【解析】TPO2托福综合写作阅读原文+听力原文+满分范文
托福TPO2口语Task3阅读文本+听力文本+题目+满分范文
为了帮助大家高效备考托福，为大家带来托福TPO2口语Task3阅读文本+听力文本+题目+满分范文，希望对大家备考有所帮助。
托福TPO2口语Task3阅读文本： Bus Service Elimination Planned The university has decided to discontinue its free bus service for students. The reason given for this decision is that few students ride the buses and the buses are expensive to operate. Currently, the buses run from the center of campus past university buildings and through some of the neighborhoods surrounding the campus. The money saved by eliminating the bus service will be used to expand the overcrowded student parking lots. 托福TPO2口语Task3听力文本： (Man): I don't like the university's plan. (Woman): Really? I've ridden those buses and sometimes there were only a few people on the bus. It did seem like a kind of a waste. (Man): I see your point, but I think the problem is that the route is out of date. It only goes to the neighborhood that have gotten too expensive for students to live in. It is ridiculous that they have not already changed route, you know, so it goes where most off-campus students live now. I bet if they did that, they'd get plenty of students riding those buses. (Woman): Well, at least they are adding more parking, it has gotten really tough to find a space. (Man): That is the other part I do not like, actually. Cutting back the bus service and adding parking just encourage more students to drive on campus and that just adds to noise around campus and create more traffic. And that 'II increase the need for more parking spaces. (Woman): Yeah, I guess I can see your point. Maybe it would be better if more students use the buses instead of driving. (Man): Right. And the university should make it easier to do that, not harder. 托福TPO2口语Task3题目： The man expresses his opinion of the university’s plan to eliminate the bus service. State his opinion and explain the reasons he gives for holding that opinion. 托福TPO2口语Task3满分范文： Well, the man disagrees with the plan for two main reasons. First of all, he believes that the route is out-of-date since it only goes through the neighborhoods that are too expensive for students to live in. If they change the bus route making it go through areas where most off-campus students live now, they will have plenty of students riding those buses. On top of that, the man thinks that the plan will encourage students to drive on campus, which will cause not only more traffic and noise but also deficient parking spaces on campus. So the man disagrees with the plan for the reasons stated above. (110 words) 以上是给大家整理的托福TPO2口语Task3阅读文本+听力文本+题目+满分范文，希望对你有所帮助!。
tpo2综合写作
TPO作文2综合写作The reading material is mainly about the advantage of putting a people into a group of to work. The speaker, however ,totally contradicts with the author’s opinion by providing evidence, efficiency, and personal aptitude.First of all, teamwork does not give everyone in the group the equal right to get recognized. The speaker demonstrates that some people in the group may get “free ride”, although they do not contribute something to the final success, they may also be praised like anyone else. However, the real contributors, would not receive the recognition they deserve because the success is recognized as a whole. The passage asserts that since the group as wider range of knowledge, it would definitely reach success. Therefore , the author is challenged by the speaker.Second, the efficiency of the work would be greatly reduced by the team. According to the lecturer, the members of the team hold different kind of view in many aspects, so it is rather difficult for them to reach an agreement without a lot of meetings, which would take a long time. The reading indicates that teamwork is quicker than individual work.Last but not least, teamwork does not give each member of the team the same opportunity to show their personal aptitude. As the speaker point out, some very important people in the group will cause other people to drop the ideas which they disagree with regardless of the fact that they are actually debatable. On the other hand, they may convince people that plenty of the ideas are perfect and needs to becarried on immediately, regardless of some people’s disagreement. But if the team do not accomplish the work successfully, it would be blamed as a whole. Therefore, the team does not give everyone the chance to show themselves, as it is point out in the passage. In addition, the author’s idea contradicts the professor’s.。
托福TPO2口语Task5听力文本+题目+满分范文
为了帮助大家高效备考托福，为大家带来托福TPO2口语Task5听力文本+题目+满分范文，希望对大家备考有所帮助。
托福TPO2口语Task5听力文本： Professor: Mary, I am so glad that I ran into you. Woman: Oh, hello, professor Jenson. Professor: Listen, I know it's a short notice and maybe you have already made the plans for spring break, but one of my students just dropped out of the field trip to the Smithson river caves. You are next on the waiting list, so now there is room for you to come along. Woman: You are kidding. I did not think there was a chance and well, it is a three day trip right? I agreed to spend next week helping professor Clark set up the new museum exhibition. I think she is really counting on me. Professor: Yeah, three days. But you know, if you'd rather come on the field trip why not speak with her and see if she has any one to replace you. Woman: Yeah, I'd hate to miss out on the caves. I' ll definitely ask Professor Clark if there is someone else could help her. Professor: You know we don't leave until Wednesday. If you still have to help out, any chance you could get the museum set up done before then. Woman: Oh, yeah, not until Wednesday, so then, yeah, maybe that's possible too. 托福TPO2口语Task5题目： The speakers discuss two possible solutions to the woman’s problem. Describe the problem and the two solutions. Then explain what you think the woman should do and why. 托福TPO2口语Task5满分范文： Well, the woman's got a problem that she is now invited by her professor to a field trip but it conflicts with the museum exhibition which she is helping setting up. There are two solutions for the woman to solve the problem. She could ask her professor to find scxne other student to the field trip or she could hurry up to finish setting up the museum exhibition ahead of time so that she could go to the trip after that. I guess the woman should take the second solution for two reasons. First of all, field trips are usually the most helpful activities of our study life, especiallyduring our break. We students could put everything we learned into real practice, to prove and to test results and conclusions from the classes and textbooks, so any student should not miss any field trips. Secondly, she could speed up her setting up the museum exhibition by asking others for some help especially with the trivial work and the details, and therefore I am sure she could finish her work with the museum set-up before the field trip. (186 words) 以上是给大家整理的托福TPO2口语Task5听力文本+题目+满分范文，希望对你有所帮助!。
托福TPO2口语Task4阅读文本+听力文本+题目+满分范文
为了帮助大家高效备考托福，为大家带来托福TPO2口语Task4阅读文本+听力文本+题目+满分范文，希望对大家备考有所帮助。
托福TPO2口语Task4阅读文本： Social Interaction People deal with each other every day. This interaction is at the heart of social life. The study of social interaction is concerned with the influence people have over one another's behavior. People take each other into account in their daily behavior and in fact, the very presence of others can affect behavior. For example, one principle of social interaction, audience effects, suggests that individuals' work is affected by their knowledge that they are visible to others, that the presence of others tends to alter the way people behave or perform an activity. 托福TPO2口语Task4听力文本： Okay, so we said that the way we interact others has an impact on our behavior. In fact, there is some interesting research to suggest that in one type of interaction, when we are being observed, specifically, when we know we are being watched as we performed some activity, we tend to increase the speed at which we perform that activity. In one study, college students were asked to each put on a pair of shoes, shoes with laces they would have to tie. Now, one group of students was told that they would be observed. The second group, however, didn't know they were being observed. The students who were aware that they were being watched, actually tied their shoes much faster than the students who thought they were alone. Other studies confirm the same is true, even when we are learning new activities. Let's say someone is learning a new task, for example, learning how to type. When they are conscious of being observed, they'11 likely begin typing at a much faster rate than they would if they were alone. But and this is interesting, the study also showed that certain common behavior, things people typically do like making mistakes when you're learning something new. That behavior pattern will also increase. So in other words, when we are learning to type, and we know we are being watched, we all type faster but we 'II also make more mistakes. 托福TPO2口语Task4题目： Explain how the examples of tying shoes and learning to type demonstrate the principle of audience effects. 托福TPO2口语Task4满分范文： Audience effects suggest that with the knowledge that they're being watched while working, people usually alter their behavior during their work. And the professorillustrates the principle with two studies that suggest this. In the first study, two groups of students were asked to put on shoes that they had to tie, one group being told later that they would be observed, while the other group being kept in dark. So when the researchers began to observe, they found that the group aware of the observation tied faster than the other group. This study shows how audience effects speed up people's action. While the second study suggests that when people are learning new things, with the awareness of being observed, they will not only accelerate, but also increase certain behavior pattern. For instance, when they learn to type, they'll type faster, but meanwhile make more mistakes. (141 words) 以上是给大家整理的托福TPO2口语Task4阅读文本+听力文本+题目+满分范文，希望对你有所帮助!。
托福备考托福阅读34套TPO样题+解析+译文TPO2--1 The Origins of Cetaceans
托福考试 复习托福阅读TPO2(试题+答案+译文)第1篇:The Origins of Cetaceans托福阅读原文It should be obvious that cetaceans—whales, porpoises, and dolphins—are mammals. They breathe through lungs, not through gills, and give birth to live young. Their streamlined bodies, the absence of hind legs, and the presence of a fluke1 andblowhole2 cannot disguise their affinities with land dwelling mammals. However, unlike the cases of sea otters and pinnipeds (seals, sea lions, and walruses, whose limbs are functional both on land and at sea), it is not easy to envision what the first whales looked like. Extinct but already fully marine cetaceans are known from the fossil record. How was the gap between a walking mammal and a swimming whale bridged? Missing until recently were fossils clearly intermediate, or transitional, between land mammals and cetaceans.Very exciting discoveries have finally allowed scientists to reconstruct the most likely origins of cetaceans. In 1979, a team looking for fossils in northern Pakistan found what proved to be the oldest fossil whale. The fossil was officially named Pakicetus in honor of the country where the discovery was made. Pakicetus was found embedded in rocks formedfrom river deposits that were 52 million years old. The river that formed these deposits was actually not far from an ancient ocean known as the Tethys Sea.The fossil consists of a complete skull of an archaeocyte, an extinct group of ancestors of modern cetaceans. Although limited to a skull, the Pakicetus fossil provides precious details on the origins of cetaceans. The skull is cetacean-like but its jawbones lack the enlarged space that is filled with factor oil and used for receiving underwater sound in modern whales. Pakicetus probably detected sound through the ear opening as in land mammals. The skull also lacks a blowhole, another cetacean adaptation for diving. Other features, however, show experts that Pakicetus is a transitional form between a group of extinct flesh-eating mammals, the mesonychids, and cetaceans. It has been suggested that Pakicetus fed on fish in shallow water and was not yet adapted for life in the open ocean. It probably bred and gave birth on land.Another major discovery was made in Egypt in 1989. Several skeletons of another early whale, Basilosaurus, were found in sediments left by the Tethys Sea and now exposed in the Sahara desert. This whale lived around 40 million years ago, 12million years after Pakicetus. Many incomplete skeletons were found but they included, for the first time in anarchaeocyte, a complete hind leg that features a foot with three tiny toes. Such legs would have been far too small to have supported the 50-foot-long Basilosaurus on land. Basilosaurus was undoubtedly a fully marine whale with possibly nonfunctional, or vestigial, hind legs.An even more exciting find was reported in 1994, also from Pakistan. The now extinct whale Ambulocetus natans ("the walking whale that swam") lived in the Tethys Sea 49 million years ago. It lived around 3 million years after Pakicetus but 9 million before Basilosaurus. The fossil luckily includes a good portion of the hind legs. The legs were strong and ended in long feet very much like those of a modern pinniped. The legs were certainly functional both on land and at sea. The whale retained a tail and lacked a fluke, the major means of locomotion in modern cetaceans. The structure of the backbone shows, however, that Ambulocetus swam like modern whales by moving the rear portion of its body up and down, even though a fluke was missing. The large hind legs were used for propulsion in water. On land, where it probably bred and gave birth, Ambulocetus may have moved around very much like a modern sea lion. It was undoubtedly a whale that linked life on land with life at sea.1. Fluke: the two parts that constitute the large triangular tail of a whale2. Blowhole: a hole in the top of the head used for breathing托福阅读试题1. In paragraph 1, what does the author say about the presence of a blowhole in cetaceans?A.It clearly indicates that cetaceans are mammals.B.It cannot conceal the fact that cetaceans are mammals.C.It is the main difference between cetaceans and land-dwelling mammals.D.It cannot yield clues about the origins of cetaceans.2. Which of the following can be inferred from paragraph 1 about early sea otters?A.It is not difficult to imagine what they looked likeB.There were great numbers of them.C.They lived in the sea only.D.They did not leave many fossil remains.3. The word precious (paragraph 3)in the passage is closest in meaning toA.ExactB.ScarceC.ValuableD.Initial4. Pakicetus and modern cetaceans have similarA.Hearing structuresB.Adaptations for divingC.Skull shapesD.Breeding locations5. The word it(paragraph 3)in the passage paragraph 3 refers toA.PakicetusB.FishC.LifeD.ocean6. The word exposed in the passage(paragraph 4)is closest in meaning toA.ExplainedB.VisibleC.IdentifiedD.Located7. The hind leg of Basilosaurus was a significant find because it showed that BasilosaurusA.Lived later than Ambulocetus natansB.Lived at the same time as PakicetusC.Was able to swim wellD.Could not have walked on land8. It can be inferred that Basilosaurus bred and gave birth in which of the following locationsA.On landB.Both on land and at seaC.In shallow waterD.In a marine environment9. Why does the author use the word luckily in mentioning that the Ambulocetus natans fossil included hind legs?A.Fossil legs of early whales are a rare find.B.The legs provided important information about the evolution of cetaceans.C.The discovery allowed scientists to reconstruct a complete skeleton of the whale.D.Until that time, only the front legs of early whales had been discovered.10. Which of the sentences below best expresses the essential information in the highlighted sentence in the passage?A.Even though Ambulocetus swam by moving its body up and down, it did not have a backbone.B.The backbone of Ambulocetus, which allowed it to swim, providesevidence of its missing fluke.C.Although Ambulocetus had no fluke, its backbone structure shows that it swam like modern whales.D.By moving the rear parts of their bodies up and down, modern whales swim in a different way from the way Ambulocetus swam.11. The word propulsion(paragraph 5)in the passage is closest in meaning toA.Staying afloatB.Changing directionC.Decreasing weightD.Moving forward12. Look at the four squares [■] that indicate where the following sentence can be added to the passage.Where would the sentence best fit?This is a question that has puzzled scientists for ages.Extinct but already fully marine cetaceans are known from the fossil record. ■【A】How was the gap between a walking mammal and a swimming whale bridged? ■【B】Missing until recently were fossils clearly intermediate, or transitional, between land mammals and cetaceans.■【C】Very exciting discoveries have finally allowed scientists to reconstruct the most likely origins of cetaceans. ■【D】In 1979, a team looking for fossils in northern Pakistan found what proved to be the oldest fossil whale.13. Directions: An introductory sentence for a brief summary of the passage is provided below. Complete the summary by selecting the THREE answer choices that express the most important ideas in the passage. Some answer choices do not belong in the summary because they express ideas that are not presented in the passage or are minor ideas in the passage. This question is worth 2 points.This passage discusses fossils that help to explain the likely origins of cetaceans-whales, porpoises, and dolphins.A.Recent discoveries of fossils have helped to show the link between landmammals and cetaceans.B.The discovery of Ambulocetus natans provided evidence for a whale that lived both on land and at sea.C.The skeleton of Basilosaurus was found in what had been the Tethys Sea, an area rich in fossil evidence.D.Pakicetus is the oldest fossil whale yet to be found.E.Fossils thought to be transitional forms between walking mammals and swimming whales were found.F.Ambulocetus' hind legs were used for propulsion in the water.托福阅读答案1-6. BACCAB7-12.DDBCDB13. ABE。
托福TPO2听力Conversation2文本+题目+答案解析
为了帮助大家高效备考托福，为大家带来托福TPO2听力Conversation2文本+题目+答案解析，希望对大家备考有所帮助。
托福TPO2听力Conversation2文本 Choosing Courses Girl: Did you register already for your classes next semester? Boy: Yes, I did. Girl: What are you taking? Boy: Um…contemporary literature, English style, um… the teaching seminar, and I still have to do my student teaching. I’m gonna help teach a writing class of the junior high. Girl: That’s a heavy schedule. Boy: Yeah, it will be really busy and I’m also taking a theory class. But I have to quit my job a couple of weeks cause it will be just too much. Girl: Where do you work at? Boy: Buster’s coffee shop, but just till the end of the month. What are you doing next semester? Girl: Actually a teaching seminar too. And I will have to start writing my thesis. You know, I’m also going for my master’s degree. Boy: So you are not writing any poetry, I imagine. Girl: No, I was actually thinking about revising some of my poems and sending them into places for publication. Boy: Cool, you should. Um, did you hear about that new poetry club, The Poetry Kitchen? Girl: Yeah, no time. Boy: It’s fun; it’s Sunday night. You don’t do anything at Sunday nights? Girl: I do homework Sunday nights. Boy: Well, it’s only from 7 to 9. Girl: Is it every Sunday? Boy: Last Sunday of every month. I don’t know about this month, cause it’s probably a little too close to Thanksgiving, so they might move it up. I don’t know what they are gonna to do, but it’s a good time, it’s fun, some really impressive readings. Girl: Who? From our class? Boy: Some people from our class are reading. A lot of them go, sometimes even the professor. Girl: Really? I don’t know if I would want to read in front of her. Boy: You wouldn’t have to read, you can just watch. I just watched the first time, but it’s a good environment to read them, I think anyway. Girl: I probably have to write something new, so maybe during the summer, I just can’t now. Boy: Yeah, it wouldn’t be the same just reading old stuff. Are you going to do summer school? Girl: Definitely, otherwise, I will be short 6 credits. I have no choice. Boy: Yeah, me too. This is the second summer. I’ll have to take classes. I gotta go now, my Shakespeare class starts in twenty minutes. 托福TPO2听力Conversation2题目 1.What are the students mainly discussing? a) Their courses for next semester b) Their plans for the weekend c) A poetry club d) A class assignment 2.What does the man plan to do at the end of the month?。
托福阅读tpo 2 The Origins of Cetaceans鲸类的起源原题解析精编版
阅读原文：?It should be obvious that cetaceans-whales, porpoises, and dolphins-are mammals. They breathe through lungs, not through gills, and give birth to live young. Their streamlined bodies, the absence of hind legs, and the presence of a fluke1 and blowhole2 cannot disguise their affinities with land dwelling mammals.However, unlike the cases of sea otters and pinnipeds (seals, sea lions, and walruses, whose limbs are functional both on land and at sea), it is not easy to envision what the first whales looked like. Extinct but already fully marine cetaceans are known from the fossil record. How was the gap between a walking mammal and a swimming whale bridged? Missing until recently were fossils clearly intermediate, or transitional, between land mammals and cetaceans.众所周知，鲸类动物是哺乳动物,如鲸鱼、鼠海豚和海豚。
它们用肺呼吸，而不是鳃，属于胎生。
托福TPO2综合写作阅读原文+听力原文+满分范文
为了帮助大家高效备考托福，为大家带来托福TPO2综合写作阅读原文+听力原文+满分范文，希望对大家备考有所帮助。
托福TPO2综合写作阅读原文文本： First of all, a group of people has a wider range of knowledge，expertise, and skills than any single individual is likely to possess. Also, because of the numbers of people involved and the greater resources they possess, a group can work more quickly in response to the task assigned to it and can come up with highly creative solutions to problems and issues. Sometimes these creative solutions come about because a group is more likely to make risky decisions that an individual might not undertake. This is because the group spreads responsibility for a decision to all the members and thus no single individual can be held accountable if the decision turns out to be wrong. Taking part in a group process can be very rewarding for members of the team. Team members who have a voice in making a decision will no doubt feel better about carrying out the work that is entailed by the decision than they might doing work that is imposed on them by others. Also, the individual team member has a much better chance to “shine”, to get his or her contributions and ideas not only recognized but recognized as highly significant, because a team’s overall results can be more far-reaching and have greater impact than what might have otherwise been possible for the person to accomplish or contribute working alone. 托福TPO2综合写作听力原文文本： Now I want to tell you about what one company found when it decided that it would turn over some of its new projects to teams of people, and make the team responsible for planning the projects and getting the work done. After about six months, the company took a look at how well the teams performed. On virtually every team, some members got almost a "free ride" ... they didn't contribute much at all, but if their team did a good job, they nevertheless benefited from the recognition the team got. And what about group members who worked especially well and who provided a lot of insight on problems and issues? Well ... the recognition for a job well done went to the group as a whole, no names were named. So it won't surprise you to learn that when the real contributors were asked how they felt about the group process, their attitude was just the opposite of what the reading predicts. Another finding was that some projects just didn't move very quickly. Why? Because it took so long to reach consensus; it took many, many meetings to build the agreement among group members about how they would move the project along. On the other hand, there were other instances where one or two people managed to become very influential over what their group did. Sometimes when those influencers said "That will never work" about an idea the group was developing, the idea was quickly dropped instead of being further discussed. And then there was another occasion when a coupleinfluencers convinced the group that a plan of theirs was "highly creative. " And even though some members tried to warn the rest of the group that the project was moving in directions that might not work, they were basically ignored by other group members. Can you guess the ending to this story? When the project failed, the blame was placed on all the members of the group. 托福TPO2综合写作满分范文： The lecturer talks about research conducted by a firm that used the group system to handle their work. He says that the theory stated in the passage was very different and somewhat inaccurate when compared to what happened in reality. First, some members got free rides. That is, some didn’t work hard but got recognition for the success nonetheless. This also indicates that people who worked hard were not given recognition they should have gotten. In other words, they weren’t given the opportunity to "shine". This directly contradicts what the passage indicates. Second, groups were slow in progress. The passage says that groups are more responsive than individuals because of the number of people involved and their aggregated resources. However, the speaker talks about how the firm found out that groups were slower than individuals in decision making. Groups needed more time for meetings, which are necessary procedures in decision making. This was another place where experience contradicted theory. Third, influential people might emerge and lead the group towards glory or failure. If the influent people are going in the right direction there would be no problem. But in cases where they go in the wrong direction, there is nobody that has enough influence to counter the decision made. In other words, the group might turn into a dictatorship, with the influential party as the leader, and might become less flexible in its thinking. They might become one-sided, and thus fail to succeed. 以上是给大家整理的托福TPO2综合写作阅读原文+听力原文+满分范文，希望对你有所帮助!。
tpo2综合写作
TPO 作文 2综合写作The reading material is mainly about the advantage of putting a people into a group of to work. The speaker, however ,totally contradicts with the author ’s opinion by providing evidence, efficiency, and personal aptitude.First of all, teamwork does not give everyone inthe group the equal right toget recognized.The speaker demonstrates that some people inthe groupmay get“free ride ”, although they do not contribute something to the final success, they may also be praised like anyone else. However, the real contributors, would not receive the recognitionthey deserve because the success is recognizedas a whole.The passage asserts that since the group as wider range of knowledge, it would definitely reach success. Therefore , the author is challenged by the speaker.Second, the efficiency of the work would be greatly reduced by the team. According to the lecturer, the members of the team hold different kind of view in many aspects, so it is rather difficult for them to reach an agreement without a lot of meetings, whichwouldtake a longtime. The readingindicates that teamwork isquicker than individual work.Lastbutnotleast, teamwork does notgiveeachmember of theteamthesameopportunity to show their personal aptitude. As the speaker point out, some very important people in the group will cause other people to drop the ideas whichthey disagree withregardless of the fact that they are actually debatable. Ontheother hand,they may convince people that plenty of the ideas are perfect and needs to be carried on immediately, regardless of some people ’s disagreement. But if the team do not accomplish the work successfully, it would be blamed as a whole. Therefore, the teamdoes notgive everyone the chance toshow themselves,as it is point out in the passage. Inaddition, the author ’s idea contradicts the professor ’s.。
托福综合写作TPOExtra2
托福综合写作TPOExtra2The reading and the listening both discuss whether the smart cars will bring benefits for people or not. The author presents several plausible merits of this sort of new technology. However, what the lecturer states rejects most of the main ideas in the reading.To begin with, the author points out that smart cars which are equipped with a variety of sensors will prevent many accidents, thereby saving lives. Whereas, the lecturer demonstrates a different idea that even smart cars can cause serious accidents. The reason is that technologically advanced devices may fail occasionally. Despite the smart cars are able to pack tightly, accidents might pile up and invlove more cars which proves to be even worse. Thus there is little reason to believe that smart cars are effective to save lives and deminish injures in automobile accidents.Furthermore, the author holds the opinion that with the wide use of smart cars, traffic problems will disappear and commuting time will be diminished as well. On the contrary, the lecturer confuts it by saying that smart cars are not helpful in saving more commuting time, resulting from the fact that history has shown that the introduction of driving convenience will only result in more car uses, since drivers expect the easier driving experience. Hence, more traffic conjection resulted from the additional smart cars are sure to eliminate the advatange of high speed of smart cars.Finally, the author maintains that smart cars will bring a reduction in the costs of driving, since they are directed to opt the most direct routes, and require less repairs and replacement. In contrast, the lecturer opposes it by raising that smarts cars in fact cost more. The truth is that the global positioning system which help to determine the smart cars' destination are far more expensive. Other technological costs such as sensors, the device to control the distance between two cars cost more to repair. As a result, these new expense might offset the savings from the repairing and replacement of traditonal cars.。
托福TPO2阅读Passage1原文文本+题目+答案解析
为了帮助大家高效备考托福，为大家带来托福TPO2阅读Passage1原文文本+题目+答案解析，希望对大家备考有所帮助。
▉托福TPO2阅读Passage1原文文本： Desert Formation The deserts, which already occupy approximately a fourth of the Earth's land surface, have in recent decades been increasing at an alarming pace. The expansion of desertlike conditions into areas where they did not previously exist is called desertification. It has been estimated that an additional one-fourth of the Earth's land surface is threatened by this process. Desertification is accomplished primarily through the loss of stabilizing natural vegetation and the subsequent accelerated erosion of the soil by wind and water. In some cases the loose soil is blown completely away, leaving a stony surface. In other cases, the finer particles may be removed, while the sand-sized particles are accumulated to form mobile hills or ridges of sand. Even in the areas that retain a soil cover, the reduction of vegetation typically results in the loss of the soil's ability to absorb substantial quantities of water. The impact of raindrops on the loose soil tends to transfer fine clay particles into the tiniest soil spaces, sealing them and producing a surface that allows very little water penetration. Water absorption is greatly reduced; consequently runoff is increased, resulting in accelerated erosion rates. The gradual drying of the soil caused by its diminished ability to absorb water results in the further loss of vegetation, so that a cycle of progressive surface deterioration is established. In some regions, the increase in desert areas is occurring largely as the result of a trend toward drier climatic conditions. Continued gradual global warming has produced an increase in aridity for some areas over the past few thousand years. The process may be accelerated in subsequent decades if global warming resulting from air pollution seriously increases. There is little doubt, however, that desertification in most areas results primarily from human activities rather than natural processes. The semiarid lands bordering the deserts exist in a delicate ecological balance and are limited in their potential to adjust to increased environmental pressures. Expanding populations are subjecting the land to increasing pressures to provide them with food and fuel. In wet periods, the land may be able to respond to these stresses. During the dry periods that are common phenomena along the desert margins, though, the pressure on the land is often far in excess of its diminished capacity, and desertification results. Four specific activities have been identified as major contributors to thedesertification processes: overcultivation, overgrazing, firewood gathering, and overirrigation. The cultivation of crops has expanded into progressively drier regions as population densities have grown. These regions are especially likely to have periods of severe dryness, so that crop failures are common. Since the raising of most crops necessitates the prior removal of the natural vegetation, crop failures leave extensive tracts of land devoid of a plant cover and susceptible to wind and water erosion. The raising of livestock is a major economic activity in semiarid lands, where grasses are generally the dominant type of natural vegetation. The consequences of an excessive number of livestock grazing in an area are the reduction of the vegetation cover and the trampling and pulverization of the soil. This is usually followed by the drying of the soil and accelerated erosion. Firewood is the chief fuel used for cooking and heating in many countries. The increased pressures of expanding populations have led to the removal of woody plants so that many cities and towns are surrounded by large areas completely lacking in trees and shrubs. The increasing use of dried animal waste as a substitute fuel has also hurt the soil because this valuable soil conditioner and source of plant nutrients is no longer being returned to the land. The final major human cause of desertification is soil salinization resulting from overirrigation. Excess water from irrigation sinks down into the water table. If no drainage system exists, the water table rises, bringing dissolved salts to the surface. The water evaporates and the salts are left behind, creating a white crustal layer that prevents air and water from reaching the underlying soil. The extreme seriousness of desertification results from the vast areas of land and the tremendous numbers of people affected, as well as from the great difficulty of reversing or even slowing the process. Once the soil has been removed by erosion, only the passage of centuries or millennia will enable new soil to form. In areas where considerable soil still remains, though, a rigorously enforced program of land protection and cover-crop planting may make it possible to reverse the present deterioration of the surface. ▉托福TPO2阅读Passage1题目： Question 1 of 13 The word “threatened ” in the passage is closest in meaning to A. restricted. B. endangered.。
托福TPO2阅读Passage3原文文本+题目+答案解析
托福TPO2阅读Passage3原文文本+题目+答案解析为了帮助大家高效备考托福，为大家带来托福TPO2阅读Passage3原文文本+题目+答案解析，希望对大家备考有所帮助。
▉托福TPO2阅读Passage3原文文本：Early CinemaThe cinema did not emerge as a form of mass consumption until its technology evolved from the initial "peepshow" format to the point where images were projected on a screen in a darkened theater. In the peepshow format, a film was viewed through a small opening in a machine that was created for that purpose. Thomas Edison's peepshow device, the Kinetoscope, was introduced to the public in 1894. It was designed for use in Kinetoscope parlors, or arcades, which contained only a few individual machines and permitted only one customer to view a short, 50-foot film at any one time. The first Kinetoscope parlors contained five machines. For the price of 25 cents (or 5 cents per machine), customers moved from machine to machine to watch five different films (or, in the case of famous prizefights, successive rounds of a single fight).These Kinetoscope arcades were modeled on phonograph parlors, which had proven successful for Edison several years earlier. In the phonograph parlors, customers listened to recordings through individual ear tubes, moving from one machine to the next to hear different recorded speeches or pieces of music. The Kinetoscope parlors functioned in a similar way. Edison was more interested in the sale of Kinetoscopes (for roughly $1,000 apiece) to these parlors than in the films that would be run in them (which cost approximately $10 to $15 each). He refused to develop projection technology, reasoning that if hemade and sold projectors, then exhibitors would purchase only one machine-a projector-from him instead of several.Exhibitors, however, wanted to maximize their profits, which they could do more readily by projecting a handful of films to hundreds of customers at a time (rather than one at a time) and by charging 25 to 50 cents admission. About a year after the opening of the first Kinetoscope parlor in 1894, showmen such as Louis and Auguste Lumiere, Thomas Armat and Charles Francis Jenkins, and Orville and Woodville Latham (with the assistance of Edison's former assistant, William Dickson) perfected projection devices. These early projection devices were used in vaudeville theaters, legitimate theaters, local town halls, makeshift storefront theaters, fairgrounds, and amusement parks to show films to a mass audience.With the advent of projection in 1895-1896, motion pictures became the ultimate form of mass consumption. Previously, large audiences had viewed spectacles at the theater, where vaudeville, popular dramas, musical and minstrel shows, classical plays, lectures, and slide-and-lantern shows had been presented to several hundred spectators at a time. But the movies differed significantly from these other formsof entertainment, which depended on either live performance or (in the case of the slide-and-lantern shows) the active involvement of a master of ceremonies who assembled the final program.Although early exhibitors regularly accompanied movies with live acts, the substance of the movies themselves is mass-produced, prerecorded material that can easily be reproduced by theaters with little or no active participation by the exhibitor. Even though early exhibitors shaped their film programs by mixingfilms and other entertainments together in whichever way they thought would be most attractive to audiences or by accompanying them with lectures, their creative control remained limited. What audiences came to see was the technological marvel of the movies; the lifelike reproduction of the commonplace motion of trains, of waves striking the shore, and of people walking in the street; and the magic made possible by trick photography and the manipulation of the camera.With the advent of projection, the viewer's relationship with the image was no longer private, as it had been with earlier peepshow devices such as the Kinetoscope and the Mutoscope, which was a similar machine that reproduced motion by means of successive images on individual photographic cards instead of on strips of celluloid. It suddenly became public-an experience that the viewer shared with dozens, scores, and even hundreds of others. At the same time, the image that the spectator looked at expanded from the minuscule peepshow dimensions of 1 or 2 inches (in height) to the life-size proportions of 6 or 9 feet.▉托福TPO2阅读Passage3题目：Question 1 of 13According to paragraph 1, all of the following were true of viewing films in Kinetoscope parlors EXCEPT:A. One individual at a time viewed a film..B. Customers could view one film after another..C. Prizefights were the most popular subjects for films..D. Each film was short..Question 2 of 13The author discusses phonograph parlors in paragraph 2 in order toA. explain Edison's financial success.。
托福TPO2阅读Passage2原文文本+题目+答案解析
为了帮助大家高效备考托福，为大家带来托福TPO2阅读Passage2原文文本+题目+答案解析，希望对大家备考有所帮助。
▉托福TPO2阅读Passage2原文文本： The Origins of Cetaceans It should be obvious that cetaceans-whales, porpoises, and dolphins-are mammals. They breathe through lungs, not through gills, and give birth to live young. Their streamlined bodies, the absence of hind legs, and the presence of a fluke and blowhole cannot disguise their affinities with land dwelling mammals. However, unlike the cases of sea otters and pinnipeds (seals, sea lions, and walruses, whose limbs are functional both on land and at sea), it is not easy to envision what the first whales looked like. Extinct but already fully marine cetaceans are known from the fossil record. How was the gap between a walking mammal and a swimming whale bridged? Missing until recently were fossils clearly intermediate, or transitional, between land mammals and cetaceans. Very exciting discoveries have finally allowed scientists to reconstruct the most likely origins of cetaceans. In 1979, a team looking for fossils in northern Pakistan found what proved to be the oldest fossil whale. The fossil was officially named Pakicetus in honor of the country where the discovery was made. Pakicetus was found embedded in rocks formed from river deposits that were 52 million years old. The river that formed these deposits was actually not far from an ancient ocean known as the Tethys Sea. The fossil consists of a complete skull of an archaeocyte, an extinct group of ancestors of modern cetaceans. Although limited to a skull, the Pakicetus fossil provides precious details on the origins of cetaceans. The skull is cetacean-like but its jawbones lack the enlarged space that is filled with fat or oil and used for receiving underwater sound in modern whales. Pakicetus probably detected sound through the ear opening as in land mammals. The skull also lacks a blowhole, another cetacean adaptation for diving. Other features, however, show experts that Pakicetus is a transitional form between a group of extinct flesh- eating mammals, the mesonychids, and cetaceans. It has been suggested that Pakicetus fed on fish in shallow water and was not yet adapted for life in the open ocean. It probably bred and gave birth on land. Another major discovery was made in Egypt in 1989. Several skeletons of another early whale, Basilosaurus, were found in sediments left by the Tethys Sea and now exposed in the Sahara desert. This whale lived around 40 million years ago, 12 million years after Pakicetus. Many incomplete skeletons were found but they included, for the first time in an archaeocyte, a complete hind leg that features a foot with three tiny toes. Such legs would have been far too small to have supported the 50-foot-longBasilosaurus on land. Basilosaurus was undoubtedly a fully marine whale with possibly nonfunctional, or vestigial, hind legs. An even more exciting find was reported in 1994, also from Pakistan. The now extinct whale Ambulocetus natans ("the walking whale that swam") lived in the Tethys Sea 49 million years ago. It lived around 3 million years after Pakicetus but 9 million before Basilosaurus. The fossil luckily includes a good portion of the hind legs. The legs were strong and ended in long feet very much like those of a modern pinniped. The legs were certainly functional both on land and at sea. The whale retained a tail and lacked a fluke, the major means of locomotion in modern cetaceans. The structure of the backbone shows, however, that Ambulocetus swam like modern whales by moving the rear portion of its body up and down, even though a fluke was missing. The large hind legs were used for propulsion in water. On land, where it probably bred and gave birth, Ambulocetus may have moved around very much like a modern sea lion. It was undoubtedly a whale that linked life on land with life at sea. ▉托福TPO2阅读Passage2题目： Question 1 of 13 In paragraph 1, what does the author say about the presence of a blowhole in cetaceans? A. It clearly indicates that cetaceans are mammals.. B. It cannot conceal the fact that cetaceans are mammals.. C. It is the main difference between cetaceans and land-dwelling mammals.. D. It cannot yield clues about the origins of cetaceans.. Question 2 of 13 Which of the following can be inferred from paragraph 1 about early sea otters? A. It is not difficult to imagine what they looked like.. B. There were great numbers of them.. C. They lived in the sea only.. D. They did not leave many fossil remains.. uestion 3 of 13。
托福TPO2听力原文
TPO2 听力原文备注：TPO2听力来自托福OG，上面附有正确的听力文本。
Conversation 1NarratorListen to a conversation between a student and a professor.StudentUh, excuse me, Professor Thompson. I know your office hours are tomorrow, but I was wondering if you had a few minutes free now to discuss something.ProfessorSure, John. What did you want to talk about?StudentWell, I have some quick questions about how to write up the research project I did this semester—about climate variations.ProfessorOh, yes. You were looking at variations in climate in the Grant City area, right? How far along have you gotten?StudentI’ve got all my data, so I’m starting to summarize it now, preparing graphs and stuff. But I’m just. . . I’m looking at it and I’m afraid that it’s not enough, but I’m not sure what else to put in the report.ProfessorI hear the same thing from every student. You know, you have to remember now that you’re the expert on what you’ve done. So, think about what you’d need to include if you were going to explain your research project to someone with general or casual knowledge about the subject, like . . . like your parents. That’s usually my rule of thumb: would my parents understand this?StudentOK. I get it.ProfessorI hope you can recognize by my saying that how much you do know about the subject.StudentRight. I understand. I was wondering if I should also include the notes from the research journalyou suggested I keep.ProfessorYes, definitely. You should use them to indicate what your evolution in thought was through time. So, just set up, you know, what was the purpose of what you were doing—to try to understand the climate variability of this area—and what you did, and what your approach was.StudentOK. So, for example, I studied meteorological records; I looked at climate charts; I used different methods for analyzing the data, like certain statistical tests; and then I discuss the results. Is that what you mean?ProfessorYes, that’s right. You should include all of that. The statistical tests are esp ecially important. And also be sure you include a good reference section where all your published and unpublished data came from, ‘cause you have a lot of unpublished climate data.StudentHmm . . . something just came into my mind and went out the other side.ProfessorThat happens to me a lot, so I’ve come up with a pretty good memory management tool. I carry a little pad with me all the time and jot down questions or ideas that I don’t want to forget. For example, I went to the doctor with my daughter and her baby son last week and we knew we wouldn’t remember everything we wanted to ask the doctor, so we actually made a list of five things we wanted answers to.StudentA notepad is a good idea. Since I’m so busy now at the end of the semester, I’m getting pretty forgetful these days. OK. I just remembered what I was trying to say before.ProfessorGood. I was hoping you’d come up with it.StudentYes. It ends up that I have data on more than just the immediate Grant City area, so I also included some regional data in the report. With everything else it should be a pretty good indicator of the climate in this part of the state.ProfessorSounds good. I’d be happy to look over a draft version before you hand in the final copy, if you wish.StudentGre at. I’ll plan to get you a draft of the paper by next Friday. Thanks very much. Well, see ya.ProfessorOK.TPO2 Lecture 1 PsychologyNarratorListen to part of a psychology lecture. The professor is discussing behaviorism. ProfessorNow, many people consider John Watson to be the founder of behaviorism. And like other behaviorists, he believed that psychologists should study only the behaviors they can observe and measure. They’re not interested in mental processes. While a person could describe his thoughts, no one else can see or hear them to verify the accuracy of his report. But one thing you can observe is muscular habits. What Watson did was to observe muscular habits because he viewed them as a manifestation of thinking. One kind of habits that he studied are laryngeal habits.Watson thought laryngeal habits . . . you know, from larynx, in other words, related to the voice box . . . he thought those habits were an expression of thinking. He argued that for very young children, thinking is really talking out loud to oneself because they talk out loud even if they’re not trying to communicate with someone in particular. As the individual matures, that overt talking to oneself becomes covert talking to oneself, but thinking still shows up as a laryngeal habit. One of the bits of evidence that supports this is that when people are trying to solve a problem, they, um, typically have increased muscular activity in the throat region. That is, if you put electrodes on the throat and measure muscle potential—muscle activity—you discover that when people are thinking, like if they’re diligently trying to solve a problem, that there is muscular activity in the throat region.So, Watson made the argument that problem solving, or thinking, can be defined as a set of behaviors—a set of responses—and in this case the response he observed was the throat activity. That’s what he means when he calls it a laryngeal habit. Now, as I。
tpo2-tpo5综合写作范文
tpo2-tpo5综合写作范文Tpo2The lecturer talks about research conducted by afirm that used the group sy stem to handle theirwork. He says that the theory stated in the passagewas very different and somewhat inaccurate whencompared to what happened in reality.First, some members got free rides. That is, somedidn’t work hard but got re cognition for the success nonetheless. This also indicates that people whow orked hard were not given recognition they shouldhave gotten. In other wor ds, they weren’t given the opportunity to “shine”. This directly contradictswh at the passage indicates.Second, groups were slow in progress. The passage says that groups are mor e responsive than individuals because of the number of people involved and t heir aggregated resources.However, the speaker talks about how the firm fou nd out that groups were slower thanindividuals in decision making. Groups n eeded more time for meetings, which are necessaryprocedures in decision m aking. This was another place where experience contradicted theory.Third, influential people might emerge and lead the group towards glory or failure. If theinfluent people are going in the right direction there would be n o problem. But in cases wherethey go in the wrong direction, there is nobody that has enough influence to counter the decision made. In other words, the group might turn into a dictatorship, with the influential party as the leader, and might become less flexible in its thinking. They might becomeone-sided, and thus fail to succeed.Rating annotation：Once you can read past what seem to be the results of poor typing, this Benc hmark 5 does anexcellent job of presenting the points about the contributio n and recognition of groupmembers as well as about speed of group decisio ns. The final paragraph contains one noticeable error (“influent”), which is th en used correctly two sentences later (“influential”).Overall, this is a success ful response and scored within (though perhaps not at the top of) the5 level.Tpo3The lecture revises the idea presented in the text, that Rembrandt was not the artist who painted the famous painting “Portrait of an Elderly Woman in a White Bonnet”.The inconsistency between the white cap, which identifies the woman as a servant, and the expensive fur collar she wears dissolves as the Professor explains that the fur collar was apparently painted over the original painting to increase its worth by displaying an aristocratic woman.In addition, the assumption that light and shadow in the painting do not fit together is refuted by the fact that in the original painting, the woman wears a light cloth that illuminated her face. Thus the presentation of light and shadow was indeed very realistic and a ccurate, as it is characteristic of Rembrandt’s paintings.Finally, the mystery of the panel consisting of patches glued together is also solved in the lecture.Actually, the wood panel was later enlarged to make it more grand and valuable, but the original painting was painted on a single panel, as Rembrandt would have done it. Furthermore, the wood is of the same tree used in other Rembrandt paintings, like the“Self-Portrait with a Hat”.All this information points to Rembrandt as the painter of the controversial painting.AnswerThe lecture revises the idea presented in the text, that Rembrandt was not the artist who painted the famous painting “Portrait of an Elderly Woman in a White Bonnet.”The inconsistency between the white cap, which identifies the woman as a servant, and the expensive fur collar she wears dissolves as the professor explains that the fur collar was apparently painted over Rembrandt’s original in order to increase its worth by displaying an aristocratic woman.In addition, the assumption that the light and shadows in the painting do not fit together is refuted by the fact that in the original painting the woman wears a light cloth that illuminated her face. Thus, the presentation of light and shadowwas indeed very realistic and accurate, as it is characteristic of Rembrandt’s paintings.Finally, the mystery of the panel consisting of patches glued together is also solved in the lecture. The wood panel was actually later enlarged to make it more grand in size and hence more valuable, but the original painting was painted on a single panel, as Rembrandt would have done. Furthermore, the wood was found to be made from the same tree Rembrandt used in many of his other paintings, like the “Self-Portrait with a Hat.”All this information serves to support the argument that Rembrandt was the painter of this controversial work.Tpo4The professor actually contradicts the statementsmade in the passage. She is of the view thatdinosaurs are not endotherms i.e. they were not ableto keep t heir body temperature at a constantrate.The professor contradicts the issue of dinosaursbeing endotherms based on t he availability of fossilsbeing available in the polar regions, she say that th epolar regions in those days were not as cold as theyare today i.e at least war m enough for dinosaurs tolive. During harsh winters she says that there is ap ossibility of the dinosaurs actually migrating towarmer regions.The issue of leg position and movement being used as a reason to classify the dinosaurs asendotherms does not please the professor either. She says th at dinosaurs had legs under theirbodies to support their huge bodies i.e the le gs under the body of the dinosaur were actually tosupport the huge weight of the dinosaur and not to provide it with a body stru cture likeendotherms(which is actually suited for running).The professor acknowledges the presence of haversian canals but also points out that that thefossils show the presence of growth rings. These rings occu r due to the thickening of thebone.The thickening indicates that the dinosaurs weren’t actually growing continuo usly but wereexperiencing periods of rapid growth and periods of no growth in succession. This pattern. Shesays is characteristic of non endothermic ani mals.Thus it can be inferred that the professor challenges the passage by giving r easons as to whyshe thinks that the dinosaur is not an endotherm.Tpo5The author of the reading passage proposes threetheories as likely explanatio ns of the primaryfunction of Chaco Canyon houses, grant structuresbuilt in the I2th century. The lecturer,however,points to the inaccuracies in each of these theories.The lecturer argues that the modest number offireplaces in these structures is in contradiction withthe huge size of these houses, indicating that theses tructures could not have been used for Residentialpurposes. The Reading, ho wever, draws comparisonsbetween the Chaco houses and other similar largeR esidential structures in support of the “Residential” theory.The second theory, that the houses were used for food storage, is also reject ed by the lecturer. He explains that a place that had been used for storing m aize would have manytraces of scattered Maize, which is not the case in the area of the Chaco Canyon houses. Thisproves t hat the “food storage theory”is unlikely.Finally, regarding the third theory, the “ceremony theory”, the lecturer cont ends that the presence of broken pots close to the great houses does not offe r sufficient proof that thiswas a place for ceremonial activities. He argues th at there are other materials such as pieces ofconstruction trash found along with the broken pots, which suggest that the se pots wereprobably not used for ceremonial purposes but instead were disc arded by construction workers upon completion of the great houses.。
TPO2-TASK3
(Woman): Well,at least they are adding more parking, it has gotten really tough to find a space.
(Man): That is the other part I do not like, actually.Cutting back the bus service and adding parking just encourage more students to drive oncampus and that just adds to noise around campus and create more traffic. And that 'II increase the need for more parking spaces.
(Woman): Yeah, I guessI can see your point. Maybe it would be better if more students use the buses instead of driving.
【参考借鉴】托福阅读tpo-2-The-Origins-of-Cetaceans鲸类的起源原题解析.doc
阅读原文：?Itshouldbeobviousthatcetaceans-whales,porpoises,anddolphins-aremammals.TheR breathethroughlungs,notthroughgills,andgivebirthtoliveRoung.Theirstreamlinedbodi es,theabsenceofhindlegs,andthepresenceofafluke1andblowhole2cannotdisguisetheiraf finitieswithlanddwellingmammals.However,unlikethecasesofseaottersandpinnipeds(se als,sealions,andwalruses,whoselimbsarefunctionalbothonlandandatsea),itisnoteasRt oenvisionwhatthefirstwhaleslookedlike.ERtinctbutalreadRfullRmarinecetaceansarekn ownfromthefossilrecord.Howwasthegapbetweenawalkingmammalandaswimmingwhalebridged ?MissinguntilrecentlRwerefossilsclearlRintermediate,ortransitional,betweenlandma mmalsandcetaceans.众所周知，鲸类动物是哺乳动物,如鲸鱼、鼠海豚和海豚。
它们用肺呼吸，而不是鳃，属于胎生。
鲸类动物呈流线型的身体，后腿的消失，尾片和气孔的出现，这些特征都不能掩饰它们和陆生哺乳动物的相似之处。
然而，想知道世上第一只鲸长什么样并非易事，不像还原海獭及鳍足类动物（四肢水陆两用如海豹，海狮，海象）的原貌那么简单。
新托福TPO2阅读原文Early Cinema及译文
新托福TPO2阅读原文(三):Early CinemaTPO-2-3：Early CinemaThe cinema did not emerge as a form of mass consumption until its technology evolved from the initial "peepshow" format to the point where images were projected on a screen in a darkened theater. In the peepshow format, a film was viewed through a small opening in a machine that was created for that purpose. Thomas Edison's peepshow device, the Kinetoscope, was introduced to the public in 1894. It was designed for use in Kinetoscope parlors, or arcades, which contained only a few individual machines and permitted only one customer to view a short, 50-foot film at any one time. The first Kinetoscope parlors contained five machines. For the price of 25 cents (or 5 cents per machine), customers moved from machine to machine to watch five different films (or, in the case of famous prizefights, successive rounds of a single fight).These Kinetoscope arcades were modeled on phonograph parlors, which had proven successful for Edison several years earlier. In the phonograph parlors, customers listened to recordings through individual ear tubes, moving from one machine to the next to hear different recorded speeches or pieces of music. The Kinetoscope parlors functioned in a similar way. Edison was more interested in the sale of Kinetoscopes (for roughly $1,000 apiece) to these parlors than in the films that would be run in them (which cost approximately $10 to $15 each). He refused to develop projection technology, reasoning that if he made and sold projectors, then exhibitors would purchase only one machine-a projector-from him instead of several.Exhibitors, however, wanted to maximize their profits, which they could do more readily by projecting a handful of films to hundreds of customers at a time (rather than one at a time) and by charging 25 to 50 cents admission. About a year after the opening of the first Kinetoscope parlor in 1894, showmen such as Louis and Auguste Lumiere, Thomas Armat and Charles Francis Jenkins, and Orville and Woodville Latham (with the assistance of Edison's former assistant, William Dickson) perfected projection devices. These early projection devices were used in vaudeville theaters, legitimate theaters, local town halls, makeshift storefront theaters, fairgrounds, and amusement parks to show films to a mass audience.With the advent of projection in 1895-1896, motion pictures became the ultimate form of mass consumption. Previously, large audiences had viewed spectacles at the theater, where vaudeville, popular dramas, musical and minstrel shows, classical plays, lectures, and slide-and-lantern shows had been presented to several hundred spectators at a time. But the movies differed significantly from these other forms of entertainment, which depended on either live performance or (in the case of the slide-and-lantern shows) the active involvement of a master of ceremonies who assembled the final program.Although early exhibitors regularly accompanied movies with live acts, the substance of the movies themselves is mass-produced, prerecorded material that can easily be reproduced by theaters with little or no active participation by the exhibitor. Even though early exhibitors shaped their film programs by mixing films and other entertainments together in whichever way they thought would be most attractive to audiences or by accompanying them with lectures, their creative control remained limited. What audiences came to see was the technological marvel of the movies; the lifelike reproduction of the commonplace motion of trains, of waves striking the shore, and of people walking in the street; and the magic made possible by trick photography and the manipulation of the camera.With the advent of projection, the viewer's relationship with the image was no longer private, as it had been with earlier peepshow devices such as the Kinetoscope and the Mutoscope, which was a similar machine that reproduced motion by means of successive images on individual photographic cards instead of on strips of celluloid. It suddenly became public—an experience that the viewer shared with dozens, scores, and even hundreds of others. At the same time, the image that the spectator looked at expanded from the minuscule peepshow dimensions of 1 or 2 inches (in height) to the life-size proportions of 6 or 9 feet.译文：TPO-2-3：早期影院电影院的播放技术从最初的西洋镜形式演变为将影像投影到幽暗的影院屏幕，这一转变使得电影院大众化消费成为可能。
托福TPO2听力Conversation1文本+题目+答案解析
为了帮助大家高效备考托福，为大家带来托福TPO2听力Conversation1文本+题目+答案解析，希望对大家备考有所帮助。
托福TPO2听力Conversation1文本 Discussing Report With Professor Student: Uh, excuse me, Professor Thompson. I know your office hours are tomorrow, but I was wondering if you had a few minutes free now to discuss something. Professor: Sure, John. What did you want to talk about? Student: Well, I have some quick questions about how to write up the research project I did this semester—about climate variations. Professor: Oh, yes, you were looking at variations in climate in the Grant City area, right? How far along have you gotten? Student: I’ve got all my data, so I’m starting to summarize it now, preparing graphs and stuff. But I’m just...I’m looking at it and I’m afraid that it’s not enough, but I’m not sure what else to put in the report. Professor: I hear the same thing from every student. You know, you have to remember now that you’re the expert on what you’ve done. So, think about what you’d need to include if you were going to explain your research project to someone with general or casual knowledge about the subject, like ...like your parents. That’s usually my rule of thumb: would my parents understand this? Student: OK, I get it. Professor: I hope you can recognize by my saying that how much you do know about the subject. Student: Right, I understand, I was wondering if I should also include the notes from the research journal you suggested I keep. Professor: Yes, definitely, you should use them to indicate what your evolution in thought was through time. So, just set up, you know, what was the purpose of what you were doing—to try to understand the climate variability of this area—and what you did, and what your approach was. Student: OK, so, for example, I studied meteorological records. I looked at climate charts. I used different methods for analyzing the data, like certain statistical tests, and then I discuss the results. Is that what you mean? Professor: Yes, that’s right. You should include all of that. The statistical tests are especially important. And also be sure you include a good reference section where all your published and unpublished data came from, ‘cause you have a lot of unpublished climate data. Student: Hmm ...something just came into my mind and went out the other side. Professor: That happens to me a lot, so I’ve come up with a pretty good memory management tool. I carry a little pad with me all the time and jot down questions or ideas that I don’t want to forget. For example, I went to the doctor with my daughter and her baby son last week and we knew we wouldn’t remember everything we wanted to ask the doctor, so we actually made a list of five things we wanted answers to. Student: A notepad is a good idea. Since I’m so busy now at the end of the semester, I’m getting pretty forgetful these days. OK, I just remembered what I was trying to say before. Professor: Good, I was hoping you’d come up with it. Student: Yes, it ends up that I have data on more than just the immediate Grant City area, so I also included some regional data in the report. With everything else it should be a pretty good indicator of the climate in this part of the state. Professor: Sounds good. I’d be happy to look over a draft version before you hand in the final copy, if you wish. Student: Great, I’ll plan to get you a draft of the paper by next Friday. Thanks very much, well, see ya. Professor: OK. 托福TPO2听力Conversation1题目 1.Why does the man go to see his professor? a) To borrow some charts and graphs from her b) To ask her to explain some statistical procedures c) To talk about report he is writing d) To discuss a grade he got on a paper。
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现在大家在进行托福备考时TPO托福模考软件相信是大家用的最多的工具了，对于托福成绩的提升是非常有帮助的。
那么，如何利用现有资料TPO模考软件来提升大家的托福成绩呢?今天三立在线教育托福网在这里整理了TPO2托福综合写作阅读原文+听力原文+满分范文分享给大家，希望大家在备考托福时能有所帮助。
TPO2托福综合写作阅读原文文本：First of all, a group of people has a wider range of knowledge，expertise, and skills than any single individual is likely to possess. Also, because of the numbers of people involved and the greater resources they possess, a group can work more quickly in response to the task assigned to it and can come up with highly creative solutions to problems and issues. Sometimes these creative solutions come about because a group is more likely to make risky decisions that an individual might not undertake. This is because the group spreads responsibility for a decision to all the members and thus no single individual can be held accountable if the decision turns out to be wrong. Taking part in a group process can be very rewarding for members of the team. Teammembers who have a voice in making a decision will no doubt feel better about carrying out the work that is entailed by the decision than they might doing work that is imposed on them by others. Also, the individual team member has a much better chance to “shine”, to get his or her contributions and ideas not only recognized but recognized as highly significant, because a team’s overall results can be more far-reaching and have greater impact than what might have otherwise been possible for the person to accomplish or contribute working alone. TPO2托福综合写作听力原文文本：Now I want to tell you about what one company found when it decided that it would turn over some of its new projects to teams of people, and make the team responsible for planning the projects and getting the work done. After about six months, the company took a look at how well the teams performed.On virtually every team, some members got almost a "free ride" ... they didn't contribute much at all, but if their team did a good job, they nevertheless benefited from the recognition the team got. And what about group members who worked especially well and who provided a lot of insight on problems and issues? Well ... the recognition for a job well done went to the group as a whole, no names were named. So it won't surprise you to learn that when the real contributors were askedhow they felt about the group process, their attitude was just the opposite of what the reading predicts.Another finding was that some projects just didn't move very quickly. Why? Because it took so long to reach consensus; it took many, many meetings to build the agreement among group members about how they would move the project along. On the other hand, there were other instances where one or two people managed to become very influential over what their group did. Sometimes when those influencers said "That will never work" about an idea the group was developing, the idea was quickly dropped instead of being further discussed. And then there was another occasion when a couple influencers convinced the group that a plan of theirs was "highly creative. " And even though some members tried to warn the rest of the group that the project was moving in directions that might not work, they were basically ignored by other group members. Can you guess the ending to this story? When the project failed, the blame was placed on all the members of the group.TPO2托福综合写作题目说明及答案要点：Directions: You have 20 minutes to plan and write your response. Your response will be judged on the basis of the quality of your writing and on how well your response presents the points in the lecture and theirrelationship to the reading passage. Typically, an effective response will be 150 to 225 words.Summarise the points made in the lecture, being sure to explain how they cast doubt on specific points made reading passage.TPO2托福综合写作满分范文：The lecturer talks about research conducted by a firm that used the group system to handle their work. He says that the theory stated in the passage was very different and somewhat inaccurate when compared to what happened in reality. First, some members got free rides. That is, some didn’t work hard but got recognition for the success nonetheless. This also indicates that people who worked hard were not given recognition they should have gotten. In other words, they weren’t given the opportunity to "shine". This directly contradicts what the passage indicates. Second, groups were slow in progress. The passage says that groups are more responsive than individuals because of the number of people involved and their aggregated resources. However, the speaker talks about how the firm found out that groups were slower than individuals in decision making. Groups needed more time for meetings, which are necessary procedures in decision making. This was another place where experience contradicted theory. Third, influential people might emerge and lead the group towards glory or failure. If the influent people are going in the right direction therewould be no problem. But in cases where they go in the wrong direction, there is nobody that has enough influence to counter the decision made. In other words, the group might turn into a dictatorship, with the influential party as the leader, and might become less flexible in its thinking. They might become one-sided, and thus fail to succeed. 以上就是三立在线教育托福网为大家整理了TPO2托福综合写作阅读原文+听力原文+满分范文，大家可以边借助TPO模考软件听音频看看自己哪些地方听不懂，然后来看看原文，同时对练习托福听力精听也是很有帮助的。