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托福TPO36听力文本+题目+答案+MP3音频下载上海新航道整理! 由于托福TPO听力36文本已经很长了，此文档不包含托福听力TPO36题目+答案，托福TPO36MP3题目+答案+音频下载，请移步：/toefl/tpotingli/596362.html托福TPO听力1-48文本查看及下载，请移步：/toefl/tpotingli/更多托福TPO查看，请点击：托福TPO写作大全托福TPO口语大全托福TPO阅读大全Conversation 1Listen to a conversation between a student and an admission officer at City College.Student: Hi, can I ask you a few questions about starting classes during your summer session? Q1Admission officer: Sure, ask away. It starts next week, you know.Student: Yeah, and I wanted to get some required courses out of the way, so I can, maybe I can graduate one term earlier and get out into the job market sooner. Q2Admission officer: That sounds like a good idea. Let me pull up the summer school database on my computer here.Student: Ok.Admission officer: OK, here it is. What’s your student ID number?Student: Oh, well, the thing is, I’m no t actually admitted here. I will be starting school upstate at Hooper University in the fall, but I’m down here for the summer staying with my grandparents, ‘cause I have a summer job near here.Admission officer: Oh, I see. Well.Student: So I’m out of lu ck?Admission officer: Well, you would be if you were starting anywhere but Hooper, but City College has a sort of special relationship with Hooper, a full exchange agreement. So our students can take classes at Hooper, and vice versa.Q5 So if you can show me proof, eh, your admissions letter from Hooper, then I can get you into our system here and give you an ID number.Student: Oh, cool. So, um, I wanna take a math course and a science course, preferably biology, and I was also hoping to get my English Composition Course out of the way, too.Admission officer: Well, all three of those courses are offered in the summer, but you’ve got to understand that summer courses are condensed. You need longer hours and the assignments are doubled up because it’s the s ame amount of information presented and tested in a regular term, but it’s only six weeks long. Two courses are considered full time in summer term. Q3 Even if you weren’t working, I couldn’t let you register for more than that.Student: Yeah, I was half expecting that. What about the schedule? Are classes only offered during the day?Admission officer: Well, during the week, we have some classes in the daytime and some at night. And on the weekends, we have some classes all day Saturday or all day Sunday for the six weeks.Student: My job is pretty flexible, so one on the weekday and one on the weekend shouldn’t be any problem. Ok, so after I bring you my admissions letter, how do I sign up for the classes?Admission officer: Well, as soon as your student ID number is assigned and your information is in our admission system, you can register by phone almost immediately. Q4Student: Oh, what about financial aid? Is it possible to get it for the summer?Admission officer: Sorry, but that’s something you would have to work out long before now, but the good news is that the tuition for our courses is about half of what you’re gonna be paying at Hooper.Student: Oh, well, that helps. Thank you so much for answering all my questions. Ah, I’ll be back tomorrow with my letter.Admission officer: I won’t be here then, but do you see that lady sitting at that desk over there? That’s Ms Brinker. I’ll leave her a note about what we discussed and she’ll get you started. Q4Student: Cool.Lecture 1 World History ClassListen to part of a lecture in a world history class.Professor: In any introductory course, I think it’s always a good idea to step back and ask ourselves: What are we studying in this class? And why are we studying it? So, for example, when you looked at the title of this course in the catalogue, Introduction to World History, what did you think you were getting into? What made you sign up for it, besides filling the social science requirement?Students: HahahahahProfessor: Anyone?Student: Well, just the history of everything, you know like starting at the beginning with, I guess the Greeks and Romans, the Middle Ages, the Renaissance, you know, that kind of stuff, like what we did in high school.Professor: Ok, now what you are describing is one approach to world history. In fact, there are several approaches, basic models or conceptual frameworks of what we study when we do history. And what you studied in high school, what I call the western-heritage model, this used to be the most common approach in US high schools and colleges. In fact, it’s the model I learned with, when I was growing up back, oh, about a hundred years ago.Students: HahahahahhaProfessor: Ah, at Middle Town High School up in Maine, I guess it made sense to my teachers back then, since, well, the history of Western Europe was the cultural-heritage of everyone in my class, and this remained the dominant approach in most US schools till, oh, maybe 30, 40 years ago. But it doesn’t take more than a quick look around campus, even just this classroom today, to see that the student body in the US is much more diverse than my little classin Middle Town High. And this western-heritage model was eventually replaced by or sometimes combined with one or more of the newer approaches. And I want to take a minute to describe these to you today. So you can see where this course fits in. Ok, so up until the mid-20th century, the basic purpose of most world history courses was to learn about a set of values, institutions, ideas, which were considered the heritage of the people of Europe. Things like democracy, legal systems, types of social organization, artistic achievements. Now, as I said, this model gives us a rather limited view of history. So in the 1960s and 70s, it was combined with or replaced by what I call the different-cultures model. The 60s were a period in which people were demanding more relevance in the curriculum, and there was criticism of the European focus that you’re likely to find in all the academic disciplines. For the most part, the different-cultures model didn’t challenge the basic assumptions of the western-heritage model. What it did was insist on representing other civilizations and cultural categories, in addition to those of Western Europe. In other words, the heritage of all people, not just what goes back to the Greeks and Romans, but also the origins of African, Asian, Native American civilizations. Though more inclusive, it’s still basically a heritage model, which brings us to a third approach. What I call the patterns-of-change model. Like the different-cultures model, this model presents a wide cultural perspective. But with this model, we’re no longer limited by notions of fixed cultural or geographical boundaries. So then, studying world history is not so much a questio n of how a particular nation or ethnic group developed, but rather it’s a look at common themes, conflicts, trends that cut across modern-day borders of nations or ethnic groups. In my opinion, this is the best way of studying history, to better understand current-day trends and conflicts. For example, let’s take the study of the Islamic world. Well, when I first learned about Islamic Civilization, it was from the perspective of Europeans’. Now, with the patterns-of-change model, we’re looking at the past t hrough a wider length. So we would be more interested, say, in how interactions with Islamic civilization, the religion, art, literature, affected cultures in Africa, India, Spain, and so on. Or let’s take another example, instead of looking at each cultur al group as having a separate, linear development from some ancient origin, in this course, we’ll be looking for the common themes that go beyond cultural or regional distinctions, so instead of studying a particular succession of British Kings or a dynasty of Chinese emperors. In this course, we’ll be looking at the broader concepts of monarchy, imperialism and political transformation.Lecture 2 Environmental Science ClassListen to part of a lecture in an environmental science class.Professor: OK, now let’s talk about another environmental concern, soil erosion. It’s a major problem all around the world. Sometimes erosion damages soil so severely that the land can no longer be cultivated, and it’s just abandoned. That happened in a big way right here i n the United States. Some of you have probably read the novel “the Grapes of Wrath”, and maybe you remember that the story took place in the 1930s during the time of what was called the Dust Bowl. Dust Bowl is a term we use to describe an ecological and human disaster that took place in the Southern Great Plains region. For nearly eight years, dust and sand blew across the area and covered everything. It was so bad, iteven made breathing and eating difficult, and farmers could only look on helplessly if their crops were destroyed, and the land and their lives were ruined.Now, there’ve always been droughts and strong winds in that region, but that was ok because the native grasses had deep roots in the ground that were able to hold the soil in place. So the wind wasn’t able to, you know, erode the soil too badly. This changed though between the 1900 and 1930. Agriculture was expanding rapidly then, and lots of farmers in the Southern Great Plains wanted to grow wheat and other crops they could sell for cash, uh, crops that would be profitable. So they ripped up much of the grassland to plant these crops like wheat which don’t hold the soil down nearly as well. At the same time, livestock, cattle, too many of them were feeding on grasses in the area, and damag ing a lot of the grassland. So these animals caused even more erosion of the soil. It didn’t help that many of the actual owners of the land were not living anywhere near the area. A lot of the landowners lived way back east and rented out the land to loca l people who lived on the land and worked on it, but didn’t have much reason to take really good care of it. I mean, it wasn’t their land, right? The tenant farmers weren’t really interested in conserving someone else’s soil, not for the long term anyway. Also, some thought the land couldn’t be really damaged. You know that the soil was so rich and deep that it didn’t matter if the topsoil, the soil on the surface, blew away. They thought they could just plow more, but they were wrong. Good topsoil takes a long time to form. It can literally take thousands of years to create good topsoil that will grow vegetation, and a very short time to ruin it. So after only a few years of excessive plowing, the land pretty much couldn’t be farmed any more. And people mov ed on to other places, and let the old areas just sit there, and when they didn’t plant anything on that land, that made it vulnerable to even more erosion. So it was kind of vicious cycle you could say. Another problem, ironically, was that advances in technology were actually destroying the land, instead of improving it. A lot of farmers were using huge new tractors that dug deep into the ground, and tore up a lot of the soil. And then of course there was the weather. You know, when people look back on th e Dust Bowl era, they tend to blame the drought, the lack of rain between 1934 and 1937. We can’t ignore the drought.I mean, it was the worst on record at the time, and did help bring on this disaster. But without the soil destruction, the drought alone w ouldn’t have resulted in the devastation we call the Dust Bowl. It was poor farming techniques that made that happen. Since then, though, we’ve paid more attention to trying to prevent a future Dust Bowl. One thing congress did was an act of massive govern ment effort to improve soil conservation called the “Soil Erosion Act”. Under this law, large stretches of land in the Southern Great Plains were identified as being at risk for erosion, and we’re taking active production and turn it into permanent grassla nd. What that did, by protecting the land from excessive farming, was to stabilize the soil. Also the “Soil Erosion Act” helped educate farmers to practice better soil conservation techniques, like reducing how often they plowed and using better equipment that would, you know, minimize damage to the soil structure.Conversation 2Listen to a conversation between a student and his academic advisor.Student: Excuse me, Ms Chambers. Um, I don’t have an appointment, but I was kind of wondering if you had a minute to help me with something.Academic advisor: Oh, sure, have a seat. What’s on your mind?Student: Well, uh, I guess I really don’t know where to start. It’s not just one class. It’s….I’m not doing all that great. Like on my homework assignments, and i n class, and I don’t know why. I mean I just don’t get it. I read the assignments and I do the homework, and I’m still not doing too well.Academic advisor: Um, which classes? You mean like Spanish or…You’re taking Spanish, right?Student: Oh, no, not Span ish. If it weren’t for Spanish, I’d be really in trouble. No, but it’s really all the others, psychology and sociology especially.Academic advisor: Is it the material? What you read in the textbooks? You don’t understand it?Student: No, that’s just it. I think I understand stuff when I read it.Academic advisor: You don’t read….Student: Remember, well, I remember names and definitions, but like in the class when the professor asks about the theories, what they’re all about, I never have the answer.Acade mic advisor: Sounds like you’re trying to learn by memorizing details instead of picking out the main points of reading. So tell me, how do you study?Student: Well, I, I, I mean I read the assigned chapters and I try to underline everything, like all of the words I don’t know and I always memorize the definitions but I don’t know. When I get back in class, it always seems like the other students have got a better handle on what’s in the reading. So maybe it’s just me.Academic advisor: Oh, it’s not. Believ e me. Lots of students, you know, my first year as a college student, I really had a hard time. I spent hours reading in the library, but I was just wasting time, ‘cause I wasn’t really studying the right things. I did the same sort of thing that sounds li ke you’re doing. Not focusing on what’s really important in the reading, but on the smaller details.Student: Yeah, maybe. But I spent so much time studying. It seems like I should be doing better.Academic advisor: The first year of college can be a little overwhelming, I know. Point is, lots of students have trouble adjusting at first. You know, figuring out how to study, how to use their time, you know, to your best advantage. It’s good that you do the assigned readings, but you, well, I think you’re unn ecessarily underlining and memorizing. That takes a lot of time. And, well, it’s not the best use of your time. Here’s something you can do. When you read, just read the assigned sections, and then and without looking back of the text, write a summary of the key points, the main ideas in the chapter. And after you do that, it’s good to go back and reread the text. And you look for any examples you can find to support those key points. Let me show you an example of what I mean.Lecture 3 Astronomy ClassListen to part of a lecture in an astronomy class.Professor: I’ll tell you a story about how one astronomy problem was solved. It happened many years ago, but you’ll see that it’s interesting and still relevant. Two, three hundred years ago, astronomers alr eady had telescopes, but they were not as powerful as those we have now. Let’s say they were the level of telescopes amateur astronomers use today. Tell me. What do you see in the night sky when you use a telescope like that? Quick, tell me.Student: Planets.Professor: Right.Student: Even like the moons of Jupiter.Professor: Right.Student: Stars.Professor: OK, what else? You think that’s all? Ever heard of nebulae? I’ll bet you have. Well, let’s just, um, put it up anyway. Nebular are small fuzzy patches you see in the sky. They look like little clouds. Many of them have a spiral shape, and that’s why we call them spiral nebulae. So astronomers in the 18th century, 18th century, when they looked through the telescope, they could see planets. They knew those were planets. The moons of Jupiter? And they knew they were the moons of Jupiter. And then they saw spiral nebulae. And they didn’t have a clue. What could those be? So some of them thought these things are cloudy and fuzzy, so they’re probably small clouds of cosmic dust and they don’t have to be very far away from us. But there were others who thought, ok, the things look small and fuzzy, but maybe they’re actually distant galaxies of stars, but we can’t see the stars because they’re so far away, and they seem so tiny. They look like dust and even the whole galaxy looks like a tiny little cloud. Which of the two theories do you think was more surprising?Student: The galaxy one.Professor: And why?Student: Well, I mean that they assumed that the nebulae are not what look like at first sight. The first theory assumed that, right?Professor: Ok, now tell me this. Which one would have seemed more likely at the time?Student: Uh, They couldn’t tell.Professor: Right. Two morals here. First, there can be different explanations for the same observation. And second, obvious doesn’t necessarily mean right. What happened next was for a long time, nothing. More than 150 years. No one could decide. Both hypotheses seemed plausible, and a lot was at stake because if the galaxy theory was right, it would be proof that the universe is enormous. And if the dust theory was right, maybe not so enormous. So the size of the universe was at stake. And finally in the 1920s, we came up with a telescope that was strong enough to tell us something new here. When we used it to look at the spiral nebulae, we saw, well, we are not absolutely sure, but it really looked like there were stars in those nebulae. So not dust after all, but stars. But how far away were they really? And how would you measure that? Any ideas? Laura?Student: Well, how about measuring how strong those stars shine, because if the stars are far away, then its light would be weak, right?Professor: Yes, but there’s a problem here. You need to know how bright th e star is in the first place, because some stars are naturally much brighter than others. So if you see a star that’s weak, it can mean one of two things.Student: Oh, it’s either far away or it’s just a weak star.Professor: And you can’t really always tell which, but you’re on the right track. There’s a kind of star where you can calculate its natural brightness, and you guess it. We found some in the nebulae. It’s called a variable star, or a variable for sure, because its brightness varies in regular in tervals. I won’t go into detail here, but, basically, the longer the interval, the brighter the star. So from the length of those intervals, we are able to calculate their natural brightness. This told us how distant they were and many turned out to be very, very far away. So we can be sure that the spiral nebulae really are very distant galaxies, which is what some 18th century astronomers guessed, but didn’t have the instruments to prove. Now one reason I told you this story is that today there are still plenty of situations when we see something out there, but we really aren’t sure what it is. Examples of one such mysterious observation would be gamma-ray bursters. We’ve known about these gamma-ray bursters for a long time now, but we can’t all agree on w hat they are.Lecture 4 Art History ClassListen to part of a lecture in an art history class.Professor: Today we’re going to talk about how to look at a piece of art. How to read it. What you should look for. What aspects of it you should evaluate. A lot of people think that if you stand in front of a work of art and gaze at it for a couple of minutes, you are evaluating it. But truly reading a piece of art, evaluating it properly, is a complex process, a process that takes time. When we’re confronted with a piece of art, there’re several things we have to keep in mind. For example, its beauty. That’s where aesthetics comes in. Aesthetics is the philosophy that deals with the definition of beauty, which goes all the way back to ancient Greece. They, um, the early Greek philosophers said that beauty and art are based on imitation. Their feeling about art was that it’s beautiful when it imitates life. They thought that the truthfulness of an image, how truthful it is to life determines its value as art. Today we have a broader definition of aesthetics. Now don’t identify aesthetics as personal taste. Taste is bound by time. Taste is tied to a society, a given set of moral values usually. You may not like a piece of art from a different culture, it may not be your taste, but you appreciate its beauty, ‘cause you recognize certain aesthetic principles. Art generally adheres to certain aesthetic principles like balance, balance proportions, contrast, movement or rhythm. We’ll discuss aesthetics more in detail when we look at some pieces of art together. Another thing to keep in mind in evaluating art is that art has a purpose, generally determined by the artist. You may not know what it is. And you don’t need to know what it is to appreciate a piece of art, but i t helps. For example, if you know what the artist’s purpose is, if you know that a piece of art expresses the artist’s feeling about a political or social situation, you’ll probably look at it differently. Now, besides beauty andpurpose, what are the other aspects of a piece of art that needs to be evaluated? Very simple, you examine a piece of art following these four formal steps.The first step is description. Describe physical characteristics of the piece, like this painting is large. It’s oil on canva s. Describe the object. It’s a person. It’s a landscape or predominant colors like, um, earth colors. That’s the description, ok? So you describe the piece. The next step is analysis. You’re looking at the piece for any universal symbols, characters or themes that might contain. Certain symbols are universal, and the artist counts on your understanding of symbols. Even colors have symbolic significance as you may know. And also objects depicted in a piece of art are often used to represent an abstract idea, like wheels or spheres. They look like circles, right? So wheels and spheres represent wholeness and continuity. I have a handout of a list of these symbols and images and their interpretations that I’ll give you later. But for now, the point is that afte r you describe the piece of art, you analyze its content. You determine whether it contains elements that the artist is using to try to convey a certain meaning. If it does, the next step is interpretation. Interpretation follows analysis very closely. You try to interpret the meaning of the symbols you identify in the piece. Almost all art has obvious and implied meaning. The implied meaning is hidden in the symbolic system expressed in the piece of art. What was he depicted is one scene, but there can be several levels of meaning. Your interpretation of these symbols makes clear what the artist is trying to tell us. The last step is judgment or opinion. What do you think of the piece? Is it powerful or boring? But I give that hardly any weight. If the four steps were to be divided up into a chart, then description, analysis, and interpretation would take up 99 percent. Your opinion is not important in understanding a piece of art. It’s nice to say “I like it. I wouldn’t mind hanging it over my couch’. But t o evaluate a piece of art, it’s not critical, ok? Now you know what I mean by reading a piece of art and what it entails. Try to keep all that in mind. Next time you go to an art museum, I can tell you right now that you probably won’t be able to look at more than 12 pieces of art during that visit. Ok. Now let’s look at a slide of a piece of art and try to read it together.。
TPO36 Passage 3阅读文章和题目
TPO36 Passage 3阅读文章和题目为了方便大家学习，这是小编为大家从模考软件里整理出来的TPO36 Passage 3的托福阅读文章和题目，这是最新的TPO了，大家还在等什么？快来一起看看吧！A model of urban expansion♦In the early twentieth century, the science of sociology found supporters in the United States and Canada partly because the cities there were growing so rapidly. It often appeared that North American cities would be unable to absorb all the new comers arriving in such large numbers. Presociological thinkers like Frederick Law Olmsted, the founder of the movement to build parks and recreation areas in cities, and Jacob Riis, an advocate of slum reform, urged the nation's leaders to invest in improving the urban environment, building parks and beaches, and making better housing available to all. These reform efforts were greatly aided by sociologists who conducted empirical research on the social conditions in cities. In the early twentieth century, many sociologists lived in cities like Chicago that were characterized by rapid population growth and serious social problems. It seemed logical to use empirical research to construct theories about how cities grow and change in response to major social forces as well as more controlled urban planning.The founders of the Chicago school of sociology, Robert Park and Ernest Burgess, attempted to develop a dynamic model of the city, one that would account not only for the expansion of cities in terms of population and territory but also for the patterns of settlement and land use within cities. They identified several factors that influence the physical form of cities. As Park stated, among them are "transportation and communication, tramways and telephones, newspapers and advertising, steel construction and elevators —all things, in fact, which tend to bring about at once a greater mobility and a greater concentration of the urban populations."♦ Park and Burgess based their model of urban growth on the concept of "natural areas"—that is, areas such as occupational suburbs or residential enclaves in which thepopulation is relatively homogeneous and land is used in similar ways without deliberate planning. Park and Burgess saw urban expansion as occurring through a series of "invasions" of successive zones or areas surrounding the center of the city. For example, people from rural areas and other societies "invaded" areas where housing was inexpensive. Those areas tended to be close to the places where they worked. In turn, people who could afford better housing and the cost of commuting "invaded" areas farther from the business district.♦ Park and Burgess's model has come to be known as the "concentric-zone model' (represented by the figure). Because the model was originally based on studies of Chicago, its center is labeled "Loop," the term commonly applied to that city's central commercial zone. Surrounding the central zone is a "zone in transition," an area that is being invaded by business and light manufacturing. The third zone is inhabited by workers who do not want to live in the factory or business district but at the same time need to live reasonably close to where they work. The fourth or residential zone consists of upscale apartment buildings and single-family homes. And the outermost ring, outside the city limits, is the suburban or commuters' zone; its residents live within a 30- to 60-minute ride of the central business district.♦Studies by Park, Burgess, and other Chicago-schooi sociologists showed how new groups of immigrants tended to be concentrated in separate areas within inner-city zones, where they sometimes experienced tension with other ethnic groups that had arrived earlier. Over time, however, each group was able to adjust to life in the city and to find a place for itself in the urban economy. ■Eventually many of the immigrants moved to unsegregated areas in outer zones; the areas they left behind were promptly occupied by new waves of immigrants.The Park and Burgess model of growth in zones and natural areas of the city can still be used to describe patterns of growth in cities that were built around a central business district and that continue to attract large numbers of immigrants. ■But this model is biased toward the commercial and industrial cities of North America, which have tended to form around business centers rather than around palaces or cathedrals, as is often the case in some other parts of the world. ■Moreover, it fails to account for other patterns of urbanization, such as the rapid urbanization that occurs along commercial transportationcorridors and the rise of nearby satellite cities. ■1. Which of the following can be inferred from paragraph 1 about what Olmsted and Riis had in common?O Both constructed theories based on empirical research on cities.O Both were among a large number of newcomers to North American cities.O Both wanted to improve the conditions of life in cities.O Both hoped to reduce the rapid growth of large cities.2. Which of the following best states the relationship that Olmsted and Riis had to the study of sociology?O Their goals were supported by the research conducted later by sociologists.O Their approach led them to oppose empirical sociological studies.O They had difficulty establishing that their work was as important as sociological research.O They used evidence from sociological research to urge national leaders to invest in urban development.3. Which of the sentences below best expresses the essential information in the highlighted sentence in paragraph 2? Incorrect choices change the meaning in important ways or leave out essential information.The Chicago school of sociology founded by Park and BurgessO attempted to help the population of growing cities protect the land around them.The model that Park and Burgess created was intended to explainO both why the population and area of a city like Chicago grew and in what way urban land was used or settled.The founders of the Chicago school of sociology wanted to makeO Chicago a dynamic model for how other cities should use and settle their land Park and Burgess were concerned that cities like Chicago shouldO follow a model of good land use as the population grew and settled new areas4. The author includes the statement by Robert Park in paragraph 2 in order toO establish the specific topics about which Park and Burgess may have disagreed.O identify the aspects of Chicago's development that required careful planning.O specify some of the factors that contributed to the pattern of development of cities.O compare the definitions given by Park and Burgess for the physical form of cities.5. Paragraph 3 indicates that all of the following are true of "natural areas" as conceived by Park and Burgess EXCEPT:O Use of the land in natural areas follows a consistent pattern but is generally unplanned.O People living in natural areas tend to have much in common.O Natural areas are usually protected from "invasion" by people in other areas.O Natural areas are an important basic component of the model Park and Burgess developed.6. According to paragraph 4, why is the term "Loop" used in the concentric-zone model?O It indicates the many connections between each of the zones in the model.O It indicates that zones are often in transition and frequently changing.O It reflects the fact that the model was created with the city of Chicago in mind.O It emphasizes the fact that populations often returned to zones in which they used to live.7. Which of the following can be inferred from paragraph 4 about the third zone?O It is the most expensive area in which to live.O It does not have factories and businesses.O People who live there travel long distances to work.O Most of the residents there work and live in the same zone.8. The word "outermost" in the passage is closest in meaning toO most visibleO best protectedO farthest awayO wealthiest9. The word "they" in the passage refersO Chicago-school sociologistsO new groups of immigrantsO separate areasO inner-city zones10. The word "concentrated" in the passage is closest in meaning toO dividedO reducedO interestedO gathered11. The word "promptly" in the passage is closest in meaning toO quickly.O usually.O eventually.O easily12. Paragraph 6 indicates which of the following about the application of the Park and Burgess model to modern North American cities?O It is especially useful for those cities that have been used as models for international development.O It remains useful in explaining the development of some urban areas but not all cities.O It can be applied equally well to cities with commercial centers and those with palaces and cathedrals at their center.O It is less applicable to modern cities because of changes in patterns of immigration.13 Look at the four squares [«]that indicate where the following sentence could be added to the passage. Where would the sentence best fit?Typical of this kind of urban growth is the steel-producing center of Gary, Indiana, outside of Chicago, which developed because massive heavy industry could not be locatedwithin the major urban center itself.14. Directions: An introductory sentence for a brief summary of the passage 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 answer choices do not belong in the summary because they express ideas that are not presented in the passage or are minor ideas in the passage. Two sociologists, Robert Park and Ernest Burgess, developed the "concentric-zone model" of how cities use land and grow.Answer ChoicesA. The model was developed to explain how the city of Chicago was developing around centrally located transportation and communication systems.B. The model arose out of concern for the quality of life in the rapidly growing cities of early twentieth-century America.C. The founders of the model did not believe in formal city planning and instead advocated growth through the expansion of so-called "natural areas."D. According to the model, a group new to the city tends to live together near the center and over time moves to outer areas that are more diverse ethnically and occupationally.E. The model is applicable to cities that grow by attracting large numbers of workers to centrally located businesses.F. The model predicts that eventually the inner city becomes so crowded that its residents move to new satellite cities outs de the city limits.了解更多出国考试资料和资讯，欢迎登陆前程百利论坛（/forum.php）。
托福阅读tpo36R-3原文+译文+题目+答案+背景知识
托福阅读tpo36R-3原文+译文+题目+答案+背景知识原文Industrial Melanism:The Case of the Peppered Moth①The idea of natural selection is that organisms in a species that have characteristics favoring survival are most likely to survive and produce offspring with the same characteristics.Because the survival of organisms with particular characteristics is favored over the survival of other organisms in the same species that lack these characteristics,future generations of the species are likely to include more organisms with the favorable characteristics.②One of the most thoroughly analyzed examples of natural selection in operation is the change in color that has occurred in certain populations of the peppered moth,Biston betularia,in industrial regions of Europe during the past100years. Originally moths were uniformly pale gray or whitish in color;dark-colored (melanic)individuals were rare and made up less than2percent of the population. Over a period of decades,dark-colored forms became an increasingly large fraction of some populations and eventually came to dominate peppered moth populations in certain areas—especially those of extreme industrialization such as the Ruhr Valley of Germany and the Midlands of England.Coal from industry released large amounts of black soot into the environment,but the increase of the dark-colored forms was not due to genetic mutations caused by industrial pollution.For example,caterpillars that feed on soot-covered leaves did not give rise to dark-colored adults.Rather,pollution promoted the survival of dark forms on soot-covered trees.Melanics were normally quickly eliminated in nonindustrial areas by adverse selection;birds spotted them easily.This phenomenon,an increase in the frequency of dark-colored mutants in polluted areas,is known as industrial melanism.The North American equivalent of this story is another moth, the swettaria form of Biston cognataria,first noticed in industrialized areas such as Chicago and New York City in the early1900s.By1961it constituted over90 percent of the population in parts of Michigan.③The idea that natural selection was responsible for the changing ratio of dark-to light-colored peppered moths was developed in the1950s by H.B.D.Kettlewell of Oxford University.If natural selection was the explanation,then there should be different survival rates for dark-and light-colored moths.To determine whetherthis was true,Kettlewell released thousands of light and dark moths(each marked with a paint spot)into rural and industrialized areas.In the nonindustrial area of Dorset,he recaptured14.6percent of the pale forms but only4.7percent of the dark forms.In the industrial area of Birmingham,the situation was reversed:13 percent of pale forms but27.5percent of dark forms were recaptured.④Clearly some environmental factor was responsible for the greater survival rates of dark moths.Birds were predators of peppered moths.Kettlewell hypothesized that the normal pale forms are difficult to see when resting on lichen-covered trees, whereas dark forms are conspicuous.In industrialized areas,lichens are destroyed by pollution,tree barks become darker,and dark moths are the ones birds have difficulty detecting.As a test,Kettlewell set up hidden observation positions and watched birds voraciously eat moths placed|on tree trunks of a contrasting color. The action of natural selection in producing a small but highly significant step of evolution was seemingly demonstrated,with birds as the selecting force.⑤Not every researcher has been convinced that natural selection by birds is the only explanation of the observed frequencies of dark and light peppered moths. More recent data,however,provide additional support for Kettleweir's ideas about natural selection.The light-colored form of the peppered moth is making a strong comeback.In Britain,a Clean Air Act was passed in1965.Sir Cyril Clarke has been trapping moths at his home in Liverpool,Merseyside,since1959.Before about 1975,90percent of the moths were dark,but since then there has been a steep decline in melanic forms,and in1989only29.6percent of the moths caught were melanic.The mean concentration of sulphur dioxide pollution fell from about300 micrograms per cubic meter in1970to less than50micrograms per cubic meter in 1975and has remained fairly constant since then.If the spread of the light-colored form of the moth continues at the same speed as the melanic form spread.in the last century,soon the melanic form will again be only an occasional resident of the Liverpool area.译文工业性黑变：斑点蛾的例子①自然选择的概念是，在一个物种中，具有有利生存特征的有机体最有可能生存下来，并产生具有相同特征的后代。
托福TPO36阅读Passage3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TPO36阅读Passage3原文文本+题目+答案解析，希望对大家备考有所帮助。
Energy and the industrial Revolution For years historians have sought to identify crucial elements in the eighteenth-century rise in industry,technology,and economic power known as the Industrial Revolution,and many give prominence to the problem of energy.Until the eighteenth century,people relied on energy derived from plants as well as animal and human muscle to provide power.Increased efficiency in the use of water and wind helped with such tasks as pumping,milling,or sailing.However,by the eighteenth century,Great Britain in particular was experiencing an energy shortage.Wood,the primary source of heat for homes and industries and also used in the iron industry as processed charcoal,was diminishing in supply.Great Britain had large amounts of coal;however,there were not yet efficient means by which to produce mechanical energy or to power machinery.This was to occur with progress in the development of the steam engine. In the late 1700s James Watt designed an efficient and commercially viable steam engine that was soon applied to a variety of industrial uses as it became cheaper to use.The engine helped solve the problem of draining coal mines of groundwater and increased the production of coal needed to power steam engines elsewhere.A rotary engine attached to the steam engine enabled shafts to be turned and machines to be driven,resulting in mills using steam power to spin and weave cotton.Since the steam engine was fired by coal,the large mills did not need to be located by rivers,as had mills that used water-driven machines.The shift to increased mechanization in cotton production is apparent in the import of raw cotton and the sale of cotton goods.Between 1760 and 1850,the amount of raw cotton imported increased 230 times.Production of British cotton goods increased sixtyfold,and cotton cloth became Great Britain’s most important product,accounting for one-half of all exports.The success of the steam engine resulted in increased demands for coal,and the consequent increase in coal production was made possible as the steam-powered pumps drained water from the ever-deeper coal seams found below the water table. The availability of steam power and the demands for new machines facilitated the transformation of the iron industry.Charcoal,made from wood and thus in limited supply,was replaced with coal-derived coke(substance left after coal is heated)as steam-driven bellows came into use for producing of raw iron.Impurities were burnt away with the use of coke,producing a high-quality refined iron.Reduced cost was also instrumental in developing steam-powered rolling mills capable of producing finished iron of various shapes and sizes.The resulting boom in the iron industry expanded the annual iron output by more than 170 times between 1740 and 1840,and by the 1850s Great Britain was producing more tons ofiron than the rest of the world combined.The developments in the iron industry were in part a response to the demand for more machines and the ever-widening use of higher-quality iron in other industries. Steam power and iron combined to revolutionize transport,which in turn had further implications.Improvements in road construction and sailing had occurred,but shipping heavy freight over land remained expensive,even with the use of rivers and canals wherever possible.Parallel rails had long been used in mining operations to move bigger loads,but horses were still the primary source of power.However,the arrival of the steam engine initiated a complete transformation in rail transportation,entrenching and expanding the Industrial Revolution.As transportation improved,distant and larger markets within the nation could be reached,thereby encouraging the development of larger factories to keep pace with increasing sales.Greater productivity and rising demands provided entrepreneurs with profits that could be reinvested to take advantage of new technologies to further expand capacity,or to seek alternative investment opportunities.Also,the availability of jobs in railway construction attracted many rural laborers accustomed to seasonal and temporary employment.When the work was completed,many moved to other construction jobs or to factory work in cities and towns,where they became part of an expanding working class. Paragraph 1:For years historians have sought to identify crucial elements in the eighteenth-century rise in industry,technology,and economic power known as the Industrial Revolution,and many give prominence to the problem of energy.Until the eighteenth century,people relied on energy derived from plants as well as animal and human muscle to provide power.Increased efficiency in the use of water and wind helped with such tasks as pumping,milling,or sailing.However,by the eighteenth century,Great Britain in particular was experiencing an energy shortage.Wood,the primary source of heat for homes and industries and also used in the iron industry as processed charcoal,was diminishing in supply.Great Britain had large amounts of coal;however,there were not yet efficient means by which to produce mechanical energy or to power machinery.This was to occur with progress in the development of the steam engine. 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.Peppered moth populations gradually increased in size,with dark-colored moths increasing their numbers fastest in the industrialized areas of Germany and England. B.Over a period of decades,dark-colored peppered moths came to certain areas of the Ruhr Valley and the Midlands and became the dominant forms there. C.In Germany and England,dark-colored peppered moths forced most light-colored moths out of their territories.。
托福TPO36口语Task3阅读文本+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TPO36口语Task3阅读文本+听力文本+题目+满分范文，希望对大家备考有所帮助。
托福TPO36口语Task3阅读文本： Allow Laptops in Class Though most of us own laptop computer, we are currently not allowed to use them during class. I think this policy should be changed. Since most of us type faster than we write by hand, taking notes on a computer would be quicker and easier, so we could pay more attention to professor's lectures. Also, since laptop computers have internet access, professors could direct students to view Web sites with useful information while lectures are going on. They could look up useful facts and background information on a topic or view different photographs or illustrations of something the professor is describing. This would help students gain a more complete understanding of lecture topics. Sincerely Jodie Smith 托福TPO36口语Task3听力文本： Now listen to two students discussing the letter. Woman: Did you see this letter in the paper? Man: Yeah but I don't think it's a good idea. Woman: Why not? Man: 'Cause I think students will pay even less attention to the professor, not more. I think it'd be too much distraction. Woman: How so? Man: Well maybe some students would actually use laptops to take notes. Woman: I would. Man: OK, you would. But a lot of people, most people would be too busy playing around instead. You know, surfing the internet, emailing friends, playing computer games, that kind of stuff. Woman: Huh, so you really think they pay less attention. Man: Yeah, I think that's what would happen. Woman: Alright, but what about her second point? Don't you think if students have them in class, the professor would be able to use the internet as a teaching tool? Man: Well the problem with that is that not everyone has a laptop computer, only some people have one. Woman: True. Man: So you see, not everyone would be able to follow along. It wouldn't be useful as a teaching tool if only some students could follow along but not others. Woman: I see what you mean. 托福TPO36口语Task3题目： The man expresses his opinion of the proposal the student makes in the letter. State his opinion and explain the reasons he gives for holding that opinion. 托福TPO36口语Task3满分范文： The letter supposes that students should be allowed to use laptops in class. One reason it gives is students can type faster than write by hand when they need to take notes, so they can put more attention on what professor is teaching. The second reason in the letter is students can look for multimedia information in class with a laptop and gain a more comprehensive understanding of their topic. But the man in the track disagree with this letter. He thinks that on the one hand, most students will use laptops to email friends, surf the Internet or play games instead of taking notes. Thus will lead to their distraction. On the other hand, he proposes that not everyone has a laptop, so if it becomes necessary for students to look at pictures on their computer, some students will not be able to do it. It is not fair to them. 以上是给大家整理的托福TPO36口语Task3阅读文本+听力文本+题目+满分范文，希望对你有所帮助!。
托福阅读tpo36R-2原文+译文+题目+答案+背景知识
托福阅读tpo36R-2原文+译文+题目+答案+背景知识原文Early Ideas About Deep-sea Biology①In1841Edward Forbes was offered the chance to serve as naturalist aboard HMS Beacon,an English Royal Navy ship assigned to survey the Aegean Sea.For a year and a half the Beacon crisscrossed the Aegean waters.During that time Forbes was able to drag this small,triangular dredge-a tool with a leather net for capturing creatures along the sea bottom-at a hundred locations,at depths ranging from6to1380feet.He collected hundreds of different species of animals, and he saw that they were distributed in eight different depth zones,each containing its own distinct assemblage of animal life,the way zones of elevation on the side of a mountain are populated by distinct sets of plants.②Forbes also thought he saw,as he later told the British Association,that"the number of species and individuals diminishes as we descend,pointing to a zero in the distribution of animal life as yet unvisited."This zero,Forbes casually speculated-he simply extended a line on his graph of animal number versus depth-probably began at a depth of1,800feet.Below that was the final zone in Forbes's scheme,zone nine,a zone that covered most of the ocean floor and thus most of the solid surface of Earth:Forbes called this the azoic zone,where no animal,to say nothing of plants,could survive.③Forbes's azoic zone was entirely plausible at the time,and it was certainly far from the strangest idea that was then entertained about the deep sea.In the first decade of the nineteenth century,a French naturalist named Francois Peron had sailed around the world measuring the temperature of the ocean.He found that the deeper the water,the colder it got,and he concluded that the seafloor was covered with a thick layer of ice.Peron ignored the fact that water expands when it freezes and that ice therefore floats.A more popular belief at the time was that water at great depth would be compressed to such a density that nothing could sink through it.This ignored the fact that water is all but incompressible.But even the more sensible naturalists of the day were guilty of a similar misconception.They imagined the deep sea as being filled with an unmoving and undisturbable pool of cold,dense water.In reality the deep is always being refreshed by cold water sinking from above.④The central implication of all these misconceptions was that nothing could live in the abyss(deep),just as Forbes's observations seemed to indicate.But Forbes erred in two ways.One was the particular study site he happened to use as a springboard for his sweeping postulate of a lifeless abyss.Although the Aegean had been the birthplace of marine biology,its depths are now known to be exceptionally lacking in animal diversity.Moreover,through no fault of his own, Forbes was not particularly successful at sampling such life as did exist at the bottom of the Aegean.It was his dredge that was inadequate.Its opening was so small and the holes in the net so large that the dredge inevitably missed animals. Many of those it did catch must have poured out of its open mouth when Forbes reeled it in.His azoic zone,then,was a plausible but wild extrapolation from pioneering but feeble data.⑤As it turned out,the existence of the azoic zone had been disproved even before Forbes suggested it,and the theory continued to be contradicted regularly throughout its long and influential life.Searching for the Northwest Passage from the Atlantic to the Pacific in1818,Sir John Ross had lowered his"deep-sea clam"—a sort of bivalved sediment scoop-into the water of Baffin Bay(an inlet between the Atlantic and Arctic oceans),which the determined to be more than a thousand fathoms deep in some places.Modern soundings indicate he overestimated his depths by several hundred fathoms,but in any case Ross's clam dove several times deeper than Forbes's dredge.It brought back mud laced with worms,and starfish that dad entangled themselves in the line at depths well below the supposed boundary of the azoic zone.译文深海生物学的早期观点①1841年，爱德华·福布斯有机会作为自然学家登船HMS Beacon号，这是一艘被派去考察爱琴海的英国皇室海军船。
托福TPO36听力文本+题目+答案+MP3音频
托福TPO36听力文本+题目+答案+MP3音频下载上海新航道整理! 由于托福TPO听力36文本已经很长了，此文档不包含托福听力TPO36题目+答案，托福TPO36MP3题目+答案+音频下载，请移步：/toefl/tpotingli/596362.html托福TPO听力1-48文本查看及下载，请移步：/toefl/tpotingli/更多托福TPO查看，请点击：托福TPO写作大全托福TPO口语大全托福TPO阅读大全Conversation 1Listen to a conversation between a student and an admission officer at City College.Student: Hi, can I ask you a few questions about starting classes during your summer session? Q1 Admission officer: Sure, ask away. It starts next week, you know.Student: Yeah, and I wanted to get some required courses out of the way, so I can, maybe I can graduate one term earlier and get out into the job market sooner. Q2Admission officer: That sounds like a good idea. Let me pull up the summer school database on my computer here.Student: Ok.Admission officer: OK, here it is. What’s your student ID number?Student: Oh, well, the thing is, I’m not actually admitted here. I will be starting school upstate at Hooper University in the fall, but I’m down here for the summer staying with my grandparents, ‘cause I have a summer job near here.Admission officer: Oh, I see. Well.Student: So I’m out of luck?Admission officer: Well, you would be if you were starting anywhere but Hooper, but City College has a sort of special relationship with Hooper, a full exchange agreement. So our students can take classes at Hooper, and vice versa.Q5 So if you can show me proof, eh, your admissions letter from Hooper, then I can get you into our system here and give you an ID number.Student: Oh, cool. So, um, I wanna take a math course and a science course, preferably biology, and I was also hoping to get my English Composition Course out of the way, too.Admission officer: Well, all three of those courses are offered in the summer, but you’ve got to understand that summer courses are condensed. You need longer hours and the assignments are doubled up because it’s the same amount of information presented and tested in a regular term, but it’s only six weeks long. Two courses are considered full time in summer term. Q3 Even if you weren’t working, I couldn’t let you register for more than that.Student: Yeah, I was half expecting that. What about the schedule? Are classes only offered during the day?Admission officer: Well, during the week, we have some classes in the daytime and some at night. And on the weekends, we have some classes all day Saturday or all day Sunday for the six weeks.Student: My job is pretty flexible, so one on the weekday and one on the weekend shouldn’t be any problem. Ok, so after I bring you my admissions letter, how do I sign up for the classes?Admission officer: Well, as soon as your student ID number is assigned and your information is in our admission system, you can register by phone almost immediately. Q4Student: Oh, what about financial aid? Is it possible to get it for the summer?Admission officer: Sorry, but that’s something you would have to work out long before now, but the good news is that the tuition for our courses is about half of what you’re gonna be paying at Hooper.Student: Oh, well, that helps. Thank you so much for answering all my questions. Ah, I’ll be back tomorrow with my letter.Admission officer: I won’t be here then, but do you see that lady sitting at that desk over there? That’s Ms Brinker. I’ll leave her a note about what we discussed and she’ll get you started. Q4 Student: Cool.Lecture 1 World History ClassListen to part of a lecture in a world history class.Professor: In any introductory course, I think it’s always a good idea to step back and ask ourselves: What are we studying in this class? And why are we studying it? So, for example, when you looked at the title of this course in the catalogue, Introduction to World History, what did you think you were getting into? What made you sign up for it, besides filling the social science requirement?Students: HahahahahProfessor: Anyone?Student: Well, just the history of everything, you know like starting at the beginning with, I guess the Greeks and Romans, the Middle Ages, the Renaissance, you know, that kind of stuff, like what we did in high school.Professor: Ok, now what you are describing is one approach to world history. In fact, there are several approaches, basic models or conceptual frameworks of what we study when we do history. And what you studied in high school, what I call the western-heritage model, this used to be the most common approach in US high schools and colleges. In fact, it’s the model I learned with, when I was growing up back, oh, about a hundred years ago.Students: HahahahahhaProfessor: Ah, at Middle Town High School up in Maine, I guess it made sense to my teachers back then, since, well, the history of Western Europe was the cultural-heritage of everyone in my class, and this remained the dominant approach in most US schools till, oh, maybe 30, 40 years ago. But it doesn’t take more than a quick look around campus, even just this classroom today, to see that the student body in the US is much more diverse than my little class in Middle Town High. And this western-heritage model was eventually replaced by or sometimes combined with one or more of the newer approaches. And I want to take a minute to describe these to you today. So you can see where this course fits in. Ok, so up until the mid-20th century, the basic purpose of most world history courses was to learn about a set of values, institutions, ideas, which were considered the heritage of the people of Europe. Things like democracy, legal systems, types of social organization, artistic achievements. Now, as I said, this model gives us a rather limited view of history. So in the 1960s and 70s, it was combined with or replaced by what I call the different-cultures model. The 60s were a period in which people were demanding more relevance in the curriculum, and there was criticism of the European focus that you’re likely to find in all the academic disciplines. For the most part, the different-cultures model didn’t challenge the basic assumptions of the western-heritage model. What it did was insist on representing other civilizations and cultural categories, in addition to those of Western Europe. In other words, the heritage of all people, not just what goes back to the Greeks and Romans, but also the origins of African, Asian, Native American civilizations. Though more inclusive, it’s still basically a heritage model, which brings us to a third approach. What I call thepatterns-of-change model. Like the different-cultures model, this model presents a wide cultural perspective. But with this model, we’re no longer limited by notions of fixed cultural or geographical boundaries. So then, studying world history is not so much a question of how a particular nation or ethnic group developed, but rather it’s a look at common themes, conflicts, trends that cut across modern-day borders of nations or ethnic groups. In my opinion, this is the best way of studying history, to betterunderstand current-day trends and conflicts. For example, let’s take the study of the Islamic world. Well, when I first learned about Islamic Civilization, it was from the perspective of Europeans’. Now, with the patterns-of-change model, we’re looking at the past through a wider length. So we would be more interested, say, in how interactions with Islamic civilization, the religion, art, literature, affected cultures in Africa, India, Spain, and so on. Or let’s take another example, instead of looking at each cultural group as having a separate, linear development from some ancient origin, in this course, we’ll be looking for the common themes that go beyond cultural or regional distinctions, so instead of studying a particular succession of British Kings or a dynasty of Chinese emperors. In this course, we’ll be looking at the broader concepts of monarchy, imperialism and political transformation.Lecture 2 Environmental Science ClassListen to part of a lecture in an environmental science class.Professor: OK, now let’s talk about another environmental concern, soil erosion. It’s a major problem all around the world. Sometimes erosion damages soil so severely that the land can no longer be cultivated, and it’s just abandoned. That happened in a big way right here in the United States. Some of you have probably read the novel “the Grapes of Wrath”, and maybe you remember that the story took place in the 1930s during the time of what was called the Dust Bowl. Dust Bowl is a term we use to describe an ecological and human disaster that took place in the Southern Great Plains region. For nearly eight years, dust and sand blew across the area and covered everything. It was so bad, it even made breathing and eating difficult, and farmers could only look on helplessly if their crops were destroyed, and the land and their lives were ruined.Now, there’ve always been droughts and strong winds in that region, but that was ok because the native grasses had deep roots in the ground that were able to hold the soil in place. So the wind wasn’table to, you know, erode the soil too badly. This changed though between the 1900 and 1930. Agriculture was expanding rapidly then, and lots of farmers in the Southern Great Plains wanted to grow wheat and other crops they could sell for cash, uh, crops that would be profitable. So they ripped up much of the grassland to plant these crops like wheat which don’t hold the soil down nearly as well. At the same time, livestock, cattle, too many of them were feeding on grasses in the area, and damaging a lot of the grassland. So these animals caused even more erosion of the soil. It didn’t help that many of the actual owners of the land were not living anywhere near the area. A lot of the landowners lived way back east and rented out the land to local people who lived on the land and worked on it, but didn’t have much reason to take really good care of it. I mean, it wasn’t their land, right? The tenant farmers weren’t really interested in conserving someone else’s soil, not for the long term anyway. Also, some thought the land couldn’t be really damaged. You know that the soil was so rich and deep that it didn’t matter if the topsoil, the soil on the surface, blew away. They thought they could just plow more, but they were wrong. Good topsoil takes a long time to form. It can literally take thousands of years to create good topsoil that will grow vegetation, and a very short time to ruin it. So after only a few years of excessive plowing, the land pretty much couldn’t be farmed any more. And people moved on to other places, and let the old areas just sit there, and when they didn’t plant anything on that land, that made it vulnerable to even more erosion. So it was kind of vicious cycle you could say. Another problem, ironically, was that advances in technology were actually destroying the land, instead of improving it. A lot of farmers were using huge new tractors that dug deep into the ground, and tore up a lot of the soil. And then of course there was the weather. You know, when people look back on the Dust Bowl era, they tend to blame the drought, the lack of rain between 1934 and 1937. We can’t ignore the drought. I mean, it was the worst on record at the time, and did help bring on this disaster. But without the soil destruction, the drought alone wouldn’t have resulted in the devastation we call the Dust Bowl. It was poor farming techniques that made that happen. Since then, though, we’ve paidmore attention to trying to prevent a future Dust Bowl. One thing congress did was an act of massive government effort to improve soil conservation called the “Soil Erosion Act”. Under this law, large stretches of land in the Southern Great Plains were identified as being at risk for erosion, and we’re taking active production and turn it into permanent grassland. What that did, by protecting the land from excessive farming, was to stabilize the soil. Also the “Soil Erosion Act” helped educate farmers to practice better soil conservation techniques, like reducing how often they plowed and using better equipment that would, you know, minimize damage to the soil structure.Conversation 2Listen to a conversation between a student and his academic advisor.Student: Excuse me, Ms Chambers. Um, I don’t have an appointment, but I was kind of wondering if you had a minute to help me with something.Academic advisor: Oh, sure, have a seat. What’s on your mind?Student: Well, uh, I guess I really don’t know where to start. It’s not just one class. It’s….I’m not doing all that great. Like on my homework assignments, and in class, and I don’t know why. I mean I just don’t get it. I read the assignments and I do the homework, and I’m still not doing too well.Academic advisor: Um, which classes? You mean like Spanish or…You’re taking Spanish, right?Student: Oh, no, not Spanish. If it weren’t for Spanish, I’d be really in trouble. No, but it’s really all the others, psychology and sociology especially.Academic advisor: Is it the material? What you read in the textbooks? You don’t understand it?Student: No, that’s just it. I think I understand stuff when I read it.Academic advisor: You don’t read….Student: Remember, well, I remember names and definitions, but like in the class when the professor asks about the theories, what they’re all about, I never have the answer.Academic advisor: Sounds like you’re trying to learn by memorizing details instead of picking out the main points of reading. So tell me, how do you study?Student: Well, I, I, I mean I read the assigned chapters and I try to underline everything, like all of the words I don’t know and I always memorize the definitions but I don’t know. When I get back in class, it always seems like the other students have got a better handle on what’s in the reading. So maybe it’s just me.Academic advisor: Oh, it’s not. Believe me. Lots of students, you know, my first year as a college student, I really had a hard time. I spent hours reading in the library, but I was just wasting time, ‘cause I wasn’t really studying the right things. I did the same sort of thing that sounds like you’re doing. Not focusing on what’s really important in the reading, but on the smaller details.Student: Yeah, maybe. But I spent so much time studying. It seems like I should be doing better.Academic advisor: The first year of college can be a little overwhelming, I know. Point is, lots of students have trouble adjusting at first. You know, figuring out how to study, how to use their time, you know, to your best advantage. It’s good that you do the assigned readings, but you, well, I think you’re unnecessarily underlining and memorizing. That takes a lot of time. And, well, it’s not the best use of your time. Here’s something you can do. When you read, just read the assigned sections, and then and without looking back of the text, write a summary of the key points, the main ideas in the chapter. And after you do that, it’s good to go back and reread the text. And you look for any examples you can find to support those key points. Let me show you an example of what I mean.Lecture 3 Astronomy ClassListen to part of a lecture in an astronomy class.Professor: I’ll tell you a story about how one astronomy problem was solved. It happened many years ago, but you’ll see that it’s interesting and still relevant. Two, three hundred years ago, astronomers already had telescopes, but they were not as powerful as those we have now. Let’s say they were the level of telescopes amateur astronomers use today. Tell me. What do you see in the night sky when you use a telescope like that? Quick, tell me.Student: Planets.Professor: Right.Student: Even like the moons of Jupiter.Professor: Right.Student: Stars.Professor: OK, what else? You think that’s all? Ever heard of nebulae? I’ll bet you have. Well, let’s just, um, put it up anyway. Nebular are small fuzzy patches you see in the sky. They look like little clouds. Many of them have a spiral shape, and that’s why we call them spiral nebulae. So astronomers in the 18th century, 18th century, when they looked through the telescope, they could see planets. They knew those were planets. The moons of Jupiter? And they knew they were the moons of Jupiter. And then they saw spiral nebulae. And they didn’t have a clue. What could those be? So some of them thought these things are cloudy and fuzzy, so they’re probably small clouds of cosmic dust and they don’t have to be very far away from us. But there were others who thought, ok, the things look small and fuzzy, but maybe they’re actually distant galaxies of stars, but we can’t see the stars because they’re so far away, and they seem so tiny. They look like dust and even the whole galaxy looks like a tiny little cloud. Which of the two theories do you think was more surprising?Student: The galaxy one.Professor: And why?Student: Well, I mean that they assumed that the nebulae are not what look like at first sight. The first theory assumed that, right?Professor: Ok, now tell me this. Which one would have seemed more likely at the time?Student: Uh, They couldn’t tell.Professor: Right. Two morals here. First, there can be different explanations for the same observation. And second, obvious doesn’t necessarily mean right. What happened next was for a long time, nothing. More than 150 years. No one could decide. Both hypotheses seemed plausible, and a lot was at stake because if the galaxy theory was right, it would be proof that the universe is enormous. And if the dust theory was right, maybe not so enormous. So the size of the universe was at stake. And finally in the 1920s, we came up with a telescope that was strong enough to tell us something new here. When we used it to look at the spiral nebulae, we saw, well, we are not absolutely sure, but it really looked like there were stars in those nebulae. So not dust after all, but stars. But how far away were they really? And how would you measure that? Any ideas? Laura?Student: Well, how about measuring how strong those stars shine, because if the stars are far away, then its light would be weak, right?Professor: Yes, but there’s a problem here. You need to know how bright the star is in the first place, because some stars are naturally much brighter than others. So if you see a star that’s weak, it can mean one of two things.Student: Oh, it’s either far away or it’s just a weak star.Professor: And you can’t really always tell which, but you’re on the right track. There’s a kind of star where you can calculate its natural brightness, and you guess it. We found some in the nebulae. It’s called a variable star, or a variable for sure, because its brightness varies in regular intervals. I won’t go into detailhere, but, basically, the longer the interval, the brighter the star. So from the length of those intervals, we are able to calculate their natural brightness. This told us how distant they were and many turned out to be very, very far away. So we can be sure that the spiral nebulae really are very distant galaxies, which is what some 18th century astronomers guessed, but didn’t have the instruments to prove. Now one reason I told you this story is that today there are still plenty of situations when we see something out there, but we really aren’t sure what it is. Examples of one such mysterious observation would be gamma-ray bursters. We’ve known about these gamma-ray bursters for a long time now, but we can’t all agree on what they are.Lecture 4 Art History ClassListen to part of a lecture in an art history class.Professor: Today we’re going to talk about how to look at a piece of art. How to read it. What you should look for. What aspects of it you should evaluate. A lot of people think that if you stand in front of a work of art and gaze at it for a couple of minutes, you are evaluating it. But truly reading a piece of art, evaluating it properly, is a complex process, a process that takes time. When we’re confronted with a piece of art, there’re several things we have to keep in mind. For example, its beauty. That’s where aesthetics comes in. Aesthetics is the philosophy that deals with the definition of beauty, which goes all the way back to ancient Greece. They, um, the early Greek philosophers said that beauty and art are based on imitation. Their feeling about art was that it’s beautiful when it imitates life. They thought that the truthfulness of an image, how truthful it is to life determines its value as art. Today we have a broader definition of aesthetics. Now don’t identify aesthetics as personal taste. Taste is bound by time. Taste is tied to a society, a given set of moral values usually. You may not like a piece of art from a different culture, it may not be your taste, but you appreciate its beauty, ‘cause you recognize certain aesthetic principles. Art generally adheres tocertain aesthetic principles like balance, balance proportions, contrast, movement or rhythm. We’ll discuss aesthetics more in detail when we look at some pieces of art together. Another thing to keep in mind in evaluating art is that art has a purpose, generally determined by the artist. You may not know what it is. And you don’t need to know what it is to appreciate a piece of art, but it helps. For example, if you know what the artist’s purpose is, if you know that a piece of art expresses the artist’s feeling about a political or social situation, you’ll probably look at it differently. Now, besides beauty and purpose, what are the other aspects of a piece of art that needs to be evaluated? Very simple, you examine a piece of art following these four formal steps.The first step is description. Describe physical characteristics of the piece, like this painting is large. It’s oil on canvas. Describe the object. It’s a person. It’s a landscape or predominant colors like, um, earth colors. That’s the description, ok? So you describe the piece. The next step is analysis. You’re looking at the piece for any universal symbols, characters or themes that might contain. Certain symbols are universal, and the artist counts on your understanding of symbols. Even colors have symbolic significance as you may know. And also objects depicted in a piece of art are often used to represent an abstract idea, like wheels or spheres. They look like circles, right? So wheels and spheres represent wholeness and continuity. I have a handout of a list of these symbols and images and their interpretations that I’ll give you later. But for now, the point is that after you describe the piece of art, you analyze its content. You determine whether it contains elements that the artist is using to try to convey a certain meaning. If it does, the next step is interpretation. Interpretation follows analysis very closely. You try to interpret the meaning of the symbols you identify in the piece. Almost all art has obvious and implied meaning. The implied meaning is hidden in the symbolic system expressed in the piece of art. What was he depicted is one scene, but there can be several levels of meaning. Your interpretation of these symbols makes clear what the artist is trying to tell us. The last step is judgment or opinion. What do you think of the piece? Is itpowerful or boring? But I give that hardly any weight. If the four steps were to be divided up into a chart, then description, analysis, and interpretation would take up 99 percent. Your opinion is not important in understanding a piece of art. It’s nice to say “I like it. I wouldn’t mind hanging it over my couch’. But to evaluate a piece of art, it’s not critical, ok? Now you know what I mean by reading a piece of art and what it entails. Try to keep all that in mind. Next time you go to an art museum, I can tell you right now that you probably won’t be able to look at more than 12 pieces of art during that visit. Ok. Now let’s look at a slide of a piece of art and try to read it together.。
托福TPO36听力Conversation2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TPO36听力Conversation2文本+题目+答案解析，希望对大家备考有所帮助。
托福TPO36听力Conversation2文本 Narrator: Listen to a conversation between a student and the program manager of the university radio station. Student: Hi I'm Jim, the guy who’s trying to get a new show. Manager: Right. Jim. Student: My application got turned down and...um...l am not sure why. So I wonder if you could explain... Manager: I’m glad you came in, Jim. I was actually quite impressed with your application. Student: Okay. Manager: But the thing is, we run a music station here, not a talk station. We've been a music station since the beginning, since the station's inception. Student: This is where I get confused because of the article in last month's campus newspaper about the poll... Manager: Yes. The survey... Student: I mean, a majority of students said they felt the station was stale, that it needed a breath of fresh air. Well, um, how are we supposed to get fresh air if you keep all the windows closed? I was just trying to open some windows for people. Manager: I can tell you have a lot of passion for this, but I’m really not convinced it’s a good idea. Okay. The first thing is, again, this is a music station. If we just have that one calling show, it just doesn't fit in with what we are doing. And studies have showed that mixed format stations just aren't as successful as...Look. We do want to innovate, but within the format. And with a live calling show, for one thing, you have no idea what the caller is going to say, no idea what you could end up broadcasting. Student: I understand, but that seems like a small risk to take in exchange for giving students a chance to talk publicly, interactively about issues they care about.I really think they'd like to have a place where they can air their views about currentevents, about the university. Manager: But the university already has that. There's a monthly meeting open to all students to discuss issues like the ones you mentioned in your application. And there are several student clubs on campus that discuss current events. But either way we have no plans to change the format. Now, if you had an innovative idea for a new music program... Student: Well...how about a music program that includes taking calls from listeners? Manager: You really are determined to have a calling show, huh? Student: Well, I'm a communications major, and I'm hoping to get an internship at a professional talk radio show in the city next year. I thought a little experience with the college station might help. Manager: Tell you what, there's still some time before the application deadline. Why don't you submit a new application with the music show idea that you just proposed? Then we will see if we can work something out. Student: Okay. Thanks! 托福TPO36听力Conversation2题目 1.What are the speakers mainly discussing? A. Results of a survey about the university radio station. B. Opportunities for internships at the university radio station. C. Problems associated with the student's proposal for a radio show. D. Changes the student wants to make to his proposal for a radio show. 2.What are the woman's objections to a call-in radio show? Click on 2 answers A. She does not like to call-in shows. B. The radio stations broadcasts only music shows. C. The radio station does not have the necessary equipment to broadcast a call-in show.。
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为了帮助大家高效备考托福，为大家带来托福TPO36综合写作阅读原文+听力原文+满分范文，希望对大家备考有所帮助。
托福TPO36综合写作阅读原文文本： Hail—pieces of ice that form and fall from clouds instead of snow or rain—has always been a problem for farmers in some areas of the United States. Hail pellets can fall with great force and destroy crops in the field. Over the last few decades, a method of reducing hail, called "cloud seeding," has been tried. In cloud seeding, the chemical silver iodide is sprayed on storm clouds from an airplane. This makes the clouds produce harmless rain or snow instead of hail. Several pieces of evidence suggest that cloud seeding has been effective in protecting crops from hail. Laboratory experiments Experiments in the laboratory support the idea that cloud seeding is effective. Hail usually forms water vapor that is close to the freezing point However, when experimenters added silver iodide to cold water vapor in the laboratory, they often observed light snow forming instead of hail pellets. Evidence from Asia There is evidence about the effectiveness of cloud seeding from several countries around the world. In some Asian countries, for example, cloud seeding has been successfully used to control precipitation in urban areas. These positive results suggest that cloud seeding should also be effective in protecting fields and farms in the United States. Local studies A few local studies also support the value of cloud seeding. One study conducted in a farming region in the central United States, for example, directly monitored crop damage due to hail. The study found that in an area where cloud seeding was used there was reduced hail damage compared to previous years. 托福TPO36综合写作听力原文文本： It’s not clear that cloud seeding is all that effective and there are reasons to question each of the arguments you just read. First, it may be true that under laboratory conditions silver iodide creates snow instead of hail. However, in real life, silver iodide can actually prevent any precipitation at all from forming in the cloud, snow, rain or hail. This is a bad thing. Because if you seed all the clouds in areas where it doesn’t rain very often, you ran the risk of causing a drought. In this case the crops simply get damaged for a different reason: lack of water.Second, it's not clear that positive result of cloud seeding in Asia can be repeated in the United States. The reason is that cloud seeding in Asia was tried in urban areas, in cities. And cities tend to have a high level of air pollution, from car, factory, etc. Surprisingly, pollution particles can create favorable conditions for cloud seeding because they interact with clouds and seeding chemicals. Such favorable conditions for cloud seeding may not occur in an unpolluted area. This means that the cloud seeding method that works in polluted cities may not work in unpolluted farming regions in the United States.Third, the local study mentioned in the passage isn’t very convincing either. That’s because the study found that hail damagedecreased not just in the area where the cloud seeding actually took place, but also in many of the neighboring areas to the east, south and north of the area. So the fact that the whole region was experiencing a reduce number of hail storms that particular year makes it more likely that this was a result of natural variation in local weather, and has nothing to do with cloud seeding. 托福TPO36综合写作满分范文： The author discussed that although hail makes crops suffer a lot, there has always been a method called cloud seeding which can protect crops from this disaster. He listed three facts supporting this approach. However, the speaker holds a contradictory view that all these three ways are not reliable. First, the writer proposes that laboratory experiments has already proved that cloud seeding is effective in eliminating hail. But the professor points out that although the hail can be turned into rain and snow in experimental movement, but it is also possible that hail, snow and rain can be all prevented by cloud seeding. Consequently, it will cause drought. Crops will still be damaged as a result of lack of water. The writer’s first argument is refuted. Second, the passage indicates that cloud seeding has an Asia evidence. To render this disproof, the lecturer reveals that this successful application in Asia probably will not get a similar outcome in America. High air pollution offers favorable conditions for cloud seeding process because those polluted air can interact with cloud and seeding chemicals. So this method which can be used in cities area may not be effective in unpolluted farming area. The second idea in the passage is also retorted. Third, the essay says that local studies in central United States also attain a satisfying result. Nevertheless, the speaker rebuts this idea. He thinks it unconvincing because hail damage in whole America not only decreases just in central of America, but also in the east, south and north part of country. So it is hard to say cloud seeding is the exact factor causes all those good things. Natural variation and local weather can also contribute to the elimination of hail disaster. This overturns the writer’s concept. (294 words) 以上是给大家整理的托福TPO36综合写作阅读原文+听力原文+满分范文，希望对你有所帮助!。