.5. At the end of the conversation, why does the professor return to the topic of runningon the track team?A. To suggest that the student take a break from it for a few weeks.B. To give an example of how exercise affects memory.C. To illustrate the point he is making about study habits.D. Tofind out if the next track meet will interfere with the exam.Lecture 36. What is the lecture mainly about?A. How Archimedes was identified as the author of some ancient texts.B. The recovery of some ancient writings on mathematics.C. Differences among various writing materials used in the Middle Ages.D. Techniques for restoring ancient manuscripts.7. What are two points the professor makes about parchment? Click on two answers. A. It is more long lasting than paper.B. It was inexpensive to produce during the Middle Ages.C. It was the material Archimedes used for his writings.D. Its use for books decreased after the 1400s.8. What does the professor imply when he explains the washing and scraping methodsthat were used to remove ink from parchment surface?A. Washing made parchment more able to retain newly applied ink than scraping did.B. Washing was less effective than scraping as means of permanently erasing ink.C. The scraping method was used in the creation of the Archimedes palimpsest.D. Neither method completely erased the original text.9. What type of book became known as the Archimedes palimpsest?A. A history book.B. A physics book.C. A prayer book.D. An artist’s book.10. What does the professor imply about the various techniques used to viewArchimedes’ text?A. The students should be familiar with most of the techniques.B. Different techniques were used to analyze the iron content of ancient ink.C. The use of ultraviolet light was more damaging than the other techniques.D. X-ray image was more effective than the other techniques.11. What does the professor imply about the significance of the Archimedes palimpsest?A. It is significant because it contains what may be Archimedes’ most importantwork.B. It is significant because it proves that a certain mathematics text was written byArchimedes.C. It is significant because it is the oldest one ever discovered.D. It is significant because it is the first one to be completely deciphered.12. Why does the professor discuss the exploration of hydrothermal vents?A. To show how the exploration helped researchers to determine the compositionof ocean water.B. To show how the exploration challenged an assumption about biologicalcommunities.C. To compare two competing theories concerning chemosynthesis.D. To compare the life cycle of underwater plants to the life cycle of underwateranimals.13. What are three of the conditions of water near hydrothermal vents that made researchers think they would not find living organisms there? Click on 3 answers A. Extreme heatB. Extreme pressureC. Fast currentsD. Lack of mineralsE. Lack of sunlight14. What does the professor imply about the researchers’ reaction to the biologicalcommunity discovered on the ocean floor?A. They were surprised at the large variety of organisms living nearhydrothermal vents.B. They were surprised to find any bacteria living without sunlight.C. They were disappointed at not finding any animal life.D. They could not agree on the significance of the data that they collected.15. According to the professor, what is the role of chemosynthesisin biological communities that are found hydrothermal vents?A. It enables organisms to convert hydrogen sulfide into food.B. It enables organisms to convert tiny amounts of light into energy.C. It enables organisms to withstand large amounts of carbon dioxide.D. It enables organisms to regulate their temperature.16. Why does the professor mention the bacteria that live inside a tube worm? A. To give an example of organisms that pose a threat to tube worms. B. To explain what provides the organic material that tube wormsuse for energy. C. To give an example of other organisms that can withstand extreme heat. D. To give an example of organisms that are involved in both chemosynthesis andphotosynthesis.17. What does the professor imply when she says this:A. She will review information from the assigned chapter.B. She will present additional information related to the assigned chapter.C. The quiz on the assigned chapter will be longer than other quizzes.D. The class has spent too much time on the assigned chapter.。
托福听力对话conversation常见12类出题点归纳分享
托福听力对话conversation常见12类出题点归纳分享（经典版）编制人：__________________审核人：__________________审批人：__________________编制单位：__________________编制时间：____年____月____日序言下载提示：该文档是本店铺精心编制而成的，希望大家下载后，能够帮助大家解决实际问题。
文档下载后可定制修改，请根据实际需要进行调整和使用，谢谢!并且，本店铺为大家提供各种类型的经典范文，如工作报告、工作计划、活动方案、规章制度、演讲致辞、合同协议、条据文书、教学资料、作文大全、其他范文等等，想了解不同范文格式和写法，敬请关注!Download tips: This document is carefully compiled by this editor. I hope that after you download it, it can help you solve practical problems. The document can be customized and modified after downloading, please adjust and use it according to actual needs, thank you!Moreover, our store provides various types of classic sample essays, such as work reports, work plans, activity plans, rules and regulations, speeches, contract agreements, documentary evidence, teaching materials, complete essays, and other sample essays. If you would like to learn about different sample formats and writing methods, please pay attention!托福听力对话conversation常见12类出题点归纳分享比起听不懂，记不住可能是托福考生在面对托福听力时更为常见的出错原因。
托福听力TPO学习宝典
Solution No.2
TheEffect of mountains and lands,i.e. Topography
Lake-effect snow
E.G. Great Lakes
The forming of clouds
The forming of snow
Closing
Talk to the boss
TPO18conversation1student—administrator—help
Structure
Student
Librarian
Opening
Transfer from Chicago
Interested intheprogram
International studies
TPO 20 conversation 1 Student—Librarian—help
Structure
Student
Librarian
Opening
Problem
Asked to return the book
To keep the book for thesis
Backgrounddetails
Prominentalumni
Advanced math course
TPO 21conversation 2student—professor—question
Structure
Student
Librarian
Opening
Learn a lot from the lecture
Work in the field
TPO文章结构—conversation
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(听力)历年真题试卷汇编2(题后含答案及解析)
托福（听力）历年真题试卷汇编2(题后含答案及解析) 题型有：1. Listening ComprehensionSection One：Listening Comprehension听力原文：Listen to a conversation between a student and his studio art professor.S: Professor Jones, good morning! Could I talk with you for a minute?P: Sure, Marty. What’s up? Is it about the class assignment this week?S: No, no... I’m almost done... really enjoying it.P: I’m glad to hear that.S: So, well, I’ve been talking to some of the other students in our studio art class and we were wondering who to talk to about maybe buying art supplies that are more environmentally safe for the art classes.P: Well, that’d be me. As the chair of the art department, I do have a say in purchasing decisions, but of course all decisions are voted on by the department faculty. You know... we already buy some eco-friendly products, for example, the easels in your painting studio. They’re made of wood from a South American eucalyptus tree. The trees grow really fast and new trees grow from the stumps of trees that have already been harvested. This is a great renewable resource.S: I didn’t know that. That’s fantastic! We are also considering drawing paper and pencils. There are some really cool companies that use recycled paper to make drawing paper and some pencil companies that make greener products out of wood from sustainable forests.P: Well, I can see you’ve done some research. Why don’t you write up a proposal? You can give us a list with the prices of the eco-friendly supplies you’d like the department to consider, and the faculty can compare that to the current cost of supplies at our next meeting.S: Oh, yeah ... I can appreciate that decisions will also be affected by the cost.P: Well, yes...that’s partly true. Of course, we have a budget for supplies and most of that money has been spent for this year, but you know, the university has been allocating additional funds for more eco-friendly practices. It’s part of their new ‘green campus’initiative.S: Yeah, the solar panels were recently installed on the roof of my dorm, and actually I read an article about the initiative in the campus newspaper. There’s a committee... I even heard there’s student representation that help in decision making related to the implementation of the university’s environmentally friendly practices.P: That’s right! The Green Committee and the solar panels you mentioned are just one of the many things they’ve done. So, I don’t know... given the university’s commitment to becoming more environmentally friendly and the fact that the university does receive partial funding from the state government to support this initiative... you never know!S: Ok... urn, when do you want the figures?P: Well, the next meeting of the art department faculty is at the beginning of next month. That gives you about three weeks.S: That should be enough time. We’ll get to work on it right away. Thanks for your help!1．Why does the student go to see the professor?A．To ask whether students can be represented at an upcoming faculty meeting B．To propose changing the kinds of supplies the art department usesC．To discuss an art project inspired by environmental concernsD．To complain about the lack of materials available to art students正确答案：B解析：目的主旨题。
托福听力 TPO听力题目与答案1-37全套汇总(附译文)
托福听力: TPO听力题目与答案1-37全套汇总(附译文)目前托福TPO内容已经更新到37套，很多同学在使用TPO听力内容时不是缺少音频资料就是内容不全，针对大家使用TPO听力内容的诸多不方便，小编特给出一份托福TPO 听力题目与答案1-37全套汇总(附译文)资料，同学们可以拿去好好练习一下，进而也可对比一下与之前内容的不同，所增加的套题与之前的区别。
托福TPO听力题目与答案1-37全套汇总(附译文)内容如下：1.Why does the student go to see the librarian?To sign up for a seminar on using electronic sources for researchTo report that a journal is missing from the reference areaTo find out the procedure for checking out journal articlesTo ask about how to look for resources for a class paper2.What does the librarian say about the availability of journals and articles in the library?They are not easy to find if a professor put them on reserveMost of them are accessible in an electronic formatMost of them can be checked out for three weeksPrinted versions from the past three years are located in the reference section3.What does the librarian suggest the student should do to save time?Choose an easier research topicConcentrate on five journalsRead the summaries of the articles firstInstall a new program on her home computer4.What can be inferred about why the woman decides to use the computer in the library?She thinks she might need additional help from the manShe does not have a computer at homeShe has to hand in her assignment by the end of the dayShe will be meeting a friend in the library later on5.Why does the woman say thisShe had forgotten about the informationShe is surprised she was not aware of the informationShe is annoyed that the information was published only recentlyShe is concerned that the librarian gave her incorrect informationStudentHi, um…, I really hope you can help me.LibrarianThat’s why I’m here. What can I do for you?StudentI’m supposed to do a literature review for my psychology course, but I’m… having a hard time finding articles. I don’t even know where to start looking.LibrarianYou said this is for your psychology course, right? So your focus is on …StudentDream Interpretation.LibrarianWell, you have a focus, so that’s already a good start. Hmmm… well, there’re a few things… oh wait… have you checked to see if your professor put any material for you to look at on reserve?StudentAha, that’s one thing I did know to do. I just copied an article, but I still need three more on my topic from three different journals.LibrarianLet’s get you going on looking for those then. We have printed versions of twenty or so psychology journals in the Reference Section. These are ones published within the last year. Now that I think about it… there’s a journal named Sleep and Dreams.StudentOh, yeah, the article I just copied is from that journal, so I’ve got to look in other sources.正确答案，D。
托福TPO15口语Task2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Task2题目+满分范文，希望对大家备考有所帮助。
托福TPO15独立口语Task2题目： Question Do you agree or disagree with the following statement? It is important to remember and learn from the past. Use details and examples to explain your opinion. 托福TPO15独立口语Task2满分范文： I totally agree with this statement that it’s important to remember and learn from the past.We all make mistakes and we all have to remember mistakes. Because mistakes tell us what isn’t right. For example, when I was in the first grade primary school, I took a toy car from another student without informing him. I was too young to know that taking things from others without mentioning isn’t right. Then my teacher helped the other student find this toy car and labeled me as a thieve. I didn’t realize how serious this matter was until my father told me that this was humiliating.I swore to myself that I would never take anything from others without informing the owners. I think this is a valuable lesson and I’ll remember it forever. 以上是给大家整理的托福TPO15口语Task2题目+满分范文，希望对你有所帮助!。
【托福听力资料】托福TPO15 听力文本——Lecture 2
【托福听力资料】托福TPO15 听力文本——Lecture 2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 2 GeologyNarrator: Listen to part of a lecture in a geology class .ProfessorAs geologists, we examine layers of sediment on the Earth’ s surface to approximate the dates of past geologic time periods. Uh... sediment as you know, is material like sand , gravel, fossil fragments that is transported by natural processes like wind , water flow or the movement of glaciers. So sediment is transported and then deposited and it forms layers on the Earth’s surface over time. We examine these layers to learn about different geologic time periods including when they began and ended.For example, from about 1.8 million years ago to around 11 thousand years ago was the Pleistocene Epoch. The Pleistocene Epoch was an ice age. During this Epoch, sediment was made by the kind of erosion and weathering that happens when the climate is colder, and part of those sediments are fossils of plants and animals that lived at that time.The Holocene Epoch followed the Pleistocene Epoch when the Earth ’ s climate warmed up around 11 thousand years ago. The Holocene Epoch is characterized by different sediments, ones that form when the climate is warmer. Because the climate changed, the types of plants and animals changed also. Holocenesediments contain remnants of more recent plants and animals, so it’s prettyeasy to differentiate geologically between these two Epochs.Now there is growing evidence that the presence of humans has altered theEarth so much that a new Epochc of geologic history has begun – the AnthropoceneEpoch, a new human-influenced Epoch. This idea that we’ve entered a newAnthropocene Epoch was first proposed in 2002. The idea is that around the year1800 CE the human population became large enough, around a billion people, thatits activities started altering the environment.This was also the time of the industrial revolution, which brought atremendous increase in the use of fossil fuels such as coal. The exploitation offossil fuels has brought planetwide developments: industrialization,construction, uh, mass transport. And these developments have caused majorchanges like additional erosion of the Earth’s surface and deforestation. Also,things like the damming of rivers , has caused increased sediment production,not to mention the addition of more carbon dioxide and methane in theatmosphere. Naturally all these changes show up in recent sediments. And thesesediments are quite different from pre year 1800 sediment layers.Interestingly there’s some speculation that humans started having a majorimpact on Earth much earlier, about 8000 years ago. That’s when agriculture wasbecoming widespread. Early farmers started clearing forests and livestockproduced a lot of extra methane. But I want to stress this is just a hypothesis.The idea that early humans could have had such a major effect, well I’m just notsure we can compare it with the industrial age.Geologists in the far future will be able to examine the sediment being laiddown today, whereas right now we can say that yes, human impact on the Earth isclear: It’ll be future researchers who have a better perspective and will beable to really draw a line between the Holocene and the Anthropocene Epochs。
托福听力真题题目tpo2
TPO？Conversation 11. Why does the man go to see his professorTo borrow some charts and graphs from herTo ask her to explain some statistical proceduresTo talk about report he is writingTo discuss a grade he got on a paper2. What information will the man include in his report?Click in the correct box for each phrase3. Why does the professor tell the man about the appointment at the doctor's office?To demonstrate a way of remembering thingsTo explain why she needs to leave soonTo illustrate a point that appears in his reportTo emphasize the importance of good health4. What does the professor offer to do for the manHelp him collect more data in other areas of the stateSubmit his research findings for publicationGive him the doctor's telephone numberReview the first version of his report5. Why does the professor say this()To question the length of the paperTo offer encouragementTo dispute the data sourcesTo explain a theoryLecture 16. What is the professor mainly discussingThe development of motor skills in childrenHow psychologists measure muscle activity in the throatA theory about the relationship between muscle activity and thinkingA study on deaf people's problem-solving techniques7. Why does the professor say this()To give an example of a laryngeal habitTo explain the meaning of a termTo explain why he is discussing laryngeal habitsTo remind students of a point he had discussed previously8. Why does the professor say about people who use sign languageIt is not possible to study their thinking habitsThey exhibit laryngeal habitsThe muscles in their hands move when they solve problemsThey do not exhibit ideomotor action9. What point does the professor make when he refers to the university libraryA study on problem solving took place thereStudents should go there to read more about behaviorismStudents' eyes will turn toward it if they think about itHe learned about William James' concept of thinking there10. The professor describes a magic trick to the class, what does the magic trick demonstrate?An action people make that they are not aware ofThat behaviorists are not really scientistsHow psychologists study childrenA method for remembering locations11. What is the professor's opinion of the motor theory of thinkingMost of the evidence he has collected contradicts itIt explains adult behavior better than it explains child behaviorIt is the most valid theory of thinking at the present timeIt cannot be completely proved or disprovedLecture 212. What aspect of Manila hemp fibers does the professor mainly discuss in the lectureSimilarities between cotton fibers and manila hemp fibersVarious types of manila hemp fibersThe economic importance of Manila hemp fibersA use of Manila hemp fibers13. Why does the professor mention going away for the weekend?To tell the class a jokeTo apologize for not completing some workTo introduce the topic of the lectureTo encourage students to ask about her trip14. What does the professor imply about the name Manila hempIt is a commercial brand namePart of the name is inappropriateThe name has recently changedThe name was first used in the 1940's15. Why does the professor mention the Golden Gate Bridge?To demonstrate a disadvantage of steel cablesTo give an example of the creative use of colorTo show that steel cables are able to resist salt waterTo give an example of a use of Manila hemp16. According to the professor, what was the main reason that many ships used Manila hemp ropes instead of steel cables?Manila hemp was cheaperManila hemp was easier to produceManila hemp is more resistant to salt waterManila hemp is lighter in weight17. According to the lecture, what are two ways to increase the strength or rope made from Manila hemp fibers?Click on 2 answersCoat the fibers with zinc-based paintCombine the fibers into bundlesSoak bundles of fibers in salt waterTwist bundles of fibersConversation 21.What are the students mainly discussing?Click on 2 answersTheir courses for next semesterTheir plans for the weekendA poetry clubA class assignment2.What does the man plan to do at the end of the monthRegister for classesFinish writing his master's thesisLeave his job at the coffee shopTake a short vacation3.Why does the man talk to the woman about the "Poetry Kitchen"?To find out how often the club meetsTo inform her that the date of the next meeting has changedTo complain that not enough people are reading their poemsTo encourage her to attend4.What is the woman's attitude toward participating in the poetry club?She is looking forward to hearing her professor's poetryShe is interested in attending but she has no timeShe thinks the poetry that is read there is not very goodShe used to participate but did not enjoy it5.What will the students do in the summerThey will both take coursesThey will both have full-time jobsThey will travel to England togetherThey will teach a class togetherLecture 36.What is the main purpose of the lecture?To illustrate the importance of extrinsic valuesTo explain Aristotle's views about the importance of teachingTo explain why people change what they valueTo discuss Aristotle's views about human happiness7.The professor gives examples of things that have value for her. Indicate for each example what type of value it has for her.Click in the correct box. This question is worth 2 points.8.Why is happiness central to Aristotle's theory?Because it is so difficult for people to attainBecause it is valued for its own sake by all peopleBecause it is a means to a productive lifeBecause most people agree about what happiness is9.According to the professor, why does Aristotle think that fame cannot provide true happiness?Fame cannot be obtained without help from other peopleFame cannot be obtained by all peopleFame does not last foreverPeople cannot share their fame with other people10.What does the professor mean when she says this()Teaching is not a highly valued profession in societyShe may change professions in order to earn more moneyThe reason she is a teacher has little to do with her salaryMore people would become teachers if the salary were higher11.What is Bode's law?A law of gravitationAn estimate of the distance between Mars and JupiterA prediction of how many asteroids there areA pattern in the spacing of the planetsLecture 412.Why does the professor explain Bode's Law to the class?To describe the size of the asteroidsTo explain who the asteroids belt was discoveredTo explain how gravitational forces influence the planetsTo describe the impact of telescopes on astronomy13.How does the professor introduce Bode's Law?By demonstrating how it is derived mathematicallyBy describing the discovery of UranusBy drawing attention to the inaccuracy of a certain patternBy telling the names of several of the asteroids14.According to the professor, what two factors contributed to the discovery of the asteroid Ceres?Click on 2 answersImproved telescopesAdvances in mathematicsThe discovery of a new starThe position of Uranus in a pattern15.What does the professor imply about the asteroid belt?It is farther from the Sun than UranusBode believed it was made up of small starsIt is located where people expected to find a planetCeres is the only one of the asteroids that can be seen without a telescope 16.Why does the professor say thisTo introduce an alternative application of Bode's LawTo give an example of what Bode's law cannot explainTo describe the limitations of gravitational theoryTo contrast Bode's Law with a real scientific law。
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。
TPO15 听力答案解析
By 宋思祺TPO15 Section 1Conversation 1CDDAA1.男生为什么去学校的报纸办公室？老师说，（9,21）I remember you . You're interestedin working for the paper.我记得你，你是对为报纸工作很感兴趣，学生说是的，作为记者。
Yeah, as a reporter。
老师后面又说，（50）Advisor Absolutely! Let's see . I think I told you that we ask prospective reporters to turn in some outlines for possible articles . 我告诉过你做记者要交几篇提纲Student 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 .我发了，但是并没有收到回音，所以过来看看。
这里就可以得出结论，学生来是为了看看他有没有获得记者的职位。
所以选C2.问学生为什么想给学校报纸写文章。
（47秒）I'd like the experience. It would lookgood on my resume .我想要这种经历，这会使我的简历看上去更好，这就可以选D，他认为经验非常重要。
3.学生提到了计划增加学费的话题，advisor对这个话题的看法？（1,50）Student OK.Uh … wha t the other outline I sent i n, about the proposed increase in tuition fees?那另外一篇提纲呢？关于计划增加学费的。
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。
TPO 15 听力文本_Megan
TPO 15听力文本TPO 15 ScriptSection 1Conversation1Narrator:Listen to a conversation between a Student and the faculty Advisor of the campus newspaper.StudentHi! I talked to someone on the phone a couple of weeks ago, Anna, I think it was? AdvisorI'm Anna, the faculty advisor.StudentOh, great! I'm Peter Murphy. You probably don't r e member me, but …AdvisorNo! No! I remember you. You're interested in working for the paper.StudentYeah, as a reporter.AdvisorThat's right. You're taking a journ alism class and you’ve done some reporting before in high school, right?StudentWow, you have a good memory.AdvisorWell we haven’t had many s tudents applying lately so … so anyway, you still want to do some reporting for us?StudentYeah, if you have room for me on the staff.AdvisorWell we always need more reporters, but you know, we don't pay anything, right? StudentYeah, I know, but I huh.. . I'd like the experience. It would look good on my resume .AdvisorAbsolutely! Let's see. I think I told you that we ask prospective reporters to turn in some outlines for possible articles.StudentYeah, 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.AdvisorOh, Max, the news editor. He looks a t all the submissions.StudentOh, so he hasn't made any decision about me yet?AdvisorWell I just got here a few minutes ago... haven't been in for a couple of days. Just give me a second to check my e-ma il. Uh … here is a message from Max. Let’s see. Well it seems you’ve really impressed him. He says it would be wonderful if you could join our staff. StudentOh, great! When can I start?AdvisorWell, you turned in an outline on something to do with the physics department? StudentYeah, they're trying to come up with ways to get more Students to take their introductory courses.AdvisorRight, well, apparently, nobody else is covering that story, so he wants you to follow up on it.StudentOK. Uh … wha t the other outline I sent in, about the proposed increase in tuition fees? AdvisorOh, it looks like we've got that coveredStudentSo I am 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?AdvisorWell, Max will want to talk to you but I am sure he will tell you to find out things like why the physics department's worried about enrollment. Has the number of Students been getting smaller in recent years? By how much? What kinds of plans are they considering to address this problem?StudentRight, some of those issues are already in what I proposed.AdvisorAnd you'll want to do some interviews, you know, what do the Professors think of the plans, what do the Stu dents think you get the idea but …StudentBut wait till I talk to Max before proceeding.AdvisorRight, he'll cover everything you need to know to be a reporter for us. Can you come back this afternoon? He will be here until 5 o'clock.Lecture 1Narrator:Listen to part of a lecture in a psychology class.ProfessorFor 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 hum … .. forgetti ng to save a computer file because they had something else on their mind or missing a speed limit sign on the road. John?JohnI've lost my share of computer files, but not because I’ m easily distracted. I just forget to save them.ProfessorAnd tha t's part of the problem with the 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 objectiv e way to measure distraction. It’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 seean 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 diffic ult. Lav ie observed that people’s reaction time slowed as these distractions increased.StudentWell t hat’s not too surprising, isn’t it?ProfessorNo, 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. What (why) do you think that happened?JohnWell, 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 the ability to concentrate better in the face of increased difficulty. This time she used brain scanning equipment to monitor activ ity 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 v isual cortex that's responsible for the sensation of movement. Once again, Lav ie 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 H 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. StudentSo 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, bu t that’s not all. Lav ie also discovered that as she made the task more difficult, V5 became less active, so that means that now people wer en’t really noticing the star field at all. That was quite a surprise and it approved that the second hypothesis – that we do perceive everything all the time but the brain categorizesdistractions differently, well, that wasn't true either. Lavie thinks the solution lies in the brain’s ability to accept or ignore visual information. She th inks 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 v isual distractions, but more research is needed to tell us how the brain deals with, say, the distractions of solv ing a math problem when we are hungry or when someone is singing in the next room.Lecture 2Narrator:Listen to part of a lecture in a geology class.ProfessorAs geologists, we examine layers of sediment on the Earth's surface to approximate the dates of past geologic time periods. Ah sediment as you know is material like sand , gravel, fossil fragments that is transported by natural processes like wind , water flow or the movement of glaciers . So sediment is transported and then deposited and it forms layers on the Earth’s surface over time. We examine these layers to learn about different geologic time periods including when they began and ended. For example, from about 1.8 million years ago to around 11 thousand years ago was the Pleistocene epic. The Pleistocene epic was an ice age. During this epic, sediment was made by the kind of erosion and weathering that happens when the climate is colder, and part of those sediments are fossils of plants and animals that lived at that time. The Holocene epic followed the Pleistoce ne epic when the Earth’s climate warmed up around 11 thousand years ago. The Holocene epic is characterized by different sediments, ones that form when the climate is warmer. Because the climate changed, the types of plants and animals changed also. Holocene sediments contain remnants of more recent plants and animals, so it's pretty easy to differentiate geologically between these two epics. Now there is growing evidence that the presence of humans has altered the earth so much that a new epic of geologic history has began(begun) – the Anthropocene epic, a new human-influenced epic. This idea that we’ve entered a new Anthro-pocene epic was first proposed in 2002. The idea is that around the year 1800 CE the human population became large enough, around a billion people, that its activities started altering the environment. This was also the time of the industrial revolution, which brought a tremendous increase in the use of fossil fuels such coal. The exploitation of fossil fuels has brought planet wide developments: industrialization, construction, uh, mass transport. And these developments have caused major changes like additional erosion of the Ear th’s surface and deforestation. Also, things like the damming of rivers, has caused increased sediment production, not to mention the addition of more carbon dioxide and methane in the atmosphere. Naturally all these changes show up in recent sediments. And these sediments are quite different from pre year 1800 sediment layers. Interestingly there's some speculation that humans started having a major impact on Earth much earlier, about 8000 years ago. That's when agriculture was becoming widespread. Early farmers started clearing forests and livestock produced a lot of extra methane. But I want to stress this is just a hypothesis. The ideathat early humans could have had such a major effect, well I'm just not sure we can compare it with the industrial age. Geologists in the far future will be able to examine the sediment being laid down today, whereas right now we can say that yes, human impact on the Earth is clear: It'll be future researchers who hav e a better perspective and will be able to really draw a line between the Holocene and the Anthropocene epics.Section 2Conversation2NarratorListen to part of a conversation between a Student and her biology.ProfessorHi Samantha, how did your track meet go?SamanthaGreat! I placed first in one race and third in another.ProfessorCongratulations! You must practice a lot.SamanthaThree times a week pre-season, but now that we’re competing every weekend, we practice 6 days a week from 3:30 till 5:00.ProfessorAthletics place a heavy demand on your time, don’t they?SamanthaYeah, but I really love competing, so …ProfessorYou 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 …SamanthaNo, I … 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.ProfessorWell, 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 handle the microscope and the samples of onion cells, and with how carefully you observed and diagramed and interpreted each stage of cell division. And I don't think youcould have done that if you hadn't read and understood the chapter. I mean it seemed like you really had a good understanding of it.SamanthaI thought so too, but I missed some questions about cell division on the exam. ProfessorSo what happened?SamanthaI just sort of blanked out, I guess. I had a hard time remembering details. It was so frustrating.ProfessorAlright, let's back up. You say you studied, where, at home?SamanthaAt my kitchen table actually.ProfessorAnd that's supposed to be a quiet environment?SamanthaNot exactly. My brother and parents try to keep it down when I am studying, but the phone pretty much rings off the ho ok, so …ProfessorSo you might try a place with fewer distractions, like the library …SamanthaBut the library closes at mid-night, 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.ProfessorOh ok. You know that studying six consecutive hours is not equivalent to studying one hour a day for six days.SamanthaIt isn’t?ProfessorNo. There is research that shows that after about an hour of intense 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 ofnew concepts and vocabulary, anyway, if you just reviewed your notes, even 20 minutes a day, it'd be much better than waiting until the night before an exam to try and absorb all those details .SamanthaOh, I didn't realize.ProfessorThink of your brain as: a muscle. If you didn't practice regularly with your track team, and then tried to squeeze in three weeks worth of running practice just the day before a track meet, how well do you think you'd perform in your races?Lecture 3Narrator: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 the printing press, all books, all manual scripts were hand-made. And the material typically used for the pages was parchment, which is animal skin that stretched and dried under tension, so it becomes really fat(flat) and can be written on . During the 1400s, when printing was being developed, paper became the predominant 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 came in handy since it was a costly material and in short supply. So it wasn’t uncommon for the scribes or monks who produce the manual scripts. Ah, remember before printing books were made mainly in monasteries. Well, the scribes often recycled the parchment that’d been used for earlier manual scripts. They simply erased the ink off the parchment and wrote something new in its place A manual script page that was written on, erased and then used again is called a palimpsest. Palimpsests were created, well, we know about two methods that were used for removing ink from parchment. In the late Middle Ages, it was customary to scrape away the surface of the parchment with an abrasive, which completely wiped out any 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 an 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 the 12th century. Beautiful or not, why? It had been discovered that the book was a palimpsest, and beneath the surface writing on the manual script laid, guess what? Mathematical theorems and diagrams from Archimedes Archimedes' writings were originally done on papyrus scrolls. Then in the 10thcentury, 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 the 12th century, this parchment manual script became a palimpsest when a scribe used the parchment to make a prayer book. So the pages, the pieces of parchment themselves, 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 manual script, the research team at the art museum has had to be extremely selective in their 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 over writing.Lecture 4Narrator: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 biological community – an energy source to produce organic materials, you know ah, food for the organism, and the waste recycling or breakdown of materials back into inorganic molecules, and about how all this requires photosynthesis when green plants or microbes convert sunlight into energy and also requires microorganisms, bacteria, to secrete chemicals that break down or recycle the organic material to complete the cycle So, now we are done with this chapter of the textbook, we can just review for the weekly quiz and move on to the next chapter, right? Well, not so fast. First, I’d like to talk about some discoveries that have challenged one of these fundamental assumptions about what you need in order to have a biological community. And, well, there actually were quite a few surprises. It all began in 1977 with the exploration of hydrothermal vents on the ocean floor. Hydrothermal vents are cracks in the Earth’s surface that occur, well, the ones we are talking about here are found deep at the bottom of the ocean. And these vents on the ocean floor, they release this incredibly hot water, 3-4 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 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 totallydark. 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 bacter ia breaking down any dead materials that might have fallen to the bottom of the ocean. And?StudentAnd what about the water pressure? Didn’t we talk before about how the deeper down into the ocean you go, the greater the pressure?ProfessorExcellent 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. StudentSo you are telling us they did find organisms that could live under those conditions? Professor:They did indeed, something like 300 different speciesStudentBut... but how could that be? I mean without sunlight, no energy, no no …Professor: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 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. StudentWow! So just add a chem ical to a gas, and bingo, you’ve got a food supply?ProfessorNot just that! What was even more surprising were all the large organisms that lived down there. The most distinctive of these was something called the tube worm. Here, let me show you a picture. The tube of the tube worm is really, really long. They can be up to oneand 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.。
听力c15t2s3解析
听力c15t2s3解析Task: Listening C15T2S3 AnalysisIn this task, I will provide a detailed analysis of Listening C15T2S3 from an academic perspective. This listening section is part of Practice Test 2 in Cambridge IELTS 15.Listening C15T2S3 focuses on a conversation between a student named Sarah and her tutor, discussing her research project for a history course. The conversation revolves around the topic of changing perceptions of women's roles during the Industrial Revolution.The dialogue begins with Sarah explaining her research topic, which focuses on exploring women's experiences during the Industrial Revolution. She mentions that she wants to examine the lives of working-class women and their contribution to society. Sarah also expresses her fascination with the changes brought about by industrialization and how they impacted women's roles.Sarah and her tutor then discuss potential sources for her research, including autobiographies, diaries, newspaper articles, and other primary sources. The tutor emphasizes the importance of using reliable and credible sources for historical research.Furthermore, the tutor suggests Sarah consider the influence of economic factors on women's roles, such as the growth of factories and the increasing demand for female labor. They also discuss the impact of technological advancements on women's work and the social changes that occurred as a result.Throughout the conversation, the tutor provides guidance and advice to Sarah, encouraging her to critically analyze the sources she finds. They discuss the potential biases of different authors and the importance of cross-referencing multiple sources to form a well-rounded understanding of the topic.The listening section concludes with the tutor advising Sarah on how to structure her research project. They discuss the significance of a clear thesis statement, organizing the research into coherent sections, and presenting a balanced argument. The tutor also suggests incorporating visuals, such as graphs or charts, to support her findings.In summary, Listening C15T2S3 provides insight into the research process and the importance of exploring different perspectives when studying historical topics. Through the conversation between Sarah and her tutor, listeners gain a better understanding of the challenges and considerations involved in conducting an academic research project.(Note: This analysis is a hypothetical response to the given task description and does not represent a real article or transcript.)。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
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.。