TPO听力50-L1L2题目

TPO 50-‐L1-‐ A ncient E gyptian G lass1. W hat i s t he l ecture m ainly a bout?A. N ew i nformation a bout g lass p roduction a nd u se i n a ncient E gypt.B. W hether E gyptians o r M esopotamians w ere t he f irst t o i nvent g lass.C. D ifferences b etween E gyptian g lass a nd o ther k inds o f g lass.D. R easons w hy a ncient E gyptians i mported g lass f rom o ther c ountries.2. W hat i s t he i mportance o f t he a rchaeological e vidence r ecently f ound i n E gypt?A. I t s upports t he t heory t hat a ncient E gyptians i mported g lass f rom M esopotamia..B. I t p roves t hat a ncient E gyptians m ade g lass o bjects p rior t o t he B ronze A ge..C. It provides the first evidence that glassmaking in the Bronze Age required two different s tages..D. I t s hows t hat a ncient E gyptians w ere p roducing r aw g lass..3. The 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 w here i t b elongs. ________________A. G lass-‐like m aterial i s g round u p a nd d yed b lue o r r ed..B. P owdered m aterial i s h eated a t v ery h igh t emperatures..C. C rushed q uartz a nd p lant a sh a re h eated a t l ow t emperatures..D. C ontainers a re b roken t o r emove g lass d isks..4. Based on the lecture, what are two kinds of glass objects that were valued in ancient E gypt a nd M esopotamia? C lick o n 2 a nswers.A. B eads.B. C ooking u tensils.C. C ontainers.D. W indows.5. A ccording t o t he p rofessor, w hat a re t wo r easons w hy a ncient E gyptians e xported glass? C lick o n 2 a nswers.A. T o b uild r elationships w ith f oreign l eaders.B. T o h old c ooking o il t hat w as s old i n o ther c ountries.C. T o g et b ronze t ools f rom o ther c ountries.D. T o a cquire c olors o f g lass n ot m ade i n E gypt.6. W hy d oes t he p rofessor s ay t his:A. T o e mphasize t hat g lass o bjects w ere o nly m ade i n a ncient E gypt.B. T o f ind o ut w hat t he s tudent d oes n ot u nderstand.C. T o i ndicate t hat t here w as n o c ontradiction i n h er p revious s tatement.D. T o c orrect w hat s he s aid i n h er p revious s tatement.TPO 50-‐L2-‐ T he C lassification O f C reatures1. W hat i s t he l ecture m ainly a bout?A. T he i mportance o f c lassifying l iving o rganisms.B. T he h istory o f b iological c lassification.C. T he i mpact o f t he m icroscope o n b iological c lassification.D. T he n aming o f n ewly d iscovered o rganisms.2. W hy d oes t he p rofessor d escribe “lumpers” a nd “splitters”?A. T o e mphasize o ne d ifference b etween e arly a nd m odern b iologists.B. To point out that early biological classifications were not based on scientific principles.C. T o g ive e xamples o f c ategories i n e arly b iological c lassification s ystems.D. To identify approaches that have shaped the development of biological classification s ystems.3. W hat c an b e i nferred a bout b iologists b efore t he t ime o f C arolus L innaeus?A. T hey d id n ot a gree o n t he n ames o f m any l iving t hings..B. V ery f ew o f t hem u sed m icroscopes..C. T hey w ere p uzzled b y t he d iscovery o f m icroorganisms t hat l acked a n ucleus..D. T hey h ad t o b e f luent i n s everal l anguages i n o rder t o p ublish t heir r esearch..4. W hat d oes t he p rofessor m ention a s t wo c haracteristics o f e xtremophiles?Click o n 2 a nswers.A. T hey l ive i n h arsh e nvironments..B. T hey a re m uch l arger t han m ost o ther t ypes o f b acteria..C. I n t heir s tructure t hey m ay r esemble v iruses..D. I n t heir b iochemistry, t hey m ay b e s imilar t o p lants a nd a nimals..5. What is the professor's attitude toward the current system of biological classification?A. S he i s s urprised t hat b iologists h ave n ot c hanged t he s ystem f or s o m any y ears..B. S he i s u pset t hat s o m any u nnecessary d istinctions h ave b een a dded..C. S he i s n ot c onfident t hat t he s ystem h as b een f inalized..D. S he i s e ager f or b iologists t o a dopt a c ompletely n ew s ystem..6. W hat d oes t he p rofessor i mply w hen s he s ays t his:A. The microscope was developed specifically for the purpose of studying and classifying m icroorganisms..B. The invention of the microscope enabled scientists to confirm predictions about the c haracteristics o f m icroorganisms..C. Organisms discovered with early microscopes were classified according to categories t hat A ristotle e stablished..D. M icroscopes h elped s cientists c larify d istinctions b etween t he p lant k ingdom a nd the a nimal k ingdom..。

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托福听力tpo50 lecture1、2、3、4 原文+题目+答案+译文

托福听力tpo50 lecture1、2、3、4 原文+题目+答案+译文Lecture1 (1)原文 (1)题目 (4)答案 (6)译文 (6)Lecture2 (8)原文 (8)题目 (10)答案 (12)译文 (12)Lecture3 (14)原文 (14)题目 (16)答案 (18)译文 (18)Lecture4 (20)原文 (20)题目 (22)答案 (24)译文 (24)Lecture1原文NARRATOR: Listen to part of a lecture in an ancient history class.FEMALE PROFESSOR: OK, last time we were discussing trade and commerce during the Bronze Age … And I said a little over 3,000 years ago there was quite a lively trade among the countries along the Mediterranean Sea—people were making objects out of bronze, and they were using bronze tools to make other goods, and they developed 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 it enters the Mediterranean Sea—where they discovered an ancient glass factory. Robert?MALE STUDENT: I thought our textbook said that the Egyptians imported their glass from other countries.FEMALE PROFESSOR: Well, until now that's what the evidence seemed to suggest. I mean, we had some evidence that suggested that the Egyptians were making glass objects, uh, but not glass.MALE STUDENT: OK, am-am I missing something? They're making glass, but they're not making glass.FEMALE 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—um, which today is a region consisting of Iraq, and parts of Syria, Turkey, and Iran—and simply reworking it. Most archeologists believed that the glass factories were in Mesopotamia because that's where the oldest known glass remains come from. You see, there were two stages of glassmaking: the primary production stage, where they made disks of raw glass… Uh, an- and then there was the secondary stage, where they melted the raw glass, the glass disks, and created decorative objects or whatever.And from this new Egyptian site we've 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; uh, “plant ash” is just what it soundslike—the ash that's left after you've burned plant material. They slowly heated this mixture, at a relatively low temperature, in small vessels, um containers, like jars, made out of clay. Uh, and that yielded a kind of glassy material…They took this glassy material and ground 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 temperatures, so that it melted. After it cooled, they'd break the molds, and inside…there were the glass disks. These disks were shipped off 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?FEMALE STUDENT: So what kind of objects were people making back then? FEMALE PROFESSOR: Well, the most common objects we’ve found—mostly in Egypt and Mesopotamia—uh, the most common objects were beads; one thing Egyptians were very, very good at was imitating precious stones; they created some beads that looked so much like emeralds and pearls that it was very difficult to distinguish them from the real thing. Uh, and-and also beautiful vessels, uh, 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 make great gifts if you're looking to establish or strengthen political alliances…and it's quite possible that ancient Egyptians were actually exporting glass, not just making it or importing it. The trade with Mesopotamia was probably a friendly, mutual trade…because, uh, Mesopotamian glass was usually white or yellow, so Mesopotamians might have said something like, “We'll give you two white disks for two red disks.” There’s no proof ofthat, uh—at least not yet…题目1.What is the lecture mainly about?A. New information about glass production and use in ancient EgyptB. Whether Egyptians or Mesopotamians were the first to invent glassC. Differences between Egyptian glass and other kinds of glassD. Reasons why ancient Egyptians imported glass from other countries2.What 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.3.The 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. The last one is done for you.]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.4.Based on the lecture, what are two kinds of glass objects that were valued in ancient Egypt and Mesopotamia? [Click on 2 answers.]A. BeadsB. Cooking utensilsC. ContainersD. Windows5.According to the professor, what are two reasons why ancient Egyptians exported glass? [Click on 2 answers.]A. To build relationships with foreign leadersB. To hold cooking oil that was sold in other countriesC. To get bronze tools from other countriesD. To acquire colors of glass not made in Egypt6.Why does the professor say this: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?A. To emphasize that glass objects were only made in ancient EgyptB. To find out what the student does not understandC. To indicate that there was no contradiction in her previous statementD. To correct what she said in her previous statement答案A D CABD AC AD C译文旁白：请听一个古代历史课上的讲座片段。

初阶托福听力练习册

东辰精英课程中心初阶托福听力练习册班级：姓名：CatalogListening IntroductionTPO1 (8)TPO2 (14)TPO3 (20)TPO4 (26)TPO5 (32)TPO6 (38)TPO7 (44)TPO8 (50)TPO9 (56)TPO10 (62)TPO11 (68)80 Independent Tasks (74)Listening SectionAcademic Listening Skills听力部分测试考生理解口语的能力。

在学术环境中，考生必须能够听懂讲座和对话。

学术听力通常出于下述三个目的之一：为基本理解而听：✓理解主题思想、重要观点以及与主题有关的重要细节（没有必要理解所有的细节）为语用理解而听：✓识别说话者的态度和确定程度。

✓识别说话者讲述内容的功能或目的衔接和综合信息：✓识别听力信息结构✓理解材料观点之间的关系（例如，比较/对比，原因/结果或者程序步骤）✓根据听力材料中暗示的信息，做出推论并得出结果。

✓衔接对话和讲座中的信息片段。

✓识别讲座和对话中的主题转换（例如，话题转换和插入语），识别讲座中的引论和结论。

允许记笔记。

考试结束后，出于安全考虑，在考生离开考试中心前，所有笔记将被收回并销毁。

笔记示范：How to Use TPO Listening Section?TPO类型运用1L1 art⍟L2 geology⍟⍟⍟⍟精听L3 archaeology ⍟⍟L4 biology ⍟2L1 psychology⍟⍟L2 biology⍟⍟精听L3 philosophy ⍟L4 astronomy ⍟⍟3L1 biology⍟⍟L2 art history⍟精听L3 art history ⍟⍟L4 astronomy ⍟⍟⍟4L1 biology⍟⍟L2 art⍟精听L3 geology⍟⍟L4 history⍟5L1 sociology⍟⍟L2 astronomy⍟⍟⍟⍟精听L3 chemistry⍟⍟⍟⍟L4 art⍟6L1 business⍟⍟⍟⍟⍟L2 biology⍟⍟精听L3 art ⍟L4 geology ⍟⍟⍟7L1 art history⍟L2 biology⍟⍟⍟精听L3 archaeology ⍟⍟L4 geology ⍟⍟⍟8L1 biology⍟⍟L2 art history⍟精听L3 history ⍟L4 chemistry ⍟⍟⍟⍟9L1 art history⍟⍟L2 biology ⍟⍟⍟⍟L3 geology ⍟⍟⍟L4 linguistics ⍟⍟10L1 biology⍟⍟⍟L2 history⍟精听L3 biology ⍟⍟L4 psychology ⍟⍟11L1 biology⍟⍟L2 art⍟⍟课堂讲解L3 environment science ⍟⍟⍟L4 business⍟12L1 biology⍟⍟⍟L2 business⍟⍟课堂讲解L3 art history ⍟⍟⍟⍟L4 environment science ⍟⍟⍟13L1 business⍟L2 biology⍟⍟⍟课堂讲解L3 art history ⍟⍟⍟L4 astronomy ⍟⍟⍟⍟⍟14L1 psychology ⍟⍟⍟L2 biology⍟⍟⍟⍟课堂讲解L3 astronomy ⍟⍟⍟⍟L4 archaeology ⍟⍟⍟⍟15L1 psychology ⍟⍟⍟⍟L2 geology⍟⍟⍟课堂讲解L3 art history ⍟⍟⍟⍟⍟L4 biology⍟⍟⍟16L1 geology ⍟⍟⍟⍟⍟L2 art history⍟⍟⍟课堂讲解L3 biology ⍟⍟L4 art history ⍟⍟⍟17L1 archaeology⍟⍟⍟L2 env science⍟⍟⍟⍟课堂讲解L3 history ⍟⍟⍟⍟L4 biology ⍟⍟18L1 astronomy⍟⍟⍟L2 art history⍟⍟⍟课堂讲解L3 history ⍟⍟⍟⍟L4 biology ⍟⍟⍟⍟19L1 linguistic⍟⍟⍟L2 astronomy⍟⍟⍟⍟⍟课堂讲解L3 biology ⍟⍟⍟⍟⍟L4 art history ⍟⍟⍟⍟⍟20L1 linguistics⍟⍟⍟L2 env science⍟⍟⍟⍟课堂讲解L3 art ⍟⍟L4 biology ⍟⍟⍟21L1 astronomy⍟⍟⍟⍟⍟L2 computer science⍟⍟课后作业L3 biology ⍟⍟⍟⍟⍟L4 art history ⍟⍟22L1 history⍟⍟L2 astronomy⍟⍟⍟⍟⍟课后作业L3 biology ⍟⍟⍟⍟L4 art history ⍟⍟⍟⍟23L1 archaeology⍟⍟⍟⍟L2 env science⍟⍟⍟课后作业L3 biology ⍟⍟⍟⍟⍟L4 art ⍟⍟⍟24L1 biology⍟⍟⍟L2 art history⍟⍟⍟课后作业L3 archaeology ⍟⍟⍟L4 astronomy ⍟⍟⍟⍟25L1 biology⍟⍟⍟L2 art history⍟⍟⍟课后作业L3 history ⍟⍟⍟⍟⍟L4 biology ⍟⍟⍟26L1 business⍟⍟L2 biology⍟⍟⍟⍟课后作业L3 astronomy ⍟⍟⍟⍟L4 art history ⍟⍟⍟⍟27L1 biology⍟⍟⍟⍟L2 art history⍟⍟⍟课后作业L3 biology ⍟⍟⍟L4 art ⍟⍟⍟28L1 philosophy⍟⍟L2 biology⍟⍟课后作业L3 biology ⍟⍟L4 archaeology ⍟⍟29L1 ecology⍟⍟⍟L2 art⍟⍟⍟课后作业L3 archaeology ⍟⍟⍟L4 engineering ⍟⍟30L1 psychology⍟⍟L2 biology⍟⍟⍟⍟课后作业L3 astronomy ⍟⍟⍟⍟⍟L4 art history ⍟⍟31L1 art history⍟⍟L2 geology⍟⍟⍟课后作业L3 biology ⍟⍟L4 archaeology ⍟⍟32课后作业Intensive ListeningTPO-1-1Narrator: Listen to part of a conversation between a student and a librarian.Student: Hi, um . Librarian: That’s What can I do for you?Student: I’mfor , but I’m…I don’t even know . Librarian: You said this is for , right? So youris onStudent: .Librarian: Well, you have , so that’s already . Hmmm… well, there’re a few things… oh wait…____________________________________________________________________________________________ ___________?Student: Aha, that’s . I just copied an article,but . Librarian: Let’s . We have of twenty or so psychology journals inthe . These are onespublished . Now that I think aboutit… .Student: Oh, yeah, the article ,so .Librarian: Ok, actually, most of ourmaterials . You can through the library’s computers, a nd if you want to search withfor example, just and all the articles .Student: Cool, that’s great! Too bad .Librarian: But . All of the library’scanbe .Student: Really?! I can’t believe . It still soundslike , youknow, , all of those sources.Librarian: Maybe, but you already your to articles on Dream Interpretation, so it shouldn’t be too bad. And you probablythat there’s of the article you copied. When you go into the , you have the to display the abstracts on the computer screen,those to decide whether or not you .Student: Right, ! They’lldefinitely . I guess I should try outwhile , you know, .Librarian: Sure, er… that computer’s , and I’ll be here till five this afternoon.Student: Thanks, I feel a lot better about this now.Vocabulary Builderbe supposed to 应该做…literature review 文献综述psychology course 心理学课程focus n. 焦点dream interpretation 梦的解析check to see 检查寻找material n. 材料put … on reserve 把…预留下来（备查、备用）journal n. 杂志printed versions n. 打印版、纸质版psychology journals 心理学杂志reference section 参考书区article n. 文章source n. (资料)来源available adj. 可得到的electronically adv. 电子地、数字化地database n. 数据库access vt. 获得、得到go through all the information vt. 通读、浏览一遍所有信息narrow down vt. 缩小范围、聚焦abstract n. 摘要summary n. 总结have the option to do … 可以选择做……skim vt. vi. 略读，浏览cut down vt. 减少doable adj. 可以做的、能做的try out vt. 尝试just in case 以防万一assignment n. 作业、任务TPO-1Section 1Conversation1. Why does the student go to see the librarian?A.To sign up for a seminar on using electronic sources for researchB.To report that a journal is missing from the reference areaC.To find out the procedure for checking out journal articlesD.To ask about how to look for resources for a class paper2.What does the librarian say about the availability of journals and articles in the library?A.They are not easy to find if a professor put them on reserveB.Most of them are accessible in an electronic formatC.Most of them can be checked out for three weeksD.Printed versions from the past three years are located in the reference section.3.What does the librarian suggest the student should do to save time?A.Choose an easier research topicB.Concentrate on five journalsC.Read the summaries of the articles firstD.Install a new program on her home computer4.What can be inferred about why the woman decides to use the computer in the library?A.She thinks she might need additional help from the manB.She does not have a computer at homeC.She has to hand in her assignment by the end of the dayD.She will be meeting a friend in the library later on5.Why does the woman say this()A.She had forgotten about the informationB.She is surprised she was not aware of the informationC.She is annoyed that the information was published only recentlyD.She is concerned that the librarian gave her incorrect informationTPO-1-4Narrator: Listen to part of a conversation between a student and his professor.Professor ：Hi Mathew, I’m glad you . You’ve been observing Mr. Grable’s third-grade class , right? Student: Um, yes. I go over to Johnson Elementary School, youknow, . It’s been amazing, I mean, I’m just learning so much from . I’m soglad . I mean it’s like the best thing ever to . Professor: Well, I’m glad to see you feel that way, Mathew. You know, . So, I’ve been and I’m quite interestedin , in particular withthe .Student: The ?Professor: It seems that to that we’ve been talking about in class.Student: Oh! OK, yeah, so like ,he , he used itas .Professor:Really! So, ?Student:Well, some of the students could , but they— the stories behind them.Professor:So, he…Student:He as a way of . Like, you know, how like , right, and how Jupiter wasthe , right? So since Jupiter, the planet, isthe , it’s like , like Jupiter was the king of all the gods.Professor: Oh, Mathew, that’s a great example.Student:Yeah! And each student and thenon it to and . They went to thelibrary , then theyabout the planet they chose.Professor:So, in one , inwhich , the studentsalso, used research skills in the library,and .Student:Exactly! He used this one topic to— how to use the books in the library, , and even howto . Plus they had a great time doing it.Professor:You know, Mathew, this is just what we’ve been talking about in our class. I’m sureeveryone . You know, Mathew, I’dlove .Student:Really?! Um… ‘cause I write my by then.Professor:Oh, you anything new just yet. For Wednesday, use your classand .Student:Ok, .Vocabulary Builderapproaches to education 教育方法observe a class v. 旁听别人上课；观摩别人上课class observation n. 课堂观摩education program n. 教育学专业observation notes n. 观摩笔记astronomy n. 天文学interdisciplinary adj. 跨学科的mythology n. 神话Greek and Roman mythology n. 希腊罗马神话Jupiter n. 木星planet n. 行星solar system n. 太阳系make a presentation v. 做演讲、展示literature n. 文学oral presentation n. 口头演讲、展示plus = andSection 2.1.What is the conversation mainly aboutA. A lesson Matthew prepared for his studentsB. A class Matthew has been observingC. A term paper that Matthew has writtenD. A problem in Matthew's classroom2.What is Matthew's opinion about observing Mr.Grabell's third-grade class?A. A. It will help him become a more effective teacherB. B. It could help improve his study habitsC. C. It has improved his public-speaking skillsD. D. It may be the most difficult assignment he has had3.Why does Matthew mention Greek and Roman mythology?A.To identify a topic frequently discussed in third gradeB.To get the professor's opinion about a lesson he taughtC.To make a suggestion to improve the class he is takingD.To illustrate a technique used to teach a third-grade class4. What important skills did Mr.Grabell introduce to his third-grade class? Click on 3 answersA. A. Reviewing other student's reportsB. B. Using books in the libraryC. C. Interviewing their classmatesD. D. Speaking in publicE. E. Writing reports5. What will Matthew probably do in next Wednesday's class?A.Hand in his assignment earlyB.Try to start a study groupC.Make a presentation to the classD.Choose a topic for his paperTPO-2-1Narrator: Listen to a conversation between a student and a professor.Student: Uh, excuse me, Professor Thompson. I know , but I was wondering if .Professor: Sure, John. What did you want to talk about?Student: Well, I have some aboutI did this —about .Professor: Oh, yes. You were looking at variations in climate in the Grant City area,right? ?Student: I’ve , so I’m startingto , preparing graphs and stuff. But I’m just. . . I’m looking at it and I’m afraid , butI’m .Professor: I hear the same thing from every student. You know, you have to remembernow . So, think about what you’d need to includeif ,like . . . . That’susually : would my parents understand this?Student: OK. I get it.Professor: I hope you can recognize by my saying that .Student: Right. I understand. I was wonderingif .Professor: Yes, definitely. You should use themto . So,just , you know, what—to try to —and what you did, and what yourwas.Student: OK. So, for example, I studied ; I lookedat ; I used different , like certain ; and then I discuss the results. Is that what you mean? Professor: Yes, that’s right. You should .The . And also be sure you include a good where all your , ‘cause you have a lot of . Student: Hmm . . . something .Professor: That happens to me a lot, so I’ve come up with a pretty good . I carry a with me all the time andFor example,I.Student: A is a good idea. Since I’m so busy now at the end of the semester,I’m . OK. I just remembered what I was trying to say before.Professor: Good. I was hoping you’d come up with it.Student: Yes. It ends up that , so I also included some in the report. With everything else it should be a prettygood .Professor: Sounds good. I’d be happy to before you hand in the , if you wish.Student: Great. I’ll plan to get you of the paper by next Friday. Thanks very much. Well, see ya.Professor: OK.Vocabulary Buildersemester n. 学期climate variations n. 气候变化Grant City area [地名] [美国] 格兰特城How far along have you gotten? 你进展了多少了？summarize vt. 总结graphs and stuff 图表之类材料rule of thumb 个人经验recognize vt. 意识到research journal 研究杂志indicate vt. 表明approach n. 方法meteorological records n. 气象记录statistical tests 统计实验reference section n. 参考部分jot down 草草记下notepad n. 笔记本regional data 区域数据indicator n. 指示器look over vt. 通看一遍，检查draft version n. 初稿版本forgetful adj. 爱忘事的Section 11.Why does the man go to see his professorA.To borrow some charts and graphs from herB.To ask her to explain some statistical proceduresC.To talk about report he is writingD.To discuss a grade he got on a paper2.What information will the man include in his report?3.Why does the professor tell the man about the appointment at the doctor's office?A. To demonstrate a way of remembering thingsB. To explain why she needs to leave soonC. To illustrate a point that appears in his reportD. To emphasize the importance of good health4.What does the professor offer to do for the manA.Help him collect more data in other areas of the stateB.Submit his research findings for publicationC.Give him the doctor's telephone numberD.Review the first version of his report5.Why does the professor say this()A. To question the length of the paperB. To offer encouragementC. To dispute the data sourcesD. To explain a theoryTPO-2-4Narrator: Listen to a conversation between two students. Theyare .Girl: Did you already for your classes ?Boy: Yes, I did.Girl: What are you taking?Boy: Um…contemporary literature, English style, um… the teaching seminar, and I still have to domy . I’m . Girl: That’s .Boy: Yeah, it will be really busy and I’m also taking . But I have toa couple of weeks ‘.Girl: Where do you work at?Boy: Buster’s , but just . What are you doing next semester?Girl: Actually too. And I will haveto . You know, I’m also going formy .Boy: So you , I imagine.Girl: No, I was actually thinking about ..Boy: Cool, you should. Um, did you hear aboutthat , ?Girl: Yeah, no time.Boy: It’s fun. It’s Sunday night. You Sunday nights?Girl: I do .Boy: Well, it’s only from 7 to 9.Girl: Is it every Sunday?Boy: . I don’t know about this month, ‘cause it’s probably , so they might . I don’t know what they are gonna to do, but it’s a good time, it’s fun, somereally .Girl: Who? From our class?Boy: Some people from our class are reading. A lot of themgo, .Girl: Really? I don’t know if I .Boy: You wouldn’t have to read, you can .I , but it’sa , I think anyway.Girl: I probably have to write something , so maybe , I just .Boy: Yeah, it . Are you goingto ?Girl: Definitely. Otherwise, I will be . I have .Boy: Yeah, me too. This is the second summer I’ll have to take classes. I , my Shakespeare class .Vocabulary Builderregister for your classes v. 注册你的课程contemporary literature n. 当代文学seminar n. 互动式课程heavy schedule n. 繁重的日程安排thesis n. 学位论文master’s degree n. 硕士学位revise vt. 修改send them for publication v. 把它们寄出去发表Thanksgiving n. 感恩节summer school n. 暑假学校（可以得到额外的学分）credits n. 学分Section 21.What are the students mainly discussing?Click on 2 answersA.Their courses for next semesterB.Their plans for the weekendC. A poetry clubD. A class assignment2.What does the man plan to do at the end of the monthA.Register for classesB.Finish writing his master's thesisC.Leave his job at the coffee shopD.Take a short vacation3.Why does the man talk to the woman about the "Poetry Kitchen"?A.To find out how often the club meetsB.To inform her that the date of the next meeting has changedC.To complain that not enough people are reading their poemsD.To encourage her to attend4.What is the woman's attitude toward participating in the poetry club?A.She is looking forward to hearing her professor's poetryB.She is interested in attending but she has no timeC.She thinks the poetry that is read there is not very goodD.She used to participate but did not enjoy it5.What will the students do in the summerA. A. They will both take coursesB. B. They will both have full-time jobsC. C. They will travel to England togetherD. D. They will teach a class togetherTPO-3-1Narrator: Listen to a conversation between a student and at the Office on the first day of the .Student: Excuse me, I’m supposed to be having my physics class in the science building,but . Could you ? Physics 403 — has it been moved?Receptionist: Well, there’s .Student: Yeah, I know, but my class . There must be some kind ofor something. Could you , please?Receptionist: Hmmm... ok, let me check on the computer. It’s physics, right? Wait, did you say physics 403? Student: Yeah.Receptionist: Er…I’m sorry, but it says here that . Youshould .Student: What? I’ve never got it.Receptionist: Are you sure? ‘Cause it says on the computerthat .Student: Really? I should . I wonder if .Receptionist: Well, it does happen. Er… let me check something. What’s your name?Student: Woodhouse, Laura Woodhouse.Receptionist: Ok, hmmm…Woodhouse, let me see… ah, it says here we sent it to your apartment on er… Center Street.Student: Oh, . I of there a little while ago.Receptionist: Well, and I suppose you at the administration office. Well, that .Student: Yeah, I guess that’s it. But how can they . If I’d known this was going to happen, I .Receptionist: I know, it’s really inconvenient for you, I understand that, but er… ifwe , the college can’t offer it. You know, it’sa , like we when there’re only a few students in the class. You see what I mean?Student: I guess, but now I don’t know .Receptionist: Ok, let’s see. Do you have any courses you’re going to take ? If you do, you might .Student: Yeah, I guess I could do that. I just hope it . Do you know ?Receptionist: Well, it depends on the class, but for that class, you ha ve to have er… let’s see, usually it’d be at least ten people, . But do you know what you shoulddo? . They’ll be able to tell you if they’replanning . It's their decision, actually.Student: Oh, ok, I will do that. Thanks for the .Receptionist: No problem. Sorry about the class. Oh,It’ll only take a minute.Student: Oh, oh, sure, I will do that right way.Vocabulary Builderreceptionist n. 接待员registrar n. 教务科人员physics class n. 物理课science building n. 理科楼room assignment sheet n. 教室安排单bulletin board n. 公告板registrar’s office n. 教务科cancel vt. 取消junk mail n. 垃圾邮件administration office n. 行政办公室sign up for a course v. 注册一门课程practical issue n. 实际操作中的问题enroll vi. 报名instructor n. 教师、导师mailing address n. 邮件地址TPO3Section1Q1Why does the women come to the office?A. To notify the university of her change of addressB. To find out where her physics class is being heldC. To get directions to the science buildingD. To complain about her physics class being canceledQ2What happened to the letter the university sent to the woman?A. She threw it away by mistakeB. Her roommate forgot to give it to herC. It was sent to her old mailing addressD. It was sent to another student by mistakeQ3Why was the woman’s physics class canceled?A. Not enough students signed up to take the classB. No professors were available to teach the classC. The university changed its requirements for physics studentsD. There were no classrooms available in the science building at the hourQ4What does the man suggest the woman do before the beginning of next semester?A. Consult with her advisor about her class scheduleB. Check with the registrar’s office about the location of the classC. Register for her classes earlyD. Call the physics departmentQ5What does the man imply when he say this:A. He know the physics class has been canceledB. He is not sure where the science building isC. Many of the room assignments have been changedD. The women can check for herself where her class isTPO-3-4Narrator: Listen to a conversation between a student and a professor.Student: Hi, Professor Archer, you know how in class last week you said that you were looking for students who are interested in ?Professor: Of course, are you volunteering?Student: Yes, I am. It sounds really interesting, butum… ?Professor: No, . I assume that most students taking thewould have experience with archaeological research, but that’s ok.Student: Oh, good, . Actually, that’s why— to get experience. What kind of work is it?Professor: Well, as you know, we're studying the history of the campus this semester. This used to beand we already know that where the , there once wereand that were in the late 1700s. We are near the lecture hall to see what types of we find, you know, things people used in thepast . We’ve already begun to find some very interestingitems, . Student: ? Did the that they left their clothes and dishes behind?Professor: Hmmm… that’s just one of the questions we hopeto .Student: Wow, and it’s all right here on campus.Professor: That’s right, . I to travel to a , especially in the middle of the semester. We expect to find many more things, butwe .Student: So… how many student volunteers are you looking for?Professor: I’m hoping to get five or six. I’ve asked for volunteers in all of the classes Iteach, . You are the first personto .Student: Sounds like it could be a lot of work. Is there um…Professor: I think it’ll depend on what type of work you do in the excavation, but I imagine we can arrange something. Actuallyfor class because I’ve beenhaving ..Student: And would you want the volunteers to work?Professor: We’re asking for three or four hours per week, .A , I think you know John Franklin, my assistant,is .Student: Sure, I know John. By the way, will there be ?Professor: Yes, er… I want to wait till Friday to see how many students volunteer, and then I’llnext week at a time that’s .Student: Ok. I’ll wait to hear from you. Thanks a lot for .---------------------------TPO-3-4---------------------------Vocabulary Buildervolunteer for a project v. 自愿参加一个项目archaeology n. 考古学agricultural area n. 农业区域erect vt. 树立起assume vt. 假设introductory adj. 引导的relief n. 安慰、减轻（不安、忧虑、痛苦）that's a relief. 这下我就放心了。

托福听力tpo55 lecture1、2、3 原文+题目+答案+译文

托福听力tpo55 lecture1、2、3 原文+题目+答案+译文Lecture1原文NARRATOR: Listen to part of a lecture in an art history class.MALE PROFESSOR: OK, so we’ve all heard of the Louvre, right? Maybe the most famous art museum in Paris, France? In 1793 the Louvre was the first museum to open its doors to the public. Up till then, there were lots of private museums…private collections in the homes of Europe’s royalty and nobility…but only a select few were invited to see those works of art. The idea of a public museum was, in essence, a new one.Now, when the Louvre opened as a public museum, it was free to all artists every day of the week. But to those who were not artists—y’know, the rest of the general public? Well, they were only allowed to visit the museum on certain days. And that’s because the public museum was first seen as a teaching institution—a place where past artistic achievements would be available to current artists to learn from.OK, so you see the first step was taken—from museums that were just private institutions owned by royalty…to the Louvre, a museum open to the public—with some restrictions. But then there was another shift…and that was brought about by a French painter named Alexandre Lenoir. Lenoir was a young and enthusiastic artist who’d been assigned to be the supervisor of a storehouse for artworks in 1791.Y’see, the French Revolution was taking place at that time, and many national monuments and other works of art were getting damaged or destroyed. Consequently, a couple of large buildings in Paris were dedicated as storehouses for rescued artworks. Five years later, in 1796, Lenoir did something unique with the art in his storehouse—something never done before: he classified and displayed thepaintings and statues by period and style.So people began to notice—and admire—what Lenoir was doing. And soon, he transformed his storehouse into what would become the National Museum of French Monuments, which would later become a branch of the very Louvre that started this whole discussion. And, uh, what’s even more notable is that, Lenoir’s system of classification and display—it became a model for other public art museums…with each room in the museum representing a different century or period of art. Lenoir’s belief that a museum should be concerned with public instruction and offer education according to historical periods—this concept seems obvious now, but it was groundbreaking back then.Interestingly, though, not everyone was, uhh…impressed with Lenoir…or with museums in general, for that matter. There were people—including some artists and historians—who were as much against museums as Lenoir was for them. In fact, some argued that museums would pretty much bring an end to art. They contended that works of art removed from their original context were…incomplete—that artworks ought to remain in the places…the mountains, towns, uhh…in the locations where they were originally created and viewed.Take a painting created in an Italian seaside village, for example. Could that painting maintain its same identity once it was moved to a museum in France? Nowadays, most of us know and appreciate the fact that we can go to a museum and see many works of art from different time periods, artists, and countries. The fact that anyone can go into one place and see works of distant cultures, enjoy their beauty, and even find inspiration in them benefits us all. The Louvre clearly embraces this concept. But there are still some skeptics, people today who are just as skeptical of art museums as the critics were back in Lenoir’s day…and for all the same reasons.题目1.What is the lecture mainly about?A. The influence of private art galleries on public museumsB. The role of art museums as teaching institutions for artistsC. The debate about the Louvre’s opening to the publicD. The early history of the public art museum2.Why does the professor mention that artists were allowed to visit the Louvre every day?[Click on 2 answers.]A. To point out that the public museum was conceived as a place for studyingB. To indicate that all citizens were able to visit the museum whenever they wantedC. To question why certain artists did not spend time at the LouvreD. To contrast the accessibility of art in the Louvre with that of art in private museums3.Why does the professor mention the French Revolution?A. To name an event depicted in Alexandre Lenoir’s artworkB. To identify the theme of an exhibit room in the LouvreC. To explain why art storehouses were createdD. To help explain some people’s attitude toward public museums4.According to the professor, what major contribution did Alexandre Lenoir make to the art community?A. He donated many original paintings to public museums.B. He developed a systematic way of exhibiting art in museums.C. He invented a unique way to restore damaged artwork.D. He designed a national monument in post-Revolution France.5.The professor gives an example of a painting made in an Italian seaside village. According to the professor, what would some skeptics say about that painting?A. It should not be exhibited unless it appeals to people from a variety of cultures.B. It should not be moved out of the geographic area in which it was created.C. It should be exhibited in the Louvre before traveling to any other museum.D. It should always be grouped with similar paintings in a museum.6.What opinion about public art museums does the professor express?A. They focus too much on entertainment and not enough on education.B. They are more important to artists than to the general public.C. Their way of exhibiting artwork needs to be modernized.D. They succeed in allowing varied works of art to be appreciated in a centralized location.答案B ADC B B D译文旁白：听艺术史课上的一篇讲座。

托福TPO50听力Conversation2文本+题目+答案解析

托福TPO50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TPO50听力Conversation2文本+题目+答案解析，希望对大家备考有所帮助。

托福TPO50听力Conversation2文本Listen to a conversation between a student and the head of building maintenance.Teacher: Can I help you?Student: Yeah, I um……I’m taking summer classes right now and they put me in Robert’s Dormitory, over by the library.Teacher: Ok.Student: And I guess they are painting the library or doing something to the outside of the building?Teacher: Ah……yes, they are. They are replacing the bricks on the outside walls.Student: Well, whatever it is, it’s like……really disturbing, for those of us with windows facing the library. They are working on the wall right opposite us. I mean, dust is everywhere coming in the windows, and, the noise, cos we are like…… what, ten feet away. And……well, it is just not a pretty picture.Teacher: Right, well, that’s why we waited until now to start work on it. I mean, most students have already left campus for summer vacation.Student: Yeah, but Robert’s Hall has been used by all the summer students.Teacher: Really? The housing didn’t notify us of that.Student: Yeah. It’s pretty full. I mean, I can’t sleep at night, because of the smell and the dust and……You know, I’d love to just like close the windows but you know (it’s) being summer now.Teacher: Yes, I know. There is no air-conditioning in that building.Student: Right! So I mean, we got five more weeks of classes left, and we were really wondering how much longer they are going to be working on that particular wall. Because maybe it’s going to be a while.Do you think they could maybe work on a different side of the building for now, one that's not facing people’s dorm rooms, and wait until the students are gone? To come back and finish this side? I mean, that way the dust and noise won’t be coming directly into our windows while we are here.Teacher: You know, I wish it weren’t being done this way and it doesn’t make sense. But……this p articular decision was made by a special committee and their plan was finalized several months ago. They just didn’t realize there would be students in Robert’s Hall now.Student: Yeah.Teacher: Plus, well, the equipment is all set up, you know, the scaffolding is up on that side of the building and……oh it just won’t be practical to have the construction workers move everything to another side and leave a whole side of the library all torn out like that.Student: I guess not. Isn’t there another dorm open anywhere?Teacher: Not that I know. Oh, wait. I overheard someone saying today that Manchester Hall isn’t being used by the city’s summer camp after all. You know, most years they house their participants in that dorm all summer.Student: Well, there is an idea.Teacher: Now it’s a smaller dorm and it’s a little out of theway but……well, I bet……I bet they could move the affected student from Robert’s Hall.Student: Wow, I think a lot of people would definitely appreciate that.Teacher: Ok, well, let me call the housing people and I will get back to you. Leave your name and number, ok? And I will let you know what I find out.Student: Great. Thanks.托福TPO50听力Conversation2题目1.What problem is the student having?A. His dormitory is in need of repairs.B. He does not have summer housing.C. He is bothered by construction on campus.D. He is not able to use the university library.2.What does the student suggest that the construction workers do?。

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..。

托福听力tpo51 全套对话讲座原文+题目+答案+译文

托福听力tpo51 全套对话讲座原文+题目+答案+译文Section 1 (2)Conversation1 (2)原文 (2)题目 (4)答案 (5)译文 (5)Lecture1 (7)原文 (7)题目 (9)答案 (11)译文 (11)Lecture2 (13)原文 (13)题目 (16)答案 (18)译文 (18)Section 2 (20)Conversation2 (20)原文 (20)题目 (22)答案 (24)译文 (24)Lecture3 (26)原文 (26)题目 (28)答案 (30)译文 (30)Lecture4 (32)原文 (32)题目 (34)答案 (36)译文 (36)Section 1Conversation1原文NARRATOR: Listen to part of a conversation between a student and her biology professor.MALE PROFESSOR: So the assignment is to reproduce one of the animal camouflage experiments we read about in our text book. Which experiment did you pick? FEMALE STUDENT: Well... I was wondering if I could try to reproduce an experiment that's kinda the opposite of what was discussed in the textbook?MALE PROFESSOR: So, instead of how and why an animal might hide itself, you want to do something about why an animal might want to be seen? Hmmm. Tell me more. FEMALE STUDENT: Well, I got the idea from one of the journals you said we should look at…it's an experiment about, um, they called them eyespots in the article? MALE PROFESSOR: Eyespots, sure, the patterns on the wings of moths and butterflies that are generally believed to scare off predators because they look like big eyes. FEMALE STUDENT: Yeah, except the article was about an experiment that disputes that theory.MALE PROFESSOR: Well, we know that the markings do scare the birds, but the idea that the spots look like eyes is, well that's just a commonly held belief.FEMALE STUDENT: So—that's not even based on research?MALE PROFESSOR: Well, this whole idea of moth or butterfly markings being scary because they look like eyes rests on how we imagine that their predators—like birds —perceive the markings. And we can never really know that. All we can do is observe bird behavior. But tell me more about the experiment.FEMALE STUDENT: OK, so the experiment looked at the shapes of the markings onmoth wings. The researchers wanted to know if the markings that were round or eye-shaped were more effective at deterring predators than square or rectangular markings.MALE PROFESSOR: OK…FEMALE STUDENT: Yeah. So, they attached food to paper models of moths, with different shaped marks drawn on the wings, to see how birds reacted. And what's interesting is, they realized that the round marks were not more effective at scaring birds than other shapes.MALE PROFESSOR: Were they less effective?FEMALE STUDENT: No, they were about the same... but what researchers did determine is that larger markings are more effective than smaller markings at scaring off prey. They called this phenomenon “visual loudness.”MALE PROFESSOR: Visual loudness, huh. Well, I guess it's not all that shocking, if you think about it.FEMALE STUDENT: So, anyway, is it OK? Can I repeat this experiment and write about it?MALE PROFESSOR: Yes, I think that'll work. The problem I foresee is, well, where? This is an urban campus...You'll have a hard time finding a good place to set up the experiment.FEMALE STUDENT: Oh, I-I wasn't planning on doing it on campus. I'm going home for spring break, and my family lives in the country, far from the nearest city. I can set it up in the backyard.MALE PROFESSOR: Good idea. Except one week is not a lot of time. So you'll need to make some adjustments to have enough data. I'd set up the experiment near a bird feeder, and get in as much observation time as you can.题目1.Why does the student talk with the professor?A. She wants permission to revise an experiment that she conducted earlier.B. She has a question about the findings of an experiment in the textbook.C. She wants to reproduce an experiment that is not in the textbook.D. She would like some advice about how to study butterfly and moth behavior.2.What does the professor say is a common assumption about certain markings on butterfly and moth wings?A. That the markings are usually hidden from viewB. That the markings attract some kinds of birds more than othersC. That some birds perceive the markings as large eyesD. That butterflies and moths use the markings to attract mates3.What were the results of the experiment that the student describes? [Click on 2 answers.]A. Birds reacted to round markings the same way they reacted to square markings.B. Large markings scared birds more than small markings did.C. Most birds ignored markings that looked like eyes.D. Birds were attracted to more colorful markings.4.Why does the professor mention a bird feeder?A. To suggest a strategy that may help the student carry out her task successfullyB. To recommend a place on campus that is suitable for the student's projectC. To discuss another experiment that has yielded surprising resultsD. To point out a problem in the design of the original experiment5.What can be inferred about the student when she says this:Professor: Well, we know that the markings do scare the birds but the idea that the spots looked like eyes is……well, that is just a commonly held belief.Student: So, that’s not even based on research?A. She is skeptical about what the professor just told her.B. She just realized that she designed her experiment incorrectly.C. She is worried that she misunderstood something that she read.D. She had assumed that there was scientific evidence for the theory.答案C C AB A D译文旁白：请听一段学生和其生物学教授之间的对话。

托福TPO1-24听力题目汇总

托福TPO1-24听力题目汇总听力考察的三大层面听到1.问…主旨2.问为什么要对话或者讲座3.问说到了….(事情) 听懂1. 问speaker 态度2. 再听一遍，为什么要说这句话听会1. 问表述的结构2. 问…和…的联系3. 问….可以推理出听力时候要注意的出题点1 转折：转折后面为重点，后面的重点信息的出现。

2.观点和例子：例子支持观点，所以观点是重点（要记录），例子理解为主3.时间：表示时间点的，新时间点后内容更加重要4.分类：出现了two points，three levels，注意听各个point 序数词5.同位语：如果很多名词之间没有and，as well as 的连接词，听懂一个就可以6.差异：凡是与大众观点不同的，有difference、special、interesting 之类信号词，为重点7.比较：对比（unlike）和类比（similar to）需要理解 8.回答：提问后回答为要点、不直接问答，兜圈的地方，容易出现态度考察。

9.建议：建议和意见为重点，解决问题的最终方法为重点，与教授的约定为重点，建议不被接纳的原因为重点10.因果：原因和结果的区分，都有可能成为重点，但作为抽象归纳的一方，更容易成为重点。

11.转换内容重点：作者从一个讲课对象，转移到另外一个转移对象，在每个对象中都容易出现考点。

TPO-1 Section 11.Why does the student go to see the librarian? ", To sign up for aseminar on using electronic sources for research ", To report that a journalis missing from the reference area ", To find out the procedure for checkingout journal articles ", To ask about how to look for resources for a class paper 2.What does the librarian say about the availability of journals andarticles in the library? ", They are not easy to find if a professor put them on reserve", Most of them are accessible in an electronic format ", Most of them can be checked out for three weeks ", Printed versions from the past three yearsare located in the reference section.3.What does the librarian suggest the student should do to save time? ", Choose an easier research topic ", Concentrate on five journals ", Read the summaries of the articles first ", Install a new program on her home computer4.What can be inferred about why the woman decides to use the computer in the library? ", She thinks she might need additional help from the man ", She does not have a computer at home ", She has to hand in her assignment by the end of the day ", She will be meeting a friend in the library later on5.Why does the woman say this() ", She had forgotten about the information ", She is surprised she was not aware of the information ", She is annoyed that the information was published only recently ", She is concerned that the librarian gave her incorrect information6.What is the purpose of the lecture? ", To explain the difference between two artistic styles ", To describe a new art gallery to the class ", To introduce an artist's work to the class ", To show how artists' styles can evolve over time7.What does the professor say about Frantzen's painting of a farm scene? ", It resembles a photograph ", It may be Frantzen's best known painting ", Itwas painted in the Impressionist style ", It was painted while Frantzen lived abroad 8.Why did Frantzen go to the Sales Barn? ", To study human form and movement ", To earn money by painting portraits ", To paint farm animals in an outdoor setting ", To meet people who could model for her paining9.What does the professor imply about the painting of the young womansurrounded by pumpkins? ", It was painted at an art fair ", It combines Impressionism with Realism ", It convinced Frantzen that she was a good illustrator ", It was originally meant to be used in an advertisement10.Why does the professor discuss Frantzen's difficulties as a young painter? ", He wants to point out mistakes that young artists commonly make ", He thinks her example can inspire the students in their own lives ", Her difficulties remind him of the difficulties he himself experienced as a younggirl ", Her difficulties are the subject of some of the paintings in the gallery that the students will visit11.What does the professor imply when he says this() ", The students can understand Frantzen's art without knowing about her life ", The students should pay very close attention to what he is going to say ", Some of his students are already familiar with Frantzen's life story ", Some of his students may not appreciate Frantzen's work 12.What does the professor mainly discuss? ", The difference in age among American mountain ranges ", The importance of a technique used for dating geological materials ", The recent discovery of an ancient canyon ", A comparison of various minerals used for dating13.Before the use of uranium-lead analysis, where did most geologiststhinkthe Grand Canyon sandstone came from? ", An ancient lake located in the American Southwest ", A desert that once connected two continents ", Sands carried by a river from the Appalachian Mountains ", A nearby mountain range that had flattened out over time14.In the talk, the professor describes the sequence of uranium-lead dating.Summarize the sequence by putting the events in the correct order.Drag your answer choices to spaces where they belong. To remove an answer choice, click on itZircon in the sandstone is matched to the zircon in a particular mountain range.The amount of lead in sandstone zircon is measured The age of zircon in a sandstone sample is determined 1 2 3 15.According to the professor, what change has caused uranium-lead dating to gain popularity recently? ", It can be performed outside a laboratory ", It can now be done more efficiently ", It no longer involves radioactive elements ", It can be used in fields other than geology16.Why does the professor talk about the breaking apart of Earth's continents? ", To give another example of how uranium-lead dating might be useful ", To explain how the Grand Canyon was formed ", To demonstrate howdifficult uranium-lead dating is ", To disprove a theory about the age ofEarth's first mountain ranges17.What does the professor imply when he says this() ", The class iseasier than other geology classes ", The class has already studied the information he is discussing ", Some students should take a course ingeological dating techniques ", He will discuss the topic later in the class Section 2.1.What is the conversation mainly about ", A lesson Matthew prepared forhis students ", A class Matthew has been observing ", A term paper that Matthew has written ", A problem in Matthew's classroom2.What is Matthew's opinion about observing Mr.Grabell's third-grade class? ", It will help him become a more effective teacher ", It could help improvehis study habits ", It has improved his public-speaking skills ", It may bethe most difficult assignment he has had 3.Why does Matthew mention Greek and Roman mythology? ", To identify a topic frequently discussed in third grade ", To get the professor's opinion about a lesson he taught ", To make asuggestion to improve the class he is taking ", To illustrate a technique used to teach a third-grade class 4.What important skills did Mr.Grabell introduceto his third-grade class? Click on 3 answers ", Reviewing other student's reports ", Using books in the library ", Interviewing their classmates ", Speaking in public ", Writing reports5.What will Matthew probably do in next Wednesday'sclass? ", Hand in his assignment early ", Try to start a study group ", Make a presentation to the class ", Choose a topic for his paper 6.What is the lecture mainly about? ", Art in the Neolithic period ", The site of aNeolithic town ", Methods of making stone tools ", The domestication of plants and animals by early farmers7.What does the professor imply about the tools used by the people of Catalhoyuk? ", They were made of stone that came from Catalhoyuk ", They were among the sharpest tools available at the time ", They were often used in religious rituals ", They were used primarily for agriculture8.What does the professor say about the entrances to the houses in Catalhoyuk?Click on 2 answers ", They were in the roof ", They were usually kept closed ", They allowed smoke to escape from the house ", They stood opposite one another across narrow streets 9.What does the professor say about Catalhoyuk graves? ", The graves contained precious stones ", Many people were buried in each grave ", The grave were located under the house floors ", The graves contained ashes rather than bones 10.What does the professor think of the idea that the inhabitants ofCatalhoyuk deliberately arranged their house so that they could live near their ancestors' graves? ", She thinks it is a good guess, but only a guess ", She thinks some evidence supports it, but other evidence contradicts it. ", She thinks that further excavations will soon disprove it ", She thinks thatit is not appropriate to make such guesses about the distant past11.What are three things the professor says about the artwork of Catalhoyuk? Click on 3 answers ", It was clearly important to the Catalhoyuk religion ", It became covered with soot ", It often shows farmers at work ", Its significance is unknown", It contains many hunting scenes 12.What is the main topic of thelecture ", The types of habitats marmots prefer ", Methods of observing marmot behavior ", Feeding habits of some marmot species ", Differences in behavior between marmot species13.According to the case study, why are marmots ideal for observation ", They do not hide from humans ", They reside in many regions throughout North America ", They are active in open areas during the day ", Their burrows are easy to locate14.Drag the appropriate description of each marmot species' behavior to thebox below the marmot's nameClick on a phrase. Then drag it to the space where it belongs.One of the phrases will not be used Displays aggressive tendencies is family orientedstays active during the winter Olympic Marmot Eastern Marmot15.What reason does the professor give for the difference in marmotbehaviour patterns? ", Type of food available ", The size of the population ", Interaction with other marmot species ", Adaptations to the climate16.Why does the professor say this() ", To inform the student that his definition is incorrect ", To suggest that the student did not do the reading ", To encourage the student to try again ", To change the topic of discussion 17.Why does the professor say this() ", To express a similar concern ", To encourage the student to explain what she means ", To address the student's concern ", To agree with the student TPO-2 Section 11.Why does the man go to see his professor To borrow some charts and graphs from her To ask her to explain some statistical procedures To talk about report he is writing To discuss a grade he got on a paper2.What information will the man include in his report? Click in thecorrect box for each phraseInclude in report Not include in report Climate charts Interviews with meteorologists Journals notes Statistical tests3.Why does the professor tell the man about the appointment at thedoctor's office?To demonstrate a way of remembering things To explain why she needs to leave soonTo illustrate a point that appears in his report To emphasize the importance of good health 4.What does the professor offer to do for the man Help him collect more data in other areas of the state Submit his research findings for publication Give him the doctor's telephone number Review thefirst version of his report 5.Why does the professor say this() To question the length of the paper To offer encouragement To dispute the data sources To explain a theory6.What is the professor mainly discussing The development of motor skills in childrenHow psychologists measure muscle activity in the throat A theory about the relationship between muscle activity and thinkingA study on deaf people's problem-solving techniques 7.Why does the professor say this() To give an example of a laryngeal habit To explain the meaning of a termTo explain why he is discussing laryngeal habitsTo remind students of a point he had discussed previously 8.Why does the professor say about people who use sign languageIt is not possible to study their thinking habits They exhibit laryngeal habitsThe muscles in their hands move when they solve problemsThey do not exhibit ideomotor action9.What point does the professor make when he refers to the university libraryA study on problem solving took place thereStudents should go there to read more about behaviorism Students' eyeswill turn toward it if they think about it He learned about William James' concept of thinking there 10.The professor describes a magic trick to the class,what does the magic trick demonstrate?An action people make that they are not aware of That behaviorists are not really scientists How psychologists study children A method for remembering locations11.What is the professor's opinion of the motor theory of thinkingMost of the evidence he has collected contradicts it It explains adult behavior better than it explains child behaviorIt is the most valid theory of thinking at the present time It cannot be completely proved or disproved12.What aspect of Manila hemp fibers does the professor mainly discuss in the lectureSimilarities between cotton fibers and manila hemp fibers Various types of manila hemp fibersThe economic importance of Manila hemp fibers A use of Manila hemp fibers13.Why does the professor mention going away for the weekend?To tell the class a jokeTo apologize for not completing some work To introduce the topic of the lectureTo encourage students to ask about her trip14.What does the professor imply about the name Manila hempIt is a commercial brand name Part of the name is inappropriate The name has recently changedThe name was first used in the 1940's15.Why does the professor mention the Golden Gate Bridge?To demonstrate a disadvantage of steel cables To give an example of the creative use of colorTo show that steel cables are able to resist salt water To give an example of a use of Manila hemp16.According to the professor, what was the main reason that many ships usedManila hemp ropes instead of steel cables? Manila hemp was cheaperManila hemp was easier to produceManila hemp is more resistant to salt water Manila hemp is lighter in weight17.According to the lecture, what are two ways to increase the strength or ropemade from Manila hemp fibers? Click on 2 answersCoat the fibers with zinc-based paintCombine the fibers into bundles Soak bundles of fibers in salt water Twist bundles of fibers Section 21.What are the students mainly discussing? Click on 2 answersTheir courses for next semester Their plans for the weekend A poetry clubA class assignment2.What does the man plan to do at the end of the month Register for classesFinish writing his master's thesis Leave his job at the coffee shop Take a short vacation3.Why does the man talk to the woman about the \Kitchen\To find out how often the club meetsTo inform her that the date of the next meeting has changedTo complain that not enough people are reading their poemsTo encourage her to attend4.What is the woman's attitude toward participating in the poetry club?She is looking forward to hearing her professor's poetry She is interested in attending but she has no timeShe thinks the poetry that is read there is not very good She used to participate but did not enjoy it 5.What will the students do in the summer They will both take coursesThey will both have full-time jobs They will travel to England together They will teach a class together6.What is the main purpose of the lecture? To illustrate the importance of extrinsic valuesTo explain Aristotle's views about the importance of teachingTo explain why people change what they value To discuss Aristotle's views about human happiness 7.The professor gives examples of things that have value for her. Indicate foreach example what type of value it has for her.Click in the correct box. This question is worth 2 points. Only extrinsic valueOnly intrinsic valueBoth extrinsic and intrinsic value Teaching Exercise healthPlaying a musical instrument8.Why is happiness central to Aristotle's theory? Because it is sodifficult for people to attainBecause it is valued for its own sake by all people Because it is a means to a productive lifeBecause most people agree about what happiness is9.According to the professor, why does Aristotle think that fame cannotprovide true happiness?Fame cannot be obtained without help from other people Fame cannot be obtained by all people Fame does not last foreverPeople cannot share their fame with other people10.What does the professor mean when she says this() Teaching is not a highly valued profession in society She may change professions in order to earn more money The reason she is a teacher has little to do with her salary More people would become teachers if the salary were higher11.What is Bode's law? A law of gravitationAn estimate of the distance between Mars and Jupiter A prediction of how many asteroids there are A pattern in the spacing of the planets12.Why does the professor explain Bode's Law to the class?To describe the size of the asteroidsTo explain who the asteroids belt was discoveredTo explain how gravitational forces influence the planets To describe the impact of telescopes on astronomy 13.How does the professor introduce Bode's Law? By demonstrating how it is derived mathematically By describing the discovery of UranusBy drawing attention to the inaccuracy of a certain pattern By telling the names of several of the asteroids 14.According to the professor, what twofactors contributed to the discovery of the asteroid Ceres? Click on 2 answers Improved telescopesAdvances in mathematics The discovery of a new starThe position of Uranus in a pattern感谢您的阅读，祝您生活愉快。

2019年5月26日托福听力考试真题及解析

2019年5月26日托福听力考试真题及解析最新一期的托福考试已经圆满结束，这次的考试引发了大家的热议。

今天就和一起看看2019年5月26日托福听力考试真题及解析。

C1 校园场景学生想rent a bike locker，但是目前没有available 的，学生没有办法申请locker immediately，至少要到这个学期结束，先 fill out a form 申请一下。

学生表达了一下自己想租library附近的locker，因为自己住在那一片（出了细节题，问原因）。

另外学生又提到看到一些locker advocate，老师说这些advocate 的职责（出双选题，考advocate职责是什么）是看一下有没有异常的Locker，学生表示很感兴趣，老师表示他们会很高兴有新成员加入。

（重复2018.11.11）C2 学术场景学生与教授谈论一个天文学的课题，古迪洛克行星（goldilocks planets）。

学生解释了一下这个天文学术语的由来：金发女孩与三只熊的故事，女孩来到三只熊住家，发现那里所有东西都有三种尺寸，小女孩排除当中太过极端的，太大或太小，太冷或太热等，因此，goldilocks planets指的是温度不太冷也不太热，可以提供液态水保持所需合适温度的行星，教授声明了判断古迪洛克行星的原则有两点，一是行星的温度是否合适，二是行星的age（出细节题，问这两点是什么）. 学生问教授为什么看到判断行星的标准中包括了围绕双星转动的行星，教授解释说判断古迪洛克星的准则是经过了演化（evolve）的，之前人们对星系的了解比较少，近期才发现宇宙中存在围绕双星转动的星球（2011年科学家发现一颗具有双星系统的行星——开普勒1647b），goldilocks planet 判断准则也就发生变化，包含围绕双星转动的星球。

（这篇对话相当于短篇幅讲座。

就问你难不难？！）C3校园场景讲一个学生想spring break的时候回家，去找faculty问能不能搭车，对话的开头是教授抱怨学校最新的网站老出问题，（他开始以为学生也是来咨询这个网站出问题的事）。

TPO听力题目

Why does the professor mention sea horses?●To explain that they were difficult to film in the 1930s●To point out that Cousteau made documentaries about them●To illustrate Pianleve‟s fascination with unusual animals●To explain why Painleve‟s underwater films were not successfulQ16Why does the professor compare the film style of Jacques Cousteau and Jean Painleve?●To explain how Painleve influenced Cousteau●To emphasize the uniqueness of Painlev e‟s filming style●To emphasize the artistic value of Cousteau‟s documentary films●To demonstrate the superiority of Painleve‟s filmmaking equipmentQ17RWhat does the student imply when he say this:●He does not like Jean P ainleve‟s films●He thinks that the professor should spend more time discussing Jacques Cousteau‟s film●He believes that high quality filmmakers are usually well known●He believes that Jean Painleve‟s film have been unfairly ov erlookedSetion2Q1Why does the student go to see the professor?●To ask about a class assignment●To find out about a midsemester project●To get information about summer jobs●To discuss ways to improve his gradeQ2What was originally located on the site of the lecture hall?● A farmhouse● A pottery factory● A clothing store● A bottle-manufacturing plantQ3What is mentioned as an advantage of working on this project?●Off-campus travel is paid off●Students can leave class early●The location is convenient●It fulfills a graduation requirementQ4What is the professor considering doing to get move volunteers?●Offering extra class credit●Paying the students for their time●Asking for student volunteers from outside her class●Providing flexible work schedulesQ5What information does the student still need to get from the professor?●The name of the senior researcher●What book he needs to read before the next lecture●When the train session will be scheduled●Where the project is locatedQ6What does the professor mainly discuss?●The oldest known cave art●How ancient cave art is dated●The homes of Paleolithic humans●How Paleolithic humans thought about animalsQ7When does the professor mention his daughter?●To describe her reaction to seeing the paintings●To explain the universal appeal for the Chauvet paintings●To demonstrate the size of most Paleolithic cave art●To emphasize his point about the age of Chauvet paintingsQ8What is the professor‟s opinion about the art at the Chauvet cav e?●It is extremely well done●It probably reflected artists‟ religious beliefs●It is less sophisticated than the art at Lascaux and Altamira●It is probably not much older than the are at Lascaux and AltamiraQ9According to the professor, what is the significance of charcoal marks o n the walls of the Chauvet cave?●They suggest that Paleolithic people cooked their food in the cave ●They prove that people came to the cave long after the paintingswere made●They show how much light the Paleolithic artists needed for theirwork●They were used in recent times to date the paintingsQ10Compared to other Paleolithic art, what is unusual about the animals pa inted at Chauvet?●Most of them are horses●Many of them are dangerous●Many of them are shown alongside humans●All of them are species that are still found in FranceQ11What are two questions about the Chauvet cave artists that the professo r raises but cannot answer?Choice two answers below●How they lighted their work area●How they obtained pigments for their paints●Why they chose to paint certain animals and not others●Why they placed their art in dark, uninhabited placesQ12What is the lecture mainly about?●Different ways of magnifying the spectrum of a star●How a chemical element was first discovered on the Sun●How astronomers identify the chemical elements in a star●Why the spectra of different stars are composed of different colorsQ13What does the professor explain to one of the students about the term “radiation”?●It is defined incorrectly in the textbooks●It was first used in the nineteenth century●It is rarely used by astronomers●It does not refer only to harmful energyQ14What can be inferred about two stars if their spectra have similar spect ral line patterns?●The stars are approximately the same distance from the Earth●The stars probably have some chemical elements in common●The stars have nearly the same brightness●The stars are probably of the same sizeQ15According to the professor, what is the purpose of heating an element i n a spectroscopic flame test?●To cause an element to emit light●To study an element in combination with other elements●To remove impurities from the element●To measure an element‟s resistance to heatQ16RWhy does the professor say this?●He is about to provide some background information●He is about to repeat what he just said●He intends to focus on the history of astronomy●He intends to explain two different points of viewQ17RWhy does the professor ask this?●To check the students‟ understanding of their reading assignment ●To give the students a hint to the answer to his previous question ●To emphasize how important it is for astronomers to study Greek ●To remind the students about the historical background of astronomyTPO-4Section 11.Why does the man need the woman‟s assistance?Click on 2 answers.A. He does not know the publication date of some reviews he needs.B. He does not know the location of the library‟s vides collection of pla ys.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 loo k at.2. What does the woman imply about critical reaction to the play Hap py Strangers?A. Negative critical reaction led to its content being revised after it premiered.B. The play has always been quite popular among university student s.C. Reactions to the play are more positive nowadays than they were in the past.D. The play is rarely performed nowadays because critics have never liked it.3. What does the woman say about her experience seeing a performance of Happy Strangers when she was younger?Click on 2 answers.A.It was the first play she had seen performed professionally.B.She saw it against the wishes of her parents.C.She was surprised at how traditional the performance was.D.She had a variety of emotional reactions to the play.4.What i s the man‟s attitude toward his current assignment?A.He is not confident that he will find the materials he needs.B.He feels that performing in a play is less boring than reading one.C.He thinks his review of the play will be more objective than thecontemporary reviews were.D.He is optimistic that he will learn to appreciate the play he is researching.5. Replay: Why does the woman say this?A. To ask the man to clarify his request.B. To state the man‟s request more precis ely.C. To make sure that she heard the man correctly.D. To correct a mistake the man has made.6. What is the lecture mainly about?A. Method s of observing unusual animal behavior.B. A theory about ways birds attract mates.C. Ways animals behave when they have conflicting drives.D. Criteria for classifying animal behaviors.7. Indicate whether each of the activities below describes a displacemen t activity.Click in the correct box for each phrase.8. What does the professor say about disinhibition?A. It can prevent displacement activities from occurring.B. It can cause animals to act on more than one drive at a time.C. It is not useful for explaining many types of displacement activit ies.D. It is responsible for the appearance of seemingly irrelevant beha vior.9. According to the lecture, what is one possible reason that displacem ent activities are often grooming behaviors?A. Grooming may cause an enemy or predator to be confused.B. Grooming is a convenient and accessible behavior.C. Grooming often occurs before eating and drinking.D. Grooming is a common social activity.10. Why does the professor mention the wood thrush?A. To contrast its displacement activities with those of other animal s species.B. To explain that some animals display displacement activities othe r than groomingC. To point out how displacement activities are influenced by the e nvironment.D. To five an example of a n animal that does not display displace ment activities.11. Replay: What does the professor mean when she says this?A. She is impressed by how much the student knows about redirect ing.B. She thinks it is time to move on to the next part of this lecture s.C. The student‟s answer is not an example of a displacement activit y.D. The student should suggest a different animal behavior to discus s next.12. What is the main purpose of the lecture?A. To point out similarities n Emerson‟s essays and poems.B. To prepare the students to read an essay by Emerson.C. To compare Emerson‟s concep t of universal truth to that of othe r authors.D. To show the influence of early United States society on Emerso n‟s writing.13. On what basis did Emerson criticize the people of his time?A. They refused to recognize universal truths.B. They did not recognize the genius of certain authors.C. Their convictions were not well-defined.D. They were too interested in conformity.14. What does Emerson say about the past?A. It should guide a person‟s present actions.B. It must be examined closely.C. It is less important than the future.D. It lacks both clarity and universal truth.15. What point does the professor make when he mentions a ship‟s pat h?A. It is easy for people to lose sight of their true path.B. Most people are not capable of deciding which path is best for t hem.C. The path a person takes can only be seen clearly after the destination has been reached.D. A person should establish a goal before deciding which path totake.16. What does the professor imply about himself when he recounts some life experiences he had before becoming a literature professor?Click on 2 answers.A.He did not consider the consequences of his decisions.B.He did not plan to become a literature professorC.He has always tried to act consistentlyD.He has trusted in himself and his decisions.17.Replay: Why does the professor say this:A. To suggest that United States citizens have not changed much ov er timeB. To encourage the class to find more information about this time period.C. To explain why Emerson‟s essay has lost some relevance.D. To provide background for the concept he is explaining.Section 21. What is the conversation mainly about?A. 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.2. Why does the professor mention the …free-rider‟ problem?A. To review a concept he explained in class.B. To give the student a plan to solve her problem.C. To clarify the problem the student is facing.D. To explain a benefit of working in groups.3. What is the professor‟s opinion of the other students in the woman‟s group?A. They try to take credit for work they did not do.B. They did not perform well in previous courses with him.C. They are more motivated when they are working in a group.D. They do good work when they are interested in the subject4. Why did the woman choose property rights as a topic?A. The professor recommended the topic.B. She already had a lot of reference materials on the subject.C. She wanted to learn something new.D. It was easy to research at the school library.5. What mistakes does the professor imply the woman has made whileworking on a project?Click on 2 answersA.Finding sources for her group partners.B.Writing the weekly progress reports for her group.C.Forgetting to pay attention to the pro ject‟s deadlines.D.Failing to involve the group members in the selection of a topic.6. What does the professor mainly discuss?A. His plans for research involving moving rocks.B. A difference between two geological forces that cause rocks to m ove.C. Theories about why desert rocks move.D. Reasons why geologists should study moving rocks.7. According to the professor, what have the researchers agreed on?A. The rocks cannot move after ice storms.B. The rocks do not move at night.C. The rocks never move in circles.D. The rocks are not moved by people.8. The professor mentions experiments on the wind speed necessary to move rocks. What is the professor‟s attitude toward the experiments?A. Their results were decisive.B. They were not carried out carefully.C. They were not continued long enough to reach a conclusion.D. The government should not have allowed the experiments.9. What important point does the professor make about the area where the rocks are found?A. It has b een the site of Earth‟s highest wind speeds.B. It is subject to laws that restrict experimentation.C. It is accessible to heavy machinery.D. It is not subject to significant changes in temperature.10. What is the professor‟s purpose in telling the students about moving rocks?A. To teach a lesson about the structure of solid matter.B. To share a recent advance in geology.C. To give an example of how ice can move rocks.D. To show how geologists need to combine information from sever al fields.11. Replay: What des the professor imply when he says this:A. The movement pattern of the rocks was misreported by research ers.B. The rocs are probably being moved by people.C. The movement pattern of the rocks does not support the wind t heory.D. There must be differences in the rocks‟ composition.12. What is the lecture mainly about?A. Reasons the United States government should not support the ar ts.B. The history of government support for the arts in the United St ates.C. Strengths and weaknesses of different government-sponsored arts programs.D. Different ways in which governments can help support artists.13. According to the talk, in what two ways was the Federal Art Projec t successful?Click on 2 answers.A.It established standards for art schools.B.It provided jobs for many artists.C.It produced many excellent artists.D.It gave many people greater access to the arts.14.The class discusses some important events related to government support for the arts in the United States. Put the events in order fr om earliest to latest.Answer Choices.15.Why does the professor mention the Kennedy Center and LincolnCenter?A.To give example s of institutions that benefit from corporate support.B.To illustrate why some artists oppose the building of cultural centers.C.To show how two centers were named after presidents who supported the arts.D.To name two art centers built by the government during the Depression.16.What does the professor say about artists‟ opinions of governmentsupport for the arts?A.Most artists believe that the government should provide more funding for the artB.Most artists approve of the ways in which the government supports the arts.C.Even artists do not agree on whether the government should support the arts.D.Even artists have a low opinion of government support for the arts.17.Replay: What does the professor imply when she says this:A.Others students should comment on the man‟s remark.B.Most people would agree with the man‟s opinion.C.Artwork funded by the government is usually of excellent quality.D.The government project was not a waste of money.TPO-5Section 1Conversation1Q1: What do the speakers mainly discuss?A.Why the woman has little in common with her roommatesB.How the woman can keep up in her academic studiesC.The woma n‟s adjustment to life at the universityD.The woman‟s decision to transfer to another universityQ2: Why does the woman mention her hometown?A.To draw a contrast to her current situationB.To acknowledge that she is accustomed to living in big citiesC.To indicate that she has known some people on campus for a long timeD.To emphasize her previous success in academic studiesQ3: What does the woman imply about incident that occurred in her so ciology class?A.She was embarrassed because she gave an incorrect answerB.She was upset because the professor seemed to ignore herC.She was confused by the organization of the professor‟ s lectureD.She was surprised by the comments of the other studentsQ4: According to the counselor, why should the woman visit her profess or‟s office?Click on 2 answers.A.To offer a complimentB.To offer to help other studentsC.To introduce herselfD.To suggest ways of making the class more personalQ5: What does the woman imply about joining the string quartet?A.It would enable her to continue a hobby she gave up when she wastenB.It would allow her to spend more time in her major area of studyC.It would help her stop worrying about her academic studiesD.It would be a way to meet students with similar interests.Lecture 1 SociologyQ6: What is the main purpose of the lecture?A.To introduce a method that can help students remember new informationB.To introduce a way to study how information passes from one person to anotherC.To explain the differences between biological information and cultural informationD.To explain the differences between stories, songs, and other pieces of informationQ7: Why does the professor tell the story about alligators?A.To explain the difference between true and false storiesB.To draw an analogy between alligator reproduction and cultural transmissionC.To give an example of a piece of information that functions as a memeD.To show how a story can gradually change into a songQ8: According to the professor, which of the following are examples of meme transfer?Click on 2 answers.A.Telling familiar storiesB.Sharing feelingsposing original musicD.Learning a scientific theoryQ9: What example does the professor give of a meme‟s longevity?A. A story has been changing since it first appeared in the 1930sB. A person remembers a story for many yearsC. A gene is passed on through many generations without changingD. A song quickly becomes popular all over the worldQ10: What does the professor compare to a housefly laying many eggs?A. A child learning many different ideas from or her parentsB.Alligators reproducing in New York sewersC.Different people remembering different versions of a storyD. A person singing the “Twinkle, twinkle” song many timesQ11: Why does the professor say this:A.To explain why some memes do not change muchB.To ask the students for their opinion about songs as memesC.To acknowledge a problem with the meme theoryD.To ask the student to test an idea about memesLecture 2 AstronomyQ12: What is the main purpose of the lecture?A.To explain why scientists disagree about the age of the MoonB.To present arguments in favor of another Moon landingC.To explain how scientists discovered a crater on the far side of theMoonD.To review some finding of a recent mission to the MoonQ13: What does the professor imply about the spacecraft Clementine?A.It sent back the first color photographs of the MoonB.It was powered by solar energyC.It landed in the far side of the MoonD.It flew over the Moon‟s polar regionsQ14: Why does the prof essor mention the Moon‟s mantle?A.To explain why scientists believe that meteor impacts cannot affect the Moon‟s mantleB.To explain what kind of information scientists hope to obtain from the mantleC.To point out that the Moon‟s crust and mantle are made of similarmaterialsD.To point out that the Moon‟s mantle and Earth‟s mantle have different compositionsQ15: Why is the South Pole-Aitken Basin thought to be exceptionally ol d?A.The walls of the Basin are more reflective than those of most othercratersB.Testing of rocks from the Basin‟s floor proves them to be as old asthe Moon itselfC.Many small craters have been detected at the bottom of the BasinD. A large amount of dust has been detected in and around the Basin Q16: Why does the professor consider it important to find out if water i ce exists on the Moon?Click on 2 answers.A.Water ice could be processed to provide breathable air for astronautsB.One component of water ice could be used as a fuel for rocketsC.Water ice could contain evidence of primitive life on the MoonD.Water ice could be tested to find out what type of meteors crashedinto the MoonQ17: What does the professor imply when he says this :A.The current age estimates for the South Pole-Aitken Basin are basedon incorrect assumptions.B.The technology to analyze Moon rocks has not advanced much sincethe days of the Moon landingsC.Too few of the original Moon-rock samples were dated accuratelyD.Only by testing samples from South Pole-Aitken Basin can its age beprecisely determinedSection 2ConversationQ1: What is the conversation mainly about?A.An assignment about which the student would like adviceB.Concerns as to whether the studen t 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 DepartmentQ2: What is the professor‟s attitude toward the student‟s high school fil m course?A.He does not consider it satisfactory preparation for the class he teachesB.He does not think that literary works should be discussed in film classesC.He believes that this type of course often confuses inexperienced studentsD.He feels that the approach taken in this course is the best way to learn about filmQ3: Why was the student permitted to sign up for professor‟s film theor y course?A.Her high school course fulfilled the requirement for previous courseworkB.The computer system that usually blocks students was not working properlyC.An employee in the department did not follow instructionsD.The professor made an exception in her caseQ4: Why does the professor decide to allow the student in his class?Click on 2 answers.A.She needs to take the course in order to graduateB.He is impressed with her eagerness to continueC.She convinces him that she does have adequate preparation for thecourseD.He learns that she is nor studying film as her main course of study Q5: What does the professor advise the student to so in order to keep up with the class she is in?A.Take the introductory courseB.Watch some video recordingsC.Do extra readingD.Drop out of her marketing classLecture1 ChemistryQ6: What is the main purpose of the lecture?A.To discuss recent innovations in laboratory equipmentB.To give an example of a practical use for a particular scientific techniqueC.To familiarize students with the chemical composition of paint pigmentsD.To show how researchers were able to restore a particular work of artQ7: What does the professor imply when he mentions an art historian?A.Art historians have been learning how to use spectroscopesB.Scientists need to learn how art historians analyze paintingsC.Confirming the authenticity of artworks requires collaborationD.Spectroscopic analysis can help identify a painter‟s techniquesQ8: Why does the professor discuss the presence of zinc in paint pigme nts?A.To explain why some paints may deteriorate over the course of timeB.To stress the need for caution when attempting to restore old artworksC.To show how pigments differ from varnishes and binding agentsD.To show how spectroscopy can help establish the age of a painting Q9: According to the professor, what is the primary advantage of spectr oscopy over other laboratory methods for analyzing artworks?A.It does not damage the artworksB.It provides a more accurate analysis than other methods doC.It uses equipment that can be transferred to other locationsD.It can be used by individuals with little scientific trainingQ10: What is one way the professor mention that can help with art rest oration?A.By re-creating the pigments and binding agents used by artists of earlier erasB.By removing pigments and binding agents that dissolve paintings over timeC.By creating protective coatings of paint that do not damage originalpaintingsD.By developing ways to safely remove paint added by previous restorersQ11: Why does the professor say this:A.He is searching for a synonym for the termB.He is not sure how much information the student needC.He is going to briefly address a related topicD.He is giving the students a writing assignmentLecture2 LiteratureQ12: What is the lecture mainly about?A.Oral traditions in folktales and fairy talesmon characters and plots in folktales and fairy talesC.Differences between folktales and fairy talesD.Hidden meaning in folktales and fairy talesQ13: What does the professor mean when he says that folktales are com munal?A.They vary little form one community to anotherB.They serve to strengthen tiles among individuals within a communityC.They relate important events in the history of a communityD.They can be adapted to meet the needs of a communityQ14: Why does the professor clarify the concept of a “fairy tale”?A.To explain the origins of the term “fairy tale”B.To eliminate a possible definition of the term” fairy tale”C.To support a claim about the function of fairy talesD.To indicate that fairies are a major element in fairy taleQ15: What does the professor say about the setting of fairy tales?A.The tales are usually set in a nonspecific locationB.The location is determined by the country of origin of a taleC.The tales are set in a location familiar to the authorD. A storyteller varies the location of a tale depending on the audience Q16: In the lecture, the professor discusses characteristics of folktales an d fairy tales, indicate the characteristics of each type of the taleClick in the correct boxes. This question is worth two points.Q17: Why does the professor say this :A.To support the student‟s statementB.To ask the student to clarify her statementC.To find out if the students know what story the line comes fromD.To clarify the relationship between time and space in fairy talesTPO-6Section 11.why 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 out he is allowed to attend the career fair●to get advice about interviewing at the career fair。

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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