托福TPO44听力题目+答案+MP3音频下载
托福TPO44听力Conversation2文本+题目+答案解析
为了帮助大家高效备考托福，为大家带来托福TPO44听力Conversation2文本+题目+答案解析，希望对大家备考有所帮助。
托福TPO44听力Conversation2文本 Narrator:Listen to a conversation between a student and an art professor. Student:Hi. Dr. Morten. I'm Karen Stern. I met you briefly about a year ago when I was applying to the university. You were on a panel of professors and you were talking about the art department. Professor:Ah...and you are now a student here. I guess I said the right thing. Student:Yeah. Right now I am doing the intro-courses in the art department, but I am really interested in painting. Professor:Well, I teach several of the painting courses so I hope to see you in the future. Student:Actually I was wondering: you are in charge of student art exhibitions at the university gallery, right? Professor:Right! Student:So I know all the exhibitors are students, but I was wondering how you choose the works you exhibit every month. Is there like a submission process or something? Professor:No. There is a submission process, yes. We a have gallery review committee, but we already have our exhibitions planned for the rest of the schoolyear. Generally our exhibitors are third- and fourth-year students, well into their coursework. Student:Oh, Well, I guess that will be something to look forward to then. Tell me, do you show all kinds of paintings? Professor:Well, actually we started doing something different with the gallery this year. We are featuring a specific technique each month. Next month's exhibition, for instance, will feature drip paintings. Student:Really? Like Jackson Pollock? Professor:Ah....so you are familiar with Pollock's work. Student:Well, sort of, though I've only seen photographs of it. I know he dripped paint onto the canvas instead of using a brush. I read he stretched out his canvases on the floor of a studio and then he climbed up on a ladder to pour paint, ordinary house paint, from a can onto the canvas. Professor:That's right. That was characteristic of Pollock in the late forties, in what we call his drip period. And the object was to produce a constant stream of paint to create continuous lines, because as you know when you use a brush directly on a canvas you get broken lines. So, you like Pollock. Student:Yeah, I do. I like abstract works in general. There's a class on abstract art, right? Professor:Actually I teach that class and drip painting was one of our themes last year. Some students from last year's class have continued experimenting with it and created some incredible pieces using everything from squeezed bottles to computer controlled sprayers. Student:Do they look a lot like Pollock's work? Professor:Well, our goal wasn't to imitate Jackson Pollock. The object was to get students to look at different ways of applying paint to a canvas. But you don't have to enroll in a specific course to be invited to exhibit your work. It just has to fit the theme for one of our exhibitions. 托福TPO44听力Conversation2题目 1.Why does the student go to see the professor? A. To find out whether the university gallery accepts student artwork. B. To find out how artwork is selected for university gallery exhibitions. C. To learn the focus of an upcoming exhibition of student artwork. D. To learn which techniques the professor will cover in his class on abstract art. 2.Why does the student mention Jackson Pollock? A. To indicate to the professor that she is familiar with the drip technique. B. To find out if she can see an original painting by Jackson Pollock in the university gallery.。
托福TPO44口语Task6听力文本+题目+满分范文
为了帮助大家高效备考托福，为大家带来托福TPO44口语Task6听力文本+题目+满分范文，希望对大家备考有所帮助。
托福TPO44口语Task6听力文本： Listen to part of a lecture in a biology class. So we've been talking about forest fires. And usually when a forest fire occurs, the animals in the area will of course run away, flee as fast as they can so as not to get hurt by the flames. Some animals, though, actually benefit from forest fires and so will seek them out because forest fires can be helpful, can help them fulfill certain survival needs. Let's discuss two benefits forest fires could have for these animals. One benefit is that they can make it easier for predators to find food. A forest fire will force animals out of their hiding places and out into the open, which predators take advantage of because fleeing animals are much easier to catch than they normally are when they are hiding. For example, scientists have observed wild turkeys doing this. These birds will go to the edge of a forest fire and wait there in order to catch all the insects running out of the burning forest, which is a much easier way to catch insects than the normal way of pecking for them on the ground. Another benefit forest fires could have is to help provide a good place for the development of young animals. Forest fires can make an otherwise harmful environment more suitable for their development. For example, some trees in the forest are poisonous to beetles. They have a special chemical that keeps beetles away. But after a fire, beetles will seek out these trees because the trees are dead and beetles are able to lay their eggs in the trees without being hurt by the chemical. The young beetles use the trees' nourishment until they mature into adult beetles. 托福TPO44口语Task6题目： Using the examples of wild turkeys and beetles, explain two benefits of forest fires for animals. 托福TPO44口语Task6满分范文： According to the lecture, the professor talked about two benefits forest fires for certain animals. The first is that the hiding animals are forced to run away. The predators can easily find their food in open area compared to wait for their food. For example, wild turkeys can chase the insects at the edge of a forest fire and catch them easily on the ground. The other benefit is young animals can get a suitable place to grow. For example, toxic chemical is included in some trees, which can threatenbeetles. But the forest fires turn the dead trees to be the beetle’s homeland. The beetles can lay eggs in the trees without harmful chemical and young beetles can utilize the nutrition to grow into mature ones. 以上是给大家整理的托福TPO44口语Task6听力文本+题目+满分范文，希望对你有所帮助!。
TPO 44听力题目
[Listening]Conversation 11. Why does the student go to see the professor?A. To get his opinion about why a project she recently completed had unexpected results.B. To discuss how a topic covered in class is similar to her group’s research topic.C. To ask him for suggestions to address a problem in her research.D. To discuss the professor's concern about her group's research project.2. In response to the professor’s question, what does the woman say about Tom and Jane?A. They are working on an assignment for another class.B. They are already observing students for the research project.C. They are dealing with a technical issue at the library.D. They are making arrangements at the library for their research project.3. What had the group of students planned to research?A. The effect of noise on the productivity of library employees.B. The effect of changing the amount of light in the library.C. The study habits of students in the library.D. The effect that being observed while studying has on students.4. Why does the professor mention lighting?A. To explain why production costs gradually increased over the years at a manufacturing plantB. To give a reason for a decline in productivity at two manufacturing plantsC. To compare the working conditions at two manufacturing plantsD. To give an example of a working condition that was adjusted at a manufacturing plant5. Why does the student say this?A. She is disappointed with the observations that the members of her group have made so far.B. She does not understand the point that the professor is making.C. She wants to determine a way for her group to make observations in secret.D. She is aware that her group’s presence might affect student behavior.Lecture 11. What is the main purpose of the lecture?A. To provide an example of a practical use of nanotechnology.B. To show the origins of the field of nanotechnology.C. To give a brief outline of the main concepts of nanotechnology.D. To explain the growing interest in nanotechnology research.2. How does the professor organize the information he presents to the class?A. He describes the inspiration behind the nanocoating, then how the coating works.B. He describes how the nanocoating is currently marketed, then the inspiration behind it.C. He explains how fogging occurs, then the basic concepts of nanotechnology.D. He explains how fogging occurs, then how the nanocoating prevents it.3. According to the professor, how does the new nanocoating work?A. By forcing light to bounce off a glass-coated polymer.B. By forcing water droplets to roll off an ultrathin surface.C. By causing water droplets to merge into a single sheet of water.D. By causing light to scatter randomly in many directions.4. According to the information in the lecture, why does the new nanocoating not last as long on plastic as it does on glass?A. Plastic cannot withstand extremely high temperatures.B. The internal structure of plastic repels a positively charged polymer.C. The coating solution scatters when it comes into contact with plastic.D. Plastic surfaces scratch more easily than glass surfaces do.5. What inspired the team of scientists in developing the new coating?A. A problem the team frequently encountered in everyday life.B. The ineffectiveness of spray solutions in flattening water droplets.C. The leaves of a plant that the team had been investigating.D. Interactions observed between silica nanoparticles and polymers.6. What is the professor's opinion about the approach inventors took to the development of the new nanocoating?A. He thinks other inventors should use a similar approach.B. He is impressed by the flexibility of their approach.C. He is surprised the research process took so long.D. He thinks they should have spent more time testing a superhydrophobic coating.Lecture 21. What is the lecture mainly about?A. The dramatic structure of an ancient Greek play.B. The influence of ancient Greek theater design on modern theaters.C. The design of ancient Greek theaters.D. The role of plays in ancient Greek society.2. What were two purposes served by the skene? Click on 2 answers.□It provided extra seating for the audience.□It served as the location for the play’s action.□It was used to store items needed for the play.□It was where the chorus performed.3. Why is the play Hippolytus discussed?A. To give an example of a strategy used by ancient Greek playwrights.B. To give an example of how animals were used in ancient Greek plays.C. To identify the first use of a messenger in an ancient Greek play.D. To point out that ancient Greek plays typically involved tragic events.4. What point does the professor make about the chorus in ancient Greek plays?A. It performed only at the beginning of the play.B. It interpreted what was happening on the stage.C. It did relatively little singing and dancing.D. it was less important than it is in modern plays.5. How did Aristotle view the chorus?A. As the author of the play.B. As a distraction from the story.C. As a messenger reporting news.D. As a character in the play.6. Why does the professor say this:A. To emphasize the popularity of plays in ancient Greece.B. To praise the creativity of the ancient Greeks.C. To point out that every seat in an ancient Greek theater had a clear view of the stage.D. To suggest that audiences in ancient Greece could hear plays better than they could see them. Conversation 21. Why does the student go to see the professor?A. To find out whether the university gallery accepts student artwork.B. To find out how artwork is selected for university gallery exhibitions.C. To learn the focus of an upcoming exhibition of student artwork.D. To learn which techniques the professor will cover in his class on abstract art.2. Why does the student mention Jackson Pollock?A. To indicate to the professor that she is familiar with the drip technique.B. To find out if she can see an original painting by Jackson Pollock in the university gallery.C. To make a comparison between her paintings and those of Jackson Pollock.D. To express interest in taking the professor's class.3. According to the professor, what distinguishes Jackson Pollock's work?A. The method he used for applying paint to a canvas.B. The location where he did his work.C. The widespread popularity of his style of art.D. The size of the paintings he produced.4. What does the professor imply about his class on abstract art?A. It focuses primarily on Jackson Pollock.B. It is one of the most popular classes in the department.C. It tends to attract the department's best students.D. It encourages students to explore different painting techniques.5.What does the professor imply when he says this:A. Students must have taken a course in the technique featured in the exhibition.B. Exhibiting in the university gallery is a degree requirement for art majors.C. Artwork submitted by a first-year student will probably not be accepted.D. The woman should submit her painting soon because the deadline is approaching.Lecture 31. What is the lecture mainly about?A. The spread of early agricultural methods from New Guinea to other cultures.B. Differences in the types of crops grown in early centers of agriculture.C. Evidence supporting the theory that agriculture developed independently in New Guinea.D. Techniques used by researchers to identify farming methods in the earliest centers of agriculture.2. According to the professor, why was the archaeological evidence found in New Guinea during the 1960s and 1970s inconclusive? Click on 2 answers.□ Construction of agricultural drainage ditches had damaged much of the archaeological evidence. □ Plant remains were not well preserved in the climate of New Guinea.□ Ancient types of domestic plants were no longer grown by modern farmers.□ It was unclear whether evidence of early deforestation suggested planting or hunting.3. Why does the professor talk about layers of soil?A. To show how phases of agricultural development were linked to evidence of population growth.B. To describe how researchers identified several phases of agricultural development in New Guinea.C. To illustrate how swampy conditions cause archaeological remains to deteriorate.D. To describe one of the methods of farming used at Kuk.4. Why did researchers conclude that the taro remains found near Kuk were a result of farming?A. Taro does not grow wild in highland areas.B. Taro is a native plant of China.C. Taro was only found in a very small area near Kuk.D. Taro normally does not grow in wet climates.5. What evidence indicated that bananas were being cultivated in New Guinea during an earlier period than was previously thought? Click on 3 answers.□ High concentrations of fossil remains of bananas.□ The discovery of stone tools designed to harvest bananas.□ The presence of regularly distributed mounds.□ Indications that Kuk did not become a swampy wetland until approximately 7,000 years ago.□ Genetic analyses of banana remains in New Guinea and Southeast Asia.6. What point does the professor make about the theory that agriculture brings about social change?A. Recent research has yielded unexpected evidence supporting the theory.B. The theory seems to be contradicted by the development of society in New Guinea.C. Future discoveries in Kuk are likely to provide definitive proof for the theory.D. The theory explains why New Guinea has become an egalitarian society.Lecture 41. What is the main purpose of the talk?A. To explain the mechanical functioning of barrages.B. To discuss some possible ecological effects of building barrages.C. To discuss the effects of ocean tides on coastal ecosystems.D. To describe ways to increase biological productivity of estuaries.2. What is the professor's opinion when the man expresses concern about marine life on the mud flats?A. She thinks the environmental impact of barrages would be worse for birds than for fish.B. She agrees that any damage to the mud flats would probably be irreversible.C. She feels that the situation is more complex than the man realizes.D. She does not believe that the mud flats support a wide variety of animal species.3. The professor mentions a change in the quantity of fish caught near a barrage in France. What most likely happened to the water in the estuary as a result of the construction of the barrage?A. The water has become clearer.B. The water has become saltier.C. The water has become pollutedD. The water level has risen.4. What does the professor say is a criticism of the proposed barrage at the Severn River in Great Britain?A. It would damage nearby buildings.B. It would attract harmful species to the region.C. It would not be as large as the barrage in France.D. it would be too expensive to build.5. Why does the professor say this:A. To request that the student answer in greater detail.B. To introduce a new topic for discussion.C. To make the student's statement more accurate.D. To repeat a point that she had not stated clearly.[Speaking]Task 1.Talk about a special job you have had in the past or would like to have in the future.Task 2.Some people believe that primary schools should no longer teach children how to write by hand, and instead should spend time teaching them how to type on a computer. Other people believe that it is still important for schools to teach children to have good handwriting. Which point of view do you agree with? Explain why.Task 3.Reading Time: 50 secondsCreate Student Committee to Decide Funding for Student OrganizationsI think students should be in charge of deciding which student organizations (for example, the jazz band or the hiking club) receive money from the university. Students should also be in charge of how much money each organization receives. A special committee made up of students could be created to make these decisions. Currently, these funding decisions are made by university administrators, but a student committee would know better than the administrators which organizations are most important to students and most deserving of the university's financial support. I’m sure a lot of students would be interested in serving on the committee, and those who do serve will gain valuable leadership experience.Q: The man expresses his opinion of the letter writer's proposal. State his opinion and explain the reasons he gives for holding that opinion.Task 4.Reading Time: 50 secondsScope CreepBusinesses that perform services or carry out projects for clients generally come to an agreement with their clients about the extent or scope of a project before beginning the project. However, as a project progresses, clients may ask for more than the business originally expected to provide, and the scope of the project may grow larger than intended This phenomenon is known as scope creep, and it can cause conflict between businesses and their clients. Scope creep is especially common when the terms or conditions of the initial agreement are not clearly defined, and a client may expectmore than the business had planned to provide.Q: Explain how the example in the lecture illustrates the concept of scope creep.Task 5Briefly summarize the problem the speaker are discussing. Then state which solution you would recommend. Explain the reasons for your recommendation.Task 6.Using the examples of wild turkeys and beetles, explain two benefits of forest fires for animals.[Writing]1.In 1957 a European silver coin dating to the eleventh century was discovered at a Native American archaeological site in the state of Maine in the United States. Many people believed the coin had been originally brought to North America by European explorers known as the Norse, who traveled across the Atlantic Ocean and came into contact with Native Americans almost a thousand years ago.However, some archaeologists believe that the coin is not a genuine piece of historical evidence but a historical fake; they think that the coin was placed at the site recently by someone who wanted to mislead the public. There are three main reasons why some archaeologists believe that the coin is not genuine historical evidence.Great Distance from Norse SettlementsFirst, the Native American site in Maine where the coin was discovered is located very far from other sites documenting a Norse presence in North America. Remains of Norse settlements have been discovered in far eastern Canada. The distance between the Maine site and the Norse settlements in Canada is more than a thousand kilometers, suggesting the coin has no real connection with the settlements.No Other Coins FoundA second problem is that no other coins have been found at the Canadian sites that were inhabited bythe Norse. This suggests that the Norse did not bring any silver coins with them to their North American settlements.Third, the Norse who traveled to North America would have understood that silver coins would most likely be useless to them. Sitver coins may have been in wide use in Europe at the time, but the Norse, as experienced explorers, would have known that native North Americans did not recognize silver coins as money.1.Directions: You have 20 minutes to plan and write your response. Your response will be judgedon the basis of the quality of your writing and on how well your response presents the points in the lecture and their relations to the reading passage.Questions: Summarize the points made in the lecture, being sure to explain how they challenge the specific theories presented in the reading passage.2. Directions: Read the question below. You have 30 minutes to plan, write, and revise your essay. Typically, an effective response will contain a minimum of 300 words.Question:Some people believe that when busy parents do not have a lot of time to spend with their children, the best use of that time is to have fun playing games or sports. Others believe that it is best to use that time doing things together that are related to schoolwork. Which of the two approaches do you prefer?Use specific reasons and examples to support your answer.。
托福TPO46听力题目+答案+MP3音频下载
托福TPO46听力题目+答案+MP3音频下载上海新航道整理！下载托福TPO听力46MP3音频下载，请移步：/toefl/tpotingli/596519.html 托福听力TPO1-48大全：/toefl/tpotingli/更多托福TPO查看，请点击：托福TPO写作大全托福TPO口语大全托福TPO阅读大全托福TPO46听力题目Conversation 11. Why does the student go to see the woman?A To ask about events that the music house sponsorsB To find out which of the common interest houses have rooms availableC To find out if it would be possible for him to live in the music houseD To check on the status of his application to move into the music house2. According to the woman, why might some people not want to live in the music house?A is rarely quiet.B is not conveniently located.C All of the residents are required to participate in house activities.D All of the residents must be enrolled in a music class.3. What does the woman imply when she mentions the jazz festival?A It was free for residents of the music house.B It was held at the music house.C Music house residents were encouraged to perform at it.D Music house residents were involved in organizing it.4. Why does the woman mention the acceptance rate of applicants for the music house?A To the student that his application might not be approvedB To suggest that the music house is not a popular place to liveC To convince the student that his chances are better if he applies in personD To emphasize the importance of turning in the application form early5.What information does the student need to include in his application?(Click on 2 answers)A Some ways he might contribute to the music house communityB Information about his experience as a musicianC Reasons why he wants to live in the music houseD A recommendation from a current resident of the music houseConversation 21. What is the conversation mainly about?A Using new technologies to preserve old newspapersB Using old newspapers to conduct historical researchC The rise of American journalism in the eighteenth centuryD Press coverage of the French Revolution of 17892. What gave the student inspiration for the topic of her term paper?(Click on 2 answers.)A A recent visit to the library’s microfilm collectionB A long-standing interest in the history of FranceC Seeing what an eighteenth-century newspaper looked likeD Reading a translation of French historical accounts3. According to the professor, what should the student ask the librarians?A Which eighteenth-century newspapers covered events in FranceB If she can request microfilmed newspapers from another libraryC If the old newspapers she wants to read are available online yetD Whether the library has any original copies of eighteenth-century newspapers4. What will the student probably include in her term paper?A Newspaper coverage of the French National Constituent AssemblyB Newspaper coverage of the storming of the Bastille prisonC Ways in which the French Revolution contributed to the development of democratic idealsD How the reporting of American journalists differed from that of French journalists5.What can be inferred about the professor when he discusses a paper presented at a history conference?A He is grateful that he saved the paper because it might help the student.B He worries that the student will overgeneralize American attitudes based on the content of newspapersC He is excited to provide a model that the student can use to organize her term paper.D He hopes that the student will consider interviewing the author of the paper.Lecture 11. 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 on 2 answers.)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.Lecture 21. What is the lecture mainly about?A Techniques for creating lifelike portraitsB Theories about a preference in portrait paintingC Reasons for a decline in the popularity of portrait paintingD Ways researchers determine whether a painting is authentic2. According to the professor, what change occurred in portrait paintings over time?A Portrait artists became more skilled at painting profiles.B Portrait artists began painting a greater variety of subjects.C The percentage of left profiles decreased.D A left profile became a symbol of the subject’s social status.3. What point does the professor emphasize by his discussion of the lithograph The Potato Eaters?A Profiles are more difficult to create than head-on portraits.B Some artists consider the direction of the profile a key element in a portrait.C Most group portraits include both left and right profiles.D The direction of a profile is usually determined by the characteristics of the subject.4. According to the professor, what is the problem with the "right-handed" hypothesis?A Left-handed artists are equally comfortable painting left and right profiles.B Right hands tend to cover up facial features when painting left profiles.C Statistics show that right-handed artists tend to paint right profiles.D Left hands are less likely to cast shadows when painting right profiles.5. What does the professor imply about the "studio organization" hypothesis?A It has been disproved by recent studies.B It accounts for an important change in portrait painting.C It is based on a study of a relatively small number of portraits.D It was first proposed by the owner of a modern-day portrait studio.6. Why does the student say this:A To explain why he prefers to paint left profilesB To point out a difference between adult portraits and baby portraitsC To point out a fact that contradicts the "parental imprinting" hypothesisD To provide support for the "parental imprinting” hypothesisLecture 31.What is the lecture mainly about?A The economic factors that made lapis lazuli expensiveB The types of paintings in which the color blue is popularC Early processes for making blue pigments from stonesD Difficulties using the color blue in early paintings2. What was Gainsborough's goal when he painted The Blue Boy?A To find an acceptable alternative to ultramarine pigmentB To demonstrate that blue should be used only in certain paintingsC To contradict a common belief about the use of blue in a paintingD To protest the high costs of painting with most blue pigments3. What does the professor imply about smalt as a substitute for lapis lazuli?A It eventually became as expensive as lapis lazuli.B It was used frequently throughout the nineteenth century.C It was not of an acceptable quality for many artists.D It was seen as a better substitute for lapis lazuli than azurite was.4. What two points does the professor make about the process of turning lapis lazuli into ultramarine?(Click on 2 answers.)A It took a lot of time.B It required expensive tools.C It did not produce much pigment.D It was perfected by the French.5. Why does the professor mention the French government?A To indicate who sponsored the digging of additional lapis lazuli minesB To emphasize the importance of developing an affordable blue pigmentC To point out that artists were not permitted to use certain stones to make pigmentsD To question the government’s use of public funds to support the arts6. What does the professor imply when he says this:A He is not convinced the Egyptians made the first synthetic pigmentB He is impressed by the Egyptians’ accomplish ment.C The process the Egyptians used is now widely known.D The Egyptian pigment was of lower quality than today's pigments.Lecture 41. What does the professor mainly discuss?(Click on 2 answers.)A Reasons for fluctuations in the price of copperB Some important attributes of sopperC The production of coins from copper and zincD The possible future of the United States penny2. What arguments in favor of keeping the penny in circulation does the professor emphasize?(Click on 2 answers.)A Some people are emotionally attached to pennies.B Pennies cost very little to produce.C The price of consumer goods could rise.D The copper industry’s profits depend on the production of pennies.3. What does the professor say about the negative seigniorage of the nickel?A The United States government is looking for ways to reduce it.B It is significantly greater than that of the penny.C It is less of a problem than some people believe it to be.D Merchants benefit from it more than consumers do.4. Why does the professor mention the trumpet and trombone?A To compare the sound-generating properties of copper with those of zincB To exemplify the benefits of mixing copper with other metalsC To point out that copper can be shaped into a variety of formsD To point out that objects containing copper can shine like gold5. What does the professor imply about the green patina that sometimes appears on copper?A It is difficult to remove by conventional means.B It adds to the beauty of objects made of copper.C It serves a useful function.D It reduces the conductivity of copper.6. Why does the professor say this:A He wants the woman to realize her own mistake.B He wants the woman to support her point with precise numbers.C He realizes he neglected to mention an important detail.D He shares the woman’s concern about the copper industry托福TPO46听力答案CONVERSATION1:1-4.CADA 5.ACCONVERSATION2:1.B 2.DE 3-5.CABLECTURE1:1-2.CB 3.BD 5-6.DALECTURE2:1-6.BCBABDLECTURE3:1-3.DCC 4.AC 5-6.BBLECTURE4:1.BE 2.AC 3-6.BBCA。
托福听力 TPO听力题目与答案1-37全套汇总(附译文)
托福听力: TPO听力题目与答案1-37全套汇总(附译文)目前托福TPO内容已经更新到37套，很多同学在使用TPO听力内容时不是缺少音频资料就是内容不全，针对大家使用TPO听力内容的诸多不方便，小编特给出一份托福TPO 听力题目与答案1-37全套汇总(附译文)资料，同学们可以拿去好好练习一下，进而也可对比一下与之前内容的不同，所增加的套题与之前的区别。
托福TPO听力题目与答案1-37全套汇总(附译文)内容如下：1.Why does the student go to see the librarian?To sign up for a seminar on using electronic sources for researchTo report that a journal is missing from the reference areaTo find out the procedure for checking out journal articlesTo 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?They are not easy to find if a professor put them on reserveMost of them are accessible in an electronic formatMost of them can be checked out for three weeksPrinted versions from the past three years are located in the reference section3.What does the librarian suggest the student should do to save time?Choose an easier research topicConcentrate on five journalsRead the summaries of the articles firstInstall a new program on her home computer4.What can be inferred about why the woman decides to use the computer in the library?She thinks she might need additional help from the manShe does not have a computer at homeShe has to hand in her assignment by the end of the dayShe will be meeting a friend in the library later on5.Why does the woman say thisShe had forgotten about the informationShe is surprised she was not aware of the informationShe is annoyed that the information was published only recentlyShe is concerned that the librarian gave her incorrect informationStudentHi, 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 I’m… 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.正确答案，D。
托福TPO44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TPO44听力Conversation1文本+题目+答案解析，希望对大家备考有所帮助。
托福TPO44听力Conversation1文本 Narrator:Listen to a conversation between a student and her sociology professor. Professor:I'm glad you got my message and were able to make it. But where are the other members of your group?Tom and Jane? Woman:They are actually at the library. They have a biology lab assignment that's due later this afternoon. So I'm here to represent the whole group. But...um...when we got your e-mail message about being worried about our research project, we were a little confused, we thought you were excited about our idea for the project. Professor:Well, I think it's a great research topic, but when I looked closely at your plan for accomplishing the research, I realized that your group was probably asking for some trouble. Woman:What do you mean?I thought that, you know, by monitoring students studying in the library we could really get a good understanding of people's study habits and stuff. Professor:The thing is, I think you might have a problem because of the Hawthorne Effect. Woman:The Hawthorne Effect? Professor:The Hawthorne effect is a technical term for when researchers ...uh...more or less forget about a specific variable, the variable of the researchers themselves. Now, the students in the library, they are going to know that you are observing them, right? So you have to consider the effect your very presence will have on the people you are observing. Woman:But...so you think... I mean it's not like our observations would be a secret. The students would know exactly what we would be doing. I mean, we'd put up a sign right outside the library. Professor:Yes, but that's just it. When people know they are being watched, they act differently. Let me explain how the Hawthorne effect got its nameand...well...you'll get the idea. See, there was a manufacturing facility called the Hawthorne plant. And researchers conducted some experiments there to see what conditions make workers the most productive. Woman:What sort of conditions? Professor:Well, one thing they experimented with was the lights. Were workers more productive with bright lights or dim lights?Well, here is the thing, whatever the researchers did, the workers' productivity increased. When the lighting was improved, productivity went up. When the lighting was dimmed, productivity went up again. Woman:That doesn't make a lot of sense. Professor:Exactly! So initially the experiment was considered a failure. But then the researchers realized that their own presence had affected the workers' productivity. The workers knew that the researchers were watching them, and with so much attention on them the workers felt compelled to work harder. Woman:Oh, I guess that really could be an issue with my group's research. Professor:Yes, but I don't want to send you all back to square one. So how about you set up a meeting with your group members and discuss this. Then we can meet again and go over your ideas. And I think that we should be able to figure out a way to get around the problem. 托福TPO44听力Conversation1题目 1.Why does the student go to see the professor? A. To get his opinion about why a project she recently completed had unexpected results. B. To discuss how a topic covered in class is similar to her group’s research topic. C. To ask him for suggestions to address a problem in her research. D. To discuss the professor's concern about her group's research project. 2.In response to the professor's question, what does the woman say about Tom and Jane?。
TPO44听力文本
TPO 44 听力文本Conversation 1Listen to a conversation between a student and her sociology professor.Man: I’m glad you got my message and we’re able to make it, but where are the other members of your group, Tom and Jane?Woman: There’re actually at the library.They have a biology lab assignment that’s due later this afternoon. So I’m here to represent the wh ole group, but..umm, when we got your email massage about being worried about our research pro ject, we were a little confused. We thought you were excited about our idea for the project. Man: Well I think it’s a great research topic but when I looked closely at your plan for accomplish ing the research, I realized that your group is probably asking for some trouble.Woman: What do you mean? I thought that, you know, by monitoring student studying in the libra ry. We could really..ah..get a good understanding of pe ople’s study habits and stuff.Man: The thing is, I think you might have a problem because of the Hawthorne Effect. Woman: The Hawthorne Effect?Man: The Hawthorne Effect is a technical term for when researchers…ah…more or less forget ab out a specific variable, the variable of the researchers themselves. Now, the students in the library, they’re going to know that you are observing them, right? So you have to consider the effect your very presence will have on the people you’re observing.Woman: But…so you think… I mean, it’s not like our observations would be a secret. The student s would know exactly what we would be doing. I mean, we’d put up a sign right outside the librar y.Man: Yes, but that’s just it. When people know they’re being watched, they act differently. Let me explain how the Hawthorne Effect got its name and…well…you’ll get the idea. See, there was a manufacturing facility called the Hawthorne Plant, and researchers conducted some experiments t here to see what condition make the workers most productive.Woman: What sort of conditions?Man: Well…one thing they experimented with is with the lights. Were workers more productive with the bright lights or dim lights. Well, here’s the thing, whatever the researches did, the workers’ productivity increased. When the lighting was improved, productivity went up. When the lightin g was dimmed, productivity went up again.Woman: That doesn’t make a lot of sense..Man: Exactly, so initially the experiment was considered a failure, but then the researchers realize d that their own presence had affected the workers’ productivity. The workers knew that the resear chers were watching them, and with so much attention on them, the workers felt compelled to wor k harder.Woman: Oh…I guess that really could be an issue with my group’s research.Man: Yes, but I don’t want to send ya’ll back to square one, so how about you set up a meeting wi th your group members and discuss this. Then we can meet again and go over your ideas, and I thi nk that we should be able to figure out a way to get around the problem.Conversation 2Listen to a conversation between a student and an art professor.S: Hi, Dr. Morga n, I’m Karen Stern. I met you briefly about a year ago when I was applying to the university. You were on a penal professors and you were talking about the art department.P: Um, and you now a student here, I guess I said the right thing.S: Yeah, right now I’m doing the intro courses in the art department, but I’m really interested in painting.P: Well, I teach several of the painting courses, so I hope to see you in the future.S: Actually, I was wondering you are in charge of student art exhibitions at the university gallery, right?P: Right.S: So I know all the exhibitors are students, but I was wondering how you choose the works to exhibit every month. Is there like a submission process or something?P: No. There is a submission process, yes, we have a gallery review committee. But we already have our exhibition’s plan for the rest of the school year. Generally our exhibitors are third and forth year students, well into their course work.S: Oh, well, I guess that’ll be something to look forward to then. Tell me do you show all kinds of paintings?P: Well actually, we started doing something different with the gallery this year. We are fetching a specific technique each month. Next month exhibition for will fetch drip paintings.S: Really? Like Jackson Pollock?P: Ah, so you are familiar with Pollock’s work.S: Well, sort of, though I’ve see n photographs of it. I know he dripped paint onto the canvas instead of using a brush. I read his stretched out his canvases on the floor of a studio, and he climbed up on a ladder to pour paint, ordinary house paint, from a can onto the canvas.P: That’s right. That was characteristic of Pollock in the late 40s and what we call his drip period. And the object was to produce a constant and stream paint to create continuous lines. Because as you know, when you use a brush directly on a canvas you get broken lines. So, you like Pollock. S: Yeah, I do. I like abstract towards in general. There’s a class on abstract art right?P: Actually I teach that class, and drip painting was one of our themes last year. Some students from last year’s class have continued experimenting with it. They created some incredible pieces, using everything from squeeze bottles to computer control spears.S: Do they look a lot like Pollock’s work?P: Well, our goal was to imitate Jackson Pollock. The object was to get students to look at different ways of a planning paint to a canvas. But you don’t have to enroll in a specific course to be invited to exhibit your work. It just has to fit the theme for one of our exhibitions.Lecture 1Listen to part of the lecture in a material science classOkay. Last time we finished going over some of the fundamental concepts of nanotechnology, the multi-disciplinary science of manipulating or controlling extremely small units of matters on the scale of molecule or even atoms.So, I want to talk about how nanotechnology has been used today. And just to give you an idea, we will look at one particular application. A team of material scientists in Massachusetts have been working on a new ultrathin coating, a nana coating that might be applied to objects like bathroom mirrors, car windows and eye glasses to prevent fogging. And the coating has the potential to be a permanent solution, unlike the kinds of anti-fogging spray-on liquids that run on the market today.Now, fogging often occurs when a cold surface comes into contact with warm moist air, such as when a glass shower door or a mirror fogs up during a warm shower. Now, what’s actually happening is, or what the fog is, is thousands of tiny spherical water droplets condensing on the surface of the glass. Light hits the water droplets and is scattered in random directions, causing the fogging effect. Now, the kind of spray-on treatment, I mentioned, well they wear off. What happens is they cause the tiny water droplets to flatten when they condense on the surface of shower door or bathroom mirror or whatever the object it is, it’s been applied to. Because the droplets are flatten when the light hits them, the light doesn’t scatter, but, as I said, those kind of treatment don’t last very long.The new coating has two important components: one, negatively charged the silica nano-particles, these are basically tiny particles of glass, and two, a positively charged polymer which you already know. A polymer is a chemical compound. They are layered over each other. The polymer then the silica nanoparticles, the polymer then the silica nanoparticles, you see. They are layered in such a way that the silica nanoparticles don’t pack together tightly, in other words, the structure has pores or holes, little tiny pockets throughout it. The coating prevents fog from developing, because it loves water. It attracts the water droplets, sucking them into the tiny pores, and that offers the shape of the droplets, the droplets are forced to flatten and to join together into a single sheet of water rather than remaining as single droplets, each of which is a sphere that scatters the light into different directions. Okay. So, instead of being scattered, the light passes through the thin sheet of water. So, there is no fogging effect. The ultrathin coating can be made more durable by heating it and of course the object is applied to, to an extremely hot temperature, 500 degree Celsius, what that does is burning the polymer away and fuse the silica nanoparticles together while maintaining the structure of pores. But that’s possible only on materials that they can withstand high heat. Glass, yes, plastics, no. But they are working on solving that problem, trying to come up with a way to coat plastics and other materials durably and effectively.Interestingly, it was a plant, the lotus’ plant that inspired this work, I guess you can say, inspired it in an indirect sort of way. The leaves of this plant are what we call super-hydrophobic. Lotus’ leaves been super-hydrophobic don’t attract water. They repel it in a big way. When raindrops fall on lotus’ leaves, they remain spherical, they roll right off. So for a long time, the Massachusetts scientists try to create a coating that active like these lotus’ leaves, a coating that was super-hydrophobic. But, then they begin tothink of the opposite of extreme. Could they accomplish their goal by making a coating that instead of repelling water, actually attracting water? Well, they seem to get quite far with this approach. It’s really strong work with a range of interesting consumer applications. It’s not costly to manufacture the coating. Some car makers are interested in planning to their windshields, looks likable, probably we see it on the markets and everyday products in the next few years.Lecture 2Listen to part of the lecture in an introduction to drama class.Professor: Now, throughout the history of drama, there’s been a, well, a relationship between the structure of a play, and the structure of the space where the play was performed. And this goes all the way back to the ancient Greeks. The Greeks built the first theatre in the 5th century BCE. These were out-door theatres. The architects looked for sight where you had a natural bowl-like formation on the side of a hill, and that’s where they set the theatre. All Greek theatres were pretty much the same. There was some natural variation to accommodate the size and shape of the site. But as far as the basic elements went, those remained constant.Have a look at this diagram. Let's start with the area where the actors performed, like what we called the stage today. The Greeks referred to this space as the “skene”. Eh, there’s some confusion about the use of words “skene” by different scholars. Some authors use it to refer only to the structure behind the stage, while others use it to refer to the structure and the stage together, and that’s how I’ll use the term, to refer to both the stage and the building. Em, so, anyway, the “skene” started as a simple wooden platform, but eventually became much more elaborate. The front wall of the building was decorated like a palace or a temple, and served its background scenery for the play. The building was also a storage place for customs, props, things like that.Yes, Robber?Student: So, did they decorate the “skene” for each play or, em, change the scenery during the play, like we do today, or did the whole story take place in one setting?Professor: Well, everything the audiences saw happened in that one setting usually in front of either a temple or a palace. But audiences didn’t witness all events in the story. Some of them couldn’t be presented convincingly so the playwrights had them take place somewhere off the stage where the audiences couldn't see them, and then news of the event would be reported by one of the characters. ..Diane?Student: Last summer I saw Hippolytus.Professor: Excellent! I hope you enjoy it.Diane: Definitely! So one point, you see Hippolytus been sent off by his father, then a little later a messenger arrives and describes how Hippolytus was ridding in his chariot when a giant bull appeared at the ocean and caused the chariot to crush. And then after we hear what happened to Hippolytus, he’s carried back on stage where he dies. Professor: Exactly! I mean can you imagine trying to show all that action of giant animal rising out of the sea?Okay. The next theory was the space the ancient Greeks called the “orchestra”. The orchestra was either round as you see here or a semi-circle. Em, in ancient Greek, the word “orchestra” actually meant the dancing place because this is where the chorus danced and sang. But to understand Greek plays you need to understand an additional function of the chorus. Yes, the ancient Greek chorus did most definitely sing and dance like chorus do today. But, chorus’s most important role was commenting on what the characters on the stage were doing and thinking. In fact, Aristotle, the Greek philosopher, thought the chorus should be considered as acting out a role in the play.Student: Yeah, I read that a chorus could have a distinct personality, just like a person.Professor: Absolutely. In fact, you’ll see an excellent example of that in a first play we’ll be studying. Okay, the last space was the sitting area for the audiences. This was called the “theatron”. In ancient Greek, “theatron” means “seeing”. That’s S-E-E-I-N-G, seeing place. The “theatron” was shaped in a semi-circle with rows of sitting rising up the sides of the bowl. It was designed to take advantage of the natural acoustics benefits of the setting. The shape of the bowl captured the sound and followed it upward. So that even in the top rows, spectators were able to hear the performers, very clearly. Actually, that the name “theatron” means “seeing place” is kind of ironic. Some theatres have fifty or more rows of seats accommodating up to fourteen thousand spectators, ascending way of the hillside, and this was long before theatre binoculars were invented. Lecture 3Listen to part of a lecture in an anthropology class.Woman:So,we’ve been talking about early civilizations,how they develop,and early agriculture.And it’s believed that agriculture arose independently in a few areas of th e world about10000years ago,and then spread from those areas to the rest of the wor ld.Those cradles of agriculture include the Middle East,China and Southeast Asia an d parts of the Americas.Now,for many years’archaeologists have speculated that agr iculture also arouse independently in another centre too.New Guinea,which is just no rth of Australia,in the South Pacific Ocean.You can see it on this map.So,it had bee n assumed for a long time that New Guinea,that domesticated plants and animals,the practice of agriculture generally,had been introduced from Southeast Asia about3500 years ago,had come south essentially.Then in the1960s and70s,research was conducted at sites in New Guinea to explore the possibility of independent agricultural development.But unfortunately the evidence gathered at that time was inconclusive.For instance,although evidence was found of deforestation,you know,cutting down trees,from at least7000years ago,th at is long before we thought previously,It was unclear whether the forest had been cle ared by farmers to plant fields,or by hunter gatherers so they could hunt more easily, and many plant remains like seeds and fruits don’t preserve well in swampy soils.In h umid environments,like you often find in New Guinea,so really the proof was limite d.But, recent researchers turned up some pretty convincing support. A group of archaeologists returned to a site that had been previously examined, Kuk Swamp, which is in a mountain valley in the highlands of what is now Papua New Guinea. Based on their findings, they identified a succession of phases of agricultural development in the wet lands there. With several of these phases predating the earliest known agricultural influence from Southeast Asia.At the siting Kuk, they used in a ray of modern archaeological methods to analyze sediments samples from the soil. From the oldest soil layer, dating back 10000 years, they found evidence of pits, stake holes and ditches. Now, these all indicate that the crops were being planted. Plants are tied to stakes, and ditches are for, for drainage, a proof of a very early first phase of agricultural development. The second phase, which they identified from a higher layer of soil, featured regularly distributed mounds. Mounds were constructed to plant crops that can’t tolerate very wet soil, such as bananas.Because remember, Kuk was a swampy wetland and bananas won’t endure narrowly grow well there, and in the layer from Kuk’s third phase, they found evidence of an extensive network of ditches and drainage channels, indicating a further refinement of wetland cultivation. Because they had more advanced techniques and more available to earlier researchers, the archeologists also were able to identify actual plant remains, microfossils in the soil, from banana plants, and, and also grains of starch from taro on the edges of stone tools that date from about 10000 years ago.Finding the taro remains was very important, because in meant that they must have been planted there, brought from the low lands, because taros doesn’t grow naturally in the highlands. And, as for the bananas, researchers also found a high percentage of fossils from banana plants in sediment samples dating from about 7000 years ago, proved that the bananas were deliberately planted, because where bananas grow naturally, the concentration of the plant fossils is lower. Bananas don’t naturally grow so densely. As a matter of fact, recent genetic research, genetic comparisons of banana species, suggest that the type of banana grow in New Guinea, was domesticated there and then brought to Southeast Asia. So… aren’t you warm going with this, well, usually, we expect to see the certain social changes are brought about by the development of agriculture.Structural changes in the society like rapid population growth, different social classes, but New Guinea, it’s largely unchanged. It’s remained in egalitarian and rural society, so what does that tell us about the usual assumption?Lecture 4Listen to part of a lecture in an environmental science class.Woman: Now there’s growing interest these days in generating electricity from renewable energy sources, right? From developing wind farms to tapping into an underground source of geothermal energy, and when you’re considering a new project, it’s important to look at the cost, as well as benefits of developing that energy source. Let me give you an example of the kind of thing I’m talking about. There’s currently a lot of interests in harnessing the power of the oceans, of the ocean tides that is the movement of huge amounts of water which causes the water level of the oceans to rise and fall. The idea is that if we can harness that tidal energy, it’d be a great clean renewable energy source. One place where this tidal energy can be harnessed is at a shallow body of water, such as an estuary. Now, can anyone tell us what an estuary is? Yes Ted.Student: An estuary is where a river enters the ocean. The fresh water meets the ocean water. Sometimes it’s covered in water, sometimes it’s not.Professor: Some parts of the estuary, as the tides go in and out, but other parts are always submerged. Now, estuaries are an ideal place to try to capture energy from changes in tides, because, well, there’s an exceptionally large difference between the water level at the high tide and at low tide. All that movement of water generates a lot of energy. And one way to harness that energy is by building a structure called a “barrage” there.A barrage is basically a large low dam that’s build across an estuary. When the tides go in and out, the moving water flows through tunnels in the barrage. So you have huge amounts of water trying to flow through these relatively small tunnels, and that turns turbines that generate electricity. Now these estuaries are important because of their high level of biological productivity. They’re home to lots of birds, fish and other marine life. So when you proposed a construct a barrage, you have lots of issues to consider. For example, it would change the exciting water levels in the estuary, since a lot of water is getting held up by the barrage，the incoming tides won’t go as high, but they wouldn’t be as low during low tide either. This might help prevent flooding, but it would also affect the mud flats, those areas of mud that normally are exposed when the tide recedes.Student: But don’t lots of birds rely on exposed mud flats for food? I mean, don’t they eat tiny animals that live in the mud? and what about those tiny animals? What would happen to them if the mud flats were endangered?Professor: So you’re saying some of the potential problems with the barrage, but consider this, right now the water in estuaries very cloudy; the tidal currents are constantly turning up the sediments that rivers deposit in the estuary. But a barrage would reduce the tidal currents, so a lot of that sediments would settle to the floor of the estuary. It wouldn’t get stirred up so much. The water would be clearer, allowing more sunlight to reach deeper into the water, which might need to more food for birds and other animals, attracting new wild life into the area. So it’s a complicated environmental picture.Ted: Have they tried this anywhere, built a barrage?Professor: Yes, there are several in operation. There’s one in France, now they have to be careful there about how they turn on the turbines, because they create currents and waves that can affect boats, but I haven’t read about any major ecological problems. In fact the fishing is supposed to have been improved. Plus there’s been even more bird life. But some of the barrages were considering now would be much larger then that one, there’s one been proposed for the estuary of Great Britain’s Severn River, one of the largest estuaries in the world. It would be 16 kilometers long, just to give you an idea the barrage in France is less then a kilometer. Outside the environmental concerns, such a project would be hugely expensive, and that’s another argument against barrages. Well, such large ones anyway. Critics say that it would be better to use that money for something else, such as improving the energy efficiency of buildings. You can make a lot of buildings more efficient with all that money, and that would reduce the need for electricity.。
TPO-44 Reading 1 解析
Q1正确答案：B解析：B选项对应“Fish probably originated in the oceans…However, by…they had radiated into almost all available aquatic habitats, including freshwater settings”，正确。
A选项错在偷换了原文的概念，lobe-finned fish 只是说在淡水的岩石中，它的化石特别常见；C选项错误在于lobe-finned fish在所有的水生生境中都成功演化，但是文中只是提到在淡水中常见；D选项错在按照段落推断在淡水环境中更为常见，而且也没有对比。
Q2正确答案：D解析：根据题干，直接对应第2段第2句的“The delta rocks…indicating that the deltas formed in a climate that had alternate wet and dry periods” 所以D选项正确。
Q3正确答案：A解析：这句话的意思是，在干燥的气候里，任何使rhipidistian crossopterygian fish 适应的变化都是advantageous的。
这里的“advantageous”指“有利的”，与A选项意思相符。
其余选项的意思分别是“必要的”“显著的”和“平常的”；按照正常的逻辑推理，让fish在干燥条件下生存的适应只能是有利的，同时，根据advantage 的联想，对应选项，也只能选A。
Q4正确答案：C解析：根据题干对应原文，“Cross sections…differed in consistency and texture… can only be interpreted as a lung.”这句话的意思是化石的横截面表明了那些鱼残骸内部的泥土根据在鱼身体里位置的不同，在粘稠度和质地上有所差异；然后后文马上解释说这些差异暗示了在肠前端的囊状腔洞（saclike cavity）只能被解释为当肺的功能用了。
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听力对于各位托福考生来说至关重要!托福TPO听力也是托儿必刷的。
小编给托福考生们带来了TPO听力44文本，希望可以帮助广大托福考生轻松备考托福。
1. Why does the student go to see the professor?
A. To get his opinion about why a project she recently completed had
unexpected results.
B. To discuss how a topic covered in class is similar to her group’s
research topic.
C. To ask him for suggestions to address a problem in her research.
D. To discuss the professor's concern about her group's research
project.
2. In response to the professor’s question, what does the woman say about
Tom and Jane?
A. They are working on an assignment for another class.
B. They are already observing students for the research project.
C. They are dealing with a technical issue at the library.
D. They are making arrangements at the library for their research
project.
3. What had the group of students planned to research?
A. The effect of noise on the productivity of library employees.
B. The effect of changing the amount of light in the library.
C. The study habits of students in the library.
D. The effect that being observed while studying has on students.
4. Why does the professor mention lighting?
A. To explain why production costs gradually increased over the years at
a manufacturing plant
B. To give a reason for a decline in productivity at two manufacturing plants
C. To compare the working conditions at two manufacturing plants
D. To give an example of a working condition that was adjusted at a manufacturing plant
5. Why does the student say this?
A. She is disappointed with the observations that the members of her group have made so far.
B. She does not understand the point that the professor is making.
C. She wants to determine a way for her group to make observations in secret.
D. She is aware that her group’s presence might affect student behavior.
Conversation 2
1. Why does the student go to see the professor?
A. To find out whether the university gallery accepts student artwork.
B. To find out how artwork is selected for university gallery exhibitions.
C. To learn the focus of an upcoming exhibition of student artwork.
D. To learn which techniques the professor will cover in his class on abstract art.
2. Why does the student mention Jackson Pollock?。