历年托福听力考试真题下载四(原文+音频)
2024托福考试必备听力历年真题练习
2024托福考试必备听力历年真题练习Part 1: Conversation-based Questions1. What is the main topic of the conversation?2. Where does the conversation most likely take place?3. What can be inferred about the woman?Part 2: Problem-Solving Questions1. What is the man's problem?2. What are the possible solutions mentioned?3. What solution does the woman suggest?Part 3: Academic Discussions1. What is the main purpose of the discussion?2. What is the man's opinion on the topic?3. What evidence does the woman provide to support her argument? Part 4: Academic Lectures1. What is the topic of the lecture?2. What is the professor's main point?3. How does the example illustrate the professor's main point?Part 5: Campus Life1. Which club is the woman a member of?2. Why does the woman need financial support?3. What does the man offer to do for the woman?Part 6: Academic and Social Skills1. What topic does the professor introduce?2. What is one characteristic of the topic?3. How can this characteristic be beneficial?Part 7: Science and Technology1. What is the main function of the new software?2. How does the new software differ from the old version?3. What benefit does the new software bring to users?Part 8: Advanced Level Discussions1. What is the main topic of the conversation?2. What is the man's opinion on the topic?3. How does the woman respond to the man's opinion?As the 2024 TOEFL exam is approaching, it is essential for test-takers to engage in practice sessions that familiarize them with the format and content of the listening section. One effective way to prepare is by practicing with authentic past TOEFL listening questions.In the first part of the listening section, conversation-based questions are asked. These questions assess your ability to understand the main topic of aconversation, the location where the conversation is most likely taking place, and inferencing skills about the individuals involved.The second part of the listening section focuses on problem-solving questions. These questions require you to identify the problem the speaker is facing, analyze potential solutions mentioned, and determine the best solution based on the information provided.Part three comprises academic discussions, where you are expected to identify the main purpose of the discussion, the opinions of the speakers, and supporting evidence used in the conversation.In the fourth part, academic lectures are presented, and you need to comprehend the lecture topic, understand the professor's main point, and recognize how examples or illustrations are used to support the main point.The fifth part revolves around campus life, where you must gather information about the activities, clubs, and student organizations, as well as understand the financial support and assistance offered by individuals or institutions.For the sixth part, academic and social skills are discussed. You are required to recognize the topic introduced by the professor, identify specific characteristics, and understand the potential benefits associated with these characteristics.The seventh part focuses on science and technology, exploring advancements and innovations. It requires you to understand the main functions of software or devices, identify differences between different versions, and recognize the benefits provided by newer technologies.The eighth part consists of advanced level discussions, where complex topics are debated. You are expected to identify the main topic of the conversation, grasp the speakers' opinions, and understand how the conversation unfolds based on different perspectives.By practicing with past TOEFL listening questions, you can improve your listening skills, become more familiar with various question types, and enhance your understanding of spoken English. Regular practice will help you feel more confident and prepared for the listening section of the 2024 TOEFL exam.Remember to listen carefully, take notes when necessary, and pay attention to key details and information. Developing good listening strategies and practicing with a variety of listening materials will significantly contribute to your success in the TOEFL listening section.。
托福听力tpo46 lecture1、2、3、4 原文+题目+答案+译文
托福听力tpo46lecture1、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 (8)原文 (8)题目 (10)答案 (12)译文 (12)Lecture3 (14)原文 (14)题目 (16)答案 (18)译文 (18)Lecture4 (19)原文 (19)题目 (22)答案 (24)译文 (24)Lecture1原文NARRATOR:Listen to part of a lecture in a biology class.FEMALE PROFESSOR:I'd like to continue our discussion of animal behavior and start off today's class by focusing on a concept we haven't yet touched upon—swarm intelligence.Swarm intelligence is a collective behavior that emerges from a group of animals,like a colony of termites,a school of fish,or a flock of birds.Let's first consider the principles behind swarm intelligence,and we'll use the ant as our model.Now,an ant on its own is not that smart.When you have a group of ants,however, there you have efficiency in action.You see,there's no leader running an ant colony. Each individual,each individual ant operates by instinctively following a simple set of rules when foraging for food.Rule number1:Deposit a chemical marker…called a pheromone.And rule2:Follow the strongest pheromone path.The strongest pheromone path is advantageous to ants seeking food.So,for example,when ants leave the nest,they deposit a pheromone trail along the route they take.If they find food,they return to the nest on the same path and the pheromone trail gets stronger—it's doubled in strength.Because an ant that took a shorter path returns first,its pheromone trail is stronger,and other ants will follow it, according to rule2.And as more ants travel that path,the pheromone trail gets even stronger.So,what's happening here?Each ant follows two very basic rules,and each ant acts on information it finds in its immediate local environment.And it's important to note: Even though none of the individual ants is aware of the bigger plan,they collectively choose the shortest path between the nest and a food source because it's the most reinforced path.By the way,a-a few of you have asked me about the relevance of what we're studying to everyday life.And swarm intelligence offers several good examples of how concepts in biology can be applied to other fields.Well,businesses have been able to use this approach of following simple rules when designing complex systems,for instance,in telephone networks.When a call is placed from one city to another,it has to connect through a number of nodes along the way.At each point,a decision has to be made:Which direction does the call go from here?Well,a computer program was developed to answer this question based on rules that are similar to the ones that ants use to find food.Remember,individual ants deposit pheromones,and they follow the path that is most reinforced.Now,in the phone network,a computer monitors the connection speed of each path, and identifies the paths that are currently the fastest—the least crowded parts of the network.And this information,converted into a numeric code,is deposited at the network nodes.This reinforces the paths that are least crowded at the moment. The rule the telephone network follows is to always select the path that is most reinforced.So,similar to the ant's behavior,at each intermediate node,the call follows the path that is most reinforced.This leads to an outcome which is beneficial to the network as a whole,and calls get through faster.But getting back to animal behavior,another example of swarm intelligence is the way flocks of birds are able to fly together so cohesively.How do they coordinate their movements and know where they're supposed to be?Well,it basically boils down to three rules that each bird seems to follow.Rule1:Stay close to nearby birds.Rule2:Avoid collision with nearby birds.And rule3:Move in the average speed and direction of nearby birds.Oh,and by the way,if you're wondering how this approach can be of practical use for humans:The movie industry had been trying to create computer-generated flocks of birds in movie scenes.The question was how to do it easily on a large scale?A researcher used these threerules in a computer graphics program,and it worked!There have also been attempts to create computer-generated crowds of people using this bird flocking model of swarm intelligence.However,I'm not surprised that more research is needed.The three rules I mentioned might be great for bird simulations,but they don't take into account the complexity and unpredictability of human behavior.So,if you want to create crowds of people in a realistic way,that computer model might be too limited.题目1.What is the lecture mainly about?A.Various methods that ants use to locate foodB.A collective behavior common to humans and animalsC.A type of animal behavior and its application by humansD.Strategies that flocks of birds use to stay in formation2.According to the professor,what behavior plays an important role in the way ants obtain food?A.Ants usually take a different path when they return to their nest.B.Ants leave chemical trails when they are outside the nest.C.Small groups of ants search in different locations.D.Ants leave pieces of food along the path as markers.3.What are two principles of swarm intelligence based on the ant example?[Click on2answers.]A.Individuals are aware of the group goal.B.Individuals act on information in their local environment.C.Individuals follow a leader's guidance.D.Individuals instinctively follow a set of rules.4.According to the professor,what path is followed by both telephone calls on a network and ants seeking food?A.The path with the least amount of activityB.The most crowded pathC.The path that is most reinforcedD.The path that has intermediate stopping points5.Why does the professor mention movies?A.To identify movie scenes with computer-simulated flocks of birdsB.To identify a good source of information about swarm intelligenceC.To emphasize how difficult it still is to simulate bird flightD.To explain that some special effects in movies are based on swarm intelligence6.What is the professor's attitude about attempts to create computer-generated crowds of people?A.She believes that the rules of birds'flocking behavior do not apply to group behavior in humans.B.She thinks that crowd scenes could be improved by using the behavior of ant colonies as a model.C.She is surprised by how realistic the computer-generated crowds are.D.She is impressed that computer graphics can create such a wide range of emotions.答案C B BD C D A译文下面听一段生物学讲座的片段。
历年托福听力考试真题下载五(原文+音频)
历年托福听力考试真题下载五(原文+音频)为了让同学们更好地备考托福听力，下面小马编辑为大家整理了历年1月份托福听力考试真题，并附有文本和听力音频，供同学们进行下载练习。
以下是2002年1月托福听力考试真题音频:部分 2002年1月托福听力考试真题原文如下：Never be unduly elated by victory or depressed by defeat.Part A1：A: With so little time left to study for the history final. I think we should concentrate on going over our lecture notes.B: That sounds good. At least we have an idea what Prof. Martin thinks important.Q: How do the students plan to prepare for the exam?2：A: Sorry I'm late. There was road construction on highway 9 and traffic was backed up for a miles(排起长龙).B: Tell me about it. I take that road. And it took me two hours to get home last night.Q: what does the man mean?3：A: u said u wanted to borrow my camera for Prof. Wilson's assignment. Well, here it is.B: I know this is precious to you, and I'll take good care of it. I hate using other people's things, especially expensive equipment like this.Q: according to the conversation, what will the woman do?4：A: have you decided what you are going to do over the summer break?B: well, I've given it some thought, and I'd like to get a job in something related to marketing. But I haven't come up with anything definite yet.Q: what does the woman mean?5：A: that chocolate cake looks delicious. Aren’t you going to have some with me?B: well, that was a huge meal we just had, and I was sort of watching my calorie intake(卡路里摄取), but what the heck(管他的), birthday only comes once a year.Q: what will the man probably do?6：A: they say that exercise is good for you, but I don't know. I mean dragging myself out of bed, six-day and everyday to go to the gym is wreaking havoc(大的影响、破坏) on my sleeping schedule.B: sure, but who says u need to go everyday?Q: what does the woman imply the man should do?7：A: are you just about done with the copying machine?B: pretty much. I just have to make sure the copy is clearQ: what does the woman mean?8：A: this prescription is supposed to be effective from pain, but maybe it's too strong for me. I took it when I woke up in pain(痛醒) in the middle of the night, and now I feel nauseous.B: you should read the label first. It says right here on the bottle to be taken with meals onlyQ: what can be inferred about the woman?9：A: finally here are the notes u lent me from last weeks chemistry class. Sorry I kept them so longB: hey, don't worry about it. Our final exam's not for another weekQ: what does the woman imply?10：A: I know this jack is a little old and faded but I got some other things to take care of before the interviewB: if you want my opinion, a new suite should be your top priorityQ: what does the woman imply the man should do?11：A: wait a minute, are you actually studying on this beautiful Saturday when the work is in due for two weeksB: have u forgotten I'm going to be gone next weekendQ: what does the woman imply?12：A: do you know about the science fiction fair on Saturday?B: of course, I wouldn't miss it for the world.Q: what does the woman mean?13：A: Wanna come with me to the opera tonight? I've got an extra ticket and I think it will take your mind off that math problem that you’ve been sweating over(费力做) for the last two hours.B: that'll be great but the opera is in what? Italian, right? I think I have a better chance of understanding this math problem.以上就是小编为大家整理的“历年托福听力考试真题下载五(原文+音频)”部分内容，更多资料请点击托福资料下载频道!。
托福考试听力2024历年真题精析
托福考试听力2024历年真题精析托福考试是众多学生备战留学的重要一环，其中听力部分常常是考生难以逾越的难点。
为了帮助考生更好地应对托福考试中的听力部分，本文将对2024年托福考试听力部分的历年真题进行精析，以帮助考生更好地理解和掌握该部分。
首先，我们来看2024年托福听力部分的第一个题目。
题目一：Conversation 1听力材料：[音频播放]对话内容：Man: Hey Jane, have you decided which elective course to take next semester?Woman: Not yet. I'm considering between psychology and sociology.I've always been interested in how people's minds work, but sociology also seems fascinating.Man: I see. Both courses are definitely worth taking. Have you looked into the course descriptions?Woman: Yes, I have. They seem equally challenging and interesting. I just can't make up my mind.Man: Well, have you talked to anyone who has taken these courses before? Their experiences might give you some insights.Woman: That's a good idea. I think I'll ask around and see what others think.任务题：What is the woman's problem?选项：(A) She can't decide which elective course to take next semester.(B) She doesn't like psychology or sociology.(C) She is not interested in taking any elective courses.(D) Both elective courses are already full.分析：这道题目属于典型的听力理解题。
托福考试2024听力历年真题答案解析
托福考试2024听力历年真题答案解析2024年的托福考试听力部分，如往年一样，包含了一系列听力材料和相关问题。
本文将对历年真题中的听力部分进行题目解析和答案解释，以帮助考生更好地备考。
[介绍段]在托福考试听力部分，考生需要听取一段语音材料，然后回答几个与材料相关的问题。
这些材料可以是学术讲座、对话、课堂讨论等。
对于每种材料，考生需要仔细倾听，并在听完后选择正确的答案。
以下是对几个典型历年真题的解析。
[题目一]Question: What is the main topic of the lecture?听力材料：一段讲座内容，讲述关于生态系统中濒临灭绝的物种。
解析：这道题目需要考生仔细倾听讲座内容，判断讲座的主要话题。
在听力材料中，讲师提到了一系列与生态系统和濒临灭绝物种相关的信息。
考生需要筛选出这些信息并进行归纳，最终选择与之相关的答案。
答案解释：主要讲座话题是关于生态系统中濒临灭绝的物种。
在听力材料中，讲师提到了研究人员进行调查、濒临灭绝物种对生态系统的重要性等相关内容。
因此，正确答案应选择与这个主题相关的选项。
[题目二]Question: What is the relationship between the two speakers?听力材料：一段对话，讨论两位发言者的关系。
解析：这道题目需要考生仔细研究对话内容，判断两位发言者之间的关系。
在对话中，两位发言者可能会透露出彼此之间的身份、职位或熟悉程度等信息。
考生需要根据对话内容进行分析，并选择最符合描述的答案。
答案解释：根据对话中的内容，我们可以推断出两位发言者是一位教授和一位学生。
在对话中，教授提到了自己的研究、学生的作业等相关内容，这表明教授与学生之间存在一种教育关系。
[题目三]Question: What is the purpose of the conversation?听力材料：一段对话，讨论对话的目的。
解析：这道题目需要考生理解对话中的目的或主要内容。
托福TPO听力30文本(含MP3音频)
小编推荐：查看托福口语TPO1-33文本+MP3，请点击：TPO口语1-34查看托福阅读TPO1-33阅读原文+题目+答案，请点击：TPO阅读1-33查看托福写作TPO1-25文本大全，请点击：TPO写作1-25托福TPO听力30文本（含MP3音频）上海新航道托福为大家整理了TPO听力30文本，下载TPO听力30MP3音频：/s/1c0x5PhI查看托福听力TPO1-29原文+题目+MP3音频下载，请点击：TPO听力1-29TPO 30Section1Conversation1NarratorListen to a conversation between a student and an employee at the student activity center.StudentThis is the administrative office, right?EmployeeUh-huh. How can I help you?StudentWell, I am stopping by to reserve a place for my school club that meet and work, pretty much on a regular basis. Ideally, our preference would be to have our own office.EmployeeHmm…well, we are out of private offices. But we do have some semi-private options still available.StudentWhat do you mean?EmployeeWell, it’s a setup where you’ll have a larger workspace shared by two other clubs. In other words, each club would have its own work area within that one room.StudentOh. Are there any divider, walls or anything?EmployeeOh, yes. There will be a couple of dividers, so there’s some privacy.StudentUm. We’ll work with that then. I wouldn’t want to be without an office.EmployeeOK. Here are the two forms you have to fill out. Why don’t you do it no w while I set that up through out computer system.StudentOK.EmployeeSo what’s your club’s name? And the last name of the club president.StudentOh, it’s the photography club. And it’s Williams. That’s me. John Williams.EmployeeHmm…that’s not pulling up anything on my screen. Um…let me try something else. Uh, how about your faculty advisor’s name?StudentSarah Baker. She is in the Arts Department.EmployeeHmm…No. Strange. You know your club is just not showing up in my online records. Is this an est ablished club?StudentNo. Actually it’s a brand-new one.EmployeeHmm…have you completed the registration process?StudentYeah, last week. That was my very first step.EmployeeRight. Well, for my purposes, a club definitely has to be registered before I can proceed further. At the moment, however, it appears that there’s no record of your club’s registration.StudentReally? I thought everything was finalized last week.EmployeeWell, it is surprising. Usually there’s a 24-hour turnaround in our computer database. So then do you have the registration approval letter from the review committee? That would give me the verification I need.StudentYeah. I do. I mean, well, I don’t have it with me. But … I… I, uh, can get it from my dorm room, bring it back wi th me and submit it with those forms you need from me.EmployeeGreat! That’ll work. And just so you are aware, there’re lots of benefits to being registered.StudentOh, yeah. I think the university will give us permission to set up a website, right? I want to get students sharing their ideas on the website, you know, establish a photography blog.EmployeeYes. You’ll be able to do that. And…um…actually there’s more. You’ll be allowed the use of audiovisual equipment at no cost. You’ll receive a club mailbox and a club email address. You’ll be allowed to post your flyers and posters around the campus for publicity. And you could be eligible for funding for club events.StudentWell, we are definitely interested in hiring a professional speaker at one of our campus events at some point in the semester. And speakers almost always charge a fee. So I’ll definitely follow up on that.Lecture1NarratorListen to part of a lecture in a psychology class.ProfessorWe’ve been talking about animal cognition—the study of animal intelligence. Now, much of the research in this area is motivated by the search for animal analogues, or parallels to human cognitive processes. And one of the processes we’ve been investigating is metacognition.What is metacognition? Well, it’s being aware of what one knows or feels, uh, um… having an awareness of one’s state of mind. And making decisions about behavior based on what one knows. Researchers have long been interested in whether animals possess this capability, but…but couldn’t test it because animals aren’t able to report their feelings.But recently one group of researchers found a way to solve this problem. They did studies with…with monkeys and dolphins that provide evidence that these animals have the ability to feel uncertainty, to feel unsure about something and…and…well, to know that they are uncertain.So how could these researchers figure out if an animal feels uncertainty. Well, it began with a study one of them did on a dolphin, who had been trained to recognize a particular high-pitched tone. The dolphin was taught to press one of two paddles depending on whether it heard the high tone or one that was lower. Food was a reward for a correct response. But if the wrong paddle was pressed, the dolphin had to wait several seconds before it could try again. The task varied in difficulty according to the pitch of the second tone. The closer it came in pitch to the first one, the hard it became for the dolphin to correctly identify it as low. And the researcher noted that the dolphin is quite eager to press the paddle when it was sure of the answer, but exhibited hesitation during difficult trials.Next the researcher introduced a third option, a third paddle that would initiate a new trial, giving the dolphin the choice of passing on difficult trials. Once the dolphin figured out the result of pressing this new paddle, it did choose it frequently when the trial was difficult. The researcher took that as an indication that the animal wanted to pass because it didn’t know the answer and knew it didn’t know.But there was a problem. Other researchers protested that the… the opt-out response was simply a learned or conditioned response. You remember intro to psychology, right? In other words, by pressing the pass paddle, the dolphin avoided having to wait and hasten the possibility of a full reward by moving directly to the next trial. So the experiment didn’t necessaril y indicate that the dolphin had knowledge of its own uncertainty, just that it wanted to avoid negative consequences.So more recently, our researcher and his colleagues devised a new study, this time using monkeys. In this experiment, the monkeys had to identify certain patterns displayed on a computer screen. These patterns were analogous to the tones used in the dolphin study. One type of pattern was of a specific density and was to be classified as dense, while the second type of pattern could vary in density, but was always less dense than the first one. And the monkeys’ task was to identify this second type as sparse. So the denser the second type of pattern was, the more difficult the task became.And as in a previous study, the monkeys were given a third choice that would allow them to pass on to a new trial. But unlike in the dolphin experiment, the monkeys had to c omplete four trials before they got any feedback. They didn’t know if they responded correctly or incorrectly after each trial because there was no reward or punishment. At the end of four trials, feedback was given. The monkeys received a full reward for each correct response. And a time-out during which a buzzer was sounded for each incorrect response. But the monkeys had no way to tell which reward or punishment was associatedwith which response. And they didn’t get either reward or punishment for choosing the pass option, the…um…the uncertainty response. But nevertheless they still chose this option in the appropriate circumstances when the trial was particularly difficult. And this is evidence that it wasn’t a conditioned response, because that response didn’t guarantee a faster reward.So what does all this tell us about animal consciousness or animals’ awareness of themselves and their state of mind? Can we really know what’s going on in the minds of animals? No. Of course not. But exploring the metac ognitive capacity of animals could become an important criterion in highlighting the similarities and differences between human and animal minds.HumanBy Michael S. Gazzaniga/books?id=nD4u-YdmX88C&pg=PA317&lpg=PA317&dq=metacognition+dolphin+press+paddles &source=bl&ots=co2_Da3oLo&sig=FSfz5EeoUh0j-sPyqmOfbCiSNys&hl=en&sa=X&ei=D_bjUcn9E6T7ygHE4oGQCw &ved=0CEcQ6AEwBA#v=onepage&q=metacognition%20dolphin%20press%20paddles&f=falseLecture2-PaleontologyNarratorListen to part of a lecture in a paleontology class.ProfessorAs we’ve discussed, birds are apparently descendants of dinosaurs and shared many commonalities with some dinosaur species, like…um…feathers and maybe even flight and of course egg laid. OK.So, many paleontologists, myself included, have wondered about other similarities between dinosaurs and birds. Since adult dinosaur fossils have sometimes been discovered near or on top of nests, we’ve been looking at the dinosaur parenting behavior.StudentParenting behavior, well, th at sounds so gentle and caring. But dinosaurs were ferocious reptiles and reptiles don’t take care of their young, do they?ProfessorWell, some reptiles incubate their eggs, crocodiles do. And as for popular attitudes towards dinosaurs…well, take the Oviraptor for instance.In the 1920s, a paleontologist discovered the fossil remains of a small dinosaur near a nest containing eggs. He assumed the dinosaur was stealing the eggs, so he named it Oviraptor that means egg thief in Latin, which fueled the generally negative public image of such dinosaurs.But by the 1990s, other experts had convincingly made the case that instead of robbing the nest; the Oviraptor was probably taking care of the eggs. You see, dinosaurs’ closest living relatives – birds and crocodiles – display nesting behavior. And dinosaur fossils have been found in postures that we now believe to indicate brooding behavior, that is, sitting on the eggs until they hatch.So we are curious about the type of care dinosaurs gave to their young. And we’d like to figure out which dinosaur parent, the male or the female gave the care.StudentShouldn’t the behavior of crocodiles and birds give us some clues then?ProfessorWell, with crocodiles, it is the female who guards the nest, and with birds, it depends on the species, it can be the male or the female that takes care the eggs, or both. In over 90 percent of all bird species, both parents take care of the eggs and the young birds.StudentBut sometimes it’s just the male?ProfessorWell, exclusive care by the male parent is much less common, but it does occur. Now, for animals other than birds, the care of young by both parents is pretty unusual in the animal kingdom. Males contribute to parental care in fewer than five percent of all mammalian spec ies. It’s even less frequent among reptiles. And exclusive care by the male is very rare. So researchers have wondered about the evolution of male parenting behavior in birds for quite some time. And now there’s research showing that for some of the birds’dinosaur relatives, it’s likely that the male parent was also in charge of taking care of the eggs.StudentHow did they figure that out?ProfessorWell, first they looked at clutch volume, that’s the number of eggs in the nest of crocodiles, birds and th ree types of dinosaurs, including Oviraptors that are thought to be closely related to the dinosaur ancestors of birds.So when researchers examined fossilized remains of nests, they found that the dinosaurs had larger clutch volumes, more eggs in the nests that is, than most of the crocodiles and birds that were studied. But, and this is important, their clutch volumes matched those of birds that have only male parental care. You see, bird species in which only the males take care of the nest tend to have the largest clutches of eggs.StudentSo what’s the connection between bird and dinosaur behavior?ProfessorWell, researchers now believe, because of this study, that the male parenting behavior of these birds might have its origins in the behavior of dinosaurs.StudentBased only on evidence of clutch volume size, the number of eggs?ProfessorNo, there’s more. They also examined the fossilized bones of those three types of dinosaurs that were found on or near nests to determine their sex. You see, adult female birds during egg production produce a layer of spongy bone tissue inside certain long bones. And so did female dinosaurs of the kinds that were investigated. This spongy tissue serves as a source of calcium for eggshell formation. But when the dinosaur fossils were examined, there were no spongy bone deposits.StudentMeaning that those dinosaurs on the nests were probably adult males who wouldn’t have needed calcium for making eggshells.ProfessorExactly. And then there’s this: birds like the kiwi, the ostrich and the emu; they share certain physical characteristics with these dinosaurs. And interestingly, they also show a consistent pattern of nest care by the male./wiki/Origin_of_birdsAre Bird really Dinosaurs?/diapsids/avians.html/chipperwoods/photos/dinos.htm/birds.html/article.php?ch=16&id=161.%22/subjects/dinosaurs/Dinobirds.html/releases/2013/04/130418104324.htm/news/2008/04/080424-trex-mastodon.html/question/index?qid=20090410204910AAkxv2nSection2Conversation2NarratorListen to a conversation between a student and his art history professor.ProfessorHow was the museum?StudentGreat. I hadn’t been there for a few years.ProfessorDid you enjoy the Van Gogh painting?StudentThat’s the thing. Looks like I have to change my topic.ProfessorHmm… we are getti ng close to the deadline. You were writing about the theme of night in the paintings of Vincent Van Gogh.It’s a wonderful topic.StudentI know. People don’t usually think of Van Gogh as an artist of nocturnal themes. They think of brightness, sunshine, a ll that yellow and orange.ProfessorYou are right of course about the intense light associated with his daytime paintings. But his night paintings don’t exactly lack brightness.StudentThat’s the paradox that I really like, the paradox of painting a nigh ttime scene using so much color and light. So I was planning to focus mostly on his painting Starry Night.ProfessorBut?StudentWhen I went to the museum to look at the actual painting, like you told me to. It wasn’t there.ProfessorReally? Isn’t it par t of the permanent collection?StudentYes. But it’s on loan right now to a museum in Europe.ProfessorAh, I see. Well, I am strict about having students write about paintings they can observe firsthand.StudentWell, I found another painting I could study instead.ProfessorOK.StudentI read that there are two paintings called Starry Night. The first one was done by the French realist painter Millet. It may have been the inspiration for Van Gogh’s painting. Millet’s painting is located near my family’s h ouse in Connecticut. And I am going there this weekend and could study it then. I made sure it’s not out on loan.ProfessorThat definitely would work then. Van Gogh copied many of Millet’s compositions. We know that he really admired Millet’s work. And a lot of us think Van Gogh saw this particular painting by Millet in Paris in the late 1700s.StudentYeah. Although Millet was a realist painter, and Van Gogh a post-impressionist, the two paintings still share lots of features, not just the name. The most striking shared feature has got to be the amazing light effects. I am excited to go see it. But one other thing …ProfessorUh-huh.StudentI was thinking about getting a head start on my next assignment while I am at the gallery in Connecticut, the assignment on miniatures. They have a lot of miniature portraits of children as part of their permanent collection.ProfessorAmerican miniatures?StudentYeah. So I figured I could also get started on that essay, study a few while I am there. I’d focus on the m eaning of the objects that some of the children are holding, some are holding flowers, one child has a rattle, another a toy violin…ProfessorThat would be fine. Uh, those objects…we call them attributes. The attributes chosen to be included in a particul ar miniature was often meant to communicate parents’ hopes and dreams for their child. So I think you’ll learn a lot about how people viewed children at the time the miniature paintings were done.Lecture3-AstronomyNarratorListen to part of a lecture in an astronomy class.ProfessorThere’s been a lot of talk recently about life on Mars, at the level of microorganisms anyway, mainly because of a few important discoveries and inventions.For example, one major discovery was that at one point water was present on Mars. How do we know? Well, in 2004, an exploration robot discovered jarosite there.Jarosite is a yellowish brown mineral with a crystalline structure that’s also found on Earth. It contains iron, potassium an d hydroxide. The interesting thing is t hat on Earth at least it needs highly acidic water to form. So we’ve got water or had it at one point. And since most planetary scientists believe that water is essential to life, the presence of jarosite means that one prerequisite for life was once present on Mars.But there’s another thing about jarosite. One step in its formation on Earth involves microorganisms; they actually speed up the formation of jarosite dramatically. Now, theoretically it is possible for jarosite to form without the help of biological life forms. But we don’t really know for sure if this happens ‘cause… well, because every corner of Earth has some form of biological life.But jarosite on Earth incorporates all kinds of microorganisms into its crystalline structure. So it’s possib le that if the jarosite on Mars was also formed with the help of microorganisms, we might be able to detect remnants of them in the samples we find. And we have instruments now that will enable us to try to do this. For example, there’s a new instrument called the microfabricated organic analyzer, or M.O.A.The organic analyzer is an amazing tool. It will be able to collect soil samples and analyze them right there on Mars, pure, untouched samples. It will let us eliminate the risk we would take of contaminating the samples if they were brought back to Earth. And what they’ll look for specifically in the soil is amino acids.Amino acids, as you may know, are the building blocks of proteins. In fact, there are twenty standard amino acids involved in making pr oteins and lots more that aren’t.And here’s the important thing. Amino acids are what we call handed. They can exist in two forms, which are mirror images of each other like hands. Right and left hands have the same number of fingers in the same order plus one thumb. But right and left hands are not the same; they are mirror images. Well, like hands, amino acids can be right or left-handed. And the twenty that make up the proteins on Earth are all left-handed.Now, one reason the M.O.A., the organic analyzer is so impressive is that it tests not just for the presence of amino acids but also for the handedness of amino acids. If amino acids are found, it would be especially interesting if they show a prevalence of one type of handedness, either left, like amino acids on Earth, or right.See, other physical processes in space, processes that don’t involve living organisms, can create amino acids. But the ones synthesized through abiotic processes, which is to say not involving microorganisms, occur in equal numbers of right- and left-handed.So, a prevalence of left-handed amino acids would indicate they were biological in origin, which would be amazing! A prevalence of right-handed ones…well, that would be really amazing!! Because the organisms that created th em would be unlike anything we have on Earth, which produce only left-handed ones.Lecture4-Music HistoryNarratorListen to part of a lecture in a music history class. The professor has been discussing music of the twentieth century.ProfessorAnd what in strument comes to mind when you think of rock ‘n’ roll?StudentThe electric Guitar?ProfessorExactly. I think it’s fair to say that the sound of the electric guitar typifies the rock ‘n’ roll genre, which became popula r in the 1950s. But really the instrument we know today was the result of a continuing development that started for our practical purposes in the 1920s.But long before that even, people were experimenting with ways to modify traditional acoustic guitars. The first guitars were wooden. This is the Spanish guitar and the strings were made from animal products. Then came steel strings. And that led to the lap guitar, which is also called the steel guitar because the player slides a steel rod up and down the neck. And those are all acoustic guitars. OK?But then eventually we have electric guitars. Over the years, many inventors and musicians contributed to the design of these instruments. And each design was intended to alter the sound in some way, at first at least with the electric guitar, to make it louder.So let’s get back to when the steel guitar was first introduced in the United States. It was right after the Spanish-American war in the late 1890s. US sailors who were stationed in Hawaii—then a US territory—were very enamored with the music they heard there. Uh, Hawaiian music was based on the steel guitar I just described. Some sailors learned how to play the steel guitar and brought it home to the States. Before long, Hawaiian steel guitar music was all the rage3 in the mainland US. It a ctually had a strong influence on the development of several musical genres, rock ‘n’ roll most notably, but also jazz and blues.3 a widespread temporary enthusiasm or fashion: computer games are all the rage .Anyway, by the 1920s, with the advent of the public dance movement, people were gathering in large groups to listen to steel guitar music. But they had trouble hearing it, especially in large public settings. As I mentioned, the instrument was played horizontally, on the lap. Since the strings faced upward, the sound was projected toward the ceiling rather than outward toward the audience. Something had to be done, because the music venues and the audience kept getting larger and larger. So what would you do?StudentFind a way to amplify the sound?ProfessorYes. And to do that, inventors started attaching electronic devices, electrical coils to the acoustic guitars. And the electronics worked! But attaching electronics didn’t just affect how loudly you could play. It also changed the quality of th e sound.These early electric guitars were hollow and these early amplifiers caused vibrations in the bodies of the instruments. So as the sound got louder, it became more distorted, fuzzy-sounding. And what musicians at the time wanted was a pure, clean sound.StudentSo where does Les Paul fit in? Wasn’t he the first to electrify acoustic guitars?ProfessorUh…no. Electrified guitars already existed by the time Les Paul came into the picture around 1940. What Paul did was experiment with ways of removing the distortions and he succeeded. He designed a guitar with a solid body that relied solely on electronics. Paul’s solid body eliminated the vibrations, and thus the distortions.StudentExcuse me. But when I think of electric guitar music, I think of Jimi Hendrix.ProfessorJimi Hendrix, one of my favorites.StudentBut Hendrix’s style really was all about distortion, that’s what’s so great about his music, all those special effects. I thi nk a lot of rock ‘n’ roll fans prefer that to a pure sound.ProfessorYeah. You are getting ahead of me here. But good, because the point I was going to make is that the sound of rock ‘n’ roll changed over the years. And the designs and technology of electric guitars made those changes possible.So whereas Les Paul’s goal wa s to remove the distortion, later musicians wanted to produce it. And by the time Jimi Hendrix came around. Well, essentially, Hendrix reinvented the electric guitar, in the sense that he created amazing effects and vibrations that changed the sound of roc k ‘n’ roll completely. So eventually, people tried to improve on Les Paul’s model, well, to modify it I should say.TPO30听力题目文本Section1Conversation-11 Why does the student go to speak with the woman?A. To get permission to organize a club event.B. To arrange for a work space for his club.C. To inquire about a photography class.D. To reserve a room for photography exhibit.2 What is the student's attitude toward the room he is offered?A. He thinks that sharing a room is a good way to find out about other clubs.B. He considers a semiprivate room to be acceptable.C. He is concerned that there will not be enough storage space in a semiprivate room.D. He is surprised that there are not enough private rooms for all the clubs.3 Why does the woman ask the student for an approval letter?A. All new clubs must submit an approval letter to the student activities center.B. She needs it to request funding for the club on his behalf.C. She needs proof that the new club has a faculty advisor.D. The approval letter can serve as verification of the club's registration.4 Near the end of the conversation, what does the student indicate he will have to do ?A. Retrieve a letter from his dormitory roomB. Reschedule some club eventsC. Ask a committee to review his registrationD. Pay a registration fee to start a new club5 For what activity does the student consider requesting funding?A. Designing a club Web siteB. Reserving audio-visual equipmentC. Sponsoring a guest speakerD. Setting up a campus e-mail accountLecture-16 What is the lecture mainly about ?A. The difference between cognition and metacognitionB. A study showing that dolphins have less cognitive capacity than monkeysC. The effectiveness of using food as a reward in experiments with monkeysD. Research that investigates whether animals are aware of feeling uncertainty7 Why does the professor mention the inability of animals to report what they are thinking ?A. To emphasize that language learning is an ability unique to humansB. To explain why researchers must be sensitive to nuances in animals' behaviorC. To point out a difficulty in testing for metacognition in animalsD. To show the need for advancements in the study of animal communication8 In the dolphin study, how did the researcher make the dolphin's task increasingly difficult ?A. By showing the dolphin two patterns that were similar in densityB. By playing two sounds that became progressively closer in pitchC. By producing sounds that were just within the dolphins' range of hearingD. By introducing a third paddle that ended on trial an began a new one9 According to the professor, what objections did some researchers raise with regard to the dolphin study?A. The study did not distinguish between learned and higher-level responses.B. The dolphin was not rewarded consistently for pressing the third paddle.C. Only one dolphin was used in the experiment.D. The results could not be replicated in a later study.10 What can be inferred from the results of the study in which monkeys did not receive immediate feedback?A. The researchers based the study on an incorrect hypothesis.B. Monkeys respond best to negative reinforcement.C. Monkeys become confused when they do not receive rewards.。
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TPO-4TPO 04 – Listening PartConversationNarratorListen to a conversation between a student and a librarian.LibrarianCan I help you?StudentYeah, Ineed to find a review. It’s for myEnglish class. Wehave to find reviews of theplay we are reading. But theyhave to be from when the play was first performed,so I need to know when that was and I suppose I should startwith newspaper reviews and…LibrarianContemporary reviews.StudentSorry?LibrarianYou want contemporaryreviews. What’s the name of the play?StudentIt’s Happy Strangers. Itwas written in 1962 and we are supposed to writeabou t itsinfluence on American theatre and show why it’s been so important.LibrarianWell, that certainly explains whyyour professor wantsyou to read some ofthose old reviews. The critiquesreally torethe play to pieceswhen it opened.It’s so controve rsial. Nobody had everseen anything like it on the stage.StudentReally? Isthat a big deal?LibrarianOh, sure. Ofcourse thecritiques’reaction made some people kind ofcuriousabout it.Theywanted to see what’s causing all the fuss. In fact,we wer eonvacation in New York. Oh, I had tobe, eh,around 16 or so, and myparentstookme to see it. That would’ve been about 1965.StudentSo that wasthe year premier,great, but eh,newspaper from back then weren’tonline,so, how do I…LibrarianWell, wehave copies ofall the newspapers in the basement, and all the majorpapers publish reference guides to their articlesreviews,etc. You willfindthem in the reference stacksin the back. ButI start with 1964, so I thinktheplay had been running for a little while when I saw it.StudentHow do you like it?I mean just two characterson the stage hanging aroundand basically doing nothing.LibrarianWell, Iwas impressed. Theactors werefamous, and besides it was myfirsttime in a realtheatre.But you are right.It was definitelydifferent from manyplays that we read in high school. Ofcourse, in a small town the assignmentsare prettytraditional.StudentYeah, I’ve only read it but it doesn’t seem like it would be much fun to watch.The st orydoesn’t progress in anysort oflogical matter,doesn’t have realending either,just stops. Honestly,you know,I thought it was kind of slow andboring.LibrarianOh, wellI guess you might think that. Butwhen Isaw it back then it wasanything but boring. Some parts werereally funny,but Iremembercrying too.But I’m not sure just reading it. You know, they’ve done thisplay at least onceon campus. I’m sure thereis a tape of theplay in our video library. You mightwant to borrow it.StudentThat’s a good idea. I’ll have a better idea of what I really thinkof it before I read those reviews.LibrarianI’m sure you willbe surprised that anyone ever found it radical. But you will see whyit is still powerful, dramatically speaking.StudentYeah, it must be something about it,or the professor wouldn’thave assigned it.I’m sure I’ll figure it out.LectureNarratorListen to part ofa lecturein a biology class. The class is discussing animal behavior.ProfessorOk, the nextkind ofanimal behavior I want to talkabout might be familiar toyou. You mayhave seen, for example, a bird that’s in the middle ofa mating ritual, and suddenly it stops and preens,you know, takesa few momentstostraighten its feathers, and then returns tothe mating ritual. This kind of behavior,this doing something that seems completelyout ofplace, is what wecalla ‘Displacement Activity’. Displacement activitiesare activities that animal’s engaging in when theyhave conflicting drives. Ifwe takeour examplefrom a minute ago, if thebird is afraid ofits mate,it’s conflicted.It wantsto mate but it’s also afraid and wantsto run away. So, instead, it startsgrooming itself.So, the displacement activity,the grooming, the straightening ofits feathers,seems to be an irrelevant behavior.So, what do you think anotherexample ofa displacementactivity might be?KarlHow about an animal that, um, instead of fighting its enemyor running away,itattacksa plant or a bush?ProfessorThat’s reallygood suggestion, Karl. But that’s called ‘redirecting’.The animal isredirecting itsbehavior to another object, in this case, theplant or the bush.But that’s not an irrelevant or inappropriate behavior.The behavior makessense. It’s appropriate under the circumstances.But what doesn’t make senseis the object thebehavior‘s directed towards. Ok, who else? Carol?CarolI thinkI read in another class about an experimentwhere an object that theanimal was afraid of was put nextto its food – nextto the animal’s food. Andthe animal, it wasconflicted between confronting theobject and eating thefood, so instead, it just fellasleep. Like that?ProfessorThat’s exactlywhat I mean. Displacement occursbecause theanimal’s got twoconflicting drives – two competing urges, in thiscase, fear and hunger. Andwhat happens is, theyinhibit each other,theycanceleach other out in a wayand a third seemingly irrelevant behavior surfaces through a processthat wecall‘Disinhibition’. Now in disinhibition, thebasic idea is that two drivesthatseem to inhibit,to hold back, a third drive. Or, well,they’re getting in a wayofeach in a… in a conflict situation and somehow lose control,lose theirinhibiting effecton that third behavior,which means thatthe third drive surfaces, it’s expressed in theanimal’s behavior.Now,these displacementactivities can include feeding, drinking, grooming, even sleeping. These arewhat we call ‘Comfort Behavior’.So whydo you thinkdisplacement activitiesare so often comfort behaviors, such as grooming?KarlMaybe because it’s easy for them to do? I mean,grooming is like one of themost accessible things an animal can do. It’s something theydo all thetime,and theyhave the stimulus right there on the outside oftheir bodies in order to do thegrooming, or if food is right in front of them.Basically, theydon’t have to think verymuch about those behaviors.CarolProfessor,isn’t it possible that animals groom because they’ve got messed upa little from fight ing or mating? I mean if a bird’s feathersget ruffled or an animal’s fur,maybe it’s not so strange for them to stop and tidythemselves upat that point.ProfessorThat’s another possible reason although it doesn’t necessarily explain other behavi ors such as eating, drinking or sleeping. What’s interesting is that studies have been done that suggest thatthe animal’s environment mayplay apart in determining what kind of behavior it displays. For example,there’s abird, the ‘wood thrush’,anyway, when the ‘wood thrush’is in an attack-escapeconflict, that is, it’s caught between the two urges to escape from or to attackan enemy,if it’s sitting on a horizontalbranch, it’ll wipe itsbeak on itsperch.Ifit’s sitting on a verticalbranch, it’ll groom its breast feathers.The immediateenvironment of thebird, its immediate,um, its relationship to its immediateenvironment seemsto play a part in which behavior will display.LectureNarratorListen to part ofa lecturein a literatureclass.ProfessorAll right,so let me close today’s class with some thoughts to keep in mindwhile you are doing tonight’s assignment. You will be reading one of RalphWaldo Emerson’s best-known essays ‘Self-Reliance’and comparing it with hispoems and other works. Ithink this essay has the potentialto be quitemeaningful for all ofyou as young people who probably wonder about thingslike truth and whereyour lives are going - all sorts ofprofound questions.Knowing something about Emerson’s philosophie s will help you when youread ‘Self-Reliance’.And basically, one ofthe main beliefs that he had wasabout truth. Not that it’s something that wecan be taught,Emerson says it’sfound within ourselves. So this truth,the idea that it’s in each one ofus, is oneof thefirst points that you’ll see Emerson ** in this essay. It’s a bitabstract but he’s very into…ah…into each person believing his or her ownthought, believing in yourself, the thought or conviction that’s truefor you. But actually, he tiesthat in with a sort of ‘universal truth’ – something that everyone knows but doesn’t realizetheyknow. Most of us aren’tin touch with ourselvesin a way,so we just aren’t capable of recognizing profound truth. Ittakesgeniuses, people like, say,Sh akespeare, who’reunique because when theyhave a glimpse at this truth,this universal truth,theypay attention to it and expressit and don’t just dismiss it like most people do.So Emerson is reallyinto each individual believing in and trusting him orherself.You’ll see thathe writesabout, well,first, conformity. Hecriticizes that people of his time for abandoning their own minds and their own wills for thesake of conformity and consistency. Theytryto fit in with the restof the worldeven thou gh it’s at odds with their beliefsand their identities. Therefore,it’sbest to be a non-conformist – to do your own thing, not worrying about whatother people think. That’s an important point. Hereally drives thisargumenthome throughout the essay.When you are reading, I want you to think about that and why thatkind ofthought would be relevant to the readers of his time. Rememberthis is 1838,‘Self-Reliance’was a novel idea at thetime and the United State’s citizenswereless secure about themselvesas individuals and as Americans. Thecountry as a whole was trying to define itself. Emerson wanted to give peoplesomething to reallythink about, help them find theirown wayand what it meantto be who theywere.So that’s something that I thin k is definitely as relevanttoday as it was then, probably, um, especially among young adults likeyourselves, you know,uh, college being a time to sort of reallythink about whoyou are and where you’re going.Now we already said that Emerson really emphasizesnon-conformity, right,asa way to sort of not lose your own self and identityin the world, to have yourown truth and not be afraid to listen to it. Well, he takes thisa stepfurther. Notconforming also means, uh, not conforming with yourself or your past. Whatdoes that mean?Well, if you’ve always been a certain way or done a certainthing, but it’s not working for you anymore,or you’re not content,Emersonsays that it’d be foolish to be consistent evenwith our own past. ‘Focus on t hefuture,’ he says, “That'swhat matters more.Inconsistency is good.”He talksabout a ship’s voyage and this is one of themost famous bits oftheessay - how the best voyage is made up of zigzag lines. Up close, it seemsalittle all over theplace, but from fartheraway, the truepath shows and in theend it justifies all theturns along the way.So, don’t worry if you are not surewhere you’re headed or what your long-term goals are.Staytrue to yourselfand it’ll make sense in the end. I mean,I can at test tothat. BeforeI was aliteratureprofessor, Iwas an accountant.Beforethat,I was a newspaperreporter.My life is taking some prettyinteresting turns and here I am, veryhappy with my experiencesand wherethey’ve brought me. Ifyou relyonyourself and trust your own talents,your own interest, don’t worry,your pathwill make sense in the end.ConversationNarratorListen to a conversation between a student and a professor.ProfessorHey,Jane, you look like you arein a hurry.StudentYeah, things are a little crazy.ProfessorOh yeah? What’s going on?StudentOh, it’s nothing. Well, since it’s your class, I guess it’s OK. It’s, it’s just I am having trouble with mygroup project.ProfessorAh, yes, due next week.What’s your group doing again?StudentIt’s about United StatesSupreme Court Decisions. We are looking at theimpact of recent caseson propertyrights, municipal land use cases, owningdisputes.ProfessorRight,OK. And i t’s not going well?StudentNot really.I’m worried about othertwo people in my group. Theyare just sittingback, not really doing their fair share ofthe work and waiting for an A. It’s kindof stressing me out,because we aregetting close to thedeadline and I feellikeI’m doing everything for this project.ProfessorAh, the good old free writerproblem.StudentFree writer?ProfessorAh, it’s just a term that describes thissituation, when people in the group seekto getthe benefits ofbeing in a group without contributing tothe work. Anyway,what exactly do you mean when you say theyjust sit back? I mean,they’vebeen following theweekly progress repotswith me.StudentYes, but I feellike I’m doing 90% ofthe work. I hateto sound so n egative here,but honestly, theyare taking credit for things theyshouldn’t take credit for. Likelast weekin the library,we decided to split up theresearch into 3 partsandeach of us was supposed to find sources in the library for our parts. I went offto the stackand found some really good materialfor mypart, but when I gotback to our table,theywere just goofing off and talking. So I wentand gotmaterialsfor theirsections as well.ProfessorUm…you know you shouldn’t do that.StudentI know,but I didn’t want to risk the project going down thedrain.ProfessorI know Teresa and Kevin. I had both ofthem on othercourses. So, I’m familiarwith the workand work habits.StudentI know,me too. That’s why this has reallysurprised me.ProfessorDo you…does your group like your topic?StudentWell, Ithink we’d all ratherfocus on casesthat deal with personal liberties,questions about freedom of speech,things like that.But Ichose propertyrights.ProfessorYou chose the topic?StudentYeah, Ithought it would be good for us, all of us to trysomething new.ProfessorUm…maybe that’s part of theproblem. Maybe Teresa and Kevin aren’t thatexcited about the topic? And since you picked it,have you thought…talktothem at all about picking a different topic?StudentBut we’ve got all the sourcesand it’s due next week. We don’t have time to start from scratch.ProfessorOK, I will letyou go ‘cause I know you are so busy. But you might consider talking to your group about your topic choice.StudentI willthink about it. Gotto run, see you in class.LectureNarratorListen to part ofa lecturein a geology class.ProfessorNow we’ve got a few minutes beforewe leave for today.So I’ll just touch on an inter esting subject that I think makesan important point. We’ve been covering rocks and different types ofrocks for the last severalweeks. Butnext weekwe are going to do something a bit different.And to get started I thought I’d mention something that sho ws how uh…as a geologist, you need toknowabout more than just rocksand the structureof solid matter,moving rocks, you may have heard about them.It’s quite a mystery.Death valley is this desert plane, a dry lake bed inCalifornia surrounded bymountains and on the desertfloor these huge rocks,some ofthem hundreds of pounds. And theymove. Theyleave long trailsbehind them,tracksyou might say as theymove from one point to another.Butnobody has been able to figure out how theyare moving because no one haseverseen it happen.Now there area lot of theories,but all we know for sure is that people aren’t’moving the rocks. Thereare no footprints, no tyretracks and no heavymachinery like a bulldozer…uh, nothing was everbrought in to move theseheavy rocks.So what’s going on? TheoryNO.1 ---Wind? Some researchersthink powerfuluh…windstorms might move the rocks. Most of therocks move in the samedirection as the dominant wind pattern from southwest to northeast.But some,and thisis interesting, move straight west while some zigzag or even move inlarge circles.Um…How can that be?How about wind combined with rain? The ground ofthis desertis made of clay. It’s a desert,so it’s dry.But when thereis theoccasionalrain, the clay gr ound becomesextremelyslippery.It’s hard foranyone tostand on, walk on. Some scientiststheorized that perhaps when theground is slipperythe high winds can then move the rocks. There’s a problemwith this theory.One team ofscientists flooded an area ofthe desert with water,then tryto establish how much wind forcewould be necessary to move therocks. And guess this, you need winds of at least five hundred miles an hour to move just the smallest rocks. And winds that strong have neverbeen recorded. Ever!Not on thisplanet.So Ithink it’s safe to say that that issues has been settled.Hereis another possibility–ice.It’s possible that rain on thedesert floor could turn to thin sheetsof ice when temperaturesdrop at night. So if rocks…uh becomi ngbetter than ice,uh … OK, could a pieceof ice with rocks in it be pushed around by thewind? Butthere’s a problem with thistheory,too. Rockstrapped in ice togetherwould have moved togetherwhen the ice moved. Butthat doesn’talways happen. The rocksseem to take separate routes.Thereare a fewother theories. Maybe the ground vibrates, or maybe theground itself is shifting, tilting. Maybe the rocksare moved bya magnetic force. But sadly all these ideas have been eliminated as possibilities. The re’s just no evidence.I bet you are saying to yourself well, whydon’t scientists just setup video camerasto record what actually happens? Thing is this is a protective wilderness area. So by law that type of research isn’t allowed. Besides, in powerful windstorms, sensitive camera equipment would be destroyed. Sowhycan’t researchers just live therefor a while until theyobserve the rocks’moving? Same reason.So whereare we now? Well, right now we still don’t have any answers. So allthis leads backto mymain point – you need to know about more than justrocks as geologists. The researchersstudying moving rocks, well, theycombine their knowledge of rockswith knowledge of wind, ice and such…umnot successfully, not yet.But you know,theywould even have been able to getstartedwithout uh… earth science understanding – knowledge about wind,storms, you know,meteorology. You need tounderstand physics. So forseveralweeks like Isaid we’ll be addressing geology from a wider prospective.I guess that’s all for today. See you next time.LectureNarratorListen to part ofa lecturein a United Statesgovernment class.ProfessorOK, last timewe were talking about government support for the arts. Who cansum up some of themain points? Frank?FrankWell, Iguess there wasn’t reallyany, you know, official government support forthe artsuntil thetwentieth century. Butthe first attempt theUnited Statesgovernment made to,you know, to support the artswas the FederalArtProject.ProfessorRight,so what can you say about the project?FrankUm…it was started during the Depression, um…in the 1930s to employout-of-work artists.ProfessorSo wasit successful? Janet?What do you say?JanetYeah, sure,it was successful. I mean, for one thing, the project established a lot of…uh like community art centersand galleriesand places like ruralareas where people hadn’t really had access to thearts.ProfessorRight.FrankYeah. Butdidn’tthe government end up wasting a lot of money for art that wasn’t even verygood?ProfessorUh…some people might say that. Butwasn’t theprimary objective of the FederalArt Project to provide jobs?FrankThat’s true.Imean…it did provide jobs for thousands of unemployed artists. ProfessorRight.But then when the United Statesbecame involved in the Second World War,unemployment was down and it seems that these programs weren’treally necessary any longer.So, moving on, we don't actuallysee any govern…wellany realgovernment involvement in the artsagain until theearly 1960s, when President Kennedyand otherpoliticians started topush for major funding to support and promotethe arts. Itwas felt bya number ofpoliticians that …wellthat the governmenthad a responsibilityt o support the artsas sort of…oh, what can we say?...thethe soul…or spirit of the country. The idea was that therebe a federal subsidy…um…uh…financial assistance to artists and artistic or cultural institutions. And for just those reasons, in 1965, the National Endowment for the Artswas created.So it was through the NEA,the National Endowment for the Arts, um…that the artswould develop, would be promoted throughout the nation. And thenindividual statesthroughout thecountry started to establish their own state arts councils to help support the arts. Therewas kind of uh…culturalexplosion.And bythe mid 1970s, by 1974 I think, all fifty stateshad their own arts agencies, their own state artscouncils that work with the federalgovernmentwith corporations, artists, performers, you name it.FrankDid you just say corporations? How are theyinvolved?ProfessorWell, you see, corporations aren’t always altruistic. Theymight not support the artsunless…well, unless the government made i t attractive for them to do so,by offering corporations tax incentives tosupport the arts, that is, by lettingcorporations pay less in taxesif theywerepatrons ofthe arts. Um, theKennedyCentre in Washington D.C., you mayuh…maybe you’ve been there,or Lincoln Centrein New York. Bothof these werebuilt with substantialfinancial support from corporations. And the Kennedyand Lincoln centresaren’t the only examples. Manyof your cultural establishments in theUnitedStateswill have a plaque somewhere acknowledging the support – themoneytheyreceived from whatevercorporation. Oh, yes, Janet?JanetBut aren’t therea lot ofpeople who don’t think it’s thegovernment’s role tosupport the arts?ProfessorWell, as a matter offact, a lot ofpoliticians who did not believe in governmentsupport for the arts, theywantedto do away with the agencyentirely, for thatveryreason, to get rid of governmentalsupport.But theyonly succeeded intaking away about half the annual budget. And as far as thepublic goes,well…thereare about as many individuals who disagree with the governmentsupport as thereare those who agree.In fact,with artistsin particular, youhave lots of artistswho support and who have benefited from this agency,although it seems that just as many artistssuppose a government agencybeing involved in the arts, for many different reasons, reasons like theydon’twant the government to controlwhat theycreate.In other words, theargumentsboth for and against government funding ofthe artsare as manyand, and as varied as the individual styles ofthe artists who hold them.源于：小马过河相关推荐：2012年11月18日托福写作真题解析2012年11月18日托福口语真题解析2012年11月18日托福阅读真题解析2012年11月18日托福听力真题解析。
托福TPO4套听力真题(文本)
托福TPO4套听力真题（文本）小马过河为大家准备了“托福TPO4套听力真题（文本）”，供各位备考托福的考生们参考使用，来提高自己的托福成绩！免费咨询电话：400-0123-267。
TPO-4TPO 04 – Listening PartConversationNarratorListen to a conversation between a student and a librarian.LibrarianCan I help you?StudentYeah, Ineed to find a review. It’s for myEnglish class. Wehave to find reviews of theplay we are reading. But theyhave to be from when the play was first performed,so I need to know when that was and I suppose I should startwith newspaper reviews and…LibrarianContemporary reviews.StudentSorry?LibrarianYou want contemporaryreviews. What’s the name of the play?StudentIt’s Happy Strangers. Itwas written in 1962 and we are supposed to writeabou t itsinfluence on American theatre and show why it’s been so important.LibrarianWell, that certainly explains whyyour professor wantsyou to read some ofthose old reviews. The critiquesreally torethe play to pieceswhen it opened.It’s so controve rsial. Nobody had everseen anything like it on the stage.StudentReally? Isthat a big deal?LibrarianOh, sure. Ofcourse thecritiques’reaction made some people kind ofcuriousabout it.Theywanted to see what’s causing all the fuss. In fact,we wer eonvacation in New York. Oh, I had tobe, eh,around 16 or so, and myparentstookme to see it. That would’ve been about 1965.StudentSo that wasthe year premier,great, but eh,newspaper from back then weren’tonline,so, how do I…LibrarianWell, wehave copies ofall the newspapers in the basement, and all the majorpapers publish reference guides to their articlesreviews,etc. You willfindthem in the reference stacksin the back. ButI start with 1964, so I thinktheplay had been running for a little while when I saw it.StudentHow do you like it?I mean just two characterson the stage hanging aroundand basically doing nothing.LibrarianWell, Iwas impressed. Theactors werefamous, and besides it was myfirsttime in a realtheatre.But you are right.It was definitelydifferent from manyplays that we read in high school. Ofcourse, in a small town the assignmentsare prettytraditional.StudentYeah, I’ve only read it but it doesn’t seem like it would be much fun to watch.The st orydoesn’t progress in anysort oflogical matter,doesn’t have realending either,just stops. Honestly,you know,I thought it was kind of slow andboring.LibrarianOh, wellI guess you might think that. Butwhen Isaw it back then it wasanything but boring. Some parts werereally funny,but Iremembercrying too.But I’m not sure just reading it. You know, they’ve done thisplay at least onceon campus. I’m sure thereis a tape of theplay in our video library. You mightwant to borrow it.StudentThat’s a good idea. I’ll have a better idea of what I really thinkof it before I read those reviews.LibrarianI’m sure you willbe surprised that anyone ever found it radical. But you will see whyit is still powerful, dramatically speaking.StudentYeah, it must be something about it,or the professor wouldn’thave assigned it.I’m sure I’ll figure it out.LectureNarratorListen to part ofa lecturein a biology class. The class is discussing animal behavior.ProfessorOk, the nextkind ofanimal behavior I want to talkabout might be familiar toyou. You mayhave seen, for example, a bird that’s in the middle ofa mating ritual, and suddenly it stops and preens,you know, takesa few momentstostraighten its feathers, and then returns tothe mating ritual. This kind of behavior,this doing something that seems completelyout ofplace, is what wecalla ‘Displacement Activity’. Displacement activitiesare activities that animal’s engaging in when theyhave conflicting drives. Ifwe takeour examplefrom a minute ago, if thebird is afraid ofits mate,it’s conflicted.It wantsto mate but it’s also afraid and wantsto run away. So, instead, it startsgrooming itself.So, the displacement activity,the grooming, the straightening ofits feathers,seems to be an irrelevant behavior.So, what do you think anotherexample ofa displacementactivity might be?KarlHow about an animal that, um, instead of fighting its enemyor running away,itattacksa plant or a bush?ProfessorThat’s reallygood suggestion, Karl. But that’s called ‘redirecting’.The animal isredirecting itsbehavior to another object, in this case, theplant or the bush.But that’s not an irrelevant or inappropriate behavior.The behavior makessense. It’s appropriate under the circumstances.But what doesn’t make senseis the object thebehavior‘s directed towards. Ok, who else? Carol?CarolI thinkI read in another class about an experimentwhere an object that theanimal was afraid of was put nextto its food – nextto the animal’s food. Andthe animal, it wasconflicted between confronting theobject and eating thefood, so instead, it just fellasleep. Like that?ProfessorThat’s exactlywhat I mean. Displacement occursbecause theanimal’s got twoconflicting drives – two competing urges, in thiscase, fear and hunger. Andwhat happens is, theyinhibit each other,theycanceleach other out in a wayand a third seemingly irrelevant behavior surfaces through a processthat wecall‘Disinhibition’. Now in disinhibition, thebasic idea is that two drivesthatseem to inhibit,to hold back, a third drive. Or, well,they’re getting in a wayofeach in a… in a conflict situation and somehow lose control,lose theirinhibiting effecton that third behavior,which means thatthe third drive surfaces, it’s expressed in theanimal’s behavior.Now,these displacementactivities can include feeding, drinking, grooming, even sleeping. These arewhat we call ‘Comfort Behavior’.So whydo you thinkdisplacement activitiesare so often comfort behaviors, such as grooming?KarlMaybe because it’s easy for them to do? I mean,grooming is like one of themost accessible things an animal can do. It’s something theydo all thetime,and theyhave the stimulus right there on the outside oftheir bodies in order to do thegrooming, or if food is right in front of them.Basically, theydon’t have to think verymuch about those behaviors.CarolProfessor,isn’t it possible that animals groom because they’ve got messed upa little from fight ing or mating? I mean if a bird’s feathersget ruffled or an animal’s fur,maybe it’s not so strange for them to stop and tidythemselves upat that point.ProfessorThat’s another possible reason although it doesn’t necessarily explain other behavi ors such as eating, drinking or sleeping. What’s interesting is that studies have been done that suggest thatthe animal’s environment mayplay apart in determining what kind of behavior it displays. For example,there’s abird, the ‘wood thrush’,anyway, when the ‘wood thrush’is in an attack-escapeconflict, that is, it’s caught between the two urges to escape from or to attackan enemy,if it’s sitting on a horizontalbranch, it’ll wipe itsbeak on itsperch.Ifit’s sitting on a verticalbranch, it’ll groom its breast feathers.The immediateenvironment of thebird, its immediate,um, its relationship to its immediateenvironment seemsto play a part in which behavior will display.LectureNarratorListen to part ofa lecturein a literatureclass.ProfessorAll right,so let me close today’s class with some thoughts to keep in mindwhile you are doing tonight’s assignment. You will be reading one of RalphWaldo Emerson’s best-known essays ‘Self-Reliance’and comparing it with hispoems and other works. Ithink this essay has the potentialto be quitemeaningful for all ofyou as young people who probably wonder about thingslike truth and whereyour lives are going - all sorts ofprofound questions.Knowing something about Emerson’s philosophie s will help you when youread ‘Self-Reliance’.And basically, one ofthe main beliefs that he had wasabout truth. Not that it’s something that wecan be taught,Emerson says it’sfound within ourselves. So this truth,the idea that it’s in each one ofus, is oneof thefirst points that you’ll see Emerson ** in this essay. It’s a bitabstract but he’s very into…ah…into each person believing his or her ownthought, believing in yourself, the thought or conviction that’s truefor you. But actually, he tiesthat in with a sort of ‘universal truth’ – something that everyone knows but doesn’t realizetheyknow. Most of us aren’tin touch with ourselvesin a way,so we just aren’t capable of recognizing profound truth. Ittakesgeniuses, people like, say,Sh akespeare, who’reunique because when theyhave a glimpse at this truth,this universal truth,theypay attention to it and expressit and don’t just dismiss it like most people do.So Emerson is reallyinto each individual believing in and trusting him orherself.You’ll see thathe writesabout, well,first, conformity. Hecriticizes that people of his time for abandoning their own minds and their own wills for thesake of conformity and consistency. Theytryto fit in with the restof the worldeven thou gh it’s at odds with their beliefsand their identities. Therefore,it’sbest to be a non-conformist – to do your own thing, not worrying about whatother people think. That’s an important point. Hereally drives thisargumenthome throughout the essay.When you are reading, I want you to think about that and why thatkind ofthought would be relevant to the readers of his time. Rememberthis is 1838,‘Self-Reliance’was a novel idea at thetime and the United State’s citizenswereless secure about themselvesas individuals and as Americans. Thecountry as a whole was trying to define itself. Emerson wanted to give peoplesomething to reallythink about, help them find theirown wayand what it meantto be who theywere.So that’s something that I thin k is definitely as relevanttoday as it was then, probably, um, especially among young adults likeyourselves, you know,uh, college being a time to sort of reallythink about whoyou are and where you’re going.Now we already said that Emerson really emphasizesnon-conformity, right,asa way to sort of not lose your own self and identityin the world, to have yourown truth and not be afraid to listen to it. Well, he takes thisa stepfurther. Notconforming also means, uh, not conforming with yourself or your past. Whatdoes that mean?Well, if you’ve always been a certain way or done a certainthing, but it’s not working for you anymore,or you’re not content,Emersonsays that it’d be foolish to be consistent evenwith our own past. ‘Focus on t hefuture,’ he says, “That'swhat matters more.Inconsistency is good.”He talksabout a ship’s voyage and this is one of themost famous bits oftheessay - how the best voyage is made up of zigzag lines. Up close, it seemsalittle all over theplace, but from fartheraway, the truepath shows and in theend it justifies all theturns along the way.So, don’t worry if you are not surewhere you’re headed or what your long-term goals are.Staytrue to yourselfand it’ll make sense in the end. I mean,I can at test tothat. BeforeI was aliteratureprofessor, Iwas an accountant.Beforethat,I was a newspaperreporter.My life is taking some prettyinteresting turns and here I am, veryhappy with my experiencesand wherethey’ve brought me. Ifyou relyonyourself and trust your own talents,your own interest, don’t worry,your pathwill make sense in the end.ConversationNarratorListen to a conversation between a student and a professor.ProfessorHey,Jane, you look like you arein a hurry.StudentYeah, things are a little crazy.ProfessorOh yeah? What’s going on?StudentOh, it’s nothing. Well, since it’s your class, I guess it’s OK. It’s, it’s just I am having trouble with mygroup project.ProfessorAh, yes, due next week.What’s your group doing again?StudentIt’s about United StatesSupreme Court Decisions. We are looking at theimpact of recent caseson propertyrights, municipal land use cases, owningdisputes.ProfessorRight,OK. And i t’s not going well?StudentNot really.I’m worried about othertwo people in my group. Theyare just sittingback, not really doing their fair share ofthe work and waiting for an A. It’s kindof stressing me out,because we aregetting close to thedeadline and I feellikeI’m doing everything for this project.ProfessorAh, the good old free writerproblem.StudentFree writer?ProfessorAh, it’s just a term that describes thissituation, when people in the group seekto getthe benefits ofbeing in a group without contributing tothe work. Anyway,what exactly do you mean when you say theyjust sit back? I mean,they’vebeen following theweekly progress repotswith me.StudentYes, but I feellike I’m doing 90% ofthe work. I hateto sound so n egative here,but honestly, theyare taking credit for things theyshouldn’t take credit for. Likelast weekin the library,we decided to split up theresearch into 3 partsandeach of us was supposed to find sources in the library for our parts. I went offto the stackand found some really good materialfor mypart, but when I gotback to our table,theywere just goofing off and talking. So I wentand gotmaterialsfor theirsections as well.ProfessorUm…you know you shouldn’t do that.StudentI know,but I didn’t want to risk the project going down thedrain.ProfessorI know Teresa and Kevin. I had both ofthem on othercourses. So, I’m familiarwith the workand work habits.StudentI know,me too. That’s why this has reallysurprised me.ProfessorDo you…does your group like your topic?StudentWell, Ithink we’d all ratherfocus on casesthat deal with personal liberties,questions about freedom of speech,things like that.But Ichose propertyrights.ProfessorYou chose the topic?StudentYeah, Ithought it would be good for us, all of us to trysomething new.ProfessorUm…maybe that’s part of theproblem. Maybe Teresa and Kevin aren’t thatexcited about the topic? And since you picked it,have you thought…talktothem at all about picking a different topic?StudentBut we’ve got all the sourcesand it’s due next week. We don’t have time to start from scratch.ProfessorOK, I will letyou go ‘cause I know you are so busy. But you might consider talking to your group about your topic choice.StudentI willthink about it. Gotto run, see you in class.LectureNarratorListen to part ofa lecturein a geology class.ProfessorNow we’ve got a few minutes beforewe leave for today.So I’ll just touch on an inter esting subject that I think makesan important point. We’ve been covering rocks and different types ofrocks for the last severalweeks. Butnext weekwe are going to do something a bit different.And to get started I thought I’d mention something that sho ws how uh…as a geologist, you need toknowabout more than just rocksand the structureof solid matter,moving rocks, you may have heard about them.It’s quite a mystery.Death valley is this desert plane, a dry lake bed inCalifornia surrounded bymountains and on the desertfloor these huge rocks,some ofthem hundreds of pounds. And theymove. Theyleave long trailsbehind them,tracksyou might say as theymove from one point to another.Butnobody has been able to figure out how theyare moving because no one haseverseen it happen.Now there area lot of theories,but all we know for sure is that people aren’t’moving the rocks. Thereare no footprints, no tyretracks and no heavymachinery like a bulldozer…uh, nothing was everbrought in to move theseheavy rocks.So what’s going on? TheoryNO.1 ---Wind? Some researchersthink powerfuluh…windstorms might move the rocks. Most of therocks move in the samedirection as the dominant wind pattern from southwest to northeast.But some,and thisis interesting, move straight west while some zigzag or even move inlarge circles.Um…How can that be?How about wind combined with rain? The ground ofthis desertis made of clay. It’s a desert,so it’s dry.But when thereis theoccasionalrain, the clay gr ound becomesextremelyslippery.It’s hard foranyone tostand on, walk on. Some scientiststheorized that perhaps when theground is slipperythe high winds can then move the rocks. There’s a problemwith this theory.One team ofscientists flooded an area ofthe desert with water,then tryto establish how much wind forcewould be necessary to move therocks. And guess this, you need winds of at least five hundred miles an hour to move just the smallest rocks. And winds that strong have neverbeen recorded. Ever!Not on thisplanet.So Ithink it’s safe to say that that issues has been settled.Hereis another possibility–ice.It’s possible that rain on thedesert floor could turn to thin sheetsof ice when temperaturesdrop at night. So if rocks…uh becomi ngbetter than ice,uh … OK, could a pieceof ice with rocks in it be pushed around by thewind? Butthere’s a problem with thistheory,too. Rockstrapped in ice togetherwould have moved togetherwhen the ice moved. Butthat doesn’talways happen. The rocksseem to take separate routes.Thereare a fewother theories. Maybe the ground vibrates, or maybe theground itself is shifting, tilting. Maybe the rocksare moved bya magnetic force. But sadly all these ideas have been eliminated as possibilities. The re’s just no evidence.I bet you are saying to yourself well, whydon’t scientists just setup video camerasto record what actually happens? Thing is this is a protective wilderness area. So by law that type of research isn’t allowed. Besides, in powerful windstorms, sensitive camera equipment would be destroyed. Sowhycan’t researchers just live therefor a while until theyobserve the rocks’moving? Same reason.So whereare we now? Well, right now we still don’t have any answers. So allthis leads backto mymain point – you need to know about more than justrocks as geologists. The researchersstudying moving rocks, well, theycombine their knowledge of rockswith knowledge of wind, ice and such…umnot successfully, not yet.But you know,theywould even have been able to getstartedwithout uh… earth science understanding – knowledge about wind,storms, you know,meteorology. You need tounderstand physics. So forseveralweeks like Isaid we’ll be addressing geology from a wider prospective.I guess that’s all for today. See you next time.LectureNarratorListen to part ofa lecturein a United Statesgovernment class.ProfessorOK, last timewe were talking about government support for the arts. Who cansum up some of themain points? Frank?FrankWell, Iguess there wasn’t reallyany, you know, official government support forthe artsuntil thetwentieth century. Butthe first attempt theUnited Statesgovernment made to,you know, to support the artswas the FederalArtProject.ProfessorRight,so what can you say about the project?FrankUm…it was started during the Depression, um…in the 1930s to employout-of-work artists.ProfessorSo wasit successful? Janet?What do you say?JanetYeah, sure,it was successful. I mean, for one thing, the project established a lot of…uh like community art centersand galleriesand places like ruralareas where people hadn’t really had access to thearts.ProfessorRight.FrankYeah. Butdidn’tthe government end up wasting a lot of money for art that wasn’t even verygood?ProfessorUh…some people might say that. Butwasn’t theprimary objective of the FederalArt Project to provide jobs?FrankThat’s true.Imean…it did provide jobs for thousands of unemployed artists. ProfessorRight.But then when the United Statesbecame involved in the Second World War,unemployment was down and it seems that these programs weren’treally necessary any longer.So, moving on, we don't actuallysee any govern…wellany realgovernment involvement in the artsagain until theearly 1960s, when President Kennedyand otherpoliticians started topush for major funding to support and promotethe arts. Itwas felt bya number ofpoliticians that …wellthat the governmenthad a responsibilityt o support the artsas sort of…oh, what can we say?...thethe soul…or spirit of the country. The idea was that therebe a federal subsidy…um…uh…financial assistance to artists and artistic or cultural institutions. And for just those reasons, in 1965, the National Endowment for the Artswas created.So it was through the NEA,the National Endowment for the Arts, um…that the artswould develop, would be promoted throughout the nation. And thenindividual statesthroughout thecountry started to establish their own state arts councils to help support the arts. Therewas kind of uh…culturalexplosion.And bythe mid 1970s, by 1974 I think, all fifty stateshad their own arts agencies, their own state artscouncils that work with the federalgovernmentwith corporations, artists, performers, you name it.FrankDid you just say corporations? How are theyinvolved?ProfessorWell, you see, corporations aren’t always altruistic. Theymight not support the artsunless…well, unless the government made i t attractive for them to do so,by offering corporations tax incentives tosupport the arts, that is, by lettingcorporations pay less in taxesif theywerepatrons ofthe arts. Um, theKennedyCentre in Washington D.C., you mayuh…maybe you’ve been there,or Lincoln Centrein New York. Bothof these werebuilt with substantialfinancial support from corporations. And the Kennedyand Lincoln centresaren’t the only examples. Manyof your cultural establishments in theUnitedStateswill have a plaque somewhere acknowledging the support – themoneytheyreceived from whatevercorporation. Oh, yes, Janet?JanetBut aren’t therea lot ofpeople who don’t think it’s thegovernment’s role tosupport the arts?ProfessorWell, as a matter offact, a lot ofpoliticians who did not believe in governmentsupport for the arts, theywantedto do away with the agencyentirely, for thatveryreason, to get rid of governmentalsupport.But theyonly succeeded intaking away about half the annual budget. And as far as thepublic goes,well…thereare about as many individuals who disagree with the governmentsupport as thereare those who agree.In fact,with artistsin particular, youhave lots of artistswho support and who have benefited from this agency,although it seems that just as many artistssuppose a government agencybeing involved in the arts, for many different reasons, reasons like theydon’twant the government to controlwhat theycreate.In other words, theargumentsboth for and against government funding ofthe artsare as manyand, and as varied as the individual styles ofthe artists who hold them.源于：小马过河相关推荐：2012年11月18日托福写作真题解析2012年11月18日托福口语真题解析2012年11月18日托福阅读真题解析2012年11月18日托福听力真题解析。
托福听力部分历年真题详解2024版
托福听力部分历年真题详解2024版Introduction托福考试中的听力部分是考生们普遍感到较为困惑和挑战的一部分。
为了帮助考生们更好地应对托福听力考试，本篇文章将详细解析2024年的托福听力部分历年真题，并提供一些有效的解题技巧和策略。
Section 1 - Conversation第一节 - 对话In this section, you will listen to a conversation between two people. The conversation may be about everyday topics such as shopping, studying, or planning activities. This part of the test aims to assess your ability to understand and grasp spoken information in different contexts.Sample Question:Question: What is the main purpose of the conversation?Answer: The main purpose of the conversation is to discuss the plan fora group project.解析：这道题目要求考生理解对话的主要目的。
通过仔细倾听和分析对话内容，我们可以确定对话是关于一个小组项目计划的讨论。
因此，正确答案是"The main purpose of the conversation is to discuss theplan for a group project."Section 2 - Lecture第二节 - 讲座In this section, you will listen to a lecture or a speech by a professor. The lecture will cover academic topics and the speaker will often provide examples and explanations to support their main points. This part of the test assesses your ability to comprehend and extract information from lectures.Sample Question:Question: What is the professor's opinion about the new research findings?Answer: The professor's opinion is that the new research findings are promising, but further studies are needed to confirm the results.解析：这道题目要求考生理解教授对新的研究发现的观点。
TPO-40托福听力题目文本——对话部分（Conversation）【附答案】
TPO-40托福听力题目文本——对话部分(Conversation)【附答案】托福TPO，英文名为TOEFL Practice Online，中文直译为托福线上练习，TPO都是历年托福真题，对托福备考是非常有帮助的，今天为大家分享的是TPO-40托福听力题目文本——对话部分(Conversation)【附答案】。
TPO-40托福听力题目文本——对话部分(Conversation)【附答案】QUESTIONS1. Why does the student go to see the professor?a. To find out all the requirements for a projectb. To discuss a service gap at a restaurantc. To get help understanding concepts relevant to his projectd. To get help with designing a business plan2. Why does the professor mention a student in another class?a. To describe an interesting topic for a projectb. To explain the cause of her initial confusionc. To point out that she has not received e-mails from all her students yetd. To indicate that she has several students doing projects about restaurans托福听力主旨题的答题技巧新托福听力考试总共有六大技巧的测试与考核。
与这六大技巧相对，ETS有六大题型的测试，分别是：主旨题、细节题、句子功能题、态度题、结构题和推论题。
老托福听力93篇下载(文本 翻译)
智课网TOEFL备考资料老托福听力93篇下载(文本+翻译)摘要：老托福听力93篇下载(文本+翻译)!托福听力要想拿到高分，必然就要勤加苦练。
其实听力方面真的没有特别的技巧，因此大家考试回归到苦练上吧，接下来就让我们练习老托福听力93篇吧!老托福听力93篇是练习听力的常见资料，利用老托福真题的练习，可以让大家更加清晰的了解托福听力考试，更加熟悉的了解托福听力的题型等等。
老托福听力93篇生词预习：1. stylized: adj. drawn or written in an artificial style, that does not include natural detail(绘画或写作)程式化的2. realism: n.[U]the style of art and literature in which everything is shown or described as it really is in life 现实主义，写实主义(艺术、文学上的风格)3. portrait: n.[C]a painting, drawing, or photograph of a person(人的)画像;照片;肖像[+of]4. imitate: v. to copy something because you think it is good(认为是好的因而)仿效(某物)5. static: adj. not moving, changing, or developing, especially when movement or change would be good 不动的;不变化的;不发展的;静(止)的6. formalism: n.[U]a style or method in art, religion, or science that pays too much attention to established rules(艺术、宗教或科学的)形式主义...扫码安装小马 APP，免费在线练习老托福听力93篇老托福听力93篇文本：Before we begin our tour, I'd like to give you some background information on the painter Grant Wood. We’ll be seeing much of his work today. Wood was born in 1881 in Iowa farm country, and became interested in art very early in life. Although he studied art in both Minneapolis and at the Art Institute of Chicago, the strongest influences on his art were European. He spent time in both Germany and France and his study there helped shape his own stylized form of realism. When he returned to Iowa, Wood applied the stylistic realism he had learned in Europe to the rural life he saw around him and that he remembered from his childhood around the turn of the century. His portraits of farm families imitate the static formalism of photographs of early settlers posed in front of their homes. His paintings of farmers at work, and of their tools and animals, demonstrate a serious respect for the life of the Midwestern United States. By the 1930's, Wood was a leading figure of the school of art called "American regionalism." In an effort to sustain a strong Midwestern artistic movement, Wood established an institute of Midwestern art in his home state. Although the institute failed, the paintings you are about to see preserve Wood's vision of pioneer farmers....以上就是整理的“老托福听力93篇下载(文本+翻译)”，希望通过这些听力真题的练习，能够帮助大家更好的来备考托福考试 !相关字搜索：老托福听力93篇。
4月12日托福听力考试真题带答案回忆版
4月12日托福听力考试真题带答案回忆版
2015年4月12日托福听力考试真题带答案（回忆版）
店铺导语：2015年4月12日托福考试即将进行，考试完毕店铺会第一时间收集整理考试真题，希望能够帮助到您。
考后第一时间更新，敬请期待...……
温馨提示：美国毕业率最高的九所公立大学
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托福听力tpo41 lecture1、2、3、4 原文+题目+答案+译文
托福听力tpo41lecture1、2、3、4原文+题目+答案+译文Lecture1 (2)原文 (2)题目 (4)答案 (5)译文 (6)Lecture2 (7)原文 (7)题目 (9)答案 (11)译文 (12)Lecture3 (13)原文 (13)题目 (16)答案 (18)译文 (18)Lecture4 (20)原文 (20)题目 (22)答案 (24)译文 (24)Lecture1原文FEMALE PROFESSOR:Many organisms have developed the ability to survive in harsh environmental conditions—extreme heat or cold,or,very dry conditions....Like, plants in the desert—your textbook doesn’t have much about the specifics on desert plants,but I think that desert plants are great examples of specialized adaptations to extreme environmental conditions.So with desert plants,there are basically three different adaptive strategies.And I should point out that these strategies are not specific to any particular species—many different species have developed each of the adaptations.So,first off,there are succulent plants.There are many different species of succulent plants,but they all can absorb and store a lot of water.Obviously,opportunities to get water in the desert are few and far between.Generally,rains are light and short,so the rain doesn’t seep too far down into the soil…and there's a limited window of time for any plant to get the water before it evaporates.But succulent plants have a spread-out and shallow root system that can quickly pull in water from the top inch of soil,though the soil has to be saturated,since succulents aren't good at absorbing water from soil that’s only a little moist.Succulent plants also are well suited to retaining water—important in an environment where rainy days are rare.Succulent plants can store water in their leaves,in their stems,or in their roots.And to keep that moisture from evaporating in the hot desert sun,most succulent plants have a waxy outer layer that makes them almost waterproof when their stomates are closed.They also preserve water by minimizing their surface area—the more of the plantthat’s out in the sun,the more potential there is to lose stored-up water—and that means that most succulent plants have few,if any,leaves.Now besides succulent plants,there are also drought-tolerant plants. Drought-tolerant plants are like bears in a way.You know how bears mostly sleep through the winter?They can survive without eating because their metabolism slows down.Well,drought-tolerant plants also go into a dormant state when resources—in their case,water—runs short.A drought-tolerant plant can actually dry out without dying.I said before that most desert rains are light and brief,but occasionally there's a heavy one.Drought-tolerant plants revive after one of these significant rainfalls—and they're able to absorb a good bit of the rainfall due to their deep roots.Actually the root system for drought-tolerant plants is more extensive than the root systems of many plants that live in wetter climates.Drought-tolerant plants can even absorb water from relatively dry soil because of their deep roots,in contrast to succulent plants.The third adaptive strategy is to avoid the drought conditions altogether.Yes,there are plants that do this—annual plants.An annual plant will mature and produce seeds in a single season that will become the next generation of annual plants.In desert conditions,annual plants grow in the fall or spring to avoid the heat of summer and the cold of winter.Of course,these plants could face a serious problem if a particular fall or spring happened to be very dry—they would have difficulty growing and could die before producing seeds.But they have a mechanism to prevent one year of low rainfall from wiping them out. Not all seeds an annual plant puts out will grow the following year.Some seeds remain dormant in the ground for several years.It's a type of insurance that protects the annual plants from a season of poor growing conditions,of unfavorable weather.题目1.What is the lecture mainly about?A.The growth rates of plants in different geographical regionsB.Different ways that plants have adapted to desert environmentsC.The different mechanisms that plant roots use to absorb waterD.Different kinds of succulent plants2.What are two features of succulent plants that help them survive in deserts?[Click on2answers.]A.Succulent plants store water in their leaves and stems.B.Succulent plants become dormant until the next rainfall.C.Succulent plants have short stems.D.Succulent plants have few leaves.3.Why does the professor mention bears?A.To remind students of information from a previous lectureB.To point out a feature common to all desert plantsC.To reinforce a point about drought-tolerant plantsD.To help students understand the concept of adaptation4.What is one ability that drought-tolerant plants have that succulent plants do not have?A.The ability to absorb water from dry soilB.The ability to absorb water through their leavesC.The ability to prevent moisture from being lost through their leavesD.The ability to shed leaves5.Why can annual plants grow in a desert even after a year of no rainfall?A.Annual plants have an extensive root system that can absorb water from far away.B.Annual plants produce seeds all year long.C.Seeds of annual plants can store water for a long time.D.Seeds of annual plants can survive in the ground for a long time without water.5.Listen again to part of the lecture.Then,answer the question.(PROFESSOR)The third adaptive strategy is to avoid the drought conditions altogether.Yes,there are plants that do this.Why does the professor say this: (PROFESSOR)Yes,there are plants that do this.A.To correct a previous statementB.To acknowledge a potentially surprising factC.To anticipate the types of questions that students might have about the topicD.To make sure that students are paying attention答案B ADC AD B译文教授：许多生物已经发展了在恶劣环境中生存的能力：酷热、严寒，或者非常干燥的环境。
老托福听力真题(1989-2005年及答案)word
TOFEL听力真题（89—05年）89年TOEFL听力A1. (A) He looked at me.(B) He borrowed my book.(C) I used his book.(D) I told him to look at me.2. (A) Bob became a doctor.(B) Bob came in with the teacher.(C) Bob went to see two doctors.(D) Bob is a teacher.3. (A) I never worry about what to say.(B) I haven't spoken to anyone yet.(C) People don't listen when I speak.(D) His last words were hard to hear.4. (A) Gary's starting to share my opinion.(B) Gary wants me to come to the point.(C) Gary comes around more often now.(D) Gary's beginning to like the scenery.5. (A) Wait until you see how long the line is!(B) This is the seventh movie I've seen at this theater.(C) If you go early, you can buy your ticket right away.(D) Don't be surprised if you have to stand to see the movie.6. (A) The last biography I read was much better than this one.(B) I've only written half of the bibliography.(C) I haven't ridden a bike in a long time.(D) The graph he drew ifs twice as good as the one I did.7. (A) The story is very enjoyable.(B) I wonder which story it is.(C) Is that one of the stores?(D) Is it a wonderful story?8. (A) George helped prepare the peas.(B) George served him another slice.(C) George took another serving of pie.(D) George served everyone the pizza.9. (A) Anybody can use the dictionary in the office.(B) Is every one of those books a dictionary?(C) Does the office have any use for these books?(D) To practice diction by oneself is useful.10. (A) This one isn't any larger than mine. (B) This is larger than a piece of luggage.(C) I want a larger suit in that case.(D) This suitcase isn't large enough.11. (A) Bill and Mary are engaged to be married.(B) Bill and Mary canceled the meeting.(C) Mary was outraged when she saw the bill.(D) Bill and Mary were angry about the cancellation.12. (A) You must try to be quieter.(B) The volume is much too low.(C) I don't hear anything down there.(D) The noise is coming from outside.13. (A) They go alone to school.(B) They arrive at school on time.(C) They are doing well in school.(D) They find their own way to school.14. (A) I'm typing the essay for Lisa.(B) That type of essay is easy to write.(C) At least the essay is typed.(D) Typing the essay is only a minor problem.15. (A) I wanted Pamela to continue her project.(B) Pamela was discouraged from working on her art project.(C) It was an honor to be able to do the art project with Pamela.(D) Pamela has a lot of courage to take on such a large project.16. (A) I can never keep a secret from Beth.(B) I told Beth we were going to surprise her.(C) I'll be surprised if Beth comes to the party.(D) I don't think we should tell Beth about the party.17. (A) Sarah put on her makeup.(B) Sarah hoped to take the test another time.(C) Sarah helped prepare the examination.(D) Sarah took a free sample of makeup.18. (A) Does everyone have a copy of the assignment?(B) Can you turn the sheet around?(C) Is there enough time for the assignment?(D) Do the sheets have enough information?19. (A) I think that was the city bus, don't you?(B) Was that supposed to be the city bus?(C) That wasn't the city bus.(D) I don't know why the city bus is so late.20. (A) No one has a nose as sore as poll's.(B) No one here knows much about the subject of politics.(C) She's well acquainted with the subject.(D) She doesn't know anybody here.21. (A) She doesn't know when they will go.(B) She believes there is a road detour.(C) She won't be ready at 8 o'clock.(D) She wants the man to go away.22. (A) Sit sown.(B) Remain standing.(C) Go ahead of the woman.(D) Pick up the chair.23. (A) The electrician came to repair the lamp.(B) The lamp was taken to the repair shop.(C) She had Mike fix the lamp.(D) The lamp was replaced.24. (A) Not hanging the poster.(B) Peeling off the wallpaper.(C) Using tape for the poster.(D) Not hiding the damage.25. (A) Both chemistry courses are difficult.(B) Few chemistry courses are hard.(C) Chemistry 402 was worse than Chemistry 502.(D) He has only had one chemistry course.26. (A) Studying.(B) Watching television.(C) Nothing right now.(D) Going to the movies.27. (A) She was unable to have her picture taken.(B) She has not chosen a picture for it.(C) She had broken her camera.(D) She had gone to a photography class instead.28. (A) He would prefer calling her next week.(B) He will let her decide about the next meeting.(C) He would like to buy some refreshments for the meeting.(D) He definitely wants to know about the meeting.29. (A) Eating in a cafeteria.(B) Buying something in a store.(C) Talking on the telephone.(D) Getting money at a bank. 30. (A) She'd rather take a break later.(B) She likes the suggestion.(C) She never drinks soda.(D) She doesn't think he's serious.31. (A) There are six sections of each class.(B) He has to leave since it's almost one o'clock.(C) There are dozens of classes to choose from.(D) It doesn't matter which class the woman takes.32. (A) She's lent the texts for just a few days.(B) She kept the texts that are still up to date.(C) She's no longer interested in science.(D) She moved her science texts away from the other books.33. (A) He would like to know what happened.(B) He can help the woman.(C) Because of what happened, he has no time.(D) He would have helped if he had the time.34. (A) To order some medicine for their aunt Margaret.(B) To get some exercise.(C) To buy some items.(D) To see their aunt.35. (A) Dick is practically the only one who thinks so.(B) Most people play football differently.(C) Few people are optimistic about the team's chances of winning.(D) Dick is disappointed in football games.36. (A) In a professor's office.(B) In a medical doctor's office.(C) In an auditorium.(D) In a gym.37. (A) Just before the semester begins.(B) After the first week of classes.(C) In the middle of the semester.(D) On the last day of class.38. (A) She had promised that she would.(B) She has been sick.(C) She needs his approval for her schedule.(D) She must verify his plans.39. (A) It wasn't a requirement.(B) She already knew the material.(C) She entered the hospital.(D) Her course load was too heavy.40. (A) The woman's musical background.(B) The woman's economic situation.(C) The woman's dislike of chemistry.(D) The woman's decision to take on so much work.41. (A) The replacement of the harpsichord by the piano.(B) The development of electronic musical instruments.(C) The relative costs of different types of musical instruments.(D) The performance of classical music on synthesizers.42. (A) At the beginning.(B) In the middle.(C) Near the end.(D) Just after the end.43. (A) He is surprised by it.(B) He disagrees with it.(C) He thinks it is too soon to tell.(D) He is alarmed by it.44. (A) In the early nineteenth century.(B) In the late nineteenth century.(C) In the early twentieth century.(D) In the mid-twentieth century.45. (A) The electronic instrument is much more expensive.(B) The electronic instrument is slightly more expensive.(C) The piano is slightly more expensive.(D) The piano is much more expensive.46. (A) The conversion of volcanic waste to fertilizer.(B) The menace of currently dormant volcanoes around Mount Saint Helen's.(C) The eruption of Mount Saint Helen's and its effects on the environment.(D) The elimination of volcanic ash by natural means.47. (A) The crops were obliterated for the entire year.(B) The crops nutritional value was considerably lessened.(C) The soil was permanently damaged.(D) The loss was not as bad been anticipated as had.48. (A) It served as a fertilizer for crops. (B) It formed a new mountain.(C) It stabilized air temperatures.(D) It destroyed various insect pests.49. (A) It's lethal upon contact.(B) It has relatively little harmful effect.(C) It affects the sense of hearing.(D) It dries up the skin.50. (A) Interest.(B) Disappointment.(C) Shock.(D) Anger.89-589年5月TOEFL听力A1. (A) The shipping company is getting a new radio.(B) The radio I ordered should be sent this week.(C) The company accidentally chipped the radio I ordered.(D) That company's radio is supposed to be cheaper this week.2. (A) Laura put on makeup before the exam.(B) Laura has to take the cake upstairs.(C) Laura must take the test.(D) Laura knows the flag of every nation.3. (A) No one is going to the convention.(B) To whom did you mention this?(C) It will be brought to your attention.(D) Have you any idea who will attend the convention?4. (A) Susan and Ben were accepted at the state university.(B) Ben applied to the state university because Susan was accepted there.(C) Ben didn't want to go to the state university because Susan is there.(D) Neither Susan nor Ben is interested in attending the state university.5. (A) Tommy was lucky to hit the target the first time.(B) The ball was hidden behind the window.(C) Tommy can't throw the ball very far.(D) Fortunately, the ball didn't break the window.6. (A) Did you make a copy of this?(B) You made the right copy, didn't you?(C) I think you asked for more than one copy.(D) I understand you'd like a single copy of this.7. (A) The posters make the room look cheerful.(B) The poster shows a room full of colorful chairs.(C) How many color posters are there in the room?(D) How does the room look now with so many chairs?8. (A) Mike's drink was cold.(B) Mike was coughing.(C) Mike wasn't warm enough.(D) My coffee wasn't as hot as Mike's.9. (A) Running this projector is very easy for me.(B) It isn't worth fixing this projector.(C) I can't recommend that projector.(D) It's very inexpensive to run this projector.10. (A) There's only a half hour before Fred arrives.(B) There aren't any flowers next to the bed.(C) We should make a bouquet.(D) We need more flour.11. (A) I purchased a car recently.(B) I knew the car was in the lot.(C) I really need a new car.(D) I always forget to clean my car.12. (A) Sandra arranged an exhibit for history week.(B) Sandra accidentally upset this week's history exhibit.(C) Sandra sat beside the historic display.(D) Sandra directed a play.13. (A) No one has an opinion on everything.(B) No one opinion is all-encompassing.(C) Everyone has an opinion on something.(D) Only one person is lacking an opinion on it.14. (A) I'm pleased to be able to lend you the money.(B) I've lent you all the money I had.(C) I wish you could lend me some money.(D) I'm sorry I can't lend you the money.15. (A) Someone was baking in the kitchen.(B) There was paste on the kitchen table.(C) We just came from the kitchen.(D) There's a lot of room in the kitchen.16. (A) We find Bob agreeable most of the time.(B) We usually like Bob's guests.(C) Bob isn't willing to join the others.(D) Most of us wanted to walk along with Bob.17. (A) I haven't studied physics with the professor.(B) This was the professor's best lecture yet. (C) I've never heard the professor give a good lecture.(D) The professor isn't interested in physics.18. (A) Barbara is interesting to listen to because she reads a lot.(B) Barbara talks a lot while she sews.(C) Barbara seldom talks because she's always reading.(D) Barbara has little to say about this topic.19. (A) I don't think he'll come if he gets the job.(B) I hope that he won't get the job.(C) Someone else will probably get the job.(D) I won't be surprised if he gets the job.20. (A) How many are there?(B) What's the explanation?(C) Who's the accountant?(D) Did you count four of them.21. (A) She wants to know where the restaurant is.(B) She's recommending a good place to go for dinner.(C) She thinks the man should go to France.(D) She's inviting the man to eat with her.22. (A) Run in town.(B) Look more carefully.(C) Buy shoes from a catalog.(D) Find an easier places to exercise.23. (A) Saying goodbye to a friend.(B) Buying a ticket for a sports event.(C) Paying a bill at the bank.(D) Arranging a plane trip.24. (A) He didn't know how to begin to write a play.(B) He hasn't liked plays very much in the past.(C) He didn't want to talk about it right away.(D) He wasn't sure what the first part was about.25. (A) Dan received them.(B) Gloria forgot about them.(C) Dan mailed them.(D) Gloria has sent for them.26. (A) His room is quite small.(B) he had to walk around the dormitory.(C) It's hard to find a room in the dormitory.(D) It's his turn to inspect the dormitory room.27. (A) He should look in a different place.(B) She can help him if necessary.(C) He should stand on something.(D) Perhaps he shouldn't have tea.28. (A) They are going toward the lake.(B) They have made a new trail.(C) They have decided to sit outdoors.(D) They are camping around the lake.29. (A) Anyone can do it.(B) No one can do it.(C) Alex can probably do it.(D) Alex probably shouldn't do it.30. (A) He'll go if the woman goes too.(B) He doubts he'll be able to go.(C) He's too tired to go.(D) He's eager to go.31. (A) It is typical December weather for this region.(B) It won't really snow until December.(C) Such a large amount of snow is unusual for this month.(D) There has never been much snow down South.32. (A) He believes Mark was the wrong person.(B) he wants to know who is telling the truth.(C) He finds the decision unbelievable.(D) He thought there wouldn't be any awards.33. (A) The store doesn't have it now, but will soon.(B) It is no longer available.(C) It has been reprinted four times.(D) The information in the book is not up-to-date.34. (A) It's uncomfortable because of the wind.(B) It isn't as warm as the man had thought it would be.(C) The man expected it to be windy.(D) The wind hasn't made it any cooler.35. (A) He already knows what Ted will say.(B) He doesn't have time to look at the gift.(C) He can't imagine what his friends got for him.(D) He is anxious to see Ted's reaction to the gift.36. (A) A sales representative.(B) A store manager.(C) A committee chairperson.(D) A class president.37. (A) To determine who will graduate this year.(B) To discuss the seating arrangement.(C) To choose the chairperson of the ceremonies.(D) To begin planning the graduation ceremonies.38. (A) Their manes, phone numbers, and job preference.(B) The names and addresses of their guests.(C) The names of the committees they worked on last year.(D) Their dormitory mane, address, and phone number.39. (A) Only students who have time for the work.(B) All the students who are at the meeting.(C) Only students who have a telephone.(D) All the students who worked on the project last year.40. (A) In an hour.(B) Next week.(C) In one month.(D) Next year.41. (A) Food packaging.(B) Varieties of fish.(C) A new snack food.(D) An artificial food flavoring.42. (A) Its variety of colors.(B) Its unusual texture.(C) The way it is sold.(D) Its main ingredient.43. (A) To preserve it longer.(B) To give it a particular taste.(C) To make it smoother.(D) To increase the fermentation.44. (A) Its low purchase price.(B) Its wide availability.(C) Its good nutritional value.(D) Its higher water content.45. (A) Its bland flavoring is healthful.(B) It can be stored a long time without spoiling.(C) It goes well with fish dishes.(D) A high grade of fish is used in its preparation.46. (A) In a few weeks.(B) In two or three months.(C) In about two years.(D) In ten years.47. (A) Count money.(B) Read and write.(C) Draw moving objects.(D) Hunt and farm.48. (A) Teachers came to children's homes.(B) Children acquired the information they needed by direct experience.(C) Children taught one another in small supervised groups.(D) Parents instructed their children in the "three R's"49. (A) A new dependence on people far away and the use of money.(B) The introduction of a new alphabet and numerical system.(C) Outmoded methods of farming and ineffective means of transportation.(D) Larger family units and greater financial hardships.50. (A) The various means of survival taught by parents in contemporary society.(B) The importance of history instruction in the first schools.(C) The increasingly complex skills subsequently taught in schools.(D) The problems involved in the construction of new schools.89-889年8月TOEFL听力A1£® (A) She never hears her alarm clock ringing.(B) Her alarm clock doesn't ring when it should.(C) She doesn't know where her alarm clock is .(D) She always sleeps until the alarm clock wakes her. 2£® (A) They said they're going by taxi.(B) Their clothes are in terrible condition.(C) In certain states clothes are subject to tax.(D) There are some clothes hanging on the racks.3£® (A) She didn't often go out in the rain.(B) She learned a great deal from the program.(C) She understood only a little about the program.(D) She stopped running to the train.4£® (A) He never comes here in the fall.(B) He'll probably arrive soon.(C) He couldn't hear it this time.(D) He doesn't have time to call.5£® (A) Karen can afford to go to college.(B) Karen got only one scholarship.(C) Without a scholarship, Karen couldn't go to college.(D) If Karen can afford to go, she won't get a scholarship.6£® (A) He will apply soon for his first passport.(B) He has to apply again for a passport.(C) He knew he had to pick up his passport.(D) He didn't need his passport until now.7£® (A) I was actually on time.(B) I was ten minutes late.(C) I wasn't late because I ran all the way.(D) I walked for ten minutes.8£® (A) Jerry knew all the answers.(B) It was easy to answer Jerry's questions.(C) Jerry had difficulty with the test.(D) Everyone came for the test except Jerry.9£® (A) It would be better not to take the course.(B) This term would be a good time to take the course.(C) I don't think you can get out of taking that course.(D) I didn't say a word about your taking that course.10. (A) I didn't think the keys were in the shop.(B) That shop has fair prices.(C) The shopkeeper expects customers to be honest.(D) I don't think that shopkeeper is trustworthy.11. (A) A fee is charged for reserved books returned even an hour late.(B) This is a fine day to spend an hour in the library.(C) The reserve section of the library is due to close in one hour.(D) Our library has a reserve section of fine books.12. (A) Leslie will get credit for graduating early.(B) Leslie has a heavier course load than usual this term.(C) Leslie is taking a minimal number of credits this term.(D) Leslie must pay the rent on her apartment before she graduates.13. (A) You shouldn't be that busy now.(B) You've had a lot to0 do recently.(C) How long do you expect to be so busy?(D) How have you been doing recently?14. (A) I wasn't asking for the catalog.(B) The catalogs have been poorly copied.(C) I wouldn't give away my copy of the catalog.(D) No one gave me a catalog.15. (A) Susan told Mike about the new policy.(B) Mike talked to Susan regarding the new policy.(C) Mike and Susan questioned the school about the policy.(D) Mike and Susan gathered information about theschool's policy.16. (A) What do you think provoked the President?(B) The President was thinking aloud.(C) Don't you think the speech was stimulating?(D) The speech angered the press.17. (A) We became friends quickly.(B) We have been friends for a long while.(C) We have to leave pretty soon.(D) We knew none of the others.18. (A) She hasn't started the work yet.(B) She didn't want the work to be finished.(C) She hasn't worked since the project started.(D) She didn't want to start all over again.19. (A) The professor introduced the students to each other.(B) The two students were presented to the class.(C) The students met the professor.(D) The professor was introduced by a colleague.20. (A) I needed exactly that thing.(B) I got the thing at last.(C) I certainly didn't need that.(D) That thing won't last.21. (A) Who called.(B) What Margaret said.(C) Who Margaret is.(D) When the message was taken.22. (A) He'll only give her part of his notes.(B) He doesn't know anything about economics.(C) He's not taking an economics class.(D) He's happy to lend her his notes.23. (A) She received two job offers.(B) She also was offered a job.(C) She was the first to receive an offer.(D) She received too many offers.24. (A) They'll have to get some more paint.(B) They should get someone to help them.(C) They shouldn't delay any longer.(D) They don't have to paint the room again.25. (A) Leave for home.(B) Check the language lab.(C) Buy new locks.(D) Show the man where the lab is.26. (A) In a doctor's office. (B) In an operating room.(C) In a professor's office.(D) In a gymnasium.27. (A) She wanted to exhibit her crafts.(B) She'd rather go somewhere else.(C) She saw the exhibition months ago.(D) she's sorry to have missed the exhibit.28. (A) There's no more work for anyone to do.(B) No one is willing to work with them.(C) The woman knows several people on the committee.(D) The woman should be on the committee herself.29. (A) Watch television.(B) Go for a swim.(C) Make better use of time.(D) Follow the official procedure.30. (A) He'd rather not go to the lecture.(B) He doesn't mind if the woman goes to the lecture.(C) He wants to hear the lecture.(D) He's heard the lecture before.31. (A) Pay several bills.(B) Phone the electric company.(C) Pay less rent.(D) Make fewer telephone calls.32. (A) Wait and take the class next year.(B) Become a musician.(C) Give his presentation without a plan.(D) Discuss the presentation with the professor.33. (A) He's sure the new chef is better.(B) he wonders whether the new chef is an improvement.(C) He hopes the new chef will stay longer than the old one did.(D) He's going to see the new chef tonight.34. (A) Katie doesn't often dance.(B) Katie isn't the person dancing.(C) Katie does indeed dance well.(D) Katie dances better than her friend.35. (A) They would see better from a different row.(B) It isn't hard to see from his seat.(C) He would rather not move from his place.(D) He'll switch places with the woman.36. (A) Energy conservation.(B) Transportation of the future.(C) Strip cities.(D) Advantages of air transportation over railroads.37. (A) A lack of available flights.(B) Long delays at the airport.(C) Boredom on long flights/(D) Long trips to and from airports.38. (A) On short trips.(B) On long trips.(C) When flying over cities.(D) When flying at high altitudes.39. (A) It uses nuclear energy.(B) It rests on a cushion of pressurized air.(C) It flies over magnetically activated tracks.(D) it uses a device similar with engine.40. (A) It is more comfortable than a conventional train.(B) It doesn't require very much track maintenance.(C) It doesn't remain in any station very long.(D) it carries more passengers than a conventional train.41. (A) They are subject to fires.(B) They become less fuel-efficient.(C) They produce too much noise.(D) They have trouble staying on the tracks.42. (A) They don't get rid of flabby arms.(B) They can damage arm muscles.(C) They aren't acceptable to most people.(D) They can raise one's blood pressure.43. (A) By talking to an expert.(B) By reading an article.(C) By attending an exercise class.(D) By listening to the radio.44. (A) Exercising the entire body.(B) Having your blood pressure taken daily.(C) Losing weight prior to exercising.(D) Weighing in before each exercise session.45. (A) Wearing arm weights while you are swimming.(B) Jogging vigorously in one place for a long time.(C) Using bicycles that require you to use both your arms and legs.(D) Walking slowly while swinging your arms back and forth.46. (A) A restaurant host. (B) A tour guide.(C) A history teacher.(D) A park attendant.47. (A) A small restaurant.(B) A revolutionary army.(C) A famous commander.(D) A historic tree.48. (A) It was the oldest one in the park.(B) It was less than a hundred years old.(C) It was much younger than people had thought.(D) It was impossible to determine.49. (A) George Washington was an extremely tall man.(B) Most trees in parks are destroyed by insects.(C) Historical stories are sometimes inaccurate.(D) The Continental Army celebrated a victory in Cambridge.50. (A) Drive around the park.(B) Eat lunch.(C) Plant a small tree.(D) Go to the next city.89-1089年10月TOEFL听力A1. (A) That's today's seat.(B) Let's eat at four today.(C) That's all we'll do today.(D) There were four today.2. (A) Robert crashed into the stop sign near the bank.(B) Robert is going to the bank to get some money.(C) The robbers took a lot of cash from the bank.(D) The bank is closing Robert's account.3. (A) She refuses to shop.(B) The key was left in her shopping bag.(C) Turn left at the store.(D) she's gone to buy some things.4. (A) Don't you need a refill for your pen?(B) Your order for a dozen pencils has been filled.(C) Ben needs another bill from you.(D) Don't you want to get your friend a new pen?5. (A) Professor Stanton's course is very popular.(B) Everyone has taken a class from Professor Stanton.(C) Professor Stanton wants to teach another course.(D) Students are required to enroll in Professor Stanton's class.6. (A) We don't have time to eat dinner.(B) How often does he go out for dinner?(C) Let's meet for dinner one of these days.(D) What time were we supposed to meet for dinner?7. (A) The roof of the dentist's office needed to be fixed.(B) The dentists were both out of the office.(C) Gary talked about the dentist's broken tooth.(D) Why are the lectures held at four o'clock?8. (A) Why are the lectures held at four o'clock?(B) Have you been to one of these lectures before?(C) This lecture is really crowded.(D) I was glad to see you at the lecture.9. (A) Do what is most appropriate for you?(B) You want me to have the best.(C) You are the best person to do it.(D) Think of somebody besides yourself.10. (A) I missed the flight because I hadn't finished packing.(B) They loaded my suitcases on the last plane.(C) The plane was delayed because of my luggage.(D) My baggage will arrive on another flight.11. (A) He didn't meet me at the door.(B) There are still vacant rooms.(C) The story was foolish.(D) He is unhappy with the dormitory.12. (A) Susan suggested that we buy a slide projector.(B) We are the only ones she has shown the slides to.(C) Susan wanted to know whether we owned a slide projector.(D) We were supposed to bring the slide projector with us.13. (A) His study habits are poor.(B) He doesn't have a good place to study.(C) His habit is to study late.(D) He was disappointed with his studies.14. (A) The report has just been typed.(B) The report can be typed now.(C) The report isn't ready to be typed yet.(D) Part of the report is typed.15. (A) No matter what, we'll come for you tomorrow.(B) We may be coming a little late tomorrow.(C) We may come tomorrow or pick another date.(D) If you can't come today, please come tomorrow.16. (A) We should be gone within a month.(B) I want the semester to end now.(C) It takes us a ling time to get to school.(D) The semester ended a month ago.17. (A) You shouldn't have bought so many books.(B) You paid a lot of money for those books.(C) You got a lot of books for your money.(D) You didn't understand the price of the books.18. (A) That isn't a totally new kind of problem.(B) The solution to that problem isn't complete.(C) No one has ever solved that problem.(D) I know nothing about that kind of problem.19. (A) We had to write our compositions over again.(B) We met Professor Keene right after our class.(C) We were supposed to grade our papers in class.(D) We were told to read our essays out loud to our classmates.20. (A) Physics is not a difficult subject.(B) You certainly know a lot about physics.(C) I don't believe you're a physics major.(D) I think your physics homework is wrong.21. (A) She agrees with the man.(B) She doesn't know the book.(C) She likes the book very much.(D) She doesn't know what to do.22. (A) She can go with him this afternoon.(B) She has a lot to do today.(C) She's almost as busy as he is.(D) She might be finished by noon.23. (A) The man should buy a different meal ticket each month.(B) Individuals eat different amounts.(C) Buying the meal ticket won't save the man money.(D) The price of a meal varies from month to month.24. (A) The application isn't available at the office.(B) The woman should mail a copy of her application.(C) The photocopy machine isn't there anymore.(D) The woman can make copies at the post office.25. (A) He's taller than anyone on campus.(B) He's the best actor in the school.(C) He's almost through with the campus tour.(D) He's studying at college to be an actor.。
托福听力tpo43 lecture1、2、3、4 原文+题目+答案+译文
托福听力tpo43lecture1、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 (14)原文 (14)题目 (16)答案 (18)译文 (19)Lecture4 (20)原文 (20)题目 (22)答案 (24)译文 (25)Lecture1原文NARRATOR:Listen to part of a lecture in a botany class.FEMALE PROFESSOR:It's autumn,and as you know,in most parts of the United States the leaves on the trees are changing color from green…to yellow,orange,and lots of other colors.So this'll be a great time to talk about how and why some of these leaves turn one color in particular—and that's bright red.Well,before we discuss why leaves turn red,first let's,um—look,I know this is very old material,but just to play it safe—let's first go over why leaves are usually green.It’s chlorophyll, right?Leaves get their green color from chlorophyll—the chemical that's responsible for photosynthesis.The chlorophyll in the leaves collects energy from the Sun,in the form of sunlight,and it converts this energy into sugar,which is food for the plant. It's chlorophyll that makes leaves green most of the time.Now,the classic explanation for why leaves change color is this.In autumn,the leaves start preparing for the winter and stop synthesizing new chlorophyll.Since chlorophyll is sensitive to sunlight and to cold temperatures—both of which you get in autumn—the existing chlorophyll in the leaves breaks down.And since it's not being replaced by the new chlorophyll,the green color of the leaves gradually fades away.As this happens,the other pigments present in the leaf become visible.According to the classic theory,this is true for the red pigment as well.It was there in the leaf all along but it was hidden by the green chlorophyll.OK, so that's the classic explanation,and it's partially right.Why do I say“partially”?Well,it's probably true for pigments like yellow or orange,but it doesn't seem to hold for the red pigment.Let's back up a bit.Just what produces this red color in leaves?It's a red pigment called anthocyanin.Here's where the classic explanation doesn't seem to apply to red.What's interestingis that during the summer,there was very little if any anthocyanin in the leaves,but in the weeks before a tree is about to drop its leaves,the production of anthocyanins increases significantly.In other words,unlike those other pigments,anthocyanins are not just unmasked by the breakdown of chlorophyll in autumn;they're actually created at this time.So that raises a question.Why would a tree produce more anthocyanin just before dropping its leaves?Why does the tree spend so much of its resources doing this just before the leaves fall off?On the surface,this doesn't make sense.It'd be like spending money to,I don't know,to have your old car repainted when you know the car's not going to last more than a couple of months.All this extra anthocyanin in the autumn seems like a waste.But remember,nature is very economical with its resources,so that means anthocyanin must be serving some function that's important for the tree.Today there are some theories about what that function might be.One of them involves predatory insects;another involves fungi.You know,the more I read about these theories and the related research,it always created more questions for me than answers.So I was really glad to learn about a totally different theory…a new one.It seemed to come with research and data that give a full explanation.So here it is.Remember I said the chlorophyll breaks down?Well,in autumn,a whole lot of other chemical constituents of the leaf break down as well.I don't mean they're totally destroyed,'cause actually they break down into other,different chemicals that the tree can reabsorb from the leaves and reuse later.Now,this reabsorption process is very important for the tree,and—here's the key—it's sensitive to light,meaning that too much exposure to sunlight can interfere with this process.So where does anthocyanin fit in here?Well,anthocyanin's more stable than chlorophyll.It's not harmed as easily by the Sun or the cold.So it's still working long after the chlorophyll breaks down.But what doesit do?The theory is that anthocyanin protects the reabsorption process from the sunlight. For example,if you look closely at a red leaf on a tree,you'll notice that most of the red pigment is on the upper side of the leaf,the side facing the Sun.This new theory suggests that what the anthocyanin is doing there on top is shielding the rest of the leaf from the sunlight…and more importantly,allowing those important chemicals to be reabsorbed by the tree.题目1.What is the main purpose of the lecture?A.To explain how the red pigment in leaves breaks downB.To show that leaf color varies based on the tree speciesC.To introduce a theory about why leaves turn a particular colorD.To explain how chlorophyll protects trees in autumn2.What does the professor imply when she explains why leaves are green?A.She wants to correct a common misconception about the topic.B.She thinks the students are probably already familiar with the material.C.She believes the process is too complicated to discuss in depth.D.She knows that students are often confused about the functions of chlorophyll3.What does the professor mean when she says that the classic theory is partially right?A.It describes what happens in the summer but not what happens in autumnB.It describes what happens in tree leaves but not what happens in leaves of other plantsC.It explains how pigments are synthesized but not how they break down.D.It explains some cases of color change in tree leaves but not all cases.4.Why does the professor mention painting a car?A.To question why a large amount of anthocyanin is produced just before leaves fallB.To explain why most leaves turn red instead of other colorsC.To remind students how cooler temperatures affect the color of leavesD.To show how anthocyanin absorbs sunlight to produce food for trees5.The professor mentions theories about why leaves turn red that involve predatory insects and fungi.What is her opinion about those theories?A.They are based on careful research.B.They do not completely explain the phenomenon.C.They have not received enough attention.D.They have been proved to be incorrect.6.According to the professor,why does anthocyanin appear on the upper side of some leaves?A.To help chlorophyll absorb the sunlightB.To maximize the leaf's utilization of sunlightC.To accelerate the breakdown of chlorophyllD.To protect an important process from the sunlight答案C BD A B D译文旁白：请听一部分植物学的讲座。
老托福听力93篇下载【PDF高清版 MP3】
智课网TOEFL备考资料老托福听力93篇下载【PDF高清版+MP3】摘要：老托福听力93篇【PDF高清版+MP3】免费下载啦！近来应广大学生的要求，本次小马为你提供了老托福听力93篇【PDF高清版+MP3】的下载通道，让你轻松获得老托福听力93篇完整版内容。
本文也是应广大学生的要求，才为你提供老托福听力93篇【PDF高清版+MP3】，为什么最近有不少学生想要老托福听力 93篇呢?众所周知老托福听力93篇来源于ETS真题题库，托福听力考试采用抽屉的形式，说不定里面就有我们要考的真题，同时，老托福听力93篇的难度和考点都和真题相差不大，想要提高自己的听力水平，大量的练习是必不可少的，与一般的测试题相比，老托福听力93篇就为我们弥补了这一缺陷。
老托福听力93篇片段：1、Community service is an important component of education here at our university. We encourage all students to volunteer for at least one community activity before they graduate. A new community program called "One On One" helps elementary students who've fallen behind. You education majors might be especially interested in it because it offers the opportunity to do some teaching—that is, tutoring in math and English. You'd have to volunteer two hours a week for one semester. You can choose to help a child with math, English, or both. Half-hour lessons are fine, so you could do a half hour of each subject two days a week. Professor Dodge will act as a mentor to the tutors—he'll be available to help you with lesson plans or to offer suggestions for activities. He has office hours every Tuesday and Thursday afternoon. You can sign up for the program with him and begin the tutoring next week. I'm sure you'll enjoy this community service and you'll gain valuable experience at the same time. It looks good on your resume, too, showing that you've had experience with children and that you care about your community. If you'd like to sign up, or if you have any questions, stop by Professor Dodge's office this week.【生词摘录】1. component: n.[C]one of several parts that together make up a wholemachine or system (机器或系统的)零件;成分;组成部分2. tutor: n. [C]someone who teaches one pupil or a small group, and isdirectly paid by them 家庭教师，私人教师 v. to teach someone as a tutor 给…当家庭教师;指导3. mentor: n. [C]an experienced person who advises and helps a lessexperienced person 顾问，指导人，教练2、I hope you've all finished reading the assigned chapter on insurance so that you're prepared for our discussion today. But, before we start, I'd like to mention a few things your text doesn't go into. It's interesting to note that insurance has existed in some form for a very long time. The earliest insurance policies were what we called bottomry contracts. They provided shipping protection for merchants as far back as 3000 B.C. In general, the contracts were often no more than verbal agreements. They granted loans to merchants with the understanding that if a particular shipment of goods was lost at sea, the loan didn't have to be repaid. Interest on the loans varied according to how riskyit was to transport the goods. During periods of heavy piracy at sea, for example, the amount of interest and the cost of the policy went up considerably. So, you can see how insurance helped encourage international trade. Even the most cautious merchants became willing to risk shipping their goods over long distances, not to mention in hazardous weather conditions when they had this kind of protection available. Generally speaking, the basic form of an insurance policy has been pretty much the same since the Middle Ages. There are four points that were salient then and remain paramount in all policies today. These were outlined in chapter six and will serve as the basis for the rest of today's discussion. Can anyone tell me what one of those points might be?【生词摘录】1. insurance: n. [U]an arrangement with a company in which you pay themmoney each year and they pay the costs if anything bad happens to you, such as an illness or an accident 保险;the money that you pay regularly to an insurance company 保险费;the business of providing insurance 保险业 2. bottomry: n. 船舶抵押契约(如船舶损失，则债务取消)，冒险借贷3. contract: n. [C]a formal written agreement between two or more people, which says what each person must do for the other 契约;合同4. loan: n. [C]an amount of money that you borrow from a bank etc (银行等的)贷款5. understanding: n. [C usually singular]a private, unofficial agreement(私底下、非正式的)协议，协定6. interest: n. [U]a charge made for borrowing money(借贷的)利息[+on]7. piracy: n. the crime of attacking and stealing from ships at sea 海上抢劫，海盗行为8. cautious: adj. careful to avoid danger or risks 小心的，谨慎的，慎重的 9.hazardous: adj. 危险的10. salient: adj. formal the salient points or features of something are the mostimportant or most noticeable parts of it 【正式】显著的，突出的11. paramount: adj. more important than anything else 至高无上的，最重要的有关老托福听力93篇【PDF高清版+MP3】的部分内容我们就介绍到这里，在接下来的托福考试过程，我们会陆续为大家上传更多精彩内容，这次内容也同样全部来源ETS官网题库，希望对你的托福考试会有一定能够的的帮助。
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历年托福听力考试真题下载四(原文+音频)
为了让同学们更好地备考托福听力，下面小马编辑为大家整理了历年1月份托福听力考试真题，并附有文本和听力音频，供同学们进行下载练习。
以下是2004年1月托福听力考试真题音频:
部分 2004年1月托福听力考试真题原文如下：
Life is like a box of chocolates, you never know what you are gonna get.
Part A
1. M：Sorry, but I can't go and have a cup of coffee with you now. I've only
done half the readings for the philosophy class tomorrow.
W：And I thought I was a slow reader.
Q：What does the woman mean?
2. W：I entered one of my new photographs in the newspaper's contest.
M：If it's anything like the others you've shown me, I'm sure you'll come
out on top(=win the contest)!
Q：What does the man mean?
3. W：You took the European literature class last year; are you interested in
selling me any of the books?
M：I always hold on to them for future reference.
Q：What will the man probably do?
4. M：I haven't heard from Janet since she entered medical school. I wonder
how she's doing.
W：Well, I understand she gave our department secretary her new address
and phone number. Why don't you try to get in touch with her?
Q：What does the woman suggest the man do?
5. M：Hi, I have a map of the campus, but I still can't find the building with the new sculpture exhibit in it. Can you tell me how to get there?
W：That looks like an old map. Follow me; I'm going that way myself.
Q：What does the woman mean?
6. M：I just count my traveler's checks for the trip to California. I hope 300
dollars will be enough.
W：I guess I'd better do that before Friday uh? Maybe I can get to the
bank tomorrow after physics class.
Q：What can be inferred about the woman?
7. W: Sally and Mark haven't been talking to each other lately. I wonder
what happened.
M: I haven’t the faintest idea.(我一点也不知道) But I'd stay out of it if I were you.
Q: What does the man mean?
8. M: Did you hear that my parents are planning a trip to Vancouver?
W: What Philip? (菲利普，你刚才说什么来着?)
Q: What does the woman want to know?
9. M: I keep putting off getting my passport application.
W: Thank Goodness I didn't drag my feet on(拖拖拉拉)that one.
Q: What does the woman mean?
10 W: How about a couple of sets of tennis this weekend?
M: I don't know. My game's a little rusty.
Q: What does the man imply?
11 W: So, what did you think about the discussion at lunch? I didn't realize
people have such strong feelings about politics.
M: Are you kidding? That subject always touches a nerve.
Q: What does the man mean?
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