TPO4-leture1-animal behavior
托福口语TPO第四题答案
Tpo 1T4 business management –groupthinkAttemptConformConsensusDelayInevitableUltimatelyGroupthink is that individuals in the group give up their own opinions and have to agree with the idea which the group seems prefer although it would be wrong. Professor gives his own example to demonstrate the concept. He worked at a computer company. And he suggested to change the outlook of their computer. At first half of the colleges agreed his idea but after the senior manager gave an opposite opinion, nobody insisted on the change except him. Because the college was afraid the disagreement with the senior manager would affect his promotion. In the end, the professor began to doubt his idea and voted against his own will. Finally, group’s unchanging decision was proved wrong.Tpo3T4 sociology – cognitive dissonanceDiscomfortContradictoryInterpretationMinimizeCognitive dissonance is that when people’s actions are different from people’s beliefs, they feel uncomfortable about the contradiction then they would change the way they think instead of act to get an illusion they don’t have the problem. Professor gave a negative example about his contradiction between playing computer game and working hard in chemistry. At first, he believed if he wanted a good career, he should do well in every subject. But he was a game addict and his chemistry was very bad. Since he couldn’t stop playing games, he ended the conflict by changing the perspective: he didn’t need to be good at all the subjects but the ones relevant to his career. so he made himself believe bad performance in chemistry would influence his goal to be a sociologist.Tpo4T4 psychology - verbal and nonverbal communicationUtterUnconsciouslyEnhanceConvincingContortSmashProfessor demonstrates two examples in his family to explain the relation with communication –verbal and nonverbal and the effects. First example is that when his uncle gave him a surprise visit, he greeted him with both warm words and hearty laugh. His eyes were broad and broke into a big laugh and jumped up and down like a boy. Those facial express emphasized the information he wanted to deliver. Second example is that his thumb was hurt by a hammer when he taught his daughter how to use hammer and nails. Although he was very painful, he didn’t want to scare his daughter so he kept saying he was ok but his body language betrayed his true feeling: shaking hand, trembling voice.Tpo5T4 marketing -- Target marketingAdvertiserTrendEffectivePotentialTarget marketing is to make special commercial to a certain group of customers. That s an effective way to transfer the information and stimulate customers to buy the product. The example given by professor is about cell phone commercial. Company made different commercials for different customers. For young people, the commercial was put during the pop music show usually for kids. It presented more features about color, time with friends. For business people, commercial was showed more its business features like dealing with many things in an efficient way and saving money. Actually they are the same cell phone.Tpo 6T4 psychology – explicit memories and implicit memoriesIntentionalRecollectionDeclareProfessor gave two examples to explain two kinds of memories. Explicit memory is that people memorize something consciously like what they eat for dinner. Implicit memory is that people record something unconsciously in mind but they don’t realize the memorizing action. For example, few people could remember the huge AD of Panther car on the billboard which they see on the highway when they drive by it. But when they are asked to name an animal starting with the letter P, many people would say panther rather than the most common animal Pig.Tpo 7T4 psychology -- behavior modificationConsequenceDiscourageSettingsProfessor gave an example about kids to explain the relation between behavior modification and consequence. When kids first go to school, they don’t get used to the rules and often misbehave in general like interfere the teacher, walk around when they re supposed to sit. Well, in this case, they may get punished from the teacher and the kids surely don’t like it. in opposite, if they behave well, like sitting quietly, raising hand, they may get rewarded and other good reaction from teacher. Then the kids learn how to avoid punishment by doing this or to get reward by doing that. They could change the behavior they used to have.Tpo 8T4 biology – revealing colorationPredatorStartlePreyDisplayRevealing coloration is a method the animals use bright area on their body to escape from predators. Professor gives two examples to explain the concept. Peanut bug hides its bright colorful spot on the back wing. When getting attacked, it will suddenly show the bright part to surprise the predatory and use the chance to get away. Morpho butterfly has a shining part on its wings which would reflect the sunlight. it hides the part when it is resting. When the predator approaches, it would widen the wing and show the shining part. The light reflecting makes it hard to pursue the prey.Tpo 9T4 film -- the establishing shotContextEstablishing shot is one way to introduce the background of the movie. Through it, audience would figure out when and where the story is going to happen and which mood and feeling re in it. Professor gave an example about the movie he thought great. The image provides some information like location –in an out of date building in a big city and period –1940 and the gloomy style which implies something dark and mysterious. Before the story begins, the audience could get a general idea about the movie’s genre.T4 Marketing -- entertainment merchandisingReverseEntertainment merchandising is a form of marketing. It means to use the successful brand to influence the market of a new product. Professor gives 2 examples to demonstrate the concept. When he was young, his friends and he were big fans of an animation character – action hero. Because of the show, the action hero figure already has a lot potential customers. Conversely, his 7 year old daughter likes a baby doll, rosa. Then a new tv show with rosa as the main character will be very popular among the children who have one.Tpo 11T4 Art history -- outsider artProfessor gives an example to explain the outsider art. An artist lives in a tiny apartment, draws alone and privately. He hasn’t received any formal education about painting so he has very unique way to make people remember his own style. Instead of drawing the people’s figure himself, he cut off the figure from newspaper or magazine and paste them on his painting. Another difference is that the painting is fully filled with more complicated details. And the sizing of the painting is usually twice than the traditional art one.Tpo 12T4 psychology -- subliminal perceptionConstantlyPerceiveAuditoryStimulithresholdprofessor explains a concept –subliminal perception in psychology class by presenting an experiment. Well, two groups of people are demanded to watch tv. Meanwhile they are given unconsciously and quickly three pictures during the show. First, both teams see a same picture of a boy with a birthday cake. Then each team has the different picture: one is the happy boy, another is the angry boy. then, two groups have to give comments about the personality about the boy according to the last same pic of the boy with natural expression and none of them notice that they ve seen the boy before. But two teams give exactly the positive and negative opinion which matches the second pics.Tpo 13T4 perceptual constancyPerceptual constancy means that our perception about familiar objects is unchangeable even if they are viewed in different conditions. Professor explains the concept by giving two examples: one is the plate in different position. When we hold the plate in front of us, its shape is a perfectcircle, while we put it on the table in a horizontal angle, it changes to an oval. No matter how it s put, we still consider the plate is round. Another one is professor in different distance. When the professor stands far away from us, it looks that he gets smaller. Conversely, when he walks towards us, professor gets bigger. However, wherever he stands, we know that he is the professor.Tpo 14T4 comfort zone biasRefer toProfessor presents a story of his friend’s career choice to explain the concept – comfort zone bias. People get used to stay in a stable position instead of taking risk. His friend wanted to be a film reviewer after graduation. Unfortunately, he couldn’t find a job as film reviewer but news reporter. Gradually he found himself really good at news reporter and has worked for a longtime. Later, the film reviewer in his company quit, he was offered to do this job but he refused due to the comfort zone he has been. He wouldn’t risk to take the challenge.Tpo 15T4 psychology -- experimenter effectAccurateOutcomeTherebyInvalidateExperimenter effect means the attitude and expectation of the experimenter would affect the outcome of the experiment. Professor gives an example about monkey training. The researcher is asked to train the monkeys to pick up ball and put it into box. There re two groups of monkeys. The researcher is told one group of monkeys is highly intelligent; the other is less smart. In fact, two groups are similar intelligent. Well, the result turns out that researcher spends less time with the supposed smarter group than with the supposed less smart group. Because he thinks the smarter group is easier to train and then he smiles to them a lot and talked to them, encourages them and communicates with them.Tpo 16T4 psychology -- social loafingOutputDeliberateIn groupOn one’s ownSocial loafing is that people are not willing to contribute in group work as much as in an individual mission. Professor illustrates the concept with a study of pilling potatoes. Two groups of people are demanded to pill the potatoes. One group is told that the number potatoes will berecorded per person. While another group is told that the record would be counted in total which means result of each person wouldn’t be recorded. Then the researcher studies the average number per person of each group. It turns out that the result in group work is significant fewer than in individual work.Tpo 17T4 sociology -- ritualizationRitualizationDog threaten show the teeth stay awayA long bite baring the teethOver time come to signal keep awayDefenseNeed a right communication be warning signalThe concept ritualization is about the development of a behavior from a practical act to a form of communication. Here is an example about the dog’ baring teeth. A long long time age, when dog feel threaten by other dogs or animals, it is going to bite the others. Well before it bites, it will first bare its teeth. Over time, the animals find this process and take it as a signal to keep away. And dog also knows without real bite, it can get the right result. Then dog will show the teeth to warn other animals to stay away as a communication signal.Tpo 18T4 biology -- relict behaviorVanishHabitatRelict behavior means that the old behavior or characteristic of the animals remains even if the habitats are changed. Professor presents an example of American prown, a dearlike animal, lives on grass plaint in the middle of north America. Prown is the fastest animal in northern hemisphere. No predator hopes to catch up with it. The reason why it run so fast is because tens thousands of years ago, there are lions on plaints which chase and prey prown and move very swiftly, much faster than other predators. Now lions in north America extinct. But prown keeps its fast speed that is critical to its survival at that moment.Tpo 19T4 social learningFamilyprofessor gives a common example in family to illustrate the concept of social learning which means to learn or not to learn some behavior by observing the consequent led by the act. Here s the story. A 7 year old sis and a 4 year old boy go shopping with their mother, the girl wants a toy and she cries and screams to ask the mother to buy her one. Finally mother gives in and buy her the toy. The younger brother sees what happened and he might do the same thing when he wants something from mother. In opposite, if mother ignore the crying and screaming girl and even gives her some punishment back home, the boy probably will avoid doing the same thing.Tpo 20T4 business management -- franchisingProfessor gives an example of pizza town to demonstrate the definition of franchising. he wants to start a pizza restaurant. Knowing the risk to start a new business, he decided to use a known thing, There is a pizza restaurant in chain named pizza town. Then he pays the pizza town for the right to use the name, to get the training to make the pizza exactly like pizza town. That’s franchising. Instead, he has to decorate the restaurant in the same way as pizza town is, the color, the style. But that’s great, because pizza town runs well in general and their pizza sells.Tpo 21T4 questioning awareness of effectProfessor talked about a way to stop student’s disruptive behavior in the class –questioning awareness of effect. He gives an example about a student Sara in his class. He asked students to raise hands when they wanted to answer the question. however, as other student put hands in the air, sara just called on the answer without raising hand. That mad others frustrated. Professor told her directly her behavior was not fair for other students. Then without waiting for the reaction, professor continued to teach. From then on, each time, sara wanted to answer the question, she just raised hands like others.。
托福听力Tpo真题——动物专题
TPO Listening Exercises Subject: Animal SciencesYour Name:Your Class:TPO1 Lecture 4is the main topic of the lectureThe types of habitats marmots preferMethods of observing marmot behaviorFeeding habits of some marmot speciesDifferences in behavior between marmot speciesto the case study, why are marmots ideal for observationThey do not hide from humansThey reside in many regions throughout North AmericaThey are active in open areas during the dayTheir burrows are easy to locatethe appropriate description of each marmot species' behavior to the box below the marmot's nameClick on a phrase. Then drag it to the space where it belongs.One of the phrases will not be usedDisplays aggressive tendencies is family oriented says active during the winterreason does the professor give for the difference in marmot behaviour patterns?Type of food availableThe size of the populationInteraction with other marmot speciesAdaptations to the climatedoes 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 discussiondoes 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 studentTPO4 Lecture 16. What is the lecture mainly about?A. Method s of observing unusual animal behavior.B. A theory about ways birds attract mates.C. Ways animals behave when they have conflicting drives.D. Criteria for classifying animal behaviors.7. Indicate whether each of the activities below describes a displacement activity.Click in the correct box for each phrase.Yes No An animal attacks the ground instead of its8. What does the professor say about disinhibition?A. It can prevent displacement activities from occurring.B. It can cause animals to act on more than one drive at a time.C. It is not useful for explaining many types of displacement activities.D. It is responsible for the appearance of seemingly irrelevant behavior.9. According to the lecture, what is one possible reason that displacement activities are often grooming behaviors?A. Grooming may cause an enemy or predator to be confused.B. Grooming is a convenient and accessible behavior.C. Grooming often occurs before eating and drinking.D. Grooming is a common social activity.10. Why does the professor mention the wood thrush?A. To contrast its displacement activities with those of other animals species.B. To explain that some animals display displacement activities other than groomingC. To point out how displacement activities are influenced by the environment.D. To five an example of a n animal that does not display displacement activities.11. Replay: What does the professor mean when she says this?A. She is impressed by how much the student knows about redirecting.B. She thinks it is time to move on to the next part of this lectures.C. The student’s an swer is not an example of a displacement activity.D. The student should suggest a different animal behavior to discuss next.TPO7 Lecture 210.what is the lecture mainly about?How animals emit ultrasonic pulsesHow bats use acoustical signalsA comparison of echolocation and radarVariations among bats in the use of ultrasound11.why does the professor decide NOT to add more information to the diagram on the board?She wants students to complete the diagram themselves as an assignmentShe needs to look up some information in order to complete the diagram accuratelyThe additional information is not relevant to the topic that shewants to discuss nextStudents already have the additional information in their textbook12.According to the professor, what are two ways in which a moth might react when it detects the presence of a bat?Click on 2 answersThe moth might stop beating its wingsThe moth might emit high-frequency soundsThe moth might leave the areaThe moth might change its color to match its surroundings13.What surprising information did a recent experiment reveal about lesser spear-nosed bats?They filter out echoes from some types of treesThey can analyze echoes from stationary objects with complex surfacesThey cannot analyze "jagged" echoesThey cannot analyze echoes from certain types of small moving objects.14.According to the professor ,why does a pine tree produce a "smooth" echo?Because it has a smooth trunkBecause it has large branches spaced at regular intervalsBecause it has many small, densely packed needlesBecause it remains stationary in all types of weather15.Why does the professor say this()To answer a question that Carol askedTo correct a statement that Carol madeTo praise Carol for an example that she gaveTo give an example of a principle that Carol statedTPO8 Lecture 11.What is the main purpose of the lecture?A.To compare active habitat selection with passive habitat selectionB.To show that most habitat preferences in animals are learnedC.To compare the habitat requirements of several bird speciesD.To examine the consequences of habitat selection by animals2.What element of the lover’s habitat in California was threatened?A.The availability of foodB.The availability of waterC.The safety of nests from human activityD.The protection of nests from predatory birds3.What does the professor illustrate with the example of the bluewarbler?A.The relationship between human activity and habitat lossB.The relationship between habitat and reproductive successC.The advantages of habitats with low vegetation densityD.The reproductive advantage that young warblers have over olderwarblers4.Why does the professor mention the population density of blackcaps intwo different habitats?A.To explain the similar reproductive rates in the two habitatsB.To expl ain the relation between a species’ population density andits nesting behaviorC.To illustrate the advantages of a preferred habitat over a secondaryhabitatD.To illustrate the possible impact of making a poor habitat selection5.According to the professor, why did some blackcaps choose a secondaryhabitat?A.They were following a moving food supplyB.Their preferred habitat was taken over by another bird speciesC.Their nesting sites were disturbed by human activityD.Their preferred habitat became too competitive6.Listening again to part of the conversation. Then answer the question.What can be inferred about the professor when she says this?A.She realizes that she just contradicted a statement she made earlierB.She is about to discuss another aspect of the topicC.She thinks the answer to her question is obviousD.She wants students to recall a case that she has already discussed.TPO10 Lecture 16 What is the lecture mainly about○ Recent fossil evidence connecting whales and the hippopotamus ○ Difficulties in the deter mining the evolutionary history of whales○ Similarities among ancient ancestors of whales○ Similarities between whales and other modern-day animals7 According to the professor, what three aspects of the Ambulocetus fossil make Ambulocetus a likely bridge between land mammals and sea mammals?Click on 3 answers○ It had an elongated skeletal structure○ It strongly resembled a modern hippopotamus○ It had an unusually kind and thin tail for a whale○ It had limbs that could have be en used for walking○ Its skull had ear bones characteristic of land mammals8 According to the professor ,what does the discovery of Ambulocetus mean to researchers?○ It fills a gap in the fossil evidence for whale evolution○ It has become less signifi cant since the discovery of Basilosaurus ○ It call into doubt the theory that whale evolved from land mammals ○ It suggests that whales evolved more recently than was previously believed9 What evidence suggests that whale are descendants of the hippopotamus○ Similarities between hippopotamus fossils and the Ambulocetus fossil○ Similarities in the genes of hippopotamuses and whales○ Similarities in the habitats of modern hippopotamuses and ancient whales○ Similarities in the skeletal structures of mode rn hippopotamuses and ancient whales10 What is the professor's opinion about recent genetic studies relating to whale evolution?○ They solve a long-standing mystery involving fossil evidence○ They contain significant errors○ They present evidence that conflicts with fossil evidence.○ The findings of the various studies should not have surprised researchers11.What does DNA evidence indicate about relationships among whales?○ All modern whales descend from sperm whales○ Differences among toothed whales are less significant that was previously thought○ Not all toothed whales are closely related○ Sperm whale are more closely related to killer whales than was previously thoughtTPO11 Lecture 12.what is the talk mainly about?Various predators that threaten young birdsVarious patterns of growth in young birdsOne way that birds protect their youngOne way that birds provide food for their young3.according to the lecture, what do birds usually do when putting ona distraction display?Click on 2 answersThey imitate another kind of animalThey fly in circles around their nestThey cover their nest with their wingsThey pretend they are sick or injured4.according to the lecture,when do birds put on their most conspicuous distraction displays?Just before they lay their eggsImmediately after they have laid their eggsJust before their young become independentImmediately after young have left the nest5.why does the professor say this()To introduce an explanationTo express uncertaintyTo point out an errorTo emphasize a point that should be obvious6.Why does the professor say this()To explain the behavior of the predatorTo emphasize that predators have excellent hunting skillsTo state the purpose of birds' behaviorTo emphasize the risks involved in a distraction display7.why does the professor say this()To describe the behavior of an injured sandpiperTo give an example of a well-performed broken-wing displayTo show why some sandpipers fail to distract predatorsTo distinguish the sandpiper's display from another kind of displayTPO14 Lecture 2Part 31.What is the lecture mainly about?Difficulties animals have in regulating their body temperaturesHow people can affect animals’ microclimatesWays of identifying different types of microclimatesThe importance of microclimates to some animals2.What two factors does the professor say can affect a microclimate?Click on 2 answers.The size of the animal population in the areaThe number of other microclimates in the areaThe elevation of the land where the microclimate is locatedHuman activity in the area where the microclimate is located3.What point does the professor make when she mentions squirrels?Studying squirrels has helped biologists identify different microclimates.Mammals have more than one way of regulating their body temperature.Smaller animals have more success than larger animals in adapting to different microclimates.Squirrels do not rely on microclimates as much as other mammals do.4.What does the professor imply the professor imply about reptiles andmicroclimates?Microclimates can be both helpful and harmful to reptiles.Microclimates are one of the many ways reptiles control their body temperature.Many reptiles position themselves in microclimates when waiting for their prey.Many reptiles spend most of their time in one type of microclimate.5.According to the professor, how do decomposing leaves affectmicroclimates?Decomposing leaves form layers that prevent sunlight from warming the ground below the leaves.Decomposing leaves insulate burrows, keeping the burrows cool.Decomposing leaves generate heat, creating a warm microclimate.Decomposing leaves bring moisture to dry microclimates.6.Listen again to part of the lecture. Then answer the question.Why does the student say this:To refer to a well-know misconception about reptilesTo indicate that he understands the professor’s explanationsTo provide an example that may be an exception to the professor’s statementTo indicate that there is more than one explanation for a phenomenonTPO15 Lecture 429. Why does the professor discuss the exploration of hydrothermal vents?To show how the exploration helped researchers to determine the composition of ocean water.To show how the exploration challenged an assumption about biological communities.To compare two competing theories concerning chemosynthesis.To compare the life cycle of underwater plants to the life cycle of underwater animals.30. What are three of the conditions of water near hydrothermal vents that made researchers think they would not find living organisms there? Click on 3 answers Extreme heatExtreme pressureFast currentsLack of mineralsLack of sunlight31. What does the professor imply about the researchers’ reaction to the biological community discovered on the ocean floor?They were surprised at the large variety of organisms living near hydrothermal vents.They were surprised to find any bacteria living without sunlight.They were disappointed at not finding any animal life. They could not agree on the significance of the data that they collected.32. According to the professor, what is the role ofchemosynthesis in biological communities that are found hydrothermal vents?It enables organisms to convert hydrogen sulfide into food. It enables organisms to convert tiny amounts of light into energy.It enables organisms to withstand large amounts of carbon dioxide.It enables organisms to regulate their temperature.33. Why does the professor mention the bacteria that live inside a tube worm?To give an example of organisms that pose a threat to tube worms.To explain what provides the organic material that tube worms use for energy.To give an example of other organisms that can withstand extreme heat.To give an example of organisms that are involved in both chemosynthesis and photosynthesis.34. What does the professor imply when she says thisShe will review information from the assigned chapter. She will present additional information related to the assigned chapter.The quiz on the assigned chapter will be longer than other quizzes.The class has spent too much time on the assigned chapter. TPO16 Lecture 36. What is the lecture mainly about?A. Different foraging strategies among animals.B. Methods beavers use to gather building materials.C. Decisions beavers make about where to live.D. Choices beavers face when foraging.7. What differences between aspen trees and ash trees does the professor point out?A. Aspen trees are easier to transport.B. Aspen trees provide better wood for construction.C. Aspen trees provide less nutrition for beavers.D. Aspen trees have more overall value to beavers.8. What does the professor identify as the two central issues involved in beavers’ behavior?Click on 2 answers.A.How far from home to forage.B.How to cope with competition.C.What size tree to cut down.D.What time of year material for construction is available.9. What does the professor say about the cutting down of large trees?A. Beavers generally prefer cutting down large trees to small trees.B. Beavers generally do not travel long distances to cut down large trees.C. Beavers will not cut large trees of certain species.D. Beavers use large trees mainly for the purpose fo building shelters.10. According to the professor, why do beavers generally forage at night?A. Beavers are safe from predators if they forage at night.B. Foraging at night requires less energy than foraging in the daytime.C. Beavers stay with their offspring during the daytime.D. Beavers face less competition for food from other animals during the night.11. Why does the professor say this?A. To explain her reasoning.B. To indicate why her belief was wrong.C. To give an example of a decision beavers make.D. To explain the reason beavers travel far for wood.TPO17 Lecture 41.What is the lecture mainly about?A.Different kinds of color vision in sea animals.B.Differences in appearance between various species of octopus.C.Ways that octopuses attract their prey.D.Ways that octopuses protect themselves from predators.2.Why does the professor first mention Proteus?A.To explain how the octopus got its scientific name.B.To introduce the octopus’ exceptional abilities.C.To point out that the octopus played an important role in Greek mythology.D.To provide an example of a mythological character that was part animal and part human.3.How does an octopus change color to match the colors in its environment? Click on 2 answersA.By raising its papillae.B.By releasing colored ink.C.By reflecting light from its environment.D.By contracting the muscles around its chromatophores.4.What does the professor say about the function of the papillae?A.They produce dye in different colors.B.They propel the octopus through the water.C.They change the texture of the octopus’ skin.D.They help the octopus contract into a smaller shape.5.What two examples does the professor mention to describe the octopus’ ability to change its shape? Click on 2 answersA. A small round stoneB.The leaves of a plantC. A cloud of ink.D. A piece of coral.6.Why does the professor say this?A.To point out an error.B.To illustrate a point.C.To propose an explanation.D.To correct a misunderstanding.TPO 18 Lecture 429. What is the main purpose of the lecture?To explain the biological advantages of a physical change that occurs in North American wood frogsTo explain why the North American good frog's habitat range has expandedTo describe the functioning of the circulatory system of the North American wood frogTo introduce students to an unusual phenomenon affecting North American wood frogs30. Why does the professor first mention the arrival of spring?To encourage students to look for thawing wood frogsTo point out the time period when frogs begin matingTo explain why the class will soon be doing experiments with wood frogs To emphasize the speed of the thawing process31. What happens to a wood frog as it begins to freeze?Blood is concentrated in the center of its body.Blood stops producing sugarWater moves out of its internal organs.Water from lust beneath the skin begins to evaporate32. What are two points the professor makes about the thawing process of the wood frog? Click on 2 answers.The thawing process is not fully understood.The thawing process takes longer than the freezing process.The frog's internal organs thaw before its outer skin thaws.Thawing occurs when the frog's heart begins pumping glucose through its body.33. What impact does freezing have on some thawed wood frogs?It increases their reproductive success.It decreases their life span.It causes them to be more vocal and active.It reduces their ability to recognize potential mates.34. What does the professor imply when she says this:She wants the student to clarify his question.She wants the student to draw his own conclusions.She thinks the student does not understand how car antifreeze works She thinks the student has misunderstood her pointTPO 20 Lecture 412. What is the lecture mainly about?Typical features of the snowshoe hare that do not result from adaptationVarious strategies used by snowshoe hares to find food during thewinterCharacteristics that snowshoe hares have developed in response to their environmentInteractions between snowshoe hares and human populations in the state of Maine13. According to the professor, what causes the snowshoe hare’s fur to begin turning white?A decrease in the hours that the Sun is up each dayA sudden drop in temperatureThe increasing amount of snow on the groundThe changing nature of the food supply14. Why might an early snowfall be a particularly dangerous time for the snowshoe hare?Its feet would not yet have grown to resemble snowshoes.Its babies would not yet be able to keep themselves warm.Its chances of being seen by a predator are much higher.It might not be able to locate where it stored its food supply.15. The professor implies that the snowshoe hare has an advantage over other animals because of its unusual feet. What is that advantage?It can reach food in higher locations better than its competitors.It can stay warm in cold weather longer than its competitors.It can outrun its predators in deep snow.It can dig under the snow to hide from its predators.16. The professor explains that the snowshoe hare’s food supply isavailable year-round. What does the availability of food allow the snowshoe hare to do?Store body fat for the cold monthsRemain lightweight through the winterGive birth during the winterGrow fur quickly during the first year after birth17. Why does the student say this:He wants to support the professor’s point with an example.He is grateful the professor has answered his question.The professor’s explanation contradicts his own experience.The professor may not believe he is telling the truth.TPO 21 Lecture 36. What is the lecture mainly about?Methods of analyzing toxic proteins in snake venomInsights about snake evolution provided by venom analysisHow snake venom differs from lizard venomWhy colubrids are considered nonvenomous snakes7. Why does the professor review information about the classification of snakes that students probably learned in previous courses?To determine whether the students have enrolled in the appropriate courseTo stress the usefulness of the classification system for students To present assumptions that have recently been challengedTo give an example of a method that she will explain in greater detail8. According to the professor, what is a major weakness of the classification system that is based on animals' physical characteristics?It can show the relationships only among a small number of animal species.It requires technology that is not widely available.It cannot account for characteristics that first appeared in the recent geologic past.It cannot determine whether similar characteristics developed in similar ways.9. According to the professor, in what way do colubrid snakes differ from other venomous snakes?Colubrids did not evolve from lizards.Colubrids do not use venom to catch their prey.The front teeth of colubrids are much larger than those of other venomous snakes.Colubrids produce a much stronger type of venom than other venomous snakes do.10. Why does the professor mention the brown tree snake?To support a hypothesis about the evolution of constrictor snakes To support a hypothesis that venomous snakes evolved from constrictor snakesTo give an example of a snake species that was never venomousTo give an example of a type of snake that can change its color11. What is the professor's attitude toward the results from medical research on snake venom proteins?She is enthusiastic about the drugs that have been tested to date.She is concerned about the side effects of drugs created from snake venom proteins.She doubts that the DNA database will be useful in developing new drugs.She thinks it is too early to tell how successful the research will be.TPO 22 Lecture 323. What is the lecture mainly about'?A proposal to identify all the animals that became extinct dining the Pleistocene epochA strategy for reintroducing native plants to an ecosystemA process for identifying alternative habitats for large animalsA proposal to re-create features of ecosystems of the Pleistocene epoch24. According to the professor, what are the two main goals of Pleistocene rewinding? Click on 2 answersTo restore some evolutionary processes that ended during the Pleistocene epochTo help prevent the extinction of certain species of mega faunaTo increase populations of native animal species in the western United StatesTo create a living laboratory where animal interactions can be observed25. According to the professor, how did the American cheetah influencethe pronghorn antelope during the Pleistocene epoch?The cheetah prevented the antelope's population from growing too large.The cheetah was a factor in the development of the antelope's speed.The cheetah dispersed the seeds of plants that the antelope needed to survive.The cheetah caused the antelope to migrate out of the western United States.26. What point does the professor make when she discusses the maclura tree?The feeding habits of large animals could help revive some diminishing plant species.The climate has changed in North America since the Pleistocene epoch Mass extinctions of animals are generally preceded by mass extinctions of plants.The maclura tree has changed very little since the Ice Age.27. Why does the professor say that plants and small animals have continued to evolve since the Pleistocene?To indicate why the western United States is well suited for Pleistocene rewildingTo suggest a way to balance an ecosystem using Pleistocene rewilding To identify a potential problem with the Pleistocene rewilding concept To explain how the idea for Pleistocene rewilding came about28. What does the professor mean when she says this:Pleistocene rewilding has been tried before without successPleistocene rewilding should be tried with just a few speciesPleistocene rewilding has already been thoroughly researchedPleistocene rewilding is another form of human interference.PO 23 Lecture 323. What is the lecture mainly about?Parts of the dolphin’s anatomy that allow it to navigateTwo different types of communication used by dolphinsThe way that dolphins store air while swimming underwaterThe meanings of different signals used by dolphins24. Why does the professor discuss the speed at which sound travels?To describe why sounds made under water can travel long distances To show why a person cannot hear a dolphin well when it is under water To compare the speed of two different sounds made by dolphinsTo explain how sound waves behave when crossing from one medium into another25. What is the dolphin's melon?An oval-shaped bone that lets the dolphin hear soundsAn organ made of fat tissue that helps a dolphin send sound waves An air-filled cavity that lets the dolphin breathe underwaterAn organ filled with water that helps the dolphin measure depth26. What is the dolphin's jaw able to do?Send rapid clicking sounds into waterIncrease the speed of soundsReceive sound waves that have reflected off objectsForce water through the nasal sacs and out the blowhole27. How does the professor organize the information in the lecture?By describing a phenomenon and the physical structures that make it possibleBy describing several of the dolphin’s senses and their relative usefulnessBy contrasting how the dolphin makes two different types of sounds By describing an old theory and then a new theory28. Why does the professor say this:To find out whether students are familiar with the lecture topic To mention a related topic that will not be discussed in detailTo mention a common misconception about dolphin vocalizations。
TPO4听力解析
TPO4 listening 问题解析注：问题中红色标记词汇为解题突破点和关键词。
（编辑整理By Serene蘑菇）1. Why does the man need the woman’s assistance?Click on 2 answers.A. He does not know the publication date of some reviews he needs.B. He does not know the locatio n of the library’s vides collection of plays.C. He does not know how to find out where the play is currently being performed.D. He does not know how to determine which newspaper he should look at.答案：AD解析：（原文中）Yeah, I need to find a review. It‟s for my English class. We have to find reviews of the play we are reading. But they have to be from when the play was first performed, so I n eed to know when that was and I suppose I should start with newspaper reviews and…从第一组对话中得出student来咨询的直接原因有两个一是要找一份review，二是不知道从那份newspaper开始。
BC是无关选项。
2. What does the woman imply about critical reaction to the play Happy Strangers?A. Negative critical reaction led to its content being revised after it premiered.B. The play has always been quite popular among university students.C. Reactions to the play are more positive nowadays than they were in the past.D. The play is rarely performed nowadays because critics have never liked it.答案：C解析：（原文中）Well, that certainly explains why your professor wants you to read some of those old reviews. The critiques really tore the play to pieces when it opened. It‟s so controversial. Nobody had ever seen anything like it on the stage. Oh, sure. Of course the critiques‟ reaction made some people kind of curious about it. They wanted t o see what‟s causing all the fuss.从Women将现在人们的态度与过去作对比可以得知，现在人们的态度已经比以前积极了很多。
托福听力tpo46 lecture1、2、3、4 原文+题目+答案+译文
托福听力tpo46lecture1、2、3、4原文+题目+答案+译文Lecture1 (2)原文 (2)题目 (4)答案 (6)译文 (6)Lecture2 (8)原文 (8)题目 (10)答案 (12)译文 (12)Lecture3 (14)原文 (14)题目 (16)答案 (18)译文 (18)Lecture4 (19)原文 (19)题目 (22)答案 (24)译文 (24)Lecture1原文NARRATOR:Listen to part of a lecture in a biology class.FEMALE PROFESSOR:I'd like to continue our discussion of animal behavior and start off today's class by focusing on a concept we haven't yet touched upon—swarm intelligence.Swarm intelligence is a collective behavior that emerges from a group of animals,like a colony of termites,a school of fish,or a flock of birds.Let's first consider the principles behind swarm intelligence,and we'll use the ant as our model.Now,an ant on its own is not that smart.When you have a group of ants,however, there you have efficiency in action.You see,there's no leader running an ant colony. Each individual,each individual ant operates by instinctively following a simple set of rules when foraging for food.Rule number1:Deposit a chemical marker…called a pheromone.And rule2:Follow the strongest pheromone path.The strongest pheromone path is advantageous to ants seeking food.So,for example,when ants leave the nest,they deposit a pheromone trail along the route they take.If they find food,they return to the nest on the same path and the pheromone trail gets stronger—it's doubled in strength.Because an ant that took a shorter path returns first,its pheromone trail is stronger,and other ants will follow it, according to rule2.And as more ants travel that path,the pheromone trail gets even stronger.So,what's happening here?Each ant follows two very basic rules,and each ant acts on information it finds in its immediate local environment.And it's important to note: Even though none of the individual ants is aware of the bigger plan,they collectively choose the shortest path between the nest and a food source because it's the most reinforced path.By the way,a-a few of you have asked me about the relevance of what we're studying to everyday life.And swarm intelligence offers several good examples of how concepts in biology can be applied to other fields.Well,businesses have been able to use this approach of following simple rules when designing complex systems,for instance,in telephone networks.When a call is placed from one city to another,it has to connect through a number of nodes along the way.At each point,a decision has to be made:Which direction does the call go from here?Well,a computer program was developed to answer this question based on rules that are similar to the ones that ants use to find food.Remember,individual ants deposit pheromones,and they follow the path that is most reinforced.Now,in the phone network,a computer monitors the connection speed of each path, and identifies the paths that are currently the fastest—the least crowded parts of the network.And this information,converted into a numeric code,is deposited at the network nodes.This reinforces the paths that are least crowded at the moment. The rule the telephone network follows is to always select the path that is most reinforced.So,similar to the ant's behavior,at each intermediate node,the call follows the path that is most reinforced.This leads to an outcome which is beneficial to the network as a whole,and calls get through faster.But getting back to animal behavior,another example of swarm intelligence is the way flocks of birds are able to fly together so cohesively.How do they coordinate their movements and know where they're supposed to be?Well,it basically boils down to three rules that each bird seems to follow.Rule1:Stay close to nearby birds.Rule2:Avoid collision with nearby birds.And rule3:Move in the average speed and direction of nearby birds.Oh,and by the way,if you're wondering how this approach can be of practical use for humans:The movie industry had been trying to create computer-generated flocks of birds in movie scenes.The question was how to do it easily on a large scale?A researcher used these threerules in a computer graphics program,and it worked!There have also been attempts to create computer-generated crowds of people using this bird flocking model of swarm intelligence.However,I'm not surprised that more research is needed.The three rules I mentioned might be great for bird simulations,but they don't take into account the complexity and unpredictability of human behavior.So,if you want to create crowds of people in a realistic way,that computer model might be too limited.题目1.What is the lecture mainly about?A.Various methods that ants use to locate foodB.A collective behavior common to humans and animalsC.A type of animal behavior and its application by humansD.Strategies that flocks of birds use to stay in formation2.According to the professor,what behavior plays an important role in the way ants obtain food?A.Ants usually take a different path when they return to their nest.B.Ants leave chemical trails when they are outside the nest.C.Small groups of ants search in different locations.D.Ants leave pieces of food along the path as markers.3.What are two principles of swarm intelligence based on the ant example?[Click on2answers.]A.Individuals are aware of the group goal.B.Individuals act on information in their local environment.C.Individuals follow a leader's guidance.D.Individuals instinctively follow a set of rules.4.According to the professor,what path is followed by both telephone calls on a network and ants seeking food?A.The path with the least amount of activityB.The most crowded pathC.The path that is most reinforcedD.The path that has intermediate stopping points5.Why does the professor mention movies?A.To identify movie scenes with computer-simulated flocks of birdsB.To identify a good source of information about swarm intelligenceC.To emphasize how difficult it still is to simulate bird flightD.To explain that some special effects in movies are based on swarm intelligence6.What is the professor's attitude about attempts to create computer-generated crowds of people?A.She believes that the rules of birds'flocking behavior do not apply to group behavior in humans.B.She thinks that crowd scenes could be improved by using the behavior of ant colonies as a model.C.She is surprised by how realistic the computer-generated crowds are.D.She is impressed that computer graphics can create such a wide range of emotions.答案C B BD C D A译文下面听一段生物学讲座的片段。
TPO04
endowment
捐助
art council
艺术委员会
altruistic
利他的
patron
赞助人
plaque
饰板；徽章
annual budget
年预算
cultural explosion
文化爆炸
美国政府对艺术的支持历史:先是没支持,然后在大萧条的时候进行了活动虽然花了很多钱但是还算是成功的，因为给艺术家提供了就业机会也增加了人民接触艺术的机会;第三是国家成立了一个什么东西写在板书上了;第四是各个州都成立了支持艺术的机构;后来各个州corporate举了2个例子;最后讨论了政府是否应该支持很多人有不同意见很多艺术家本身意见也不统一..
the Federal Art Project
联邦艺术规划
Depression
萧条时期
unemployed；out of work
失业的
community art centers
社区艺术中心
gallery
画廊
subsidy
津贴
cultural institution
文化机构
the National Endowment for the Arts
TPO4学科专业词汇&背景知识
Lecture1 Biology生物学-animal behavior
biology
生物学
animal behavior
动物行为
mating
交配
ritual
仪式
preen
用嘴整理、打扮
feather
羽毛
out of place
不合适的
displacement activity
TPO4阅读详细答案
PETROLEUM RESOURCES 1. accumulate沉积，聚集，累积之意，所以build up正确，注意grow up表示长大，这个和累积不是一个概念，原文与之并列的动词是settle，叫做落下来，稳定下来，所以break apart意思反了，而且grow up和spread out在某种意义上是差不多的，所以都不对 2. 以petroleum formation做关键词，没有，但有petroleum originate from blablabla，说石油起源于海洋沉积物当中的有机物，与D选项说的完全一致，D正确；A错，原文没说live；B错，原文没说需要大量氧气，只说用光了氧气之后有机物能够保存；C错，原文没说 combine 3. 问两段，分别看两段的开头，第一段开头说石油是怎么开始的，第二段第一句说继续沉积blabla，也就是在延续第一段所说的石油的形成过程，所以A正确 4. 去掉原句中的插入语，原句变成了sedimentation bury and subject to blabla，convert to petro，A错，没说温度压力提升sedimentation；B遗漏了重要信息，原句的变成石油没说；C正确；D完全没重现原文的重要信息，错 5. adjacent相邻的，临近的，答案A，原句说水或者蒸汽可以从什么样的井弄下去，把油压出来。
根据物理学的U型管原理，从注水的U型管一端向管内吹起，另外一端的液面就会上升，同理，从临近的油井压入水或者蒸汽，石油就会被压出来，所以答案是A，B存在C特殊D深都不对 6. 以gusher做关键词定位至本段倒数第四句，说gusher在过去是非常普遍的，意思就是现在不普遍了，答案D，而且前半句还说仔细控制了，仔细控制的结果就是不再发生了，也能选出D答案7. 第四段第一句就说了hostile environment，紧接着就用大量文字写了offshore石油钻探，第五段也一直在说在那些不能钻石油的地方钻探，所以A 的under the ocean’s surface最靠谱；B说反了；C的equipment 和D的platform都没说 8. 第二句和第三句说到了阿拉斯加的石油开采是一个例子，great expense and difficulty involved in new oil discoveries，说明使用开采花钱又需要技术，正确答案B，需要大量投资；其他选项都没说 9. slope坡，sloping 倾斜的，斜坡的。
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TPO-4TPO 04 – Listening PartConversationNarratorListen to a conversation between a student and a librarian.LibrarianCan I help you?StudentYeah, Ineed to find a review. It’s for myEnglish class. Wehave to find reviews of theplay we are reading. But theyhave to be from when the play was first performed,so I need to know when that was and I suppose I should startwith newspaper reviews and…LibrarianContemporary reviews.StudentSorry?LibrarianYou want contemporaryreviews. What’s the name of the play?StudentIt’s Happy Strangers. Itwas written in 1962 and we are supposed to writeabou t itsinfluence on American theatre and show why it’s been so important.LibrarianWell, that certainly explains whyyour professor wantsyou to read some ofthose old reviews. The critiquesreally torethe play to pieceswhen it opened.It’s so controve rsial. Nobody had everseen anything like it on the stage.StudentReally? Isthat a big deal?LibrarianOh, sure. Ofcourse thecritiques’reaction made some people kind ofcuriousabout it.Theywanted to see what’s causing all the fuss. In fact,we wer eonvacation in New York. Oh, I had tobe, eh,around 16 or so, and myparentstookme to see it. That would’ve been about 1965.StudentSo that wasthe year premier,great, but eh,newspaper from back then weren’tonline,so, how do I…LibrarianWell, wehave copies ofall the newspapers in the basement, and all the majorpapers publish reference guides to their articlesreviews,etc. You willfindthem in the reference stacksin the back. ButI start with 1964, so I thinktheplay had been running for a little while when I saw it.StudentHow do you like it?I mean just two characterson the stage hanging aroundand basically doing nothing.LibrarianWell, Iwas impressed. Theactors werefamous, and besides it was myfirsttime in a realtheatre.But you are right.It was definitelydifferent from manyplays that we read in high school. Ofcourse, in a small town the assignmentsare prettytraditional.StudentYeah, I’ve only read it but it doesn’t seem like it would be much fun to watch.The st orydoesn’t progress in anysort oflogical matter,doesn’t have realending either,just stops. Honestly,you know,I thought it was kind of slow andboring.LibrarianOh, wellI guess you might think that. Butwhen Isaw it back then it wasanything but boring. Some parts werereally funny,but Iremembercrying too.But I’m not sure just reading it. You know, they’ve done thisplay at least onceon campus. I’m sure thereis a tape of theplay in our video library. You mightwant to borrow it.StudentThat’s a good idea. I’ll have a better idea of what I really thinkof it before I read those reviews.LibrarianI’m sure you willbe surprised that anyone ever found it radical. But you will see whyit is still powerful, dramatically speaking.StudentYeah, it must be something about it,or the professor wouldn’thave assigned it.I’m sure I’ll figure it out.LectureNarratorListen to part ofa lecturein a biology class. The class is discussing animal behavior.ProfessorOk, the nextkind ofanimal behavior I want to talkabout might be familiar toyou. You mayhave seen, for example, a bird that’s in the middle ofa mating ritual, and suddenly it stops and preens,you know, takesa few momentstostraighten its feathers, and then returns tothe mating ritual. This kind of behavior,this doing something that seems completelyout ofplace, is what wecalla ‘Displacement Activity’. Displacement activitiesare activities that animal’s engaging in when theyhave conflicting drives. Ifwe takeour examplefrom a minute ago, if thebird is afraid ofits mate,it’s conflicted.It wantsto mate but it’s also afraid and wantsto run away. So, instead, it startsgrooming itself.So, the displacement activity,the grooming, the straightening ofits feathers,seems to be an irrelevant behavior.So, what do you think anotherexample ofa displacementactivity might be?KarlHow about an animal that, um, instead of fighting its enemyor running away,itattacksa plant or a bush?ProfessorThat’s reallygood suggestion, Karl. But that’s called ‘redirecting’.The animal isredirecting itsbehavior to another object, in this case, theplant or the bush.But that’s not an irrelevant or inappropriate behavior.The behavior makessense. It’s appropriate under the circumstances.But what doesn’t make senseis the object thebehavior‘s directed towards. Ok, who else? Carol?CarolI thinkI read in another class about an experimentwhere an object that theanimal was afraid of was put nextto its food – nextto the animal’s food. Andthe animal, it wasconflicted between confronting theobject and eating thefood, so instead, it just fellasleep. Like that?ProfessorThat’s exactlywhat I mean. Displacement occursbecause theanimal’s got twoconflicting drives – two competing urges, in thiscase, fear and hunger. Andwhat happens is, theyinhibit each other,theycanceleach other out in a wayand a third seemingly irrelevant behavior surfaces through a processthat wecall‘Disinhibition’. Now in disinhibition, thebasic idea is that two drivesthatseem to inhibit,to hold back, a third drive. Or, well,they’re getting in a wayofeach in a… in a conflict situation and somehow lose control,lose theirinhibiting effecton that third behavior,which means thatthe third drive surfaces, it’s expressed in theanimal’s behavior.Now,these displacementactivities can include feeding, drinking, grooming, even sleeping. These arewhat we call ‘Comfort Behavior’.So whydo you thinkdisplacement activitiesare so often comfort behaviors, such as grooming?KarlMaybe because it’s easy for them to do? I mean,grooming is like one of themost accessible things an animal can do. It’s something theydo all thetime,and theyhave the stimulus right there on the outside oftheir bodies in order to do thegrooming, or if food is right in front of them.Basically, theydon’t have to think verymuch about those behaviors.CarolProfessor,isn’t it possible that animals groom because they’ve got messed upa little from fight ing or mating? I mean if a bird’s feathersget ruffled or an animal’s fur,maybe it’s not so strange for them to stop and tidythemselves upat that point.ProfessorThat’s another possible reason although it doesn’t necessarily explain other behavi ors such as eating, drinking or sleeping. What’s interesting is that studies have been done that suggest thatthe animal’s environment mayplay apart in determining what kind of behavior it displays. For example,there’s abird, the ‘wood thrush’,anyway, when the ‘wood thrush’is in an attack-escapeconflict, that is, it’s caught between the two urges to escape from or to attackan enemy,if it’s sitting on a horizontalbranch, it’ll wipe itsbeak on itsperch.Ifit’s sitting on a verticalbranch, it’ll groom its breast feathers.The immediateenvironment of thebird, its immediate,um, its relationship to its immediateenvironment seemsto play a part in which behavior will display.LectureNarratorListen to part ofa lecturein a literatureclass.ProfessorAll right,so let me close today’s class with some thoughts to keep in mindwhile you are doing tonight’s assignment. You will be reading one of RalphWaldo Emerson’s best-known essays ‘Self-Reliance’and comparing it with hispoems and other works. Ithink this essay has the potentialto be quitemeaningful for all ofyou as young people who probably wonder about thingslike truth and whereyour lives are going - all sorts ofprofound questions.Knowing something about Emerson’s philosophie s will help you when youread ‘Self-Reliance’.And basically, one ofthe main beliefs that he had wasabout truth. Not that it’s something that wecan be taught,Emerson says it’sfound within ourselves. So this truth,the idea that it’s in each one ofus, is oneof thefirst points that you’ll see Emerson ** in this essay. It’s a bitabstract but he’s very into…ah…into each person believing his or her ownthought, believing in yourself, the thought or conviction that’s truefor you. But actually, he tiesthat in with a sort of ‘universal truth’ – something that everyone knows but doesn’t realizetheyknow. Most of us aren’tin touch with ourselvesin a way,so we just aren’t capable of recognizing profound truth. Ittakesgeniuses, people like, say,Sh akespeare, who’reunique because when theyhave a glimpse at this truth,this universal truth,theypay attention to it and expressit and don’t just dismiss it like most people do.So Emerson is reallyinto each individual believing in and trusting him orherself.You’ll see thathe writesabout, well,first, conformity. Hecriticizes that people of his time for abandoning their own minds and their own wills for thesake of conformity and consistency. Theytryto fit in with the restof the worldeven thou gh it’s at odds with their beliefsand their identities. Therefore,it’sbest to be a non-conformist – to do your own thing, not worrying about whatother people think. That’s an important point. Hereally drives thisargumenthome throughout the essay.When you are reading, I want you to think about that and why thatkind ofthought would be relevant to the readers of his time. Rememberthis is 1838,‘Self-Reliance’was a novel idea at thetime and the United State’s citizenswereless secure about themselvesas individuals and as Americans. Thecountry as a whole was trying to define itself. Emerson wanted to give peoplesomething to reallythink about, help them find theirown wayand what it meantto be who theywere.So that’s something that I thin k is definitely as relevanttoday as it was then, probably, um, especially among young adults likeyourselves, you know,uh, college being a time to sort of reallythink about whoyou are and where you’re going.Now we already said that Emerson really emphasizesnon-conformity, right,asa way to sort of not lose your own self and identityin the world, to have yourown truth and not be afraid to listen to it. Well, he takes thisa stepfurther. Notconforming also means, uh, not conforming with yourself or your past. Whatdoes that mean?Well, if you’ve always been a certain way or done a certainthing, but it’s not working for you anymore,or you’re not content,Emersonsays that it’d be foolish to be consistent evenwith our own past. ‘Focus on t hefuture,’ he says, “That'swhat matters more.Inconsistency is good.”He talksabout a ship’s voyage and this is one of themost famous bits oftheessay - how the best voyage is made up of zigzag lines. Up close, it seemsalittle all over theplace, but from fartheraway, the truepath shows and in theend it justifies all theturns along the way.So, don’t worry if you are not surewhere you’re headed or what your long-term goals are.Staytrue to yourselfand it’ll make sense in the end. I mean,I can at test tothat. BeforeI was aliteratureprofessor, Iwas an accountant.Beforethat,I was a newspaperreporter.My life is taking some prettyinteresting turns and here I am, veryhappy with my experiencesand wherethey’ve brought me. Ifyou relyonyourself and trust your own talents,your own interest, don’t worry,your pathwill make sense in the end.ConversationNarratorListen to a conversation between a student and a professor.ProfessorHey,Jane, you look like you arein a hurry.StudentYeah, things are a little crazy.ProfessorOh yeah? What’s going on?StudentOh, it’s nothing. Well, since it’s your class, I guess it’s OK. It’s, it’s just I am having trouble with mygroup project.ProfessorAh, yes, due next week.What’s your group doing again?StudentIt’s about United StatesSupreme Court Decisions. We are looking at theimpact of recent caseson propertyrights, municipal land use cases, owningdisputes.ProfessorRight,OK. And i t’s not going well?StudentNot really.I’m worried about othertwo people in my group. Theyare just sittingback, not really doing their fair share ofthe work and waiting for an A. It’s kindof stressing me out,because we aregetting close to thedeadline and I feellikeI’m doing everything for this project.ProfessorAh, the good old free writerproblem.StudentFree writer?ProfessorAh, it’s just a term that describes thissituation, when people in the group seekto getthe benefits ofbeing in a group without contributing tothe work. Anyway,what exactly do you mean when you say theyjust sit back? I mean,they’vebeen following theweekly progress repotswith me.StudentYes, but I feellike I’m doing 90% ofthe work. I hateto sound so n egative here,but honestly, theyare taking credit for things theyshouldn’t take credit for. Likelast weekin the library,we decided to split up theresearch into 3 partsandeach of us was supposed to find sources in the library for our parts. I went offto the stackand found some really good materialfor mypart, but when I gotback to our table,theywere just goofing off and talking. So I wentand gotmaterialsfor theirsections as well.ProfessorUm…you know you shouldn’t do that.StudentI know,but I didn’t want to risk the project going down thedrain.ProfessorI know Teresa and Kevin. I had both ofthem on othercourses. So, I’m familiarwith the workand work habits.StudentI know,me too. That’s why this has reallysurprised me.ProfessorDo you…does your group like your topic?StudentWell, Ithink we’d all ratherfocus on casesthat deal with personal liberties,questions about freedom of speech,things like that.But Ichose propertyrights.ProfessorYou chose the topic?StudentYeah, Ithought it would be good for us, all of us to trysomething new.ProfessorUm…maybe that’s part of theproblem. Maybe Teresa and Kevin aren’t thatexcited about the topic? And since you picked it,have you thought…talktothem at all about picking a different topic?StudentBut we’ve got all the sourcesand it’s due next week. We don’t have time to start from scratch.ProfessorOK, I will letyou go ‘cause I know you are so busy. But you might consider talking to your group about your topic choice.StudentI willthink about it. Gotto run, see you in class.LectureNarratorListen to part ofa lecturein a geology class.ProfessorNow we’ve got a few minutes beforewe leave for today.So I’ll just touch on an inter esting subject that I think makesan important point. We’ve been covering rocks and different types ofrocks for the last severalweeks. Butnext weekwe are going to do something a bit different.And to get started I thought I’d mention something that sho ws how uh…as a geologist, you need toknowabout more than just rocksand the structureof solid matter,moving rocks, you may have heard about them.It’s quite a mystery.Death valley is this desert plane, a dry lake bed inCalifornia surrounded bymountains and on the desertfloor these huge rocks,some ofthem hundreds of pounds. And theymove. Theyleave long trailsbehind them,tracksyou might say as theymove from one point to another.Butnobody has been able to figure out how theyare moving because no one haseverseen it happen.Now there area lot of theories,but all we know for sure is that people aren’t’moving the rocks. Thereare no footprints, no tyretracks and no heavymachinery like a bulldozer…uh, nothing was everbrought in to move theseheavy rocks.So what’s going on? TheoryNO.1 ---Wind? Some researchersthink powerfuluh…windstorms might move the rocks. Most of therocks move in the samedirection as the dominant wind pattern from southwest to northeast.But some,and thisis interesting, move straight west while some zigzag or even move inlarge circles.Um…How can that be?How about wind combined with rain? The ground ofthis desertis made of clay. It’s a desert,so it’s dry.But when thereis theoccasionalrain, the clay gr ound becomesextremelyslippery.It’s hard foranyone tostand on, walk on. Some scientiststheorized that perhaps when theground is slipperythe high winds can then move the rocks. There’s a problemwith this theory.One team ofscientists flooded an area ofthe desert with water,then tryto establish how much wind forcewould be necessary to move therocks. And guess this, you need winds of at least five hundred miles an hour to move just the smallest rocks. And winds that strong have neverbeen recorded. Ever!Not on thisplanet.So Ithink it’s safe to say that that issues has been settled.Hereis another possibility–ice.It’s possible that rain on thedesert floor could turn to thin sheetsof ice when temperaturesdrop at night. So if rocks…uh becomi ngbetter than ice,uh … OK, could a pieceof ice with rocks in it be pushed around by thewind? Butthere’s a problem with thistheory,too. Rockstrapped in ice togetherwould have moved togetherwhen the ice moved. Butthat doesn’talways happen. The rocksseem to take separate routes.Thereare a fewother theories. Maybe the ground vibrates, or maybe theground itself is shifting, tilting. Maybe the rocksare moved bya magnetic force. But sadly all these ideas have been eliminated as possibilities. The re’s just no evidence.I bet you are saying to yourself well, whydon’t scientists just setup video camerasto record what actually happens? Thing is this is a protective wilderness area. So by law that type of research isn’t allowed. Besides, in powerful windstorms, sensitive camera equipment would be destroyed. Sowhycan’t researchers just live therefor a while until theyobserve the rocks’moving? Same reason.So whereare we now? Well, right now we still don’t have any answers. So allthis leads backto mymain point – you need to know about more than justrocks as geologists. The researchersstudying moving rocks, well, theycombine their knowledge of rockswith knowledge of wind, ice and such…umnot successfully, not yet.But you know,theywould even have been able to getstartedwithout uh… earth science understanding – knowledge about wind,storms, you know,meteorology. You need tounderstand physics. So forseveralweeks like Isaid we’ll be addressing geology from a wider prospective.I guess that’s all for today. See you next time.LectureNarratorListen to part ofa lecturein a United Statesgovernment class.ProfessorOK, last timewe were talking about government support for the arts. Who cansum up some of themain points? Frank?FrankWell, Iguess there wasn’t reallyany, you know, official government support forthe artsuntil thetwentieth century. Butthe first attempt theUnited Statesgovernment made to,you know, to support the artswas the FederalArtProject.ProfessorRight,so what can you say about the project?FrankUm…it was started during the Depression, um…in the 1930s to employout-of-work artists.ProfessorSo wasit successful? Janet?What do you say?JanetYeah, sure,it was successful. I mean, for one thing, the project established a lot of…uh like community art centersand galleriesand places like ruralareas where people hadn’t really had access to thearts.ProfessorRight.FrankYeah. Butdidn’tthe government end up wasting a lot of money for art that wasn’t even verygood?ProfessorUh…some people might say that. Butwasn’t theprimary objective of the FederalArt Project to provide jobs?FrankThat’s true.Imean…it did provide jobs for thousands of unemployed artists. ProfessorRight.But then when the United Statesbecame involved in the Second World War,unemployment was down and it seems that these programs weren’treally necessary any longer.So, moving on, we don't actuallysee any govern…wellany realgovernment involvement in the artsagain until theearly 1960s, when President Kennedyand otherpoliticians started topush for major funding to support and promotethe arts. Itwas felt bya number ofpoliticians that …wellthat the governmenthad a responsibilityt o support the artsas sort of…oh, what can we say?...thethe soul…or spirit of the country. The idea was that therebe a federal subsidy…um…uh…financial assistance to artists and artistic or cultural institutions. And for just those reasons, in 1965, the National Endowment for the Artswas created.So it was through the NEA,the National Endowment for the Arts, um…that the artswould develop, would be promoted throughout the nation. And thenindividual statesthroughout thecountry started to establish their own state arts councils to help support the arts. Therewas kind of uh…culturalexplosion.And bythe mid 1970s, by 1974 I think, all fifty stateshad their own arts agencies, their own state artscouncils that work with the federalgovernmentwith corporations, artists, performers, you name it.FrankDid you just say corporations? How are theyinvolved?ProfessorWell, you see, corporations aren’t always altruistic. Theymight not support the artsunless…well, unless the government made i t attractive for them to do so,by offering corporations tax incentives tosupport the arts, that is, by lettingcorporations pay less in taxesif theywerepatrons ofthe arts. Um, theKennedyCentre in Washington D.C., you mayuh…maybe you’ve been there,or Lincoln Centrein New York. Bothof these werebuilt with substantialfinancial support from corporations. And the Kennedyand Lincoln centresaren’t the only examples. Manyof your cultural establishments in theUnitedStateswill have a plaque somewhere acknowledging the support – themoneytheyreceived from whatevercorporation. Oh, yes, Janet?JanetBut aren’t therea lot ofpeople who don’t think it’s thegovernment’s role tosupport the arts?ProfessorWell, as a matter offact, a lot ofpoliticians who did not believe in governmentsupport for the arts, theywantedto do away with the agencyentirely, for thatveryreason, to get rid of governmentalsupport.But theyonly succeeded intaking away about half the annual budget. And as far as thepublic goes,well…thereare about as many individuals who disagree with the governmentsupport as thereare those who agree.In fact,with artistsin particular, youhave lots of artistswho support and who have benefited from this agency,although it seems that just as many artistssuppose a government agencybeing involved in the arts, for many different reasons, reasons like theydon’twant the government to controlwhat theycreate.In other words, theargumentsboth for and against government funding ofthe artsare as manyand, and as varied as the individual styles ofthe artists who hold them.源于：小马过河相关推荐：2012年11月18日托福写作真题解析2012年11月18日托福口语真题解析2012年11月18日托福阅读真题解析2012年11月18日托福听力真题解析。
托福听力tpo46 section1 对话讲座原文+题目+答案+译文
托福听力tpo46section1对话讲座原文+题目+答案+译文Conversation1 (1)原文 (1)题目 (3)答案 (5)译文 (5)Lecture1 (6)原文 (6)题目 (9)答案 (11)译文 (11)Lecture2 (12)原文 (12)题目 (15)答案 (17)译文 (17)Conversation1原文NARRATOR:Listen to a conversation between a student and an employee in the student housing office.MALE STUDENT:Hi.I'm a first-year student here,I-I live in the dorms,and I…well,I like where I'm living now…it's convenient and quiet,but I'm starting to think aboutwhere I want to live next year.FEMALE EMPLOYEE:Good idea.As a second-year,you'll have more freedom to choose a place that suits your needs.MALE STUDENT:Yeah,and I want to make sure that,well,that I apply in time to get what I want.And,um,a friend was telling me about these,uh—not quite sure of terminology]common interest houses on campus…?FEMALE EMPLOYEE:Yes,we have a language house,a life science house,a music house—MALE STUDENT:Yeah,the music house!That's the one I'm interested in.But,um,I’m not a music major;I do play an instrument,but I'm a history major.FEMALE EMPLOYEE:Oh,that's not an issue.You see,that house isn't just for music majors.It’s for anyone who’s interested in music.MALE STUDENT:But…isn't that everyone?FEMALE EMPLOYEE:Well,maybe,but the house has a performance area and practice rooms.So people who choose to live there need to be open to the possibility that there's always going to be someone playing something—an instrument,the radio…even at odd times.You're pretty much always going to hear music there.That might bother some people.MALE STUDENT:Doesn't bother me.And I'd love to have a place to practice my saxophone without worrying about disturbing people.FEMALE EMPLOYEE:Well,it does sound like it might be a good fit for you.And the house also functions as a social club.MALE STUDENT:I know they do activities,but I don't know much beyond that…FEMALE EMPLOYEE:Well,for example,every month I think it is,there’s an informal concert…any house resident can perform.And remember the big jazz festival at University Park last month?MALE STUDENT:Of course!It was amazing—the music was great!Um,I-I didn't connect it to the music house.FEMALE EMPLOYEE:Not many people do.Anyway,they put on a whole range of other activities as well—someone at the house could give you more information about those.MALE STUDENT:So,how do I…uh,what's the process for getting a room there?FEMALE EMPLOYEE:You need to fill out an application form and send it to the house director.The form's on the housing department's Web site.But don't get your hopes up too high—they can only accept about thirty percent of the students who apply.MALE STUDENT:Oh wow,I had no idea…FEMALE EMPLOYEE:So,for your application…it needs to include a personal statement.You know,why you're interested in living in the house,how you might contribute to the group.There are guidelines on the form.That statement's really important because it's basically how they decide who to accept into the house题目1.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.It is rarely quiet.B.It 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 warn 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 on2 answers]A.Some ways he might contribute to the music house communityrmation 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 house答案C AD A AC译文旁白：听一段一个学生和一个工作人员在学生住宿办公室的对话。
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Listen to part of a lecture in a biology class.The class is discussing animal behavior.Okay Ok , the next kind of animal behavior I want to talk aboutmight be familiar to you.You may have seen, for example,a bird that's in a the middle of a mating ritual.and suddenly it stops and prines preens .You know, takes a few moments to straight straighten its feathers.and then returns to the mating ritual.This kind of behavior, thisdoing something that seems completely out of place.It's is what we call a displacement activity.Displacement activities are activities that animals engaged animal's engaging in when they have conflicting drives.If we take our example for from a minute ago if the bird is afraid of its mate,it's conflicted.It wants to mate, but it's also afraid and wants to run away.So instead, it starts grooming itself.So the displacement activitythe grooming, the straightening of its feathersseems to be an irrelevant behavior.So what do you think another example of the a displacement activity mightbe? How about an animal that , um, instead of fighting its enemy or running away, it attacks a plant or a bush.That's a really good suggestion, Carol Karl .But that's called redirecting.The animal is redirecting its behavior to another object.In this case, the plant or the bush.But that's not an irrelevant or inappropriate behavior.The behavior makes sense.it's appropriate under the circumstances, but what doesn't make sense is the object behaviors direct the behavior's directed towards.Okay Ok , who else? Carol?I think I've read in another class about an experimentwere where an object that the animal was afraid of was put next to its food.next to the animal's food.And the animal, it was conflicted between confronting the objectand eating the food,so insteadLike that? That's exactly what I mean.Display occurred Displacement occurs because the animal 's got too two conflicting drives.to two competing urges. In this cas case ,fear and hunger.And what happens is they inhabit inhibit each other, theycancel each other out in a way.And a thirdseemingly irrelevant behavior surfacesthrough a process that we calldisinhibition.Now in disinhibition,the basic idea is thattwo drives that seem to inhibit, to hold back a third drive..Or, Well, they get re getting in a way of each other in a in a conflict situation and somehow loose lose control.loose lose theirinhibiting effect on that third behavior, which means that the thirddrive surfaces it's expressed in the animals animal's behavior.Now this these displacement activities can include feeding,drinking, grooming,even sleeping, these are what were we callcomfort behavior. Sowhy do you thinkdisplacement activities are so often comfort behaviors?such as grooming?Maybe because it's easy for them to do?I mean grooming is like one of the most accessible thing animals things an animal can do, it's something they do all the time.And they have the stimulates stimulus right there.on the outside of their bodies in order to do the grooming.or the if food is right in front of them.basically they don't have to think very much about those behaviors.Professor, isn't it possible that animals' groom because they've got messed up a little from fighting or mating?I mean if a bird's feather feathers get ruffled,or an animal's fur,maybe it's not so strang strange for them to stop and tidy its themselves up for at thatThat's another possible reason, although it doesn't necessarily explain other behaviors, such as eating, drinking, or sleeping.What's interesting is the that studies have been done that suggest that the animal's environment may play a part in determining what kind of behavior it displays.For example, there's a bird,the wood thrush.Anyway, when the wood thrush is in a tact escaped an attack-escape conflict,that is it's caused caught between the two urges to escape from or to intact attack an enemy., if It is siting sitting on a horizontal branch, it 'll wipe its peak beak on a its perch..If it is siting sitting on a vertical branch,it 'll groom its brus breast feathers.The immediate environment of the bird is its immediateIt's um, its relationship to its immediate environmentseems to play a part in which behavior would will display.Aboboo校对：正确率(90.7%) 总数(729) 正确(661) 简拼(2) 错拼纠错 (55) 多拼(4) 漏拼(14)。