托福听力TPO22原文 Lecture1
托福听力TPO22原文 Conversation1
托福听力TPO22原文Conversation1下面就让小编来为大家介绍一下托福听力TPO22原文中Conversation1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，同时，大家也可以登录前程百利论坛进行TPO练习辅导，希望能够给准备托福听力的同学带来帮助。
TPO22Conversation1Student：Hi,I am sorry to bother you,but…Faculty advisor：Yes?Student：This is about the newspaper.Faculty Advisor：Oh,Ok.Well.I am only the advisor;the newspaper office is off campus on Pine Street.Eh…what was it?Did you want to work for the paper?We are always looking for writers.Student：Well,my problem was with the writing actually,with an article that was published in yesterday’s newspaper.Faculty Advisor：Oh?Which one?Student：The one about the student government and its president Sally Smith.Faculty Advisor：Is this something to do with what the editor wrote about the statue?Eh,the statue at the main entrance of the university?Student：Well,that’s part of it.But you know,the editor used the situation to say some really unfair things,about the student government,and the president Sally Smith in particular.I think the paper should publish a retraction,or at the very least an apology to Sally.Faculty Advisor：Ok.Um…if I remember correctly,what you are referring to wasn’t a news story,but an editorial,right?Eh,it was on the opinion page,it was signed by one of the editors,and was clearly labeled as commentary.Student：Well,yes.But the thing about the statue,Sally made this simple comment that was in really bad condition and should be replaced.And,well,the tone in the editorial was demeaning.It accused her of not respecting the past and it had some personal stuff that seemed unnecessary.Faculty Advisor：Wait a minute.Remind me.Student：Well,you know,it implied that Sally doesn’t know much about the university’s history and it called her a big city politician because she’s from Boston.It’s just mean-spirited,isn’t it?Faculty Advisor：Haven’t you heard the saying“all publicity is good publicity”?Student：Well…Faculty Advisor：I’d say the article is bringing attention to the student government organization,which is pretty invisible.Eh,you rarely hear about what the student government is doing.Student：But this article…Faculty Advisor：And the piece,well,yeah,it had a bit of an exaggerated tone.It was satirical,or at least it was meant to be.It wasn’t just poking fun at Sally,but the whole idea that our school is sort of rural, and you know,not cosmopolitan.Student：Well,none of us thought it was very funny.Faculty Advisor：Well,sometimes it’s best just to roll with it.It is just a cliché;everybody knows it is not true.Student：But I thought we could expect better than that here.Faculty Advisor：Well,I am certainly in favor of getting a variety of viewpoints.[so why don’t you go talk to the editor,Jennifer Hamilton,and tell her you want equal time?You or Sally could write a response.Student：Really?She would let us do that?]Didn’t she write it?Faculty Advisor：I’ll let Jennifer know you are coming,she feels the same way I do.She is journalism major.She would be happy to publish another point of view.译文：学生：嗨，不好意思打扰了，但...指导教师：怎么了?学生：是关于校刊的事情。
托福听力tpo40 lecture1、2、3、4 原文+题目+答案+译文
托福听力tpo40lecture1、2、3、4原文+题目+答案+译文Lecture1 (2)原文 (2)题目 (4)答案 (5)译文 (6)Lecture2 (7)原文 (7)题目 (9)答案 (11)译文 (11)Lecture3 (13)原文 (13)题目 (16)答案 (18)译文 (18)Lecture4 (20)原文 (20)题目 (22)答案 (24)译文 (24)Lecture1原文NARRATOR:Listen to part of a lecture in an art history class.MALE PROFESSOR:Last class I passed out your assignment for your first paper,and today I want to spend some time going over it.Mm…most people never take any art history until they get to college,so many of you have probably never written an art history paper before.I gave you a list of appropriate works of art for you to write about.So your next step in this process needs to be to go look at the work you've selected as your topic.And bring a pencil and a notepad with you,because I don't mean you should just drop by at the museum and glance at it so you can say you've seen it in real life.You need to go and sit in front of the work and really look at it—carefully and slowly.And keep careful notes about what you see—you’ll need them for the kind of art history paper you're going to be writing…it's what we call a formal analysis.A formal analysis of a work of art,any kind of art,is based on its formal qualities, which means qualities related to the form—things like color…texture…line…shapes…proportion…and composition.Probably the closest thing to a formal analysis you might have written is for an English class.If you've…say…written an analysis of a poem,you've used the same skills—you've given an analysis of the poem by describing and analyzing its form and meter.A formal analysis paper in art history is very similar.Now,before you begin writing your formal analysis,you'll want to start with a summary of the overall appearance of the work—a brief description of what you see. Are there figures—people?What are they doing?Or is it a landscape…or an abstract representation of something?Tell what the subject is,and what aspects are emphasized in the painting.This will give your reader an overview of what the work looks like before you analyze it.The next part of your paper—the actual formal analysis—will be the longest and most important section of your paper,where you describe and analyze individual design elements.For this portion of the paper,you're going to rely on the notes you took at the museum,because you should be able to describe in detail the design elements the artist uses,and how they are used.For example,does the artist use harsh lines or soft lines—are the colors bright or muted?Focus on the design elements that you feel are most strongly represented in that particular work of art. And if you don't know where to begin,take note of where your eye goes first.Then describe things in the order in which your eye moves around the work.This will help you understand how one part relates to another—the interaction between the different parts of the work.OK,this kind of analysis should occur throughout the main portion of the paper.In the last section of your paper—and this goes beyond formal analysis—you comment on the significance of what you have seen.What details of the work convey meaning?Some significant details will not be apparent to you right away,but if you look long enough,you realize how important they are for your interpretation of the work.Many years ago,I was writing a formal analysis of a painting of a little boy.In the painting,a little boy was standing in his nursery,and he was holding a toy bird in his hand,and there were more toys around him in the background of the painting. Because of the bird he was holding,I assumed at first that the painting was about the innocence of children.But as I looked at the painting longer,I realized that the boy's eyes looked sad even though there was no discernable expression on his face.And then it dawned on me that,even though he was surrounded by toys,he was all alone in his nursery.The boy's eyes were a significant detail in the painting,that I didn't notice at first.题目1.What point does the professor make about the writing of a formal analysis in art history?A.Its objective is to identify common features of several works of art.B.Its most important part is the explanation of an artwork's significance.C.Several styles of writing a formal analysis are used by art historians.D.A particular approach is required to present Information about an artwork.2.According to the professor,what will students need to do before writing the art history paper?A.Look at examples of formal analysis in textbooksB.Take notes on the artwork they will write aboutC.Go to different museums before selecting a topic for the paperD.Study the historical context of the artwork they will write about3.Why does the professor mention an English class?A.To explain the difference between visual language and written languageB.To explain that students need good writing skills for their assignmentC.To point out similarities between a poetry paper and the students'assignmentD.To point out that many art historians become writers4.What does the professor recommend as a way to understand the relationship between different parts of an artwork?A.Looking for lines that connect different parts of the workB.Examining the artwork from several different anglesC.Looking for similar colors the artist used throughout the workD.Determining how the viewer's eyes move around the work5.Why does the professor talk about his own experience analyzing the painting of a little boy?A.To point out a common misconception about formal analysisB.To stress the importance of looking at an artwork thoroughlyC.To show why a formal analysis should not emphasize small detailsD.To provide an example of an artwork that is easy to analyze6.The professor describes three sections the art history paper should contain.Place them in the order in which they should appear in the paper.Click on a phrase.Then drag it to the space where it belongs.A.Analysis of the design elements the artist usesB.Discussion of the meaning of the artworkC.Summary of the appearance of the artwork答案D B C D B CAB译文旁白：下面听一段艺术史课程的片段。
托福听力tpo46 lecture1、2、3、4 原文+题目+答案+译文
托福听力tpo46lecture1、2、3、4原文+题目+答案+译文Lecture1 (2)原文 (2)题目 (4)答案 (6)译文 (6)Lecture2 (8)原文 (8)题目 (10)答案 (12)译文 (12)Lecture3 (14)原文 (14)题目 (16)答案 (18)译文 (18)Lecture4 (19)原文 (19)题目 (22)答案 (24)译文 (24)Lecture1原文NARRATOR:Listen to part of a lecture in a biology class.FEMALE PROFESSOR:I'd like to continue our discussion of animal behavior and start off today's class by focusing on a concept we haven't yet touched upon—swarm intelligence.Swarm intelligence is a collective behavior that emerges from a group of animals,like a colony of termites,a school of fish,or a flock of birds.Let's first consider the principles behind swarm intelligence,and we'll use the ant as our model.Now,an ant on its own is not that smart.When you have a group of ants,however, there you have efficiency in action.You see,there's no leader running an ant colony. Each individual,each individual ant operates by instinctively following a simple set of rules when foraging for food.Rule number1:Deposit a chemical marker…called a pheromone.And rule2:Follow the strongest pheromone path.The strongest pheromone path is advantageous to ants seeking food.So,for example,when ants leave the nest,they deposit a pheromone trail along the route they take.If they find food,they return to the nest on the same path and the pheromone trail gets stronger—it's doubled in strength.Because an ant that took a shorter path returns first,its pheromone trail is stronger,and other ants will follow it, according to rule2.And as more ants travel that path,the pheromone trail gets even stronger.So,what's happening here?Each ant follows two very basic rules,and each ant acts on information it finds in its immediate local environment.And it's important to note: Even though none of the individual ants is aware of the bigger plan,they collectively choose the shortest path between the nest and a food source because it's the most reinforced path.By the way,a-a few of you have asked me about the relevance of what we're studying to everyday life.And swarm intelligence offers several good examples of how concepts in biology can be applied to other fields.Well,businesses have been able to use this approach of following simple rules when designing complex systems,for instance,in telephone networks.When a call is placed from one city to another,it has to connect through a number of nodes along the way.At each point,a decision has to be made:Which direction does the call go from here?Well,a computer program was developed to answer this question based on rules that are similar to the ones that ants use to find food.Remember,individual ants deposit pheromones,and they follow the path that is most reinforced.Now,in the phone network,a computer monitors the connection speed of each path, and identifies the paths that are currently the fastest—the least crowded parts of the network.And this information,converted into a numeric code,is deposited at the network nodes.This reinforces the paths that are least crowded at the moment. The rule the telephone network follows is to always select the path that is most reinforced.So,similar to the ant's behavior,at each intermediate node,the call follows the path that is most reinforced.This leads to an outcome which is beneficial to the network as a whole,and calls get through faster.But getting back to animal behavior,another example of swarm intelligence is the way flocks of birds are able to fly together so cohesively.How do they coordinate their movements and know where they're supposed to be?Well,it basically boils down to three rules that each bird seems to follow.Rule1:Stay close to nearby birds.Rule2:Avoid collision with nearby birds.And rule3:Move in the average speed and direction of nearby birds.Oh,and by the way,if you're wondering how this approach can be of practical use for humans:The movie industry had been trying to create computer-generated flocks of birds in movie scenes.The question was how to do it easily on a large scale?A researcher used these threerules in a computer graphics program,and it worked!There have also been attempts to create computer-generated crowds of people using this bird flocking model of swarm intelligence.However,I'm not surprised that more research is needed.The three rules I mentioned might be great for bird simulations,but they don't take into account the complexity and unpredictability of human behavior.So,if you want to create crowds of people in a realistic way,that computer model might be too limited.题目1.What is the lecture mainly about?A.Various methods that ants use to locate foodB.A collective behavior common to humans and animalsC.A type of animal behavior and its application by humansD.Strategies that flocks of birds use to stay in formation2.According to the professor,what behavior plays an important role in the way ants obtain food?A.Ants usually take a different path when they return to their nest.B.Ants leave chemical trails when they are outside the nest.C.Small groups of ants search in different locations.D.Ants leave pieces of food along the path as markers.3.What are two principles of swarm intelligence based on the ant example?[Click on2answers.]A.Individuals are aware of the group goal.B.Individuals act on information in their local environment.C.Individuals follow a leader's guidance.D.Individuals instinctively follow a set of rules.4.According to the professor,what path is followed by both telephone calls on a network and ants seeking food?A.The path with the least amount of activityB.The most crowded pathC.The path that is most reinforcedD.The path that has intermediate stopping points5.Why does the professor mention movies?A.To identify movie scenes with computer-simulated flocks of birdsB.To identify a good source of information about swarm intelligenceC.To emphasize how difficult it still is to simulate bird flightD.To explain that some special effects in movies are based on swarm intelligence6.What is the professor's attitude about attempts to create computer-generated crowds of people?A.She believes that the rules of birds'flocking behavior do not apply to group behavior in humans.B.She thinks that crowd scenes could be improved by using the behavior of ant colonies as a model.C.She is surprised by how realistic the computer-generated crowds are.D.She is impressed that computer graphics can create such a wide range of emotions.答案C B BD C D A译文下面听一段生物学讲座的片段。
托福听力tpo39 lecture1、2、3、4 原文+题目+答案+译文
托福听力tpo39lecture1、2、3、4原文+题目+答案+译文Lecture1 (2)原文 (2)题目 (4)答案 (6)译文 (6)Lecture2 (8)原文 (8)题目 (10)答案 (12)译文 (12)Lecture3 (14)原文 (14)题目 (16)答案 (18)译文 (18)Lecture4 (19)原文 (19)题目 (22)答案 (23)译文 (24)Lecture1原文NARRATOR:Listen to part of a lecture in a geology class.MALE PROFESSOR:Since Earth formed,some four and a half billion years ago,the number of minerals here has increased dramatically,from a few dozen relatively simple minerals early on…to over4,300kinds of minerals we can identify today—many of them wonderfully complex.A basic question of geology is how all these new minerals came into being.Well,recent studies have turned to biology to try to explain how this happens.Now,much of biology is studied through the lens of evolution.And the theory of evolution suggests that,as environments change—and inevitably they do—some organisms will have characteristics that allow them to adapt to those changes successfully…characteristics that help these organisms develop and survive and reproduce.And when environments become more complex—as tends to happen over time—those earlier adaptations,those variations…become the basis of yet other combinations and variations…and lead to ever more diverse and complex forms of life.So from fewer,simpler,and relatively similar forms of life billions of years ago,life on Earth has now become a dazzling array of diversity and complexity.Well,some geologists now want to apply this concept to explain mineral diversity too. The conditions that minerals are under are not constant.Conditions like temperature or pressure or chemical surroundings—these change—often in cycles,increasing and decreasing slowly over time.And as conditions change,minerals sometimes break down and their atoms recombine into totally new compounds,as part of a process some call mineral evolution.Now,minerals are not alive,of course,so this is not evolution in quite the same sense you'd have in living organisms.But there do appear to be some parallels.Living organisms not only adapt to their environment but also affect it—change theenvironment within which other organisms may then develop.Likewise,each new mineral also enriches the chemical environment from which lots of other,even more complex new minerals may be formed in the future.Beyond these similarities,though,what's really fascinating about mineral evolution is the way minerals apparently coevolve with living organisms.Uh,what do I mean by that?Well,it's maybe a billion years after Earth’s formation that we first see evidence of life.Of course,early life-forms were primitive—just tiny,single-celled microbes—but over time,they had a profound effect.Huge numbers of these microbes began producing food by photosynthesis,which,of course,also freed up enormous amounts of oxygen.And lots of that oxygen interacted with the atoms of existing minerals,creating rust out of iron,for instance,…reacting with a whole range of different metals to create lots of new minerals.Now,living organisms rely on minerals.But they not only take in some minerals as nutrients,they also excrete others as waste products...including what we call biominerals—minerals that form with the help of biological life.We can see geologic evidence of biomineral production in what are called stromatolites.Stromatolites look like wavy layers of sedimentary rock.But they're really fossils—fossils of the waste from microbial mats.Microbial mats are vast colonies of one-celled organisms…that were once the most prevalent form of life on Earth.And the study of stromatolites indicates that these ancient microbial mats interacted with minerals in the environment and left behind new compounds as waste products—biominerals like carbonates,phosphates,and silica.In fact,we’ve grown microbial mats in the laboratory,and,over time,they too have produced some of the same sorts of minerals found in stromatolites.Uh,you don't need to know the details of the process right now—we’re still figuring out just how it works,ourselves.But you might be interested to know that this concept of mineral evolution is being used in the search for evidence of life on other planets.The thinking is that if certainminerals occur here on Earth as a result of a biological process,and if we also find those same minerals on another planet,…this would suggest that life may have once existed there.But—just because a particular mineral is found on say,Mars or Venus—uh,we really shouldn't assume that whatever caused it to turn up there…must be the same process that formed that mineral here on Earth.题目1.What is the main purpose of the lecture?A.To explain how geologists identified the minerals present during Earth's formation.B.To explain why living organisms require certain minerals to survive.C.To explain the differences between simple and compound minerals.D.To explain a recent theory about mineral formation.2.What point does the professor make about the minerals present during Earth's formation?A.They were comparatively few of them.B.They were more complex than minerals formed on other planets.C.Most were not affected by temperature and pressure changes on early Earth.D.Some of them are no longer being formed naturally on Earth.3.What similarities does the professor point out between minerals and living organisms?[Click on2answers.]A.Both first appeared on Earth at approximately the same time.B.They both can be formed only in the presence of oxygen.C.They both have become more diverse and complex over time.D.Not only are they both shaped by their environment,but both also affect it.4.What are stromatolites?A.Fossils remains of microbial mats.yered deposits of iron-based minerals.yers of rock that indicate changes in Earth's pressure and temperature.D.Rock formations created when oxygen interacts with certain metals.5.Why does the professor talk about microbial mats?A.To explain why organisms tend to colonize near certain minerals.B.To describe how minerals can be created by living organisms.C.To illustrate the effects of geological processes on living organisms.D.To emphasize that evolving life depended on the presence of oxygen.6.What does the professor think about using evidence of minerals on another planet to determine whether life has existed there?A.He believes it is the most promising way to search for life on another planet.B.He doubts that complex minerals will ever be found on another planet.C.He is cautious about assuming that certain minerals indicate the presence of life.D.He is surprised that the technique was not suggested until recently.答案D A CD A B C译文旁白：请听一段地质学讲座的节选片段。
托福听力TPO23原文 Lecture1
托福听力TPO23原文Lecture1下面就让小编来为大家介绍一下托福听力TPO23原文中Lecture1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，同时，大家也可以登录前程百利论坛进行TPO练习辅导，希望能够给准备托福听力的同学带来帮助。
TPO23Lecture l-Archaeology(Antikythera(Mechanism)Professor：I was talking to one of my colleagues in the physics department the other day,and we ended up discussing how one discovery can change everything.My colleague mentioned how the theory of relativity completely changed the field of physics.At any rates,that conversation got me thinking about archaeological finds that really changed our understanding of ancient civilizations.So I want to talk about the discovery of the Antikythera Mechanism.The Antikythera Mechanism was found a hundred years ago, under water in an ancient Greek shipwreck in the Mediterranean Sea.It was in extremely poor condition and in many corroded pieces.But once we figured out what it was and reconstructed it.Well,I simply don't have the words to convey how extraordinary this find was.The Antikythera Mechanism is a relatively small device,roughly the size of a shoebox, made of gears fitted inside a wooden case.In its original state,there were rotating dials and other indicators on the top,with letters and drawings showing the Sun,the phases of the moon and different constellations.Inside the box,bronze gears would have rotated the displays.The displays,uh,the indicators of the Antikythera Mechanism,would then movedto show the motion of the Sun and moon relative to the planets and stars.The device could be used to tell the different phases of the moon and much more.Well,scientists have recently analyzed the inscriptions on the mechanism andre-examine the other cargo in the ship wreck,and the evidence makes an absolute case that this device dates back to ancient Greece somewhere between150and100B.C.E.What makes that so fascinating is that before we found the Antikythera Mechanism,the earliest device we had that could track the Sun and moon like this was invented over1,000years later.So when this was first found,people literally would not believe it.Some of my colleagues insisted it had to have been made well after100B.C.E.But this physical evidence was conclusive.It was that old.Of course part of what made this find so unusual is that the Antikythera Mechanism is constructed of bronze.Now,it is not that bronze was all that rare in Greece then,it is just that bronze was valuable and could easily be recycled.It would have been relatively easy for a person with knowledge of metals to melt down bronze objects and forge them into?well,say,coins.Bronze was used to made money back then. Or mold the bronze into anything else of value for that matter.We are very fortunate that the device ended up under water,because otherwise it probably would have ended up recycled into?who knows what.Now,it was a challenge to figure out the Antikythera Mechanism.It spent over2,000years at the bottom of the sea before it was discovered. And even after it was discovered,it was still a number of years before we really understood what it was.You see,the mechanism had corroded underwater,and many of the gears were stuck together in a mass.Cleaning it was only partly successful.We could only get agood look at the structure of the gears after gamma-rays were used to see inside,very similar to the way X-rays are used to see your bones.Now,once we got a good look inside, we saw a really complex device.The many gears not only moved in a way that could indicate the phases of the moon.The Antikythera Mechanism also tracked both the lunar year and the solar year.Additionally,the gears also moved to match the motions of the planet and predicted eclipses.But one thing that is particularly notable is that the mechanism was so precise that it even took into account a particular irregularity in the moon's orbit,which requires some very complex math to replicate in mechanical device.You could say that the Antikythera Mechanism was a very precise calendar,which stands to reasons calendars were very important to ancient peoples.Religious festivals had to be held at the right time of year,crops needed to be planted at the right time as well. And let's not forget that eclipses in planetary motions had important symbolic meanings.教授：有一天我跟物理系的一位同事聊天，聊到一个发现有可能会改变所有的事情。
托福听力TPO学习宝典
How
Long time for rivalry to come down
TPO 24lecture 3—Archeology—Mega fauna
Structure
Content
Intro
Agreat variety of beasts
Two difference medium (reflect back)
2.Dolphins
1)Balancingin the head—no good
2)Melon
A.Fat—different purpose—matchthespped
B.Bursa—transferring sound to the melon into sea water
How
Criticism of the theory
1.No shortage of agricultural lands
2.No sudden population increase
TPO 22lecture 2—Astronomy—Faint Young Sun Paradox
Structure
1.Greenhouse gas effect
1)CO2 much higher than today but not enough to dothejob
2)Ammonia destroyed by the ultra-violet
2.Bright Young Sun
1)Mass loss—not enough to warm the earth
Natural movement from children
托福听力tpo51 lecture1、2、3、4 原文+题目+答案+译文
托福听力tpo51lecture1、2、3、4原文+题目+答案+译文Lecture1 (1)原文 (1)题目 (3)答案 (5)译文 (6)Lecture2 (7)原文 (7)题目 (10)答案 (12)译文 (12)Lecture3 (14)原文 (14)题目 (16)答案 (18)译文 (18)Lecture4 (20)原文 (20)题目 (22)答案 (24)译文 (24)Lecture1原文NARRATOR:Listen to part of a lecture in a botany class.FEMALE PROFESSOR:So,continuing with crop domestication,and corn—or,um, maize,as it's often called.Obviously it's one of the world's most important cropstoday.It's such a big part of the diet in so many countries,and it's got so many different uses,that it's hard to imagine a world without it.But because it doesn't grow naturally,without human cultivation,and because there's no obvious wild relative of maize…uh,well,for the longest time,researchers weren’t able to find any clear link between maize and other living plants.And that's made it hard for them to trace the history of maize.Now,scientific theories about the origins of maize first started coming out in the 1930s.One involved a plant called teosinte.Teosinte is a tall grass that grows wild in certain parts of Mexico and Guatemala.When researchers first started looking at wild teosinte plants,they thought there was a chance that the two plants—um, maize and teosinte—were related.The young wild teosinte plant looks a lot like the corn plant,and the plants continue to resemble each other—at least superficially—even when they're developed.But when the scientists examined the fruits of the two plants,it was a different story. When you look at ripe corn,you see row upon row of juicy kernels…um,all those tiny little yellow squares that people eat.Fully grown teosinte,on the other hand, has a skinny stalk that holds only a dozen or so kernels behind a hard,um,almost stonelike casing.In fact,based on the appearance of its fruit,teosinte was initially considered to be a closer relative to rice than to maize.But there was one geneticist,named George Beadle,who didn't give up so easily on the idea that teosinte might be…well…the“parent”of corn.While still a student in the1930s,Beadle actually found that the two plants had very similar chromosomes—very similar genetic information.In fact,he was even able to make fertile hybrids between the two plants.In hybridization,you remember,the genes of two species of plants are mixed to produce a new,third plant—a hybrid.And if this offspring—this hybrid—is fertile,then that suggests that the two species are closely related genetically.This new,hybrid plant looked like an intermediate,right between maize and teosinte.So,Beadle concluded that maize must've been developed over many years,uh,that it is a domesticated form of teosinte.Many experts in thescientific community,however,remained unconvinced by his conclusions.They believed that,with so many apparent differences between the two plants,it would have been unlikely that ancient—that prehistoric peoples could’ve domesticated maize from teosinte.I mean,when you think about it,these people lived in small groups,and they had to be on the move constantly as the seasons changed.So for them to selectively breed,to have the patience to be able to pick out just the right plants…and gradually—over generations—separate out the durable,nutritious maize plant from the brittle teosinte that easily broke apart…it's a pretty impressive feat,and you can easily see why so many experts would have been skeptical.But,as it turns out,Beadle found even more evidence for his theory when he continued his experiments,producing new hybrids,to investigate the genetic relationship between teosinte and maize.Through these successive experiments,he calculated that only about five specific genes were responsible for the main differences between teosinte and maize—the plants were otherwise surprisingly similar genetically.And more recently,botanists have used modern DNA testing to scan plant samples collected from throughout the Western Hemisphere.This has allowed them to pinpoint where the domestication of maize most likely took place—and their research took them to a particular river valley in southern Mexico.They've also been able to estimate that the domestication of maize most likely occurred about9,000 years ago.And subsequent archaeological digs have confirmed this estimate.In one site,archaeologists uncovered a set of tools that were nearly9,000years old.And these tools were covered with a dusty residue…a residue of maize,as it turns out…thus making them the oldest physical evidence of maize that we've found so far.题目1.What is the lecture mainly about?A.A research study that compares wild and domesticated plantsB.Problems with a commonly held hypothesis about the origin of teosinteC.Reasons why wild plants are usually unsuitable for agricultureD.The process used to identify the ancestor of a modern crop2.What evidence seemed to indicate that maize and teosinte are not related?A.Young teosinte plants do not physically resemble young maize plants.B.Preliminary DNA evidence indicated that teosinte was related to rice.C.Maize and teosinte usually grow in significantly different climates.D.Maize and teosinte have very different types of kernels.3.Why does the professor discuss hybrids?A.To explain how a geneticist confirmed that maize was widely grown9,000years agoB.To indicate the earliest method used by geneticists to identify plant originsC.To explain a method used to demonstrate a link between two plant speciesD.To describe how geneticists distinguish between wild plants and domesticated plants4.What was most researchers'initial view of George Beadle's theory about teosinte?A.They accepted it but questioned the evidence cited.B.They rejected it because of conflicting archaeological evidence.C.They questioned it because it implies that ancient farmers were sophisticatedplant breeders.D.They questioned it because genetic research was viewed with skepticism at that time.5.What did Beadle conclude about maize and teosinte?A.Both plants lack particular genes that are common in most domesticated plants.B.Both plants have particular genes that enable them to adapt to varying climates.C.Only a small number of genes are responsible for the differences between the two plants.D.The genetic composition of both plants is very similar to that of rice.6.According to the professor,why was the discovery of stone tools important?A.It proved that teosinte was simultaneously domesticated in multiple locations.B.It helped to confirm the period in which maize was first domesticated.C.It suggested that maize required farming techniques that were more complex than experts had previously assumed.D.It provided evidence that maize plants were used for more purposes than experts had previously assumed.答案D D C C C B译文旁白：请听一段植物学讲座的节选。
托福听力学科分类(完全修正版)(可编辑修改word版)
8
TPO 22 Lecture 2
Faint Young Sun Paradox
Astronomy
9
TPO 24 Lecture 4
Shield Volcanoes on Venus
Astronomy
10
TPO 26 Lecture 3
The Orbits of Comets
Astronomy
ArtHistory
11
TPO 21 Lecture 4
Alice Neel (Artist)
Art History
12
TPO 33 Lecture 4
Renaissance Gardens
ArtHistory
13
TPO 34 Lecture 1
Dada
ArtHistory
14
TPO 15 Lecture 3
Nightcap Oak
Botany
20
TPO 34 Lecture 3
Relationship between Plant and its
Pollinator
Botany
21
TPO 28 Lecture
Plants’ Photoreceptors
Botany
22
TPO 19 Lecture 3
Spartina
Animal & Enviornment
13
TPO 20 Lecture 4
Snowshoe Hare
Animal & Enviornment
14
TPO 07 Lecture 2
Bats' Use of Ultrasound
托福听力tpo41 lecture1、2、3、4 原文+题目+答案+译文
托福听力tpo41lecture1、2、3、4原文+题目+答案+译文Lecture1 (2)原文 (2)题目 (4)答案 (5)译文 (6)Lecture2 (7)原文 (7)题目 (9)答案 (11)译文 (12)Lecture3 (13)原文 (13)题目 (16)答案 (18)译文 (18)Lecture4 (20)原文 (20)题目 (22)答案 (24)译文 (24)Lecture1原文FEMALE PROFESSOR:Many organisms have developed the ability to survive in harsh environmental conditions—extreme heat or cold,or,very dry conditions....Like, plants in the desert—your textbook doesn’t have much about the specifics on desert plants,but I think that desert plants are great examples of specialized adaptations to extreme environmental conditions.So with desert plants,there are basically three different adaptive strategies.And I should point out that these strategies are not specific to any particular species—many different species have developed each of the adaptations.So,first off,there are succulent plants.There are many different species of succulent plants,but they all can absorb and store a lot of water.Obviously,opportunities to get water in the desert are few and far between.Generally,rains are light and short,so the rain doesn’t seep too far down into the soil…and there's a limited window of time for any plant to get the water before it evaporates.But succulent plants have a spread-out and shallow root system that can quickly pull in water from the top inch of soil,though the soil has to be saturated,since succulents aren't good at absorbing water from soil that’s only a little moist.Succulent plants also are well suited to retaining water—important in an environment where rainy days are rare.Succulent plants can store water in their leaves,in their stems,or in their roots.And to keep that moisture from evaporating in the hot desert sun,most succulent plants have a waxy outer layer that makes them almost waterproof when their stomates are closed.They also preserve water by minimizing their surface area—the more of the plantthat’s out in the sun,the more potential there is to lose stored-up water—and that means that most succulent plants have few,if any,leaves.Now besides succulent plants,there are also drought-tolerant plants. Drought-tolerant plants are like bears in a way.You know how bears mostly sleep through the winter?They can survive without eating because their metabolism slows down.Well,drought-tolerant plants also go into a dormant state when resources—in their case,water—runs short.A drought-tolerant plant can actually dry out without dying.I said before that most desert rains are light and brief,but occasionally there's a heavy one.Drought-tolerant plants revive after one of these significant rainfalls—and they're able to absorb a good bit of the rainfall due to their deep roots.Actually the root system for drought-tolerant plants is more extensive than the root systems of many plants that live in wetter climates.Drought-tolerant plants can even absorb water from relatively dry soil because of their deep roots,in contrast to succulent plants.The third adaptive strategy is to avoid the drought conditions altogether.Yes,there are plants that do this—annual plants.An annual plant will mature and produce seeds in a single season that will become the next generation of annual plants.In desert conditions,annual plants grow in the fall or spring to avoid the heat of summer and the cold of winter.Of course,these plants could face a serious problem if a particular fall or spring happened to be very dry—they would have difficulty growing and could die before producing seeds.But they have a mechanism to prevent one year of low rainfall from wiping them out. Not all seeds an annual plant puts out will grow the following year.Some seeds remain dormant in the ground for several years.It's a type of insurance that protects the annual plants from a season of poor growing conditions,of unfavorable weather.题目1.What is the lecture mainly about?A.The growth rates of plants in different geographical regionsB.Different ways that plants have adapted to desert environmentsC.The different mechanisms that plant roots use to absorb waterD.Different kinds of succulent plants2.What are two features of succulent plants that help them survive in deserts?[Click on2answers.]A.Succulent plants store water in their leaves and stems.B.Succulent plants become dormant until the next rainfall.C.Succulent plants have short stems.D.Succulent plants have few leaves.3.Why does the professor mention bears?A.To remind students of information from a previous lectureB.To point out a feature common to all desert plantsC.To reinforce a point about drought-tolerant plantsD.To help students understand the concept of adaptation4.What is one ability that drought-tolerant plants have that succulent plants do not have?A.The ability to absorb water from dry soilB.The ability to absorb water through their leavesC.The ability to prevent moisture from being lost through their leavesD.The ability to shed leaves5.Why can annual plants grow in a desert even after a year of no rainfall?A.Annual plants have an extensive root system that can absorb water from far away.B.Annual plants produce seeds all year long.C.Seeds of annual plants can store water for a long time.D.Seeds of annual plants can survive in the ground for a long time without water.5.Listen again to part of the lecture.Then,answer the question.(PROFESSOR)The third adaptive strategy is to avoid the drought conditions altogether.Yes,there are plants that do this.Why does the professor say this: (PROFESSOR)Yes,there are plants that do this.A.To correct a previous statementB.To acknowledge a potentially surprising factC.To anticipate the types of questions that students might have about the topicD.To make sure that students are paying attention答案B ADC AD B译文教授：许多生物已经发展了在恶劣环境中生存的能力：酷热、严寒，或者非常干燥的环境。
托福TPO1-30听力中Lecture部分的每个Lecture文章主旨大意和中心思想
childhood amnesia,rate of forgetting
中 parenting behaviors of birds
中
different types of residential architectures in the United States
中
the state of Florida,farmers moved south,great citric industry in Florida,the impact of landscapes on temperature
How you can successfully call attention to the service or
product you want to sell
DNA,chromosomes
MBWA--managing by wandering around
难 Opera,the golden age in French literature
Animal communication systems,human language
How whales became ocean dwellers
中 Where american food ingredients originally come from
nutrient cycle,the carbon cycle,the Phosphorus cycle
Lec 4 Art history
Lec 1 Art history
Lec 2 Environmental Science Lec 3 History Lec 4 Biology Lec 1 Astronomy Lec 2 Art history Lec 3 European history Lec 4 Biology
托福听力tpo43 lecture1、2、3、4 原文+题目+答案+译文
托福听力tpo43lecture1、2、3、4原文+题目+答案+译文Lecture1 (2)原文 (2)题目 (4)答案 (6)译文 (6)Lecture2 (7)原文 (7)题目 (10)答案 (12)译文 (12)Lecture3 (14)原文 (14)题目 (16)答案 (18)译文 (19)Lecture4 (20)原文 (20)题目 (22)答案 (24)译文 (25)Lecture1原文NARRATOR:Listen to part of a lecture in a botany class.FEMALE PROFESSOR:It's autumn,and as you know,in most parts of the United States the leaves on the trees are changing color from green…to yellow,orange,and lots of other colors.So this'll be a great time to talk about how and why some of these leaves turn one color in particular—and that's bright red.Well,before we discuss why leaves turn red,first let's,um—look,I know this is very old material,but just to play it safe—let's first go over why leaves are usually green.It’s chlorophyll, right?Leaves get their green color from chlorophyll—the chemical that's responsible for photosynthesis.The chlorophyll in the leaves collects energy from the Sun,in the form of sunlight,and it converts this energy into sugar,which is food for the plant. It's chlorophyll that makes leaves green most of the time.Now,the classic explanation for why leaves change color is this.In autumn,the leaves start preparing for the winter and stop synthesizing new chlorophyll.Since chlorophyll is sensitive to sunlight and to cold temperatures—both of which you get in autumn—the existing chlorophyll in the leaves breaks down.And since it's not being replaced by the new chlorophyll,the green color of the leaves gradually fades away.As this happens,the other pigments present in the leaf become visible.According to the classic theory,this is true for the red pigment as well.It was there in the leaf all along but it was hidden by the green chlorophyll.OK, so that's the classic explanation,and it's partially right.Why do I say“partially”?Well,it's probably true for pigments like yellow or orange,but it doesn't seem to hold for the red pigment.Let's back up a bit.Just what produces this red color in leaves?It's a red pigment called anthocyanin.Here's where the classic explanation doesn't seem to apply to red.What's interestingis that during the summer,there was very little if any anthocyanin in the leaves,but in the weeks before a tree is about to drop its leaves,the production of anthocyanins increases significantly.In other words,unlike those other pigments,anthocyanins are not just unmasked by the breakdown of chlorophyll in autumn;they're actually created at this time.So that raises a question.Why would a tree produce more anthocyanin just before dropping its leaves?Why does the tree spend so much of its resources doing this just before the leaves fall off?On the surface,this doesn't make sense.It'd be like spending money to,I don't know,to have your old car repainted when you know the car's not going to last more than a couple of months.All this extra anthocyanin in the autumn seems like a waste.But remember,nature is very economical with its resources,so that means anthocyanin must be serving some function that's important for the tree.Today there are some theories about what that function might be.One of them involves predatory insects;another involves fungi.You know,the more I read about these theories and the related research,it always created more questions for me than answers.So I was really glad to learn about a totally different theory…a new one.It seemed to come with research and data that give a full explanation.So here it is.Remember I said the chlorophyll breaks down?Well,in autumn,a whole lot of other chemical constituents of the leaf break down as well.I don't mean they're totally destroyed,'cause actually they break down into other,different chemicals that the tree can reabsorb from the leaves and reuse later.Now,this reabsorption process is very important for the tree,and—here's the key—it's sensitive to light,meaning that too much exposure to sunlight can interfere with this process.So where does anthocyanin fit in here?Well,anthocyanin's more stable than chlorophyll.It's not harmed as easily by the Sun or the cold.So it's still working long after the chlorophyll breaks down.But what doesit do?The theory is that anthocyanin protects the reabsorption process from the sunlight. For example,if you look closely at a red leaf on a tree,you'll notice that most of the red pigment is on the upper side of the leaf,the side facing the Sun.This new theory suggests that what the anthocyanin is doing there on top is shielding the rest of the leaf from the sunlight…and more importantly,allowing those important chemicals to be reabsorbed by the tree.题目1.What is the main purpose of the lecture?A.To explain how the red pigment in leaves breaks downB.To show that leaf color varies based on the tree speciesC.To introduce a theory about why leaves turn a particular colorD.To explain how chlorophyll protects trees in autumn2.What does the professor imply when she explains why leaves are green?A.She wants to correct a common misconception about the topic.B.She thinks the students are probably already familiar with the material.C.She believes the process is too complicated to discuss in depth.D.She knows that students are often confused about the functions of chlorophyll3.What does the professor mean when she says that the classic theory is partially right?A.It describes what happens in the summer but not what happens in autumnB.It describes what happens in tree leaves but not what happens in leaves of other plantsC.It explains how pigments are synthesized but not how they break down.D.It explains some cases of color change in tree leaves but not all cases.4.Why does the professor mention painting a car?A.To question why a large amount of anthocyanin is produced just before leaves fallB.To explain why most leaves turn red instead of other colorsC.To remind students how cooler temperatures affect the color of leavesD.To show how anthocyanin absorbs sunlight to produce food for trees5.The professor mentions theories about why leaves turn red that involve predatory insects and fungi.What is her opinion about those theories?A.They are based on careful research.B.They do not completely explain the phenomenon.C.They have not received enough attention.D.They have been proved to be incorrect.6.According to the professor,why does anthocyanin appear on the upper side of some leaves?A.To help chlorophyll absorb the sunlightB.To maximize the leaf's utilization of sunlightC.To accelerate the breakdown of chlorophyllD.To protect an important process from the sunlight答案C BD A B D译文旁白：请听一部分植物学的讲座。
【托福听力备考】TPO12听力文本——Lecture 1
【托福听力备考】TPO12听力文本——Lecture 1众所周知，托福TPO材料是备考托福听力最好的材料。
相信众多备考托福的同学也一直在练习这套材料，那么在以下内容中我们就为大家带来托福TPO听力练习的文本，希望能为大家的备考带来帮助。
TPO12 Lecture 1 BiologyNarrator:Listen to part of a lecture in a Biology Class.ProfessorAs we learn more about the DNA in human cells and how it controls thegrowth and development of cells, then maybe we can explain a very importantobservation, that when we try to grow most human cells in a laboratory, theyseem programmed to divide only a certain number of times before they die.Now this differs with the type of cell. Some cells, like nerve cells, onlydivide seven to nine times in their total life. Others, like skin cells, willdivide many, many more times. But finally the cells stop renewing themselves andthey die. And in the cells of the human body itself, in the cells of everyorgan, of almost every type of tissue in the body, the same thing will happeneventually.OK, you know that all of a person’s genetic information is contained onvery long pieces of DNA called Chromosomes. 46 of them are in the human cells,that’s 23 pairs of these Chromosomes of various lengths and sizes.Now if you’ll look at this rough drawing of one of them, one Chromosomeabout to divide into two. You see that it sort of looks like, well actually it’smuch more complex than this, but it reminds us a couple of springs linkedtogether, two coiled up pieces of DNA. And if you stretch them out you will find they contain certain genes, certain sequences of DNA that help determine how the cells of the body will develop. When researchers look really carefully at the DNA in Chromosomes though, they were amazed, we all were, to find that only afraction of it, maybe 20-30%, converts into meaningful genetic information. It’sincredible; at least it was to me. But if you took away all the DNA that codes for genes, you still have maybe 70% of the DNA left over. That’s the so-called JUNK DNA. Though the word junk is used sort of tongue-in-cheek.The assumption is that even if this DNA doesn’t make up any of the genes, it must serve some other purpose. Anyway, if we examine these ends of these coils of DNA, we will find a sequence of DNA at each end of every humanChromosome, called a telomere.Now a telomere is a highly repetitious and genetically meaningless sequenceof DNA, what we were calling JUNK DNA. But it does have an important purpose; itis sort of like the plastic tip on each end of a shoelace. It may not help you tie your shoe but that little plastic tip keeps the rest of the shoelace, the shoe string from unraveling into weak and useless threads. Well, the telomeres at the ends of Chromosomes seem to do about the same thing--- protect the genes, the genetically functional parts of the Chromosome, from being damaged. Every time the Chromosome divides, every time one cell divides into two. Pieces of theends of the Chromosome, the telomeres, get broken off. So after each division,the telomeres get shorter and one of the things that may happen after a while isthat pieces of the genes themselves get broken off the Chromosomes. So the Chromosome is now losing important genetic information and is no longerfunctional. But as long as the telomeres are a certain length, they keep this from happening. So it seems that, when the, by looking at the length of the telomeres on specific Chromosomes, we can actually predict pretty much how long certain cells can successfully go on dividing.Now, there are some cells that just seem to keep on dividing regardless, which may not always be a good thing if it gets out of control.But when we analyze these cells chemically, we find something veryinteresting, a chemical in them, an enzyme called telomerase. As bits of the telomere break off from the end of the Chromosome, this chemical, thistelomerase can rebuild it, can help reassemble the protective DNA, the telomere that the Chromosome has lost. Someday we may be able to take any cell and keep it alive functioning and reproducing itself essentially forever through the use of telomerase. And in the future we may have virtually immortal nerve cells and immortal skin cells or whatever, because this chemical, telomerase, can keep the telomeres on the ends of Chromosomes from getting any shorter.希望这些对你的托福备考有帮助，预祝大家托福考试能取得理想成绩。
2016年3月11日托福听力真题及答案解析
听力部分Conversation 1学生想在上课做presentation的时候加一些音乐作为poem的背景，但是教授希望她能分清主次，而且教授只注意学生做PPT的能力，不太看重那些花里胡峭的东西，因为加入音乐可能会变成一种自己准备不足的掩饰而分散别的同学的注意力，中间问了为什么要放音乐，是否必须放音乐的问题，但是这个女孩仍然坚持想要加入音乐，教授担心播放音乐的设备可能会有问题，女生说打算自己带个CD去放音乐当做poem的背景。
教授说可以，但是最后他还是会根据PPT的内容来得出分数。
-TPO部分对应参考课程学业类TPO20-C2/T12-C2)Lecture 1以前的艺术形式，现在知道的只是其中一部分，但是人们把它们当成代表性的艺术。
比如岩画在山洞里被保存，但外面岩石上的可能毁掉了。
石器时代，发现人们用很多的骨头去做首饰什么的，其实可能木质的更多，只是没有保存下来。
-TPO部分对应参考(艺术文化类TPO31-L1/TP22-L4)Lecture 2一个公司应该吧主要的财力放在如何提高公司效益上面。
leaning engineering可以用VSM这个系统来避免一些浪贫资源的行为比如transportation等可以用computer model。
提到一个运输公司可能会在运东西的时候有损失等。
还有说到一个教授之前在一个公司，同一个事情需要10天完成，所以分成五个小组，但是前面三个小组不相干，可以同时进行，所以就可以节省四天的时间。
-TPO部分对应参考(社会科学类TPO34-L4/TPO26-L1)Conversation 2学生中心开放时间不对，希望学校改一下。
因为开放的时候没有人，但是大家想去的时候又关了。
说是学校的经费有限，所以不能够延长时间。
没人的时候关，有人的时候开着也是不行的，因为这里的工作人员的时间也是很忙的。
-TPO部分对应参考(校园场景类TP21-C1/T16-C1)Lecture 3牛仔诗派。
托福听力tpo53 lecture1、2、3、4 原文+题目+答案+译文
托福听力tpo53lecture1、2、3、4原文+题目+答案+译文Lecture1 (1)原文 (1)题目 (4)答案 (5)译文 (6)Lecture2 (8)原文 (8)题目 (10)答案 (12)译文 (12)Lecture3 (14)原文 (14)题目 (16)答案 (18)译文 (18)Lecture4 (20)原文 (20)题目 (22)答案 (24)译文 (24)Lecture1原文NARRATOR:Listen to part of a lecture in a film studies class.MALE PROFESSOR:Nowadays,we take sound in films for granted—I mean,you stillmight see black and white films occasionally,but you hardly ever see silent films anymore.So it's interesting to note that the use of recorded sound was originally controversial FEMALE STUDENT:What about all the sounds you hear in some silent movies?Like, you know a loud sound when somebody falls down or something?MALE PROFESSOR:OK,you're talking about a soundtrack added much later,which has,over time,become part of the film we know.But this recorded track didn't exist then.And it's not that most people didn't want sound in films;it's just that the technology wasn't available yet.Don't forget that instead of recorded sound there was often live music that accompanied movies in those days—like a piano player or a larger orchestra in the movie theater.Also,think of the stage,the live theater—it has used wonderful sound effects for a long time and,if wanted,these could be produced during the viewing of a film.You know,the rolling of drums for thunder or whatever.But that wasn't as common.Oh,and another thing that they might have in movie theaters in the early days was a group of live actors reading the parts to go along with the film.Or—and this seems a particularly bad idea to us now—one person narrating the action…an early example of a long tradition of movie producers—the ones concerned mostly about making money—not having much confidence in their audience,thinking that people somehow couldn’t follow the events otherwise.So,it finally became possible to play recorded sound as part of the film in the1920s. Trouble was,it wasn't always used to very good effect.First,it was,you know, amazing to see somebody's mouth move at the same time you hear the words…or hear a door close when you see it closing on-screen.But that luster wears off,of course,and if you're a director,a filmmaker,what's the next step?FEMALE STUDENT:Well,use sound to enhance the movie,right?Bring something more to it that wasn't possible…MALE PROFESSOR:Yes,that's exactly what directors who were more interested in cinema as art,not commerce,were thinking.But they also predicted that there would be a problem that sound would be misused, and,boy,was it ever…Because the commercial types,the producers and so on were thinking,OK,now that sound is possible,let's talk as much as possible and forget about the fact that we're making a movie,that we have this powerful visual medium.So,many of the films of the twenties were basically straight adaptations of successful shows from the stage,theater.The name they used for sound films then was"talking films,"and that was on the mark,since,well,all they pretty much did was talk.And talk.So,the remedy?Well,what was proposed by a number of filmmakers and theorists was the creative,expressive use of sound—what they generally called nonsynchronous sound.OK,synchronous sound means basically that what we hear is what we see. Everything on the soundtrack is seen on the screen.And everything was recorded simultaneously,which,well,since the sound technicians working on films often had experience with live radio,that made sense to them.Recording the sound separately and adding it in afterward—well that idea was less obvious.Anyway,synchronous sound means the source of the sound is the image on the screen.Nonsynchronous sound then,is…FEMALE STUDENT:The sound doesn't match the picture?MALE PROFESSOR:Right.Now we can look at this in various ways,but let's take it as literally as possible.Music—unless we see the radio or the orchestra—that's nonsynchronous.If the camera shot is of the listener rather than the speaker,that's nonsynchronous.If wehear,say,background sounds that aren't on the screen—that's nonsynchronous.So,that doesn't seem so radical,does it?But,again,those early producers didn't think their audiences could keep up with this.FEMALE STUDENT:Excuse me,but did you say earlier that some filmmakers actually advocated not using sound at all?MALE PROFESSOR:Well,yes,but that was a bit of an exaggeration,I guess.What I meant to say was that some filmmakers thought that the way the film sound was actually used was setting the art of filmmaking back.But everyone agreed that sound solved some very difficult issues,and offered potentially exciting tools.题目1.What is the lecture mainly about?A.The influence of theater on early sound filmsB.Conflicting views on uses of sound during the early days of sound filmsC.The great progress in cinema after the development of soundD.Viewer reactions to early sound films2.According to the professor,what types of sound were used in silent film theaters? [Click on3answers]A.Live music performed in the theaterB.Sound effects created in the theaterC.Recorded sound tracks played with the filmD.Live narration during the filmE.Musical entertainment offered before the film3.What is the professor's attitude toward early movie producers?A.He is critical of their influence on films.B.He thinks they had little influence on films.C.He thinks they understood what audiences wanted.D.He acknowledges that they made progress possible.4.According to the professor,what was characteristic of sound films in the1920s?A.Dialogues between characters were kept to a minimum.B.Many films were closely based on theater plays.C.Musical sound tracks were added to most films.D.Sounds were recorded separately and added to films later.5.What is an example of synchronous sound in a film?A.A character hearing a train that is not visibleB.A past conversation being replayed in a character's mindC.A character playing guitar and singing on screenD.A song playing at the end of a film as credits appear on the screen答案B ABD A B C译文Narrator：请听一段电影研究讲座的节选。
托福TPO40听力Lecture真题解析
TPO，即toefl Practice Online的首写字母，就是托福在线练习的意思，TPO可以为考生提供全真的模拟考试环境和过往真题，而TPO题库也是有着不断的更新。
在托福听力备考中，想要快速提升自己的托福听力能力，选择好适合的练习材料是个非常重要的环节。
而对于很多备考托福的学生来说，TPO往往就是一个首先的备考材料。
托福TPO40听力Lecture11. What point does the professor make about the writing of a formal analysis in art history?a. Its objective is to identify common features of several works of art.b. Its most important part is the explanation of an artwork's significance.c. Several styles of writing a formal analysis are used by art historians.d. A particular approach is required to present Information about an artwork.答案：D破题关键词汇：formal analysis in art history解析：(从第22秒开始，原文重现：I gave you a list of appropriate works of art for you to write about, so your next step in this process needs to be, to go look at the work you selected as your topic, and bring a pencil and a notepad with you, because I don’t mean you should just drop by at the museum, and glance at it, so you can say you see it in real life, you need to go and sit in front of the work, and really look at it, carefully, slowly, and keep careful notes about what you see, you need them for the kind of art history paper you are going to be writing, it’s what we call a formal analysis. A formal analysis of a work of art, any kind of art, is based on its formal qualities, which means qualities related to the form, things like color,texture, line, shapes, proportion, and composition.)教授在开篇就对formal analysis进行了介绍，它是用一种特殊的方式用来呈现一件艺术品的信息，比如需要基于它的一些属性，如颜色，质地，线条，形状，比例，组成等等，所以D选项正确。
托福听力tpo62 lecture1、2、3 原文+题目+答案+译文
托福听力tpo62 lecture1、2、3 原文+题目+答案+译文Lecture1 (1)原文 (1)题目 (3)答案 (5)译文 (6)Lecture2 (7)原文 (7)题目 (10)答案 (12)译文 (12)Lecture3 (14)原文 (14)题目 (16)答案 (18)译文 (18)Lecture1原文Listen to part of a lecture in an architectural history class.Professor: Now we’ve talked about how social concerns inform the designs of some architects in the United States in the 19th century. And it holds true not only for building architects but also for landscape architects. The way we design our landscapes is hugely important to, for how we live, easily as important as the buildings we live in. And these social concerns were especially apparent in the work of a huge figure in the history of landscape architecture: Frederick Law Olmsted. Olmsted is particularly associated with the building of public parks in the mid-1800s. At that time, with industrialization, the United States was moving from a rural, agricultural way of life to an urban one. Many people were moving from farms to cities, and cities themselves were growing fast. And that was creating concern and anxiety about people losing touch with nature.Now, based on your reading, how did this situation relate to Olmsted? Ken.Male Student: Well, he saw that as cities grew to accommodate the larger populations, a lot of open space would be used up for buildings and infrastructure. I guess he thought that eventually there might not be any open space left, green space.Professor: And others shared this concern as well, people with some power.Male Student: Right. So in New York City, they decided to build this huge park, Central Park. And they hired him to design it.Professor: Right. Olmsted together with Calbert Vaux. And he, what Olmsted wanted to do through this park and others was to preserve people’s connections with the natural world. Central Park is his best-known project and it really launched his career. There were so many details that made this such a model of success that…yeah, Julia. Female Student: It seems like he integrated the park into the city really well, especially by putting streets across the park so that you can still get from one side of the city to the other.Professor: And those streets don’t disrupt the unity of the park very much. But why not? What feature, what modification did he make?Female Student: Well, they weren’t any narrower than any regular city streets. Professor: No, not narrower.Female Student: Oh, lower. He put them at a lower level than the rest of the park and used short tunnels.Professor: Yes, exactly. The streets were designed to be as unobtrusive as possible, not interrupting the flow of people walking in the park, not interfering with the natural setting, while still functioning as streets.Making tunnels was the best way to achieve this balance in many locations within the park, and then pass for pedestrians went above the street throughout the park.What’s so special about it to me is Olmsted did such a good job of using the space by emphasizing the natural elements of the park. So with ground areas that were low, he made them even lower and turned them into ponds and meadows, then he emphasized some high, rocky areas. He used…he planted small forests close to grassy meadows. By doing this, he emphasized contrast in contour and texture, but he made it all work as a whole. He also made the northern half of the park more of the nature preserve while the southern part was more for people and recreation.So Central Park was a huge success and it led to more work for him. He designed dozens of urban parks throughout the country. So that’s probably his greatest legacy to architecture as a profession, but not his only legacy.He also designed landscapes for public buildings, campuses, even entire towns. In that area, urban planning, he showed the same concern for preserving open spaces that he had shown with Central Park. For example, his design of a town of Riverside, Illinois. He planned it so it would have the conveniences of city living, but it also had open space for recreation for nature. He lowered the streets slightly so they wouldn’t block natural views, like views of the Des Plaines River, which flows through Riverside. He really wanted to preserve the shores of the river so he didn’t put houses there. Instead, he turned the river front area into a park. And about a quarter of Riverside is parks.What’s also remarkable is that Riverside, well, even today, the streets and other parts of Olmsted’s plans are almost completely intact. It’s really an oasis in the city that’s grown around it, the city of Chicago, since that time. Goes to show you how valuable good design really is.题目1.What is the lecture mainly about?A. The reasons why Olmsted was selected to design Central ParkB. The impact that Olmsted's designs had on the growth of citiesC. Ways that Olmsted's design for Central Park influenced the design of Riverside, IllinoisD. Olmsted's design goals as revealed in two of his projects2.What does the professor imply about the increase in the population of urban areas in the middle of the nineteenth century?A. It caused difficulty in the design and creation of city parks.B. It was one of the reasons that Central Park was created.C. It forced Olmsted to build more roads in Central Park than he had originally planned.D. Olmsted viewed the increase in population as a positive trend.3.What is one of the features of Olmsted's design of Central Park that the professor particularly admires?A. The use of trees as boundaries between recreational and non-recreational areasB. The emphasis of naturally occurring contrastsC. The quality of the materials used for streets and buildingsD. The wide variety of styles used for its tunnels4.What design feature did Olmsted incorporate into both Central Park and the town of Riverside, Illinois?A. Forest areas that were left undisturbedB. Streets at lower levels than other ground areasC. The removal of large rocks that obstructed viewsD. The expansion of naturally occurring ponds5.What does the professor say about the town of Riverside, Illinois today?A. It has stayed true to Olmsted's original design.B. It is regarded as Olmsted's most successful project.C. It has even more parkland than Olmsted had created.D. It has nicer parks than the city of Chicago does.6.What can be inferred about the woman when she says this:Professor: And those streets don’t disrupt the unity of the park very much. But why not? What feature, what modification did he make?Female Student: Well, they weren’t any narrower than any regular city streets. Professor: No, not narrower.A. She believes there is more than one correct answer to the professor's question.B. She realizes she is repeating a point the professor made earlier.C. She recognizes that she is not giving a correct answer.D. She thinks the answer to the professor's question is obvious.答案D B B B A C译文请听建筑史课上的部分内容。
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托福听力TPO22原文Lecture1
下面就让小编来为大家介绍一下托福听力TPO22原文中Lecture1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，同时，大家也可以登录前程百利论坛进行TPO练习辅导，希望能够给准备托福听力的同学带来帮助。
TPO22Lecture1(Anthropology)
Professor：One of the big questions when we look at prehistory is why did the earliest states
form?Well,to begin we’d better define exactly what we mean when we talk about states.The human groups that are the smallest and have the least social and political complexity,we call bands.The groups that are the largest and most socially and politically complex,we call states.So,the level of complexity here refers to the organization of people into large,diverse groups,and densely populated communities. And there are four levels in total:bands,tribes,chiefdoms and states.But,but back to my original question. Why did early states form?Why not just continue to live in small groups?Why become more complex? One theory called the environmental approach hypothesizes that the main force behind state formation was population growth.It assumes that centralized management was critical to dealing with issues caused by sudden population surges,like a strain on limited food supplies.At the least complex end of the spectrum, the few families living in bands are able to meet their own basic needs.They usually hunt together and forage whatever foods are available to them,instead of domesticating animals and planting crops.In order to efficiently take advantage of the wild foods available,bands are often nomadic and move around following herds of animals.This strategy is feasible when you have a small population.
But when you have a large population,well,the whole population can’t just get up and move to follow a wild herd of animals.So you need sophisticated technologies to produce enough food for everyone.And there is an increase need to resolve social problems that arise as people begin to compete for resources.To manage intensified food production,to collect,store and distribute food,you need centralized
decision-making,centralized decision-makers.It’s the same thing when it comes to maintaining social order.You need to create and efficiently enforce a formal legal code.It makes sense to have a centralized authority in charge of that,right?So a hierarchy forms.By definition,states had at least three social levels. Usually,an upper class of rulers,a middleclass comprised of managers and merchants,and a lower class of crop producers and agricultural laborers.The environmental approach hypothesizes that states appear in certain environmental settings,settings which have a severe population problem or a shortage of agricultural land.But not everyone agrees with the theory.It definitely has some weaknesses.For example,
states have developed in places like the mild lowlands of Mesoamerica and in Egypt’s Nile River Valley. Both places had vast areas of fertile farmland,no shortage of agricultural land.And what about population increase?Well,there were some early states that formed where there wasn’t any sudden population increase.So it seems that these are valid criticisms of the environmental approach.
教授：当我们审视史前历史的时候，最大的一个问题就是为何最早的城邦会形成。
呃，首先我们需要给“城邦”一个明确的定义。
最小的、社交最少的，而且政治体系最不复杂的人类群体，我们称之为群体.最大的、社交最多的，而且政治体系最复杂的，我们称之为城邦。
这里指的复杂水平是说人们群体组织发展成庞大，群体多样，人口密集的集体。
而总共有四种社会组织：群体、部落、酉帮以及城邦。
那么再回到我起初的问题上来，为什么早期的城邦会形成呢?为何不继续生活在小群体中呢?为什么要变得更复杂呢?一种叫做环境法的理论推测人口增长是城邦的形成的主要推动力。
这种理论认为集中管理对处理人口突然剧增引起的问题是至关重要的，比如紧张有限的食物供应。
在社会复杂度最低的范围内，为数不多居住在bands的家庭能够自给自足。
他们通常一起打猎，寻找一切可以得到的食物，而不是驯养动物或种植庄稼。
为了更有效的捕猎到野生动物，bands通常是游牧民族，追随着一群群动物的迁徙而随遇而安。
这种生活方式在人口小的群体中是可行的。
而当人口很多的时候，就不可能所有人都随时起身并跟着一群野生动物四处游荡。
因此就需要复杂的技术来为每个人提供充足的食物。
而且由于人们为资源相互竞争而引起的众多社会问题也都需要得到解决。
为了加强食物的生产、收集、储藏及分配，你就需要一个中央的决策及一个决策者。
同样，维持社会秩序也如此。
你需要创建并有效的实施一项正式的法典，那么有个中央权力机构来负责就很说得通了，对吗?因此就形成了阶级。
定义上看，城邦至少有三个社会等级。
通常是上层由领导阶级构成，中层管理人员及商人构成，下层则由农作物生产者及农业劳动者构成。
环境法推测城邦是在特定的环境条件中出现的，这样的环境可能是存在严重的人口问题或者是农业用地短缺。
但并不是每个人都同意这个观点。
这个理论肯定是存在一些弊病的。
如，在中美洲温暖的低地及埃及的尼罗河畔就都有城邦的出现。
这两个地方有广阔肥沃的土地，并不是农业用地匮乏。
那么人口增加这一点呢?呃，有一些早期城邦是在没有人口突然加剧的情况下产生的。
因此，看来这些都是对环境法的有力的批判。
以上就是托福听力TPO22原文中Lecture1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！。