托福听力TPO1原文 Conversation 1
托福听力tpo51 section1 对话讲座原文+题目+答案+译文
托福听力tpo51section1对话讲座原文+题目+答案+译文Conversation1 (1)原文 (1)题目 (3)答案 (5)译文 (5)Lecture1 (7)原文 (7)题目 (9)答案 (11)译文 (11)Lecture2 (13)原文 (13)题目 (15)答案 (17)译文 (17)Conversation1原文NARRATOR:Listen to part of a conversation between a student and her biology professor.MALE PROFESSOR:So the assignment is to reproduce one of the animal camouflage experiments we read about in our text book.Which experiment did you pick?FEMALE STUDENT:Well...I was wondering if I could try to reproduce an experiment that's kinda the opposite of what was discussed in the textbook?MALE PROFESSOR:So,instead of how and why an animal might hide itself,you want to do something about why an animal might want to be seen?Hmmm.Tell me more.FEMALE STUDENT:Well,I got the idea from one of the journals you said we should look at…it's an experiment about,um,they called them eyespots in the article?MALE PROFESSOR:Eyespots,sure,the patterns on the wings of moths and butterflies that are generally believed to scare off predators because they look like big eyes.FEMALE STUDENT:Yeah,except the article was about an experiment that disputes that theory.MALE PROFESSOR:Well,we know that the markings do scare the birds,but the idea that the spots look like eyes is,well that's just a commonly held belief.FEMALE STUDENT:So—that's not even based on research?MALE PROFESSOR:Well,this whole idea of moth or butterfly markings being scary because they look like eyes rests on how we imagine that their predators—like birds —perceive the markings.And we can never really know that.All we can do is observe bird behavior.But tell me more about the experiment.FEMALE STUDENT:OK,so the experiment looked at the shapes of the markings on moth wings.The researchers wanted to know if the markings that were round or eye-shaped were more effective at deterring predators than square or rectangular markings.MALE PROFESSOR:OK…FEMALE STUDENT:Yeah.So,they attached food to paper models of moths,with different shaped marks drawn on the wings,to see how birds reacted.And what's interesting is,they realized that the round marks were not more effective at scaring birds than other shapes.MALE PROFESSOR:Were they less effective?FEMALE STUDENT:No,they were about the same...but what researchers diddetermine is that larger markings are more effective than smaller markings at scaring off prey.They called this phenomenon“visual loudness.”MALE PROFESSOR:Visual loudness,huh.Well,I guess it's not all that shocking,if you think about it.FEMALE STUDENT:So,anyway,is it OK?Can I repeat this experiment and write about it?MALE PROFESSOR:Yes,I think that'll work.The problem I foresee is,well,where? This is an urban campus...You'll have a hard time finding a good place to set up the experiment.FEMALE STUDENT:Oh,I-I wasn't planning on doing it on campus.I'm going home for spring break,and my family lives in the country,far from the nearest city.I can set it up in the backyard.MALE PROFESSOR:Good idea.Except one week is not a lot of time.So you'll need to make some adjustments to have enough data.I'd set up the experiment near a bird feeder,and get in as much observation time as you can.题目1.Why does the student talk with the professor?A.She wants permission to revise an experiment that she conducted earlier.B.She has a question about the findings of an experiment in the textbook.C.She wants to reproduce an experiment that is not in the textbook.D.She would like some advice about how to study butterfly and moth behavior.2.What does the professor say is a common assumption about certain markings onbutterfly and moth wings?A.That the markings are usually hidden from viewB.That the markings attract some kinds of birds more than othersC.That some birds perceive the markings as large eyesD.That butterflies and moths use the markings to attract mates3.What were the results of the experiment that the student describes?[Click on2 answers.]A.Birds reacted to round markings the same way they reacted to square markings.rge markings scared birds more than small markings did.C.Most birds ignored markings that looked like eyes.D.Birds were attracted to more colorful markings.4.Why does the professor mention a bird feeder?A.To suggest a strategy that may help the student carry out her task successfullyB.To recommend a place on campus that is suitable for the student's projectC.To discuss another experiment that has yielded surprising resultsD.To point out a problem in the design of the original experiment5.What can be inferred about the student when she says this:Professor:Well,we know that the markings do scare the birds but the idea that the spots looked like eyes is……well,that is just a commonly held belief.Student:So,that’s not even based on research?A.She is skeptical about what the professor just told her.B.She just realized that she designed her experiment incorrectly.C.She is worried that she misunderstood something that she read.D.She had assumed that there was scientific evidence for the theory.答案C C AB A D译文旁白：请听一段学生和其生物学教授之间的对话。
TPO_extra1_听力文本
Extra 1Conversation1 Narrator Listen to a conversation between a student and an employee in the campusConversation1NarratorListen to a conversation between a student and an employee in the campus computer center. Computer center employeeHi, what can I help you with today?StudentHi, um, I wanted to—you see, the thing is, I don't know much about computers, so I was wondering if, uh, if there's a class or something... so I can learn how to use computers, like to write papers for my classes.Computer center employeeOh, I see... um, we don't really offer a course for beginners, since most students already have computing experience. But all the computers in our labs have a general tutorial installed on them. You could just go there and run it.StudentAnd the tutorial explains everything? I mean, it might sound strange but I've never used a computer.Computer center employeeWell, all the computer labs on campus are staffed with student assistants, and I'm sure that any one of them would be more than willing to get you started.StudentYeah? That sounds good. But is it expensive?Computer center employeeNo, in fact, it won't cost anything; it's one of the services of the computer center.StudentThat's great. How do they—I mean, how do I get in touch with the student assistants? Should I just go to a computer lab and ask whoever's there?Computer center employeeSure, you could do that, or I can let you have a list of names of the students who are assistants in the labs. You might know one of them.StudentActually, I think I'd prefer someone I don't know, um, so I can ask dumb questions... Is there anyone you'd recommend?Computer center employeeAll of our student assistants are really knowledgeable about computers. I mean, they have to be, in order to work in the computer labs... It doesn't mean that they're necessarily good at teaching beginners... but you probably won't be a beginner for very long.StudentHope not.Computer center employeeAnd I just thought of something else. The bookstore has a lot of books on computers-there might be one for people like you, I mean, people who don't have a lot of experience with computers. I actually bought one for my father so he could learn how to use e-mail, basic word processing, that sort of thing—and it worked pretty well for him.StudentOK, I'll try that, too. And if the bookstore doesn't have it, they can just order it for me? Computer center employeeRight. Now is there anything else I can help you with today?StudentUh, just the list of names and the times they're working. I'd like to get going on this as soon as possible.Computer center employeeRight. Good luck.Lecture 1NarratorListen to part of a lecture in an economics class.ProfessorWhen attempting to understand international trade, some things seem so obvious that they can hardly be controverted, and other points that are important are invisible unless you've thought about the subject carefully.Consider the following: if there's an increase in imports, let's say, um, let's say imports of furniture, and the domestic producers of furniture find this new competition very difficult and are cutting production and employment, then it seems obvious and easy to understand and many people conclude from this that increasing imports will cause generally greater unemployment at home.What is not so obvious is that how much we import and how much we export... those are interdependent and you can't understand the one without the other. But the exports that are generated are not easily discernable, so most people don't see them. They see only the imports of furniture rising and employment in domestic furniture production falling.So as a result, many people argue that we ought to protect jobs by limiting imports—either by tariffs, quotas, regulations, or whatever—without realizing that this also has the effect of reducing potential future exports to the rest of the world, things that we can produce very, very... cost effectively and therefore profitably.The fundamental proposition in international economics is that it makes sense to import those things that we... that can be produced more economically abroad than at home and export things to the rest of the world that we can produce more cost effectively than produced elsewhere in the world. Therefore, if we limit imports, we put ourselves in danger of not being able to export. The details of this relationship will take much longer to explain than I can fully go into now but the point of the matter is that gains—the benefits of gains—from international trade result frombeing able to get things cheaper by buying them abroad than you can make them at home. Now there're some things that we can make at home that are... that we can do more economically than they can do abroad.In the case of the United States, typically high-technology products, uh... are things that Americans have innovated in and started firms doing that sort of thing at which they do very well. Whereas goods that produce... that use a lot of relatively low skill labor, like furniture production, cotton production, sugar production... those are things that are frequently made more inexpensively in places where wage rates are low and the cost of using capital is very high. However, in Florida they produce a lot of sugar, but the costs are so high, if we didn't have extensive restrictions on imports of sugar, the output of sugar would decline dramatically. But the sugar industry in the U.S. doesn't produce high-paying jobs, it uses resources in ineffective ways and it blocks the import of more cost-effectively produced sugar. It, it's a very bad bargain for the people in the United States to want to protect low-paying jobs thereby halting the growth of world trading and international... uh, more international specialization. It would be better to remove restrictions on imports and allow other countries in the world... countries that can produce them more cheaply... let them specialize in producing those products.Now, I agree that people who are directly affected by imports, what they focus on... is, is that their prospects... their job prospects are being reduced, and their economic circumstances are getting worse. And that's a relevant problem and an important problem; what isn't so obvious is... that by retraining and relocating people to places and industries where jobs are expanding rather than contracting, we can make the whole economy function more effectively and productively than by trying to block imports.Um, what is interesting to note is that, even if there were no international trade issues, like imports, any changes that occur in a country's economy—any new technology, change in preferences, change in regulations or whatever—will lead to "adjustments" that lead some sectors of the economy to decline and others to expand.And that's what we have to figure out, and that's a hard problem to deal with in detail, is how to facilitate people adjusting from sectors where their job prospects are not so good, and in particular where real wages aren't so high, to acquire skills that will permit them to move into higher-paying jobs in other parts of the economy either by retraining or relocating. Helping pay for the relocation of these people would be very helpful, but trying to block the changes is really counterproductive. It makes people in our country poorer, and it makes people elsewhere in the world poorer as well.Lecture 2NarratorListen to part of a lecture in a marine biology class.ProfessorI want to continue our discussion about whales. Specifically, today, um, I want to talk about whale migration—um, why whales head south for the winter. Or really why whales in the cold water of the Northern Hemisphere head south for the winter. Now, not all kinds of whales migrate, but most baleen whales do.And interestingly enough, we still don't really know why the baleen whales migrate. We do have several theories, however, which I'll discuss today. Uh, can anybody name one reason why baleen whales might migrate south, to the warm tropical water?Male studentUh, for food? You know, the whales move to warmer water in order to find a good area to feed. ProfessorGood guess. That should be an obvious reason—after all, most animals that migrate do so for the purpose of finding food. But, uh, that doesn't seem to be the case with baleen whales. To understand why, you need to know something about water temperature. There are a lot of technical reasons that I'm not going to go into right now. But let's just say that nutrients don't rise to the surface of tropical water like they do in other kinds of water. Tropical water simply never gets cold enough. So... well, what this means, uh, is that tropical water doesn't have much of the plankton that most whales feed on.Male studentI don't understand—if there's no plankton, how do the whales survive through the winter? ProfessorRight. How do they survive? You see, they don't have to eat anything, because they've stored up so much fat during the summer feeding season that they can just survive off of that. So if they don't need to eat anything, we're back to our original question. Why do baleen whales migrate? Any theories? No?Well, there's one idea out there that a lot of people believe. In fact, uh, you could say it's the most popular theory we have about whale migration. Basically, the argument is that for baleen whales, migration is a kind of balancing act. Let me explain. On one hand, whales need to take advantage of the summer months by eating as much food as they can. And that's what they can do best in the northern seas. This allows them to build up a lot of fat. But in the winter, food is scarce even in the north, so what the whales need to do is save energy. And that's what migrating south can help them do... Amanda, you have a question?Female studentYes. Um, the balancing-act theory doesn't make sense to me. Maybe whales might need to save energy during the winter, but wouldn't moving all the way down to tropics make them lose energy?ProfessorThat's a good point, and it's one reason why this isn't a perfect theory. It does cost the whales energy to migrate, but it's easier for whales to save energy in warm water than it is to save energy in cold water, so there might still be, you know, a good reason to move south for the winter. OK?Now, before moving on to the next chapter, I want to briefly discuss how the baleen whale manages to navigate. It's pretty remarkable, because the whales manage to return to the same places year after year, and have to travel over an enormous area of ocean in order to do it. I mean, it's not like whales can just look at a map, right? So exactly how do they do it?Well, a lot of experimental work still needs to be done, but we have been able to figure out at least three ways the baleen whale navigates without getting lost. The first is the ability to use Earth's magnetic field like it was a map. That sounds strange, but we know that many birds use that method, use the magnetic field, and it's possible that whales have the biological ability to dothe same thing.Another theory is that if they stay close to the coast, whales might be able to find familiar landmarks and use those as guides. But we don't really know if a whale's eyesight is good enough to be able to do that, so that's not a perfect theory.And finally, we know that many whales make very loud sounds that can travel literally hundreds of miles underwater. Through a process called echolocation, it's possible that these whales hear the sounds bounce off of islands or other pieces of land and use those echoes as clues to help them find their way.Conversation 2NarratorListen to a conversation between a student and a professor.StudentHi, uh... Professor Anderson... wondering if you had a couple minutes...ProfessorOf course, Paula...StudentThanks... uh, you sent me a letter recently about doing, uh, an honors project—inviting me to come in and talk about...ProfessorRight, right, well, as your academic advisor, it's my job to look out for your academic interests, and based on your grades, and some very positive feedback I've heard from your professors, I wanted to formally invite you to consider doing an honors project...StudentYeah... well, thanks... uh, actually I kinda wanted to ask you... quite frankly—like how much work it would probably be? I mean, I'm gonna be spending a lot of time applying to law schools next semester and...ProfessorWell, let me tell you how it works... and then you can decide from there.StudentOK.ProfessorBasically, the honors project is an opportunity to do... some in-depth work on a topic you're interested in before graduating college. You register for the class, but it doesn't work the same way a regular class does—you find a professor who you want to work with—you ask the professor—a sort of mentor who's knowledgeable on the topic you're interested in—the topic you're gonna write your honors thesis on...StudentWriting a thesis? That's part of the project? Ah, like how many pages are we talking? ProfessorUsually about 50... but it's a valuable experience, writing a thesis paper.StudentSo, basically, after I register for the class, I need to ask a professor who'll sorta help me... ProfessorActually, you need to do that—a professor needs to agree to oversee your honors project—before you register.StudentOh, OK...ProfessorI mean, I know it sounds kinda daunting, but that's what the professor's there for—to help guide you through the different steps of the process and... uh... most students are very pleased with the experience... they're able to demonstrate advanced research skills, which is important; especially in your case, writing an honors thesis would be a big plus...StudentYou think so?ProfessorAbsolutely. Especially considering your plans, since you're applying to law schools. It shows initiative, that you've done well as an undergraduate—to be allowed to do the honors project... that you're able to work independently and, of course, you would graduate with honors... StudentYeah, it does sound good—it's just, you know, I've never written something like that before, so...ProfessorWell, you choose something you're interested in—maybe you can even expand a shorter research paper from another class or...StudentSo, like, maybe... You know, I took this course from Professor Connelly—his course on Comparative Governments last semester and, uh... did pretty well—I wrote a paper actually, on political parties in Venezuela and—and he seemed to like my research. Anyway, he, uh, I got an A in the course.ProfessorGood, so it sounds like you do have a general idea for a topic, and you might know what professor you want to work with... and look, it's still a couple weeks before registration, maybe you should talk to Professor Connelly and then get back to me.StudentYeah, I will—thanks. I'll come by again sometime next week.ProfessorThat's fine. Good luck.Lecture 3NarratorListen to part of a lecture in a journalism class. The professor has been discussing newspapers. ProfessorAbout 40 years ago, half of all Americans felt they'd be lost without a daily newspaper. But today, only one in ten Americans say they'd be lost without a paper. In fact, today, half of all Americans say they don't need a newspaper at all. And so people in the newspaper industry are trying to figure out how they can get more people reading the newspaper more often. They're trying to crack journalism's riddle for the ages: what makes people read newspapers? OK, well, let me ask you—as a journalism student, what do you think is the answer to this question? Elizabeth?Female studentUm, I would probably try to improve the content of the newspaper.ProfessorBetter content. Hmm. You mean like well-written editorials and articles?Female studentWell, I mean provide more interesting content, like, I would first try to find out what readers really want to read... and then put that into the paper.ProfessorYes, in fact, not too long ago, there was an extensive study conducted to investigate what draws people to newspapers. Uh, they found out that there's a clear, strong link between satisfaction with content and overall readership. Those newspapers that contained what the readers wanted most brought in the most readers. No big surprise there, right? So, what kind of content brings in readers? The study found that people-centered local news ranks at the top of the list... stories about ordinary people. For example, you could write about the experiences of those who were involved in a news story, and their friends and relatives... The vantage points would be those of ordinary people, not of police or other officials... OK? Now the study also showed that people want more stories about movies, TV, and weather, and fewer stories and photos about natural disasters and accidents... So, to get reader satisfaction, you need to select the right topics, and within those topics, the right news events or stories to cover. Yes, James? Male studentIt seems to me that a lot of what you just mentioned doesn't line up with the principles of good journalism. Catering to readers' tastes may improve overall readership, but what about the social responsibilities that newspapers have? I mean, there are some topics that newspapers need to write about in order to serve the public interest. Those topics may not always be fun and interesting for the average reader, but it's still the newspaper's responsibility to make that information available to the public.ProfessorThat's a good point. You need a good mix of content. You can't just rush towards an attractive topic and forget about the reporting role of newspapers. There's a danger of going soft—newspapers do have to perform their obligations to citizens. So what newspapers sometimes do is to combine serious journalism with a reader-friendly presentation. Um, let me give you an example: When the justice department opened an investigation on the local police—some pretty serious stuff that could be boring to some readers—well, one local newspaper ran a lead story on their front page, but they also simplified the format by including small breakout boxes that presented—in a nutshell—the highlights of the story. That way, they could report the serious stories they needed to report, and, and still hold their readers' attention. OK? Uh, going back to the research on readership growth we were talking about... Uh, the most vital step of all, thestudy shows, may be making the paper easier to use. How can we make the paper "easier to use"? Well, it means stories need to include information, such as phone numbers, times, dates, addresses, Web sites and the like, so that readers can "go and do" things based on what they've read.Female studentProfessor Ellington? Um, when you said we need to make the paper "easier to use," I thought you were gonna say something about use of graphics, colors, and stuff like that.ProfessorWell, I guess those things do help in a way, but it turned out that those contemporary touches, uh, such as more attractive designs, extensive use of color, and informational graphics matter much less than you'd expect. Surprising, isn't it?Female studentYeah, it is... Um, how about service? Does the study say anything about improving service? I don't think people are gonna subscribe if the paper doesn't arrive, or shows up late...ProfessorOr shows up wet, which by the way, happened to me this morning. Oh, absolutely. Service affects readership. In fact, improving your service is much more likely to increase your readership than making changes in your editorial content... Not only on-time delivery in good condition, but also things like efficient billing, affordability, um... Yes?Female studentThey could also, like, increase the number of sites where they sell single copies.ProfessorCertainly that's one way to improve service.Lecture 4NarratorListen to part of a lecture in a geology class.ProfessorUm, beginning in the late 1960s, geologists began to uncover some evidence of a rather surprising kind when they looked... um... at various places around the world. What they found out when they examined rocks from about a... the period from about 750 million years ago to about 580 million years ago, they found that... it seemed that glaciers covered the entire surface of the Earth—from pole to pole, including the tropics.Um... how did they come to this astonishing conclusion? What was the evidence for this? Especially when glaciers today are found only at the poles ... or in the mountains.Well, uh... basically when glaciers grow and move they leave behind a distinctive deposit consisting of primarily... of, at least on the top level, of ground up little bits of rock... almost... they almost look like rocks that have been deposited by streams,if you've ever seen those. And that's caused because, although the glacier is ice, it is actually flowing very slowly and as it moves it grinds the top layer of rock, it breaks off pieces and carries them away. So when you have glaciation you have a distinctive pattern of these pieces of rockwhich are called "erratics."Erratics are rocks... they're the stones that are often carried long distances by glaciers.So, in the 1960s and onward up through the 1990s, we keep finding evidence for glaciation, no matter what the latitude... even in tropical latitudes. Now, today there are glaciers in the tropics but only at very high elevations. But 750 million years ago, apparently there were glaciers even at sea level in the tropics.How could this have happened?Well, first... the growth of glaciers, uh, benefits, if you will, from a kind of a positive feedback loop called the "ice-albedo effect."With the ice-albedo effect, glaciers—'cause they're white—reflect light and heat more... much more than does liquid water... or soil and rock, which are dark and absorb heat. So, the more glaciers there are, the more heat is reflected, so the climate gets cooler, and glaciers grow even more.However... normally, on a global scale, there is a major process that functions to curb the growth of glaciers. And, that process involves carbon dioxide.Now, we're all familiar with the notion that carbon dioxide is what we call a "greenhouse gas." The more carbon dioxide there is in the atmosphere, the more heat the atmosphere retains. That's what a greenhouse gas does. So, the greenhouse-gas effect is kinda the opposite of the albedo effect.Um... now as it happens... when silicate rocks, which is a very common class of rock, when they're exposed to the air and to normal weathering, they erode. Carbon dioxide is attracted to these eroding rocks and binds to them, forming calcium carbonate.Calcium carbonate is eventually washed into the ocean where it settles to the bottom. This process, this forming of calcium carbonate, has the effect of sucking the carbon dioxide out of the air and storing it at the bottom of the ocean.Now, follow me here. The process that's sucking carbon dioxide out of the air, keeping the greenhouse gas levels low, cannot happen if the rock is covered with ice.So, while glaciers reflect light and heat... cooling the Earth, they at the same time cover rocks so there's less calcium carbonate formed... which leaves more carbon dioxide in the atmosphere. Higher levels of carbon dioxide keep the atmosphere warm... which slows the growth of glaciers. So, it's a balance, and the glacier growth remains pretty much under control.Now, what happened 750 million years ago to upset that balance? It seems a relatively simple explanation actually...750 million years ago... all the major continents are rocky, bare, and pretty much lined up along the equator; they hadn't yet moved to where they are today. So, what happened was, perhaps a slight cooling of... the very slight and temporary cooling of the Sun—which still happens from time to time—and the Earth starts to cool, the ice starts to spread on the oceans... starting at the poles.Now, by the time the ice reaches about two-thirds of the way to the equator, it's too late. See... because the continents are the last things to be covered by glaciers, they continue weathering... the rocks keep eroding and the carbon dioxide levels keep falling... So, the ice-albedo effect from the glaciers is increasing in strength while the atmosphere continues to lose its ability to retain heat making glacier growth unstoppable. Now you have what's called a "runaway freeze." And for perhaps as long as 50 million years, possibly with some interludes, theEarth was frozen from pole to pole, like a giant snowball.。
托福TPO1听力Conversation1文本+题目+答案解析
托福TPO1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TPO1听力Conversation1文本+题目+答案解析，希望对大家备考有所帮助。
托福TPO1听力Conversation1文本Student: Hi, um…, I really hope you can help me.Librarian: That’s why I’m here. What can I do for you?Student: I’m supposed to do a literature review for my psychology course, but um… having a hard time finding articles.I don’t even know where to start looking.Librarian: You said this is for your psychology course, right? So your focus is on …Student: Dream Interpretation.Librarian: Well, you have a focus, so that’s already a good start. Hmmm… well, there’re a few things… oh wait… have you checked to see if your professor put any material for you to look at on reserve?Student: Aha, that’s one thing I did know to do. I just copied an article, but I still need three more on my topic from three different journals.Librarian: Let’s get you going on looking for those then. We have printed versions of twenty or so psychology journals in the Reference Section. These are the ones published within the last year. Then I think about it… there’s a journal named Sleep and Dream.Student: Oh, yeah, the article I just copied is from that journal, so I’ve got to look at other source s.Librarian: Ok, actually, most of our materials are available electronically now. You can access psychology databases or electronic journals and articles through the library’s computers,and if you want to search by title with the word ‘dream’ for exampl e, just type it in and all the articles with ‘dream’ in the title will come up on the screen.Student: Cool, that’s great! Too bad I cannot do this from home.Librarian: But you can. All of the library's databases and electronic sources can be accessed through any computer connected to the university network.Student: Really, I can’t believe I didn’t know that. It still sounds like it’sgoing to take a while though, you know, going through all of that information, all of those sources.Librarian: Maybe, but you already narrow your search down to articles on Dream Interpretation, so it shouldn’t be too bad. And you probably notice that there’s an abstract or summary at the top of the first page of the article you copied. When you go into the databases and electronic sources, you have the option to display the abstracts on the computer screen, skimming those to decide whether or not you want to read the whole article should cut down some time.Student: Right, abstracts! They’ll definitely make the project more doable. I guess I should try out the electronic search while I’m still here then, you know, just in case.Librarian: Sure, er… that computer’s free over there, and I’ll be here till five this afternoon.Student: Thanks, I feel a lot better about this assignment now.托福TPO1听力Conversation1题目1.Why does the student go to see the librarian?a) To sign up for a seminar on using electronic sources for researchb) To report that a journal is missing from the reference areac) To find out the procedure for checking out journal articlesd) To ask about how to look for resources for a class paper2.What does the librarian say about the availability of journals and articles in the library?a) They are not easy to find if a professor put them on reserve.b) Most of them are accessible in an electronic format.c) Most of them can be checked out for three weeks.d) Printed versions from the past three years are located in the reference section.3.What does the librarian suggest the student should do to save time?。
tpo-1-听力单词
tpo-1-听力单词Conversation 1 (2)Lecture1 .......................................................................................................... 错误!未定义书签。
Lecture2 . (7)Conversation2 (9)Lecture3 (11)Lecture4 (12)Conversation 11. librarian [laɪ'breərɪən]n. 图书馆员；图书管理员2. suppose [sə'pəʊz]conj. 假使…结果会怎样vt. 假设；认为；让（虚拟语气）；推想vi. 猜想；料想3. literature ['lɪt(ə)rətʃə]n. 文学；文献；文艺；著作4. psychology [saɪ'kɒlədʒɪ]n. 心理学；心理状态5. article ['ɑːtɪk(ə)l]n. 文章；物品；条款；[语] 冠词vt. 订约将…收为学徒或见习生；使…受协议条款的约束vi. 签订协议；进行控告6. focus ['fəʊkəs]n. 焦点；中心；清晰；焦距vt. 使集中；使聚焦vi. 集中；聚焦；调节焦距n. (Focus)人名；(瑞典)福库斯7. interpretation [ɪntɜːprɪ'teɪʃ(ə)n]n. 解释；翻译；演出8. material [mə'tɪərɪəl]n. 材料，原料；物资；布料adj. 重要的；物质的，实质性的；肉体的9. reserve [rɪ'zɜːv]n. 储备，储存；自然保护区；预备队；缄默；[金融] 储备金vt. 储备；保留；预约vi. 预订n. (Reserve)人名；(法)勒塞尔夫10. journal ['dʒɜːn(ə)l]vt. 比拟，喻为；[语]构成n. 比较n. (Compare)人名；(意)孔帕雷10. movement ['muːvm(ə)nt]n. 运动；活动；运转；乐章11. separately ['sep(ə)rətlɪ]adv. 分别地；分离地；个别地12. impressionism [ɪm'preʃənɪzəm]n. 印象派，印象主义13. century ['sentʃʊrɪ]n. 世纪，百年；（板球）一百分14. style [staɪl]n. 风格；时尚；类型；字体vt. 设计；称呼；使合潮流vi. 设计式样；用刻刀作装饰画n. (Style)人名；(英)斯泰尔15. texture ['tekstʃə]n. 质地；纹理；结构；本质，实质16. landscape ['læn(d)skeɪp]n. 风景；风景画；景色；山水画；乡村风景画；地形vt. 对…做景观美化，给…做园林美化；从事庭园设计vi. 美化（环境等），使景色宜人；从事景观美化工作，做庭园设计师17. scene [siːn]n. 场面；情景；景象；事件18. stresses [stresiz]n. 强调( stress的名词复数)；重音；压力；重力v. 重读( stress的第三人称单数)；使承受压力；给…加压力（或应力19. aspect ['æspekt]n. 方面；方向；形势；外貌20. blurry ['blɜːrɪ]adj. 模糊的；污脏的；不清楚的blurry: 模糊的| 效果模糊| 睡眼惺松的21. foreground ['fɔːgraʊnd]n. 前景；最显著的位置22. impression [ɪm'preʃ(ə)n]n. 印象；效果，影响；压痕，印记；感想23. remind [rɪ'maɪnd]vt. 提醒；使想起24. cattle ['kæt(ə)l]n. 牛；牲畜（骂人的话）；家畜；无价值的人n. (Cattle)人名；(意)卡特莱25. observe [əb'zɜːv]vi. 观察；说；注意到；评论vt. 观察；遵守；说；注意到；评论26. humans ['hju:mənz]n. [人类] 人类（human的复数形式）27. element ['elɪm(ə)nt]n. 元素；要素；原理；成分；自然环境n. (Element)人名；(德)埃勒门特；(英)埃利门特28. pumpkinsn. 南瓜（pumpkin的复数）29. realistic [rɪə'lɪstɪk]adj. 现实的；现实主义的；逼真的；实在论的30. perfect ['pɜːfɪkt]n. 完成式adj. 完美的；最好的；精通的vt. 使完美；使熟练n. (Perfect)人名；(英)珀费克特31. wrap [ræp]n. 外套；围巾vt. 包；缠绕；隐藏；掩护vi. 包起来；缠绕；穿外衣32. chaotic [keɪ'ɒtɪk]adj. 混沌的；混乱的，无秩序的33. vibrant ['vaɪbrənt]adj. 振动的；充满生气的；响亮的；战栗的n. (Vibrant)人名；(德)维布兰特34. accessible [ək'sesɪb(ə)l]adj. 易接近的；可进入的；可理解的35. appreciate [ə'priːʃɪeɪt; -sɪ-]vi. 增值；涨价vt. 欣赏；感激；领会；鉴别36. attend [ə'tend]vi. 出席；致力于；照料；照顾vt. 出席；上（大学等）；照料；招待；陪伴37. instructor [ɪn'strʌktə]n. 指导书；教员；指导者38. illustration [ɪlə'streɪʃ(ə)n]n. 说明；插图；例证；图解39. convince [kən'vɪns]vt. 说服；使确信，使信服40. agency ['eɪdʒ(ə)nsɪ]n. 代理，中介；代理处，经销处41. portrait ['pɔːtrɪt]n. 肖像；描写；半身雕塑像n. (Portrait)人名；(法)波特雷42. challenge ['tʃælɪn(d)ʒ]n. 挑战；怀疑vt. 向…挑战Lecture21. geology [dʒɪ'ɒlədʒɪ]n. 地质学；地质情况2. determine [dɪ'tɜːmɪn]v. （使）下决心，（使）做出决定vt. 决定，确定；判定，判决；限定vi. 确定；决定；判决，终止；[主用于法律]了结，终止，结束3. feature ['fiːtʃə]n. 特色，特征；容貌；特写或专题节目vt. 特写；以…为特色；由…主演vi. 起重要作用4. particular [pəˈtɪkjələ(r)]n. 详细说明；个别项目adj. 特别的；详细的；独有的；挑剔的5. analysis [ə'nælɪsɪs]n. 分析；分解；验定6. formation [fɔː'meɪʃ(ə)n]n. 形成；构造；编队7. fundamental [fʌndə'ment(ə)l]n. 基本原理；基本原则adj. 基本的，根本的8. sandstone ['sæn(d)stəʊn]n. [岩] 砂岩；沙岩9. solidified [sə'lidəfaid]adj. 凝固的；固化的，变硬的v. 凝固，团结（solidify的过去式和过去分词形式）10. regular ['regjʊlə]n. 常客；正式队员；中坚分子adj. 定期的；有规律的；合格的；整齐的；普通的adv. 定期地；经常地n. (Regular)人名；(以)雷古拉尔11. essentially [ɪ'senʃ(ə)lɪ]adv. 本质上；本来12. ancient ['eɪnʃ(ə)nt]n. 古代人；老人adj. 古代的；古老的，过时的；年老的13. fairly ['feəlɪ]adv. 相当地；公平地；简直n. (Fairly)人名；(英)费尔利14. flattened ['flætnd]adj. 没精打采的；垂头丧气的v. 平整；打倒（flatten的过去分词）15. conventional [kən'venʃ(ə)n(ə)l]adj. 符合习俗的，传统的；常见的；惯例的16. wisdom ['wɪzdəm]n. 智慧，才智；明智；学识；至理名言n. (Wisdom)人名；(英)威兹德姆17. refinement [rɪ'faɪnm(ə)nt]n. 精制；文雅；[化工][油气][冶] 提纯18. actually ['æktjʊəlɪ; -tʃʊ-]adv. 实际上；事实上19. obvious ['ɒbvɪəs]adj. 明显的；显著的；平淡无奇的20. huge [hjuːdʒ]adj. 巨大的；庞大的；无限的n. (Huge)人名；(英)休奇21. revolutionary [revə'luːʃ(ə)n(ə)rɪ]n. 革命者adj. 革命的；旋转的；大变革的22. grain [greɪn]n. 粮食；颗粒；[作物] 谷物；纹理vt. 使成谷粒vi. 成谷粒n. (Grain)人名；(法)格兰23. geologist [dʒɪ'ɒlədʒɪst]n. 地质学家，地质学者24. material [mə'tɪərɪəl]n. 材料，原料；物资；布料adj. 重要的；物质的，实质性的；肉体的25. radioactive [,reɪdɪəʊ'æktɪv]adj. [核] 放射性的；有辐射的26. purpose ['pɜːpəs]n. 目的；用途；意志vt. 决心；企图；打算27. magma ['mægmə]n. [地质] 岩浆；糊剂n. (Magma)人名；(英)马格马28. crystallize ['kristə,laiz]vt. 使结晶；明确；使具体化；做成蜜饯vi. 结晶，形成结晶；明确；具体化29. sample ['sɑːmp(ə)l]n. 样品；样本；例子adj. 试样的，样品的；作为例子的vt. 取样；尝试；抽样检查n. (Sample)人名；(英)桑普尔30. range [reɪn(d)ʒ]n. 范围；幅度；排；山脉vt. 漫游；放牧；使并列；归类于；来回走动vi. （在...内）变动；平行，列为一行；延伸；漫游；射程达到31. establish [ɪ'stæblɪʃ; e-]vi. 植物定植vt. 建立；创办；安置32. assumption [ə'sʌm(p)ʃ(ə)n]n. 假定；设想；担任；采取33. efficient [ɪ'fɪʃ(ə)nt]adj. 有效率的；有能力的；生效的34. accurate ['ækjʊrət]adj. 精确的35. predict [prɪ'dɪkt]vi. 作出预言；作预料，作预报vt. 预报，预言；预知36. continent ['kɒntɪnənt]n. 大陆，洲，陆地adj. 自制的，克制的37. evidence ['evɪd(ə)ns]n. 证据，证明；迹象；明显vt. 证明38. planet ['plænɪt]n. 行星n. (Planet)人名；(法)普拉内；(西、葡)普拉内特Conversation21. approach to接近；约等于；通往…的方法2. elementary [elɪ'ment(ə)rɪ]adj. 基本的；初级的；[化学] 元素的3. observation [ɒbzə'veɪʃ(ə)n]n. 观察；监视；观察报告4. requirement [rɪ'kwaɪəm(ə)nt]n. 要求；必要条件；必需品5. prepare [prɪ'peə]vt. 准备；使适合；装备；起草vi. 预备；做好思想准备6. astronomy [ə'strɒnəmɪ]n. 天文学7. planet ['plænɪt]n. 行星n. (Planet)人名；(法)普拉内；(西、葡)普拉内特8. mythology [mɪ'θɒlədʒɪ]n. 神话；神话学；神话集9. introduce [ɪntrə'djuːs]vt. 介绍；引进；提出；采用10. Jupiter ['dʒuːpɪtə]n. [天] 木星；朱庇特（罗马神话中的宙斯神）11. solar ['səʊlə]n. 日光浴室adj. 太阳的；日光的；利用太阳光的；与太阳相关的n. (Solar)人名；(法、英、意、西、塞、捷)索拉尔12. research [rɪ'sɜːtʃ; 'riːsɜːtʃ]n. 研究；调查vt. 研究；调查vi. 研究；调查[ 过去式researched 过去分词researched 现在分词researching ] 13. presentation [prez(ə)n'teɪʃ(ə)n]n. 展示；描述，陈述；介绍；赠送14. literature ['lɪt(ə)rətʃə]n. 文学；文献；文艺；著作15. exactly [ɪg'zæk(t)lɪ; eg-]adv. 恰好地；正是；精确地；正确地16. stuff [stʌf]n. 东西；材料；填充物；素材资料vt. 塞满；填塞；让吃饱vi. 吃得过多17. experience [ɪk'spɪərɪəns; ek-]n. 经验；经历；体验vt. 经验；经历；体验Lecture3 1. archeology [,ɑːkɪ'ɒlədʒɪ]n. 考古学（等于archaeology）archeology: 考古学| 考古| 青铜挥麈2. concentrate ['kɒns(ə)ntreɪt]n. 浓缩，精选；浓缩液vi. 集中；浓缩；全神贯注；聚集vt. 集中；浓缩3. inhabitant [ɪn'hæbɪt(ə)nt]n. 居民；居住者4. agricultural [æɡrɪ'kʌltʃərəl]adj. 农业的；农艺的5. impressive [ɪm'presɪv]adj. 感人的；令人钦佩的；给人以深刻印象的6. accomplish [ə'kʌmplɪʃ; ə'kɒm-]vt. 完成；实现；达到7. brick [brɪk]n. 砖，砖块；砖形物；心肠好的人adj. 用砖做的；似砖的vt. 用砖砌n. (Brick)人名；(英、法、瑞典)布里克8. volcanic [vɒl'kænɪk]n. 火山岩adj. 火山的；猛烈的；易突然发作的9. entire [ɪn'taɪə; en-]adj. 全部的，整个的；全体的n. (Entire)人名；(英)恩泰尔10. roof [ruːf]n. 屋顶；最高处，顶部；最高限度vt. 给…盖屋顶，覆盖n. (Roof)人名；(英)鲁夫11. diagonal [daɪ'æg(ə)n(ə)l]n. 对角线；斜线adj. 斜的；对角线的；斜纹的12. plaster ['plɑːstə]n. 石膏；灰泥；膏药vt. 减轻；粘贴；涂以灰泥；敷以膏药；使平服n. (Plaster)人名；(英、德)普拉斯特13. chimney ['tʃɪmnɪ]n. 烟囱14. hatchway ['hætʃweɪ]n. 舱口；天窗15. grave [greɪv]n. 墓穴，坟墓；死亡adj. 重大的；严肃的；黯淡的vt. 雕刻；铭记n. (Grave)人名；(英)格雷夫；(德、瑞典)格拉弗；(法)格拉夫；(俄、葡)格拉韦16. burial ['berɪəl]n. 埋葬；葬礼；弃绝adj. 埋葬的17. protection [prə'tekʃ(ə)n]n. 保护；防卫；护照18. evidence ['evɪd(ə)ns]n. 证据，证明；迹象；明显vt. 证明19. violent ['vaɪəl(ə)nt]adj. 暴力的；猛烈的20. indicate ['ɪndɪkeɪt]vt. 表明；指出；预示；象征21. excavation [ekskə'veɪʃ(ə)n]n. 挖掘，发掘22. speculate ['spekjʊleɪt]vi. 推测；投机；思索vt. 推断23. cereal ['sɪərɪəl]n. 谷类，谷物；谷类食品；谷类植物adj. 谷类的；谷类制成的24. suppose [sə'pəʊz]conj. 假使…结果会怎样vt. 假设；认为；让（虚拟语气）；推想vi. 猜想；料想25. significance [sɪg'nɪfɪk(ə)ns]n. 意义；重要性；意思Lecture41. biology [baɪ'ɒlədʒɪ]n. （一个地区全部的）生物；生物学2. species ['spiːʃiːz; -ʃɪz; 'spiːs-]n. [生物] 物种；种类adj. 物种上的3. marmot ['mɑːmət]n. [脊椎] 旱獭，[脊椎] 土拨鼠n. (Marmot)人名；(法)马尔莫4. rodent ['rəʊd(ə)nt]n. [脊椎] 啮齿动物adj. 啮齿类的；咬的，嚼的；侵蚀性的5. variety [və'raɪətɪ]n. 多样；种类；杂耍；变化，多样化6. behavioral [bi'heivjərəl]adj. 行为的7. observe [əb'zɜːv]vi. 观察；说；注意到；评论vt. 观察；遵守；说；注意到；评论8. reside [rɪ'zaɪd]vi. 住，居住；属于9. climate ['klaɪmət]n. 气候；风气；思潮；风土10. available [ə'veɪləb(ə)l]adj. 有效的，可得的；可利用的；空闲的11. describe [dɪ'skraɪb]vt. 描述，形容；描绘12. territorial [,terɪ'tɔːrɪəl]n. 地方自卫队士兵adj. 领土的；区域的；土地的；地方的13. ritual ['rɪtʃʊəl]n. 仪式；惯例；礼制adj. 仪式的；例行的；礼节性的14. emerge [ɪ'mɜːdʒ]vi. 浮现；摆脱；暴露15. process ['prəʊses]n. 过程，进行；方法，步骤；作用；程序；推移adj. 经过特殊加工（或处理）的vt. 处理；加工vi. 列队前进16. separate ['sep(ə)reɪt]n. .分开；抽印本adj. 单独的；分开的；不同的；各自的；vt. 使分离；使分开；使分居vi. 分开；隔开；分居17. offspring ['ɒfsprɪŋ]n. 后代，子孙；产物18. edible ['edɪb(ə)l]n. 食品；食物adj. 可食用的19. contrast ['kɒntrɑːst]n. 对比；差别；对照物vt. 使对比；使与…对照vi. 对比；形成对照20. aggressive [ə'gresɪv]adj. 侵略性的；好斗的；有进取心的；有闯劲的21. meadow ['medəʊ]n. 草地；牧场n. (Meadow)人名；(英)梅多22. cooperation [kəʊ,ɒpə'reɪʃ(ə)n]n. 合作，协作；[劳经] 协力。
托福TPO33听力Conversation1文本+题目+答案解析
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托福TPO33听力Conversation1文本 Narrator: Listen to a conversation between a student and a university employee. Student: Hi. I am a little lost. Um, is this the housing maintenance office? Employee: You found it. How can I help you? Student: Oh, good. I have a quick question. Are we allowed to keep electric heaters in our rooms? Employee: Actually, you are not. What’s going on? Your room cold? Student: It’s freezing in my room. I think the heat went out or something. Employee: Are you sure it’s out? Maybe it just got turned out too far. Student: Oh, no. I tried adjusting the, uh, the heat control, but it doesn’t make any difference. It’s so cold in my bedroom I can’t sleep at night. I’ve actually been sleeping on the sofa in the front room. The heat still works in there. Actually, we get hot air in all the bedrooms except ours. Employee: Wow! Do you have a roommate? Student: Yeah. But she said she isn’t bothered by the cold. But on the sofa, I am kept up by the noise out in the hall. The dorms can sometimes get pretty noisy. So what can be done about it? Employee: Well, OK. There’s a couple of things we can do. I can have a custodian take a look at it and see if he can do something. Student: Actually, I asked the custodian yesterday to take a look. But he said he couldn’t find anything wrong. He said that some of the other rooms have lost heat also and that if we’d come here you guys would fix it. Employee: Oh, he did? That’s weird, because I would have…well, the custodians themselves are usually supposed to report any problems right away. OK. In that case, then what you need to do is…here, fill out this form. Student: I have to fill out a form? Employee: Yeah, but at least that’ll put your heater problem in a work order for the maintenance crew and they’ll get to you as soon as possible. Just so you know, because it’s not winter yet and it’s not as cold as it could be, it may take a few days for a maintenance crew to get to you. Student: A few days? I can’t even sleep in my own room! Can’t we just get an electric heater? Employee: I am sorry. But students just aren’t allowed. OK. I can see that this is a problem, and not just with your room. So if you can get the form back to me this afternoon, I’ll try to get a maintenance crew to look at your problem by tomorrow. How’s that? Student: Oh, that would be great. Seriously. I have to take off now. But when I fill this form out, I give it to you, right? Employee: Right. And if I am not here, just put it in my box and I’ll get it. 托福TPO33听力Conversation1题目 1.Why does the woman go to see the man? A. To ask about a university policy regarding dorm room. B. To report excessive noise in her room. C. To report that room temperatures are too high in her room. D. To inquire about the status of a request she had made for a repair 2.How has the woman been dealing with her problem? A. By using an electric heater. B. By staying in a different building. C. By sleeping in another room in her building. D. By exchanging rooms with a friend. 3.What does the man imply about the custodian? A. The custodian is not usually responsible for making repairs. B. The custodian did not follow correct procedures. C. The custodian needs permission before making repairs. D. The custodian had reported the problem earlier. 4.Why does the man mention winter? A. To suggest that an electric heater is not yet necessary. B. To show that he understands the woman’s frustration. C. To encourage the woman to move to another room. D. To explain why it may take time to fix the woman’s problem. 5.What will the man do to help the woman? A. He will fill out a maintenance request form for her. B. He will send a maintenance team to her room soon. C. He will order a new heater for her room right away. D. He will allow her to change room temporarily. 托福TPO33听力Conversation1答案解析 Q1题目解析： 正确答案：A Woman: I have a quick question. Are we allowed to keep electric heaters in our rooms?这句话表示女学生来的目的就是问能否在房间里有电暖气。
托福听力tpo53 两篇对话精析
托福听力tpo53两篇对话精析Conversation1 (1)原文 (1)题目 (3)答案 (4)译文 (5)Conversation2 (6)原文 (6)题目 (8)答案 (10)译文 (10)Conversation1原文Narrator:Listen to a conversation between a student and his drama professor.Professor:Hi Robert.So how's your paper going?Robert:Pretty well.It's a lot of work,but I'm getting into it,so I don't mind.I'll probably have some questions for you in the next week or so.Professor:Okay.Glad to hear you're progressing so well.Robert:Um…there was something you said at the end of the lecture on Tuesday, something about there're not really being any original plays.Professor:There's no such thing as an original play.Yes.That's the direct quote from Charles Mee.Robert:Mee…that's with two"e"s,right?Professor:Yep.M-E-E.You'll probably be hearing a lot about him.He's becoming a pretty famous playwright.Robert:Yeah，well,I've been thinking about his quote.I mean there must be some original plays out there.Professor:I’ll grant that he's overstating things somewhat.But the theater does have a long tradition of borrowing.Take Shakespeare,like most writers of his day,he borrowed plots from other sources unabashedly.And the ancient Greeks,all the plays they wrote were based on earlier plays,poems and myths.Robert:And borrowing applies to plays being written nowadays,too?Professor:To some extent,yes.Mee,for example,he's made a career out of remaking plays,one of which we"ll be studying soon.It's called Full Circle and Mee based it on an earlier play by a German playwright.Robert:Oh Full Circle…wasn't that based on the Caucasian Chalk Circle?Professor:That's right.Robert:I remember hearing about that play from my acting coach.Professor:Okay.Well,the Caucasian Chalk Circle was based on a play by yet another German playwright,someone who was fascinated by the ancient literatures of China, India and Persia and many of his works were adapted from those literatures, including his version of the Chalk Circle which was based on an early Chinese play.Robert:So this Full Circle play,by Charles Mee,the one we're going to study,it's like the third or fourth remake.Wow…And we complain that Hollywood keeps making the same movies over and over again.Professor:Well,part of what Mee's trying to do is drive home the point that:One, theater's always a collaborative effort.Robert:Well,yeah,the playwright,the director and the actors,people have to work together to produce a play.Professor:Yes,of course.But Mee means historically.The dramatic literature of early periods is hugely influential in shaping later dramatic works.Robert:So it's like when the playwright bases a play on a previous playwrights theme or message.It's like they're talking to each other,collaborating.Uh,just not at the same time right?Professor:Exactly.And the second point Mee's trying to make,I think,is that it's legitimate to retell an old story in a new way,in a way that's,uh…a more in line with contemporary concerns.So when playwrights reinvent or update an earlier play it shouldn't be construed as a lack of imagination or an artistic failure.题目1.Why does the man go to see the professor?A.To discuss a play he heard aboutB.To get feedback on a paper he is writingC.To ask about a point made in classD.To get information about an acting coach2.Why does the professor mention Shakespeare and the ancient Greek playwrights?A.To support her statement that some original plays do existB.To show that playwrights historically have used themes from earlier playsC.To point out that Shakespeare was greatly influenced by ancient Greek playsD.To give examples of playwrights whose plays have inspired later playwrights3.What does the professor imply about the play Full Circle by Charles Mee?A.It served as the basis for a Hollywood film.B.It is indirectly based on a Chinese play.C.It has influenced a more recent play.D.It uses themes from ancient Greek literature.4.What two points does Charles Mee make about playwriting?[Click on2answers.]A.Rewriting old plays to deal with modern issues is a respectable practice.B.Playwrights should preserve as much of the original as possible when updating an older play.C.Older plays tend to show more imagination than newer plays.D.In a way,modern playwrights work with playwrights of the past.5.What does the man imply when he says this:(MALE STUDENT):[doubtful]I mean, there must be some original plays out here.A.He thinks the professor misunderstood his point.B.He has written some original plays himself.C.He doubts that what Charles Mee said is true.D.He has read some original plays by Charles Mee.答案C B B AD C译文Narrator：请听一段学生和他的戏剧教授的对话。
最新全套TPO听力文本 托福
最新全套TPO听力文本托福TPO-1TPO 01 – Listening PartSection 1ConversationNarratorListen to part of a conversation between a student and a librarian.StudentHi, um…, I really hope you can help me.LibrarianThat‘s why I‘m here. What can I do for you?StudentI‘m supposed to do a literature review for my psychology course, but um… having a hard time finding articles. I don‘t even know where to start looking.LibrarianYou said this is for your psychology course, right? So your focus is on …StudentDream Interpretation.LibrarianWell, you have a focus, so that‘s already a good start. Hmmm… well, there‘re a few things… oh wait… have you checked to see if your professor put any material for you to look at on reserve?StudentAha, that‘s one thin g I did know to do. I just copied an article,but I still need three more on mytopic from three different journals.LibrarianLet‘s get you going on looking for those then. We have printed versions of twenty psychology journals in the Reference Section. These are the ones published within the last year. Then I think about it… there‘s a journal named Sleep and Dream.StudentOh, yeah, the article I just copied is from that journal, so I‘vegot to look at other sources.LibrarianOk, actually, most of our materials are available electronically now. You can access psychologydatabases or electronic journals and articles through the library‘s computers, and if you want tosearch by title with the word ?dream‘ for example, just type it in and all the a rticles with ?dream‘in the title will come up on the screen.StudentCool, that‘s great! Too bad I cannot do this from home.LibrarianBut you can. All of the library‘s databases and electronic sources can be accessed through anycomputer connected to the university network.StudentReally?! I can‘t believe I didn‘t know that. It still sounds likeit‘s going to take a while though, youknow, going through all of that information, all of those sources.LibrarianMaybe, but you already narrow your search down to articles on Dream Interpretation, so it shouldn‘t be too bad. And you probably noticethat there‘s an abstract or summary at the top ofthe first page of the article you copied. When you go into the databases and electronic sources,you have the option to display the abstracts on the computer screen, skimming those to decidewhether or not you want to read the whole article should cut down some time.StudentRight, abstracts! They‘ll definitely make the project more durable.I guess I should try out theelectronic search while I‘m still here then, you know, just in case.LibrarianSure, er… that computer‘s free over there, and I‘ll be here till five this afternoon.StudentThanks, I feel a lot better about this assignment now.LectureNarratorListen to part of a lecture in a contemporary art class.ProfessorOk, I‘m going to begin this lecture by giving you your next assignment. Remember I said that atsome point during this semester I wanted you to attend an exhibit at the Fairy Street Gallery andthen write about it? Well, the exhibit that I want you to attend is coming up. It‘s already startedin fact, but it‘ll be at the gallery for the next month, which should give you plenty of time tocomplete this assignment.The name of the artist exhibiting there is Rose Frantzen.Frantzen‘s work may be unfamiliar toyou since she‘s a relatively young artist. But she‘s got a very unusual style, compared to some ofthe artists we‘ve looked at this term. But anyway, Frantzen‘sstyle is what she herself callsRealistic Impressionism. So you‘ve probably studied both of these movements separately,separate movements, Realism and Impressionism, in some of your art history courses. So who can just sum these up?StudentWell, Impressi onism started in the late 19th century. Um…the basic impressionist style was verydifferent from earlier styles. It didn‘t depict scenes or models exactly as they looked. Um…Impressionist painters tended to apply paint really thickly, and in big brushstrokes, so the texture of the canvas was rough.ProfessorGood. What else? What were the subjects?StudentWell, a lot of impressionist artists painted everyday scenes, like people on the streets and in cafes, lots of nature scenes, especially landscapes.ProfessorGood. So when you go to the exhibit, I really want you to take a close look at a certain painting. It‘s a farm scene. And you will see it right as you enter the gallery. The reason I think this painting is so important is that it stresses the impressionist aspect of Frantzen‘s style. It‘s an outdoorscene, an everyday scene. It‘s kind of bleak, which you can really see those broad brushstrokesand the blurry lines. The colors aren‘t quite realistic. The sky is kind of, well, in a natural… pinkishyellow. And the fence in the foreground is blue, but somehow the overall scene gives an impression of a cold, bleak, winter day on a farm. So that‘s the impressionist side of her work.Oh, and speaking about farms, that reminds me. One interesting thing I read about Franzten is that when she first moved back to Iowa after living abroad, she often visited this place in her town called the Sales Barn. And the Sales Barn, it was basically this place where the local farmers bought and sold their cattle, their farm animals. And the reason Frantzen went there, and she later on would visit other places like dance halls, was to observe people and the ways that they moved. She really found that this helped her work---that it gave her an understanding of body movements and actions, how humans move, and stand still, what their postures were like, too. So, what about Realism? What are the elements of Realism we should be looking for in Frantzen‘s work?StudentUm… real honest depictions of subject matter, pre tty unidealized stuff, and pretty everydaysubject matter, too.ProfessorGood. One other painting I really want you to look at is of a young woman surrounded by pumpkins. You will notice that the woman‘s face is so realistic looking that it‘s almost li ke aphotograph. The woman‘s nose is a little less than perfect and her hair is kind of messed up. Thisis realism. But then, the background of the painting, this womanwith the pumpkins is wrapped in a blanket of broad thick brushstrokes, and, it‘s all kinds of zigzagging brushstrokes and lines, kind of chaotic almost when you look at it close. And there arevibrant colors. There‘s lots oforange, with little hints of an electric blue peeking out.I find Frantzen to be a very accessible artist. I mean, some artists, to appreciate them, you have to know their life story. But here‘s alittle bit about Rose Frantzen‘s life anyway. She attended art school, but was told by one of her instructors that she was not good at illustration, that she should go into advertising instead. So shetook advertising classes and fine arts classes too, until she was convinced by the head of an advertising agency that her work was really good, that she could be an artist. But of course, it‘s not as easy as that, and so Frantzen had to paint otherpeople‘s portraits at places like art fairs just to make money tobuy paint for her more series ofart work. No matter what, she never stopped painting. And now, Frantzen is doing extremely well. And her work is being shown all overthe country. So I think most of us would be discouraged if we had to face challenges and difficulties like that. But what‘s important is thatyou keep at it that you don‘t give up. That‘s what is really important to remember.LectureNarratorListen to part of a lecture in a geology class.ProfessorOk, let‘s get started. Great. Today I want to talk about a way in which we are able to determine how old a piece of land, or some other geologic feature is - dating techniques. I‘m going to talk about a particular dating technique. Why? Good dating is a key to good analysis. In other words, if you want to know how a land formation was formed, the first thing you probably want to know is how old it is. It‘s fundamental.Um… Take the Grand Canyon for inst ance. Now, we geologists thought we had a pretty goodidea of how the Grand Canyon in the southwestern United States was formed. We knew that it was formed from sandstone that solidified somewhere between 150 and 300 million years ago. Before it solidified, it was just regular sand. Essentially it was part of a vast desert. And until just recently, most of us thought the sand had come from anancient mountain range fairly close by that flattened out over time. That‘s been the conventional wisdom among geol ogists for quite some time. But now we‘ve learned something different, and quite surprising, using a techniquecalled Uranium-Lead Dating.I should say that Uranium-Lead Dating has been around for quite a while. But there have been some recent refinements. I will get into this in a minute. Anyway, Uranium-Lead Dating has produced some surprises. Two geologists discovered that about half of the sand from the Grand Canyon was actually once part of the Appalachian Mountains. That‘s really eye-opening news,since the Appalachian Mountain Range is, of course, thousands of kilometers to the east of the Grand Canyon. Sounds pretty unbelievable, right?Of course, the obvious question is how did that sand end up so far west? The theory is that huge rivers and wind carried the sand west where it mixed in with the sand that was already there. Well, this was a pretty revolutionary finding. Um… and it was basically because of Uranium-LeadDating. Why? Well, as everyone in this class should know, we usually look at the grain type within sandstone, meaning the actual particles in the sandstone, to determine where it came from. You can do other things too, like look at the wind or water that brought the grains to theirlocation and figure out which way it was flowing. But that‘s onlyuseful up to a point, and that‘snot what these two geologists did.Uranium-Lead Dating allowed them to go about it in an entirely different way. What they did was: they looked at the grains of Zircon in the sandstone. Zircon is a material that contains radioactive Uranium, which makes it very useful for dating purposes. Zircon starts off as molten magma, the hot larva from volcanoes. This magma then crystallizes. And when Zircon crystallizes, the Uranium inside it begins to changeinto Lead. So if you measure the amount of Lead in the Zircon grain, you can figure out when the grain was formed. After that, you can determine the age of Zircon from different mountain ranges. Once you do that, you can compare the age of the Zircon in the sandstone in your sample to the age of the Zircon in the mountains. If the age of the Zircon matches the age of one of the mountain ranges, then it means the sandstone actually used to be part of that particular mountain range. Is everybody with me on that? Good.So, in this case, Uranium-Lead Dating was used to establish thathalf of the sandstone in the samples was formed at the same time the granite in the Appalachian Mountains was formed. So because of this,this new way of doing Uranium-Lead Dating, we‘ve been able to determine thatone of our major assumptions about the Grand Canyon was wrong.Like I said before, Uranium-Lead Dating has been with us for a while. But, um… until recently, inorder to do it, you really had to study many individual grains. Andit took a long time before you got results. It just wasn‘t veryefficient. And it wasn‘t very accurate. But technical advances have cut down on the number of grains you have to study, so you get your results faster. So I‘ll predictthat Uranium-Lead Dating is going to become an increasingly popular dating method. There are a few pretty exciting possibilities forUranium-Lead Dating. Here is one that comes to mind. You know the theory that earth‘s continents were once joined together and only split apart relatively recently? Well, with Uranium-Lead Dating, we could prove that more conclusively.If they show evidence of once having been joined, that could reallytell us a lot about the early history of the planet‘s geology.Section 2ConversationNarratorListen to part of a conversation between a student and his professor.ProfessorHi Mathew, I‘m glad you can come in today. You‘ve been observingMr. Grable‘s third-grade classfor your approaches to education paper, right?StudentHmmm, yes. I go over the Johnson Elementary School, you know, to watch Mr. Grable teach thechildren in class. It‘s been amazing, I mean, I‘m just learning so much from just watching him.I‘mso glad the classroom observations are a requirement for the education pr ogram. I mean it‘s likethe best thing ever to prepare you to be a good teacher.ProfessorWell, I‘m glad to see you feel that way, Mathew. You know, that‘s the goal. So, I‘ve been readingover your observation notes and I‘m quite interested in what‘s going on, in particular what‘s theastronomy unit he‘s been teaching.StudentThe astronomy unit?ProfessorIt seems that Mr. Grable has mastered the interdisciplinary approach to teaching — the waywe‘ve been talking about in class.StudentOh! OK, yeah, so like when he was teaching them astronomy, he didn't just teach them thenames of the planets, he used it as a way to teach mythology.ProfessorReally! So, how did he do that?StudentWell, some of the students could already name the planets, but they didn‘t know that the nameshad any meaning — the stories behind them.ProfessorSo, he…StudentHe introduced Greek and Roman mythology as a way of explaining. Like, you know, how likeJupiter‘s the biggest planet, right, and how Jupiter was the nameof the king of the gods inRoman mythology, right? So since Jupiter, the planet, is the largest planet in our solar system, it‘slike the king of the planets, like Jupiter was the king of all the gods.ProfessorOh, Mathew, that‘s a great example.StudentYeah! And each student chose a planet and then did research on it to write a report and make a presentation. They went to the library to do the research, then they made presentations about the planet they chose.ProfessorSo, in one science unit, in which the focus was astronomy, the students also learned about the literature of Greek and Roman mythology, used research skills in the library, wrote a report and practiced their oral presentation skills.StudentExactly! He used this one topic to teach third-grades all thatstuff — how to use the books in thelibrary, to write reports, and even how to speak in public. Plusthey had a great time doing it.ProfessorYou know, Mathew, this is just what we‘ve been talking about in our clas s. I‘m sure everyone canlearn something from your experience. You know, Mathew, I‘d lovefor you to talk about thisastronomy unit in class on Wednesday.StudentReally?! Hmmm… ?cause I don‘t really think I‘ll have any time to write my paper by then.ProfessorOh, you won‘t need to write anything new just yet. For Wednesday, use your class observationnotes and explain the things we‘ve discussed today.StudentOk, that sounds all right.LectureNarratorListen to part of a lecture in an archeology class.ProfessorOK, we‘ve been talking about early agriculture in the near east. So let‘s concentrate on one siteand see what we can learn from it. Let‘s look at Catalhoyuk. Ah…I‘d better write that down.Catalhoyuk, that‘s about as close as we get in English. It‘s Turkish, really. The sites in modern dayTurkey, and who knows what the original inhabitants called it. Anyway, uh…Catalhoyuk wasn‘tthe first agricultural settlement in the near east, but it waspretty early, settled about 9000 years ago in the Neolithic period.And ... umm... the settlement...ah...town really, lasted about a thousand years and grew to a size of about eight or ten thousand people. That certainly makes it one of the largest towns in the world at that time.One of the things that make the settlement of this size impressiveis the time period. It‘s theNeolithic, remember, the late Stone Age. So the people that lived there had only stone tools, no metals. So everything they accomplished, like building this town, they did with just stone, plus wood, bricks,that sort of thing. But you got to remember that it wasn‘t just any stone they had,they had obsidian. And umm... obsidian is a black, volcanic, well, almost like glass. It flakes very nicely into really sharp points. The sharpest tools of the entire Stone Age were made of obsidian. And urrr... the people of Catalhoyuk got theirs from further inland, from central Turkey, traded for it, probably.Anyway, what I wanna focus on is the way the town was built. The houses are all rectangular, one storey made of sun dried bricks. Butwhat‘s really interesting is that there are no spacesbetween them, no streets in other words, and so generally no doorson the houses either. People walked around on the roofs and entered the house through a hatchway on the roof, down a wooden ladder. You canstill see the diagonal marks of the ladders in the plaster on the inside walls. Once you were in the house, there would be one main room and a couple of small rooms for storage. The main room had the hearths, for cooking and for heat. It would‘ve been prettycold during the winters. And it also looks like they made theirtools near the fire. There tends to be a lot of obsidian flakes andchips in the hearth ashes, but no chimney. The smoke just went out the same hatchway that people used for going in and out themselves. So there would have been an open fire inside the house with only one hole in the roof to let the smoke out. You and I would have found it a bit too smoky in there. You can see on the walls, which they plastered and decoratedwith paintings. They ended up with a layer of black soot on them, and so did people‘slungs. The bones found in the graves show a layer of soot on the inside of the ribs. And that‘s another unusual feat ure of Catalhoyuk, the burial sites. The graves have all beenfound under the houses, right under the floors. And it maybe this burial custom that explains why the houses were packed in so tightly without streets. I mean, you might think it was for protection or something, but there has been no evidence found yet of any violent attack that would indicate that kind of danger. It maybe they wanted to live as near as possible to their ancestors‘ graves and be buried near them themselves. But it makes a good point.Based on excavations, we can know the layout of the houses and the location of the graves, but we‘re only guessing when we tried to say why they did it that way. That‘s the way it is witharcheology. You are dealing with the physical remains that peopleleft behind. We have no sure access to what they thought and how they felt about things. I mean it‘s interesting to speculate.And the physical artifacts can give us clues, but there is a lot we can‘t really know. So, forinstance, their art. They painted on the plastered walls and usually they painted hunting scenes with wild animals in them. Now they did hunt and they also raised cereal crops and kept sheep, but we don‘t know why so many of the paintings are of hunting scenes. Was it supposed to havereligious or magical significance? That‘s the kind of thing we can only guess at based on clues.And hopefully, further excavation of Catalhoyuk will yield more clues. But we‘ll probably neverknow for sure.LectureNarratorListen to part of a lecture in a biology class.ProfessorFor today‘s discussion, we‘ll review the case study on how some animals have behaviorallyadapted to their environments. Now you had to read about two animal species, the Eastern marmot and the Olympic marmot. Marmots are rodents. They are large ground squirrels, about the size of an average house cat. And they live in a variety of habitats. And even though they spend the significant portion of the year hibernating, according to this case study, marmots are still considered excellent subjects for animal behavioral studies. Why is that?StudentWell, when they are not hibernating, you can find them in open areas. And they are pretty active during the day, which makes them easy to observe, right?ProfessorUh-ha, so first let‘s discuss the Eastern marmots. They reside throughout the eastern region ofNorth America where there is a temperate climate, where the growing season lasts for at least five months of the year, which is when they do all their mating, playing and eating.StudentOh, I see. At first I wasn‘t sure what growing season meant, just from the reading. But now I getit. It's the amount of time it takes for them to grow, right? So it would be five months?ProfessorUmm? Oh, uh… I‘m sorry but no. It h as nothing to do with that.It's not about the time it takesfor Eastern marmots to grow. It‘s when the food is available. That is when it‘s not covered insnow and there is no frost covering the grass and, umm, vegetative parts of a plant‘s herbs andthe flowers the marmots like to eat. So growing season refers to the availability of the food they eat, OK? So now how would you describe the Eastern marmots‘ social habits?StudentWell, they are really territorial, and loners, and just so aggressive even with other Eastern marmots. And their mating ritual is just so impersonal.ProfessorUh-ha? Now when they emerge in the spring from hibernation, the mating process begins. For them, well, they come together to mate and then they go their separate ways. Then about six to eight weeks after birth, the offspring leave their mothers.StudentReally? Just six weeks? Is that possible for the offspring to make it on their own so young?ProfessorWell, it‘s not as if they aren‘t ready for the real world beca use they are. Remember, they maturequickly and the weather‘s nice. Also they live in open fields where there is lots of ediblevegetation. So roughly six weeks after birth, Eastern marmots are just old enough to take their chances of surviving in the temperate environment. So how does this relate to their behavior?StudentOh, I get it. Since the climate‘s not too bad, the Eastern marmots don't have to rely on eachother too much and they really don't need to stay together as a family to survive either.ProfessorUh-ha. Any contrast, the Olympic marmots? What about them?StudentWell, they live together as a family and take care of their young until they are at least two years old. They‘re really friendly with each other. And what I really like is that they even have greeting ceremonies. And they are not at all aggressive and territorial like the Eastern marmots. So their social behavior is so different from Eastern marmots because of the climate where they live? That seems so bizarre.ProfessorWell, the Olympic marmots inhabit meadows high in the Olympic Mountains where the weather conditions are much harsher. So there is a lot more wind and snow. The growing season only lasts about two to three months. So in that much shorter period of time, all the Olympic marmots, male and female, eat, play, work and nurture the young together. Because the climate is so harsh, cooperation increases the survival rate of the Olympic marmots. They keep their young at home until they are physically able to survive on their own. This could explain why the social behavior of the Olympic marmots is so unlike that of the Eastern marmots.TPO-2TPO 02 – Listening PartConversationNarratorListen 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 su mmarize 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 toput in the report.ProfessorI hear the same thing from every student. You know, you have to remember now that you‘re theexpert on what you‘ve done. So, think about what you‘d need to include if you were going toexplain 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 journal you 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 understandthe 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 thenI discuss the results. Is that what you mean?ProfessorYes, 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.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. Forexample, 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 prettyforgetful these days. OK. I just remembered what I was trying to say before.ProfessorGood. I was hop ing 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 youwish.StudentGreat. I‘ll plan to get you a draft of the paper by next Friday. Thanks very much. Well, see ya.ProfessorOK.LectureNarratorListen to part of a lecture in a philosophy class.ProfessorOK. Another ancient Greek philosopher we need to discuss is Aristotle—Aristotle‘s ethical theory.What Aristotle‘s ethical theory is all about is this: he‘s trying to show you how to behappy—what true happiness is.Now, why is he interested in human happiness? It‘s not just because it‘s something that all。
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。
托福TPO23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TPO23听力Conversation1文本+题目+答案解析，希望对大家备考有所帮助。
托福TPO23听力Conversation1文本 Narrator: Listen to a conversation between a student and the director of campus activities. Student: I'm here 'cause... well, there's something I don't understand. I set an announcement for an event. And this morning I checked the events section of the university's website. And nothing, there is no mention of it. Director: And when did you submit this request? Student: Last Wednesday. I followed the instructions very carefully. I am sure it was Wednesday, because know announcements have be submitted three business days ahead of the posting day. Director: And what's it for? Student: A reading. Director: A reading? Student: Yes. A poetry reading. Director: Oh, OK. When is it? Student: In three days. It is an author from France we have been trying to get for a while. And now that he has finally agreed to come, no one will be there. Director: Wow. This person is really coming all the way from France? Student: Oh, no. He is teaching in New York City this year. We were able to sell him on the idea by promising there will be a nice size crowd. I felt confident about that because I know how enthusiastic our group is. Director: And your group? Do you have a name? Student: Um? Well, it is kind of a loose group, you know, just a bunch of students in the French department who are interested in French literature. There's no formal structure or anything. I guess you could call us the French Literature Reading Group. Director: OK. And it is a recognized group? By the university, I mean. Student: No Director: OK. Student: But the French Department is funding this, on the condition that we do all the legwork. Director: All right. Hold on a second while I check. Well, it looks like we did receive your announcement last Wednesday. Uh, looks like the editors must have decided not to include your event in this week's listings. Student: Not included? Why? Director: Well, we don't post things automatically. We get so many requests that we couldn't possibly post them all. So events that are thought to be too specialized, without the potential for really wide appeal... Student: Wow, I got to say that does surprise me. What am I going to do now? I mean, he really is quite famous. I really do think there would be a genuine interest beyond my group. It would be a shame if no one shows up because there isn't enough publicity. Is there anyone else I can talk to? Director: I don't think that would do you much good since we are already working on next week's schedule. But maybe you could ask the French department to post the announcement on its website. And maybe you could approach some other departments as well, you know, relevant ones. Student: I knew we should have done a poster. But everybody was like, oh, you can just post it online. In any event, thanks for your help. It's something to consider. 托福TPO23听力Conversation1题目 1.What is the cause of the student's problem? A. She missed the deadline for submitting her announcement to the university web site. B. She did not include enough information in her announcement. C. The editors of the university web site did not post her announcement D. The university web site will not be available to students for several days. 2.What did the student's group have to promise the author in order to get him to visit the university? A. That he would have a large audience for his reading B. That his books would be advertised on the university web site. C. That the French Department would pay his travel expenses. D. That he would also be able to speak at another nearby university. 3.What does the man imply about the editors of the university' web site A. They are sometimes careless in their handling of students. B. They sometimes revise students' announcements before posting them. C. They routinely try to predict student interest in upcoming events. D. They usually attend the events advertised on the web site. 4.What does the man suggest the student do? A. Postpone the event until next week. B. Advertise the event on a more specialized web site. C. Explain her situation to the editors of the university web site. D. Create a poster to advertise the event. 5.Why does the student say this? A. To suggest that the man contact the French Department. B. To express her frustration with the French Department's requirements for funding. C. To assure the man that the event has the support of the French Department. D. To explain why she is asking the man for additional funding. 托福TPO23听力Conversation1答案解析 Q1题目解析： 正确答案：C I set an announcement for an event. And this morning I checked the events section of the university's website. And nothing, there is no mention of it 听清开头就会发现明显的提示词： cause，还停顿了。
TPO extra1 听力文本
Conversation1NarratorListen to a conversation between a student and an employee in the campus computer center. Computer center employeeHi, what can I help you with today?StudentHi, um, I wanted to—you see, the thing is, I don't know much about computers, so I was wondering if, uh, if there's a class or something... so I can learn how to use computers, like to write papers for my classes.Computer center employeeOh, I see... um, we don't really offer a course for beginners, since most students already have computing experience. But all the computers in our labs have a general tutorial installed on them. You could just go there and run it.StudentAnd the tutorial explains everything? I mean, it might sound strange but I've never used a computer.Computer center employeeWell, all the computer labs on campus are staffed with student assistants, and I'm sure that any one of them would be more than willing to get you started.StudentYeah? That sounds good. But is it expensive?Computer center employeeNo, in fact, it won't cost anything; it's one of the services of the computer center.StudentThat's great. How do they—I mean, how do I get in touch with the student assistants? Should I just go to a computer lab and ask whoever's there?Computer center employeeSure, you could do that, or I can let you have a list of names of the students who are assistants in the labs. You might know one of them.StudentActually, I think I'd prefer someone I don't know, um, so I can ask dumb questions... Is there anyone you'd recommend?Computer center employeeAll of our student assistants are really knowledgeable about computers. I mean, they have to be, in order to work in the computer labs... It doesn't mean that they're necessarily good at teaching beginners... but you probably won't be a beginner for very long.StudentHope not.Computer center employeeAnd I just thought of something else. The bookstore has a lot of books on computers-there might be one for people like you, I mean, people who don't have a lot of experience with computers. I actually bought one for my father so he could learn how to use e-mail, basic word processing, that sort of thing—and it worked pretty well for him.StudentOK, I'll try that, too. And if the bookstore doesn't have it, they can just order it for me? Computer center employeeRight. Now is there anything else I can help you with today?StudentUh, just the list of names and the times they're working. I'd like to get going on this as soon as possible.Computer center employeeRight. Good luck.Lecture 1NarratorListen to part of a lecture in an economics class.ProfessorWhen attempting to understand international trade, some things seem so obvious that they can hardly be controverted, and other points that are important are invisible unless you've thought about the subject carefully.Consider the following: if there's an increase in imports, let's say, um, let's say imports of furniture, and the domestic producers of furniture find this new competition very difficult and are cutting production and employment, then it seems obvious and easy to understand and many people conclude from this that increasing imports will cause generally greater unemployment at home.What is not so obvious is that how much we import and how much we export... those are interdependent and you can't understand the one without the other. But the exports that are generated are not easily discernable, so most people don't see them. They see only the imports of furniture rising and employment in domestic furniture production falling.So as a result, many people argue that we ought to protect jobs by limiting imports—either by tariffs, quotas, regulations, or whatever—without realizing that this also has the effect of reducing potential future exports to the rest of the world, things that we can produce very, very... cost effectively and therefore profitably.The fundamental proposition in international economics is that it makes sense to import those things that we... that can be produced more economically abroad than at home and export things to the rest of the world that we can produce more cost effectively than produced elsewhere in the world. Therefore, if we limit imports, we put ourselves in danger of not being able to export.The details of this relationship will take much longer to explain than I can fully go into now but the point of the matter is that gains—the benefits of gains—from international trade result from being able to get things cheaper by buying them abroad than you can make them at home. Now there're some things that we can make at home that are... that we can do more economically than they can do abroad.In the case of the United States, typically high-technology products, uh... are things that Americans have innovated in and started firms doing that sort of thing at which they do very well. Whereas goods that produce... that use a lot of relatively low skill labor, like furniture production,cotton production, sugar production... those are things that are frequently made more inexpensively in places where wage rates are low and the cost of using capital is very high. However, in Florida they produce a lot of sugar, but the costs are so high, if we didn't have extensive restrictions on imports of sugar, the output of sugar would decline dramatically. But the sugar industry in the U.S. doesn't produce high-paying jobs, it uses resources in ineffective ways and it blocks the import of more cost-effectively produced sugar. It, it's a very bad bargain for the people in the United States to want to protect low-paying jobs thereby halting the growth of world trading and international... uh, more international specialization. It would be better to remove restrictions on imports and allow other countries in the world... countries that can produce them more cheaply... let them specialize in producing those products.Now, I agree that people who are directly affected by imports, what they focus on... is, is that their prospects... their job prospects are being reduced, and their economic circumstances are getting worse. And that's a relevant problem and an important problem; what isn't so obvious is... that by retraining and relocating people to places and industries where jobs are expanding rather than contracting, we can make the whole economy function more effectively and productively than by trying to block imports.Um, what is interesting to note is that, even if there were no international trade issues, like imports, any changes that occur in a country's economy—any new technology, change in preferences, change in regulations or whatever—will lead to "adjustments" that lead some sectors of the economy to decline and others to expand.And that's what we have to figure out, and that's a hard problem to deal with in detail, is how to facilitate people adjusting from sectors where their job prospects are not so good, and in particular where real wages aren't so high, to acquire skills that will permit them to move into higher-paying jobs in other parts of the economy either by retraining or relocating. Helping pay for the relocation of these people would be very helpful, but trying to block the changes is really counterproductive. It makes people in our country poorer, and it makes people elsewhere in the world poorer as well.Lecture 2NarratorListen to part of a lecture in a marine biology class.ProfessorI want to continue our discussion about whales. Specifically, today, um, I want to talk about whale migration—um, why whales head south for the winter. Or really why whales in the cold water of the Northern Hemisphere head south for the winter. Now, not all kinds of whales migrate, but most baleen whales do.And interestingly enough, we still don't really know why the baleen whales migrate. We do have several theories, however, which I'll discuss today. Uh, can anybody name one reason why baleen whales might migrate south, to the warm tropical water?Male studentUh, for food? You know, the whales move to warmer water in order to find a good area to feed. ProfessorGood guess. That should be an obvious reason—after all, most animals that migrate do so forthe purpose of finding food. But, uh, that doesn't seem to be the case with baleen whales. To understand why, you need to know something about water temperature. There are a lot of technical reasons that I'm not going to go into right now. But let's just say that nutrients don't rise to the surface of tropical water like they do in other kinds of water. Tropical water simply never gets cold enough. So... well, what this means, uh, is that tropical water doesn't have much of the plankton that most whales feed on.Male studentI don't understand—if there's no plankton, how do the whales survive through the winter? ProfessorRight. How do they survive? You see, they don't have to eat anything, because they've stored up so much fat during the summer feeding season that they can just survive off of that. So if they don't need to eat anything, we're back to our original question. Why do baleen whales migrate? Any theories? No?Well, there's one idea out there that a lot of people believe. In fact, uh, you could say it's the most popular theory we have about whale migration. Basically, the argument is that for baleen whales, migration is a kind of balancing act. Let me explain. On one hand, whales need to take advantage of the summer months by eating as much food as they can. And that's what they can do best in the northern seas. This allows them to build up a lot of fat. But in the winter, food is scarce even in the north, so what the whales need to do is save energy. And that's what migrating south can help them do... Amanda, you have a question?Female studentYes. Um, the balancing-act theory doesn't make sense to me. Maybe whales might need to save energy during the winter, but wouldn't moving all the way down to tropics make them lose energy?ProfessorThat's a good point, and it's one reason why this isn't a perfect theory. It does cost the whales energy to migrate, but it's easier for whales to save energy in warm water than it is to save energy in cold water, so there might still be, you know, a good reason to move south for the winter. OK? Now, before moving on to the next chapter, I want to briefly discuss how the baleen whale manages to navigate. It's pretty remarkable, because the whales manage to return to the same places year after year, and have to travel over an enormous area of ocean in order to do it. I mean, it's not like whales can just look at a map, right? So exactly how do they do it?Well, a lot of experimental work still needs to be done, but we have been able to figure out at least three ways the baleen whale navigates without getting lost. The first is the ability to use Earth's magnetic field like it was a map. That sounds strange, but we know that many birds use that method, use the magnetic field, and it's possible that whales have the biological ability to do the same thing.Another theory is that if they stay close to the coast, whales might be able to find familiar landmarks and use those as guides. But we don't really know if a whale's eyesight is good enough to be able to do that, so that's not a perfect theory.And finally, we know that many whales make very loud sounds that can travel literally hundreds of miles underwater. Through a process called echolocation, it's possible that these whales hear the sounds bounce off of islands or other pieces of land and use those echoes as clues to help them find their way.Conversation 2NarratorListen to a conversation between a student and a professor.StudentHi, uh... Professor Anderson... wondering if you had a couple minutes...ProfessorOf course, Paula...StudentThanks... uh, you sent me a letter recently about doing, uh, an honors project—inviting me to come in and talk about...ProfessorRight, right, well, as your academic advisor, it's my job to look out for your academic interests, and based on your grades, and some very positive feedback I've heard from your professors, I wanted to formally invite you to consider doing an honors project...StudentYeah... well, thanks... uh, actually I kinda wanted to ask you... quite frankly—like how much work it would probably be? I mean, I'm gonna be spending a lot of time applying to law schools next semester and...ProfessorWell, let me tell you how it works... and then you can decide from there.StudentOK.ProfessorBasically, the honors project is an opportunity to do... some in-depth work on a topic you're interested in before graduating college. You register for the class, but it doesn't work the same way a regular class does—you find a professor who you want to work with—you ask the professor—a sort of mentor who's knowledgeable on the topic you're interested in—the topic you're gonna write your honors thesis on...StudentWriting a thesis? That's part of the project? Ah, like how many pages are we talking? ProfessorUsually about 50... but it's a valuable experience, writing a thesis paper.StudentSo, basically, after I register for the class, I need to ask a professor who'll sorta help me... ProfessorActually, you need to do that—a professor needs to agree to oversee your honors project—before you register.StudentOh, OK...ProfessorI mean, I know it sounds kinda daunting, but that's what the professor's there for—to help guide you through the different steps of the process and... uh... most students are very pleased with the experience... they're able to demonstrate advanced research skills, which is important; especially in your case, writing an honors thesis would be a big plus...StudentYou think so?ProfessorAbsolutely. Especially considering your plans, since you're applying to law schools. It shows initiative, that you've done well as an undergraduate—to be allowed to do the honors project... that you're able to work independently and, of course, you would graduate with honors...StudentYeah, it does sound good—it's just, you know, I've never written something like that before, so...ProfessorWell, you choose something you're interested in—maybe you can even expand a shorter research paper from another class or...StudentSo, like, maybe... You know, I took this course from Professor Connelly—his course on Comparative Governments last semester and, uh... did pretty well—I wrote a paper actually, on political parties in Venezuela and—and he seemed to like my research. Anyway, he, uh, I got an A in the course.ProfessorGood, so it sounds like you do have a general idea for a topic, and you might know what professor you want to work with... and look, it's still a couple weeks before registration, maybe you should talk to Professor Connelly and then get back to me.StudentYeah, I will—thanks. I'll come by again sometime next week.ProfessorThat's fine. Good luck.Lecture 3NarratorListen to part of a lecture in a journalism class. The professor has been discussing newspapers. ProfessorAbout 40 years ago, half of all Americans felt they'd be lost without a daily newspaper. But today, only one in ten Americans say they'd be lost without a paper. In fact, today, half of all Americans say they don't need a newspaper at all. And so people in the newspaper industry are trying to figure out how they can get more people reading the newspaper more often. They're trying to crack journalism's riddle for the ages: what makes people read newspapers? OK, well, let me ask you—as a journalism student, what do you think is the answer to this question? Elizabeth? Female studentUm, I would probably try to improve the content of the newspaper.ProfessorBetter content. Hmm. You mean like well-written editorials and articles?Female studentWell, I mean provide more interesting content, like, I would first try to find out what readers really want to read... and then put that into the paper.ProfessorYes, in fact, not too long ago, there was an extensive study conducted to investigate what draws people to newspapers. Uh, they found out that there's a clear, strong link between satisfaction with content and overall readership. Those newspapers that contained what the readers wanted most brought in the most readers. No big surprise there, right? So, what kind of content brings in readers? The study found that people-centered local news ranks at the top of the list... stories about ordinary people. For example, you could write about the experiences of those who were involved in a news story, and their friends and relatives... The vantage points would be those of ordinary people, not of police or other officials... OK? Now the study also showed that people want more stories about movies, TV, and weather, and fewer stories and photos about natural disasters and accidents... So, to get reader satisfaction, you need to select the right topics, and within those topics, the right news events or stories to cover. Yes, James?Male studentIt seems to me that a lot of what you just mentioned doesn't line up with the principles of good journalism. Catering to readers' tastes may improve overall readership, but what about the social responsibilities that newspapers have? I mean, there are some topics that newspapers need to write about in order to serve the public interest. Those topics may not always be fun and interesting for the average reader, but it's still the newspaper's responsibility to make that information available to the public.ProfessorThat's a good point. You need a good mix of content. You can't just rush towards an attractive topic and forget about the reporting role of newspapers. There's a danger of going soft—newspapers do have to perform their obligations to citizens. So what newspapers sometimes do is to combine serious journalism with a reader-friendly presentation. Um, let me give you an example: When the justice department opened an investigation on the local police—some pretty serious stuff that could be boring to some readers—well, one local newspaper ran a lead story on their front page, but they also simplified the format by including small breakout boxes that presented—in a nutshell—the highlights of the story. That way, they could report the serious stories they needed to report, and, and still hold their readers' attention. OK? Uh, going back to the research on readership growth we were talking about... Uh, the most vital step of all, the study shows, may be making the paper easier to use. How can we make the paper "easier to use"? Well, it means stories need to include information, such as phone numbers, times, dates, addresses, Web sites and the like, so that readers can "go and do" things based on what they've read.Female studentProfessor Ellington? Um, when you said we need to make the paper "easier to use," I thought you were gonna say something about use of graphics, colors, and stuff like that.ProfessorWell, I guess those things do help in a way, but it turned out that those contemporary touches, uh, such as more attractive designs, extensive use of color, and informational graphics mattermuch less than you'd expect. Surprising, isn't it?Female studentYeah, it is... Um, how about service? Does the study say anything about improving service? I don't think people are gonna subscribe if the paper doesn't arrive, or shows up late...ProfessorOr shows up wet, which by the way, happened to me this morning. Oh, absolutely. Service affects readership. In fact, improving your service is much more likely to increase your readership than making changes in your editorial content... Not only on-time delivery in good condition, but also things like efficient billing, affordability, um... Yes?Female studentThey could also, like, increase the number of sites where they sell single copies.ProfessorCertainly that's one way to improve service.Lecture 4NarratorListen to part of a lecture in a geology class.ProfessorUm, beginning in the late 1960s, geologists began to uncover some evidence of a rather surprising kind when they looked... um... at various places around the world. What they found out when they examined rocks from about a... the period from about 750 million years ago to about 580 million years ago, they found that... it seemed that glaciers covered the entire surface of the Earth—from pole to pole, including the tropics.Um... how did they come to this astonishing conclusion? What was the evidence for this? Especially when glaciers today are found only at the poles ... or in the mountains.Well, uh... basically when glaciers grow and move they leave behind a distinctive deposit consisting of primarily... of, at least on the top level, of ground up little bits of rock... almost... they almost look like rocks that have been deposited by streams,if you've ever seen those. And that's caused because, although the glacier is ice, it is actually flowing very slowly and as it moves it grinds the top layer of rock, it breaks off pieces and carries them away. So when you have glaciation you have a distinctive pattern of these pieces of rock which are called "erratics."Erratics are rocks... they're the stones that are often carried long distances by glaciers.So, in the 1960s and onward up through the 1990s, we keep finding evidence for glaciation, no matter what the latitude... even in tropical latitudes. Now, today there are glaciers in the tropics but only at very high elevations. But 750 million years ago, apparently there were glaciers even at sea level in the tropics.How could this have happened?Well, first... the growth of glaciers, uh, benefits, if you will, from a kind of a positive feedback loop called the "ice-albedo effect."With the ice-albedo effect, glaciers—'cause they're white—reflect light and heat more... muchmore than does liquid water... or soil and rock, which are dark and absorb heat. So, the more glaciers there are, the more heat is reflected, so the climate gets cooler, and glaciers grow even more.However... normally, on a global scale, there is a major process that functions to curb the growth of glaciers. And, that process involves carbon dioxide.Now, we're all familiar with the notion that carbon dioxide is what we call a "greenhouse gas." The more carbon dioxide there is in the atmosphere, the more heat the atmosphere retains. That's what a greenhouse gas does. So, the greenhouse-gas effect is kinda the opposite of the albedo effect.Um... now as it happens... when silicate rocks, which is a very common class of rock, when they're exposed to the air and to normal weathering, they erode. Carbon dioxide is attracted to these eroding rocks and binds to them, forming calcium carbonate.Calcium carbonate is eventually washed into the ocean where it settles to the bottom. This process, this forming of calcium carbonate, has the effect of sucking the carbon dioxide out of the air and storing it at the bottom of the ocean.Now, follow me here. The process that's sucking carbon dioxide out of the air, keeping the greenhouse gas levels low, cannot happen if the rock is covered with ice.So, while glaciers reflect light and heat... cooling the Earth, they at the same time cover rocks so there's less calcium carbonate formed... which leaves more carbon dioxide in the atmosphere. Higher levels of carbon dioxide keep the atmosphere warm... which slows the growth of glaciers. So, it's a balance, and the glacier growth remains pretty much under control.Now, what happened 750 million years ago to upset that balance? It seems a relatively simple explanation actually...750 million years ago... all the major continents are rocky, bare, and pretty much lined up along the equator; they hadn't yet moved to where they are today. So, what happened was, perhaps a slight cooling of... the very slight and temporary cooling of the Sun—which still happens from time to time—and the Earth starts to cool, the ice starts to spread on the oceans... starting at the poles.Now, by the time the ice reaches about two-thirds of the way to the equator, it's too late. See... because the continents are the last things to be covered by glaciers, they continue weathering... the rocks keep eroding and the carbon dioxide levels keep falling... So, the ice-albedo effect from the glaciers is increasing in strength while the atmosphere continues to lose its ability to retain heat making glacier growth unstoppable. Now you have what's called a "runaway freeze." And for perhaps as long as 50 million years, possibly with some interludes, the Earth was frozen from pole to pole, like a giant snowball.。
托福TPO15听力Conversation1文本+题目+答案解析
为了帮助大家高效备考托福，为大家带来托福TPO15听力Conversation1文本+题目+答案解析，希望对大家备考有所帮助。
托福TPO15听力Conversation1文本 Narrator: Listen to a conversation between a student and the faculty adviser of the campus newspaper. Man: Hi, I talked to someone on the phone a couple of weeks ago. Anna, I think it was? Woman: I am Anna, the faculty adviser. Man: Oh, great! I’m Peter Murphy. You probably don’t remember me, but … Woman: No, no, I remember you. You were interested in working for the paper. Man: Yeah, as a reporter. Woman: That’s right. Uh, you’re taking a journalism class and you’ve done some reporting before in high school, right? Man: Wow, you have a good memory. Woman: Well, we haven’t had many students applying lately. So, anyway, you still want to do some reporting for us? Man: Yeah, if you have room for me on the staff. Woman: Well, we always need more reporters, but you know we don’t pay anything, right? Man: Yeah, I know. But I, uh, I’d like the experience. It will look good on my resume. Woman: Absolutely! Let’s see. I think I told you that we ask prospective reporters to turn in some outlines for possible articles? Ma: Yeah, I sent them in about a week ago. But I haven’t heard anything back yet, so, so I thought I’d stop by and see, but I guess you haven’t looked at them yet. Woman: Oh, Max, the news editor, he looks at all the submissions. Man: Oh, so he hasn’t made any decision about me yet? Woman: Well, I just got here a few minutes ago, haven’t been in for a couple of days. Uh, just give me a second to check my email. Uh, here’s a message from Max. Let’ see. Well, it seems you’ve really impressed him. He says it’d be wonderful if you could join our staff. Man: Oh, great! When can I start? Woman: Well, you turned in an outline on something to do with the Physics Department? Man: Yeah. They’re trying to come up with ways to get more students to take their introductory courses. Woman: Right. Well, apparently nobody else is covering that story so he wants you to follow up on it. Man: OK. Uh, what about the other outline I sent in? About the proposed increase in tuition fee? Woman: Oh, it looks like we’ve got that covered. Man: So, I’m starting with an article about the Physics Department. I guess I’d better get to work. Do you have any advice on how I should cover the story? Woman: Well, Max wanted to talk to you, but, I’m sure he’ll tell you to find out things like why the Physics Department worried about enrollment. Has the number of students been getting smaller in recent years? By how much? What kinds of plans they’re considering to address this problem? Man: Right. Some of those issues are already in what I proposed. Woman: And you want to do some interviews: you know, what the professors think of the plans, what the students think. You get the idea, but… Man: But wait till I talk to Max before proceeding? Woman: Right, he’ll cover everything you need to know to be a reporter for us. Can you come back this afternoon? He’ll be here until five o’clock. 托福TPO15听力Conversation1题目 1.Why does the student go to the campus newspaper office?。
托福TPO31听力文本+答案解析
得听力者得天下，托福听力对于考生来说至关重要!如何攻克托福听力，除了要多听，托福TPO听力也是托儿必刷的真题.小编托福考生们带来了TPO听力31文本，希望可以帮助广大托福考生轻松备考托福。
Section1 Conversation1 (Community Planning in the Colonies)NarratorListen to part of a conversation between a student and her United StatesHistory professor.ProfessorSo, Amanda, you’ve asked a lot of questions about trade during the colonialperiod of the United States. Has our discussion clarified things for you?StudentWell, yeah, but now, I think writing about trade for my paper isn’t goingto work.ProfessorOh, so your questions about shipping routes were for your researchpaper?StudentYeah. But now, I see that I probably need to come up with a new papertopic. Actually, there was one other idea I had. I have been thinking aboutdoing something about community planning in the early British settlements inEastern North America.ProfessorOh. OK. I am curious. Why are you interested in doing something oncommunity planning in colonial times?StudentWell, I am much more into architecture. It’s my major and I mean, planningout a town or city goes along with that. I mean, not that I don’t like history (I)am interested in history…really interested…But I think, you know, for a career, architecture is more for me.ProfessorThat’s great. I’ve gotten some very thought-provoking papers from students whose interests go beyond history.StudentOK. But for the paper you wanted us to try to include a comparison,right?ProfessorYes. Actually, that was really the purpose of the assignment. The way theUnited States developed or perhaps I should say the colonies, since the land that would become the Eastern United States…uh…there were British colonies there four hundred years ago. But anyway…uh… development in the colonies differed greatly depending on geography. I am looking for papers that have ideas about something that happened one way in the Northern colonies happened a different way in the Southern colonies.StudentIs that true in terms of urban planning?ProfessorVery true. Towns in the Northern colonies were centralized and compact.They provided a meeting point for exchanging goods, for participatory。
TPO听力原文 1a
TPO1 Conversation 1Narrator: Listen to part of a conversation between a student and a librarian.Student: Hi, um…, I really hope you can help me.Librarian: That’s why I’m here. What can I do for you?Student:I’m supposed to do a literature reviewfor my psychology course, but um…havinga hard timefinding articles. I don’t even know where to start looking.Librarian: You said this is for your psychology course, right? So your focus is on …Student: Dream Interpretation.Librarian:Well, you have a focus, so that’s already a good start. Hmmm… well, there’re a few things… Oh wait… have you checked to see if your professor put any material for you to look at on reserve?Student: Aha, that’s one thing I did know to do. I just copied an article, but I still need threemore on my topic from three different journals.Librarian: Let’s get you going on looking for those then. We have printed versions of twenty psychologyjournals in the Reference Section. These are the ones published within the last year. Then I think about it… there’s a journal named Sleep and Dream.Student:Oh, yeah, the article I just copied is from that journal, so I’ve got to look at other sources. Librarian: Ok, actually, most of our materials are available electronically now.You can access psychologydatabases or electronic journals and articles through the library’s computers, and if you want tosearch by title with the word ‘dream’ for example, just type it in and all the ar ticles with ‘dream’in the title will come up on the screen.Student:Cool, that’s great! Too bad I cannot do this from home.Librarian:But you can. All of the library’s databases and electronic sources can be accessed through anycomputer connected to the university network.Student: Really?! I can’t believe I didn’t know that. It still sounds like it’s going to take a while though, youknow, going through all of that information, all of those sources.Librarian: Maybe, but you already narrow your search down to articles on Dream Interpretation, so itshouldn’t be too bad. And you probably notice that there’s an abstractor summary at the top ofthe first page of the article you copied. When you go into the databases and electronic sources,you have the option to display the abstracts on the computer screen, skimming those to decidewhether or not you want to read the whole article should cut down some time.Student: Right, abstracts! They’ll definitely make the project more durable. I guess I should try out th eelectronic search while I’m still here then, you know, just in case.Librarian:Sure, er… that computer’s free over there, and I’ll be here till five this afternoon. Student: Thanks, I feel a lot better about this assignment now.***************************************************************************TPO 1 Lecture 1 Contemporary artNarrator: Listen to part of a lecture in a contemporary art class.Professor: Ok, I’m going to begin this lecture by giving you your next assignment. Remember I said that atsome point during this semester I wanted you to attend an exhibit at the Fairy Street Gallery andthen write about it? Well, the exhibit that I want you to attend is coming up. It’s already started in fact, but it’ll be at the gallery for the next month, which should give you plenty of time tocomplete this assignment.The name of the artist exhibiting there isRose Frantzen. Frantzen’s work may be unfamiliar to you since she’s a relatively young artist. But she’s got a very unusual style, compared to some o fthe artists we’ve looked at this term. But anyway, Frantzen’s style is what she herself callsRealistic Impressionism. So you’ve probably studied both of these movements separately,separate movementsRealism and Impressionism, in some of your art history courses. So whocan just sum these up?Student: Well, Impressionism started in the late 19th century. Um…the basic impressionist style was verydifferent from earlier styles. It didn’t depict scenes or models exactly as they looked. Um…Impressionist painters t ended to apply paint really thickly, and in big brushstrokes, so the textureof the canvas was rough.Professor: Good. What else? What were the subjects?Student: Well, a lot of impressionist artists painted everyday scenes, like people on the streets and incafes, lots of nature scenes, especially landscapes.Professor: Good. So when you go to the exhibit, I really want you to take a close look at a certain painting.It’s a farm scene. And you will see it right as you enter the gallery. The reason I think thi s paintingis so important is that it stresses the impressionist aspect of Frantzen’s style. It’s an outdoorscene, an everyday scene. It’s kind of bleak,which you can really see those broad brushstrokesand the blurry lines. The colors aren’t quite realisti c. The sky is kind of, well, in a natural… pinkishyellow. And the fence in the foreground is blue, but somehow the overall scene gives animpression of a cold, bleak, winter day on a farm. So that’s the impressionist side of her work.Oh, and speaking about farms, that reminds me. One interesting thing I read about Franzten isthat when she first moved back to Iowa after living abroad, she often visited this place in hertown called the Sales Barn. And the Sales Barn, it was basically this place where the local farmersbought and sold their cattle, their farm animals. And the reason Frantzen went there, and shelater on would visit other places like dance halls, was to observe people and the ways that they moved. She really found that this helped her work---that it gave her an understanding of bodymovements and actions, how humans move, and stand still, what their postures were like, too.So, what about Realism? What are the elements of Realism we should be looking for inFrantzen’s work?Student: Um… real honest depictions of subject matter, pretty unidealized stuff, and pretty everydaysubject matter, too.Professor: Good. One other painting I really want you to look at is of a young woman surrounded bypumpkins. You will notice that the woman’s face is so realistic looking that it’s almost like aphotograph. The woman’s nose is a little less than perfect and her hair is kind of messed up. Thisis realism. But then, the background of the painting, this woman with the pumpkins is wrapped in a blanket of broad thick brushstrokes, and, it’s all kinds of zigzagging brushstrokes and lines,kind of chaotic almost when you look at it close. And there are vibrant colors. There’s lots oforange, with little hints of an electric blue peeking out.I find Frantzen to be a very accessibleartist. I mean, some artists, to appreciate them, you haveto know their life story. But here’s a little bit about Rose Frantzen’s life anyway. She attended artschool, but was told by one of her instructors that she was not good at illustration, that sheshould go into advertising instead. So she took advertising classes and fine arts classes too, untilshe was convinced by the head of an advertising agency that her work was really good, that shecould be an artist. But of co urse, it’s not as easy as that, and so Frantzen had to paint otherpeople’s portraits at places like art fairs just to make money to buy paint for her more series ofart work. No matter what, she never stopped painting. And now, Frantzen is doing extremelywell. And her work is being shown all over the country. So I think most of us would bediscouraged if we had to face challenges and difficulties like that. But what’s important is thatyou keep at it that you don’t give up. That’s what is really important to r emember.**************************************************************************** TPO 1 Lecture2 GeologyNarrator: Listen to part of a lecture in a geology class.Professor: Ok, let’s get started. Great. Today I want to talk about a way in which we ar e able to determinehow old a piece of land, or some other geologic feature is - dating techniques. I’m going to talkabout a particular dating technique. Why? Good dating is a key to good analysis. In other words,if you want to know how a land formation was formed, the first thing you probably want to knowis how old it is. It’s fundamental.Um…Take the Grand Canyon for instance. Now, we geologists thought we had a pretty goodidea of how the Grand Canyon in the southwestern United States was formed. We knew that itwas formed from sandstone that solidified somewhere between 150 and 300 million years ago.Before it solidified, it was just regular sand. Essentially it was part of a vast desert. And until justrecently, most of us thought the sand had come from an ancient mountain range fairly close bythat flattened out over time. That’s been the conventional wisdom among geologists for quitesome time. But now we’ve learned something different, and quite surprising, using a techniquecalled Uranium-Lead Dating.I should say that Uranium-Lead Dating has been around for quite a while. But there have beensome recent refinements. I will get into this in a minute. Anyway, Uranium-Lead Dating hasproduced some surprises. Two geologists discovered that about half of the sand from the GrandCanyon was actually once part of the Appalachian Mountains. That’s really eye-opening news,since the Appalachian Mountain Range is, of course, thousands of kilometers to the east of theGrand Canyon. Sounds pretty unbelievable, right?Of course, the obvious question is how did that sand end up so far west? The theory is that hugerivers and wind carried the sand west where it mixed in with the sand that was already there.Well, this was a pretty revolutionary finding. Um… and it was basicall y because of Uranium-LeadDating. Why? Well, as everyone in this class should know, we usually look at the grain typewithin sandstone, meaning the actual particles in the sandstone, to determine where it camefrom. You can do other things too, like look at the wind or water that brought the grains to theirlocation and figure out which way it was flowing. But that’s only useful up to a point, and that’snot what these two geologists did.Uranium-Lead Dating allowed them to go about it in an entirely different way. What they did was:they looked at the grains of Zircon in the sandstone. Zircon is a material that contains radioactiveUranium, which makes it very useful for dating purposes. Zircon starts off as molten magma, thehot lava from volcanoes. This magma then crystallizes. And when Zircon crystallizes, theUranium inside it begins to change into Lead. So if you measure the amount of Lead in theZircon grain, you can figure out when the grain was formed. After that, you can determine the age ofZircon from different mountain ranges. Once you do that, you can compare the age of the Zirconin the sandstone in your sample to the age of the Zircon in the mountains. If the age of the Zirconmatches the age of one of the mountain ranges, then it means the sandstone actually used to bepart of that particular mountain range. Is everybody with me on that? Good.So, in this case, Uranium-Lead Dating was used to establish that half of the sandstone in thesamples was formed at the same time the granite in the Appalachian Mountains was formed. Sobecause of this, this new way of doing Uranium-Lead Dating, we’ve been able to determine thatone of our major assumptions about the Grand Canyon was wrong.Like I said before, Uranium-Lead Dating has been with us for a while. But, um… unt il recently, inorder to do it, you really had to study many individual grains. And it took a long time before yougot results. It just wasn’t very efficient. And it wasn’t very accurate. But technical advances havecut down on the number of grains you have t o study, so you get your results faster. So I’ll predictthat Uranium-Lead Dating is going to become an increasingly popular dating method.There are a few pretty exciting possibilities for Uranium-Lead Dating. Here is one that comes tomind. You know the the ory that earth’s continents were once joined together and only splitapart relatively recently? Well, with Uranium-Lead Dating, we could prove that more conclusively.If they show evidence of once having been joined, that could really tell us a lot about the earlyhistory of the planet’s geology.************************************************************************** TPO1 Conversation 11. Why does the student go to see the librarian?o To sign up for a seminar on using electronic sources for researcho To report that a journal is missing from the reference areao To find out the procedure for checking out检查journal articlesXo To ask about how to look for resources for a class paper V2. What does the librarian say about the availability of journals and articles in the library?o They are not easy to find if a professor put them on reserveo Most of them are accessible in an electronic formato Most of them can be checked out for three weekso Printed versions from the past three years are located in the reference section.3. What does the librarian suggest the student should do to save time?o Choose an easier research topico Concentrate on five journalso Read the summaries of the articles firsto Install a new program on her home computer4. What can be inferred about why the woman decides to use the computer in the library?o She thinks she might need additional help from the mano She does not have a computer at homeo She has to hand in her assignment by the end of the dayo She will be meeting a friend in the library later on5. Why does the woman say this()o She had forgotten about the informationo She is surprised she was not aware of the informationo She is annoyed that the information was published only recentlyo She is concerned that the librarian gave her incorrect informationTPO1 Lecture 16. What is the purpose of the lecture?o To explain the difference between two artistic styleso To describe a new art gallery to the class Xo To introduce an artist's work to the classVo To show how artists' styles can evolve over time7. What does the professor say about Frantzen's painting of a farm scene?o It resembles a photographo It may be Frantzen's best known paintingo It was painted in the Impressionist styleo It was painted while Frantzen lived abroad8. Why did Frantzen go to the Sales Barn?o To study human form and movemento To earn money by painting portraitso To paint farm animals in an outdoor settingo To meet people who could model for her paining9. What does the professor imply about the painting of the young woman surrounded by pumpkins?o It was painted at an art fairo It combines Impressionism with Realismo It convinced Frantzen that she was a good illustratoro It was originally meant to be used in an advertisement10. Why does the professor discuss Frantzen's difficulties as a young painter?o He wants to point out mistakes that young artists commonly makeo He thinks her example can inspire the students in their own liveso Her difficulties remind him of the difficulties he himself experienced as a young girlo Her difficulties are the subject of some of the paintings in the gallery that the students will visit11. What does the professor imply when he says this()o The students can understand Frantzen's art without knowing about her lifeo The students should pay very close attention to what he is going to sayo Some of his students are already familiar with Frantzen's life storyo Some of his students may not appreciate Frantzen's workTPO1 Lecture 212. What does the professor mainly discuss?o The difference in age among American mountain rangeso The importance of a technique used for dating geological materialso The recent discovery of an ancient canyono A comparison of various minerals used for dating13. Before the use of uranium-lead analysis, where did most geologists think the Grand Canyon sandstone came from?o An ancient lake located in the American Southwesto A desert that once connected two continentso Sands carried by a river from the Appalachian Mountains Xo A nearby mountain range that had flattened out over time V14. In the talk, the professor describes the sequence of uranium-lead dating. Summarize the sequence by putting the events in the correct order.Drag your answer choices to spaces where they belong.o Zircon in the sandstone is matched to the zircon in a particular mountain range.o The amount of lead in sandstone zircon is measuredo The age of zircon in a sandstone sample is determined1BCA VBACX2315.According to the professor, what change has caused uranium-leaddating to gain popularity recently?o It can be performed outside a laboratoryo It can now be done more efficientlyo It no longer involves radioactive elementso It can be used in fields other than geology16.Why does the professor talk about the breaking apart of Earth's continents?o To give another example of how uranium-lead dating might be usefulo To explain how the Grand Canyon was formedo To demonstrate how difficult uranium-lead dating iso To disprove a theory about the age of Earth's first mountain ranges17.What does the professor imply when he says this()o The class is easier than other geology classeso The class has already studied the information he is discussing Vo Some students should take a course in geological dating techniqueso He will discuss the topic later in the class X。
托福TPO50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TPO50听力Conversation1文本+题目+答案解析，希望对大家备考有所帮助。
托福TPO50听力Conversation1文本 Listen to a conversation between a student and a political science professor. 请听一段学生和政治学教授之间的对话。
Student: I’m not sure if you know but I was elected to go to the students’ government this year. 我不清楚您知不知道，但是我今年想去学生会。
Teacher: Oh, congratulations! 哦，恭喜恭喜! I was in student government myself when? I was undergraduate. 我读大学的时候就是学生会的一员。
It taught me a lot about the political process. 它教给我很多关于政治事务的事情。
In fact, the experience solved my problem of what to do with my life. 实际上，这段经历帮我解决了未来的人生中要做什么的问题。
It really cemented my interest in becoming a political scientist. 它确实坚定了我变成政治学者的兴趣。
Student: Cool! 好酷啊! Anyway, the reason I came by is we are getting ready to conduct a straw poll on campus, you know, hold an informal ballot since the general election is just a couple of month away. 无论如何，我的理由是我们正在为大学里的非正式民意测验做准备，你知道，就是在大选几个月之前先举行一个非正式的投票。
2019年TPO1托福听力Conversation1文本
2019年TPO1托福听力Conversation1文本TPO1托福听力Conversation1的听力文本：Student: Hi, um…, I really hope you can help me.Librarian: That’s why I’m here. What can I do for you?Student: I’m supposed to do a literature review for my psychology course, but um…having a hard time finding articles. I don’t even know where to start looking.Librarian: You said this is for your psychology course, right? So your focus is on …Student: Dream Interpretation.Librarian: Well, you have a focus, so that’s already a good start. Hmmm…well, there’re a few things…oh wait…have you checked to see if your professor put any material for you to look at on reserve?Student: Aha, that’s one thing I did know to do. I just copied an article, but I still need three more on my topic from three different journals.Librarian: Let’s get you going on looking for those then. We have printed versions of twenty or so psychology journals in the Reference Section. These are the ones published within the last year. Then I think about it…there’s a journal named Sleep and Dream.Student: Oh, yeah, the article I just copied is from that journal, so I’ve got to look at other sources.Librarian: Ok, actually, most of our materials are available electronically now. You can access psychology databases or electronic journals and articles through the library’s computers, and if you want to search by title with the word ‘dream’for example, just type it in and all the articles with ‘dream’in the title will come up on the screen.Student: Cool, that’s great! Too bad I cannot do this from home.Librarian: But you can. All of the library's databases and electronic sources can be accessed through any computer connected to the university network.Student: Really, I can’t believe I didn’t know that. It still sounds like it’s going to take a while though, you know, going through all of that information, all of those sources.Librarian: Maybe, but you already narrow your search down to articles on Dream Interpretation, so it shouldn’t be too bad. And you probably notice that there’s an abstract or summary at the top of the first page of the article you copied. When you go into the databases and electronic sources, you have the option to display the abstracts on the computer screen, skimming those to decide whether or not you want to read the whole article should cut down some time.Student: Right, abstracts! They’ll definitely make the project more doable. I guess I should try out the electronic search while I’m still here then, you know, just in case.。
托福TPO40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TPO40听力Conversation1文本+题目+答案解析，希望对大家备考有所帮助。
托福TPO40听力Conversation1文本 Listen to a conversation between a student and a business professor. Student: Thanks for seeing me. Professor Jackson. Professor: Sure, Tom. What can I do for you? Student: I'm gonna do my term project on service design. What you see as a customer, the physical layout of the building, the parking lot. And I thought I'd focus on various kinds of eateries: Restaurants, coffee shops, cafeterias. So I'd also analyze where you order your food, where you eat, and so on. Professor: Wait. I thought you were gonna come up with a hypothetical business plan for an amusement park. Isn't that what you e-mailed me last week? I could've sworn.. Oh, I'm thinking of a Tom from another class. Tom Benson. Sorry. Sorry. Student: No problem. I did e-mail you my idea too though. Professor: That's right. I remember now. Restaurants, Yeah. Student: So here's my question. I read something about service standard that kind of confused me. What's the difference between service design and service standard? Professor: Service standard refers to what a company...employees are ideally supposed to do in order for everything to operate smoothly. The protocols to be followed. Student: Oh, okay. Professor: So backing up. Service design is...uh, think of the cafeteria here on campus. There are several food counters, right? All with big, clear signs to help you find what you're looking for: soups, salads, desserts. So you know exactly where to go to get what you need. And when you are finished picking up your food, where do you go? Student: To the cash registers. Professor: And where are they? Student: Right before you get to the seating area. Professor: Exactly. A place that you would logically move to next. Student:You know, not every place is like that. This past weekend was my friend's birthday, and I went to a bakery in town to pick up a cake for her party. And the layout of the place was weird. People were all in each other's way, standing in the wrong lines to pay, to place orders. Oh, and another thing, I heard this bakery makes really good apple pie, so I wanted to buy a slice of it too. Professor:OK. Student:There was a little label that said apple pie where it's supposed to be but there wasn't any left. Professor:That's what's called a service gap, maybe there wasn't enough training for the employees or maybe they just ran out pie that day. But something is wrong with the process, and the service standard wasn't being met. Student:OK. I think I get it. Anyway, since part of the requirements for the term project is to visit an actual place of business. Do you think I could use our cafeteria? They seem to have a lot of the things I'm looking for. Professor:Well, campus businesses like the cafeteria or bookstore don't quite follow the kinds of service models we're studying in class. You should go to some other local establishment I'd say. Student:I see. Professor:But just call the manager ahead of time so they aren't surprised. 托福TPO40听力Conversation1题目 1.Why does the student go to see the professor? A. To find out all the requirements for a project B. To discuss a service gap at a restaurant C. To get help understanding concepts relevant to his project D. To get help with designing a business plan 2.Why does the professor mention a student in another class?。
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下面就让小编来为大家介绍一下托福听力TPO1原文中Conversation 1的文本内容吧，大家要好好把握，这些都是非常有价值的材料，希望能够给准备托福听力的同学带来帮助。
TPO 1 Conversation 1NarratorListen to part of a conversation between a student and a librarian.StudentHi, um…, I really hope you can help me.LibrarianThat’s why I’m here. What can I do for you?StudentI’m supposed to do a literature review for my psychology course, but … having a hard time finding articles. I don’t even know where to start looking.LibrarianYou said this is for your psychology course, right? So your focus is on …StudentDream Interpretation.LibrarianWell, you have a focus, so that’s already a good start. Hmmm… well, there’re a few things… oh wait… have you checked to see if your professor put any material for you to look at on reserve?StudentAha, that’s one thing I did know to do. I just copied an article, but I still need three more on my topic from three different journals.LibrarianLet’s get you going on looking for those then. We have printed versions of twenty or so psychology journals in the Reference Section. These are ones published within the last year. Now that I think about it… there’s a journal named Sleep and Dreams.StudentOh, yeah, the article I just copied is from that journal, so I’ve got to look in other sources.LibrarianOk, actually, most of our materials are available electronically now. You can access psychology databases or electronic journals and articles through the library’s computers, and if you want to search by title with the word ‘dream’for example, just type it in and all the articles with ‘dream’in the title will come up on the screen.StudentCool, that’s great! Too bad I cannot do this from home.LibrarianBut you can. All of the library’s databases and electronic sources can be accessed through any computer connected to the university network.StudentReally?! I can’t believe I didn’t know that. It still sounds like it’s going to take a while though, you know, going through all of that information, all of those sources.LibrarianMaybe, but you already narrowed your search down to articles on Dream Interpretation, so it shouldn’t be too bad. And you probably notice that there’s an abstract or summary at the top of the first page of the article you copied. When you go into the databases and electronic sources, you have the option to display the abstracts on the computer screen, skimming those to decide whether or not you want to read the whole article should cut down some time.StudentRight, abstracts! They’ll definitely make the project more doable.I guess I should try out the electronic search while I’m still here then, you know, just in case.LibrarianSure, er… that computer’s free over there, and I’ll be here till five this afternoon.StudentThanks, I feel a lot better about this assignment now.翻译独白：听一段学生和图书管理员的对话。
学生：嗨，嗯，我真的希望你能帮我个忙图书管理员：这是我分内事。
我能帮你什么忙呢？学生：我想写一篇关于心理学课程的文学评论，但是我在找文章的时候遇到了困难。
甚至我都不知道应该从哪开始找起。
图书管理员：给心理学做准备，是吧？所以，你把重点放在学生：解梦/ 对梦的解释。
图书管理员：行，你有一个重点，这算是一个很好的开始。
嗯...好，有这么几件事... ...哦，等等... ...你有没有检查看教授是否给你预留了学习资料？学生：啊哈，这是我知道自己该做的唯一一件事。
我刚刚复印了一篇文章，但我还需要从三个不同的期刊里找出三篇关于我主题的文章。
图书管理员：那就让我们一块找这三篇文章呗。
在“参考书库区”，我们已经印刷过二十种版本的心理学期刊。
这些都是去年一年内发行的。
此外，我想想看... ...(貌似)有一份名为《睡眠与梦》的期刊。
学生：哦，是的，我刚才复印的一篇文章就来自那本期刊，所以我得看看其他资料来源。
图书管理员：好的，其实，我们的大部分资料都是在网络上可用的。
你可以通过图书馆的电脑，你可以接触到心理学数据库或相关电子期刊和文章。
同时，如果你想通过搜索标题关键字，如“梦想”一词，输入该词，所有包含“梦想”一词的文章将都出现在屏幕上。
学生：酷，太好了！哎呀，要是在家里也能这样做就好了。
图书管理员：连接学校网络的任何一台电脑，都可以用来登入图书馆数据库和电子资源库。
学生：真哒！？我居然不知道这回事！看来得花点时间来搜索所有的这些信息和数据。
图书管理员：也许吧，你已经把搜索范围缩小到关于“解梦”的文章，所以应该不会花太长时间的。
你可能也已经注意到(一个问题)：在你复印的那篇文章第一页的顶部有一个摘要。
当你进入了数据库和电子资源库，你可以选择性的去读电脑屏幕上显示的文章摘要，然后通过跳读来选择你想读的文章，并且把它剪切下来。
学生：对，摘要！浏览摘要肯定使原书更加耐用。
我想我应该在离开图书馆之前，尝试下电子搜索，为了以防万一我不会弄。
图书管理员：有道理，呃... ...那边那台电脑没人用，还有我今天下午五点前人都会在这里。
学生：谢谢，对于这次作业我现在放心多了。
以上就是托福听力TPO1原文中Conversation 1的文本内容，希望大家能够用心体会，更多TPO文本内容小编稍后为您呈现。
最后，小编祝大家在托福考试中取得好成绩！倚窗远眺，目光目光尽处必有一座山，那影影绰绰的黛绿色的影，是春天的颜色。
周遭流岚升腾，没露出那真实的面孔。
面对那流转的薄雾，我会幻想，那里有一个世外桃源。
在天阶夜色凉如水的夏夜，我会静静地，静静地，等待一场流星雨的来临…许下一个愿望，不乞求去实现，至少，曾经，有那么一刻，我那还未枯萎的，青春的，诗意的心，在我最美的年华里，同星空做了一次灵魂的交流…秋日里，阳光并不刺眼，天空是一碧如洗的蓝，点缀着飘逸的流云。
偶尔，一片飞舞的落叶，会飘到我的窗前。
斑驳的印迹里，携刻着深秋的颜色。
在一个落雪的晨，这纷纷扬扬的雪，飘落着一如千年前的洁白。
窗外，是未被污染的银白色世界。
我会去迎接，这人间的圣洁。
在这流转的岁月里，有着流转的四季，还有一颗流转的心，亘古不变的心。