托福TPO25听力Conversation1文本+题目+答案解析
新托福TPO口语参考答案——TPO25
1. Students often want to get better grades in their classes. Explain what students should do in order to improve their performance in a class.I think there are a couple of ways to help students get better grades. First of all, students need to pay attention to the teachers in class. Because teachers have experience and they can always make some hard-to-understand concepts and ideas easy for students. If students listen carefully and take notes, they will feel easy about exams. Second of all, doing homework is pretty important. It is a very good way to consolidate what has learned in the class. It offers exercises that can help students prepare for upcoming exams.2. Some people do not enjoy shopping and shop only when they have a specific purchase to make. Others like to go shopping for pleasure whether or not they have something to buy. Which do you prefer and why?I think I belong to the first group of people. I just don’t like doing things without an aim. It’s a waste of time and money going shopping when I don’t even know what I need. I think I’m a pragmatic person. I only go shopping when I want something. Like, if I want a computer, I’ll go to adigital shop. Otherwise, I would never go there. Also, I just don’t get pleasure from purchasing since I always have to pay. And when I’ve bought something, I don’t feel like owning it. It’s doomed to be consumed or used up. Things will come and go.3. The woman expresses her opinion about the university's plan. Briefly summarize the plan. Then state her opinion and explain the reasons she gives for holding that opinion.The university decides to hold two ceremonies because the number of students is increasing, hence making the ceremony too long and because the hall is too small to hold so many students. The woman doesn’t agree with this proposal. As for the first reason, the woman thinks the real reason why the ceremony is too long is that there are too many speeches. Students, professors and administrators all make speeches. Reducing some of the speeches will shorten the ceremony so there is no need to hold two ceremonies. As for the second reason, the woman thinks the hall is big enough to hold all the students. Problem is that right now, each student gets to invite too many guests. So the university can just reduce the number of guests each person can invite. Still, there is no need to hold two ceremonies.4. Using the example of the telephone, explain the concept of cultural lag.Cultural lag is a period of transition when people adjust to new technologies. In the lecture, the professor uses telephone to illustrate this concept. When telephone was invented, only businesses used it because they realized that telephone could benefit them and help them. The general public thought calling someone on the phone was rude because it missed the personal regard. And some people just didn’t like talking to people without seeing their face. However, after a period of time, the cultural lag, the public started to accept telephone. Almost every home had one. Everyone began to use telephone. Friends would call each other to chat. And people didn’t consider calling someone rude as long as they follow certain rules of politeness.5. Briefly summarize the problem the speakers are discussing. Then state which of the two solutions from the conversation you would recommend. Explain the reasons for your recommendation.The man has a problem getting to the campus. His apartment is far fromcampus. Previously, his roommate Jim gave him rides everyday. But now Jim is moving out and the man himself can’t afford a car. The woman offers two possible solutions. The first one is to take the public bus. But there is not direct line to the campus. The man will have to change buses and it’s a little waste of time. The second one is to live on campus. But the man says he will miss the old apartment. I recommend the man the second solution. Since he has a history project to do. And living alone on campus gives him a good environment and also saves him a lot of time from traveling. I think the missing of the old apartment will go away after he get used to living on campus.6. Using points and example from the lecture, explain two ways weathering occurs.The professor talks about two ways weathering occurs. The first way is by water. When it rains, the water can fall into the cracks of rocks. At night, when temperature drops, the water will freeze. And when water freezes, it expands so that it will push the both sides of the cracks. Gradually, pieces of rocks will break off. The second way is by plants. Plant seeds can take roots in cracks and crevices of rocks since there is enough dirt and water. When roots grow and extend downward to findwater, they enlarge and widen the cracks and crevices and so the rocks will break down.。
托福TPO25阅读Passage1原文文本+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TPO25阅读Passage1原文文本+题目+答案解析，希望对大家备考有所帮助。
▉托福TPO25阅读Passage1原文文本： The Surface of Mars The surface of Mars shows a wide range of geologic features,including huge volcanoes-the largest known in the solar system-and extensive impact cratering.Three very large volcanoes are found on the Tharsis bulge,an enormous geologic area near Mars’s equator.Northwest of Tharsis is the largest volcano of all:Olympus Mons,with a height of 25 kilometers and measuring some 700 kilometers in diameter at its base.The three large volcanoes on the Tharsis bulge are a little smaller-a “mere”18 kilometers high. None of these volcanoes was formed as a result of collisions between plates of the Martian crust-there is no plate motion on Mars.Instead,they are shield volcanoes-volcanoes with broad,sloping slides formed by molten rock.All four show distinctive lava channels and other flow features similar to those found on shield volcanoes on Earth.Images of the Martian surface reveal many hundreds of volcanoes.Most of the largest volcanoes are associated with the Tharsis bulge,but many smaller ones are found in the northern plains. The great height of Martian volcanoes is a direct consequence of the planet’s low surface gravity.As lava flows and spreads to form a shield volcano,the volcano’s eventual height depends on the new mountain’s ability to support its own weight.The lower the gravity,the lesser the weight and the greater the height of the mountain.It is no accident that Maxwell Mons on Venus and the Hawaiian shield volcanoes on Earth rise to about the same height(about 10 kilometers)above their respective bases-Earth and Venus have similar surface gravity.Mars’s surface gravity is only 40 percent that of Earth,so volcanoes rise roughly 2.5 times as high.Are the Martian shield volcanoes still active?Scientists have no direct evidence for recent or ongoing eruptions,but if these volcanoes were active as recently as 100 million years ago(an estimate of the time of last eruption based on the extent of impact cratering on their slopes),some of them may still be at least intermittently lions of years,though,may pass between eruptions. Another prominent feature of Mars’s surface is cratering.The Mariner spacecraft found that the surface of Mars,as well as that of its two moons,is pitted with impact craters formed by meteoroids falling in from space.As on our Moon,the smaller craters are often filled with surface matter-mostly dust-confirming that Mars is a dry desert world.However,Martian craters get filled in considerably faster than their lunar counterparts.On the Moon,ancient craters less than 100 meters across(corresponding to depths of about 20 meters)have been obliterated,primarily by meteoritic erosion.OnMars,there are relatively few craters less than 5 kilometers in diameter.The Martian atmosphere is an efficient erosive agent,with Martian winds transporting dust from place to place and erasing surface features much faster than meteoritic impacts alone can obliterate them. As on the Moon,the extent of large impact cratering(i.e.craters too big to have been filled in by erosion since they were formed)serves as an age indicator for the Martian surface.Age estimates ranging from four billion years for Mars’s southern highlands to a few hundred million years in the youngest volcanic areas were obtained in this way. The detailed appearance of Martian impact craters provides an important piece of information about conditions just below the planet’s surface.Martian craters are surrounded by ejecta(debris formed as a result of an impact)that looks quite different from its lunar counterparts.A comparison of the Copernicus crater on the Moon with the(fairly typical)crater Yuty on Mars demonstrates the differences.The ejecta surrounding the lunar crater is just what one would expect from an explosion ejecting a large volume of dust,soil,and boulders.■However,the ejecta on Mars gives the distinct impression of a liquid that has splashed or flowed out of crater.■Geologists think that this fluidized ejecta crater indicates that a layer of permafrost,or water ice,lies just a few meters under the surface.■Explosive impacts heated and liquefied the ice,resulting in the fluid appearance of the ejecta.■ ▉托福TPO25阅读Passage1题目： Q1 The word“enormous”in the passage is closest in meaning to A.Important B.Extremely large C.Highly unusual D.Active Q2 According to paragraph 1,Olympus Mons differs from volcanoes on the Tharsis bulge in that Olympus Mons A.Has more complex geologic features B.Shows less impact cratering C.Is taller。
托福TPO25听力Conversation1文本+题目+答案解析
托福TPO25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TPO25听力Conversation1文本+题目+答案解析，希望对大家备考有所帮助。
托福TPO25听力Conversation1文本Narrator: Listen to a conversation between a student and his academic advisor.Professor: Hi, Mark. What can I do for you?Student: I am just filling out this approval for graduation form for the dean's office, and I don't know, I hope I will be able to graduate next semester.Professor: Well, as long as you've met the departmental requirements and you submit the form on time, you shouldn't have any problem.Make sure you include all the classes you will have taken for your degree in finance and the electives too.Student: Yeah, but as I look over the form, I got confused because of the way, um…they've changed the requirements. So now I am not sure I will be qualified to graduate next semester. I know I would, before, under the old requirements.Professor: Well, when the business department changed the curriculum to include more courses in international business, to ... well, because of the increasing globalization of business. We made sure that students who have finished their second year, that is, those who are in their third or fourth year, wouldn't be affected. The new rules only apply to students in their first or second year.Student: That's good to know. Uh... the department's hiring new faculty too I heard, to teach some of the new courses. But I want to...Professor: Yes. One new faculty member has been hired. She will be teaching International Banking as a matter of fact.Student: Actually, that's what I want to ask about - International Banking. I took International Banking 1, but I never took International Banking 2. It used to be that the second semester of International Banking was an elective, but now it says it's a required class.Professor: Yes. But that's one of the recent changes. So...Student: Oh, Oh, OK. Oh. And ... and I am planning to take a management course next semester, but I don't know if it's ... if it will count toward my major.Professor: What's the course?Student: Organizational Behavior.Professor: Yes. That will count toward your major. That's a difficult class, you know. But well worth it. So it looks like you will have all the required classes you need. You should be just fine. Uh... I assume you have taken a seminar?Student: Yeah, I took the marketing seminar.Professor: OK. You are looking good. Just to be on the safe side, why don't you talk to someone in the dean's office before you give them the form?Student: OK. So should I just explain to them that even though one of these classes got changed from an elective to a required class, I don't have to take it?Professor: Yes. You've met the requirements for graduation. And if there's something I need to do ... if I need to write a letter or whatever, just let me know.Student: OK. Thanks. I'll let you know if I need that letter.托福TPO25听力Conversation1题目1.What is the conversation mainly about?A. The student’s eligibility to graduate ne xt semester.B. The student’s difficulties in registering for classes.C. A difficult class the student must take next semester.D. Possible elective choices in the student’s degree program.2.According to the woman, why was the program’s curriculum changed?A. To attract more international students to the program.B. To reflect the growing importance of international business.C. To take advantage of the expertise of new faculty members.D. To give students a stronger background in management.3.What does the woman imply about the new departmental requirements?A. They will not affect the student’s plans for graduation.。
2012年8月25日托福考试听力回忆
2012年8月25日托福考试听力回忆考生1回忆：Conversation1：女生去了一个research，过程中对那个地方的风土人情感兴趣了，于是回来跟教授商量想要改改努力方向，不研究education了，但是她又想正常毕业，所以不能换major。
教授给她一些建议，比如在论文中体现之类的。
Lecture1：玛雅文明的发现与科技。
一开始某某科学家先发现了一个遗址，里面各种壁画文字人形，很激动，发表了文章。
NASA一工作人员看见了很感兴趣，正好刚刚卫星拍摄了那一片地区的卫星图，而且是红外线拍摄的，就寄给了科学家。
发现照片上亮黄色的位置竟然都是遗址，寺庙之类的。
之后种种...Lecture2：一个科学家认为如果两个物种在完全相同环境中而且还吃同一种食物的话，一种必然会最终把另一种赶出栖息地。
教授说但这种观点貌似有反例，比如wabler（tpo里这词很多但忘了怎么拼了- -），五只，总能共协同生活。
但实际上他们是在不同的时间和地点进食的，比如在一棵树的上中下三个位置进食。
所以这个例子没法反驳理论。
之后引入Niche和Habitat的概念，在Biology中，小生态环境包含更多东西。
如果1v1的时候占劣势，不改变自己的habitat其实也可以改变niche（小生态环境）。
逐步进化，对面吃什么你就不吃他的，吃别的。
对面喝水太多水源不够，你就进化成耐旱的。
考生2回忆：1.conversation老师问她的summer break.学生说很好，好像是做一个project.她打算下学期做一个semester 的Internership 去继续做这个项目。
第一个listening 状态不太好，比tpo慢很多，居然不习惯了，然后就听得凌乱了。
大意觉得是老师不太赞成学生花太多的时间去做，因为这个项目好像是anthology的，学生的专业是socialogy。
老师说你可以做education 的research,好像这个会两方面都结合。
TPO25
TPO 25 Conversation 1advisor [ædˈvaɪzɚ]n. 顾问approval [ə'pruvl]n. 同意；批准dean [din] n. 系主任；学院院长submit [səb'mɪt]v. 提交；递交elective [ɪ'lɛktɪv] n. 选修科目globalization [ˌɡləubəlai'zeiʃən]n. 全球化faculty ['fæklti] n. 全体教员seminar ['sɛmɪnɑr] n. 研讨会Lecture 1consequence ['kɑnsəkwɛns]n. 结果；后果fuel ['fjuəl]n. 燃料radical ['rædɪkl]adj. 彻底的；基本的debate [dɪ'bet]v. 争论；辩论latitude['lætɪtud]n. 纬度glacial ['ɡleʃl]adj. 冰川的swing [swɪŋ]n. 改变fragment ['fræɡmənt]v. 使破碎；分裂retreat [rɪ'trit]v. 撤退；改变slice [slaɪs]v. 切成薄片；切开prairie ['prɛri]n. 大草原quarter ['kwɔrtɚ]n. 四分之一viable [ˈvaɪəbəl]adj. 能生存的；可行的rescue ['rɛskju]n. 营救；救援proliferate[prə'lɪfə'ret] v. 繁殖invasive [ɪn'vesɪv]adj. 侵略性的；攻击性的choke [tʃok]v. 窒息；抑制hog [hɔɡ] v. 独占sugarcane [ˈʃʊɡɚˌken]n. 甘蔗plantation [plæn'teʃən]n. 种植园continent ['kɑntɪnənt]n. 大陆；洲intimate ['ɪntɪmət]adj. 亲密的fungus ['fʌŋɡəs] n. 真菌；霉菌insect ['ɪnsɛkt]n. 昆虫；虫子pollination ['pɑləneʃən] n. 授粉migration [maɪ'ɡreʃən]n. 移民ultimate ['ʌltəmət] adj. 最后的oversight ['ovɚsaɪt]n. 监管；看管permit [pɚ'mɪt]n. 许可证；执照invertebrate [ɪn'vɝtɪbret]adj. 无脊椎的pest [pɛst]n. 害虫eliminate [ɪ'lɪmɪnet]v. 消除；除去maverick ['mævərɪk]adj. 标新立异的Lecture 2religious [rɪ'lɪdʒəs]adj. 宗教的；虔诚的ceremony ['sɛrə'moni]n. 仪式；礼节ethnomusicologist ['ɛθnomjʊzɪkɑ'lɑdʒɪkəl]n. 人种音乐学notable ['notəbl]adj. 显著的；著名的folk [fok] adj. 民间的Conversation 2pattern ['pætɚn]n. 模式；图案overwhelming [ˌovɚˈhwɛlmɪŋ]adj.势不可挡的；无法抗拒的skim [skɪm]v. 掠过；撇去substantial [səb'stænʃl]adj. 大量的assignment [ə'saɪnmənt]n. 分配；任务adaptation[ˌædæp'teʃən] n. 改编；改编成的作品anatomy [ə'nætəmi]n. 分解；解剖circulatory ['sɝkjələtɔri]a dj. 循环的mammal ['mæml] n. 哺乳动物capacity [kə'pæsəti]n. 能力metabolic [ˌmɛtə'bɑlɪk]adj. 新陈代谢的kidney ['kɪdni]n. 肾Lecture 3Hieroglyph ['haɪərəɡlɪf]n. 象形文字monument ['mɑnjumənt]n. 纪念碑temple [ˈtɛmpəl]n. 寺院；庙宇abruptly [ə'brʌptli] adv. 突然地mystify['mɪstə'fai] v. 迷惑；使神秘化archaeology [ˌɑrkɪ'ɑlədʒi]n. 考古学decipher [dɪ'saɪfɚ]v. 辨认alphabet ['ælfə'bɛt]n. 字母表demotic [dɪ'mɑtɪk]adj. 通俗的elaborate [ɪ'læbəret]adj. 详尽的；复杂的mundane [mʌnˈden] adj. 世俗的；普通的administrative [əd'mɪnɪstretɪv]adj. 行政的；管理的remarkable [rɪ'mɑrkəbl]adj. 非凡的；卓越的essentially [ɪ'sɛnʃəli] adv. 本质上；本来interpret [ɪn'tɝprɪt] v. 解释；诠释attempt [ə'tɛmpt]v. 企图；尝试symbol ['sɪmbl]n. 符号；标志suspect ['sʌspɛkt] v. 怀疑；猜想phonetic [fəˈnɛtɪk] adj. 语音的pictograph ['pɪktoɡræf] n. 象形文字concept ['kɑnsɛpt] n. 观念；想法dominant ['dɑmɪnənt]adj. 主要的dismiss [dɪs'mɪs]v. 解散；屏除anomaly [ə'nɑməli] n. 异常；反常dynasty ['daɪnəsti] n. 朝代；王朝critic ['krɪtɪk]n. 评论家；批评家disprove [ˌdɪs'pruv]v. 证明... 是不对的linguistic [lɪŋ'gwɪstɪk]adj. 语言的；语言学的crack [kræk] v. 破解fluent ['fluənt]adj. 流利的；流畅的breakthrough ['brek'θrʊ]n. 突破，突破性进展confirm [kən'fɝm]v. 证实；确定Lecture 4assign [ə'saɪn]v. 分配；指定；指派hypothesis [haɪ'pɑθəsɪs]n. 假说；假设chase [tʃes]v. 奔跑；追赶pounce [paʊns]v. 猛扑；突然袭击pup [pʌp]n. 小海豹handicap['hændɪ'kæp]v. 妨碍fake [fek] adj. 假的submissive [səb'mɪsɪv]adj. 服从的；顺从的posture ['pɑstʃɚ]n. 姿势；态度flexibility[ˌflɛksə'bɪləti]n. 灵活性；弹性pretend [prɪ'tɛnd] v. 假装notion ['noʃən]n. 观念；概念persuasive [pɚ'swesɪv]adj. 有说服力的；令人信服的intensity [ɪn'tɛnsəti]n. 强度reversal [rɪ'vɝsl]n. 翻转；倒转fill out 填写look over 检查；查看Rosetta Stone 罗塞塔石碑rather than 而不是other than 除了take ... into account 考虑... 的因素cope with 处理。
TPO25 听力原文
TPO 25 Conversation 1Listen to a conversation between a student and his academic advisor.Academic Advisor: Hi Mark, what can I do for you?Student: I’m just filling out this approval for graduation form for the Dean’s office and ... I don’t know, I hope I will be able to graduate next semester.Academic Advisor: Well, as long as you’ve met the departmental requirements and you submit the form on time, you shouldn’t have any problem. Make sure you include all the classes you will have taken for your degree in finance and the electives too.Student: Yeah, but as I look over the form, I got confused because the way, uh, they’ve changed the requirements, so, now I’m not sure how qualified to graduate next semester. I know I would before, under the old requirements.Academic Advisor: Well, when the business department changed the curriculum to include more courses in international business to, well, because of the increasing globalization of business, we made sure that students would finish to their second year that is those who were in their third or fourth year wouldn’t be affected. The new rules only apply to students in their first or second year.Student: Oh, that’s good to know. Uh, the department is hiring new faculty too, I heard, to teach some of the new courses? But, I want to...Academic Advisor: Yes, one new faculty member has been hired. She’ll be teaching International Banking as a matter of fact.Student: Actually, that’s what I wanted to ask about, International Banking. I took International Banking 1, but I never took International Banking 2. It used to be that the second semester of International Banking was an elective, but now it says it’s a required class.Academic Advisor: Yes, but that’s one of the recent changes, so...Student: Oh, oh, okay. Oh, and I am planning to take a management course next semester but I don’t know if it’s, if it will count toward my major.Academic Advisor: What’s the course?Student: Organizational behavior.Academic Advisor: Yes, that’ll count toward your major, that’s a difficult class you know, but well worth it. So it looks like you’ll have all the required classes you need, you should be just fine. Uh, I assume you’ve taken a seminar?Student: Yeah, I took the marketing seminar.Academic Advisor: Ok, you’re looking good. Just to be on the safe side, why don’t you talk to someone in the Dean’s office before you give them the form?Student: Ok, so should I just explain to them that even though one of these classes got changed from an elective to a required class I don’t have to take it?Academic Advisor:Yes, you’ve met the requirements for graduation, and if there’s something I need to do, if, if I need to write a letter or whatever, just let me know.Student: Ok, thanks. I’ll let you know if I need that letter.TPO 25 Lecture 1Listen to a part of a lecture in a conservation biology classWhen consequence of global warming is extinction, there is compelling evidence that global warming will be a significant driver of many plant and animal extinctions in this century. So we are considering various strategies to help some threaten species survive this unprecedented, this warming trend which, as you know, is caused mainly by greenhouses gases produced by the burning of fossil fuels. The most radical strategy being debated among conservation biologists is assisted migration.Assisted migration means picking up members of the species or members of a group ofinterdependent species and physically moving or translocating them. Translocating threatened species to a cooler place to higher latitudes or higher elevations for example.Now migrations are natural survival strategy. Over the past 2 million years, colder glacial periods have alternated with warmer inter-glacial periods. And so in response to these gradual climatic swings, some species have shifted their ranges hundreds of kilometers. So perhaps you are wondering why not let nature take its course now. Well we can't. The main problem is today’s fragmented habitats. During previous inter-glacial periods, When glaciers were treated they left behind open land in their wakes. Today human development has paved much of the natural world. Ecosystems are fragmented; housing developments, highways, and cities were placed or sliced through forests and prairies. There are few carters left for species to migrate through without help.So conservationists are trying to save as many species as possible. Now, assisted migration could become a viable part of our rescue strategy, but there are a number of uncertainties and risks. Without more research we can't predict if assisted migration will work for any given species. A translocated species could die out from like a food for example. At the other extreme, we might successfully translocate the species but within five or ten years, that species could proliferate and become an invasive species. Like a non-native plant that chokes out native plants by hugging the nutrients in the soil. Translocated animals can become invasive too. It happened in Australia. The cane toad was introduced back in 1935 to control an insect pest that was destroying Australia sugar cane plantations. But the cane toad itself became a pest and it destroyed much of the wild life on that continent. Also, many species are interdependent, intimately connected to one another. Like animals that eat a certain plant and that plant relies on a certain fungus to help it get nutrients from soil. And on a certain insect for pollination, we probably have to translocate entire networks of species. And it’s hard to k now where to draw the line. And in addition to all that it’s not even cleared that the assisted migration or any migration for that matter will help at least for some species. Earth was already at one of its warm inter-glacial periods when we started burning fossil fuelsAnd in the 21st century, global temperatures are expected to rise two to six degrees. That rate of heating’s far greater than during the last glacial retreat some twelve thousand years ago. Whether to use the assisted migration? This debate is mostly within the biology community right now. But the ultimate decision makers, in United States at least, will be the government agencies that manage natural resources. Assisted migration really needs this level of oversight and soon currently there is no public policy on using assisted migration to help species survive climate change. People aren’t even required to see permits to move plants or invertebrate animals around as long as they are not classified as pests.In one case a group of conservationists has already take it upon itself to try on their own to save the endangered tree, the Florida torreya tree through assisted migration.There is only about a thousand individual Florida torreyas left and global warming is expected to significa ntly reduce or eliminate this tree’s habitat. So this conservation group wants to translocate seedlings, Florida torreyas seedlings, 500 kilometres north, in order to expand the species’ range. The group believes that its effort is justified but I and many other biologists will be watching very closely how this maverick group makes out because, like I said there could be unintended consequences TPO 25 Lecture 2Listen to part of a lecture in a music history classProfessor: So, I just finish reviewing your papers on the influence of nationalism of composers' music. And initially, I was surprised that none of you chose to write about Bella Bartok. That isn't until I remembered that we haven't had a chance to discuss him in the class yet. He was wonderful and ground-breaking composer. Bella Bartok was a Hungarian whose life stretched from the late 19thcentury to the middle of 20th century. But he was not a fan of the romantic style of music that was popular in his homeland during his youth.Female student: Wait, Hungary wasn't a country in 1900, was it?Professor: You're right, I should've been clear. Bartok was born in Austria Hungary, a nation that broke apart when he was 40 years old. Actually the town where he was born is presently part of Romania. The political history of that region is complex. Suffice to say Bartok is generally known has a Hungarian composer. So, during Bartok's youth, the music played in the concert halls of the Austria Hungary was dominated by romantic pieces by mostly German composers. We discussed the romantic style last week. These pieces were long and lyrical. They were meant to have a sort of grandeur about them. And in the early 1900 composers worked in the romantic style were the most popular in Austria Hungary. But Bartok, he was part of the musical community that was trying to change this. And it let him to, well; the first thing he did was leaving to travel. He looked to the countryside for the music of the farmers and the people who lived in the small towns. And their music, well, you can say he discovered the music that was popular in those areas.Male student: What do you mean?Professor: Well, all the music we've been talking about the past few weeks it really was all in the cities. That's where the composers and the orchestras were. Out in remote areas of the countryside in rural locations, music was more traditional. The same song was enjoyed by previous generations. Bartok went out. He travelled to a significant portion of Eastern Europe actually. He roamed the countryside and listened to the music III in the small towns and all sorts of celebrations. He attended weddings, dances and religious ceremony where he heard a very different sort of music from the romantic stuff being played in the concert halls in the cities. The music he heard is what we were considered folk music.Male student: And any of those same songs played in the concert halls?Professor: No. At first, he went around to document the folk music. He really wanted to make sure that folk songs were written down before they disappeared. In fact, Bartok didn’t start out a trip thinking himself as a composer. He was an ethnomusicologist, and he studied the traditional music of the region. But it turns out that what were later had but notable influence on the European music on the whole, was the way Bartok used the elements he heard in folk songs in his own compositions. He adopted a number of elements from what he heard, like unusual rhythms and he liked to use Gelli Sandor as his home mark, which you probably got from listening to Croatian folk music. Gelli Sandor is, well, I've got a recording of Bartok here. Let's wait until the music is fresh in our minds. Susie, do you have something you want to ask first?Female student: Yeah. Before, you mentioned nationalism, and...Professor: Ah, right! Yes. When Bartok kept new pieces performed, their folk music routes made them instantly popular. It happened to be a time of strong nationalism in Austria, Hungary. So his composition came just at the right time. It became very successful there. Particularly, when Bartok's ballet The Wooden Prince opened, it was a great excitement for music that included musical elements from local folk songs, music that reflected the region's musical traditions. However, as popular as Bartok was in his homeland, he did not get much international recognition during his lifetime.TPO 25 Conversation 2Listen to a conversation between a student and his biology professor.Student: Well, you know, I’m reading the papers about whales, and the path they travel as they swim through the ocean, their migration patterns.Professor: Yes, I remember.Student: Well, I was thinking about it, and I realized I don’t understand how they hold their breathsunder water. It’s a little crazy for me to be writing a paper about migration patterns without actually knowing how they stay underwater for so long.Professor: Did you do any research to find out how they do it?Student: Yeah, I did. I searched on the Internet, and there was a lot of information about whales, their habitats, the way they communicate, you know, their songs. But if there was anything about whales and how they hold their breaths, I missed it. I’ve got a bunch of books. Actually, I’ve got so much information, and it’s a little overwhelming.Professor: I’m surprised that there is nothing about it in any of those books.Student: Well, to be honest, I’ve only skimmed them so far. I’m still working on finding sources. Professor: Ok, I know I encourage everyone in class to look at a substantial number of sources, but I don’t want you to get overwhelmed. Looking at a number of sources gives you a good knowledge base, but students only have a limited amount of time to work on each pa per. I don’t expect you to read a dozen of books on whales for this assignment. Focus on just a few.Student: Ok, thanks.Professor: You know, since you’re already here, I can give you a quick summary of how whales hold their breaths underwater. It’s just a matter of certain adaptations in their anatomies, specifically in their circulatory system.Student: So, the blood flow is what makes the difference?Professor: Yes, and in a couple of ways. First, blood makes up a larger share of whale’s weight than any other mammals.Student: So they can store more oxygen because they have more blood?Professor: Yes, but that’s only part o f it. They also have a greater capacity than land animals to store oxygen in their blood.Student: So how does having more oxygen in their blood help them stay underwater longer? Professor: It’s the way the whale’s blood carries oxygen to the rest of its body. Whales carefully conserve their oxygen when underwater in a couple of ways. When a whale dives, its metabolic weight drops, causing its heart beat to slow down. And the blood flow to its muscles and some of its none-vital organs, like its kidneys, is also cut off. Whale’s muscles and none-vital organs are able to function without oxygen for an extended period of time.Student: I see, well, now I can concentrate on my topic.TPO 25 Lecture 3Listen to part of lecture in history class, the professor has been discussing Egyptian hieroglyphs.Egyptian hieroglyphs are the ancient Egyptian writings, found in ancient Egyptian on walls, monuments, and on the inside and outside of the temples. Hieroglyphic writing ended abruptly about 1600 years ago, and it mystified the most brilliant minds in the study of the Egyptian artifacts and archeology for many many centuries. Finally, the possibility of deciphering hieroglyphs came about with the discovery in 1799 of the Rosetta stone.The Rosetta stone is arguably the most famous archeology artifact ever discovered. It contains the same exact text written in three different alphabets: Greek, demotic and hieroglyphic. But we didn’t even know at first, that the three texts on the Rosetta stone contain the same information. And two of the three alphabets are ancient Egyptian scripts that stop being used, the hieroglyphic and the demotic. The demotic script found on the Rosetta stone, um …well, demotic was not as elaborate as the hieroglyphic writing. It was used for Mundey matters or like administrator documents. These ancient Egyptian scripts were replaced by Coptic script, but eventually the Arabic language replaced the Coptic, and this cut off the linguistic link between ancient and modern Egypt. Now the Rosetta stone was remarkable, because as I said, hornet was the same text in three different alphabets: Greek,demotic and hieroglyphs. The soon was centrally the dictionary that the scholars needed to interpret the meaning of hieroglyphs, and it took a uniquely equipped researcher to finally decipher and understand what was written on the stone.Thomas Yang, an English scholar, was the first to seriously attempt to decide for the symbols on the Rosetta stone. He suspected rightly, that the hieroglyphs were phonetic symbols, that they represented sounds rather than pictures. Until then, all scholars assumed that the hieroglyphs were pictographs, that they symbolize objects or concepts. Thomas Yang focused his attention on one set of hieroglyphs that he thought would probably spell out a single word, the name of a king or queen. He guessed that the symbols represented the name of the earlier Egyptian ruler Ptolemy, since Ptolemy was also written in Greek on the stone and was indeed a Greek name. And Yang did actually prove that these hieroglyphs represented sounds rather than whole words. Strangely though, he gave into the dominant thesis of the day that hieroglyphs were pictographs. He actually dismissed his own finding, as an anomaly, because the Ptolemy Dynasty was Greek, not Egyptian. In other words, he figured it was an exception to the rule. It was phonetic because it was Greek not Egyptian. How else could an Egyptian to pick a Greek name other than spell it out? And that brings us to the hero of our story, Jean-Françoise Champollion.Champollion built on Yang’s work, showing that different hieroglyphs spell the name of the kings or queens like Alexander or Cleopatra. But his critics noticed that this was still not traditional Egyptian names, he hasn’t done anything more than Yang has been able to do. So he couldn’t disprove the dominant theory. Then, in 1822, Champollion was shown a set of hieroglyphs that contain traditional Egyptian names. The first two of the symbols were unknown, but Champollion knew that the repeated hieroglyphs to the far right symbolized an “s”sound. He then drew on his linguistic knowledge to arrive at the solution to the problem. You see, unlike the any of other scholars who have tried to crack the code, Champollion happened to be fluent in Coptic. He wondered and this was the real breakthrough. If the Coptic was the language that symbolized by the hieroglyphs on Rosetta stone, and if so, then perhaps that first this shape symbol might represent the sound. And the Coptic word for sound is “ra” . See where this was it headed, so if the symbol were Coptic, the first symbol would be “ra” . And then, an unknown symbol followed by a double ”s”sound, was this Champollion wondered the name “Ramses”. He was eventually able to confirm that it was. So, he had figured it out. Hieroglyphs were mainly phonetic, they represent sounds not pictures, and the underlined language was Coptic. A lot of work remained, but Champollion had cracked the code.TPO 25 Lecture 4Listen to part of a lecture in an animal behavior classProfessor: Alright, I hope you all had a chance to finish the assigned readings about animal play, because I want to spend some time discussing the different viewpoints presented in those articles. Let’s start with th e play-as-preparation hypothesis. Jerry, can you explain that?Jerry: yeah, play-as-preparation hypothesis, young animals play in order to get really good at certain specific things they’ll need to do when they are adults. Things like chasing, pouncing, climbing. In other words, they play in order to practice survival skills, like movements used in hunting and fighting. That hypothesis makes a lot of sense, like, maybe the most sense of all the theories we read about. Professor: And, what leads you to that conclusion?Jerry: Well, like wolves, the young pups, they fight a lot and bite, you know, not to hurt each other, but, just seems obvious why those wolf pups play like that, give them practice with skills that’ll make them better hunters or fighters as adults.Female student: Oh, I don’t know about that. I mean, some of the things the young animal does while playing are totally different from the things they will do as an adult. There was a really good examplein second article. I can’t remember what it‘s called exactly... uh... self...Professor: Self-handicapping?Female student: RIGHT! Self-handicapping, like during the fake fight... uh... a play fight, if one of the animals is winning, the winning animal might just stop and give up its advantage.Professor: Yes, and often a shift to a submissive posture, too. Of course self-handicapping hardly ever happens in a real fight, because in a real fight, well, the point is to win. So this self-handicapping is important to take this into account before deciding to go with that first explanation, and in fact, there really isn’t much in the way of solid experimental evidence to support the play-as-preparation hypothesis.Female student: What about the other one, the flexibility hypothesis?Professor: Ah, yes. Let’s talk about that. As you say, play is much more than just pretend fighting or practicing other adult behaviors. Apparently, it also contributes to the development of a brain that’s flexible. A brain that’s quickly able to get a handle on unfamiliar situations. This notion, the flexibility hypothesis, well, many of my colleagues find it quite persuasive.Female student: So like, with kids, a little kid might play a game with a friend, and then they might raise each other across the field, so, they are switching from one type of play to another. There’s a lot of variety? I mean, they are learning to response to whatever happens?Professor:Well, that’s the general idea. But let’s hold off on talking about human behaviors from now. OK, according to the flexibility hypothesis, yes, the diversity, the variety in play can lead to a broader behavioral vocabulary.Jerry: A broader behavioral vocabulary? Can you explain what that means?Professor: Well, sometimes play results in an animal doing something it would not normally do, that can lead to the animal learning to adapt, to come up with new behaviors that can help it cope with major problems later on, like staying safe or finding food.Female student: Yeah, and there was that brain study you had us read about, too.Professor: Oh, the one on how play affects development within the brain?Female student: Right, that’s it. About the animals raised in an environment where they did not get opportunities to play?Professor: Yes, wasn’t the conclusion interesting? T hat play literally stimulates growth creates connections within the brain? We need to do further studies, but...Jerry: Excuse me. Can we go back to play fighting for a minute? I’m wondering, can the flexibility hypothesis really explain that?Professor: P lay fighting? Actually that’ something that flexibility hypothesis explains very well, since play fighting includes variations in speed and intensity, and quick raw reversals involved with self-handicapping, and animal that’s play-fighting is constantly responding to changes. So it’s learning to be flexible.。
托福阅读真题第251篇TheSentinelBehaviorofMeerkats（答案文章最后）
托福阅读真题第251篇TheSentinelBehaviorofMeerkats（答案文章最后）The Sentinel Behavior of MeerkatsParagraph 1：A species of small mongooses in Africa called meerkats share sentinel (guard) duties to warn other group members by repeating alarm calls if a predator is seen. This is an important job, because when meerkats are foraging, their heads are in the ground seeking prey, and they cannot see a predator coming.Paragraph 2：The question is, why do group members take turns acting as sentinels? Kin selection, that is, being able to save the lives of family members can be one hypothesis for this type of sentinel behavior. Family members share copies of a meerkat's genes. Kin selection is achieved by hel ping a meerkat’s own offspring as well as non descendant kin, including sibling, nieces, nephews, aunts, and uncles. Therefore, if members of a certain group are closely related, a sentinel ensures that copies of its genes can be passed on to future generations by saving the majority of family members by alerting others, even at the expense of its own life.1. Which of the sentences below best expresses the essential information in the highlighted sentence in the passage? Incorrect choices change the meaning in important ways or leave out essential information.(A) A sentinel attempts to save as many closely related family members as possible, even if it dies while doing so.(B) The group will not be able to pass their genes to future generations if a sentinel dies before alerting other family members.(C) The genes of all members of the group will be passed to future generations even if a sentinel alerts only its close family members.(D) Although a sentinel dies while alerting family members, it ensures that its genes will survive in future generations.Paragraph 3：Assuming this hypothesis is true, we can predict that group members have close genetic ties. Otherwise, kin selection would not work. But this prediction does hold true.A dominant, breeding female is mother to 75 percent of all the litters in a group, and one dominant male fathers 75 percent of all the pups born. Even though a typical meerkat group includes a few immigrants, most subordinate adults are siblings or half siblings. Therefore, it is likely that subordinate adults share 25 or 50 percent of their genes.2. According to paragraph 3, the theory that meerkats' sentinel behavior is the result of kin selection is supported by the fact that(A) sentinels warn the dominant males and females of the meerkat group first(B) most members of a meerkat group are hereditarily related to each other(C) immigrant members of the meerkat group will benefit from the sentinels' warnings(D) only a small portion of a meerkat group serves as sentinelsParagraph 4：On account of most meerkat group members being family, it is possible that kin selection has favored sentinel behavior. Nonetheless, by itself, a close inherent relationship is not enough evidence to conclude that kin selection has played a role. Thus, we need further evidence, and must improve theprediction.3. What role does paragraph 4 play in the passage?(A) It explains the difficulties in collecting evidence about kinship relationships.(B) It introduces a new hypothesis to replace the one presented in paragraph 2.(C) It explains the relationship between hypotheses, prediction, and evidence.(D) It introduces another observation test of the hypothesis presented in paragraph 2.Paragraph 5：Based on the same hypothesis, a more specific prediction is that each mongoose should increase the frequency of sentinel behavior when they are guarding family members. This new prediction needed testing, so the group was observed to determine which members stand guard and when. The immigrants without any kin relations to other group members acted as sentinels just as much as the individuals with many relatives nearby. Therefore, the result of this test does not support the kin-selection hypothesis.4. Paragraph 5 suggests that before the more specific prediction based on the kin-selection hypothesis is tested, researchers involved in the testing should know(A) the minimum number of members needed as guards(B) which group members were related to each other(C) which group members were more skilled at standing guard(D) how well group members were protected by the sentinelsParagraph 6：Another hypothesis that is often suggested to explain such cooperative behavior is that it results from reciprocal altruism — each individual takes turns standing guardto benefit the rest of the group, rather than itself. The reciprocal altruism theory can work only when those who cheat by avoiding guard duty can be identified and punished by the rest of the group. This hypothesis produces the prediction that there should be a regular rotation of sentry duty within the group and that the ones who neglect this duty should be chastised. However, this is not observed. In fact, the group members do take turns on sentry duty, but there is no predetermined order for this. In addition, when some members shorten their shift, other group members increase their contributions to compensate. The predictions and observations of the reciprocal-altruism hypothesis do not coincide with each other.5. According to paragraph 6, what observation was made that weakened the reciprocal-altruism hypothesis?(A) Some group members never spent any time guarding.(B) There were some moments when no sentinel was present.(C) No established order of guard duty existed.(D) Some group members were less severely punished than others.Paragraph 7：Yet another hypothesis for the evolution of meerkat sentinel behavior is that it results from selfish antipredator behavior. This idea stems from the fact that the meerkat watching for predators increases its personal safety, and warning others does not harbor any disadvantage. So, when a meerkat has had enough to eat, it should watch for predators. The sentinel on duty can then return to foraging. This hypothesis produces a prediction that sentinel duty is not dangerous or risky in any way. This does seem to be true. Over the course of 2,000 hours of observation, no sentinels were attacked or killed bypredators. They may actually be safer because they are the first to sense the predator. Moreover, they generally stand guard within 5 meters of a burrow, and are the first underground whena predator comes close.6. According to the hypothesis discussed in paragraph 7, why would a meerkat choose to stand guard once it has eaten?(A) To look for new foraging grounds as well as predators(B) To protect itself from being attacked by a predator(C) To improve its position within the group(D) To warn others in its group of any predator attacks, even at great risk to itself7. According to paragraph 7, the fact that during the 2,000 hours of observation no sentinels were attacked by predators may show that(A) sentinels are extremely effective in warning members of their group about dangers(B) it is safer for an individual to stand guard than to be guarded from predation(C) it is hard to determine how hard guard duty is even from 2,000 hours of observation(D) sentinels can ensure that foraging group members stay within 5 meters of a burrowParagraph 8：If a meerkat’s personal safe ty is increased with serving as a sentinel, it would be possible to predict that an individual would spend a proportion of its time guarding, whether it was solitary or part of a group. As predicted, individual meerkats spend about the same time on guard duty as members of large groups. Groups with more members suffer less predation because there is a sentinel for a longer portion of foraging time than in small groups.8. According to paragraph 8, which of the following statements is supported by studies of individual meerkats’ guarding behavior?(A) Solitary meerkats spend more time on foraging than ones belonging to a group, but they also watch for predators some of the time.(B) Individual animals in large groups tend to spend more time on guard duty than ones in small groups.(C) The time spent watching for predators increases a meerkat's personal safety even when the animal is solitary.(D) Sentinels prefer to spend their guarding time as solitary individuals rather than as members of a large group.Paragraph 7：Yet another hypothesis for the evolution of meerkat sentinel behavior is that it results from selfish antipredator behavior. This idea stems from the fact that the meerkat watching for predators increases its personal safety, and warning others does not harbor any disadvantage. So, when a meerkat has had enough to eat, it should watch for predators. The sentinel on duty can then return to foraging. This hypothesis produces a prediction that sentinel duty is not dangerous or risky in any way. This does seem to be true. Over the course of 2,000 hours of observation, no sentinels were attacked or killed by predators. They may actually be safer because they are the first to sense the predator. Moreover, they generally stand guard within 5 meters of a burrow, and are the first underground when a predator comes close. ■Paragraph 8：If a meerkat’s personal safety is increased with serving as a sentinel, it would be possible to predict that an individual would spend a proportion of its time guarding, whether it was solitary or part of a group. ■ As predicted,individual meerkats spend about the same time on guard duty as members of large groups. ■ Groups with more members suffer less predation because there is a sentinel for a longer portion of forag ing time than in small groups. ■9. Look at the four squares [ ■ ] that indicate where the following sentence could be added to the passage.This results in meerkats gaining an advantage in survival by gathering in large groups rather than small ones.Where would the sentence best fit?10. Directions: An introductory sentence for a brief summary of the passage is provided below. Complete the summary by selecting the THREE answer choices that express the most important ideas in the passage. Some sentences do not belong in the summary because they express ideas that are not presented in the passage or are minor ideas in the passage. This question is worth 2 points.Many hypotheses have been suggested to explain why meerkats take turns acting as sentinels, warning other group members of any threats from predators.(A) Kin selection is thought to explain sentinel behavior, but this hypothesis does not fully explain how unrelated immigrants can be part of a group.(B) Even though sentinel behavior can be explained with reciprocal altruism, there is lack of evidence that group members are ever held responsible for not taking their turn to guard.(C) Guard duty increases the personal safety of every group member, but the increase is at its least for the member who actually stands guard.(D) The proposed theory that sentinel behavior increases the safety of only family members is contradicted by the sentinelbehavior of immigrant group members.(E) A plausible reason for sentinel behavior may be to allow other meerkats a chance to forage for food in groups rather than as individuals.(F) Sentinel behavior is most likely the result of self-protection by individuals and only secondarily a means to protect the group.。
托福TPO23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TPO23听力Conversation1文本+题目+答案解析，希望对大家备考有所帮助。
托福TPO23听力Conversation1文本 Narrator: Listen to a conversation between a student and the director of campus activities. Student: I'm here 'cause... well, there's something I don't understand. I set an announcement for an event. And this morning I checked the events section of the university's website. And nothing, there is no mention of it. Director: And when did you submit this request? Student: Last Wednesday. I followed the instructions very carefully. I am sure it was Wednesday, because know announcements have be submitted three business days ahead of the posting day. Director: And what's it for? Student: A reading. Director: A reading? Student: Yes. A poetry reading. Director: Oh, OK. When is it? Student: In three days. It is an author from France we have been trying to get for a while. And now that he has finally agreed to come, no one will be there. Director: Wow. This person is really coming all the way from France? Student: Oh, no. He is teaching in New York City this year. We were able to sell him on the idea by promising there will be a nice size crowd. I felt confident about that because I know how enthusiastic our group is. Director: And your group? Do you have a name? Student: Um? Well, it is kind of a loose group, you know, just a bunch of students in the French department who are interested in French literature. There's no formal structure or anything. I guess you could call us the French Literature Reading Group. Director: OK. And it is a recognized group? By the university, I mean. Student: No Director: OK. Student: But the French Department is funding this, on the condition that we do all the legwork. Director: All right. Hold on a second while I check. Well, it looks like we did receive your announcement last Wednesday. Uh, looks like the editors must have decided not to include your event in this week's listings. Student: Not included? Why? Director: Well, we don't post things automatically. We get so many requests that we couldn't possibly post them all. So events that are thought to be too specialized, without the potential for really wide appeal... Student: Wow, I got to say that does surprise me. What am I going to do now? I mean, he really is quite famous. I really do think there would be a genuine interest beyond my group. It would be a shame if no one shows up because there isn't enough publicity. Is there anyone else I can talk to? Director: I don't think that would do you much good since we are already working on next week's schedule. But maybe you could ask the French department to post the announcement on its website. And maybe you could approach some other departments as well, you know, relevant ones. Student: I knew we should have done a poster. But everybody was like, oh, you can just post it online. In any event, thanks for your help. It's something to consider. 托福TPO23听力Conversation1题目 1.What is the cause of the student's problem? A. She missed the deadline for submitting her announcement to the university web site. B. She did not include enough information in her announcement. C. The editors of the university web site did not post her announcement D. The university web site will not be available to students for several days. 2.What did the student's group have to promise the author in order to get him to visit the university? A. That he would have a large audience for his reading B. That his books would be advertised on the university web site. C. That the French Department would pay his travel expenses. D. That he would also be able to speak at another nearby university. 3.What does the man imply about the editors of the university' web site A. They are sometimes careless in their handling of students. B. They sometimes revise students' announcements before posting them. C. They routinely try to predict student interest in upcoming events. D. They usually attend the events advertised on the web site. 4.What does the man suggest the student do? A. Postpone the event until next week. B. Advertise the event on a more specialized web site. C. Explain her situation to the editors of the university web site. D. Create a poster to advertise the event. 5.Why does the student say this? A. To suggest that the man contact the French Department. B. To express her frustration with the French Department's requirements for funding. C. To assure the man that the event has the support of the French Department. D. To explain why she is asking the man for additional funding. 托福TPO23听力Conversation1答案解析 Q1题目解析： 正确答案：C I set an announcement for an event. And this morning I checked the events section of the university's website. And nothing, there is no mention of it 听清开头就会发现明显的提示词： cause，还停顿了。
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为了帮助大家高效备考托福，为大家带来托福TPO25听力Conversation1文本+题目+答案解析，希望对大家备考有所帮助。
托福TPO25听力Conversation1文本
Narrator: Listen to a conversation between a student and his academic advisor.
Professor: Hi, Mark. What can I do for you?
Student: I am just filling out this approval for graduation form for the dean's office, and I don't know, I hope I will be able to graduate next semester.
Professor: Well, as long as you've met the departmental requirements and you submit the form on time, you shouldn't have any problem.Make sure you include all the classes you will have taken for your degree in finance and the electives too.
Student: Yeah, but as I look over the form, I got confused because of the way, um…they've changed the requirements. So now I am not sure I will be qualified to graduate next semester. I know I would, before, under the old requirements.
Professor: Well, when the business department changed the curriculum to include more courses in international business, to ... well, because of the increasing globalization of business. We made sure that students who have finished their second year, that is, those who are in their third or fourth year, wouldn't be affected. The new rules only apply to students in their first or second year.
Student: That's good to know. Uh... the department's hiring new faculty too I heard, to teach some of the new courses. But I want to...
Professor: Yes. One new faculty member has been hired. She will be teaching International Banking as a matter of fact.
Student: Actually, that's what I want to ask about - International Banking. I took International Banking 1, but I never took International Banking 2. It used to be that the second semester of International Banking was an elective, but now it says it's a required class.
Professor: Yes. But that's one of the recent changes. So...
Student: Oh, Oh, OK. Oh. And ... and I am planning to take a management course next semester, but I don't know if it's ... if it will count toward my major.
Professor: What's the course?
Student: Organizational Behavior.
Professor: Yes. That will count toward your major. That's a difficult class, you know. But well worth it. So it looks like you will have all the required classes you need. You should be just fine. Uh... I assume you have taken a seminar?
Student: Yeah, I took the marketing seminar.
Professor: OK. You are looking good. Just to be on the safe side, why don't you talk to someone in the dean's office before you give them the form?
Student: OK. So should I just explain to them that even though one of these classes got changed from an elective to a required class, I don't have to take it?
Professor: Yes. You've met the requirements for graduation. And if there's something I need to do ... if I need to write a letter or whatever, just let me know.
Student: OK. Thanks. I'll let you know if I need that letter.
托福TPO25听力Conversation1题目
1.What is the conversation mainly about?
A. The student’s eligibility to graduate next semester.
B. The student’s difficulties in registering for classes.
C. A difficult class the student must take next semester.
D. Possible elective choices in the student’s degree program.
2.According to the woman, why was the program’s curriculum changed?
A. To attract more international students to the program.
B. To reflect the growing importance of international business.
C. To take advantage of the expertise of new faculty members.
D. To give students a stronger background in management.
3.What does the woman imply about the new departmental requirements?
A. They will not affect the student’s plans for graduation.。