TPO1listening2
现代大学英语听力1 Unit2原文及答案(完整版)
Unit 2Task 1【答案】A.1) elephants2) chimpanzees3) giraffes4) penguins5) kangaroos6) zebras7) polar bearsB.1) and a tail2) big ears【原文】1) They live in Africa and India. They have four legs and a tail. They are very big and very strong. They are intelligent, too. They have a trunk and some of them have tusks. They sometimes live for 70 years.2) They live in Africa and Asia. The y are brown. They have arms and legs, but they don’t havea tail. Their arms are very long and they have big ears. They are good climbers. They are very intelligent, too.3) They live in Africa. They are very tall. They have four legs, a tail and a very long neck. They eat leaves and twigs. They can run very fast. They are brown and white.4) They live in very cold countries. They have wings, but they can’t fly. They are good swimmers. They eat fish. They are blue and white or black and white.5) They live in Australia. They are red or gray. They have short front legs, long back legs and a very long tail. The back legs and the tail are very strong. They can run very fast. The females carry their young in a pouch.6) They live in Africa. They have four legs and a tail. They have a beautiful coat with black and white or brown and white stripes. They eat grass and plants.7) They live in very cold countries. They have four legs. They are very big and very strong. They have a white coat. They can swim. They eat seals and fish.Task 2【答案】A.1) The cheetah.2) 170 km/h.3) More than 100 km/h.4) Because most animals run on four legs.5) Because we have machines.B.1) F, 2) F, 3) T【原文】The fastest animal on land is the cheetah. It can run at a speed of about 100 kilometres anhour. The fastest bird in the world can fly at 170 km/h, and the fastest fish can swim at more than 100 km/h.Human beings are not very fast. The fastest man in the world can only run at about 40 km/h. Many animals can run faster than this. But most animals run on four legs. Four legs are better than two, aren’t they? Why do we only have two legs?Scientists say that we are more intelligent than other animals because we stand on two legs, so we can use our hands for other things. We can pick things up with them. We can use tools. Human beings have used tools for millions of years. That is why our brains have developed. That is why we have become the most intelligent animals in the world.In the past few years, we have made all kinds of machines. We have made cars, ships, aeroplanes and spacecraft. In these machines we can travel faster than any animal—by land, by sea, or by air. We can even go to the moon. No other animal has ever done that!Task 3【答案】A.1) Climate, lack of food and aliens from outer space might be responsible for their extinction.2) No.B.B: might have gotten, killed them offA: may have run out of foodB: could have been destroyed by aliens【原文】A: You know, we’re studying dinosaurs in science class.It’s really interesting.B: Oh, yeah? Hey, have you learned why the dinosaurs disappeared?A: Well, no one knows for sure.B: I thought it had something to do with the climate. The temperature might have gotten cooler and killed them off.A: Yeah, that’s one theory. Another idea is that they may have run out of food.B: Uh-huh. And you know, there’s even a theory that they could have been destroyed by aliens from outer space.A: That sounds crazy to me!Task 4【答案】1) The mayfly. A few hours.2) They just do two things: finding a mate and producing young.3) We could judge by its growth rings.4) It was kept for 152 years.【原文】For the shortest life, the first prize must go to the mayfly, which typically lives only a matter of a few hours after it emerges from its shell. Few mayflies live to see the sun rise again. These creatures devote their whole lives to a single desperate mission: finding a mate and producing young. They don’t even have functional mouths and stomachs. They simply have no time to eat. In fact they have no time for anything else.The record-holder for the longest life may be the Arctic clam, one of which lived quietlyunderwater for 220 years. However it did not have any birth certificate to prove this. One could only judge by its growth rings.If you insist on better documentation, the oldest animal ever was probably a tortoise that died in 1918. It had been captured already full-grown in 1766, nine years before the American Revolution began and it died 152 years later as World War I came to a close.Task 5【答案】A.People have different opinions on using animals for research.B.1) fora. was tried first on animals.b. is dependent onc. using unwanted animals.2) againsta. sufferb. unnecessaryc. the same rights3)a. cell cultureb. computer modeling.【原文】Every year about 17 million animals are used in Laboratory experiments. But in many countries today, a difficult question is being asked: Do we have the right to use animals in this way?People who are for using animals in research argue that the use of animals in medical research has many practical benefits. Animal research has enabled researchers to develop treatments for many diseases, such as heart disease and depression. It would not have been possible to develop vaccines for diseases like smallpox and polio without animal research. Every drug anyone takes today was tried first on animals.Future medical research is dependent on the use of animals. Which is more important: the life of a rat or that of a three-year-old child?Medical research is also an excellent way of using unwanted animals. Last year, over 12 million animals had to be killed in animal shelters because no one wanted them as pets.However those who are against it point out that the fact that humans benefit cannot be used to justify using animals in research any more than it can be used to justify experimenting on other humans. Animals suffer a lot during these experiments. They are forced to live in small cages, and they may be unable to move.Much of the research that is carried out is unnecessary anyway.Animals have the same rights as humans do— to be able to move freely and not to have pain or fear forced on them. Researchers must find other ways of doing their research, using cell culture and computer modeling. There should be no animals in research laboratories at all.Task 6【答案】1) No.2) Because zoo officials want him to produce cubs with another female tiger, so they don’t want him to become too interested in this family.B.1) four months2) 13 kilograms3) horse meat, their mother’s milk.4) the National Zoo’s WebsiteC.1) c, 2) c, 3) b【原文】Visitors to the National Zoo in Washington D. C. can see three new young tigers. The rare babies met the public for the first time late last month. Ch ip O’Neal tells us about them.The mother tiger sat nearby on the grass as her babies rolled, chased and bit each other playfully. Then Korenchy also jumped into the games. Her cubs were born at the zoo four months ago. They are called Mike, Eric and Chrisy. The new young tigers at the National Zoo each weigh about 13 kilograms. Their fur is dark orange with black stripes. They eat horse meat and drink milk from Korenchy.Korenchy and her babies are Sumatran tigers. Sumatran tigers came from the Indonesian island of Sumatra. They are now in danger of disappearing from the earth. Fewer than 500 of these tigers remain in the world. That includes about 60 living in zoos in North America.Korenchy came to the National Zoo from the Jakarta Zoo in Indonesia. The girl was part of the Sumatran Tiger Species Survival Program. Korenchy has given birth to live cubs three tines. The father of her new cubs is Rokan, a Sumatran tiger who arrived two years ago from another zoo. Korenchy and Rokan had their babies the natural way instead of the scientific method often used to produce young animals in zoos.A wire fence separates Rokan from his babies. Zoo workers who care for Rokan say he reaches through the fence to wash the cubs with his tongue. They say this means he recognizes Mike, Eric and Chrisy as his cubs. However, zoo officials are hoping that Rokan will produce more cubs with another female Sumatran tiger at the zoo, so they do not want him to become too interested in this family.The National Zoo hopes to keep the Sumatran tiger cubs for at least 18 months before sending them to other zoos. That is about the age when most tiger cubs in the wild leave their mothers. The National Zoo has placed cameras in the Sumatran tigers’ living area, so people with computers can see them. To do this, use your computer to find the National Zoo’s Website at www. /natzoo.Task 7【答案】A.1) Cats have been more popular, because there are more pet cats in American homes.2) About 8,000 years3) They probably arrived in the United States from Europe.4) No.1)a) food especially prepared for catsb) other equipmentc) with images of catsd) in special burial grounds2)a) pleasureb) carec) being aloned) independentC.1) F, 2) F, 3) T, 4) F, 5) F【原文】An old expression says, “Man’s best friend is his dog.” Today, however, it seems that cats have replaced dogs as the most popular pets in American homes.Americans have more than 62 million pet dogs. But even more cats— more than 64 million — live in American homes.These pet cats may have long hair or short hair. They are different colors and sizes. Some are costly animals that take part in competitions. Many more are common American mixtures of several kinds of cats.Most house cats live a good life. They are not expected to work for their food. Instead, they rule their homes like furry kings and queens. They wait for their owners to serve them.Americans are increasingly serious about their cats. These concerns have made the care of cats into big business.Each year, cat owners buy tons of food especially prepared for cats. They buy toys and other equipment. They buy jewelry and clothes for themselves with images of cats on them. Some owners even bury their dead pets in special burial grounds.Humans have loved and respected cats for centuries. Scientists have evidence that cats and people lived together as long as 8000 years ago. The small house cat was once a highly honored animal. In ancient Egypt, for example, people who killed a cat could be punished by death.Early in American history cats were not treated as gods, however. They probably arrived in the United States with settlers and traders from Europe. These cats worked. They killed rats and mice.Sometimes, Americans mistreated their cats. During the early days of the nation, religious extremists believed that some cats were working for the devil. Black cats were especially suspected of being evil.Later, American families who had enough food began taking cats into their homes. People cared for the cats because the animals gave them pleasure. The cats thanked people for feeding them by making a purring sound. This pleasant noise usually means a cat is happy.Animal experts offer several reasons why cats have become so popular as house pets. They say cats need less care than dogs. And cats do not seem to suffer as much as dogs from being alone if the owners are away.Still, millions of other people do not like cats at all. They say dogs are better and more lovingpets. They say cats do not have much feeling. They believe cats stay with people only to be fed. Cat owners defend their pets against such criticism. They say cats are just much more independent than dogs.A student of animal medicine explains the situation this way: dogs follow you around — they want you to talk to them and play with them a lot of the time. Cats like more space and more privacy — this does not mean they do not love their owners.Task 8【答案】Little Steve has a pet rabbit, Bunny. He plays with it every day after school. One day his mother sees that her little boy is holding Bunny by the ears. From time to time he gives the poor rabbit an angry shake and says: “How much is two plus two?”“Steve,” says his mother, “Why do you treat your poor little Bunny that way?”“Well,” explains Steve angrily, “Our teacher says that rabbits multiply very quickly, but this dummy can’t even add.”Task 9【答案】Most mammals live on land, but not all of them. Millions of years ago, some mammals went back to the sea and lived there. The legs of these animals disappeared, and after a long time they looked like fish. These animals became whales and dolphins.Whales and dolphins are still like other mammals in many ways. They are warm-blooded and they breathe air. They also have big brains. That is why they are more intelligent than fish. Whales have the biggest brains in the world. Their brain is bigger than the brain of a human being.。
托福TPO1-24听力题目汇总
托福TPO1-24听力题目汇总听力考察的三大层面听到1.问…主旨2.问为什么要对话或者讲座3.问说到了….(事情) 听懂1. 问speaker 态度2. 再听一遍，为什么要说这句话听会1. 问表述的结构2. 问…和…的联系3. 问….可以推理出听力时候要注意的出题点1 转折：转折后面为重点，后面的重点信息的出现。
2.观点和例子：例子支持观点，所以观点是重点（要记录），例子理解为主3.时间：表示时间点的，新时间点后内容更加重要4.分类：出现了two points，three levels，注意听各个point 序数词5.同位语：如果很多名词之间没有and，as well as 的连接词，听懂一个就可以6.差异：凡是与大众观点不同的，有difference、special、interesting 之类信号词，为重点7.比较：对比（unlike）和类比（similar to）需要理解 8.回答：提问后回答为要点、不直接问答，兜圈的地方，容易出现态度考察。
9.建议：建议和意见为重点，解决问题的最终方法为重点，与教授的约定为重点，建议不被接纳的原因为重点10.因果：原因和结果的区分，都有可能成为重点，但作为抽象归纳的一方，更容易成为重点。
11.转换内容重点：作者从一个讲课对象，转移到另外一个转移对象，在每个对象中都容易出现考点。
TPO-1 Section 11.Why does the student go to see the librarian? ", To sign up for aseminar on using electronic sources for research ", To report that a journalis missing from the reference area ", To find out the procedure for checkingout journal articles ", To ask about how to look for resources for a class paper 2.What does the librarian say about the availability of journals andarticles in the library? ", They are not easy to find if a professor put them on reserve", Most of them are accessible in an electronic format ", Most of them can be checked out for three weeks ", Printed versions from the past three yearsare located in the reference section.3.What does the librarian suggest the student should do to save time? ", Choose an easier research topic ", Concentrate on five journals ", Read the summaries of the articles first ", Install 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 man ", She does not have a computer at home ", She has to hand in her assignment by the end of the day ", She will be meeting a friend in the library later on5.Why does the woman say this() ", She had forgotten about the information ", She is surprised she was not aware of the information ", She is annoyed that the information was published only recently ", She is concerned that the librarian gave her incorrect information6.What is the purpose of the lecture? ", To explain the difference between two artistic styles ", To describe a new art gallery to the class ", To introduce an artist's work to the class ", To show how artists' styles can evolve over time7.What does the professor say about Frantzen's painting of a farm scene? ", It resembles a photograph ", It may be Frantzen's best known painting ", Itwas painted in the Impressionist style ", It was painted while Frantzen lived abroad 8.Why did Frantzen go to the Sales Barn? ", To study human form and movement ", To earn money by painting portraits ", To paint farm animals in an outdoor setting ", To meet people who could model for her paining9.What does the professor imply about the painting of the young womansurrounded by pumpkins? ", It was painted at an art fair ", It combines Impressionism with Realism ", It convinced Frantzen that she was a good illustrator ", It was originally meant to be used in an advertisement10.Why does the professor discuss Frantzen's difficulties as a young painter? ", He wants to point out mistakes that young artists commonly make ", He thinks her example can inspire the students in their own lives ", Her difficulties remind him of the difficulties he himself experienced as a younggirl ", Her difficulties are the subject of some of the paintings in the gallery that the students will visit11.What does the professor imply when he says this() ", The students can understand Frantzen's art without knowing about her life ", The students should pay very close attention to what he is going to say ", Some of his students are already familiar with Frantzen's life story ", Some of his students may not appreciate Frantzen's work 12.What does the professor mainly discuss? ", The difference in age among American mountain ranges ", The importance of a technique used for dating geological materials ", The recent discovery of an ancient canyon ", A comparison of various minerals used for dating13.Before the use of uranium-lead analysis, where did most geologiststhinkthe Grand Canyon sandstone came from? ", An ancient lake located in the American Southwest ", A desert that once connected two continents ", Sands carried by a river from the Appalachian Mountains ", A nearby mountain range that had flattened out over time14.In the talk, the professor describes the sequence of uranium-lead dating.Summarize the sequence by putting the events in the correct order.Drag your answer choices to spaces where they belong. To remove an answer choice, click on itZircon in the sandstone is matched to the zircon in a particular mountain range.The amount of lead in sandstone zircon is measured The age of zircon in a sandstone sample is determined 1 2 3 15.According to the professor, what change has caused uranium-lead dating to gain popularity recently? ", It can be performed outside a laboratory ", It can now be done more efficiently ", It no longer involves radioactive elements ", It can be used in fields other than geology16.Why does the professor talk about the breaking apart of Earth's continents? ", To give another example of how uranium-lead dating might be useful ", To explain how the Grand Canyon was formed ", To demonstrate howdifficult uranium-lead dating is ", To disprove a theory about the age ofEarth's first mountain ranges17.What does the professor imply when he says this() ", The class iseasier than other geology classes ", The class has already studied the information he is discussing ", Some students should take a course ingeological dating techniques ", He will discuss the topic later in the class Section 2.1.What is the conversation mainly about ", A lesson Matthew prepared forhis students ", A class Matthew has been observing ", A term paper that Matthew has written ", A problem in Matthew's classroom2.What is Matthew's opinion about observing Mr.Grabell's third-grade class? ", It will help him become a more effective teacher ", It could help improvehis study habits ", It has improved his public-speaking skills ", It may bethe most difficult assignment he has had 3.Why does Matthew mention Greek and Roman mythology? ", To identify a topic frequently discussed in third grade ", To get the professor's opinion about a lesson he taught ", To make asuggestion to improve the class he is taking ", To illustrate a technique used to teach a third-grade class 4.What important skills did Mr.Grabell introduceto his third-grade class? Click on 3 answers ", Reviewing other student's reports ", Using books in the library ", Interviewing their classmates ", Speaking in public ", Writing reports5.What will Matthew probably do in next Wednesday'sclass? ", Hand in his assignment early ", Try to start a study group ", Make a presentation to the class ", Choose a topic for his paper 6.What is the lecture mainly about? ", Art in the Neolithic period ", The site of aNeolithic town ", Methods of making stone tools ", The domestication of plants and animals by early farmers7.What does the professor imply about the tools used by the people of Catalhoyuk? ", They were made of stone that came from Catalhoyuk ", They were among the sharpest tools available at the time ", They were often used in religious rituals ", They were used primarily for agriculture8.What does the professor say about the entrances to the houses in Catalhoyuk?Click on 2 answers ", They were in the roof ", They were usually kept closed ", They allowed smoke to escape from the house ", They stood opposite one another across narrow streets 9.What does the professor say about Catalhoyuk graves? ", The graves contained precious stones ", Many people were buried in each grave ", The grave were located under the house floors ", The graves contained ashes rather than bones 10.What does the professor think of the idea that the inhabitants ofCatalhoyuk deliberately arranged their house so that they could live near their ancestors' graves? ", She thinks it is a good guess, but only a guess ", She thinks some evidence supports it, but other evidence contradicts it. ", She thinks that further excavations will soon disprove it ", She thinks thatit is not appropriate to make such guesses about the distant past11.What are three things the professor says about the artwork of Catalhoyuk? Click on 3 answers ", It was clearly important to the Catalhoyuk religion ", It became covered with soot ", It often shows farmers at work ", Its significance is unknown", It contains many hunting scenes 12.What is the main topic of thelecture ", The types of habitats marmots prefer ", Methods of observing marmot behavior ", Feeding habits of some marmot species ", Differences in behavior between marmot species13.According to the case study, why are marmots ideal for observation ", They do not hide from humans ", They reside in many regions throughout North America ", They are active in open areas during the day ", Their burrows are easy to locate14.Drag the appropriate description of each marmot species' behavior to thebox below the marmot's nameClick on a phrase. Then drag it to the space where it belongs.One of the phrases will not be used Displays aggressive tendencies is family orientedstays active during the winter Olympic Marmot Eastern Marmot15.What reason does the professor give for the difference in marmotbehaviour patterns? ", Type of food available ", The size of the population ", Interaction with other marmot species ", Adaptations to the climate16.Why does the professor say this() ", To inform the student that his definition is incorrect ", To suggest that the student did not do the reading ", To encourage the student to try again ", To change the topic of discussion 17.Why does the professor say this() ", To express a similar concern ", To encourage the student to explain what she means ", To address the student's concern ", To agree with the student TPO-2 Section 11.Why does the man go to see his professor To borrow some charts and graphs from her To ask her to explain some statistical procedures To talk about report he is writing To discuss a grade he got on a paper2.What information will the man include in his report? Click in thecorrect box for each phraseInclude in report Not include in report Climate charts Interviews with meteorologists Journals notes Statistical tests3.Why does the professor tell the man about the appointment at thedoctor's office?To demonstrate a way of remembering things To explain why she needs to leave soonTo illustrate a point that appears in his report To emphasize the importance of good health 4.What does the professor offer to do for the man Help him collect more data in other areas of the state Submit his research findings for publication Give him the doctor's telephone number Review thefirst version of his report 5.Why does the professor say this() To question the length of the paper To offer encouragement To dispute the data sources To explain a theory6.What is the professor mainly discussing The development of motor skills in childrenHow psychologists measure muscle activity in the throat A theory about the relationship between muscle activity and thinkingA study on deaf people's problem-solving techniques 7.Why does the professor say this() To give an example of a laryngeal habit To explain the meaning of a termTo explain why he is discussing laryngeal habitsTo remind students of a point he had discussed previously 8.Why does the professor say about people who use sign languageIt is not possible to study their thinking habits They exhibit laryngeal habitsThe muscles in their hands move when they solve problemsThey do not exhibit ideomotor action9.What point does the professor make when he refers to the university libraryA study on problem solving took place thereStudents should go there to read more about behaviorism Students' eyeswill turn toward it if they think about it He learned about William James' concept of thinking there 10.The professor describes a magic trick to the class,what does the magic trick demonstrate?An action people make that they are not aware of That behaviorists are not really scientists How psychologists study children A method for remembering locations11.What is the professor's opinion of the motor theory of thinkingMost of the evidence he has collected contradicts it It explains adult behavior better than it explains child behaviorIt is the most valid theory of thinking at the present time It cannot be completely proved or disproved12.What aspect of Manila hemp fibers does the professor mainly discuss in the lectureSimilarities between cotton fibers and manila hemp fibers Various types of manila hemp fibersThe economic importance of Manila hemp fibers A use of Manila hemp fibers13.Why does the professor mention going away for the weekend?To tell the class a jokeTo apologize for not completing some work To introduce the topic of the lectureTo encourage students to ask about her trip14.What does the professor imply about the name Manila hempIt is a commercial brand name Part of the name is inappropriate The name has recently changedThe name was first used in the 1940's15.Why does the professor mention the Golden Gate Bridge?To demonstrate a disadvantage of steel cables To give an example of the creative use of colorTo show that steel cables are able to resist salt water To give an example of a use of Manila hemp16.According to the professor, what was the main reason that many ships usedManila hemp ropes instead of steel cables? Manila hemp was cheaperManila hemp was easier to produceManila hemp is more resistant to salt water Manila hemp is lighter in weight17.According to the lecture, what are two ways to increase the strength or ropemade from Manila hemp fibers? Click on 2 answersCoat the fibers with zinc-based paintCombine the fibers into bundles Soak bundles of fibers in salt water Twist bundles of fibers Section 21.What are the students mainly discussing? Click on 2 answersTheir courses for next semester Their plans for the weekend A poetry clubA class assignment2.What does the man plan to do at the end of the month Register for classesFinish writing his master's thesis Leave his job at the coffee shop Take a short vacation3.Why does the man talk to the woman about the \Kitchen\To find out how often the club meetsTo inform her that the date of the next meeting has changedTo complain that not enough people are reading their poemsTo encourage her to attend4.What is the woman's attitude toward participating in the poetry club?She is looking forward to hearing her professor's poetry She is interested in attending but she has no timeShe thinks the poetry that is read there is not very good She used to participate but did not enjoy it 5.What will the students do in the summer They will both take coursesThey will both have full-time jobs They will travel to England together They will teach a class together6.What is the main purpose of the lecture? To illustrate the importance of extrinsic valuesTo explain Aristotle's views about the importance of teachingTo explain why people change what they value To discuss Aristotle's views about human happiness 7.The professor gives examples of things that have value for her. Indicate foreach example what type of value it has for her.Click in the correct box. This question is worth 2 points. Only extrinsic valueOnly intrinsic valueBoth extrinsic and intrinsic value Teaching Exercise healthPlaying a musical instrument8.Why is happiness central to Aristotle's theory? Because it is sodifficult for people to attainBecause it is valued for its own sake by all people Because it is a means to a productive lifeBecause most people agree about what happiness is9.According to the professor, why does Aristotle think that fame cannotprovide true happiness?Fame cannot be obtained without help from other people Fame cannot be obtained by all people Fame does not last foreverPeople cannot share their fame with other people10.What does the professor mean when she says this() Teaching is not a highly valued profession in society She may change professions in order to earn more money The reason she is a teacher has little to do with her salary More people would become teachers if the salary were higher11.What is Bode's law? A law of gravitationAn estimate of the distance between Mars and Jupiter A prediction of how many asteroids there are A pattern in the spacing of the planets12.Why does the professor explain Bode's Law to the class?To describe the size of the asteroidsTo explain who the asteroids belt was discoveredTo explain how gravitational forces influence the planets To describe the impact of telescopes on astronomy 13.How does the professor introduce Bode's Law? By demonstrating how it is derived mathematically By describing the discovery of UranusBy drawing attention to the inaccuracy of a certain pattern By telling the names of several of the asteroids 14.According to the professor, what twofactors contributed to the discovery of the asteroid Ceres? Click on 2 answers Improved telescopesAdvances in mathematics The discovery of a new starThe position of Uranus in a pattern感谢您的阅读，祝您生活愉快。
托福TPO1阅读答案与翻译解析2
参考译文：戏剧的起源In seeking to describe the origins of theater, one must rely primarily on speculation, since there is little concrete evidence on which to draw. The most widely accepted theory, championed by anthropologists in the late nineteenth and early twentieth centuries, envisions theater as emerging out of myth and ritual. The process perceived by these anthropologists may be summarized briefly. During the early stages of its development, a society becomes aware of forces that appear to influence or control its food supply and well-being. Having little understanding of natural causes, it attributes both desirable and undesirable occurrences to supernatural or magical forces, and it searches for means to win the favor of these forces. Perceiving an apparent connection between certain actions performed by the group and the result it desires, the group repeats, refines and formalizes those actions into fixed ceremonies, or rituals.由于几乎没有具体材料可供研究，探寻戏剧的起源只能凭推测。
托福听力TPO1原文 Conversation 2
下面就让小编来为大家介绍一下托福听力TPO1原文中Conversation 2的文本内容吧，大家要好好把握，这些都是非常有价值的材料，希望能够给准备托福听力的同学带来帮助。
TPO 1 Conversation 2NarratorListen to part of a conversation between a student and his professor.ProfessorHi Mathew, I’m glad you could come in today. You’ve been observing Mr. Grable’s third-grade class for your approaches to education paper, right?StudentUm, yes. I go over to Johnson Elementary School, you know, to watch Mr. Grable teach the children in class. It’s been amazing, I mean, I’m just learning so much from just watching him. I’m so glad the classroom observations are a requirement for the education program. I mean it’s like the best thing ever to prepare you to be a good teacher.ProfessorWell, I’m glad to see you feel that way, Mathew. You know, that’s the goal. So, I’ve been reading over your observation notes and I’m quite interested in what’s going on, in particular with the astronomy unit he’s been teaching.StudentThe astronomy unit?ProfessorIt seems that Mr. Grable has mastered the interdisciplinary approach to teaching that we’ve been talking about in class.StudentOh! OK, yeah, so like when he was teaching them astronomy, he didn't just teach them the names of the planets, he used it as a way to teach mythology.ProfessorReally! So, how did he do that?StudentWell, some of the students could already name the planets, but they didn’t know that the names had any meaning — the stories behind them.ProfessorSo, he…StudentHe introduced Greek and Roman mythology as a way of explaining. Like, you know, how like Jupiter’s the biggest planet, right, and how Jupiter was the name of the king of the gods in Roman mythology, right? So since Jupiter, the planet, is the largest planet in our solar system, it’s like the king of the planets, like Jupiter was the king of all the gods.ProfessorOh, Mathew, that’s a great example.StudentYeah! And each student chose a planet and then did research on it to write a report and make a presentation. They went to the library to do the research, then they made presentations about the planet they chose.ProfessorSo, in one science unit, in which the focus was astronomy, the students also learned about the literature of Greek and Roman mythology, used research skills in the library, wrote a report and practiced their oral presentation skills.StudentExactly! He used this one topic to teach third-graders all that stuff — how to use the books in the library, to write reports, and even how to speak in public. Plus they had a great time doing it.ProfessorYou know, Mathew, this is just what we’ve been talking about in our class. I’m sure everyone can learn something from your experience. You know, Mathew, I’d love for you to talk about this astronomy unit in class on Wednesday.StudentReally?! Um…‘cause I don’t really think I’ll have any time to write my paper by then.ProfessorOh, you won’t need to write anything new just yet. For Wednesday, use your class observation notes and explain the things we’ve discussed today.StudentOk, that sounds all right.翻译独白：听一段学生和教授的对话。
2019年TPO1托福听力Lecture2原文文本
2019年TPO1托福听力Lecture2原文文本TPO1托福听力Lecture2原文文本Uranium-Lead DatingProfessor: Ok, let’s get started. Great, today I want to talk about a way in which we are able to determine how old a piece of land, or some other geologic feature is - dating techniques. I’m going to talk about a particular dating technique. Why? Good dating is a key to good analysis. In other words, if you want to know how a land formation was formed, the first thing you probably want to know is how old it is. It’s fundamental.Um…Take the Grand Canyon for instance. Now, we geologists thought we had a pretty good idea of how the Grand Canyon in the southwestern United States was formed. We knew that it was formed from sandstone that solidified somewhere between 150 and 300 million years ago. Before it solidified, it was just regular sand. Essentially, it was part of a vast desert.And until just recently, most of us thought the sand had come from an ancient mountain range fairly close by that flattened out over time. That’s been the conventional wisdom among geologists for quite some time. But now we’ve learned something different, and quite surprising, using a technique called Uranium-Lead Dating.I should say that Uranium-Lead Dating has been around for quite awhile. But there have been some recent refinements. I will get into this in a minute. Anyway, Uranium-Lead Dating has produced some surprises. Two geologists discovered that about half of the sand from the Grand Canyon was actually once part of the Appalachian Mountains. That’s really eye-opening news, since the Appalachian Mountain Range is, of course, thousands of kilometers to the east of the Grand Canyon. Sounds pretty unbelievable, right?Of course, the obvious question is how did that sand end up so far west? The theory is that huge rivers and wind carried the sand west where it mixed in with the sand that was already there. Well, this was a pretty revolutionary finding. Um…and it was basically because of Uranium-Lead Dating. Why?Well, as everyone in this class should know, we usually look at the grain type within sandstone, meaning the actual particles in the sandstone, to determine where it came from. You can do other things too, like look at the wind or water that brought the grains to their location and figure out which way it was flowing. But that’s only useful up to a point, and that’s not what these two geologists did.Uranium-Lead Dating allowed them to go about it in an entirely different way. What they did was: they looked at the grains of Zircon in the sandstone. Zircon is a material that contains radioactive Uranium, which makes it very useful for dating purposes.。
托福听力TPO真题-艺术专题
托福听⼒TPO真题-艺术专题TPO Listening Exercises Subject: ArtsYour Name:Your Class:TPO1 Lecture 12.What is the purpose of the lecture?●To explain the difference between two artistic styles●To describe a new art gallery to the class●To introduce an artist's work to the class●To show how artists' styles can evolve over time7.What does the professor say about Frantzen's painting of a farm scene?●It resembles a photograph●It may be Frantzen's best known painting●It was painted in the Impressionist style●It was painted while Frantzen lived abroad8.Why did Frantzen go to the Sales Barn?●To study human form and movement●To earn money by painting portraits●To paint farm animals in an outdoor setting●To meet people who could model for her paining9.What does the professor imply about the painting of the young woman surrounded by pumpkins?●It was painted at an art fair●It combines Impressionism with Realism●It convinced Frantzen that she was a good illustrator●It was originally meant to be used in an advertisement10.Why does the professor discuss Frantzen's difficulties as a young painter?●He wants to point out mistakes that young artistscommonly make●He thinks her example can inspire the students in theirown lives●Her difficulties remind him of the difficulties he himselfexperienced as a young girl●Her difficulties are the subject of some of the paintings in the gallery that the students will visit11.What does the professor imply when he says this()●The students can understand Frantzen's art without knowing about her life●The students should pay very close attention to what he is going to say●Some of his students are already familiar with Frantzen's life story●Some of his students may not appreciate Frantzen's work TPO3 Lecture 3Q6 What does the professor mainly discuss?●The oldest known cave art●How ancient cave art is dated●The homes of Paleolithic humans●How Paleolithic humans thought about animalsQ7 When does the professor mention his daughter?●To describe her reaction to seeing the paintings●To explain the universal appeal for the Chauvetpaintings●To demonstrate the size of most Paleolithic cave art●To emphasize his point about the age of ChauvetpaintingsQ8 What is the professor’s opinion about the art at the Chauvet cave?●It is extremely well done●It probabl y reflected artists’ religious beliefs●It is less sophisticated than the art at Lascaux andAltamira●It is probably not much older than the are at Lascauxand AltamiraQ9 According to the professor, what is the significance of charcoal marks on the walls of the Chauvet cave?●They suggest that Paleolithic people cooked their foodin the cave●They prove that people came to the cave long after thepaintings were made●They show how much light the Paleolithic artistsneeded for their work●They were used in recent times to date the paintingsQ10 Compared to other Paleolithic art, what is unusual about the animals painted at Chauvet?●Most of them are horses●Many of them are dangerous●Many of them are shown alongside humans●All of them are species that are still found in FranceQ11 What are two questions about the Chauvet cave artists that the professor raises but cannot answer?Choice two answers below●How they lighted their work area●How they obtained pigments for their paints●Why they chose to paint certain animals and not others●Why they placed their art in dark, uninhabited placesTPO7 Lecture 11.what is the lecture mainly about?●The importance of creating believable characters in plays●The influence of the literature of "realism" on French theater●A successful standard formula for writing plays●A famous example of a well-made play2.according to the professor ,why did some playwrights write the end of a play before the beginning?●To produce multiple scripts as quickly as possible●To prevent the audience from using logic to guess the endings●To avoid writing endings similar to those of other plays●To ensure that the plot would develop in a logical manner3.why does the professor mention a conversation between two servants？●To give examples of typical characters in a well-made play●To show how background information might be revealed ina well-made play●To explain why Romeo and Juliet can be considered a well-made play●To explain how playwrights develop the obligatory scene ofa well-made play4.according to the professor, what dramatic elements are typically included in a well-made play to help move the plot forward?Click on 2 answers●A series of major changes in the hero's apparent chances of success●The introduction of new characters midway through the play●Information known to the audience but not to the main characters●The movement of major characters from one setting to another10.What does the professor imply about the obligatory scene and the denouncement?●The difference between them might be unclear to some people●Both are useful techniques for developing realistic characters●The denouncement usually occurs within the obligatory scene●The obligatory scene is usually less exciting than the denouncement11.Why does the professor say this()●To help students understand the meaning of a new term●To indicate that his point is not related to the main topic of the lecture ●To emphasize one element of a play over all others●To begin to summarize the main points of the lectureTPO8 Lecture 21.What is the lecture mainly about?A.Why the Salon exhibitions became popular among womenartists in ParisB.Why French society did not approve of art schools or womenC.How opportunities for women artists in Paris improvedD.How women artists in Paris cooperated with one another2.What point does the professor make about Julian when he mentions that Julian’s art school offered some classes only for women?A.Julian’s school was the first art school in Paris to offerwomen-only classesB.Julian wanted to encourage the distinctive style of women inParisC.Julian viewed himself as a social reformerD.Julian possessed outstanding business skills3.What does the professor emphasize as one benefit of competition in women’s classes?A.Women gained more confidence in their artistic abilitiesB.Women became instructors in private art studiosC.Women were able to sell their paintings for large amounts of moneyD.Women created new styles of painting4.According to the professor, what were two ways that thesituation of women artists had changed by then end of the nineteenth century in Paris? Click on 2 answers.A.Women and men took art classes togetherB.Women artists played a greater role in the Salon exhibitionsC.More schools were established by women artistsD.Fewer women artists were traveling to Paris5.What does t he professor imply about Bashkirtseff’s painting Inthe Studio?A.It was one of many paintings that depicted a women’s studioB.It did not bring Bashkirtseff recognition for her artisticabilityC.It was criticized for an unrealistic depiction of women artistsD.It was beneficial for both Bashkirtseff and the school whereshe studied6.Listening again to part of the conversation. Then answer thequestion.What does the professor mean when he says this?A.Paris was a popular place to visit, but not the best place tostudy artB.Paris was the most important place for an artist to study andworkC.Living in Paris was difficult for women artists from othercountriesD.Studying in Paris was beneficial for some artists, but not forothers.TPO9 Lecture 11.What does the professor mainly discuss?The history of set design in English theaterA French painter’s innovations in set designA kind of play popular in eighteenth-century English theaterA leading playwright of the eighteenth century2.According to the professor, how did Loutherbourg create afeeling of greater depth on the stage?Click on 2 answers.He enlarged the stage area.He used mainly dark colors in the painted backgrounds.He carefully spaced separate pieces of scenery.He used three-dimensional objects in his sets.3.What can be inferred about theatergoers in eighteenth-century England?They did not accept Loutherbourg’s set designs at first.They were accustomed to sitting in dark theaters.Most of them attended the theater mainly to see popularactors.Some of them used the theater as a substitute for travel.4.What is the professor’s opinion about the relationship betweenEnglish landscape painters and Loutherbourg?He thinks English landscape painters were unfair in theircriticism of Loutherbourg’s work.He thinks Lo utherbourg’s relationship with Englishlandscape painters was less important than most experts think.He thinks Loutherbourg and the English landscape paintersprobably influenced each other.He thinks English landscape painters helped Loutherbourg’swork gain in popularity.5.What are two notable features of the Eidophusikon?Click on 2 answers.It was identical to the Drury Lane Theatre.It did not make use of actors.It used paintings made by Gainsborough.It had a small stage.6.Why does the professor mention a storm that passed over Loutherbourg’s home?To demonstrate the authenticity of Loutherbourg’s soundeffectsTo provide context in a discussion about lighting effectsTo mention one of the problems the Eidophusikon facedTo explain how Loutherbourg got an idea for a theater set TPO12 Lecture 3 6.What is the lecture mainly about?A.Some changes that took place in the early years of opera.B.Difference between opera and other forms of music.C.Italy’s musical influence throughout Europe.D.Reasons that early French and Italian opera did not survive.7.According to the professor, what happened after the Italian language replaced Latin in Italian opera?A.Operas became much longer.B.Operas begin to express secular ideas.C.Music in opera became more complex.D.Opera was used to teach technology to the general public.8.Why does the professor mention ancient Greek theater?A.To give an example of a culture that adopted opera from the Italians.B.To describe the type of setting in which opera was typically performed.C.To point out a precursor of opera.D.To explain how opera was introduced into French society.9.What does the professor say about music in French opera?A.It resembled sacred church music.B.It often inspired French novelists to write great piece of literature.C.It revolved mainly around solo pieces.D.It was secondary to the rhythmic flow of language.10.What does the professor say this:A.To show difference between English and Italian opera.B.To give one instance in the evolution of opera.C.To discuss the popularity of opera in England at the time.D.To point out that English and Italian opera companies often worked together.11.What does the professor imply when he says this:A.He agrees with Chapman about opera and society.B.He thinks Chapman’s approach to opera is confu sing.C.He is concerned that Chapman’s ideas are often misunderstood.D.He thinks Chapman’s questions are difficult to answer. TPO15 Lecture 323. What is the lecture mainly about?How Archimedes was identified as the author of some ancient texts.The recovery of some ancient writings on mathematics. Differences among various writing materials used in the Middle Ages.Techniques for restoring ancient manuscripts.24. What are two points the professor makes about parchment?It is more long lasting than paper.It was inexpensive to produce during the Middle Ages.It was the material Archimedes used for his writings.Its use for books decreased after the 1400s.25. What does the professor imply when he explains the washing and scraping methods that were used to remove ink from a parchment surface?Washing made parchment more able to retain newly applied ink than scraping did.Washing was less effective than scraping as a means of permanently erasing ink.The scraping method was used in the creation of the Archimedes palimpsest.Neither method completely erased the original text.26. What type of book became known as the Archimedes palimpsest?A history book.A physics book.A prayer book.An artist’s book.27. What does the professor imply about the various techniques used to view Archimedes’ text?The students should be familiar with most of the techniques. Different techniques were used to analyze the iron content of ancient ink.The use of ultraviolet light was more damaging than the other techniques.X-ray image was more effective than the other techniques. 28. What does the professor imply about the significance of the Archimedes palimpsest?It is significant because it contains what may be Archimedes’ most important work.It is significant because it proves that a certain mathematics text was written by Archimedes.It is significant because it is the oldest one ever discovered.It is significant because it is the first one to be completely deciphered.TPO16 Lecture 412. What is the lecture mainly about?A. The images in stained-glass windows.B. The history of stained-glass art.C. The importance of religious art during the Middle Ages.D. Techniques for making glass during the Middle Ages.13. What are two points the professor makes aboutstained-glass windows made during the Middle Ages? Click on 2 answers.A. They typically were small size.B. The glass was colored during the glassmaking process.C. They were used mainly for churches.D. They had simple designs.14. During the Middle Ages, what was one of the first steps that artists used in making a stained-glass window?A. They drew the design onto the top of a table.B. They created models of the design with lead strips.C. They drew an outline of the design directly onto a piece of glass.D. They painted the design on paper.15. According to the professor, what are two ways in which stained-glass windows made in the sixteen century differed from those made in earlier centuries? Click on 2 answers.A. The way the glass was colored.B. The role played by lead strips.C. The scenes that were depicted.D. The way glass pieces were cut.16. What does the professor imply contributed to the popularity of Tiffany glass?A. The use of lead compounds to enhance its colors.B. The reuse of stained glass from old church windows.C. The invention of electric lighting.D. A new process for painting glass.17. What does the professor imply when she says this?A. It is unfortunate that people in the 19th century destroyed old stained-glass windows.B. Stained-glass windows made in the 19th century are more beautiful than those made earlier.C. It was necessary for people in the 19th century to break stained-glass windows.D. Stained-glass windows made in the 19th century are more valuable today than windows in previous centuries.。
托福TPO62听力题目
1.What is the conversation mainly about?A.Reasons that philosophical concepts are difficult to defineB.The intended purpose of the discussion groupsC.The student's difficulties in trying to understand some informationD.The relevance of philosophy to the student's long-term goals2.How does the student feel about the professor's explanation of simulationsA.He finds it amusing and interestingB.He feels even more confused than beforeC.He is grateful for the clarificationD.He realize s that he already understands the general concept3.Who influenced the student to sign up for the philosophy course?A.The philosophy professorB.A law librarianC.A graduate assistantD.An academic adviser4.What does the professor imply that she should have done differently in the first class?A.She should have stressed the practical importance of philosophyB.She should have discussed the readings for the course in greater detailC.She should not have included so much material in the lectureD.She should not have frightened the students by mentioning achallenging assignment5.What does the professor imply will make the student feel more comfortable w it h the course in the future?Click on2answersA.She will explain postmodernism in much more detailB.The class will read works by writers whose ideas she expects will interest the studentC.The student will have opportunities to talk about the course mate ria l i n a small group.D.The student will be able to make use of the law library1.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 to r 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 i n the population of urban areas in the middle of the nineteenth century?A.It caused difficulty in the design and creation of city parksB.It was one of the reasons that Central Park was createdC.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 trend3.What is one of the features of Olmsted's design of Central Park that the professor particularly admires?A.The use of tress as boundaries between recreational and non-recreational areasB.The emphasis of naturally occurring contrastsC.The quality of the mate rials 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,minors today?A.It has stayed true to Olmsted's original designB.It regarded as Olmsted's most successful projectC.It even more parkland than Olmsted had createdD.It has nice r parks than the city of Chicago does6.What can be inferred about the woman when she says thisA.She believes there is more than one correct answer to the professor's questionB.She realizes she is repeating a point the professor made earlierC.She recognizes that she is not giving a correct answerD.She thinks the answer to the professor's question is obvious.1.What is the ma i n purpose of the lecture?A.To exp la in what happens when stars collideB.To present new information about star formationC.To propose a new theory about supernova explosionsD.To analyze the role of supernovae in galactic collisions2.What do colliding galaxies and a supernova have in common?Click on2answersA.Both events take place over billions of yearsB.Both events res ult in the death of some stars.C.Both events create clouds of excited hydrogen gasD.Both events produce a similar type of radiation3.How does the professor organize types of encounters between galaxies?A.From the quickest encounters to the slowestB.From the most distant encounters to those closest to EarthC.From the most frequent types of encounters to the least frequentD.From the most violent types of encounters to the least violent4.Why are astronomers uncertain as to which of two unnamed galaxies collided with the Cartwheel Galaxy?A.Each shows evidence typical of a galactic collisionputer simulations show that either one is a possibilityC.Neither one has a bright ring showing the presence of new stars.D.Both galaxies are at an equal distance from the Cartwheel Galaxy5.Why do astronomers believe that the Milky Way galaxy is interacting with another nearby galaxy?A.Star formation has increased in both galaxies.B.The two galaxies are slowly moving toward each otherC.A stream of gas and dust connects the two galaxiesD.The Hubble Space Telescope found high levels of hydrogen gas near the two galaxies6.What is the professor's opinion of recent observations of the Antennae galaxies?A.It is too early to know if they will produce important findingsB.They are of limited value,as they only capture one stage in a long processC.They illus t rate the professors point that there are multiple forms of galaxy encounters.D.They are consistent with a commonly accepted scientific theory1.What are the speakers mainly discussing?Click on2answersA.How non university guests can get parking passes for the festivalB.Where the man should park on FridayC.Why the man received a parking ticketD.How the man can get a special parking pass2.Why does the student mention that he plays in the orchestra?A.To let the woman know that he is already aware of an orchestra festivalB.To give a reason for always parking in the same lotC.To try to convince the woman that he should be allowed to park in his usual lotD.To explain why he already has a parking pass for Friday3.According to the ticket what was the students parking violation?A.Parking in two spacesB.Pacing in a lot reserved for guestsC.Parking without a proper passD.Parking in a lo t reserved for small cars4.What will the woman give the student?Click on2answersA.More information about where he can parkB.A paid receipt for his parking ticketC.A special parking pass for FridayD.The paperwork to contest his ticket5.Why does the student say thisA.To exp la in why his car should be allowed in the parking lotB.To complain that the ticket should have been given to a different carC.To reject the woman's explanation for his problemD.To express doubt that more cars can fit in the parking lotClick on 2answers A.They were chosen to represent a diverse range of people B.They were asked to come up with solutions to different challenges C.They were told to act either instrumentally or expressively D.Their activities were carefully observed and sorted by type3.Bales classified acts into two basic categories—instrumental and expressive According to this method of classification,which statements are examples of instrumental acts and which statements are example s of expressive acts'1.What is the lecture mainly about?A.The amount of leadership a small group needs to run smoothly B.Behaviors that contribute to a group's effectiveness C.Types of tasks more easily solved by groups than by individuals D.The method by which groups divide up their work2.What does the professor say about the participants in the study?4.What was the professors initial reaction to the results of the Bales experiments?A.She was surprised because the results wore not what she expected B.She was disappointed that the results were not widely accepted C.She was doubtful that the results were valid D.She was concerned because the results pointed to no single conclusion5.What point does the professor make when she discusses how the groups sequence their activities ?A.Starting the process with expressive acts can help reduce tensionB.Group leaders should be flexible in the sequencing of activitiesC.Groups should spend very little time on expressive activities.D.Beginning the process by proposing solutions is not the best approach6.Why does the professor say this about positive expressive actsA.To stress their complexityB.To stress how frequently they occurC.To illustrate their functionD.To emphasize that not everyone is capable of doing themListening L41.What is the lecture mainly about?A.Characteristics that distinguish termites from other socialinsects B.Adaptations that allow termites to survive i n harsh environmentsC.Termites'ecological role and termites life in coloniesD.Damage termite s can cause and how it is usually prevented2.What are two occasions when the professor mentionssymbiosis?Click on2answersA.When explaining how termites digest their foodB.When comparing termites to other social insectsC.When discussing the potential benefit of termites for humansD.When describing interactions between termite castes3.What does the professor say about termite communication?Click on2answersA.Termite s emit sounds to repel predatorsB.Termites create vibrations to convey alarmC.Termites dance like bees to indicate the location of foodD.Termites mark paths to food sources with a special scent4.Why did the professor find termite wings in her house?A.Reproductive termite s had landed in her houseB.Her house was built on top of a termite colonyC.Termite workers followed a path to her house from a nearby nestD.The exterminator used a chemical that caused the termite wings to break off5.What statement best characterizes the professor's attitude toward ridding her house of termitesA.She wishes that she had done it soonerB.She is surprised at how easy it wasC.She is concerned about its impactD.She doubts that it solved her problem6.According to the professor,what could decompiculture be used for?A.Studying termite behavior under experimental conditionsB.Protecting termite colonies from chemical wasteC.Manufacturing paper products that decompose fastD.Cleaning up certain types of pollution答案CBDC（BC）CBBBACB（CD）DACD（BC）CA（CD）CB（BD）（ABAAB）（ADC）C（AC）（BD）ACD。
2019年TPO1托福听力Lecture2原文文本
2019年TPO1托福听力Lecture2原文文本TPO1托福听力Lecture2原文文本Uranium-Lead DatingProfessor: Ok, let’s get started. Great, today I want to talk about a way in which we are able to determine how old a piece of land, or some other geologic feature is - dating techniques. I’m going to talk about a particular dating technique. Why? Good dating is a key to good analysis. In other words, if you want to know how a land formation was formed, the first thing you probably want to know is how old it is. It’s fundamental.Um…Take the Grand Canyon for instance. Now, we geologists thought we had a pretty good idea of how the Grand Canyon in the southwestern United States was formed. We knew that it was formed from sandstone that solidified somewhere between 150 and 300 million years ago. Before it solidified, it was just regular sand. Essentially, it was part of a vast desert.And until just recently, most of us thought the sand had come from an ancient mountain range fairly close by that flattened out over time. That’s been the conventional wisdom among geologists for quite some time. But now we’ve learned something different, and quite surprising, using a technique called Uranium-Lead Dating.I should say that Uranium-Lead Dating has been around for quite awhile. But there have been some recent refinements. I will get into this in a minute. Anyway, Uranium-Lead Dating has produced some surprises. Two geologists discovered that about half of the sand from the Grand Canyon was actually once part of the Appalachian Mountains. That’s really eye-opening news, since the Appalachian Mountain Range is, of course, thousands of kilometers to the east of the Grand Canyon. Sounds pretty unbelievable, right?Of course, the obvious question is how did that sand end up so far west? The theory is that huge rivers and wind carried the sand west where it mixed in with the sand that was already there. Well, this was a pretty revolutionary finding. Um…and it was basically because of Uranium-Lead Dating. Why?Well, as everyone in this class should know, we usually look at the grain type within sandstone, meaning the actual particles in the sandstone, to determine where it came from. You can do other things too, like look at the wind or water that brought the grains to their location and figure out which way it was flowing. But that’s only useful up to a point, and that’s not what these two geologists did.Uranium-Lead Dating allowed them to go about it in an entirely different way. What they did was: they looked at the grains of Zircon in the sandstone. Zircon is a material that contains radioactive Uranium, which makes it very useful for dating purposes.Zircon starts off as molten magma, the hot lava from volcanoes. This magma then crystallizes. And when Zircon crystallizes, the Uranium inside it begins to change into Lead. So if you measure the amount of Lead in the Zircon grain, you can figure out when the grain was formed. After that, you can determine the age of Zircon from different mountain ranges.Once you do that, you can compare the age of the Zircon in the sandstone in your sample to the age of the Zircon in the mountains. If the age of the Zircon matches the age of one of your mountain ranges, then it means the sandstone actually used to be part of that particular mountain range. Is everybody with me on that? Good, so, in this case, Uranium-Lead Dating was used to establish that half of the sandstone in the samples was formed at the same time the granite in the Appalachian Mountains was formed.So because of this, this new way of doing Uranium-Lead Dating, we’ve been able to determine that one of our major assumptions about the Grand Canyon was wrong. Like I said before, Uranium-Lead Dating has been with us for a while. But, um…until recently, in order to do it, you really had to study many individual grains. And it took a long time before you got results. It just wasn’t very efficient. And it wasn’t very accurate.But technical advances have cut down on the number of grains you have to study, so you get your results faster. So I’ll predict thatUranium-Lead Dating is going to become an increasingly popular dating method. There are a few pretty exciting possibilities for Uranium-Lead Dating.Here is one that comes to mind. You know the theory that earth’s continents were once joined together and only split apart relatively recently? Well, with Uranium-Lead Dating, we could prove that more conclusively. If they show evidence of once having been joined, that could really tell us a lot about the early history of the planet’s geology.1.What does the professor mainly discuss?a) The difference in age among American mountain rangesb) The importance of a technique used for dating geological materialsc) The recent discovery of an ancient canyond) A comparison of various minerals used for dating2.Before the use of uranium-lead analysis, where did most geologists think the Grand Canyon sandstone came from?a) An ancient lake located in the American Southwestb) A desert that once connected two continentsc) Sands carried by a river from the Appalachian Mountainsd) A nearby mountain range that had flattened out over time3.Directions: An introductory sentence for a brief summary of the passage is provided below. Complete the summary by selecting theTHREE answer choices that express the most important ideas in the passage. Some sentences do not belong in the summary because they express ideas that are not presented in the passage or are minor ideas in the passage. This question is worth 2 points.In the talk, the professor describes the sequence of uranium-lead dating.Summarize the sequence by putting the events in the correct order.Answer Choicesa) Zircon in the sandstone is matched to the zircon in a particular mountain range.b) The amount of lead in sandstone zircon is measured.c) The age of zircon in a sandstone sample is determined.4.According to the professor, what change has caused uranium-lead dating to gain popularity recently?a) It can be performed outside a laboratory.b) It can now be done more efficiently.c) It no longer involves radioactive elements.d) It can be used in fields other than geology.5.Why does the professor talk about the breaking apart of Earth's continents?a) To give another example of how uranium-lead dating might be usefulb) To explain how the Grand Canyon was formedc) To demonstrate how difficult uranium-lead dating isd) To disprove a theory about the age of Earth's first mountain ranges6.What does the professor imply when he says this?a) The class is easier than other geology classesb) The class has already studied the information he is discussingc) Some students should take a course in geological dating techniquesd) He will discuss the topic later in the class第1题：正确答案：B 主旨题对应原文：0'8"-0'36"Today I want to talk about a way in which we are able to determine how old a piece of land, or some other geologic feature is - dating techniques. I’m going to talk about a particular dating technique. Why? Good dating is a key to good analysis. In other words, if you want to know how a land formation was formed, the first thing you probably want to know is how old it is. It’s fundamental.解析：这篇讲座的主题是年代测定技术。
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Toefl iBT Practice Test TPO 1 Listening Section 2No. of Questions: 17OK请务必确认这份试题是由810334045@发送给您的。
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If this test comes from QQ810334045, you can do it !OKNow put on your headsetClick on CONTINUE to go on CONTINUEYou may have to wait a few seconds for the audio to load and play.REPLA YCONTINUENow get ready to answerthe questionCONTINUEREPLA YWhat is the conversation mainly about?A lesson Mathew prepared for his studentsA Class Mathew has been observingA term paper that Mathew has writtenA problem in Mathew’s classroomWhat is Mathew’s opinion about observing Mr. Grabell’s Third-grade class?It will help him become a more effective teacher.It could help improve his study habits.It has improved his public-speaking skills.It may be the most difficult assignment he has had.Why does Mathew mention Greek and Roman mythology?To identify a topic frequently discussed in third gradeTo get the professor’s opinion about a lesson he taughtTo make a suggestion to improve the class he is takingTo illustrate a technique used to teach a third-grade classWhat important skills did Mr.Grabell introduce to his third-grade class?Reviewing other students’ reportsUsing books in the libraryInterviewing their classmatesSpeaking in publicWriting reportsWhat will Matthew probably do in next Wednesday’s class?Hand in his assignment earlyTry to start a study groupMake a presentation to the classChoose a topic for his paperYou may have to wait a few seconds for the audio to load and play.CONTINUEREPLA YNow get ready to answerthe questionCONTINUEREPLA YWhat is the lecture mainly about?Art in the Neolithic periodThe site of a Neolithic townMethods of making stone toolsThe domestication of plants and animals by early farmersWhat does the professor imply about the tools used by the people of Catalhoyuk?They were made of stone that came from Catalhoyuk.They were among the sharpest tools available at the time.They were often used in religious rituals.They were used primarily for agriculture.What does the professor say about the entrances to the houses in Catalhoyuk?They were in the roof.Click on 2 answers.They were usually kept closed.They allowed smoke to escape from the houses.They stood opposite one another across narrow streets.What does the professor say about Catalhoyuk graves?The graves contained precious stones.Many people were buried in each grave.The graves were located under the house floors.The graves contained ashes rather than bones.What does the professor think of the idea that the inhabitants of Catalhoyuk deliberately arranged their houses so that they could live near their ancestors’ graves?She thinks it is a good guess, but only a guess.She thinks some evidence supports it, but other evidencecontradicts it.She thinks that further excavation will soon disprove it.She thinks that it is not appropriate to make such guesses about the distant past.Question 11 of 17Now get ready to answerthe questionCONTINUEREPLA YWhat is the main topic of the lecture?A. The types of habitats marmots preferB. Methods for observing marmot behaviorC. Feeding habits of some marmot speciesD. Differences in behavior between marmot speciesAccording to the case study, why are marmots ideal for observation?A. They do not hide from humans.B. They reside in many regions throughout North America.C. They are active in open areas during the day.D. Their burrows are easy to locate.Drag the appropriate description of each marmot species’ behavior to the box below the marmot’s name.Displays aggressive tendencies Is family orientedA B One of the phrases will not be used.Stays active during the winterA B C C Olympic Marmot Eastern MarmotA B CWhat reason does the professor give for the differences in marmot behavior patterns?Type of food availableThe size of the populationInteraction with other marmot speciesAdaptations to the climateListen again to part of the lecture.Then answer the question.CONTINUEWhy does the professor say this:To inform the student that his definition is incorrectTo suggest that the student did not do the readingTo encourage the student to try againTo change the topic of discussionListen again to part of the lecture.Then answer the question.CONTINUEWhy does the professor say this:To express a similar concernTo encourage the student to explain what she meansTo address the student’s concernTo agree with the studentCongratulations!You have completed this practice test.Review your answerSave / exit the testObtain answer keysTPO 1 -listening TPO 2 -listening TPO 3 -listening TPO 4 -listening TPO 5 -listening TPO 6 -listeningSection 11. D2. B3. C4. A5. B6. C7. C8. A9. B10. B11. A12. B13. D14. The amount of……The age of……Zircon in the…….15. B16. A17. BSection 11 C2 Include: A C DNot include: B3 A3 D5 B6 C7 B8 C9 C10 A11 D12 D13 B14 B15 A16 C17 B,DSection 2Section 11. B2. C3. A4. D5. D6. C7. B8. C9. B10. C11. D12. A13. D14. B15. C16. B17. CSection 21. BSection 11. A,D2. C3. A,D4. D5. B6. C7. NO,YES,YES,NO8. D9. B10. C11. C12. B13. D14. C15. C16. B,D17. DSection 21. BSection 11.C2.A3.B4.A,C5.D6.B7.C8.A,D9.B10.D11.A12.B13.D14.B15.C16.A,B17.DSection 21.BSection 11.C2.A3.D4.B,C5.B6．B7．A8. A9. D10. A,B,E11. B,C12. A,B13. D14. D15. B,C16. B17. ASection 21. DRETURNSection 21. B2. A3. D4. BDE5. C6. B7. B8. AC9. C10. A11. BDE12. D13. C14.Olympic:Is family……Eastern: Displays……15. D16. A17. C1 A,C2 C3 D4 B5 A6 D7 Only extrinsic: Bonly intrinsic: A,DBoth: C8 B9 A10 C11 D12 B13 A14 A,D15 C16 D2. A3. C4. A5. C6. A7. D8. A9. B10. B11. C,D12. C13. D14. B15. A16. A17. B2. C3. D4. C5. A,D6. C7. D8. A9. B10. D11. C12. B13. B,D14. The Federal Art…The National …Arts councils…The federal budget…15. A16. C17. D2.A3.C4.B,D5.B6.B7.C8.D9.A10.D11.C12.C13.D14.B15.A16.Folk tales: B,CFairy tales: A,D,E,F17.A2. C3. A,C4. C5. B6. B7. A8. A9. D10. C11. B12. A13. A,C,E14. B,D15. B16. C17. DAre you sure you want to exit the test?YES NOExit the test. You will be able to save your answers.Return to the last question and resume doing the test.Do you want to save your answers?YES NOYour answers will be savedwith the file. Your answers will NOT be saved with the file.When your computer asks you if you would like to save the file, click on YES. Your answer will be saved with the file.OKWhen your computer asks you if you would like to save the file, click on NO. Your answer will NOT be saved with the file.OK。