托福听力结构理解 TPO41-lecture1
TPO-41+听力题目文本
文档TPO 41Conversation1QUESTIONS1.What does the professor talk about with the man?a.Reasons the man should work at the field station next summer instead ofworking independentlyb.Reasons the man should change the focus of his independent study projectc.Projects that the man has permission to work on next summerd.Whether the man would be willing to cooperate on a project with another student2.What does Professor Garfield suggest the student do during the spring term?a.Take a particular classb.Modify his research topicc.Pay the field-station program feed.Begin collecting data3. What do the student and John Arnold have in common?Click on 2 answers.a.They were both on the waiting list for the summer field program.b.They will both be doing research involving salt marshes.c.They often volunteer to help restore salt marshes.d.They live in the same university dormitory.4. What does the professor say is the main topic of John Arnold’s research?a.Establishing size recommendations for salt marsh habitatsb.The relationship between bridge size and the flow of tidal watersc.How the vegetation of coastal habitats is affected by the restoration of salt marshesd.Ways of assessing levels of stress on salt-marsh habitats5.What can be inferred about the student when he says this:a.He cannot participate at the field station because of a priorcommitment.b.He is unsure if he will earn enough course credits before the summer.c.He prefers to do the independent study instead of working at the fieldstationd.He thinks he may not have enough time to complete the required work over thesummer.Lecture1(Environmental Science)QUESTIONS1. What is the lecture mainly about?e.The growth rates of plants in different geographical regionsf.Different ways that plants have adapted to desert environmentsg.The different mechanisms that plant roots use to absorb waterh.Different kinds of succulent plants2. What are two features of succulent plants that help them survive in deserts?Click on 2 answers.e.Succulent plants store water in their leaves and stems.f.Succulent plants become dormant until the next rainfall.g.Succulent plants have short stems.h.Succulent plants have few leaves.3.Why does the professor mention bears?a.To remind students of information from a previouslecture b.To point out a feature common to all desert plantsc.To reinforce a point about drought-tolerant plantsd.To help students understand the concept of adaptatione.What is one ability that drought-tolerant plants have that succulent plants do not have?a. a. The ability to absorb water from dry soilb.The ability to absorb water through their leavesc.The ability to prevent moisture from being lost through their leavesd.The ability to shed leaves5.Why can annual plants grow in a desert even after a year of no rainfall?a.Annual plants have an extensive root system that can absorb water from far away.b.Annual plants produce seeds all year long.c.Seeds of annual plants can store water for a long time.d.Seeds of annual plants can survive in the ground for a long time without water.e.Why does the professor say this :a.To correct a previous statementb.To acknowledge a potentially surprising factc.To anticipate the types of questions that students might have about the topicd.To make sure that students are paying attentionLecture2(united States History)QUESTIONS1.What is the lecture mainly about?a.The growth and influence of historical institutions in the early United Statesb.Facts and myths about Christopher Columbusc.New information about events that occurred during Columbus’ explorationsd.How Columbus' story was used to help create a national identity for the UnitedStates2.According to the professor, why did John Pintard promote the commemoration of the three hundredth anniversary of Columbus' landing?a.To encourage patriotismb.To demonstrate his own wealth and influencec.To lessen the influence held by the leaders of the American revolutiond.To correct what he claimed were mistaken beliefs about Columbus3.What were two contributing factors to the selection of Columbus as a United States national hero?Click on 2 answers.a.His writings were popular at the timeb.He had no connection to the rulers of Britain.c.The leaders of the revolution did not want to be considered heroes.d.Few people were more famous in the early years of the United States.4.What does the professor imply about the facts of Columbus’ life?a.They were not relevant for Pintard's purposes.b.They are an important part of early United States history.c.They are not presented accurately in Columbus' own writings.d.They were researched thoroughly before his selection as a national hero5.What is the professor’s attitude toward studying what she callsthe "mythical Columbus"?a.It is a good way to discover facts about Columbus’ explorations.b.It is a way to learn about the society that created the myth.c.It is likely to cause confusion among those who want to learnUnited Stateshistory.d.It is not as interesting as doing research into the writings ofColumbus.6.Why does the student say this:a.To question the accuracy of the professor’s statementb.To ask for examples of mistaken beliefs about Columbusc.To propose an alternative explanationd.To find out if he understood the professor's pointConversation2QUESTIONS4.What are the speakers mainly discussing?a.The procedures for applying for different types of scholarshipsb.Where the man must go to submit his financial-aid applicationc.How students can get help paying their tuitiond.Various organizations that offer work-study programs3.What is the woman’s opinion of the work-study program?a.It does not provide as much financial flexibility as a regular job does.b.It is more difficult to apply for than other types of financial aid.c.It should offer more jobs that would appeal to dental students.d.It should allow students to choose where they want to work.4.Why does the woman mention civic clubs, foundations, and large corporations?a.To suggest organizations the man should visit to learn about scholarshipsb.To give some examples of organizations that offer scholarshipsc.To explain why some scholarships are very competitived.To point out that it is appropriate to use scholarship money from multiplesources5.Why does the woman ask the student about his career plans?a.She might be able to help him find a job related to the profession he ispursuing.b.Some scholarships are connected to particular fields of study.c.He cannot receive financial aid without having a career plan.d.She wants to find out which campus library is best equipped to help him.6.Why does the woman suggest that the student speak to a university librarian?a. A librarian might have more time to help the student than she does.b.Librarians work hard to maintain a complete listing of financial-aidresources.c.Librarians are trained to help students fill out a variety of applications.d. A librarian could help the student find the information he is looking for morequickly.Lecture 3(Art History)QUESTIONS1.What does the professor mainly discuss?a.The process art historians use to determine who created Renaissance artworksb.Whether collaborative artworks are superior to those produced individuallyc.The way that art was created during the Renaissanced.The development of artistic individuality during the Renaissance2.According to the professor, what factors may have led to a Renaissance artist's decision to hire assistants?Click on 2 answers.a.The number of commissions an artist acceptedb.The scale of the project to be completedc.The amount of money to be paid for the projectd.The amount of advice needed from other artists3.Why does the professor mention someone who painted animals in Raphael’s workshop?a.As an example of how artists learned by painting real-life modelsb.As an example of paintings that were copied from sculpturesc.As an example of how assistants specialized in different types of paintingd.As an example of how an assistant introduced an artistic innovation4.According to the professor, how is a building project like a ballet?a.Strong leadership is necessary to coordinate the work.b.Everyone needs to be aware of what the others are doing.c.Everyone needs to be doing the same thing at the same time.d.The result depends on the level of skill of each person involved.5.Why does the professor mention that in architecture, instructions were usually given orally?Click on 2 answers.a.To emphasize that architectural designs were constantly changingb.To demonstrate the extent of the collaboration between master architects and theirassistantsc.To explain why there is little documentation for many projectsd.To stress the difficulty in determining any given artisan’s contributions to aproject6.What does the professor imply about the process of producing architecture collaboratively?a.It was a result of patrons’ believing in an architect's individual genius.b.It resulted in extra expense for the patrons.c.Itwas simpler than producing sculpture collaboratively.d.It often resulted in less innovation than the architect intended.Lecture 4(Astronomy)文档QUESTIONS1.What do the speakers mainly discuss?a.Whether life could exist outside a star’s habitable zoneb.Techniques used by researchers to detect exoplanetsc.Exoplanets that share certain characteristics with Earthd.Characteristics of several recently discovered red dwarf stars2.What does the professor say about the host star Gliese 581?Click on 2 answers.a.It is larger than the Sun.b.It is cooler than the Sun.c.It is a relatively young star.d.It is relatively close to Earth.文档3.What does the professor suggest about life on other planets?a.It most likely does not exist.b.It probably will not be discovered in the near future.c.It probably would not be similar to life on Earth.d.It could possibly be found even on gas giants.4.What did researchers discover about the planet Gliese 581 d when they reexamined it?a.It is made entirely of rocks.b.It is not able to support an ocean.c.It is smaller than previously thought.d.It is closer to its host star than previousty thought.5.Why is the planet Gliese 581 e unlikely to support carbon-based life?a.It is too hot.b.It is too small.c.It is covered in ice.d.It is made entirely of gas.6.What does the professor find most exciting about the discovery of the planet Gliese 581 e?a.It showed that some exoplanets have an atmosphere like Earth’s.b.It helped researchers better understand exoplanets’ orbits.c.It showed that the technology exists to detect small exoplanets.d.It proved that some stars’ habitable zones are la rger than once thought.。
托福TPO听力文本翻译Lecture1(上)
今天，环球托福为备考托福听力的考友们带来托福TPO听力文本翻译Lecture1Astronomy （上），帮助大家复习托福听力以及分析听力文章的重点通常出现在哪些关键词后。
下面，请看环球托福分享的托福TPO听力文本：Geocentric&Heliocentric theoryNarrator Listen to part of a lecture in a history of science class. Aristarchus-Heliocentric Theory ProfessorOk, we have been talking about how throughout history, it was often difficult for people to give up ideas which have long been taken for granted as scientific truth, even if those ideas were false. In Astronomy, for example, the distinction between the solar system and the universe wasn’t clear until modern times. The ancient Greeks believed that what we called the solar system was in fact the entire universe, and that the universe was geocentric. Geocentric means Earth-centered, so the geocentric view holds that the Sun, the planets, and the stars, all revolve around the Earth, which is stationary. Of course, we now know that the planets, including Earth, revolve around the Sun, and that the solar system is only a tiny part of the universe.托福TPO听力文本翻译我们已经讨论过，纵观历史，当人们要放弃长久以来已经被理所当然地视为科学真理的观点，是如何的困难，即使这些观点是错的。
TPO41听力文本
TPO 41 听力文本Conversation 1Listen to a conversation between a student and a professorP: I have some good news for you, one of the students who was signed up for the summer term at the field station next year won’t be attending after all. Your name’s first on the waiting list. So if you still want to do it, the space is available.S: Oh, That’s terrific.P: You’re also interested in doing an independent research project next summer right? S: Yeah, uh salt marsh restoration. But I was before when I thought I wasn’t get into the field station.P: Well, you can still do it if you want. I looked over your application for the independent research project and it looks strong. I approved it. And you’d even have more resource there at the field station. So…S: The field station and the independent study. But the summer term is a few weeks shorter than the regular term.P: Oh, it’s up to you. You’d have to work hard but I think you can do very well. Professor Garfield’s one of the professors over the field station.S: Yeah, I’ve heard of them.P: Yes, well, Professor Garfield’s been doing research on salt marshes for years, assessing human impact in methods of salt marsh restoration.He’s willing to oversee your project.S: Wow, that’s too good an opportunity to pass up.P: I thought you’d say that. When I spoke with Doctor Garfield, he suggested you take a particular course he’ll be teaching here in the spring. It’s called ‘advanced topics in salt marsh management’. The course looks like salt marsh cytology in depth, and it also focuses on factors that stress salt marsh systems, and how do we assess and monitor the level of stress.S: And that background information all fit right into my project on salt marsh restoration. This is so great.P: Oh, one more thing, do you know John Arnold?S: Not really, but he lives in my dorm. Why?P: John’s another ecology student who will be at the field station next summer. I approved an independent research project for him too. Initially he had the same concern as you. But anyway his topic will be similar to yours. He’ll be researching how bridges and covers that have been installed to allow tidal waters to move underneath roads between the sea and the salt marshes. Well, they are often too small.S: I guess that’d result in not enough tidal water flowing into the marshes to maintain the natural vegetation right?P: Exactly, and he’ll be looking at how to determine the right size. So I was thinking he might be a good choice for a summer roommate for you.Conversation 2Listen to a conversation between two studentsW: Hi, can I help you?M: Yes, um I’d like to get help with the ahh… you know payment for my classes, some sort of financial aid? The problem is, I don’t know much about it so I don’t really know where to begin. I saw this poster about work study programs? Can you tell something about that?W: Well, I think you are talking about the government sponsored work-study program. It works like this, you work on campus and get paid in hourly wage just like a regular job. However, instead of getting a pay check, the money goes directly to your bill for your courses. But almost all the work study jobs pay minimal wage which is usually pretty low. The truth is, you might do better getting a job off campus since you can do whatever you want with the money, like paying your rent or buying textbooks.M: Thanks, that’s very useful. So how do I find out what’s out there?W: Let me show you our catalog of various programs as well as scholarships offered here. That’s your best bet really if you can find a good scholarship, because you don’t have to pay the money back. You may qualify if your grades are good enough or if you have the right background.M: Yeah, that sounds like something I should try for.W: Now this is my desk copy of the catalog. But I can give you your own copy if you want. Oh yeah, be sure to visit the university library too. There’s a whole section on financial aid, including application forms.M: Why isn’t all the information listed in the catalog? It’d be so much easier.W: Oh, if we did that the catalog would be too heavy to pick up. Civic clubs, foundation, organizations from all over the country offer scholarships or other financial assistance to college students. And all kinds of companies have programs to help their employee’s children go to the college. If either of your parents works for a large corporation, have them check to see if their companies do that.M: Ok, good idea. Hey, my dad works for a big accounting firm, and he is a member of a professional accounting organization. Do you think they’d offer financial aid?W: Yes, that’s fairly common. Especially if you are planning to go into accounting. What are you studying? What do you plan to do after you graduate?M: I want to become a dentist. I’m enrolled in a pre-med program for dentistry.W: Okay, so I’d suggest looking in the library for information on organizations that have to do with dentistry. Any number of them might offer scholarships to student planning to join their profession.M: I’ll definitely investigate that one.W: Great, but be sure to talk to one of our librarians too. They get the same questions over and over so they can save you a great deal of time.Lecture 1Many organisms have developed the ability to survive in harsh environmental conditions: extreme heat or cold or very dry conditions, like plants in the desert. Your textbook doesn’t have much about the specifics on desert plants. But I think the desertplants are great examples of specialized adaptations to extreme environmental conditions. So with desert plants, there are basically three different adaptive strategies, and I should point out that these strategies are not specific to any particular species. Many different species have developed each of the adaptations. So first of, there are succulent plants. There are many different species of succulent plants. But they all can absorb and store a lot of water. Obviously, opportunities to get water in the desert are few and far between.Generally, rains are light and short so the rain doesn’t seem too far down into the soil. And there is a limited window of time for any plant to get the water before it vaporizes. But succulent plants have a spread out and shallow root system that can quickly pull in water from the top inch of soil, though the soil has to be saturated. Since succulents aren’t good at absorbing water from the soil that’s only a little moist. Succulent plants also are well suited to retaining water, important in the environment where rainy days are rare. Succulent plants can store water in their leaves, in their stems or in their roots, and to keep that moisture from evaporating in the hot desert sun. Most succulent plants have a waxy outer layer that makes them almost waterproof when their store mates are closed. They also preserve water by minimizing their surface area. The more of the plant is out in the sun, the more potential there is to lose stored up water, and that means that most succulent plants have few, if any, leaves.Now, besides succulent plants, there are also drought tolerant plants. Drought tolerant plants are like bears in a way. You know how bears mostly sleep through the winter? They can survive without eating because their metabolism slows down. Well, drought tolerant plants also go into a dormant state when resources, in their case water, run short.A drought tolerant plant can actually dry out without dying. I said before that most desert rains are light and brief, but occasionally there’s a heavy one. Drought tolerant plants revive after one of these significant rainfalls and they are able to absorb a good bit of the rainfall due to their deep roots. Actually, the root system for drought tolerant plants is more extensive than the root system of many plants that live in wetter climates. Drought tolerant plants can even absorb water from relatively dry soil because of their deep roots, in contrast to succulent plants.The third adaptive strategy is to avoid the drought conditions all together. Yes-- there are plants that do this—annual plants. An annual plant will mature and produce seeds in a single season that will become the next generation of annual plants. In desert conditions, annual plants grow in the fall or spring to avoid the heat of summer and the cold of winter. Of course, these plants could face a serious problem if a particular fall or spring happen to be very dry. They would have difficulty growing and could die before producing seeds but they have a mechanism to prevent one year of low rainfall from wiping them out. Not all seeds and annual plant puts out or grow the following year. Some seeds remain dormant in the ground for several years. It’s a type of insurance that protects the annual plants from the season of poor growing conditions of unfavorable weather.Lecture 2P: It’s interesting how much we can learn about culture in the United States by looking at how Christopher Columbus has been portrayed throughout United States history. So let’s start at the beginning. Columbus’s ship first landed… landed in the Caribbean. Oh, there is some debate about which island he landed in 1492. But it wasn’t until 300 years later in 1792 that its landing was first commemorated. And this was the bring child of John Pintard. Pintard was a wealthy New Yorker, the founder of the New York historical society and he decided to use his influence and wealth to find a great hero, a patron for the young country and he chose Columbus. And in New York in 1792 the anniversary of Columbus’s landing was commemorated for the first time. Now, other cities, Philadelphia then Baltimore followed. And…S: But why Columbus and why then?P: Well, to Pintard, it was a way to build patriotism in the young, politically fractured country. We remember the United State had only declared its independence from Britain sixteen years earlier and had yet to form a national identity. Pintard also had a hand in helping to create an independent state in July 4th as a national holiday so you see that he was very involved in creating sort of a national story for Americans. And Columbus, he felt Columbus could be become a story that Americans could tell each other about their national origins that was outside of the British colonial context. The United States was in search of a national identity and its people wanted heroes.S: But why not some of leaders of the revolution? You know like George Washington. P: The leaders of the revolution were the natural candidates to be heroes. But many were still alive and didn’t want the job. To them, being raised to heroes’ status was undemocratic. So Columbus became the hero. And the link between Columbus and the United States took hold.S: And so what was that link？P: Well, Columbus was portrayed as entrepreneurial, someone who took chances, who took risks and he was cast as somebody who was opposed to the rule of kings and queens. Perhaps most of all Columbus was portrayed as someone who was destined to accomplish things. Just as America in those early years was coming to see itself as having a great destiny.S: But Columbus was supported by the king and queen of Spain. He wasn’t against them.P:True, to be historically accurate the way Pintard thought about Columbus doesn’tmatch up with the fact of his life at all. And I really have to stress this, the fact that Columbus became the hero of a young country had little to do with Columbus. Anything he did had a lot to do with what was happening in United States 300 years later. Columbus was extraordinary adaptable to the purposes of America’s nation builders. People like John Pintard in the early part of the 19th century and since not a lot of facts were known about Columbus, his writing were available in North America until 1816, that might’ve actually helped the process of adapting him to American purposes.S: Since no one knew about the real Columbus, it was easy to invent a mythical one? P: Exactly, and this mythical Columbus, he became a reflection of the society which chose him. So in the early history of the United States, Columbus represented an escape from the political institutions of Europe. He was the solitary individual who challenged to the unknown. And now there was this new democracy, this new country in a world without kings. Columbus became sort of the mythical founder of the country. So as historians, we wouldn’t want to study these myths about Columbus and mistaken them for facts about Columbus. But if we are trying to understand American culture, then we can learn much by studying how America adapts Columbus for its own purposes. Evaluations of Columbus then will reflect what Americans think of themselves. Oh, there is a quote. Something like a society’s re-constructor passed rather than faithfully recorded. And how that reconstruction takes place and what it tells us. That’s something we are going to be paying a lot of attention to.Lecture 3P: Ok, as art historians, one of our fundamental tasks is to assign authorship to works of art, right? We are presented with a work of art and we are to figure out who made it. But this task becomes particularly difficult when we dealing with works produced in Italy during the Renaissance. The sixteenth, seventeenth centuries. Now, why is this the case? Anyone? Emily?Emily: umm, is it because artists didn’t sign their work? I mean, didn’t whole concept of the artists as individual developed later, in like the 19th century?P: Well, you are sort of on the right track. The concept of the individual artist, especially the concept of the artists that has artistic genius, struggling alone with the vision as opposed to say a mere artisan. Well the idea of the artists as alone genius didn’t develop until later. But artists, individual artists did sign their work during the Renaissance, that you could say that’s part of the problem. Paintings were signed by the artists and that used to be understood to be a mark of Renaissance individualism. If a piece had Raphael signature on it, we assume this was done by great artist himself, Raphael in singular. But you see, art in Renaissance Italy was very much a collaborative business. Paintersand sculptors worked in a workshop. It was almost like a small business run by a master artist. You see, to deal with the wide varieties of commissions they received, orders, basically, for specific types of art, specific projects. To handle this, master artists often employ assistants as apprentices and, this was especially so if they work on a large scale, huge paintings of sculptures, or if they were much in demand like Raphael, for instance. He worked on some large paintings, he painted fresco for the V odacom. He also received a great many commissions. There is no way he could complete every part of every project all by himself.Now these assistances might work for the master artists on a temporary or permanent basis, and they may also specialize. For example, in Raphael’s workshop, which may be called Raphael incorporative, one of the assistants specialize in animals. He actually painted good number of the animals in Raphael’s art. It may be that the master assigning the work with simply make a declaration that the work met the standards of the shop; and it wasn’t just painters, sculptors also work together. In fact, the systems were even more necessary if you are a master sculptor because status take longer to make than paintings. The master had to arrange from marble to the quarry, things like that. Perhaps the most collaborative of all was architecture. There we see a real division of labor, with carpenters, masons, unskilled labor just carry materials to and fro and so on. Thus of course your skilled artisans who carried out the master architects design. Think of it like umm a ballet, you know. All the dancers worked together. There is division of labor, people who have different roles, and in order for the things to come together everyone needs to be aware what others are doing, and coordinate the work and have good timing. So, for architecture, it’s almost impossible to know who was responsible for any given detail. Was it the master architect? The mason? The assistant mason? Maybe it was even the patron. The client who was paying for the art. Remember, it wasn’t yet customary for architects to give their assistants measure drawings to work from. Instructions were given orally, not in writing.So we don’t have those documents to tell us what exactly the master’s architect plans were. The only time we have written records is when the architect wasn’t actually there. Perhaps the architect was away on business and had to write out instructions and sent them into shop. And another thing to think about, what affect do you suppose this approach would have had on innovation? I mean, since the hired artisans had been trained by other artisans, they tended to trained to use traditional styles and technics. So if you were a master architect, and you’ve developed your own style. Say your calling for certain detail in the building you design, right? And see this detail different, purposely different from established tradition, the established style. Well, most likely when the hired artisans would execute the design rather than follow the intended design. They stick with the more traditional styles that they were familiar with. Workers would have to be supervised very closely to prevent this from happening. Otherwise, as often happened, there goes to designers’ style and creativity.Lecture 4P: Ok, we’ve been discussing the planets in our solar system and how some of the ones farthest from sun were discovered. Well today, I’d like to turn to what are called exoplanets and how researchers detect them. Meriam.M: Exoplanets are planets that orbit around a star other than our sun right? They’re not in our solar system.P: Right, they have different, what are called, host stars. And the study of exoplanets has been getting more and more exciting, hundreds of them have been discovered so far. This is quite remarkable, in view the fact of the discovery of the first exoplanet was confirmed only in the mid-1990s. Now we are finding new ones every few weeks or so.M: So, uhh, exactly why are we interested in these exoplanets anyway? Is it to see if there’s life on them? Because it seems to me like the only exoplanets we ever hear about are gas giants like Jupiter and Saturn that couldn’t possibly support carbon-based life.P: Ok, well, let’s take about that. First, as for discovering life, well, I think that sort of discovery is pretty far in the future but it is an eventual goal. For now, the focus is on locating planets within the host stars’ so called habitable zone. A zone that’s a certain distance from its star. Because only planets within this zone could conceivably support carbon-based life. So, what would such a planet need?M: Water?P: Yes, it need to be the right temperature to sustain liquid water.S: And it would need to be a rocky planet. I mean as opposed to a gas giant.P: Ok, good, and earth-like planet. Now, as to that, there are some recently detected exoplanets that might actually be earth-like. For example, there is a red dwarf star, that’s what most stars are. Umm, that called Gliese 581. Gliese 581 is, well, it’s a lot more interesting than that name makes it seem. This host star is considered a near neighbor of our solar system because it’s only about 20 lightyears away. That’s pretty close, right? Astronomical standards. And being a right dwarf star, it’s small and relatively cool, at least compared with the sun. And researchers have discovered planets orbiting Gliese 581.These exoplanets have been named, ready? Gliese 581-BCDE, in alphabetical order of their discovery. Gliese 581-D and E are the planets I want to focus on now. See, in 2009, a group of researchers made an announcement. These two exoplanets Gliese 581-D and E do have some earth-like qualities.Gliese 581-D had actually been discovered a couple of years earlier. And when its orbit was originally calculated, it was thought to be too far away from its host star to be warmenough to support a liquid ocean, let along carbon-based life. But then its orbit is re-calculated. And now we see that Gliese 581-D is within its host’s habitable zone.S: So, it might have an ocean?P: Well, conceivably, see, Gliese 581-D weighs seven times what earth weighs. And it’s unlikely that it’s made entirely of rocks because it’s so massive. The researchers studying it said it could have a rocky core an ice-layer, a large deep ocean and an atmosphere. Ok, and there was another announcement along with the recalculated orbit of Gliese 581-D. That was the discovery of another planet in the system, Gliese 581-E. Compared with other exoplanets its mass is quiet small, only about twice about that of earth.S: So, is Gliese 581-E a more earth-like planet?P: Well, we have to consider its orbit. Gliese 581-E orbits its host star in a much shorter period of time than the other planets in the system. Meaning it’s very close to the star. And, therefore, too hot for water, for an ocean. However, the fact that it’s relatively close to the size of the earth, small in astronomical terms, that was pretty exciting. It’s impressive that we have a technology to detect it and it bolds well for future research. Who knows what we will find the more we search.。
托福听力tpo41 section1 对话讲座原文+题目+答案+译文
托福听力tpo41 section1 对话讲座原文+题目+答案+译文Conversation1 (2)原文 (2)题目 (3)答案 (5)译文 (5)Lecture1 (6)原文 (7)题目 (8)答案 (10)译文 (11)Lecture2 (12)原文 (12)题目 (14)答案 (16)译文 (17)Conversation1原文FEMALE PROFESSOR: I have some good news for you. One of the students who was signed up for the summer term at the field station next year won't be attending after all. Your name's first on the waiting list,so if you still want to do it, the space is available.MALE STUDENT: Aw, that's terrific!FEMALE PROFESSOR: You were also interested in doing an independent research project next summer, right?MALE STUDENT: Yeah, on salt-marsh restoration—but that was before, when I thought I wasn't going to get into the field station.FEMALE PROFESSOR: Well, you can still do it if you want. I looked over your application for the independent research project, and it looks strong: I approved it. And you’d have even more resources there at the field station, so…MALE STUDENT: The field station and an independent study.…But the summer term is a few weeks shorter than a regular term…FEMALE PROFESSOR: Wh—it's up to you. You'd have to work hard, but I think you can do very well. Professor Garfield—one of the professors over at the field station —MALE STUDENT: Yeah, I’ve heard of him.FEMALE PROFESSOR: Yes, well, Professor Garfield's been doing research on salt marshes for years, assessing human impact and methods of salt-marsh restoration. He's willing to oversee your project.MALE STUDENT: Wow! That’s too good an opportunity to pass up.FEMALE PROFESSOR: I thought you'd say that. When I spoke with Dr. Garfield, he suggested you take a particular course he'll be teaching here in the spring…it's called Advanced Topics in Salt-Marsh Management. The course looks at salt-marsh ecology in-depth, and it also focuses on factors that stress salt-marsh systems, and how to assess and monitor the level of stress.MALE STUDENT: And that background information'll feed right into my project on salt-marsh restoration. This is so great.FEMALE PROFESSOR: Oh, one more thing. Do you know John Arnold?MALE STUDENT: Not really. But he lives in my dorm. Why?FEMALE PROFESSOR: John's another ecology student who'll be at the field station next summer. I approved an independent research project for him, too. Initially he had the same concern as you. But anyway, his topic will be similar to yours. He’ll be researching how bridges and culverts that've been installed to allow tidal waters to move underneath roads—between the sea and the salt marshes—well, they're often too small…MALE STUDENT: I guess that'd result in not enough tidal water flowing into the marshes to maintain the natural vegetation, right?FEMALE PROFESSOR: Exactly. And he'll be looking at how to determine the right size. So I was thinking he might be a good choice for a summer roommate for you.题目1.What does the professor talk about with the man?A. Reasons the man should work at the field station next summer instead of working independentlyB. Reasons the man should change the focus of his independent study projectC. Projects that the man has permission to work on next summerD. Whether the man would be willing to cooperate on a project with another student2.What does Professor Garfield suggest the student do during the spring term?A. Take a particular classB. Modify his research topicC. Pay the field-station program feeD. Begin collecting data3.What do the student and John Arnold have in common? [Click on 2 answers.]A. They were both on the waiting list for the summer field program.B. They will both be doing research involving salt marshes.C. They often volunteer to help restore salt marshes.D. They live in the same university dormitory.4.What does the professor say is the main topic of John Arnold's research?A. Establishing size recommendations for salt marsh habitatsB. The relationship between bridge size and the flow of tidal watersC. How the vegetation of coastal habitats is affected by the restoration of salt marshesD. Ways of assessing levels of stress on salt-marsh habitats5.What can be inferred about the student when he says this:(MALE STUDENT) The field station and an independent study. …But the summer term is a few weeks shorter than a regular term …A. He cannot participate at the field station because of a prior commitment.B. He is unsure if he will earn enough course credits before the summer.C. He prefers to do the independent study instead of working at the field station.D. He thinks he may not have enough time to complete the required work over the summer.答案C A BD B D译文教授：我有些好消息要告诉你。
托福听力对话conversation常见12类出题点归纳分享
托福听力对话conversation常见12类出题点归纳分享（经典版）编制人：__________________审核人：__________________审批人：__________________编制单位：__________________编制时间：____年____月____日序言下载提示：该文档是本店铺精心编制而成的，希望大家下载后，能够帮助大家解决实际问题。
文档下载后可定制修改，请根据实际需要进行调整和使用，谢谢!并且，本店铺为大家提供各种类型的经典范文，如工作报告、工作计划、活动方案、规章制度、演讲致辞、合同协议、条据文书、教学资料、作文大全、其他范文等等，想了解不同范文格式和写法，敬请关注!Download tips: This document is carefully compiled by this editor. I hope that after you download it, it can help you solve practical problems. The document can be customized and modified after downloading, please adjust and use it according to actual needs, thank you!Moreover, our store provides various types of classic sample essays, such as work reports, work plans, activity plans, rules and regulations, speeches, contract agreements, documentary evidence, teaching materials, complete essays, and other sample essays. If you would like to learn about different sample formats and writing methods, please pay attention!托福听力对话conversation常见12类出题点归纳分享比起听不懂，记不住可能是托福考生在面对托福听力时更为常见的出错原因。
托福听力结构理解 TPO41-lecture2
托福听力结构理解听力提升太难了今天以TPO41 lecture2来看看讲座的其中一种结构听完了再来看结构哈～学生提问推动情节发展提问和回答是出题的重点FEMALE PROFESSOR:It's interesting how much we can learn about culture in the United States by looking at how Christopher Columbus has been portrayed throughout United States history. So let's start at the beginning.Columbus' ships first landed in, uh, landed in the Caribbean—there's some debate about which island—he landed in 1492 but it wasn't until 300 years later, in 1792, that his landing was first commemorated. And this was the brainchild of John Pintard.Pintard was a wealthy New Yorker, the founder of the New York Histori-cal Society. And he decided to use his influence and wealth to, um, to find a great hero, a patron for the young country. And he chose Colum-bus.And in New York in 1792, the anniversary of Columbus' landing was commemorated for the first time. Other cities, uh, Philadelphia and then Baltimore followed and …MALE STUDENT: But why Columbus? And why then?FEMALE PROFESSOR: Well, to Pintard, it was a way to build patriotism in the young, politically fractured country. Remember, the United Stateshad only declared its independence from Britain 16 years earlier and had yet to form a national identity.Pintard also had a hand in helping to create Independence Day—July fourth—as a national holiday. So you see that he was very involved in creating sort of a “national story” for Americans. And Columbus … he felt Columbus could become a story that Americans could tell each other about their national origins that was outside of the British colonial context. The United States was in search of a national identity, and its people wanted heroes.MALE STUDENT: But why not some of the leaders of the revolution? You know, like George Washington?FEMALE PROFESSOR: The leaders of the Revolution were the natural candidates to be heroes. But, many were still alive and didn't want the job. To them, being raised to hero status was undemocratic. So Colum-bus became the hero, and the link between Columbus and the United States took hold.FEMALE STUDENT: And so what was that link?FEMALE PROFESSOR: Well, Columbus was portrayed as entrepreneurial, someone who took chances, who took risks … And he was cast as somebody who was opposed to the rule of kings and queens. Perhaps most of all, Columbus was portrayed as someone who was destined to accomplish things. Just as America in those early years was coming to see itself as having a great destiny.FEMALE STUDENT: But Columbus was supported by the king and queen of Spain, he wasn't against them.FEMALE PROFESSOR: True. To be historically accurate, the way Pintard thought about Columbus doesn't match up with the facts of his life at all. And I really have to stress this: the fact that Columbus became the hero of the young country had little to do with Columbus—anything he did—and a lot to do with what was happening in the United States 300 years later.Columbus was extraordinarily adaptable to the purposes of America's nation builders—people like John Pintard—in the early part of the nine-teenth century. And since not a lot of facts were known about Colum-bus … his writings weren't available in North America until, until 1816 …that might have actually helped the process of adapting him to American purposes.MALE STUDENT: Since no one knew much about the “real” Columbus, it was easy to invent a mythical one?FEMALE PROFESSOR: Exactly. And this “mythical Columbus,” it … it became a reflection of the society which chose him.So, in the early history of the United States, Columbus represented an escape from the political institutions of Europe; he was the solitary indi-vidual who challenged the unknown. And now there was this new de-mocracy, this new country in a world without kings. Columbus became sort of the mythical founder of the country.So, as historians, we wouldn’t want to study these myths about Colum-bus and mistake them for facts about Columbus. But if we’re trying to understand American culture, then we can learn much by studying how America adapts Columbus for its own purposes.Evaluations of Columbus, then, will reflect what Americans think of themselves. Oh . . . there's a quote … something like …“societies reconstruct their past rather than faithfully record it.” And how that recon-struction takes place, and what it tells us … that's something we're going to be paying a lot of attention to …更多内容分享公众号：DC托福。
托福TPO41听力Conversation1文本+题目+答案解析
为了帮助大家高效备考托福，为大家带来托福TPO41听力Conversation1文本+题目+答案解析，希望对大家备考有所帮助。
托福TPO41听力Conversation1文本 Professor:I have some good news for you. One of the students who was signed up for the summer term at the field station next year won't be attending after all. Your name's first on the waiting list. So if you still want to do it, the space is available. Student:Oh, that's terrific! Professor:You were also interested in doing an independent research project next summer, right? Student:Yeah, on salt marsh restoration, but that was before, when I thought I wasn't going to get into the field station. Professor:Well, you can still do it if you want. I looked over your application for the independent research project, and it looks strong. I approved it. And you'd have even more resources there at the field station, so.... Student:The field station and an independent study, but the summer term is a few weeks shorter than a regular term. Professor:Well, it's up to you. You'd have to work hard but I think you can do very well. Professor Garfield, one of the professors over at the field station... Student:Yeah, I've heard of him. Professor:Yes, well. Professor Garfield has been doing research on salt marshes for years, assessing human impact and methods of salt marsh restoration. He is willing to oversee your project. Student:Wow! That's too good an opportunity to pass up. Professor:I thought you'd say that. When I spoke with Dr. Garfield, he suggested you take a particular course he'll be teaching here in the spring. It's called advanced topics in salt marsh management. The course looks at salt marsh ecology in depth and it also focuses on factors that stress salt marsh systems and how to assess and monitor the level of stress. Student:And that background information will fit right into my project on salt marsh restoration. This is so great! Professor:Oh, one more thing. Do you know John Arnold? Student:Not really, but he lives in my dorm. Why? Professor:John's another ecology student who will be at the Field Station next summer. I approved an independent research project for him, too. Initially, he had the same concern as you. But anyway, his topic will be similar to yours. He'll be researching how bridges and culverts that have been installed to allow tidal waters to move underneath roads between the sea and the salt marshes. Well, they are often too small. Student:I guess that would result in not enough tidal water flowing into the marshes to maintain the natural vegetation, right? Professor:Exactly, and he'll be looking at how to determine the right size. So I was thinking he might be a good choice for a summer roommate for you. 托福TPO41听力Conversation1题目 1.What does the professor talk about with the man? A. Reasons the man should work at the field station next summer instead of working independently B. Reasons the man should change the focus of his independent study project C. Projects that the man has permission to work on next summer D. Whether the man would be willing to cooperate on a project with another student 2.What does Professor Garfield suggest the student do during the spring term? A. Take a particular class B. Modify his research topic C. Pay the field-station program fee D. Begin collecting data 3.What do the student and John Arnold have in common? Click on 2 answers. A. They were both on the waiting list for the summer field program.。
托福听力讲座lecture信息量太大记不过来
托福听力讲座lecture信息量太大记不过来托福听力讲座lecture信息量太大记不过来?了解叙述结构安心抓重点托福听力讲座类叙述结构：定义式结构这种结构是lecture中最常见的一种结构。
文章开头，教授在给出主旨之后，分几个方面去描述某种现象、解释某种原理或者描述某种事物。
每个方面就是一段，每一段就是一个大细节。
可能每一段中会有一些例子去深入的阐明。
需要注意的是，每一段是相互独立的，没有比较、相互影响的关系。
如果有比较，就是我们的第二种结构。
下面我们来用TPO17-L4来看一下这种结构：ProfessorOk, now I want to talk about an animal that has a fascinating set of defense mechanisms. And that’s the octopus, one of the unusual creatures that live in the sea.The octopus is prey to many species, including humans, so how does it escape its predators?Well, let me back up here a second. Anyone ever heard of Proteous? Proteus was a God in Greek mythology who could change form. He could make himself look like a lion or a stone or a tree, anything you wanted, and hecould go through a whole series of changes very quickly.Well, the octopus is the real world version of Proteus. Just like Proteus, the octopus can go through allkinds of incredible transformations. And it does this in three ways: by changing color, by changing its texture, and by changing its size and shape.从上段我们可以看出教授在文章开头给出主题(章鱼的能力)以后要开始从三个方面(改变颜色，改变身体的材质，改变形状和大小)来描述，那么每个方面就是一段，每个方面之间是独立的。
【威学教育】托福口语TPO41综合体听力文本
【威学教育】托福口语T P O41综合体听力文本(总2页)-CAL-FENGHAI.-(YICAI)-Company One1-CAL-本页仅作为文档封面，使用请直接删除托福口语TPO 41综合体听力文本TPO41Task3Now listen to two students discussing the assignment.I don't know about this.Why not Sounds okay to me.Thing is: depending on someone else makes me nervous. My roommate had to do a project like this and the other girl didn't show up to meetings, didn't do any research. My roommate had todo everything herself.That's a drag. I guess if your partner is irresponsible, you are out of luck.Exactly. It hurt her grade. I don't want the same thing to happen to me. Right now l'm more concerned with getting a good grade even though I know that's not the lesson the professor hasin mind.Still, it'll be good to listen to everyone's stuff.Well, I don't know. I mean, at the end of the semester, people are focused on studying for exams.Yeah.Who has time to put something like this together when they're busy studying?True.I can't imagine anyone will be able to really do a good job with it. And everyone will be so preoccupied by then that they probably won't listen anyway. I think the professor's gonna be disappointed. And students…well...we'll all just be frustrated by the whole thing.Task4Now listen to part of a lecture on this topic in a psychology class.Here's an example from my own life. Before I started teaching, I worked as a research assistant ina laboratory for a year.Well, during my very first week on the job, I made a suggestion to my boss on how we could improve the way we were running an experiment. My suggestion was a good one. Theexperiment was successful and we got great results.Anyway, that first week, because of that one experiment, my boss decided, perhaps without evenrealizing it, he decided I was a great research assistant and he never changed his mind. After thatfirst week, I was...l was okay, you know, average. I was a good worker, but I also made mistakes.Everyone does. But whenever my boss introduced me to someone, he'd say, this is John, our starresearch assistant.But a co-worker of mine, she wasn't as fortunate, her first week at the lab, she made a big mistake and the lab lost some important data. We recovered the data, but it cost of the lab timeand money. Well, our boss concluded that week that my co-worker was unreliable, incompetent. And he continued to think that. But, actually, after that week, she turned out to be a good research assistant, probably better than me. She made some other small mistakes, like I said, everyone does. But our boss thought of her as unreliable cuz he only noticed her mistakes. Task5Now listen to a conversation between two students about campus housing.Hi. Kate. How is it going?Pretty good. I just found out l'm going to be staying on campus during the semester break. Professor Clark asked me to help him with some research.That's a pretty big deal.Yeah. I guess it is, but the problem is: the dorm is always closed. So I need to find housing forabout two weeks.Oh, that's rough. But didn't you mention that you had a couple of friends that live in an apartment not too far from campus Are they gonna be aroundYeah. Mary and Alan. They say they are gonna stick around here during the break.Well, so why don't you just stay with them?I've been thinking about asking them.And they probably wouldn't charge you anything, right Just for a couple of weeks.Yeah. Probably not. i'm sure they'd be fine with it. But since it's between classes and they won'thave classes and stuff, l'm worried that…You're afraid that they might want to party too much?Right. They'll be on vacation, but l'll have to get up early in the morning to work all day, so we'll be on completely different schedules.Hmm...well, another possibility is that sometimes you can get special permission to stay at thedorm.Really You mean they'd let me stay in my own dorm room I wouldn't have to moveWell, you would, actually, because they usually only keep one of the dorms open and it's not theone you're in.Hmm...l wonder how much they charge.Well, it's not as cheap as staying with friends, but…But it would be quieter…True.Task6Listen to part of a lecture in a psychology class.Children like to play. Everybody knows that. When kids play, they have fun. But there's more toplay than just having fun. Play is also important if kids are to develop in an emotionally healthyway. From a psychological perspective…well, let's talk about two reasons psychologists believeplay benefits kids.First, play helps children feel more in control. Why Well, some psychologists have suggested thatsmall children often feel helpless. They have to depend on other people, adults, for everything.They've got very little control over their own lives. Parents decide when they eat, what they eat,what they wear. This constant state of dependency can make kids feel uneasy and anxious. But when kids play, the y're able to control their world of play. They decide…oh...which toy they'regonna play with and how they're gonna play with it. Maybe they take some building blocks and make a building out of them. They are constructing something with no help at all. So according tothis theory, playing gives children a sense of being in control and they don't feel so helpless.And here's another way play contributes to healthy psychological development. It gives children asafe way to explore certain urges, desires they have, but ones that don't represent…well...typically acceptable behavior. For example, uh, take the urge to be destructive.All kids have this urge, but if they try to act on it and start actually breaking things or messingthings up around the house, their parents will get upset. But kids are naturally curious. They wantto explore what it's like to be destructive, but they don't want their parents to be upset withthem. So by acting out destructive behaviors during play, the problem is solved cuz in play, they're allowed to be destructive. Think about it. Think of the example before where a kid builds something out of blocks. Isn't it really common to see a kid build a tower or something and thenjust smash it all down Destructive in a way, but no harm done, right。
2017年2月25日托福听力真题及答案解析
2017年2月25日托福听力真题及答案解析下面是2017年2月25日托福阅读真题及答案解析，大家试着做一下再对答案，祝你们考试顺利！2017年2月25日托福听力真题及答案解析C1 office hours 论文话题-雕塑主题学生去找professor说需要go over 一下他的essay，其中有几个问题，然后教授就建议学生可以多做一些话题相关的研究，比如Edgar Degas的雕像作品Little Dancer Aged Fourteen一开始材料不是青铜，而是Vex version，青铜只是一个在ED死了之后别人所造的copy，还有就是原版中的雕像动作也是和青铜版的不一样，青铜版的作品中舞者的头抬得更高一些，学生听完建议以后，感觉他的论文改起来不会太难(考点，有个态度题)。
TPO相似文章：TPO30C2-Writing about Van Gogh’s paintingC2 service encounters图书馆话题-找资料学生去找图书管理员解决一个学生员工帮他解决不了的事情，有一本有关历史方面的书，在图书馆相应的书架上面找不到，管理员有些书可能没有放在相应的位置，然后学生想问下是否还有其他关于这本书的来源，管理员在系统里找到了关于这个书还回的信息，但是工作人员应该还没有放到相应的书架上面去，可能需要等一星期左右的时间，但是学生的作业下个星期就要交了，管理员建议他去问教授要一份copy，学生委婉的拒绝了这个建议，因为他的作业早就该完成了，但是现在还没有完成，不好意思去问教授要书，可能让教授推荐另一本书，最后管理员还是要求学生把邮件信息留下，找到了书联系他。
TPO相似文章：TPO24-C1-Looking for New Kind of ScienceTPO27-C1-Looking for Books on New ZealandL1 商科-管理学每个公司有自己的管理结构，但是怎么知道这个管理结构是有效的，讲座中提到了the McKinney Study(麦肯锡研究),从三个方面来说明可帮助公司有效管理，第一是direction，公司的领导是要让员工明白公司的目标，有目标以后再结合适当的刺激措施，这样的话员工的效率更高，举了关于bonus的例子来说明这点的重要性(考点，问为什么举这个例子)，第二是accountability ,即要让员工清楚明白自己的责任有哪些，举了与合伙人公司谈判的例子来说明accountability的重要性(考点：问为什么举这个例子)，第三是culture，即公司应该创造一个合适的环境，让员工敢于承认错误，提出错误，对于员工提出错误一开始应该表示感谢，然后和员工一起找到解决方案。
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托福听力结构理解
听力提升太难了？？？？？
今日案例分享：
学生每早会听半小时托福听力，很坚持。
但是听力分数偶尔几分，偶尔十几分。
不是说好的坚持就会有进步吗？为什么这么颠簸不前呢？一问之下：只是听，并没有懂。
如果只是听：
有的同学大约是听着听着睡着啦，听力有助于入睡；
有的同学大约是听和尚念经，叽里咕噜，并不知道在说什么；
真的很坚持，不要灰心，一年半载之后还是会有进步的，只是效率会有点低；
那么如何化坚持为快速进步呢？
答案：听多少内容就要听懂多少内容
以免浪费练习的素材
托福听力考察的能力图：
基本信息 --->直线推断--->结构理解
针对基础薄弱：
词汇不懂/找词汇
句子不懂/慢慢听/精听/打下来
内容逐渐清晰一些：
理解结构
钢筋混泥土，无结构怎么盖楼呢
每篇讲座都一定会有自己的结构
否则几分钟，600词以上的内容靠什么组合在一起给你呢
而且任何复杂的东西，理解结构，你就明白了大大半
今天以TPO41 lecture1来看看讲座的其中一种结构
听完了再来看结构哈～
FEMALE PROFESSOR:
Many organisms have developed the ability to survive in harsh environ-mental conditions—extreme heat or cold, or, very dry conditions.... Like, plants in the desert—your textbook doesn’t have much about the specif-ics on desert plants, but I think that desert plants are great examples of specialized adaptations to extreme environmental conditions.
So with desert plants, there are basically three different adaptive strate-gies. And I should point out that these strategies are not specific to any particular species—many different species have developed each of the adaptations.
So, first off, there are succulent plants.
There are many different species of succulent plants, but they all can absorb and store a lot of water. Obviously, opportunities to get water in the desert are few and far between. Generally, rains are light and short, so the rain doesn’t seep too far down into the soil… and there's a limited window of time for any plant to get the water before it evaporates.
But succulent plants have a spread-out and shallow root system that can quickly pull in water from the top inch of soil, though the soil has to be
saturated, since succulents aren't good at absorbing water from soil that’s only a little moist.
Succulent plants also are well suited to retaining water—important in an environment where rainy days are rare. Succulent plants can store water in their leaves, in their stems, or in their roots.
And to keep that moisture from evaporating in the hot desert sun, most succulent plants have a waxy outer layer that makes them almost water-proof when their stomates are closed.
They also preserve water by minimizing their surface area—the more of the plant that’s out in the sun, the more potential there is to lose stored-up water—and that means that most succulent plants have few, if any, leaves.
Now besides succulent plants, there are also drought-tolerant plants. Drought-tolerant plants are like bears in a way. You know how bears mostly sleep through the winter? They can survive without eating be-cause their metabolism slows down. Well, drought-tolerant plants also go into a dormant state when resources—in their case, water—runs short. A drought-tolerant plant can actually dry out without dying.
I said before that most desert rains are light and brief, but occasionally there's a heavy one. Drought-tolerant plants revive after one of these significant rainfalls—and they're able to absorb a good bit of the rainfall due to their deep roots. Actually the root system for drought-tolerant plants is more extensive than the root systems of many plants that live in wetter climates. Drought-tolerant plants can even absorb water from rel-atively dry soil because of their deep roots, in contrast to succulent plants.
The third adaptive strategy is to avoid the drought conditions altogether. Yes, there are plants that do this —annual plants.
An annual plant will mature and produce seeds in a single season that will become the next generation of annual plants. In desert conditions, annual plants grow in the fall or spring to avoid the heat of summer and the cold of winter. Of course, these plants could face a serious problem
if a particular fall or spring happened to be very dry—they would have difficulty growing and could die before producing seeds.
But they have a mechanism to prevent one year of low rainfall from wip-ing them out. Not all seeds an annual plant puts out will grow the follow-ing year. Some seeds remain dormant in the ground for several years. It's a type of insurance that protects the annual plants from a season of poor growing conditions, of unfavorable weather.
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