托福TPO45|口语题目+文本
TPO-45综合写作独立写作题目文本
TPO-45综合写作独立写作题目文本1. (Reading)Did bees (a type of insect) exist on Earth as early as 200 million years ago? Such a theory is supported by the discovery of very old fossil structures that resemble bee nests. The structures have been found inside 200- million-year-old fossilized trees in the state of Arizona in the southwestern United States. However, many skeptics doubt that the structures were created by bees. The skeptics support their view with several arguments.No Fossils of Actual BeesFirst, no fossil remains of actual bees have ever been found that date to 200 million years ago. The earliest preserved body of a bee is 100 million years old—only half as old as the fossilized structures discovered in Arizona.Absence of Flowering PlantsA second reason to doubt that bees existed 200 million years ago is the absence of flowering plants in that period. T oday's bees feed almost exclusively on the flowers of flowering plants; in fact, bees and flowering plants have evolved a close, mutually dependent biological relationship. Flowering plants, however, first appeared on Earth 125 million years ago. Given the bees’ close association with flowering plants, it is unlikely bees could have existed before that time.Structures Lack Some DetailsThird, while the fossilized structures found in Arizona are somewhat similar to nest chambers made by modern bees, they lack some of the finer details of bees’ nests. For example, chambers of modern bee nests are closed by caps that have aspiral pattern, but the fossilized chambers lack such caps. That suggests the fossilized structures were made by other insects, such as wood-boring beetles.Directions: You have 20 minutes to plan and write your response. Your response will be judged on the basis of the quality of your writing and on how well your response presents the points in the lecture and their relationship to the reading passage. Typically, an effective response will be 150 to 225 words.Question: Summarize the points made in the lecture, being sure to explain how they cast doubt on the specific points made in the reading passage.2.Directions: Read the question below. You have 30 minutes to plan, write, and revise your essay. Typically, an effective response will contain a minimum of 300 words.Question:Do you agree or disagree with the following statement?In the past, young people depended too much on their parents to make decisions for them; today young people are better able to make decisions about their own lives.Use specific reasons and examples to support your answer.。
托福TPO45口语Task6听力文本题目满分范文
托福TPO45口语Task6听力文本题目满分范文在托福 TPO45 的口语 Task6 中,我们所听到的听力文本主要探讨了两个有趣且实用的概念。
第一个概念是关于动物的伪装策略。
以变色龙为例,它能够根据周围环境的颜色变化来调整自身的肤色,从而达到隐藏自己的目的。
这不仅仅是简单的颜色改变,更是一种精妙的生存技巧。
变色龙的皮肤中含有特殊的细胞,这些细胞能够感知周围环境的色彩,并迅速做出反应。
这种能力使变色龙在面对潜在的捕食者时,能够悄然融入背景之中,增加生存的机会。
另一个概念则是植物的防御机制。
有些植物为了防止被动物啃食,会发展出特殊的防御手段。
比如,某些带刺的植物,其尖刺不仅能够直接阻止动物的靠近,还能对试图啃食它们的动物造成伤害。
此外,还有一些植物会产生有毒的化学物质。
当动物食用这些植物时,可能会感到不适甚至中毒,从而让动物记住并远离这些植物。
动物的伪装策略和植物的防御机制,这两个概念看似不同,实则都反映了生物在自然界中为了生存和繁衍所做出的适应性改变。
变色龙的肤色变化,是对环境的主动适应,以便在捕食者的眼皮底下“消失”;而植物的尖刺和有毒化学物质,则是它们被动但有效的自我保护方式,防止被过度啃食而影响生存。
从更广泛的角度来看,这些现象也揭示了自然界中生物之间相互作用和相互影响的复杂性。
动物需要寻找食物,而植物需要防止被过度消耗,这种微妙的平衡在漫长的进化过程中逐渐形成。
对于我们人类而言,研究这些生物现象具有重要的意义。
在军事领域,动物的伪装技术启发了人们研发更先进的迷彩服和隐形装备,以提高士兵在战场上的隐蔽性。
在农业方面,了解植物的防御机制可以帮助农民更好地保护农作物,减少害虫和动物对庄稼的损害。
此外,这些生物现象也让我们更加深刻地认识到自然界的神奇和美妙。
每一种生物都有其独特的生存之道,都在为了适应环境而不断进化和改变。
这不仅让我们对生命的多样性充满敬畏,也激励着我们不断探索和学习,从自然界中获取更多的智慧和灵感。
托福听力tpo45 section2 对话讲座原文+题目+答案+译文
托福听力tpo45section2对话讲座原文+题目+答案+译文Conversation2 (2)原文 (2)题目 (4)答案 (5)译文 (6)Lecture3 (7)原文 (7)题目 (10)答案 (12)译文 (12)Lecture4 (14)原文 (14)题目 (17)答案 (19)译文 (19)Conversation2原文NARRATOR:Listen to a conversation between a student and her economics professor.MALE PROFESSOR:Excellent presentation you made at the end of class yesterday!FEMALE STUDENT:Oh,thanks!MALE PROFESSOR:I'm so glad you volunteered to present first.Starting out by outlining what you were going to say,then,at the end,summarizing the key points—it was a very effective way of getting your points across.FEMALE STUDENT:I'm glad you think so.I was afraid it might come across as…too formal.MALE PROFESSOR:Not at all.In fact,I think it's a great approach,in general,for these presentations,so I hope the others were taking note.And the economic model you discussed—build-operate-transfer—I think everyone was quite interested.FEMALE STUDENT:Yeah,it makes so much sense.If governments allow private companies to build public works,like a power plant,and then operate it for a decade or two before transferring ownership to the government,everyone benefits.MALE PROFESSOR:Yes,the private companies make a profit,the public gets a needed infrastructure.FEMALE STUDENT:And all without the government having to spend any money up front.Which is amazing.MALE PROFESSOR:Right.FEMALE STUDENT:Anyway…as I said in my presentation,this model's being used in Turkey right now,and you said,when you handed out that brochure in class last week—about the university's Global Enrichment Initiative,you said one of the countries involved in that is Turkey.MALE PROFESSOR:Yes,that’s right.FEMALE STUDENT:So,I wanted to see if there's a chance…uh,the university sends fifteen students overseas to study?MALE PROFESSOR:Fifteen students per country—fifteen for Turkey,fifteen for Brazil, fifteen for Russia…We’ve got a total of six countries participating next summer.FEMALE STUDENT:Oh!MALE PROFESSOR:Yeah,and you spend six weeks in whichever country you’re selected for.The classroom component consists of seminars on that country's culture, politics,and economy.Most sessions are taught in English by local professors,but two of our faculty accompany each group and also give seminars.I'll be going to Brazil to teach a seminar on coffee next summer.FEMALE STUDENT:But you're an economist!MALE PROFESSOR:Coffee’s played a central role in Brazil's economic development for over200years.About a third of the coffee consumed worldwide is produced in Brazil.FEMALE STUDENT:Oh,I had no idea.Hmm.So,if I applied…I mean,can students pick the country they wanna go to?'Cause if I could go to Turkey…MALE PROFESSOR:Well,the primary goal of the Global Enrichment Initiative is simply cultural exchange…so students who’ve never been overseas before can broaden their perspective.This is why,on the application,you’re asked to indicate your first-,second-,and third-choice countries.FEMALE STUDENT:I’m only interested in Turkey,though.I'm studying both Turkish and Turkish history this term.MALE PROFESSOR:I see.FEMALE STUDENT:And,maybe I could learn more about how they're implementing the build-operate-transfer model there.Plus,I wouldn't wanna take a spot away fromsomeone who really wanted to go to one of the other countries.MALE PROFESSOR:Well,I guess you could leave the second and third choices blank…题目1.Why does the woman go to see the professor?A.To get suggestions about what to include in her next presentationB.To follow up on a question she had raised in classC.To update him on a research project she is helping him organizeD.To get information about a program that he had mentioned in class2.What do the speakers agree is a benefit of the build-operate-transfer economic model that they discuss?A.It permits government engineers to work on private construction projectsB.It helps private companies buy facilities that were built by the governmentC.It enables public facilities to be constructed without government funding.D.It enables private companies to operate public facilities that the government builds.3.Why does the professor point out how much coffee is produced in Brazil?A.To give an example of the economic model the woman is interested inB.To explain why it is appropriate for him to teach a seminar about coffeeC.To help clarify one of the goals of the Global Enrichment InitiativeD.To correct a common misperception about Brazil's economy4.Why is the woman interested in applying to go only to Turkey?[Click on2answers]A.She has been studying Turkey's history and language.B.She has already visited Brazil and Russia.C.She believes that selecting just one country will help her get accepted into the program.D.She would like to see how an economic model she studied is put into practice there.5.What does the professor imply when he says this:(PROFESSOR)I'm so glad you volunteered to present first!A.He thinks that going first helped the woman be less nervous about giving a presentation.B.He hopes other students will structure their presentations the way the woman did.C.The woman was the first student ever to give a presentation on Turkey's economy in his class.D.He is relieved that the class is staying on schedule for making presentations.答案D C B AD B译文旁白:听一段学生和她的经济学教授之间的对话。
托福TPO45口语Task6听力文本+题目+满分范文
为了帮助大家高效备考托福,为大家带来托福TPO45口语Task6听力文本+题目+满分范文,希望对大家备考有所帮助。
托福TPO45口语Task6听力文本: Listen to part of a lecture in a marine biology class. So we've talked a little about how fish use senses like vision, touch and so forth, but what I want to talk about now is a special ability some fish have. The ability to produce electricity in their bodies. You are probably familiar with these fish, these fish that send out electric currents from their bodies naturally. So what's the purpose of this? Well, as you might expect, it can serve some important roles in helping fish survive. First, fish, like all animals, need food to survive. Well, the ability to produce electricity helps some fish to capture prey, you know, other organisms in the water that they eat. Take the electric eel for example. The eel produces a strong electric current in its body. When the eel comes into contact with one of the smaller fish it depends on for food, the electric current that it sends out shocks the smaller fish and paralyzes it. It's not able to get away from the eel. The eel captures the fish easily and can eat it at its leisure. So this ability to use electricity to capture prey ensures that the eel gets the food it needs to survive. The ability to produce electricity also helps fish to successfully navigate their environment by detecting nearby objects. Some fish have poorly developed eyes. And the water they live in can be muddy and dark. Now, there's a fish called the knife fish that produces electricity. This creates an electric field around the knife fish's body. When the knife fish swims close to, say a rock, it sends a disturbance, urn, an interference in its electric field. The fish then realizes that there's a rock nearby and that it has to avoid crashing into it. Once this happens, the knife fish swims away from the rock and thus avoids harming itself. 托福TPO45口语Task6题目: Using the examples of the electric eel and the knifefish, explain how producing electricity benefits certain fish. 托福TPO45口语Task6满分范文: In the lecture, the professor talks about a special ability that fish has to produce electricity in their bodies. First, the ability to produce electricity helpssome fish to capture prey. Take the electric eel for example. It can produce a strong electric current in its body. When it comes into contact with the smaller fish it depends on for food, it sends out electric current which shocks the smaller fish and paralyzes it. Second, the ability to produce electricity also helps fish to successfully navigate their environment by detecting nearby objects. Take knifefish for example. The fish creates an electric field around its body. When the knifefish swims close to a rock, it sends a disturbance. Then the fish realizes the rock nearby and avoid crashing into it. 以上是给大家整理的托福TPO45口语Task6听力文本+题目+满分范文,希望对你有所帮助!。
托福TPO45口语Task1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TPO45口语Task1题目+满分范文,希望对大家备考有所帮助。
托福TPO45独立口语Task1题目: Which of the following qualities do you think is most important for a university student to be successful? ●Highly motivated ●Hard working ●Intelligent. Choose one of these qualities and explain why it is important. 托福TPO45独立口语Task1满分范文: Personally speaking, highly motivated quality is the most important for a university student to be successful. There are two reasons for this. Firstly, if a student is highly motived, he or she will have a strong ambition and set a goal for the future, which is a prerequisite for success. Secondly, students with highly motivated quality often participate in various kinds of social activities and work efficiently, which will lay a solid foundation for their future career development. 以上是给大家整理的托福TPO45口语Task1题目+满分范文,希望对你有所帮助!。
托福TPO45口语Task3阅读文本+听力文本+题目+满分范文
为了帮助大家高效备考托福,为大家带来托福TPO45口语Task3阅读文本+听力文本+题目+满分范文,希望对大家备考有所帮助。
托福TPO45口语Task3阅读文本: Close the Coffeehouse Like many people, I was happy when the university opened a coffeehouse. A good coffeehouse is a perfect place to meet people or to study while having a coffee. Unfortunately, our coffeehouse usually empty, so it’s not a good place to meet people And the lighting there is very poor, so it's not a good place to study, either. A coffeehouse seemed like a great idea, but it just hasn't worked out, and the time has come for the university to close it. Sincerely, Marvin Baker 托福TPO45口语Task3听力文本: Now listen to two students discussing the letter. Woman:I disagree with his idea. Man:Why? It doesn't sound like if s doing very much business. Woman:That's probably because he goes during the day, but in the evening... Man:Oh. People go. Woman:A lot of people. Students are really busy during the day, with classes, jobs and study. But at night the place is often pretty full. Students get together there all the time. Man:Really? Woman:Yeah. It's not until nighttime that students actually have the time to sit down and relax, you know, enjoy a hot drink and something to eat while hanging out or reading for class. Man:So you can read in there. Woman:Yeah. I mean, he's right that it used to be a problem, but recently they did some renovations and now I think the lighting is as good as it is in the library. Man:Really? Woman:Yeah. And not just at a few tables, just about every table has got good lighting now. Sounds like this guy doesn't know what he's talking about. Man:Definitely not. 托福TPO45口语Task3题目: The woman disagrees with the student’s proposal for the coffeehouse. Explain the proposal and the reasons she gives for disagreeing with it. 托福TPO45口语Task3满分范文: The student proposes that the university close the coffeehouse because it is usually very empty and the lighting there is very poor. However, the woman disagrees with the student’s proposal for the following two reasons. Firstly, she says that only during daytime the coffeehouse is empty because students are busy with their classes, jobs and study but it is pretty full at night when students have time to sit down and relax. Secondly, the lighting in the coffeehouse is as good as it is in the library as they did some renovations recently. 以上是给大家整理的托福TPO45口语Task3阅读文本+听力文本+题目+满分范文,希望对你有所帮助!。
TPO-45 听力题目文本——对话部分(conversation) (2)
Conversation 11. Why does the student go to see the man?(Click on 2 answers)□ To discontinue a campus service□ To pay the fee for her campus mailbox□ To get information about mailing a package□ To pick up a package2. What does the man say about the campus mailbox service?O Its rates for all students have recently gone down.O It is the only way to receive certain mailings about university eventsO All students are required to use it.O It is more reliable than e-mail.3. How does the student usually obtain information about campus events? (Click on 2 answers)□ She reads about them on the university Web site.□ She learns about them at her place of work.□ She sees the posters on a bulletin board.□ Her roommate tells her about them.4. What does the man offer to do for the student?O Reduce the cost of renting a mailboxO Send her a form to fill outO Provide university organizations with her new addressO Deliver a package to her apartment5. Why does the student say this:O To indicate that she agrees with the manO To inform the man of a recent developmentO To prevent a misunderstandingO To support her own positionConversation 21. Why does the woman go to see the professor?O To get suggestions about what to include in her next presentationO To follow up on a question she had raised in classO To update him on a research project she is helping him organizeO To get information about a program that he had mentioned in class2. What do the speakers agree is a benefit of the build-operate-transfer economic model that they discuss?O It permits government engineers to work on private construction projects.O It helps private companies buy facilities that were built by the government.O It enables public facilities to be constructed without government funding.O It enables private companies to operate public facilities that the government builds.3. Why does the professor point out how much coffee is produced in Brazil?O To give an example of the economic model the woman is interested inO To explain why it is appropriate for him to teach a seminar about coffeeO To help clarify one of the goals of the Global Enrichment InitiativeO To correct a common misperception about Brazil's economy4. Why is the woman interested in applying to go only to Turkey? (Click on 2 answers)□□ She has been studying Turkey's history and language.□ She has already visited Brazil and Russia.□ She believes that selecting just one country will help her get accepted into the program.□ She would like to see how an economic model she studied is put into practice there.5. What does the professor imply when he says this:O He thinks that going first helped the woman be less nervous about giving a presentation.O He hopes other students will structure their presentations the way the woman did. O The woman was the first student ever to give a presentation on Turkey's economy in his class.O He is relieved that the class is staying on schedule for making presentations.。
托福TPO阅读45文本
托福TPO阅读45文本+题目+答案1. Microscopes The Beringia LandscapeDuring the peak of the last ice age, northeast Asia (Siberia) and Alaska were connected by a broad land mass called the Bering Land Bridge. This land bridge existed because so much of Earth’s water was frozen in the great ice sheets that sea levels were over 100 meters lower than they are today.Between 25,000 and 10,000 years ago, Siberia, the Bering Land Bndge, and Alaska shared many environmental characteristics. These included a common mammalian fauna of large mammals, a common flora composed of broad grasslands as well as wind-swept dunes and tundra, and a common climate with cold, dry winters and somewhat wanner summers. The recognition that many aspects of the modem flora and fauna were present on both sides of the Bering Sea as remnants of the ice-age landscape led to this region being named Beringia. It is through Beringia that small groups of large mammal hunters, slowly expanding their hunting territories, eventually colonized North and South America. On this archaeologists generally agree, but that is where the agreement stops One broad area of disagreement in explaining the peopling of the Americas is the domain of paleoecologists, but it is critical to understanding human history: what was Beringia like?The Beringian landscape was very different from what it is today. ■Broad, windswept valleys; glaciated mountains; sparse vegetation; and less moisture created a rather forbidding land mass. ■This land mass supported herds of now-extinct species of mammoth, bison, and horse and somewhat modern versions of caribou, musk ox, elk, and saiga antelope. ■These grazers supported in turn a number of impressive carnivores, including the giant short-faced bear, the saber-tooth cat, and a large species of lion. ■The presence of mammal species that require grassland vegetation has led Arctic biologist Dale Guthrie to argue that while cold and dry, there must have been broad areas of dense vegetation to support herds of mammoth, horse, and bison. Further, nearly all of the ice-age fauna had teeth that indicate an adaptation to grasses and sedges; they could not have been supported by a modern flora of mosses and lichens.Guthrie has also demonstrated that the landscape must have been subject to intense and continuous winds, especially in winter. He makes this argument based on the anatomyof horse and bison, which do not have the ability to search for food through deep snow cover. They need landscapes with strong winds that remove the winter snows, exposing the dry grasses beneath. Guthrie applied the term “mammoth steppe" to characterize this landscape.In contrast, Paul Colinvaux has offered a counterargument based on the analysis of pollen in lake sediments dating to the last ice age. He found that the amount of pollen recovered in these sediments is so low that the Beringian landscape during the peak of the last glaciation was more likely to have been what he termed a "polar desert," with little or only sparse vegetation, in no way was it possible that this region could have supported large herds of mammals and thus, humanhunters. Guthrie has argued against this view by pointing out that radiocarbon analysis of mammoth, horse, and bison bones from Beringian deposits revealed that the bones date to the period of most intense glaciation.The argument seemed to be at a standstill until a number of recent studies resulted in a spectacular suite of new finds. The first was the discovery of a 1,000-square-kilometer preserved patch of Beringian vegetation dating to just over 17,000 years ago—the peak of the last ice age The plants were preserved under a thick ash fall from a volcanic eruption. Investigations of the plants found grasses, sedges, mosses, and many other varieties in a nearly continuous cover, as was predicted by Guthrie. But this vegetation had a thin root mat with no soil formation, demonstrating that there was little long-term stability in plant cover, a finding supporting some of the arguments of Colinvaux. A mixture of continuous but thinvegetation supporting herds of large mammals is one that seems plausible and realistic with the available data.1. The word "remnants" in the passage is closest in meaning O remainsO evidenceO resultsO reminders2. The word "domain" in the passage is closest in meaning to O field of expertiseO challengeO interestO responsibility3. According to paragraph 3, all of the following are true of the Beringian landscape EXCEPT.O There was little vegetation.O The mammal species there all survived into modern versions.O The climate was drier than it is today.O There were mountains with glaciers.4. The purpose of paragraph 3 is toO contrast today’s Beringian landscape with other landscapes in the American continentO describe the Beringian landscape during the last ice ageO explain why so many Beringian species became extinct during the last ice ageO summarize the information about Beringia that historians agree on5. The word "continuous”in the passage is closest in meaning toO unpredictableO very coldO dangerousO uninterrupted6. Which of the sentences below best expresses the essential information in the highlighted sentence in the passage? Incorrect choices change the meaning in important ways or leave out essential information.O According to biologist Dale Guthrie, mammal species require broad areas of vegetation to survive.O Dale Guthrie is an Arctic biologist who argued that broad areas of dense vegetation were surely enough to attract mammals such as mammoth, horse, and bison to Beringia.O Dale Guthrie argued that Beringia, though cold and dry, must have had enough dense vegetation to support the herds of mammoth, horse, and bison that lived there.O As long as Beringia was cold and dry, argued Dale Guthrie, dense vegetation grew in order to support the herds ofmammoth, horse, and bison—the mammal species present there.7. According to paragraph 4,Guthrie believes that the teeth of ice-age fauna support which of the following conclusions?O Large mammals would not have been able to survive in the Beringian landscape.O Grasslands were part of the Beringian landscape.O Strong winds exposed dry grasses under the snow.O Horses and bison did not have the ability to search for food through deep snow cover..8. According to paragraph 4,which of the following statements is true of the relationship between ice- age Benngian animals and their environment?O When present in sufficient quantities, lichens and mosses provide enough nutrients to satisfy the needs of herds of large mammals.O The anatomy of certain animals present in that environment provides information about the intensity of winds there at that time.O The structure of the teeth of most ice-age fauna indicates that they preyed on animals such as the mammoth, horse, and bison.O Horses and bison are large enough that their feet can easily penetrate deep snow and uncover areas where they can feed on plant material.9. In paragraph 5, the amount of pollen in Beringian lake sediments from the last ice age is used to explainO how long the ice age lastedO how important pollen is as a source of foodO how many different kinds of plants produce pollenO how little vegetation must have been present at that time10. According to paragraph 5, how did Dale Guthrie use the information about radiocarbon analysis of bones from Benngian deposits?O To suggest that Colinvaux should have used different methods to measure the amount of pollen in ice-age lake sedimentsO To argue that the large Beringian mammals must have eaten plants that produce little, if any, pollenO To show that the conclusions that Colinvaux drew from the analysis of pollen in ice-age lake sediments cannot be correct O To explain why so-called polar deserts are incapable of supporting such large animals as mammoth, horse, and bison 11.11. The word "plausible" in the passage is closest in meaning toO preferableO practicalO reasonableO advantageous12. Which of the following best describes the organization of paragraph 6 ?O Two contrasting views are presented, and a study that could decide between them is proposedO An argument is offered, and reasons both for and against the argument are presentedO A claim is made, and a study supporting the claim is describedO New information is presented, and the information is used to show that two competing explanations can each be seen as correct in some way.13. Look at the four squares [■] that indicate where the following sentence could be added to the passage. Nevertheless, large animals managed to survive in Beringia.Where would the sentence best fit? Click on a square [■] to add the sentence to the passage.14. Directions: An introductory sentence for a brief summary of the passage is provided below. Complete the summary by selecting the THREE answer choices that express the most important ideas in the passage. Some sentences do not belong in the summary because they express ideas that are not presented in the passage or are minor ideas in the passage. This question is worth 2 points.Drag your answer choices to the spaces where they belong. To remove an answerchoice, click on it.To review the passage, click VIEW TEXTDuring the last ice age, human hunters pursued large mammals across Beringia, a land whose climatic characteristics have been in dispute.Answer ChoicesStrong evidence indicates that large mammals like mammoth and bison survived in the harsh ice-age Beringian landscape. Carnivores such as the saber-tooth cat were primarily responsible for the disappearance of the largest of the grazing animals, but the harsh winters caused some grazers to die of starvation.The discovery that grasses, sedges, and mosses survived under the thick ash from a large volcanic eruption proved that the ice-age Benngian plant cover was extremely resistant to climatic extremes.Benngian mammals crossed easily from northeastern Asia to Alaska across the Bering Land Bridge, though there are indications that they usually went back to Asia for the brief, but warm, summers.Analyses of ice-age sediments uncovered very small amounts of pollen, suggesting that Benngia lacked the quantity of vegetation needed to support large herds of mammals. Recent discoveries suggest that shallow-rooted plants created a fairly continuous cover over ice-age Beringia, though the cover most likely was variable and uncertain in any one location.2. Wind pollinationPollen, a powdery substance, which is produced by flowering plants and contains male reproductive cells, is usually carried from plant to plant by insects or birds, but some plants rely on the wind to carry their pollen. Wind pollination is often seen as being primitive and wasteful in costly pollen and yet it is surprisingly common, especially in higher latitudes. Wind is very good at moving pollen a long way; pollen can be blown for hundreds of kilometers, and only birds can get pollenanywhere near as far. The drawback is that wind is obviously unspecific as to where it takes the pollen. It is like trying to get a letter to a friend at the other end of the village by climbing onto the roof and throwing an armful of letters into the air and hoping that one will end up in the friend's garden. For the relatively few dominant tree species that make up temperate forests, where there are many individuals of the same species within pollen range, this is quite a safe gamble. If a number of people in the village were throwing letters off roofs, your friend would be bound to get one. By contrast, in the tropics, where each tree species has few, widely scattered individuals, the chance of wind blowing pollen to another individual is sufficiently slim that animals are a safer bet as transporters of pollen. Even tall trees in the tropics are usually not wind pollinated despite being in windy conditions. In a similar way,trees in temperate forests that are insect pollinated tend to grow as solitary, widely spread individuals.Since wind-pollinated flowers have no need to attract insects or other animals, they have dispensed with bright petals, nectar, and scent. These are at best a waste and at worst an impediment to the transfer of pollen in the air The result is insignificant-looking flowers and catkins (dense cylindrical clusters of small, petalless flowers).Wind pollination does, of course, require a lot of pollen. ■Birch and hazel trees can produce 5.5 and 4 million grains per catkin, respectively. ■There are various adaptations to help as much of the pollen go as far as possible. ■Most deciduous wind-pollinated trees (which shed their leaves every fall) produce their pollen in the spring while the branches are bare of leaves to reduce the surrounding surfaces that “compete" with the stigmas (the part of the flower that receives thepollen) for pollen. ■Evergreen conifers, which do not shed their leaves, have less to gain from spring flowering, and, indeed, some flower in the autumn or winter.Pollen produced higher in the top branches is likely to go farther: it is windier (and gustier) and the pollen can be blown farther before hitting the ground. Moreover, dangling catkins like hazel hold the pollen in until the wind is strong enough to bend them, ensuring that pollen is only shed into the air when the wind is blowing hard. Weather is also important. Pollen is shed primarily when the air is dry to prevent too much sticking to wet surfaces or being knocked out of the air by rain. Despite these adaptations, much of the pollen fails to leave the top branches, and only between 0.5 percent and 40 percent gets more than 100 meters away from the parent. But once this far, significant quantities can go a kilometer or more. Indeed, pollen can travel many thousands of kilometers athigh altitudes. Since all this pollen is floating around in the air, it is no wonder that wind-pollinated trees are a major source of allergies.Once the pollen has been snatched by the wind, the fate of the pollen isobviously up to the vagaries of the wind, but not everything is left to chance. Windbome pollen is dry, rounded, smooth, and generally smaller than that of insect-pollinated plants. But size is a two-edged sword. Small grains may be blown farther but they are also more prone to be whisked past the waiting stigma because smaller particles tend to stay trapped in the fast-moving air that flows around the stigma. But stigmas create turbulence, which slows the air speed around them and may help pollen stick to them.1. The word "drawback" in the passage is closest in meaning toO other side of the issueO objectionO concernO problem2. Which of the following can be inferred from paragraph 1 about pollen production?O Pollen production requires a significant investment of energy and resources on the part of the plant.O The capacity to produce pollen in large quantities is a recent development in the evolutionary history of plants.O Plants in the tropics generally produce more pollen than those in temperate zones.O The highest levels of pollen production are found in plants that depend on insects or birds to carry their pollen.3. According to paragraph 1, wind-pollinated trees are most likely to be foundO in temperate forestsO at lower latitudesO in the tropicsO surrounded by trees of many different species4. Paragraph 1 supports which of the following as the reason animals are a safer bet than wind as pollinators when the individual trees of a species are widely separated?O Animals tend to carry pollen from a given flower further than the wind does.O Animals serve as pollinators even where there is little wind to disperse the pollen.O An animal that visits a flower is likely to deliberately visit other flowers of the same species and pollinate them.O Birds and insects fly in all directions, not just the direction the wind is blowing at a given moment.5. In paragraph 1, the author compares pollen moved by wind with letters thrown off roofs in order toO explain why there are relatively few species of trees that depend on wind pollinationO compare natural, biological processes with human social practicesO make a point about the probability of wind-blown pollen reaching a tree of the same speciesO argue against the common assumption that the tallest trees are the most likely to employ wind pollination6. Paragraph 2 suggests that wind-pollinated plants do not have bright petals, nectar, and scent for which TWO of the following reasons? To receive credit, you must select TWO answers.□They interfere with pollination by wind.□They are easily damaged by wind.□They are unnecessary.□They reduce the amount of pollen that can be produced. 7. The word "respectively”in the passage is closest in meaning toO over timeO separatelyO in that orderO consistently8.According to paragraph 3, why do most deciduouswind-pollinated trees produce their pollen in the spring?O To avoid competing with evergreen conifers, which flower in the fall or winterO So that the leaves of the trees receiving the pollen will not prevent the pollen from reaching the trees' stigmasO Because they do not have enough energy to produce new leaves and pollen at the same timeO In order to take advantage of the windiest time of year9. According to paragraph 4,which of the following is NOT an adaptation that helps ensure that pollen travels as far as possible?O Pollen-producing flowers and catkins are located at or near the top of the tree.O Trees grow at least 100 meters away from each other.O Dangling catkins release pollen only when the wind is blowing hard.O Pollen is not released during rain storms or when the air is damp.10. The word "significant" in the passage is closest in meaning toO sufficientO considerableO increasingO small11. The phrase “no wonder" in the passage is closest in meaning toO unsurprisingO understandableO well-knownO unfortunate12. Which of the sentences below best expresses the essential information in the highlighted sentence in the passage? Incorrect choices change the meaning in important ways or leave out essential information.O Because smaller particles tend to stay trapped in the fast moving air, they are blown much farther than other grains.O Smaller particles are trapped by the stigma whenfast-moving air flows past it.O Small particles that are whisked past the waiting stigma gain speed and are often trapped in the fast-moving air.O While smallness helps pollen travel farther, it also makes it more likely to be blown past the stigma.13. Look at the four squares [■] that indicate where the following sentence could be added to the passage.This level of volume is important to ensure that at least some of the pollen reaches target tree, but dispersing the pollen is crucial as well.Where would the sentence best fit? Click on a square [■] to add the sentence to the passage.14. Directions: An introductory sentence for a brief summary of the passage is provided below. Complete the summary by selecting the THREE answer choices that express the most important ideas in the passage. Some sentences do not belong in the summary because they express ideas that arenot presented in the passage or are minor ideas in the passage. This question is worth 2 points.Drag your answer choices to the spaces where they belong. To remove an answer choice, click on it.To review the passage, click VIEW TEXTSome plants depend on the wind to carry their pollen. Answer ChoicesBecause there are few trees in temperate forests, it is safer to transport pollen by insects or birds.Wind pollination is a safe reproductive strategy for trees in temperate forests where there are only a few dominant species and, therefore, many individuals of the same species. Wind pollination requires production of a large amount of pollen, which must bereleased at the right time and under the right conditions to extend its range.Most wind-pollinated trees are deciduous because evergreen needles compete with the stigma for pollen, making wind pollination uncertain.Wind-pollinated plants usually have small petalless flowers which often grow in catkins that produce a very fine-grained pollen.Wind-pollinated trees must grow in regions that are only moderately windy because strong winds will blow the tiny pollen grains past the stigma.3. Feeding Strategies in the OceanIn the open sea, animals can often find food reliably available in particular regions or seasons (e g., in coastal areas in springtime). In these circumstances, animals are neither constrained to get the last calorie out of their diet nor is energy conservation a high priority. In contrast, the food levels in the deeper layers of the ocean are greatly reduced, and theenergy constraints on the animals are much more severe To survive at those levels, animals must maximize their energy input, finding and eating whatever potential food source may be present.In the near-surface layers, there are many large, fast carnivores as well as an immense variety of planktonic animals, which feed on plankton (small, free-floating plants or animals) by filtering them from currents of water that pass through a specialized anatomical structure These filter-feeders thrive in the well-illuminated surface waters because oceans have so many very small organisms, from bacteria to large algae to larval crustaceans. Even fishes can become successfulfilter-feeders in some circumstances Although the vast majority of marine fishes are carnivores, in near-surface regions of high productivity the concentrations of larger phytoplankton (the plant component of plankton) aresufficient to support huge populations of filter-feeding sardines and anchovies. These small fishes use their gill filaments to strain out the algae that dominate such areas. Sardines and anchovies provide the basis for huge commercial fisheries as well as a food resource for large numbers of local carnivores, particularly seabirds. At a much larger scale, baleen whales and whale sharks are also efficient filter-feeders in productive coastal or polar waters, although their filtered particles comprise small animals such as copepods and krill rather than phytoplankton.Filtering seawater for its particulate nutritional content can be an energetically demanding method of feeding, particularly when the current of water to be filtered has to be generated by the organism itself, as is the case for all planktonic animals. Particulate organic matter of at least 2.5 micrograms per cubic liter is required to provide a filter-feeding planktonic organismwith a net energy gain This value is easily exceeded in most coastal waters, but in the deep sea, the levels of organic matter range from next to nothing to around 7 micrograms per cubic liter. Even though mean levels may mask much higher local concentrations, it is still the case that many deep-sea animals are exposed to conditions in which a normal filter-feeder would starveThere are, therefore, fewer successful filter-feeders in deep water, and some of those that are there have larger filtering systems to cope with the scarcity of particles. Another solution for such animals is to forage in particular layers of water where the particles may be more concentrated. Many of the groups of animals that typify the filter-feeding lifestyle in shallow water have deep-sea representatives that have become predatory. Their filtering systems, which reach such a high degree of development in shallow- water species, are greatlyreduced. Alternative methods of active or passive prey capture have been evolved, including trapping and seizing prey, entangling prey, and sticky tentacles.■In the deeper waters of the oceans, there is a much greater tendency for animals to await the arrival of food particles or prey rather than to search them outactively (thus minimizing energy expenditure). ■This has resulted in a more stealthy style of feeding, with the consequent emphasis on lures and/or the evolution of elongated appendages that increase the active volume of water controlled or monitored by the animal. ■Another consequence of the limited availability of prey is that many animals have developed ways of coping with much larger food particles, relative to their own body size, than the equivalent shallower species can process. ■Among the fishes there is a tendency for the teeth and jaws to become appreciablyenlarged. In such creatures, not only are the teeth hugely enlarged and/or the jaws elongated but the size of the mouth opening may be greatly increased by making the jaw articulations so flexible that they can be effectively dislocated. Very large or long teeth provide almost no room for cutting the prey into a convenient size for swallowing, the fish must gulp the prey down whole.1.The word "severe" in the passage is closest in meaning to O extremeO complexO basicO immediate2. What can be inferred from paragraph 1 about why energy conservation is not a high priority for ocean animals in coastal waters during the spring?O Those animals are least active during the springO Those animals have a plentiful supply of foodO Those animals have to expend energy to avoid predators. O Those animals store energy during the colder seasons. 3. What can be inferred from paragraph 2 about fish?O Most fish feed on plankton.O Fish tend to avoid well-illuminated areas.O Most fish species are not filter-feeders.O Few fish species are successful in the near-surface layers.4. According to paragraph 2, how do sardines and anchovies obtain food near the surface of the ocean?O They rely on the large quantities of food resources also available to local carnivores.O They capture the larvae of some crustaceans.O They feed on the organisms left over by commercial fisheries.O They obtain algae by using their gills as filters.5. In paragraph 1, the author compares pollen moved by wind with letters thrown off roofs in order toO explain why there are relatively few species of trees that depend on wind pollinationO compare natural, biological processes with human social practicesO make a point about the probability of wind-blown pollen reaching a tree of the samespeciesO argue against the common assumption that the tallest trees are the most likely to employ wind pollination6. Paragraph 2 suggests that wind-pollinated plants do not have bright petals, nectar, and scent for which TWO of the following reasons? To receive credit, you must select TWO answers.□They interfere with pollination by wind□They are easily damaged by wind.□They are unnecessary.□They reduce the amount of pollen that can be produced.7. The word "scarcity" in the passage is closest in meaning to O speedO varietyO lackO size8. According to paragraph 4,deep-water filter-feeders have adopted all of the following ways to obtain food EXCEPTO developing larger filtering systemsO capturing prey using sticky tentaclesO swimming up to the surface at feeding timeO searching in ocean layers that contain a substantial amount of particles9. Why does the author include the information that animals in the deep ocean place an emphasis on lures" and have evolved "elongated appendages”?O To argue against the view that animals in the deep ocean use more energy to find food than do animals in shallow watersO To emphasize the importance of an am mars ability to control a large volume of waterO To identify some feeding strategies that animals have developed to minimize their energy expenditureO To give examples of body structures that help those animals move quickly in deep ocean waters10. The phrase "coping with" in the passage is closest in meaning toO AbsorbingO finding。
托福听力tpo45 lecture1、2、3、4 原文+题目+答案+译文
托福听力tpo45 lecture1、2、3、4 原文+题目+答案+译文Lecture1 (2)原文 (2)题目 (4)答案 (6)译文 (6)Lecture2 (7)原文 (7)题目 (10)答案 (12)译文 (12)Lecture3 (15)原文 (15)题目 (17)答案 (19)译文 (19)Lecture4 (21)原文 (21)题目 (24)答案 (26)译文 (26)托福听力tpo45 lecture1、2、3、4 原文+题目+答案+译文Lecture1原文NARRATOR: Listen to part of a lecture in an art history class.MALE PROFESSOR: As I was saying, the Renaissance period—which started in the fourteen hundreds in Europe—the Renaissance was still a pretty religious period. And that's reflected in the artwork of that time.But artists were starting to experiment with a more secular point of view as well—a tendency to also use the natural world as the subject matter for their art.And there were different ways that these natural themes were explored. For instance, many artists would paint portraits, while others—although this was more common in northern Europe—would make landscapes the subject of their works.But today I'd like to consider an influential Italian Renaissance artist, Leon Battista Alberti, who took a slightly different approach.Leon Battista Alberti was a painter, sculptor, architect, musician, poet—very wide-ranging interests—like daVinci or Michelangelo, the sort of guy for whom the term “Renaissance man” was in fact created.Alberti believed that the most important approach for a painter was to capture a story or narrative. Now, as I've indicated, this narrative could be either religious or secular, depending on what the work of art was for. If the work was to be placed in a church then obviously it'd have a religious theme, whereas if it was for someone's home then it could deal with a different subject matter. The exact narrative didn't really matter, so long as it was one that captivated the audience—that held the viewer's attention.So what is actually needed to tell a story?Well, Alberti needed characters, right? Human figures.And he wanted to represent them as realistically as possible to capture the viewer's attention. One way he achieved this was to make use of what's known as the contrapposto pose.A contrapposto pose basically entails showing a slight twist in the body. The shoulders and hips are usually bent in different directions. In other words, if the left shoulder is bent so that it's slightly higher than the right shoulder, then the hips will be bent so that the left side will be slightly lower than the right side. Similarly, in sculptures, most of the weight seems to be on one foot, which also results in this slanted position—making it seem like the figure is about to walk or move. This adds to the realistic aspect of the figure.But there are actually a lot of things that could go wrong in the attempt to create such a pose. You could make a figure’s arms bigger than its legs, or the head too small for the body. Messing up the proportions can leave a figure looking cartoon-like and unnatural. But Alberti had a solution: He encouraged artists to visualize a figure's bones and structure. This would give the artist an idea of the proportions of the figure. From there, Alberti suggested the artist imagine attaching the tendons and muscles, then covering those with flesh and skin.Now, although this method may seem complicated, artists since antiquity have used anatomical observations to try to get the proportions of the human figure as accurate as possible—though obviously not to the degree that Alberti was recommending.Now, in addition to characters, the setting is extremely important, especially when attempting to tell a story realistically. Renaissance artists essentially needed to create a three-dimensional scene on a two-dimensional surface. They accomplished this by the use of perspective—a relatively new idea for artists at the time. In particular, the type of perspective that Alberti advocated was called linear one-point perspective. In fact, Alberti was one of the artists who developed the geometry behind linear one-point perspective.Linear perspective basically consists of drawing straight lines that extend from the forefront of the painting into the background—lines that seem to be parallel to each other, but which actually converge on a single point in the horizon, called the vanishing point. By drawing figures and objects smaller and smaller as the lines get closer together, the artist is able to create depth in a painting. This gives the illusion of a third dimension and makes the work of art more realistic.题目1.What is the lecture mainly about?A. Reasons for the transition from religious to secular themes in Renaissance artB. The disproportionate influence of Italian artists during the Renaissance periodC. Techniques used during the Renaissance to produce realistic works of artD. A comparison of themes in paintings and sculptures during the Renaissance2.What is the professor's opinion of Leon Battista Alberti as an artist?A. Alberti's interests were too diverse for him to succeed in any one field.B. Alberti was ineffective in imposing his own theories on other artists.C. Alberti was a much more skilled artist than da Vinci or Michelangelo.D. Alberti represents the Renaissance ideal of wide-ranging achievement.3.According to the professor, what did Alberti consider to be the most important aspect of a Renaissance painting?A. That it convey an appealing narrativeB. That its figures be posed symmetricallyC. That its theme not be religiousD. That its characters be positioned within a landscape4.Why did some artists begin to use the contrapposto pose?A. To create a cartoon-like effectB. To help viewers identify the main figure in a work of artC. To show the relative sizes of human figuresD. To make human figures appear more natural5.Why does the professor discuss tendons and muscles?A. To emphasize that Alberti's study of anatomy led to his interest in artB. To show the emphasis Alberti placed on using physically fit modelsC. To illustrate the difficulty of maintaining a contrapposto pose in real lifeD. To explain one of Alberti's methods for creating accurate proportions6.Why was the development of linear one-point perspective important to Renaissance artists?A. It helped painters to place figures more symmetrically within their paintings.B. It allowed painters to create an illusion of three dimensions.C. It enabled artists to paint large landscapes for the first time.D. It encouraged artists to take an interest in geometry.答案C D A D D B译文旁白:听一篇艺术史学科讲座。
托福TPO45口语Task5听力文本+题目+满分范文
为了帮助大家高效备考托福,为大家带来托福TPO45口语Task5听力文本+题目+满分范文,希望对大家备考有所帮助。
托福TPO45口语Task5听力文本: Listen to a conversation between two students. Man:Hey. Sarah. How is it going? Woman:Not great. It's the student film I've been directing. You know, that project I've been working on for my film class? Man:Right. You said you were directing a film. So what's wrong? Woman:Well, the project is due in two days. We were supposed to film a final scene today, but it's raining. The scene is supposed to be set outside, with two characters talking in the park on a beautiful sunny day. Man:Oh no! What are you going to do? Woman:Well, I could rewrite the scene I guess, I could revise it so it takes place inside a building instead, maybe here in the student center somewhere. Man:Why don't you do that? Woman:I could, but I'm happy with the scene as it's written now. The film has an optimistic happy ending. That's why I wanted the last scene of the movie to be outside on a bright sunny day, because it sets a positive mood. Man:Oh...l see. Well, the weather is supposed to be better tomorrow, sunny and warm. Why don't you film that scene tomorrow instead? Woman:Thought of that too. But since the project is due the day after tomorrow, I was planning on using tomorrow to review the film and do any final ending, and...you know, all the last-minute details. Man:That's true. There wouldn't be much time for that. Woman:Yeah. Filming tomorrow might mean turning in a project to my professor that's not as polished, not as good as I'd like it to be. 托福TPO45口语Task5题目: Briefly summarize the problem the speakers are discussing. Then state whichsolution you would recommend. Explain the reasons for your recommendation. 托福TPO45口语Task5满分范文: The woman is directing a film project which is due in two days. She is supposed to film a scene today but it is raining. In the conversation, they talk about two solutions. The first solution is that she rewrites the scene, but she is happy with the scene as it’s written now because it sets a positive mood. The second solution is that she films it tomorrow, when the weather is better. But she is just planning on using tomorrow to review the film and do any final ending. Well, I would recommend her to choose the second solution. She can tell her professor about the situation and ask for an extension, in this way, she can not only still use the scene that has been written but also have enough time to make the project polished. 以上是给大家整理的托福TPO45口语Task5听力文本+题目+满分范文,希望对你有所帮助!。
TPO-45 听力题目文本——讲座部分(lecture) (3)
Lecture 11. What is the lecture mainly about?O Reasons for the transition from religious to secular themes in Renaissance artO The disproportionate influence of Italian artists during the Renaissance periodO Techniques used during the Renaissance to produce realistic works of artO A comparison of themes in paintings and sculptures during the Renaissance2. What is the professor's opinion of Leon Battista Alberti as an artist?O Alberti’s interests were too diverse for him to succeed in any one fie ldO Alberti was ineffective in imposing his own theories on other artists.O Alberti was a much more skilled artist than da Vinci or Michelangelo.O Alberti represents the Renaissance ideal of wide-ranging achievement.3. According to the professor, what did Alberti consider to be the most important aspect of a Renaissance painting?O That it convey an appealing narrativeO That its figures be posed symmetricallyO That its theme not be religiousO That its characters be positioned within a landscape4. Why did some artists begin to use the contrapposto pose?O To create a cartoon-like effectO To help viewers identify the main figure in a work of artO To show the relative sizes of human figuresO To make human figures appear more natural5. Why does the professor discuss tendons and muscles?O To emphasize that Alberti’s study of anatomy led to his interest in artO To show the emphasis Alberti placed on using physically fit modelsO To illustrate the difficulty of maintaining a contrapposto pose in real lifeO To explain one of Alberti's methods for creating accurate proportions6. Why was the development of linear one-point perspective important to Renaissance artists? O It helped painters to place figures more symmetrically within their paintings.O It allowed painters to create an illusion of three dimensions.O It enabled artists to paint large landscapes for the first time.O It encouraged artists to take an interest in geometry.Lecture 21. What is the lecture mainly about?O The process by which immune cells are producedO The effects of consuming far fewer calories than usualO The function of an organ found in rhesus monkeys and in humansO The discovery of a nutrient necessary for good health2. Why does the professor mention the thymus?O To explain how different types of food are turned into energyO To give an example of an organ attacked by certain bacteriaO To introduce a research study by a nutritional biologistO To answer a question about certain immune cells3. According to the professor, why are some cells called "naive"?O They originate from a relatively primitive type of cell.O They are easily eliminated by the immune system.O They are not yet able to recognize any particular protein marker.O They can become part of any one of various organs of the body.4. In a recent study mentioned by the professor, what are two differences between the monkeys that have been fed a normal diet and the ones that have not?(Click on 2 answers) □ The monkeys on a normal diet appear older.□ The monkeys on a normal diet get sick less often.□ The monkeys on a normal diet have fewer naive T cells.□ The monkeys on a normal diet tend to live longer.5. What does the professor think about a calorie-restricted diet?(Click on 2 answers)□ She would not find it easy to follow.□ She is not sure humans would benefit from it□ Doctors are not likely ever to recommend it for people.□ It would probably affect humans differently than it affects monkeys.6. What does the professor mean when she says this:O Problems in the study make its conclusions difficult to believe.O The actual effect on mice was not what it seemed.O Other studies of mice produced different results.O Other animals seem to react as mice do.Lecture 31. What does the professor mainly discuss?O Characteristics of different types of mixturesO Differences between mixtures and solutionsO Ways of separating components of mixturesO Identifying variable properties of solutions2. In the lecture, the professor gives examples of homogeneous and heterogeneous mixtures. For each mixture below, indicate which kind it is.3. What is one basis for classifying a mixture as homogeneous or heterogeneous?O Whether its component parts are the same type of matterO Whether its component parts are present in equal proportionsO Whether it contains one phase or more than one phaseO Whether it appears, without magnification, to contain a single component4. What can be inferred from the lecture about the process of distillation?O It cannot be used if a mixture has variable properties.O It can be used to separate the components of homogeneous mixtures.O It is used to change heterogeneous mixtures Into homogeneous mixtures.O It is a more efficient way of separating components of heterogeneous mixtures than filtration.5. Why does the professor mention the freezing point of a mixture?O To explain why salt dissolves in waterO To emphasize that mixtures can exist in a frozen stateO To show how filtration and distillation differO To give an example of a variable property of mixtures6. What does the professor imply when he says this:O He wants to correct a statement he made previously.O He is uncertain whether the students understood his explanation.O The meaning of a term should be obvious to the students.O The students are probably unaware that they have already seen examples of heterogeneous mixtures.Lecture 41. What is the main purpose of the lecture?O To explore possible solutions to an anthropological mysteryO To analyze the results of a nutritional experimentO To explain why human beings first started creating ceramicsO To examine changes in the dietary preferences of an ancient culture2. According to the professor, wtiy would the ceramic vessels used by ancient Arctic people be likely to break?O Ancient Arctic people used cooking techniques unsuitable for ceramic pots.O Ancient Arctic people were frequently moving from place to place.O The vessels were not made with high-quality clay.O The vessels were often exposed to extreme temperatures.3. Why does the professor mention that the Arctic climate is cold and wet?O To explain why ancient Arctic people found warm food appealingO To explain why ancient Arctic people required a diet that was rich in meatO To explain the difficulties of manufacturing pottery in such a climateO To explain why some foods could not be stored in clay pots4. What does the professor imply about ancient Arctic people’s food preferences?O They liked raw foods better than minimaIly cooked foods.O They enjoyed eating foods that had been prepared in contrasting ways.O Their preferences changed dramatically over time.O They liked foods cooked in ceramic vessels better than foods cooked in other types of containers.5. According to the professor, why did ancient Arctic people cook using small fires?(Click on 2 answers)□ Their pottery could not withstand intense heat.□ Small fires made it easier to control cooking speed.□ Cooking had to be done indoors.□ Fuel was difficult to obtain.6. Why does the student say this:O He wants to make sure the professor is referring to the past and not the present.O He does not understand why making ceramics in the Arctic is considered challenging.O He thinks the fact that ancient Arctic people made ceramics requires some explanation.O He does not believe the ancient Arctic people actually made ceramics.。
TPO-45 口语题目文本——综合部分
3.reading timeClose the CoffeehouseLike many people, I was happy when the university opened a coffeehouse. A good coffeehouse is a perfect place to meet people or to study while having a coffee. Unfortunately, our coffeehouse usually empty, so it’s not a good place to meet people And the lighting there is very poor, so it's not a good place to study, either. A coffeehouse seemed like a great idea, but it just hasn't worked out, and the time has come for the university to close it.Sincerely,Marvin BakerThe woman disagrees with the student’s proposal for the coffeehouse. Explain the proposal and the reasons she gives for disagreeing with it.4. reading timeMethod of LociSpecial techniques, or memory devices, are often used to help us recall information. One technique, the method of loci (i.e., method of location), is particularly helpful for remembering several pieces of information in a particular order. To use this technique, we first imagine a familiar place such as a building or an outdoor area. This familiar place should have a series of landmarks or locations within it that we can imagine walking past in a predictable, logical order. Once the landmarks have been identified in a given order, we assign one piece of the information that we want to later recall to each location. The information should be assigned in the order in which we want to remember it. To later recall the new information in order, we imagine walking through the familiar place, recalling what is stored at each location along the way.Using the professor’s example, explain how the method of loci is used to recall information in sequence.5.Briefly summarize the problem the speakers are discussing. Then state which solution you would recommend. Explain the reasons for your recommendation.6.Using the examples of the electric eel and the knifefish, explain how producing electricity benefits certain fish.。
托福TPO45口语Task6听力文本+题目+满分范文
托福TPO45口语Task6听力文本+题目+满分范文为了帮助大家高效备考托福,为大家带来托福TPO45口语T ask6听力文本+题目+满分范文,希望对大家备考有所帮助。
托福TPO45口语Task6听力文本:Listen to part of a lecture in a marine biology class.So we've talked a little about how fish use senses like vision, touch and so forth, but what I want to talk about now is a special ability some fish have. The ability to produce electricity in their bodies. You are probably familiar with these fish, these fish that send out electric currents from their bodies naturally.So what's the purpose of this? Well, as you might expect, it can serve some important roles in helping fish survive.First, fish, like all animals, need food to survive. Well, the ability to produce electricity helps some fish to capture prey, you know, other organisms in the water that they eat. Take the electric eel for example. The eel produces a strong electric current in its body. When the eel comes into contact with one of the smaller fish it depends on for food, the electric current that it sends out shocks the smaller fish and paralyzes it. It's not able to get away from the eel. The eel captures the fish easily and can eat it at its leisure. So this ability to use electricity to capture prey ensures that the eel gets the food it needs to survive.The ability to produce electricity also helps fish to successfully navigate their environment by detecting nearby objects. Some fish have poorly developed eyes. And the water they live in can be muddy and dark. Now, there's a fish called the knife fish that produces electricity. This creates an electric field around the knife fish's body. When the knife fish swims close to, say a rock, it sends a disturbance, urn, an interference in itselectric field.The fish then realizes that there's a rock nearby and that it has to avoid crashing into it. Once this happens, the knife fish swims away from the rock and thus avoids harming itself.托福TPO45口语Task6题目:Using the examples of the electric eel and the knifefish, explain how producing electricity benefits certain fish.托福TPO45口语Task6满分范文:In the lecture, the professor talks about a special ability that fish has to produce electricity in their bodies. First, the ability to produce electricity helpssome fish to capture prey. Take the electric eel for example. It can produce a strong electric current in its body. When it comes into contact with the smaller fish it depends on for food, it sends out electric current which shocks the smaller fish and paralyzes it. Second, the ability to produce electricity also helps fish to successfully navigate their environment by detecting nearby objects. Take knifefish for example. The fish creates an electric field around its body. When the knifefish swims close to a rock, it sends a disturbance. Then the fish realizes the rock nearby and avoid crashing into it.以上是给大家整理的托福TPO45口语T ask6听力文本+题目+满分范文,希望对你有所帮助!。
托福TPO45口语Task4阅读文本+听力文本+题目+满分范文
为了帮助大家高效备考托福,为大家带来托福TPO45口语Task4阅读文本+听力文本+题目+满分范文,希望对大家备考有所帮助。
托福TPO45口语Task4阅读文本: Method of Loci Special techniques, or memory devices, are often used to help us recall information. One technique, the method of loci (i.e., method of location), is particularly helpful for remembering several pieces of information in a particular order. To use this technique, we first imagine a familiar place such as a building or an outdoor area. This familiar place should have a series of landmarks or locations within it that we can imagine walking past in a predictable, logical order. Once the landmarks have been identified in a given order, we assign one piece of the information that we want to later recall to each location. The information should be assigned in the order in which we want to remember it. To later recall the new information in order, we imagine walking through the familiar place, recalling what is stored at each location along the way. 托福TPO45口语Task4听力文本: Now listen to part of a lecture on this topic. So how would this work? Well, let's say you need to learn the names of the planets, in order, by distance from the Sun. So, first, think about the landmarks you pass as you walk from, say, your dormitory, to the student center. The first one might be the front door of your dormitory, then the big tree in front of the dorm. The next landmark you pass might be the statue in front of the library- Next, the steps to the science building. You get the idea. You memorize the major points along the walk, imagining yourself going from the first landmark to the second, the third, and so on. Now, the next thing you do is assign one planet to each of your landmarks in sequence. Since Mercury is the closest planet to the Sun, you assign it to the first landmark, the front door of your dorm. The next planet, Venus, to the tree in front of the dorm. The third planet. Earth, you assign to the third landmark, the statue in front of the library, and so on and so on. And each time you picture the association in your mind as vividly as possible. Then later, say you are sitting in the classroom taking a test, and you have to write the order of the planets from the Sun. What do you do? You imagine yourselfon that familiar walk to the student center, passing each landmark as usual. When you think about walking out of the door of your dorm, you are reminded of Mercury. When you see the beautiful tree in front of the dorm, you'd think of Venus. At each landmark along the way, you recall the next planet and write it down. 托福TPO45口语Task4题目: Using the professor’s example, explain how the method of loci is used to recall information in sequence. 托福TPO45口语Task4满分范文: Method of Loci is particularly helpful for remembering several pieces of information in a particular order. In the lecture, the professor uses learning the names of planets in order by distance from the sun as an example to illustrate this method. In order to do this, you memorize the landmarks from the dormitory to the student center. The first landmark is the front door of your dorm, which you assign as the Mercury, the closest planet to the sun. The second landmark is the tree in front of your dorm, which you assign as Venus. And the third landmark is the statue in front of the library, which you assign as Earth. In this way, when you take a test and have to write down the order of the planets from the Sun, you will recall the planet according to the association with the landmarks. 以上是给大家整理的托福TPO45口语Task4阅读文本+听力文本+题目+满分范文,希望对你有所帮助!。
TPO45听力文本
tpo 45 听力本文Conversation 1Listen to a conversation between a student and a campus mail center employee.E: Sorry, you had to wait. It’s a busy time of the year. Lots of people mailing packages home.S: I bet. I’ll have to come next week to do that. I’m moving out of my dorm and I’m sending some papers home.E: Ok. We will be here. What can I do for you today?S: Well, my roommate asked me to pick something up for her. I told her I was coming down here. She got a noticing saying that there was a packaging to pick up. I guess it was too big to fit into a mail box.E: I’m sorry. But I can only give the package to the person who they addressed to. It’s university policy.S: Really? Could you make an exception? She is my roommate.E: I’ll wish I could. But she will have to come and get it herself. And be sure to tell her to have her student ID card on her. We will need to see identification. Oh, and she will need that package notification too.S: Ok. I’ll let her know. Uh… Also since I’m moving, I will be able to receive my mail in my new apartment. So I don’t really need my campus mail box.E: Oh! Ok. Although I should tell you, we do recommend students use the mail box service even if they are moving off campus.S: Really? Why?E: Well, if any of your professors want to notify you of changes to class schedules or getting in touch with you for any reason.S: My professors have my email address.E: Yes, that’s true. But remember things like university newsletters, flyers from university clubs, notices about special events, they are only distributed to campus mail boxes. None of that is mailed off campus.S: Well, I works at college newspaper, so I should be able to keep on top of what’s going on. Plus, there’s a bulletin board outside the dining hall.E: True, but you know. If it’s the campus mail box fee, I might be able to offer you a less expensive rate for the next year. We can do that in special circumstance.S: Thanks. But I mean I can afford the mail box fee. It’s just that between my off campus address, my email account and a school newspaper, I don’t think there is a problem.E: Ok. In that case, step by the main desk on your way out of the building and pick up the form you need. And don’t forget to include a full-writing mail address for anything that address to your box outside the university.Conversation 2Listen to a conversation between a student and her economics professor.P: Excellent presentation you made at the end of class yesterday.S: Oh, thanks.P: I’m so glad you volunteer ed to present first. Starting out by outlining what you are going to say then at the end summarizing the key points. It’s a very effective way of getting your points across.S: I’m glad you think so. I was afraid my come across as too formal.P: Not at all. In fact, I think it’s a great approach in general for these presentations. So I hope the others were taking note. And the economic model you discussed, build-operate-transfer, I think everyone was quiet interested.S: Yeah it makes so much sense. If governments allow private companies to build public works like a power plant, and then operate for a decade or two before transferring ownership to the government, anyone benefits.P: Yes, the private companies make a profit; the public gets a needing infrastructure.S: And all without the government having to spend any money upfront of run, which is amazing.P: Right.S: Anyway as I said in my presentation, this model is being used in Turkey right now. And you said when you hand it out there for sure in class last week, about the university’s global enrichment initiative. You said one of the countries involved in that is Turkey.P: Y es, that’s right.S: So I wanted to see if there is a chance, uh the university sends fifteen students overseas to study?P: Fifteen students per country. Fifteen for Turkey, fifteen for Brazil, fifteen for Russia. We get a total of six countries participating next summer.S: Oh!P: Yeah, and you spend six weeks in whichever country you selected for. The classroom component consists of seminars on that country’s culture, politics and economy. Most sessions are taught in English by local professors, but two of our faculty accompany each group and also give seminars. I’ll be going to Brazil to teach a sem inar on coffee next summer.S: But you are an economist.P: C offee’s played the central role in Brazil’s economic development for over two hundred years. About a third of the coffee consumed worldwide is produced in Brazil.S: O h I’ve no idea. Umm so if I applied, I mean can students pick the country they wanna go to? Coz if I could go to Turkey.P: well, the primary goal of the global enrichment initiative is simply cultural exchange, so students who have never been overseas before can broaden their perspective; this is why on the application you are asked to indicate your first, second and third choice countries.S: I’m only interested in Turkey though. I’m studying both Turkish and Turkish history this term.P: I see.S: And maybe I could learn more about how they are implementing the build-operate-transfer model there. Plus, I wouldn’t want to take a spot away from someone who really wanna to go to one of the other countries.P: well, I guess you can leave the second and third choices blank.Lecture 1Listen to part of the lecture in art history class.Professor: As I was saying, the Renaissance Period which started in the 1400 in Europe, the Renaissance was still a pretty religious period, and that's reflected in the artwork of that time. But artists were starting to experiment with more secular point of view as well. A tendency to also use the nature world as the subject matter for their art. And there were different ways that these nature things were explored. For instance, many artists would paint portraits while others, although this was more common in northern Europe, would make landscapes the subjects at their works. But today I'd like to consider an influential Italian Renaissance artist Leon Battista Alberti who took a slightly different approach. Leon Battista Alberti was a painter, sculptor, architect, musician, poet, very wide range in interests, like da Vinci or Michelangelo, the sort of guy from whom returned renaissance man was in fact created. Alberti believed that the most important approach for a painter was to capture a story or narrative.Now as I indicated this narrative can be either religious or secular, depending on what the work of art was for. If the work was to be placed in a church, then obviously it'd have a religious theme. Well, as if it was for someone's home, then it could deal with a different subject matter. The exact narrative didn't really matter so long as if these one that captivated the audience that help the viewers' attention. So what is actually needed to tell us a story?Well, Alberti needed characters, right? Human figures, anyone to represent them as realistically as possible to capture the viewer's attention. One way he achieved this was to make use of what's known as the "Contrapposto Pose". A "Contrapposto Pose" basically entails showing us slight twist in the body, the shoulders and hips are usually bent in different directions. In other words, if the left shoulder is bent, so that it is slightly higher than the right shoulder. Then the hips will be bent, so that the left side will be slightly lower than the right side. Similarly, in sculptures, most of the ways seem to like on one foot which also resulted in this slanted position, making it seems like the figure is about to walk or move. This adds to the realistic aspect of figures. But there are actually a lot of things that could go wrong in the attempt to create such a pose. You can make a figure’s arms bigger than its legs, or the head too small for the body. Messing up the proportions can leave a figure looking cartoon-like and unnatural. But Alberti had a solution. He encouraged artists to visualize figures’ bones and structure. This would give the artists an idea of the proportions of the figure. From there, Alberti suggested that the artists imagining attaching the tendons and muscles, then covering those with flesh and skin. Now, although this method may seem complicated, artists since antiquate have used anatomical observations to try to get the proportions of the human figure as accurate as possible. Though obviously not to the degree that Alberti was recommending.Now in addition to characters, the setting is extremely important. Especially when attempting to tell us a story realistically. Renaissance artists essentially needed to create three dimensional scene on a two dimensional surface. They accomplished this by the use of perspective, arelatively new idea for artists at that time. In particular, the type of perspective that Alberti advocated was called “lineal one-point perspective”. In fact, Alberti was one of the artists who developed the geometry behind lineal one-point perspective. Lineal perspective basically consists of drawing straight lines that extend from the forefront of the painting into the background. Lines that seem to be parallel to each other but which actually converge on a single point in the horizon called the vanishing point. By drawing figures and objects smaller and smaller as the lines get closer together, the artist is able to create depth in the painting. This gives the illusion of the third dimension and makes the work of art more realistic.Lecture 2Listen to part of the lecture in biology class.Profess or: So that’s the overview of the human immune system, but we have a few minutes left, any questions? George?Student B: Yes, you talked about T-cells, naïve T-cells. Can you go over that part again? And also why do we call them that anyway?Professors: Alright. They’re, t hey are known as T-cells because they develop in the thymus. Students B: The what?Professor: Thymus. That’s T-H-Y-M-U-S. It’s a small organ in the body. Anyway that’s why we call them that. They come from the thymus. And T-cells are a part of the body’s immune system. They can recognize and eliminate cells from outside the body that might cause disease.Student G: B ut why naïve? I mean we might call people naïve, if they don’t have enough experience, you know, about the dangers of the world. But how can you call a cell naïve?Professor: Well, when this type of immune cell encounters a cell from outside the body, like maybe a bacterium. It interacts with that bacterium and learns to recognize it. So whenever the immune cell runs into that kind of bacterium in the future, it will attack and kill it. At that point, we call it a memory T-cell because it’s learnt to recognize a protein marker that identifies this particular kind of ba cterium. But before it’s learnt to recognized any particular protein from outside the body,we’ve called it naïve, okay?Student G: Yeah, I get it.Professor: There is a lot of biochemistry involved and we will get into it the next lecture. But your question reminds me about a study that some of my colleagues are doing. It relates to caloric restriction.Student G: Caloric? Like calories in the food we eat?Professor: Exactly! We are talking about the sugars, carbohydrates, fats that our bodies burn to get energy, which we measure in calories. Okay, let’s back up a little. Back in the 1930s, a nutritionist in Cornell University put mice on a severely restricted diet. He gave each mouse in one group 30 percent less food, or more precisely, 30 percent fewer calories than the mice in the other group, which ate in a normal amount. And the result, the underfed mice lived much longer than the normally fed ones.Student B: Wow! Does that just go for mice?Professor: Apparently not! Similar results have come from experiments on other animals. From round worms to most recently rhesus monkeys. These monkeys, two groups of them, were given all the vitamins and minerals and other nutrients they needed, except that one group got 30 percent fewer calories. And now, after 30 years or so, about an average lifetime for a monkey, i t’s clear that the monkeys that have been on the calorie restricted diet are doing a lot better than the ones on what we consider a normal healthful diet. Like in terms of blood pressure and lots of other measures, the calorie restricted monkeys are much healthier, and they just look and act younger than the monkeys in the normal diet group. And that’s a group, they are living longer.Student B: Int eresting. But what’s the connection?Professor: O h with immune system? Well it’s been shown that the immune system becomes much less effective as animals age. That’s true in humans, too. We think tho se naïve T-cells just get used up. I mean it’s not lik e the body is always making lots of new ones, and over the course of the lifetime, as T-cells encounter more and more strange bacteria or whatever. The naïve T-cells get turned into memory T-cells. So later on in life, there are fewer and fewer of these naïv e T-cells left to do with any new disease-causing organisms that might attack. Which means less immunity, and the animal or person is more likely to get sick. But caloric restriction, it kind of shocks the system. And one result is, well, those monkeys on the calorie restricted diet had lots more naïve T-cells left than you expecting monkeys that old. The expected drop in naïve T-cells, apparently the shock of getting 30 percent fewer calories really slows that down. And after many years, with so many more naïve T-cells still in reserve, these monkeys are a lot better at fighting off new infections than normally fed monkeys of the same advanced age.Students B: A nd that’s why they live longer?Professor: Well, it’s got be one reason. This is all pretty complex though with lots of details yet to be worked out.Student B: But are results the same for humans?Professor: Hard to say. A good study will take decades and it’s not easy finding people who want to take part, would you?Student B: And eat 30 percent less? That’d be tough.Professor: You bet it would.Lecture 3Listen to part of the lecture in a chemistry class.Professor: So, just to sum up. Matter is anything that has mass and volume, right? Anything that takes up space and this includes solids, liquids, and gases. And if we combine two portions of matter, we get a mixture. Now, there are two main kinds of mixtures: homogeneous and heterogeneous. Maybe I should put these on the board.Whether a mixture is homogeneous or heterogeneous, well, this relates to the notion of phase. Remember we define the word phase as being one physical state, whether solid, liquid or gas, that, well, that has distinct boundaries and uniform properties. So, homogeneous mixtures, what are they? Okay. Th e prefix “homo” means same, so a homogeneous mixture is the same throughout. It contains only one phase. So if you put alcohol in water, the two liquids combine, they disperse in to each other. And you can’t perceive any boundary between the two any longer. So the mixture contains only one phase, even though two phases went into it. It now contains one phase and we can’t detect any boundary between the water and alcohol once they’re mixed together. The two portions combine and form a single phase.Now, if homogeneous mixtures are ones that are the same throughout, then what do you suppose heterogeneous mixtures are? Right! Mixtures that are different throughout. If you mix oil and water together, the mixture contains two liquid phases because the oil will flow on top of the water because of the oil’s lower density. They’re not going to mix together like alcohol and water do. You can see the boundary between them and in fact they are mechanically separable. The same is true for soil, which is a mixture of solid materials. So if you look closely at the sample of soil, you’re going to see bits of sands, some black matter, maybe even pieces of vegetation. Since you can see all the different components, detect distinct boundaries, we’ve got multiple phases. And in fact you can pick out the components. The various portions can be mechanically separated. Now, with some heterogeneous mixtures, you can see the different phases with a naked eye. But that’s not so for all of them. Like, smoke. Actually, that’s a good exa mple because to the naked eye, it looks uniform, like it’s a single phase. But if you magnify it, you can see that there are tiny solid and liquid particles suspended in the air. So actually what you got in smoke are three phases: solid, liquid, and gas, which you can separate by a process of filtration. Another example, dirty water. Okay? Dirty water is water that has suspended solid matter in it. That can be filtrated too. Pass itthrough filter, and the dirt, and whatever else is in there will stay behind the filter paper, and the clean water will pass through it. Again, depending on the size of the particles in the water, you might need magnification to see them, but even so they can be detected and the boundaries are detectable. So, multiple phases, okay?Homogeneous mixtures, on the other hand, well, no amount magnification could reveal it detectable boundaries between the components. The mixing extends all the way to the fundamental particle level. And we use the term solution to refer to the single phase homogeneous mixtures. When salts dissolve in water, no amount magnification is going to show you separated pieces of salt. There are undetectable boundaries between salt and water, so it’s a solution. Even so what you can do with solutions is separat e the parts by the process called distillation. If you distill salt water, water gets boiled away from the solution, and only the salt remains behind. And in your next lab actually, we’ll be using these processes: distillation and filtration to show how we can separate different parts of some mixtures.Now, there are other ways we can describe mixtures, and one of these is by properties, uh, variable properties. A real sample example of this is the tasting color of a couple of coffee. The more coffee that is dissolved in the water, the stronger the taste of the coffee, and the darker the color, the darker the solution. So, color and taste, these are two variable properties. And these variable properties, they vary of course, because of the relevant amount of the component. And the melting and the freezing point of liquids, too. A solution of salt water, for example, will have a different freezing point depending on how much salt is dissolved in the water.Lecture 4Listen to part of the lecture in an anthropology class.Professor: Ok, today we are going to be moving on, and we are going to be talking about early pottery. But rather than me just giving you a broad overview of how pots, or ceramic vessels, or developed and use in different regions of the world, we are gonna consider a specific example, a case study. And we are going to focus on ceramic cooking vessels from just one part of the world. So the question I want to look at today concerns the use of ceramic cooking vessels, clay pots, in the Arctic during ancient times. Why would they develop and use there?So, to begin with, we don’t know for sure when human beings first started creating pottery, but we have evidence of it from over fifteen thousand years ago.And in the arctic, ceramic cooking pots didn’t appear there until some twenty-five hundred years ago. Now it’s not surprising that they appeared relatively late there. In fact, what’s been something of mystery is why they were used at all, in the Arctic I mean. Ken?Ken: Why wouldn’t they use pottery?Professor: Good question. What were some of the drawbacks of ceramic containers be for ancient people groups in the Arctic? Ancient Arctic societies were nomadic, right?Ken: I get it. Clay pots are fragile, so if people were moving around all the time, well, the pots would probably keep breaking.Professor: Precisely. C eramic cooking vessels can’t be transported easily, that’s one thing. And, think of how ceramics are produced? You need water and clay of course; you need to make the pot allow it to dry for a long time, warm dry locations were best for this of course. And then, you need to fire it, bake it. So you can see the role that climate would play in whether or not ancient people created and used ceramic cooking pots. And that’s why manufacturing pottery would have been a challenge, actually quite difficult for people in the Arctic.Ken: But you are saying they did make ceramic cooking pots.Professor: Yes. So the question is, given all these clear disadvantages, why would Arctic people choose to make and use ceramic cooking vessels? Sue?Sue: I read somewhere that by cooking food in clay pots people increase the umm, well, they made food easier to digest, something about making the nutritional components of foods more accessible?Professor: That’s defiantly true as far as many nutrients a re concerned. But some nutrients, like vitamin C, are destroyed by cooking. But the ancient Arctic people ate the diet they consisted almost entirely of raw or only minimally cooked meat and fish or shellfish.Sue: I saw something on television once. A documentary that talk about how healthy the diet was, how it provided all the nutrients they needed. I guess that wouldn’t include vitamin C as well. But then what I don’t understand is why would they have cooked their food at all?Professor: Ah, here is where we need to look beyond the obvious factors and consider things like culinary preferences. Although the diet of ancient arctic people mainly consisted of raw and minimally cooked food, it was carefully prepared. It was based on the interplay of contrasts, umm different temperatures or hard and soft textures. Sometimes meat was only partially defrosted. For example, one way of preparing meat was to boil it briefly leaving the center frozen.So cooked food or partially cooked food for ancient arctic people was a matter of social preference. So again, the question is why did they use ceramic pots to cook their food? That’s not the only way to cook food and we’ve already looked at some disadvantages of ceramic pots.So why use them? Well, first of all, wood for cooking fires was in short supply. And becauseof the extreme climate, food had to be prepared inside, in doors most of the year. Therefore, fires had to be small, and cooking method had to be efficient. So in regions of the arctic where wood was scarce and where the houses could not withstand large fires and did not have good ventilation, we do find advantages associated with ceramic pots.。
托福听力tpo45 section1 对话讲座原文+题目+答案+译文
托福听力tpo45section1对话讲座原文+题目+答案+译文Conversation1 (2)原文 (2)题目 (3)答案 (5)译文 (5)Lecture1 (6)原文 (6)题目 (9)答案 (10)译文 (10)Lecture2 (12)原文 (12)题目 (15)答案 (17)译文 (17)Conversation1原文NARRATOR:Listen to a conversation between a student and a campus mail center employee.MALE EMPLOYEE:Sorry you had to wait.It's a busy time of year—lots of people mailing packages home…FEMALE STUDENT:I bet.I'll have to come next week to do that…I'm moving out of my dorm,and I'm sending some papers home.MALE EMPLOYEE:OK,we'll be here…what can I do for you today?FEMALE STUDENT:Well,my roommate asked me to pick something up for her.I told her I was coming down here…She got this notice saying there was a package to pick up—I guess it was too big to fit into her mailbox.MALE EMPLOYEE:I'm sorry,but I can only give packages to the person who they're addressed to—it's university policy.FEMALE STUDENT:Really?Could you make an exception?She is my roommate.MALE EMPLOYEE:I wish I could,but…she'll have to come and get it herself—and be sure to tell her to have her student ID card on her.We’ll need to see identification —oh,and she'll need that package notification too.FEMALE STUDENT:OK,I'll let her know.Um,also…since I'm moving,I'll be able to receive my mail at my new apartment,so…I don't really need my campus mailbox.MALE EMPLOYEE:Oh,OK.Although I should tell you that we do recommend that students use the campus mailbox service,even if they are moving off campus.FEMALE STUDENT:Really?Why?MALE EMPLOYEE:Well,if any of your professors want to notify you of changes to class schedules—or get in touch with you for any reason…FEMALE STUDENT:My professors have my e-mail address.MALE EMPLOYEE:Yes,that's true…but remember things like university newsletters,flyers from university clubs,notices about special events…they're only distributed to campus mailboxes.None of that's mailed off campus.FEMALE STUDENT:Well,I work at the college newspaper,so I should be able to keep on top of what's going on.Plus there’s the bulletin board outside the dining hall…MALE EMPLOYEE:True,but...You know,if it's the campus mailbox fee,I might be able to offer you a less expensive rate for next year.We can do that,in special circumstances.FEMALE STUDENT:Thanks,but…I mean,I can afford the mailbox fee.It's just that between my off-campus address,my e-mail account,and the school newspaper,I don't think there’ll be a problem.MALE EMPLOYEE:OK.In that case,stop by the main desk on your way out of the building and pick up the form you'll need...and don't forget to include a forwarding mail address for anything that's addressed to your box from outside the university.题目1.Why does the student go to see the man?[Click on2answers]A.To discontinue a campus serviceB.To pay the fee for her campus mailboxC.To get information about mailing a packageD.To pick up a package2.What does the man say about the campus mailbox service?A.Its rates for all students have recently gone down.B.It is the only way to receive certain mailings about university eventsC.All students are required to use it.D.It is more reliable than e-mail.3.How does the student usually obtain information about campus events?[Click on2 answers]A.She reads about them on the university Web site.B.She learns about them at her place of work.C.She sees the posters on a bulletin board.D.Her roommate tells her about them.4.What does the man offer to do for the student?A.Reduce the cost of renting a mailboxB.Send her a form to fill outC.Provide university organizations with her new addressD.Deliver a package to her apartment5.Why does the student say this:MALE EMPLOYEE:Well,if any of your professors want to notify you of changes to class schedules—or get in touch with you for any reason…FEMALE STUDENT:My professors have my e-mail address.A.To indicate that she agrees with the manB.To inform the man of a recent developmentC.To prevent a misunderstandingD.To support her own position答案AD B BC A D译文旁白:听一段学生和校园邮件中心员工的对话。
tpo45口语task4范文
托福口语Task4常考学科有哪些美联出国考试大家整理的托福口语Task4的常考学科介绍,具体内容如下:心理学:针对一些心理学问题如:阈下知觉、知觉恒常性、外在动机与内在动机、移情行为等给出解释及例子。
此学科涉及到的问题学术性较强,为高频学科。
在TPO中出现位置:TPO4, TPO6, TPO7, TPO12, TPO13, TPO14,TPO15, TPO16,TPO19, TPO22, TPO30, TPO31, TPO34生物学:针对诸如Target Marketing, Entertainment Merchandising, Franchising等与市场销售相关的内容下定义并给出例子详细解释,为高频学科。
在TPO中出现位置:TPO8, TPO17,TPO18, TPO26, TPO27, TPO29, TPO32, TPO33市场营销:针对诸如Target Marketing, Entertainment Merchandising, Franchising 等与市场销售相关的内容下定义并给出例子详细解释,为高频学科。
在TPO中出现位置:TPO5,TPO10, TPO1, TPO20,TPO28社会学:针对一些社会现象诸如认知失调、文化失调和观众效应给出定义及解释和例子。
此学科涉及的问题学术性相对较弱,为高频学科。
在TPO中出现位置:TPO23, TPO25, TPO2, TPO3艺术:对诸如Outsider Art,Establishing Shot等艺术内容下定义并给出例子详细解释,为中频学科。
在TPO中出现位置:TPO9, TPO11教育:针对诸如Questioning Awareness of Effect的教育相关的术语下定义并给出例子详细解释,为低频学科。
在TPO中出现位置:TPO21环境科学:针对诸如Flagship Species 的环境术语下定义并给出例子详细解释,为低频学科。
tpo45口语范文
求app小站托福tpo里的作文,口语范文Nowadays advertisments can be seen everywhere:in pubs and buses,in newspapers and magazines,on TV screens and play grounds.It's more and more difficult for youto resist the attraction ofcolourful advertisements.There is a great deal to be said in favour of advertising.First,it provides information.The customer is told what is available on the market and how one product differs from another.Secondly,a wide range of activities and institutions receive financial support we would have to pay much more for newspapers and sports games。
托福考试口语、写作题型1.其实口语最后一道题的确大部分都是生物类的 TPO上面的是让你接触不同话题的问题以防万一但是真正考试基本上就是生物的功能或行为的分类。
2.TPO并不是每一篇阅读都有表格啊以前我算过基本上TPO三十套只有四五道这样的题而考试遇到的几率非常少我考过五次托福一次都遇不到如果遇到那就是中头奖了比平常那种六选三的要简单一些但是这种题一定要保证全对。
3.独立写作是我比较擅长的有一定的技巧和方法。
开门见山不是一个好的表达方式我给你一个简略的结构吧。
第一段:开头可以引用名人名言或普遍流行的现象或举例子或排比提问等方式然后说一下大众的观点(与你的观点相反)紧接着点出你的观点不要重复题目第二段:然后是一个过渡段可有可无主要讲一下对方观点的好处然后段落结尾来个转折引出下面你支持自己观点的几个理由第三段第四段··:第一句一定要直接明确说出中心内容然后再用例子什么的去解释结尾段:一定要总结前面几个理由然后再重申一遍自己的立场。
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小编下面给考生们带来了托福TPO45口语文本,六个task,希望大家有针对性的有计划的规划备考。
多做题,多积累、多研究,实现自我的不断提升,加油!向着梦想前进。
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托福TPO45口语task1题目:
Which of the following qualities do you think is the most important for a
university student to be successful?
1. Highly motivated
2. Hard-working
3. Intelligent
Choose one of these qualities and explain why it is important.
托福TPO45口语task2题目:
Do you agree or disagree with the following statement? Artists and
musicians are important to a society. Use details and examples to explain your
answer.
托福口语TPO45 Task3(听力+阅读+题目):Close the Coffeehouse
Reading Part:
Like many people, I was happy when the universityopened a coffeehouse. A
good coffeehouse is aperfect place to meet people or to study while havinga
coffee. Unfortunately, our coffeehouse usuallyempty, so it is not a good place
to meet people. Andthe lighting there is very poor, so it is not a good place to
study, either. A coffeehouse seemedlike a great idea, but it just has not worked
out, and the time has come for the university toclose it.
Listening :
W : I disagree with this idea.
M : Why? It doesn't sound like it's doing very much business?
W: It's probably because it goes during the day but in the evening.
M : Oh, people go.
W : A lot of people. Students are really busy during the day with classes, jobs, studying. Good night places are often preformed. Students get together there all the time.
M : Really?
W: Yeah. It's not until night time students actually have a time to sit
down and relax, you know , enjoy hot drink, getting something to eat or hanging out or reading for class.
M : so you can't read there.
W : yeah, I mean it's right. That used to be a problem. But recently they
did some renovations and now I think the lighting is as good as it is in the library.
M : really?
W : yeah, and now just that there are few tables. Just divide every table's got good lighting now.
M : Sounds like this guy does nobody's talking about.
W : Definitely not.
Question:
The woman expresses her opinion on the proposal to close the coffeehouse. Explain the proposal and the reasons she gives for holding that opinion.
托福口语TPO45 Task4(阅读+题目):Method of Loci
Reading Part:。