托福TPO听力30文本(含MP3音频)
TPO30听力最详细的全新答案更新

z A lesson Matthew prepared for his studentsz A class Matthew has been observingz A term paper that Matthew has writtenz A problem in Matthew's classroom1. B2. A3. D4. BDE5. C6. B7. B8. AC 9. C 10. A 11. BDE 12. D 13. C14.Olympic: Is family …/ Eastern: Displays15. D 16. A 17. CTPO 021. Why does the man go to see his professorTo borrow some charts and graphs from herTo ask her to explain some statistical procedures To talk about report he is writing To discuss a grade he got on a paper1. C2. Include:ACD/ Not include: B3. A4. D5. B6. C7. B8. C9. C 10. A 11. D 12. D13. B 14. B 15. A 16. C 17. BDSection 2are the students mainly discussingClick on 2 answers Click on 2 answers.A.He does not know the publication date of some reviews he needs.B.He does not know the location of the librar y's vides collection of plays.C.He does not know how to find out where the play is currently being performed.D.He does not know how to determine which newspaper he should look at.1. AD2. C3. AD7.NO/YES/YES/NO 8. D12. B 13. D 14. CSection 2 1. What is theconversation mainly aboutA.Methods for finding appropriate sources for a project.B.Reasons the woman is having difficulties with a project.C.Criteria the professor uses to evaluate group projects.D.Ways to develop the skills needed to work in groups.1. B2. C3. D4. C5. AD6. C7. D8. A 9. B 10. D 11. C 12. B 13. BD15. A 16. C 17. DTheir courses for next semesterTheir plans for the weekendA poetry clubA class assignment1. AC2. C3. D4. B5. A6. D7.only extrinsic: B/ only intrinsic: AD/ both: C8. B 9. A 10. C 11. D 12. B 13. A14.AD 15. C 16. DTPO 03Why does the women come to the officez To notify the university of her change of addressz To find out where her physics class is being heldz To get directions to the science buildingz To complain about her physics class being canceled Section 11. B2. C3. A4. D .5 D 6. C 7. B8. C 9. B 10. C 11. D 12. A 13. D 14. B 15. C 16. B 17. CSection 2TPO 05Section 1 Q1: What do the speakers mainly discussA.Why the woman has little in common with her roommatesB.How thewoman can keepup in her academicstudiesC.The woman's adjustment to life at theuniversityD.The woman's decision to transfer to another university3. B4. ACTo sign up for a seminar on using electronic sources for research To report that a journal is missing from the reference areaTo find out the procedure for checking out journal articlesTo ask about how to look for resources for a class paper z To ask about a class assignmentz To find out about a midsemester project z To get information about summer jobs z To discuss ways to improve his grade1. D2. B3. C4. A5. B6. C7. C8. A9. B 10. B 11. A 12. B 13. D14.The amount of …/The age of …/Zircon in the 15. B 16. A 17. BSection 2 1. B 2. A 3. C 4. A 5. C 6. A 7. D 8. A 9. B 10. B 11. CD 12. C 13. D 14. B 15. A 16. A 17. BTPO 04Section 11. Why does the man need the woman 's assistanceis the conversation mainly about4. D5. B6. C9. B 10. C 11. C15. C 16. BD 17. D14. The Federal Art … / The National … / Arts councils … / The federal budget1. C2. A8. AD 9. B 14. B 15. C 5. D 6. B 7. C12. B 13. DQ1: What is the conversation mainly aboutA.An assignment about which the student would like adviceB.Concerns as to whether the student should be in the professor 's courseC.The selection of films to be viewed by students in a film theory courseD.The structure and sequence of courses in the Film Department10. D 11. A16.AB 17. DSection 21. B2.3. C4. BD5. B6. B7. C8. D9.A10. D 11. C 12. C 13. D 14.B15. A 16.Folk tales: BC/ Fairy tales: ADEF 17. ATPOSection 1Why does the student go to the career services office to confirm the date and time of the career fair to learn the location of the career fair to find outifhe is allowed to attend the career fair to get advice about interviewing at the career fair1. C 2 A 3. D 4. BC 5. B 6. B 7. A8. A 9 D 10. ABE 11. BC 12. AB13. D 14.D15. BC 16. B 17.ASection21. Why does student go to see the professorz She is having trouble finding topic for the term paperz She needs his help to find resource materialsz She wants to ask him for an extension on a paper z She wants him to approve her plans for a term paper1. D2. C3. AC4. C5. B6. B7. A8. A 9. D 10. C 11 . B 12. A 13. ACE14. 15. B 16. C 17. DTPO 07Section 1does the man go to see the professorz To hand in a late assignmentz To find out about jobs in the departmentz To discuss Dean Adam's current researchz To volunteer to help organize an event1. D2. C3. AC4. D5. B6. C7. D8. B 9. AC 10. A 11. A 12. B 13. D14. AC 15. B 16. C 17. BSection 21. Why does the student come to the libraryTo learn about the library's resourcesTo ask about interlibrary loansTo attend the new student orientationTo start work on a research project1. A2. B3. C4. BC5. D6. C7. AC8. AD 9. C 10. D 11. B 12. A13.…/ liquid …/ …/glacier …14.AD 15. B 16. A 17. CTPO 08Section 11. Why does the man go to see the registrarA.To find out why he is not on the list of graduating studentsB.To explain why he has not fulfilled his graduation requirementsC.To find out the exact requirements for graduationD.To submit a document required for graduation1. D2. B3. D4. B5. C6. D7. C8. B 9. A 10. D 11. B 12. C 13. D14. A 15. AB 16. D 17. BSection 2 1. What is the conversation mainly aboutA.Preparing for a testB. A strategy for attracting customersC.Business opportunities in the field of healthD.Differences between two business modelsI. B 2. A 3. NO/YES/YES/YES/NO 4. D 5. C6. D7. D8. C9. B10.first … / printing … / number … / inexpensive …II. C 12. B 13. D 14. C 15. A 16. B 17. C TPO 09Section 11. Why does the woman go to see the professorTo get advice on the topic of a term paperTo discuss different types of food packagingTo find out if the university will offer courses in food packaging To ask about jobs in the food industry1. A2. D3. B4. C5. C6. B7. CD8. D9. C 10. BD 11. A 12. A 13. CD 14. B 15. 16. 17. CSection 21. What are the speakers mainly discussing— A book that the man is trying to find in the library — A book that the man already returned to the library — A book that the man is using to write his senior thesis — A book that the man lent to his sociology professor 1. C 2. B 3. C 4. D 5. A 6. D 7. D8. B 9. AD 10. A 11. C 12. C 13. C14. B 15. A 16. CD 17. BTPO 10Section 1does the student go to see the professorO To discuss the latest trends in the photography showsO To find out why some of her work was not selected for a show O To discuss how to get her photographs exhibitedO To find out about a student photography show on campus1. C2. B3. C4. AC5. D6. B7. ACD8. A 9. B 10. C 11. C 12. B 13. D14. A 15. 16. 17. CSection 21 Why does the student go to the bookstoreO To purchase a book by Jane bowlesO To find out which books he need for a courseO To return a book that was originally assigned for a courseO To find out how to order a book for a course1. C2. BD3. A4. A5. C6. D7. AD8. C 9. B 10. B 11. C 12. A 13. A14. B 15. YES/NO/YES/YES/NO 16. D 17. BTPO 11Section 1are the speakers mainly discussingWhat the gym pass is used forHow to try out for the swimming teamThe popularity of the new exercise at the gymThe schedule of exercise classes at the gym Howe to make a video for the classHow to reserve a study room in the library How to improve study habits1. A2. C3. AD4. B5. D6. D7. ACwhy does the professor want to see the student To find out the status of her job applicationWhy does the professor ask the man to come to her office to check on the man 'grsespsroon a paper he is writing Topics the student could write about for the school newspaper Comparing a major in journalism to other majorsTo show the man techniques for organizing his time To encourage the man to revise a paper he wroteTo clarify her comments on a paper the man wrotePreparing for a career in journalism1. D2. C3. BD4. AD5. C6. B7.D8. AD 9. C 10. A 11. B 12. B 13. D 14. D 15. 16. B 17. ATPO 15Section 11. Why does the student go to the campus newspaper officeWhat is the student ' s problemHe missed the tuition due date.He has not been paid.His bank lost his paycheck.His tuition payment got lost1. B2. C3. B4. D5. A6. AC7.8. C 9. D 10. B 11. A 12. C 13. BD14. C 15.D 16. A 17. BTPOWhy does the student go to see the professorA.To turn in outlines of possible articlesB.To find out when his article will be printed in the newspaperC.To find out if he got a position as a reporterD. To get help with an assignment for his journalism course1. C2. D3. D4. A5. A6. D7.AD8. BC 9. A 10. C 11.D 12. A 13. B14. 1AC D 17. CSection 218. Why does the woman go to see her professorA.To tell him about an athletic achievement.A.Postpone a choir performance to allow more time for rehearsals.To discuss the student's grade on a paperTo invite the student to work on a committeeTo inform the student about a change in the class schedule To ask the student to become her research assistant To get help locating a book she needs for a classTo request a book that her professor put on the reserve listTo ask how to look up books on the library ' s computer system1. B2. C3. A8. A 9. C 10.D 14. B 15. 16.4. D11. A . CTPO 125. D6. C7. C17. A12. C 13. BD1. B2. A3. AD4. C5. BD6. D7.8. C 9. C 10. A 11. B 12. D 13. CD14. B 15. 16. 17. BSection 1 Section 2What is the conversation mainly aboutThe advantages and disadvantages of a career in journalism1. C2. B3. A8. C 9. C 10.A 14. C 15. 1611. B 12. C 13. AB 17. A4. D5. A6. D7. BSection 2To report on the research he has done To ask for permission to observe a class To get help understanding an assignment To ask about a question on a recent test Section 11. C 2 B 3A 4. B 5. D 6. C 7. A8. AD 9. A 10. D 11. A 12. D 13. C14. C 15. A 16. D 17. DSection 2 B.To find out the best approach to studying for a test.C.To ask a question about a laboratory project.D. To discuss her performance on a biology exam1. D2. B8. B 9. C14. ATPO 16Section 13. C4. A5. C6. B7. AD10. CD 11. A 12. B 13. ABE15. A 16. B 17. BWhat does the woman want the man to do1. A2. B3. A4. D5. C6. C7. AD8. C 9. A 10. C 11. D 12. B 13. B 14. C 15. 16. 17. A 8. Chanson 1/3 Romance 2/4 9. B 10. B 11. A 12. C 13. B 14. A 15. D 16. AD 17. ATPO 14Section 1What are the speakers mainly discussingHow to use the language labSection 2 Why does the student go to see the manB.Change the rehearsal schedule at the music building.C.Give approval for her group to move a piano to a different room.D.The man's possible participation in a research projectD. Help her reserve a rehearsal space on campus.1. D2. C3. D4. B5. B6. D7. YNYYYN 8. C 9. A 10. C 11. A12. B13. A 14. C 15. D 16. B 17. DSection 218. Why does the student go to see the professorA.To find his grade on the midterm exam.B.To explain why he missed a classC.To get help writing an essay.D.To ask to take a test at a different time.1. D2. B3. B4. BC5. D.6. D7. D8. AC 9. B 10. B 11. A 12. B 13. BC14. A 15. AB 16. C 17. ATPO 17Section 1Why does the man visit the professorA.To get the professor ' s approval for his paper topic.B.To ask for source material for his paper.C.To ask the professor 'ospinion about a particular produc tion of a1. D2. C3. A4. A5. B6. B7. YYNYN8. AC9. D 10. B 11. C 12. D 13. A14. C 15. AC 16. D 17. BTPO 19Section 1Why does the man go to see the professorA.To ask for heap in choosing a topic for his term paperB.To ask the professor to explain how to complete an assignmentC.To ask about a point raised in a recent lectureD.To offer to help the professor with her research project1. C2. C3. A4. B5. D6. B7. D8. A 9. A 10. C 11. B 12. D 13. B14. AD 15. C 16. AC 17. CSection 2What is the conversation mainly aboutA.Changes that will be made in food choices offered to studentsB.Food-safety procedures followed by the cafeteria staffC.Issues related to the cafeteria's food policymon complaints about the food served in the cafeteriaShakespeare play.D.To get help finding articles about a play.4. D5. B6. C7. B11. B 12. A 13. A17. ASection 21. Why does the man go to see the womanA.To complain about customers.B.To request an increase in his pay.C.To ask for a change in his work schedule.D.To apply for a job playing music in the dining hall1. C2. B3. A4. A5. D6. C7. B8. AD 9. D 10. BC 11. B 12. D 13. B14. CD 15. C 16. AB 17. BTPO 18Section1. Why does the student go to the university officeA.To apply for a work-study jobB.To get information about hosting an exchange studentC.To find out if there are any jobs available on campusD.To find out eh hours of the computer lab1. C2. A3. A4. D5. C6. C7. B8. A 9. B 10. B 11. D 12. A 13. C14. D 15. B 16. BC 17. DSection 218.What is the conversation mainly aboutA.The topic of the man's research paperB.Some current research projects in sociologyC.Effective ways of conducting sociology research1. C2. A3. AC4. BDE5. B6. B7. A8. D 9. B 10. A 11. A 12. D 13. BC14. B 15. C 16. D 17. BTPO1. Why does the man go to talk to the womanA.To find out if he can get extended borrowing privilegesB.To find out if he needs to immediately return a book he borrowedC.To find out why he has to pay a library fineD.To find out why his borrowing privileges have been suspended1. B2. AC3. C4. D5. A6. D7. A8. BAABA 9. C 10. D 11. D 12. B 13. AD14. D 15. AD 16. B 17. BSection 21. Why does the professor want to talk to the studentA.To discuss her application to graduate school.B.To discuss a possible internship at theschool ' s libraryC.To encourage her to increase the scope of her research projectD.To suggest some changes to improve her research project.1. C2. A3. B4. D5. B6. B7. B8. A 9. AC 10. B 11. C 12. C 13. A14. C 15. C 16. B 17. CTPO 21Section 1Why does the needs the professor's helpHe does not know the location of his general orientation session1. B2. C3. AD 8. BD 9. D 10. A 14. C 15. D 16. BHe lost the invitation to the engineering department 's orientation session He cannot locate the building for the engineering department 's orientation He needs help deciding which area of engineering he should specialize in 1. C 2. C 3. B 4. D 5. A 6. B 7. AC8. D 9. C 10. A 11. BD 12. C 13. B14. AD 15. C 16. D 17. ASection 2 18. Why does the woman go to see the professorTo ask which elective courses he will be teaching next semesterTo get more advice on which elective courses to take next semesterTo find out the difference between public relations and marketingTo get help deciding whether to pursue a graduate degree in marketing1. D2. C3. B4. D5. A6. B7. C8. D 9. B 10. A 11. D 12. C 13. B14. CD 15. A 16. D 17. CTPO 22Section 11Why does the student go to the man office ' sA.To get some advice on an article that she is writingB.To find out about getting a job on the student newspaperC.To protest the university ' s decision about a statueD.To complain about an article in the student newspaper1. D2. AC3. B4. C5. D6. B7. AD8. D 9. A 10. D 11. C 12. D 13. C14. BC 15. 16. B 17. CSection 2Why does the man go to see the professorA.To discuss his impressions of a recent piano concertB.To ask how to revise a paper he is writingC.To get approval to write a paper about his grandmother 's lifeD.To find out why he received a poor grade on a paper he wrote1. B2. B3. C4. C5. B6. D7. AB8. B 9. A 10. C 11. D 12. A 13. C14. D 15. B 16. D 17. BCTPO 23Section 1What is the cause of the student's problemA.She missed the deadline for submitting her announcement to the university web siteB.She did not include enough information in her announcement.C.The editors of the university web site did not post her announcementD.The university web site will not be available to students for several daysSection 2 18. Why does the man go to see the professorA.To discuss a grade he received on a paperB.To get advice about which course he should take next termC.To ask a question about a reading assignmentD.To request permission to take an advanced course1. B2. D3. B4. A5. C6. A7. D8. B 9. C 10. A 11. B 12. A 13. D14. AB 15. A 16. D 17. C TPO 24Section 11. Why can the man NOT find the book he needsA.The bookstore is sold out of the book.B.The bookstore he is in does not carry the book.C.His professor did not order enough copies of the book.D.The book is not being used for any course offered at the university.1. B2. AB3. D4. B5. B6. B7. BD8. C 9. A 10. D 11 . A 12. AD 13. C14. 15. 16. C 17. DSection 218. Why does the student go to speak with the professorA.To discuss material that might be on the final examB.To review his answers to the midterm examC.To get information about a class he missedD.To find out about the services of the tutoring center1. A2. AD3. B4. 122115. D6. D7. A8. C 9. BC 10. B 11. AD 12. A 13. BC14. 15. 16. 17. BTPO25Section 1What is the conversation mainly aboutA.The student 's eligibility to graduate next semesterB.The student 's difficulties in registering for classesC. A difficult class the student must take next semesterD.Possible elective choices in thestudent 'desgree program1. A2. B3. A4. C5. D6. c8. B 9. A 10. D 11. B 12. D 13. B14. c 15. B 16. B 17. DSection 2Why does the man go to see the professorA.To find out how to distinguish between different types of whale songsB.To request permission to change the topic of his paperC.To discuss the difference between using the internet and using books to find sourcesD.To get help locating some information for his paper1. D2. B3. A4. C5. AD6. D7. B8. A 9. C 10. A 11. B 12. B 13. B14. C 15AD 16. CTPO26Section 1Why does the student go to speak to the manA.To discuss a job opportunity she had heard aboutB.To learn about options for advertising her businessC.To see if she can change a previous print orderD.To discuss a design idea that she has for business cards1. B2. D3. CD4. B5. A6. D7. A8. B 9. B 10. C 11. D 12. B 13. D. 1. C 2. A 3. C 4. B 5. C 6. D 7. C8. A 9. A 10. B 11. C 12. C 13. B 14. A 15. B 16. D 17. D14. C 15. C 16. A 17. ADSection 2Why does the student go to see the professorA. To obtain notes from a class she missedB.To discuss a conference she attendedC.To ask about a possible topic for a research paperD.To clarify information about volunteering in the community1. C2. a3. B4. A5. B6. A7. Ac8. D 9. A 10. B 12. A 13. BC14. C 15. D 16. B 17. CTPO27Section 1What does the woman go to the information deskdoes not know where the library computers are located.does not know how to use a computer to locate the information she needs. does not have time to wait until a library computer becomes available. book she is looking for was missing from the library shelf.1. B2. D3. C4. A5. C6. B7. C8. D 9. AD 10. B 11. A 12. C 13. B14. D 15. B 16. A 17. BSection 2why does the student come to see the professorA to find out her reaction to a paper he recently submittedB to point out a factual error in an article the class was assigned to readC to ask about the suitability of a topic he wants to write aboutD to ask about the difference between chinampas and hydroponics1. C2. B3. D4. A5. C6. B7. D8. D 9. AB 10. B 11. C 12. D 13. A14. C 15. AC 16. A 17. DTPO28Section 1What is the conversation mainly aboutA. Criticisms of Dewey 's political philosophyB .Methods for leading a discussion groupchanges made to a reference documentwith the organization of a paper1. D2. A3. ACD4. c5. B6. C7. A8. B 9. A 10. D 11. D 12. A 13. C14. AD 15. B 16. D 17. CSection 2 Section 1what is the conversation mainly aboutA what the deadline to register for Japanese class isB why a class the woman chose may not be suitable for herC how the woman can fix an unexpected problem with her class scheduleD how first year student can get a permission to take an extra class1. C2. A3. D4. BC5. B6. A7. C8. ABD 9. D 10. C 11. A 12. C B14. C 15. AD 16. B 17. CSectionwhy does the student go to see the professorA to explain why he may need to hand in an assignment lateB to get instructions on how to complete an assignmentC to discuss a type of music his class is studyingD to ask if he can choose the music to write about in a listening journal1. B2. D3. A4. AC5. A6. C7.8. A 9. C 10. BD 11. C12.C 13. B14. D 15. 16. 17. CTPO30Section 11 why does the student go to speak with the womanA to get permission to organize a club eventB to arrange for a work space for his clubC to inquire about photography classD to reserve a room for photography exhibit1. B2. B3. D4. A5. C6. D7. C8. B 9. A 10. D 11. C 12. B 13. CD14. A 15. A 16. D 17. CSection 2what are the speakers mainly discussingA the student's idea about his class assignmentsB the influence of one painter on anotherC the student's recent visit to museum in ConnecticutD the challenges associated with painting at night1. A2. B3. D4. AC5. B6. C7. B8. A 9. BD 10. D 11. C 12. D 13. C14. D 15. A 16. A 17. DWhy does the man go to see the professorlearn more about his student teaching assignment discuss the best time to complete his senior thesis discuss the possibility of changing the topic of his senior thesis find out whether the professor will be his advisor for his senior thesis1. B2. C3. C4. CD5. B6. C7. B8. D 9. C 10. A 11. B 12. A 13. B14. B 15. c 1AC 17. DTPO29。
托福听力TPO30原题答案解析Lecture1psychology

今天,环球托福为大家带来托福听力TPO30原题答案解析Lecture1psychology,承接托福听力TPO30原题答案解析conversation1,环球托福继续分享托福听力好文章。
Lecture1 psychologyMetacognition托福听力TPO30原题What is the lecture mainly about ?A.The difference between cognition and metacognitionB.A study showing that dolphins have less cognitive capacity than monkeysC.The effectiveness of using food as a reward in experiments with monkeysD.Research that investigates whether animals are aware of feeling uncertainty答案:D解析:教授讲了猴子和海豚也许会有metacognition,也就是 feel uncertainty。
通过海豚和猴子的实验证明这个结论,但不是把猴子和海豚拿去对比。
Why does the professor mention the inability of animals to report what they are thinking ?A.To emphasize that language learning is an ability unique to humansB.To explain why researchers must be sensitive to nuances in animals' behaviorC.To point out a difficulty in testing for metacognition in animalsD.To show the need for advancements in the study of animal communication答案:C解析:Researchers have long been interested in whether possess this capability but they couldn’t test it. Because animals are unable to report their feelings.In the dolphin study, how did the researcher make the dolphin's task increasingly difficult ?A.By showing the dolphin two patterns that were similar in densityB.By playing two sounds that became progressively closer in pitchC.By producing sounds that were just within the dolphins' range of hearingD.By introducing a third paddle that ended on trial an began a new one答案:B解析:The closer we came in pitch to the first one, the harder will be for the dolphin to correctly identify as it lower. 这些比较说明是通过逐渐改变pitch来实现难度增加的。
托福TPO30口语Task6听力文本+题目+满分范文

为了帮助大家高效备考托福,为大家带来托福TPO30口语Task6听力文本+题目+满分范文,希望对大家备考有所帮助。
托福TPO30口语Task6听力文本: Listen to part of a lecture from a Biology class. When we humans walk from place to place, we move on the Earth's surface, across the Earth's surface. Many animals of course do the same thing. Horses and dogs and cows and so on, all move on the surface, across the surface of the Earth. But there are also quite a few animals that have the ability to move from place to place underground, beneath the Earth's surface. This moving around underground is called subsurface locomotion. Sub surface location has a number of benefits.One benefit of subsurface locomotion is that it enables animals to minimize their exposure to extreme temperatures. This is very helpful to animals that live in areas with harsh climates, where it could be very dangerous to spend large amounts of time on the surface. For example, in the Sahara Desert, in Africa, there's a type of lizard that's able to move beneath the surface, through the sand, very quickly. Because this lizard can move so easily and so quickly underground, it doesn’t have to travel on the surface, where it would be exposed to dangerously high temperatures.Another benefit of subsurface locomotion is that it can help animals capture prey. That’s because animals on the surface can’t see predators approaching underground. Our lizard in the Sahara Desert is again, a good example. The way it works is, when an insect is walking nearby on the surface, it produces very subtle vibrations in the sand. When the lizard senses these vibrations, it moves very quickly. Underground, where it can’t be seen, toward the source of the vibrations. It then pops up directly under the insect and catches it by surprise." 托福TPO30口语Task6题目: Using the example of the lizard form the lecture, explain two benefits of subsurface locomotion. 托福TPO30口语Task6满分范文: One benefit of subsurface locomotion is to allow animals minimize their exposure to extreme temperatures, especially those that could be very dangerous. A good example of this is a kind of lizard that lives in Sahara Desert in Africa. The lizard can move quickly underground to keep from the dangerously high temperature. Another is that it can help the animals catch their preys more easily because the preys above the ground usually fail to see them when they moves beneath. Back to our lizard, it preys on small insects that move above the ground, and the movement produces subtle vibration that can be detected by the lizard. So the lizard moves quickly through the sand toward the source of the vibration, and then pops up from the soil to captureand eat the prey. (135 words) 以上是给大家整理的托福TPO30口语Task6听力文本+题目+满分范文,希望对你有所帮助!。
托福TPO1-31听力原文文本【最新修订版】

智课网TOEFL备考资料托福TPO1-31听力原文文本【最新修订版】摘要:托福TPO1-31听力原文文本【最新修订版】!为帮助大家更好的使用托福听力TPO资料,小编今天特给出最新修订版内容,让大家了解最新的考试内容,这是完整的托福TPO1-31听力原文文本还有音频资料哦!托福 TPO1-31听力原文文本【最新修订版】!为帮助大家更好的使用托福听力 TPO资料,小编今天特给出最新修订版内容,让大家了解最新的考试内容,这是完整的托福TPO1-31听力原文文本还有音频资料哦!TPO1Conversation 1NarratorListen to part of a conversation between a student and a librarian.StudentHi, um…, I really hope you can help me.LibrarianThat’s why I’m here. What can I do for you?StudentI’m supposed to do a literature review for my psychology course, but I’m… having a hard time finding articles. I don’t even know where to start looking.LibrarianYou said this is for your psychology course, right? So your focus is on …StudentDream Interpretation.LibrarianWell, you have a focus, so that’s already a good start. Hmmm… well, there’re a few things… oh wait… have you checked to see if your professor put any materials for you to look at on reserve?Studentifferent journals.Librarian针对大家托福听力提分困难的复习处境,小马有开发出模拟托福听力考场环境的托福听力APP,小马托福听力APP中涵盖了TPO1-34听力真题全部内容的,答案解析应有尽有。
托福TPO50听力文本+答案+解析+音频下载(上)

得听力者得天下,托福听力对于考生来说至关重要!如何攻克托福听力,除了要多听,托福TPO听力也是托儿必刷的真题.今天,小编为托福考生们带来了托福TPO50听力,希望可以帮助广大托福考生轻松备考托福。
本文给大家分享了托福TPO50听力文本+答案+解析+音频下载。
由于文章太长,我们将分成上、下两篇。
下篇请点击:托福TPO50听力文本+解析+答案+音频下载(下)托福听力TPO50文本+答案+解析+音频下载(上)托福听力TPO50文本第一篇民意测验Straw PollListen to a conversation between a student and a political scienceprofessor.Student:I’m not sure if you know but I would like to go to the studentgovernment this year.Teacher: Oh, congratulations! I was in student government myself as anundergraduate. It taught me a lot about the political process. In fact, theexperience solved my problem of what to do with my life. It really cemented myinterest in becoming a political scientist.Student: Cool! Anyway, the reason I came by is we are getting ready toconduct a straw poll on campus, you know, hold an informal ballot since thegeneral election is just a couple of months away. We want to get a field fromthe students' bodies political leanings, like who students are planning to votefor, which political party people identify with, that sort of thing.Teacher: I’m sure. I help students run the straw poll once years ago, uh,it was a lot of work. Mostly because we use paper ballots, and stayed up allnight counting them. But if you use computers……Student: Yeah, we are creating a website for our students to be able tovote online. Em, we are looking for a faculty advisor to help, actually. I was hoping you might be interested.Teacher: Oh, I’m flattered, John. But my schedule is so jammed. I’mteaching two seminars, your intro-course, finishing up my research. But, what about Professor Clan? She is new in our department. Plus, she is a wiz with computers.Student: Ok, I will ask her.Teacher: So, have you decided on the topic for your term paper yet?Student: Not really.Teacher: Why not write about your straw poll? Since the paper is not duetill after the election, you could include your results. Maybe compare them with the real election results.Student: But would that be enough? I mean, just comparing numbers?Teacher: Well, no, you need to provide some analysis, too. But I wasthinking, there is a couple of local ballot questions this year. You know, referenda, the voters can either support or not support?Student: Right. There is one on whether to ban smoking in restaurants, and another one……I think is whether to spend tax dollars for a new sports arena in the city.Teacher: Ah, Ok. Here is an idea. In regular elections, the vast majorityof voters ignore referenda. They vote for their favorite candidates but avoid ballot questions. We believe it's because voters aren’t familiar with the questions or don’t understand them. But actively educating people on ballotquestions right before they vote can improve referendum participation rates. Student: In that case, maybe we could have our straw poll website providing information on the ballot questions, like how each proposal would affect students.Teacher: Exactly. And when you write your paper, you could compare the students’ referendum voting rate to the general publics. And include you own analysis of the results. Plus, there is plenty of publish research on referendum voting behavior.Student: Thanks, Professor Miller. I have no idea the straw poll canactually help me in my course work.托福TPO听力50音频下载:百度网盘链接:链接:/s/1pKFAflL 密码:dlq2托福TPO听力50第一篇题目:Question 1 of 5Why does the man go to see the professor?A. To suggest an idea for his research project.B. To tell her about his election to student government.C. To ask for her help on a political project.D. To discuss methods of gathering public opinion.uestion 2 of 5What is the professor's attitude toward her involvement in studentgovernment as an undergraduate?A. She is grateful that the experience helped inspire her careerchoice..B. She regrets that her involvement took time away from her studies..C. She wishes that she had been more active than she was..D. She is glad that her involvement enabled her to help other students..Question 3 of 5What is the student government's main reason for conducting a strawpoll?A. To educate students on the candidates' positions.B. To remind students to vote in the upcoming election.C. To find out how students feel about the local referenda.D. To get an idea of students' political preferences.Question 4 of 5Why does the professor mention paper ballots?A. To show how a straw poll differs from an actual election.B. To stress the importance of keeping accurate records.C. To indicate that conducting a poll may present challenges.D. To suggest a way to improve communication between the student body and the student government.Question 5 of 5Why does the professor discuss voting behavior on referenda?A. To encourage the man to vote on the local referenda.B. To help the man develop a focus for his term paper.C. To express her skepticism that voting behavior can be changed.D. To let the man know about her current research project.托福听力TPO50文本第二篇Ancient Egyptian Glass古埃及的玻璃制造Listen to part of a lecture in an ancient history class.Professor: Ok, last time we were discussing trade and commerce during the Bronze Age. And I said a little over three thousand years ago, there was quite a lively trade among the countries along the Mediterranean Sea. People are making objects out of bronzes and they were using bronze tools to make other goods. And they develop trade networks to trade these goods with other countries around the Mediterranean. One of the things they traded was glass. And recently there was an archeological excavation in Egypt, on the Nile River around where enters the Mediterranean Sea where they discovered an ancient glass factory. Robert? Robert: I thought our textbook said the Egyptians imported their glass from other countries.Professor: Well, until now that’s what the evidence seemed to suggest. I mean, we have some evidence that suggested that the Egyptians were making glass objects, but not glass.Robert: Ok. Am……Am I missing something? They are making glass but they are not making glass?Professor: I said they were making glass objects, right? You see, it was previously thought that they weren’t actually making the raw glass itself that they were importing unfinished glass from Mesopotamia, which today is a region consisting of Iraq and parts of Syria and Turkey and Iran, and simply reworkingit. Most archeologists believed that the glass factories were in Mesopotamia because that’s where the oldest known glass remains come from. You see, there was two stages of glass making. The primary production stage where they made disks of raw glass. And there was the secondary stage where they melted the raw glass, the glass disks, and created decorative objects, so, or whatever. And from this new Egyptians’ site, we learned that the primary production stage had several steps. First they took quartz, a colorless transparent mineral and crushed it. Then they took that crushed quartz and mixed it with plant ash. A plant ash is just what it sounds like, the ashes left after you burnt plant material. They slowly heated this mixture at a relatively low temperature in small vessels, containers like jars made out of clay. And that yielded a kind of glassy material. They took this glassy material and grounded it up into a powder and then they used metallic dye to color it. After that, they poured the colored powder out into disk-shaped molds and heated it up to very high tem peratures. So that it melted. After cooled, they break the molds, and inside there were the glass disks. These disks were shipped out to other sites within Egypt and places around the Mediterranean. Then in the secondary phase, the disks were reheated, and shaped into decorative objects. Susan?Susan: So what kind of objects were people making back then?Professor: Well, the most common objects we found, mostly in Egypt and Mesopotamia, the most common objects were beads. One thing the Egyptian were very very good at was imitating precious stones. They created some beads that look so much like emeralds and pearls that was very difficult to distinguishthem from the real thing. Em, and……and also beautiful vessels, ah, with narrow necks. They were probably really valuable so they wouldn’t have been used to hold cooking oil or common food items. They were most likely used for expensive liquids, like perfume. Now the glass made at this factory was mostly red, to get this red color they used copper, in a sophisticated process. Of course, any kind of glass was very valuable so these red bottles would only have been owned by wealthy people. In fact, because it was so difficult to make, and sort of mysterious and complicated, it was probably a product produced for the royal family. And they probably used glass to show their power. Also, beautiful expensive objects made great gifts if you are looking to establish or strength the political alliances. And it is quite possible that the ancient Egyptians were actually exporting glass, not just making it or importing it. The trade with Mesopotamia was probably a friendly mutual trade because a Mesopotamia glass was usually white or yellow. So Mesopotamians might accept something like, we will give you two white disks for two red disks. There is no proof of that, at least not yet.托福TPO听力50音频下载:百度网盘链接:链接:/s/1pKFAflL 密码:dlq2题目:Question 1 of 6What is the lecture mainly about?A. New information about glass production and use in ancient Egypt.B. Whether Egyptians or Mesopotamians were the first to invent glass.C. Differences between Egyptian glass and other kinds of glass.D. Reasons why ancient Egyptians imported glass from other countries. Question 2 of 6What is the importance of the archaeological evidence recently found in Egypt?A. It supports the theory that ancient Egyptians imported glass from Mesopotamia..B. It proves that ancient Egyptians made glass objects prior to the Bronze Age..C. It provides the first evidence that glassmaking in the Bronze Age required two different stages..D. It shows that ancient Egyptians were producing raw glass..Quertion 3 of 6The professor describes a process for making glass disks. Summarize the process by putting the steps in the correct order. Click on a sentence. Then drag it to the space where it belongs.A.Glass-like material is ground up and dyed blue or red..B.Powdered material is heated at very high temperatures..C.Crushed quartz and plant ash are heated at low temperatures..D.Containers are broken to remove glass disks..Question 4 of 6Based on the lecture, what are two kinds of glass objects that were valued in ancient Egypt and Mesopotamia? Click on 2 answers.A. Beads.B. Cooking utensils.C. Containers.D. Windows.Question 5 of 6According to the professor, what are two reasons why ancient Egyptians exported glass? Click on 2 answers.A. To build relationships with foreign leaders.B. To hold cooking oil that was sold in other countries.C. To get bronze tools from other countries.D. To acquire colors of glass not made in Egypt.Question 6 of 6Why does the professor say this:A. To emphasize that glass objects were only made in ancient Egypt.B. To find out what the student does not understand.C. To indicate that there was no contradiction in her previousstatement.D. To correct what she said in her previous statement.托福听力TPO50文本第三篇The Classification Of Creatures生物分类Listen to part of a lecture in a biology class.Processor: Ok. There are two major types of classifiers in the world,people we call lumpers and people we call splitters. A lumper is someone who tries to put as many things as possible in one category. Splitters like to workfor the differences and put things in as many different categories as possible.Both lumpers and splitters work in the business of defining biological classifications. The great philosopher Aristotle is generally considered the first person to systematically categorize things. He divided all living things into two groups. They were either animal or vegetable. And these categories are what biologists came to call “kingdoms”. So if it ran around, it was an animal, a member of the animal kingdom. And if it stood still, and grew in the soil, it was a plant, a member of the plant kingdom. This system, organizing all life into these two kingdoms, worked very well for quite a while, even into the age of the microscope.With the invention of the microscope, in the late 1500s, we discovered thefirst microorganisms. We thought that some wiggled and moved around and others were green and just sat there. So the ones that moved like animals were classified as animals, and the more plant-like ones as plants. Oh, before I go on I must mention Carolus Linnaeus. A hundred years or so after the invention of the microscope, Carolus Linnaeus devised a simple and practical system for classifying living things, according to the ranks of categorization still in use today——class, order, family and so on.And by further best aspect of the Linnaeus system, is the general use of binomial nomenclature, having just two names to describe any living organism. This replaced the use of long descriptive names, as well as common names which vary from place to place and language to language. Binomial nomenclature givesevery species a unique and stable two-word name, agreed upon by biologistsworldwide.But not everything about this system remained unchanged. Take for examplethe mushroom, a fungus. It grew up from the ground and looked like a plant. Soit was classified as a plant. But using the microscope we discovered that afungus contains these microscopic thread-like cells that run all over the place.And so it’s actually not that plant-like. So in this case, the splitterseventually won, and got a third kingdom just for the fungus.And as microscopes improved, we discovered some microorganisms that wereincredibly small. I’m talking about bacteria. And we could see that they didn’thave what we call a nucleus. So they got their own kingdom, a kingdom of verytiny things without nucleoli. So then we had several kingdoms for plants and foranimals, and the different kinds of fungus like mushrooms, and for these tinybacteria. But we also had some other microorganisms that didn’t fit anywhere. Sobiologist gave them their own kingdom. And this fifth kingdom was sort ofanything that doesn’t fit in the first four kingdom, which upset somepeople.And then there was a question of viruses. Viruses have some characteristicsof life but don’t reproduce on their own or use energy. So we still don’t knowwhat to do with them. The lumpers want to keep viruses in the current system.Some of the splitters say to give them a separate kingdom. And the extremesplitters say that viruses have nothing at all to do with living things and keepthem out of my department.Recent research though has moved to see yet another direction. Nowadayswhen we want to determine the characteristics of something, we look at its biochemistry and its genetic material. And what we’ve discovered is that some bacteria are not like the others. Many of these are called extremophiles. They live in very strange places, in polar ice or in a boiling water of hot springs or in water so salty (that) other organisms couldn’t live there. Extremophiles tend to have a different chemistry from other bacteria, a chemistry that in some case is actually more related to plants and animals than to previously known bacteria. So what to do with this strange bacteria?Well, one thing we’ve done is creating a new set of categories, the domains, overarching the different kingdoms. Biologists now recognize three domains. But even as we talk about these new domains, well, come back in a few years and it might all be different.托福TPO听力50音频下载:百度网盘链接:链接:/s/1pKFAflL 密码:dlq2题目:Question 1 of 6What is the lecture mainly about?A. The importance of classifying living organisms.B. The history of biological classification.C. The impact of the microscope on biological classification.D. The naming of newly discovered organisms.Question 2 of 6Why does the professor describe “lumpers” and “splitters”?A. To emphasizeone difference between early and modern biologists.B. To point out that early biological classifications were not based on scientific principles.C. To give examples of categories in early biological classification systems.D. To identify approaches that have shaped the development of biological classification systems.Question 3 of 6What can be inferred about biologists before the time of Carolus Linnaeus?A. They did not agree on the names of many living things..B. Very few of them used microscopes..C. They were puzzled by the discovery of microorganisms that lacked a nucleus..D. They had to be fluent in several languages in order to publish their research..Question 4 of 6What does the professor mention as two characteristics of extremophiles? Click on 2 answers.A. They live in harsh environments..B. They are much larger than most other types of bacteria..C. In their structure they may resemble viruses..D. In their biochemistry, they may be similar to plants and animals.. Question 5 of 6What is the professor's attitude toward the current system of biologicalclassification?A. She is surprised that biologists have not changed the system for so many years..B. She is upset that so many unnecessary distinctions have been added..C. She is not confident that the system has been finalized..D. She is eager for biologists to adopt a completely new system..Question 6 of 6What does the professor imply when she says this:A. The microscope was developed specifically for the purpose of studying and classifying microorganisms..B. The invention of the microscope enabled scientists to confirmpredictions about the characteristics of microorganisms..C. Organisms discovered with early microscopes were classified according to categories that Aristotle established..D. Microscopes helped scientists clarify distinctions between the plant kingdom and the animal kingdom..。
托福TPO30听力L2文本

Professor Well, with crocodiles, it is the female who guards the nest, and with birds, it depends on the species, it can be the male or the female that takes care the eggs, or both. In over 90 percent of all bird species, both parents take care of the eggs and the young birds. Student But sometimes it’s just the male? Professor Well, exclusive care by the male parent is much less common, but it does occur. Now, for animals other than birds, the care of young by both parents is pretty unusual in the animal kingdom. Males contribute to parental care in fewer than five percent of all mammalian species. It’s even less frequent among reptiles. And exclusive care by the male is very rare. So researchers have wondered about the evolution of male parenting behavior in birds for quite some time. And now there’s research showing that for some of the birds’ dinosaur relatives, it’s likely that the male parent was also in charge of taking care of the eggs. Student How did they figure that out? Professor Well, first they looked at clutch volume, that’s the number of eggs in the nest of crocodiles, birds and three types of dinosaurs, including Oviraptors that are thought to be closely related to the dinosaur ancestors of birds. So when researchers examined fossilized remains of nests, they found that the dinosaurs had larger clutch volumes, more eggs in the nests that is, than most of the crocodiles and birds that were studied. But, and this is important, their clutch volumes matched those of birds that have only male parental care. You see, bird species in which only the males take care of the nest tend to have the largest clutches of eggs. Student So what’s the connection between bird and dinosaur behavior? Professor Well, researchers now believe, because of this study, that the male parenting behavior of these birds might have its origins in the behavior of dinosaurs.
托福高分必读TPO30听力解析之心理学讲座讲义

智 课 网 托 福 备 考 资 料托福高分必读--TPO30听力解析之心理学讲座TPO30心理学讲座大意:科学家一直致力于研究动物的智力,部分由于通过了解动物的认知来推测出人类的心里活动。
而今天要讲的是元认知(metacognition)。
元认知就是个体能意识到自己的心理状态,但科学家一直无法破解此秘密,主要是因为动物不能很好地传达自己的感情。
但最近的一项实验实现了此项壮举:通过用猴子和海豚做实验,科学家检测出动物能感受到不确定性,即能意识到自己对某项事情不知道。
先说“海豚实验”,在实验中研究者让海豚识别音高不同的两次音调,并训练海豚对高或低的音高做出反应----按踏板。
如果答对一道,海豚会得到奖励;但如果答错就需要等下一次尝试。
之后研究者给出了第三个选项----pass键,当海豚不知道答案时可直接按下此按钮。
试验结果发现海豚会在不知道的情况下按下pass键。
但本次试验存在一个问题:海豚经过训练或学习,那么就可以通过pass键来实现再次尝试的目的。
因此第二个试验就此产生,即“猴子试验”。
本次试验让猴子区分不同密度的图案,但与之前不同的是,猴子需连续进行四次尝试且过程中没有任何的奖惩,在每次尝试中,猴子也可以按下pass键来等待下次尝试。
试验结束后猴子会得到相应的奖惩(回答正确给吃的,回答错误用响铃),但猴子不知道奖惩与自己的反应对错有直接关系。
所以本次试验可以更好地测试出动物能够意识到自己所不知道的状态。
因此本次试验在一定意义上是成功的。
笔记结构如图所示:题目解析:1.What is the lecture mainly about?A. The difference between cognition and metacognitionB. A study showing that dolphins have less cognitive capacity than monkeysC. The effectiveness of using food as a reward in experiments with monkeysD. Research that investigates whether animals are aware of feeling uncertainty解析:本题选择D。
2015年10月24日托福听力真题(新东方版)

听⼒部分 Conversation 1 学⽣去学校museum,说在⼊学前就觉得这个地⽅很棒,⽼师说我们会⽐其他地⽅给的钱多,同时我们对你也有更多的期待。
说要来参观的⼩孩⼦⼤概7岁左右,因为他们年龄⽐较⼤,所以不需要⽤对付⼩孩⼦的⽅式对付他们(这⾥⼀个出题点)。
学⽣说所以像以前那种⽐谁能坐得更久的⽅法久不能⽤了。
然后说到⽊乃伊mummy,去看⽊乃伊的话根本不需要他提前做准备,只需要回答孩⼦们问不完的问题,⽽且孩⼦们对mummy都很感兴趣。
学⽣担⼼孩⼦们会害怕,⽼师说不会。
-TPO部分对应参考 (TPO30-C2) -TPO对应词汇 anthropologist⼈类学家 ecological⽣态的 anthropologist⽣态⼈类学家 archaeology考古学 anthropology⼈类学 morphology形态学 ancientcivilization 古代⽂明 origin起源 originate起源于 ancestor祖先 hominid⼈(科) homogeneous同⼀种族(种类)的 tribe部落 clan⽒族 archeologist考古学家 excavation挖掘 excavate(unearth) 挖掘 scoop铲⼦ ruins遗迹,废墟 remains遗迹,遗骸 artifact⼿⼯艺品 pottery陶器(potter) Porcelain瓷器 fossil化⽯ relic遗物,⽂物 rockpainting 岩⽯画 antique古物,古董 Lecture 1 biology加拉帕格斯岛 背景:远离南美⼤陆的孤群岛上的鸟,以及达尔⽂的进化论。
同⼀个纲⽬下⾯的13种地雀共同特征是飞⾏能⼒很不好,但是也有不同的特征,⽐如他们的喙(beak)形状各异,这与它们的饮⾷有关。
达尔⽂旅游到这⾥后发现了这个现象,他开始将这个现象和进化论联系到了⼀起,它们可能最初从美洲飞过来的,然后估计是飞不⾛了,因为这⾥太偏僻,所以在不同岛屿⼜有了进化。
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小编推荐:查看托福口语TPO1-33文本+MP3,请点击:TPO口语1-34查看托福阅读TPO1-33阅读原文+题目+答案,请点击:TPO阅读1-33查看托福写作TPO1-25文本大全,请点击:TPO写作1-25托福TPO听力30文本(含MP3音频)上海新航道托福为大家整理了TPO听力30文本,下载TPO听力30MP3音频:/s/1c0x5PhI查看托福听力TPO1-29原文+题目+MP3音频下载,请点击:TPO听力1-29TPO 30Section1Conversation1NarratorListen to a conversation between a student and an employee at the student activity center.StudentThis is the administrative office, right?EmployeeUh-huh. How can I help you?StudentWell, I am stopping by to reserve a place for my school club that meet and work, pretty much on a regular basis. Ideally, our preference would be to have our own office.EmployeeHmm…well, we are out of private offices. But we do have some semi-private options still available.StudentWhat do you mean?EmployeeWell, it’s a setup where you’ll have a larger workspace shared by two other clubs. In other words, each club would have its own work area within that one room.StudentOh. Are there any divider, walls or anything?EmployeeOh, yes. There will be a couple of dividers, so there’s some privacy.StudentUm. We’ll work with that then. I wouldn’t want to be without an office.EmployeeOK. Here are the two forms you have to fill out. Why don’t you do it no w while I set that up through out computer system.StudentOK.EmployeeSo what’s your club’s name? And the last name of the club president.StudentOh, it’s the photography club. And it’s Williams. That’s me. John Williams.EmployeeHmm…that’s not pulling up anything on my screen. Um…let me try something else. Uh, how about your faculty advisor’s name?StudentSarah Baker. She is in the Arts Department.EmployeeHmm…No. Strange. You know your club is just not showing up in my online records. Is this an est ablished club?StudentNo. Actually it’s a brand-new one.EmployeeHmm…have you completed the registration process?StudentYeah, last week. That was my very first step.EmployeeRight. Well, for my purposes, a club definitely has to be registered before I can proceed further. At the moment, however, it appears that there’s no record of your club’s registration.StudentReally? I thought everything was finalized last week.EmployeeWell, it is surprising. Usually there’s a 24-hour turnaround in our computer database. So then do you have the registration approval letter from the review committee? That would give me the verification I need.StudentYeah. I do. I mean, well, I don’t have it with me. But … I… I, uh, can get it from my dorm room, bring it back wi th me and submit it with those forms you need from me.EmployeeGreat! That’ll work. And just so you are aware, there’re lots of benefits to being registered.StudentOh, yeah. I think the university will give us permission to set up a website, right? I want to get students sharing their ideas on the website, you know, establish a photography blog.EmployeeYes. You’ll be able to do that. And…um…actually there’s more. You’ll be allowed the use of audiovisual equipment at no cost. You’ll receive a club mailbox and a club email address. You’ll be allowed to post your flyers and posters around the campus for publicity. And you could be eligible for funding for club events.StudentWell, we are definitely interested in hiring a professional speaker at one of our campus events at some point in the semester. And speakers almost always charge a fee. So I’ll definitely follow up on that.Lecture1NarratorListen to part of a lecture in a psychology class.ProfessorWe’ve been talking about animal cognition—the study of animal intelligence. Now, much of the research in this area is motivated by the search for animal analogues, or parallels to human cognitive processes. And one of the processes we’ve been investigating is metacognition.What is metacognition? Well, it’s being aware of what one knows or feels, uh, um… having an awareness of one’s state of mind. And making decisions about behavior based on what one knows. Researchers have long been interested in whether animals possess this capability, but…but couldn’t test it because animals aren’t able to report their feelings.But recently one group of researchers found a way to solve this problem. They did studies with…with monkeys and dolphins that provide evidence that these animals have the ability to feel uncertainty, to feel unsure about something and…and…well, to know that they are uncertain.So how could these researchers figure out if an animal feels uncertainty. Well, it began with a study one of them did on a dolphin, who had been trained to recognize a particular high-pitched tone. The dolphin was taught to press one of two paddles depending on whether it heard the high tone or one that was lower. Food was a reward for a correct response. But if the wrong paddle was pressed, the dolphin had to wait several seconds before it could try again. The task varied in difficulty according to the pitch of the second tone. The closer it came in pitch to the first one, the hard it became for the dolphin to correctly identify it as low. And the researcher noted that the dolphin is quite eager to press the paddle when it was sure of the answer, but exhibited hesitation during difficult trials.Next the researcher introduced a third option, a third paddle that would initiate a new trial, giving the dolphin the choice of passing on difficult trials. Once the dolphin figured out the result of pressing this new paddle, it did choose it frequently when the trial was difficult. The researcher took that as an indication that the animal wanted to pass because it didn’t know the answer and knew it didn’t know.But there was a problem. Other researchers protested that the… the opt-out response was simply a learned or conditioned response. You remember intro to psychology, right? In other words, by pressing the pass paddle, the dolphin avoided having to wait and hasten the possibility of a full reward by moving directly to the next trial. So the experiment didn’t necessaril y indicate that the dolphin had knowledge of its own uncertainty, just that it wanted to avoid negative consequences.So more recently, our researcher and his colleagues devised a new study, this time using monkeys. In this experiment, the monkeys had to identify certain patterns displayed on a computer screen. These patterns were analogous to the tones used in the dolphin study. One type of pattern was of a specific density and was to be classified as dense, while the second type of pattern could vary in density, but was always less dense than the first one. And the monkeys’ task was to identify this second type as sparse. So the denser the second type of pattern was, the more difficult the task became.And as in a previous study, the monkeys were given a third choice that would allow them to pass on to a new trial. But unlike in the dolphin experiment, the monkeys had to c omplete four trials before they got any feedback. They didn’t know if they responded correctly or incorrectly after each trial because there was no reward or punishment. At the end of four trials, feedback was given. The monkeys received a full reward for each correct response. And a time-out during which a buzzer was sounded for each incorrect response. But the monkeys had no way to tell which reward or punishment was associatedwith which response. And they didn’t get either reward or punishment for choosing the pass option, the…um…the uncertainty response. But nevertheless they still chose this option in the appropriate circumstances when the trial was particularly difficult. And this is evidence that it wasn’t a conditioned response, because that response didn’t guarantee a faster reward.So what does all this tell us about animal consciousness or animals’ awareness of themselves and their state of mind? Can we really know what’s going on in the minds of animals? No. Of course not. But exploring the metac ognitive capacity of animals could become an important criterion in highlighting the similarities and differences between human and animal minds.HumanBy Michael S. Gazzaniga/books?id=nD4u-YdmX88C&pg=PA317&lpg=PA317&dq=metacognition+dolphin+press+paddles &source=bl&ots=co2_Da3oLo&sig=FSfz5EeoUh0j-sPyqmOfbCiSNys&hl=en&sa=X&ei=D_bjUcn9E6T7ygHE4oGQCw &ved=0CEcQ6AEwBA#v=onepage&q=metacognition%20dolphin%20press%20paddles&f=falseLecture2-PaleontologyNarratorListen to part of a lecture in a paleontology class.ProfessorAs we’ve discussed, birds are apparently descendants of dinosaurs and shared many commonalities with some dinosaur species, like…um…feathers and maybe even flight and of course egg laid. OK.So, many paleontologists, myself included, have wondered about other similarities between dinosaurs and birds. Since adult dinosaur fossils have sometimes been discovered near or on top of nests, we’ve been looking at the dinosaur parenting behavior.StudentParenting behavior, well, th at sounds so gentle and caring. But dinosaurs were ferocious reptiles and reptiles don’t take care of their young, do they?ProfessorWell, some reptiles incubate their eggs, crocodiles do. And as for popular attitudes towards dinosaurs…well, take the Oviraptor for instance.In the 1920s, a paleontologist discovered the fossil remains of a small dinosaur near a nest containing eggs. He assumed the dinosaur was stealing the eggs, so he named it Oviraptor that means egg thief in Latin, which fueled the generally negative public image of such dinosaurs.But by the 1990s, other experts had convincingly made the case that instead of robbing the nest; the Oviraptor was probably taking care of the eggs. You see, dinosaurs’ closest living relatives – birds and crocodiles – display nesting behavior. And dinosaur fossils have been found in postures that we now believe to indicate brooding behavior, that is, sitting on the eggs until they hatch.So we are curious about the type of care dinosaurs gave to their young. And we’d like to figure out which dinosaur parent, the male or the female gave the care.StudentShouldn’t the behavior of crocodiles and birds give us some clues then?ProfessorWell, with crocodiles, it is the female who guards the nest, and with birds, it depends on the species, it can be the male or the female that takes care the eggs, or both. In over 90 percent of all bird species, both parents take care of the eggs and the young birds.StudentBut sometimes it’s just the male?ProfessorWell, exclusive care by the male parent is much less common, but it does occur. Now, for animals other than birds, the care of young by both parents is pretty unusual in the animal kingdom. Males contribute to parental care in fewer than five percent of all mammalian spec ies. It’s even less frequent among reptiles. And exclusive care by the male is very rare. So researchers have wondered about the evolution of male parenting behavior in birds for quite some time. And now there’s research showing that for some of the birds’dinosaur relatives, it’s likely that the male parent was also in charge of taking care of the eggs.StudentHow did they figure that out?ProfessorWell, first they looked at clutch volume, that’s the number of eggs in the nest of crocodiles, birds and th ree types of dinosaurs, including Oviraptors that are thought to be closely related to the dinosaur ancestors of birds.So when researchers examined fossilized remains of nests, they found that the dinosaurs had larger clutch volumes, more eggs in the nests that is, than most of the crocodiles and birds that were studied. But, and this is important, their clutch volumes matched those of birds that have only male parental care. You see, bird species in which only the males take care of the nest tend to have the largest clutches of eggs.StudentSo what’s the connection between bird and dinosaur behavior?ProfessorWell, researchers now believe, because of this study, that the male parenting behavior of these birds might have its origins in the behavior of dinosaurs.StudentBased only on evidence of clutch volume size, the number of eggs?ProfessorNo, there’s more. They also examined the fossilized bones of those three types of dinosaurs that were found on or near nests to determine their sex. You see, adult female birds during egg production produce a layer of spongy bone tissue inside certain long bones. And so did female dinosaurs of the kinds that were investigated. This spongy tissue serves as a source of calcium for eggshell formation. But when the dinosaur fossils were examined, there were no spongy bone deposits.StudentMeaning that those dinosaurs on the nests were probably adult males who wouldn’t have needed calcium for making eggshells.ProfessorExactly. And then there’s this: birds like the kiwi, the ostrich and the emu; they share certain physical characteristics with these dinosaurs. And interestingly, they also show a consistent pattern of nest care by the male./wiki/Origin_of_birdsAre Bird really Dinosaurs?/diapsids/avians.html/chipperwoods/photos/dinos.htm/birds.html/article.php?ch=16&id=161.%22/subjects/dinosaurs/Dinobirds.html/releases/2013/04/130418104324.htm/news/2008/04/080424-trex-mastodon.html/question/index?qid=20090410204910AAkxv2nSection2Conversation2NarratorListen to a conversation between a student and his art history professor.ProfessorHow was the museum?StudentGreat. I hadn’t been there for a few years.ProfessorDid you enjoy the Van Gogh painting?StudentThat’s the thing. Looks like I have to change my topic.ProfessorHmm… we are getti ng close to the deadline. You were writing about the theme of night in the paintings of Vincent Van Gogh.It’s a wonderful topic.StudentI know. People don’t usually think of Van Gogh as an artist of nocturnal themes. They think of brightness, sunshine, a ll that yellow and orange.ProfessorYou are right of course about the intense light associated with his daytime paintings. But his night paintings don’t exactly lack brightness.StudentThat’s the paradox that I really like, the paradox of painting a nigh ttime scene using so much color and light. So I was planning to focus mostly on his painting Starry Night.ProfessorBut?StudentWhen I went to the museum to look at the actual painting, like you told me to. It wasn’t there.ProfessorReally? Isn’t it par t of the permanent collection?StudentYes. But it’s on loan right now to a museum in Europe.ProfessorAh, I see. Well, I am strict about having students write about paintings they can observe firsthand.StudentWell, I found another painting I could study instead.ProfessorOK.StudentI read that there are two paintings called Starry Night. The first one was done by the French realist painter Millet. It may have been the inspiration for Van Gogh’s painting. Millet’s painting is located near my family’s h ouse in Connecticut. And I am going there this weekend and could study it then. I made sure it’s not out on loan.ProfessorThat definitely would work then. Van Gogh copied many of Millet’s compositions. We know that he really admired Millet’s work. And a lot of us think Van Gogh saw this particular painting by Millet in Paris in the late 1700s.StudentYeah. Although Millet was a realist painter, and Van Gogh a post-impressionist, the two paintings still share lots of features, not just the name. The most striking shared feature has got to be the amazing light effects. I am excited to go see it. But one other thing …ProfessorUh-huh.StudentI was thinking about getting a head start on my next assignment while I am at the gallery in Connecticut, the assignment on miniatures. They have a lot of miniature portraits of children as part of their permanent collection.ProfessorAmerican miniatures?StudentYeah. So I figured I could also get started on that essay, study a few while I am there. I’d focus on the m eaning of the objects that some of the children are holding, some are holding flowers, one child has a rattle, another a toy violin…ProfessorThat would be fine. Uh, those objects…we call them attributes. The attributes chosen to be included in a particul ar miniature was often meant to communicate parents’ hopes and dreams for their child. So I think you’ll learn a lot about how people viewed children at the time the miniature paintings were done.Lecture3-AstronomyNarratorListen to part of a lecture in an astronomy class.ProfessorThere’s been a lot of talk recently about life on Mars, at the level of microorganisms anyway, mainly because of a few important discoveries and inventions.For example, one major discovery was that at one point water was present on Mars. How do we know? Well, in 2004, an exploration robot discovered jarosite there.Jarosite is a yellowish brown mineral with a crystalline structure that’s also found on Earth. It contains iron, potassium an d hydroxide. The interesting thing is t hat on Earth at least it needs highly acidic water to form. So we’ve got water or had it at one point. And since most planetary scientists believe that water is essential to life, the presence of jarosite means that one prerequisite for life was once present on Mars.But there’s another thing about jarosite. One step in its formation on Earth involves microorganisms; they actually speed up the formation of jarosite dramatically. Now, theoretically it is possible for jarosite to form without the help of biological life forms. But we don’t really know for sure if this happens ‘cause… well, because every corner of Earth has some form of biological life.But jarosite on Earth incorporates all kinds of microorganisms into its crystalline structure. So it’s possib le that if the jarosite on Mars was also formed with the help of microorganisms, we might be able to detect remnants of them in the samples we find. And we have instruments now that will enable us to try to do this. For example, there’s a new instrument called the microfabricated organic analyzer, or M.O.A.The organic analyzer is an amazing tool. It will be able to collect soil samples and analyze them right there on Mars, pure, untouched samples. It will let us eliminate the risk we would take of contaminating the samples if they were brought back to Earth. And what they’ll look for specifically in the soil is amino acids.Amino acids, as you may know, are the building blocks of proteins. In fact, there are twenty standard amino acids involved in making pr oteins and lots more that aren’t.And here’s the important thing. Amino acids are what we call handed. They can exist in two forms, which are mirror images of each other like hands. Right and left hands have the same number of fingers in the same order plus one thumb. But right and left hands are not the same; they are mirror images. Well, like hands, amino acids can be right or left-handed. And the twenty that make up the proteins on Earth are all left-handed.Now, one reason the M.O.A., the organic analyzer is so impressive is that it tests not just for the presence of amino acids but also for the handedness of amino acids. If amino acids are found, it would be especially interesting if they show a prevalence of one type of handedness, either left, like amino acids on Earth, or right.See, other physical processes in space, processes that don’t involve living organisms, can create amino acids. But the ones synthesized through abiotic processes, which is to say not involving microorganisms, occur in equal numbers of right- and left-handed.So, a prevalence of left-handed amino acids would indicate they were biological in origin, which would be amazing! A prevalence of right-handed ones…well, that would be really amazing!! Because the organisms that created th em would be unlike anything we have on Earth, which produce only left-handed ones.Lecture4-Music HistoryNarratorListen to part of a lecture in a music history class. The professor has been discussing music of the twentieth century.ProfessorAnd what in strument comes to mind when you think of rock ‘n’ roll?StudentThe electric Guitar?ProfessorExactly. I think it’s fair to say that the sound of the electric guitar typifies the rock ‘n’ roll genre, which became popula r in the 1950s. But really the instrument we know today was the result of a continuing development that started for our practical purposes in the 1920s.But long before that even, people were experimenting with ways to modify traditional acoustic guitars. The first guitars were wooden. This is the Spanish guitar and the strings were made from animal products. Then came steel strings. And that led to the lap guitar, which is also called the steel guitar because the player slides a steel rod up and down the neck. And those are all acoustic guitars. OK?But then eventually we have electric guitars. Over the years, many inventors and musicians contributed to the design of these instruments. And each design was intended to alter the sound in some way, at first at least with the electric guitar, to make it louder.So let’s get back to when the steel guitar was first introduced in the United States. It was right after the Spanish-American war in the late 1890s. US sailors who were stationed in Hawaii—then a US territory—were very enamored with the music they heard there. Uh, Hawaiian music was based on the steel guitar I just described. Some sailors learned how to play the steel guitar and brought it home to the States. Before long, Hawaiian steel guitar music was all the rage3 in the mainland US. It a ctually had a strong influence on the development of several musical genres, rock ‘n’ roll most notably, but also jazz and blues.3 a widespread temporary enthusiasm or fashion: computer games are all the rage .Anyway, by the 1920s, with the advent of the public dance movement, people were gathering in large groups to listen to steel guitar music. But they had trouble hearing it, especially in large public settings. As I mentioned, the instrument was played horizontally, on the lap. Since the strings faced upward, the sound was projected toward the ceiling rather than outward toward the audience. Something had to be done, because the music venues and the audience kept getting larger and larger. So what would you do?StudentFind a way to amplify the sound?ProfessorYes. And to do that, inventors started attaching electronic devices, electrical coils to the acoustic guitars. And the electronics worked! But attaching electronics didn’t just affect how loudly you could play. It also changed the quality of th e sound.These early electric guitars were hollow and these early amplifiers caused vibrations in the bodies of the instruments. So as the sound got louder, it became more distorted, fuzzy-sounding. And what musicians at the time wanted was a pure, clean sound.StudentSo where does Les Paul fit in? Wasn’t he the first to electrify acoustic guitars?ProfessorUh…no. Electrified guitars already existed by the time Les Paul came into the picture around 1940. What Paul did was experiment with ways of removing the distortions and he succeeded. He designed a guitar with a solid body that relied solely on electronics. Paul’s solid body eliminated the vibrations, and thus the distortions.StudentExcuse me. But when I think of electric guitar music, I think of Jimi Hendrix.ProfessorJimi Hendrix, one of my favorites.StudentBut Hendrix’s style really was all about distortion, that’s what’s so great about his music, all those special effects. I thi nk a lot of rock ‘n’ roll fans prefer that to a pure sound.ProfessorYeah. You are getting ahead of me here. But good, because the point I was going to make is that the sound of rock ‘n’ roll changed over the years. And the designs and technology of electric guitars made those changes possible.So whereas Les Paul’s goal wa s to remove the distortion, later musicians wanted to produce it. And by the time Jimi Hendrix came around. Well, essentially, Hendrix reinvented the electric guitar, in the sense that he created amazing effects and vibrations that changed the sound of roc k ‘n’ roll completely. So eventually, people tried to improve on Les Paul’s model, well, to modify it I should say.TPO30听力题目文本Section1Conversation-11 Why does the student go to speak with the woman?A. To get permission to organize a club event.B. To arrange for a work space for his club.C. To inquire about a photography class.D. To reserve a room for photography exhibit.2 What is the student's attitude toward the room he is offered?A. He thinks that sharing a room is a good way to find out about other clubs.B. He considers a semiprivate room to be acceptable.C. He is concerned that there will not be enough storage space in a semiprivate room.D. He is surprised that there are not enough private rooms for all the clubs.3 Why does the woman ask the student for an approval letter?A. All new clubs must submit an approval letter to the student activities center.B. She needs it to request funding for the club on his behalf.C. She needs proof that the new club has a faculty advisor.D. The approval letter can serve as verification of the club's registration.4 Near the end of the conversation, what does the student indicate he will have to do ?A. Retrieve a letter from his dormitory roomB. Reschedule some club eventsC. Ask a committee to review his registrationD. Pay a registration fee to start a new club5 For what activity does the student consider requesting funding?A. Designing a club Web siteB. Reserving audio-visual equipmentC. Sponsoring a guest speakerD. Setting up a campus e-mail accountLecture-16 What is the lecture mainly about ?A. The difference between cognition and metacognitionB. A study showing that dolphins have less cognitive capacity than monkeysC. The effectiveness of using food as a reward in experiments with monkeysD. Research that investigates whether animals are aware of feeling uncertainty7 Why does the professor mention the inability of animals to report what they are thinking ?A. To emphasize that language learning is an ability unique to humansB. To explain why researchers must be sensitive to nuances in animals' behaviorC. To point out a difficulty in testing for metacognition in animalsD. To show the need for advancements in the study of animal communication8 In the dolphin study, how did the researcher make the dolphin's task increasingly difficult ?A. By showing the dolphin two patterns that were similar in densityB. By playing two sounds that became progressively closer in pitchC. By producing sounds that were just within the dolphins' range of hearingD. By introducing a third paddle that ended on trial an began a new one9 According to the professor, what objections did some researchers raise with regard to the dolphin study?A. The study did not distinguish between learned and higher-level responses.B. The dolphin was not rewarded consistently for pressing the third paddle.C. Only one dolphin was used in the experiment.D. The results could not be replicated in a later study.10 What can be inferred from the results of the study in which monkeys did not receive immediate feedback?A. The researchers based the study on an incorrect hypothesis.B. Monkeys respond best to negative reinforcement.C. Monkeys become confused when they do not receive rewards.。