托福TPO听力原文文本全集整理
托福听力tpo51 section1 对话讲座原文+题目+答案+译文
托福听力tpo51section1对话讲座原文+题目+答案+译文Conversation1 (1)原文 (1)题目 (3)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 (15)答案 (17)译文 (17)Conversation1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 on moth 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 diddetermine 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 onbutterfly 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 on2 answers.]A.Birds reacted to round markings the same way they reacted to square markings.rge 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TPO30口语Task6听力文本+题目+满分范文
为了帮助大家高效备考托福，为大家带来托福TPO30口语Task6听力文本+题目+满分范文，希望对大家备考有所帮助。
托福TPO30口语Task6听力文本： Listen to part of a lecture from a Biology class. When we humans walk from place to place, we move on the Earth's surface, across the Earth's surface. Many animals of course do the same thing. Horses and dogs and cows and so on, all move on the surface, across the surface of the Earth. But there are also quite a few animals that have the ability to move from place to place underground, beneath the Earth's surface. This moving around underground is called subsurface locomotion. Sub surface location has a number of benefits.One benefit of subsurface locomotion is that it enables animals to minimize their exposure to extreme temperatures. This is very helpful to animals that live in areas with harsh climates, where it could be very dangerous to spend large amounts of time on the surface. For example, in the Sahara Desert, in Africa, there's a type of lizard that's able to move beneath the surface, through the sand, very quickly. Because this lizard can move so easily and so quickly underground, it doesn’t have to travel on the surface, where it would be exposed to dangerously high temperatures.Another benefit of subsurface locomotion is that it can help animals capture prey. That’s because animals on the surface can’t see predators approaching underground. Our lizard in the Sahara Desert is again, a good example. The way it works is, when an insect is walking nearby on the surface, it produces very subtle vibrations in the sand. When the lizard senses these vibrations, it moves very quickly. Underground, where it can’t be seen, toward the source of the vibrations. It then pops up directly under the insect and catches it by surprise." 托福TPO30口语Task6题目： Using the example of the lizard form the lecture, explain two benefits of subsurface locomotion. 托福TPO30口语Task6满分范文： One benefit of subsurface locomotion is to allow animals minimize their exposure to extreme temperatures, especially those that could be very dangerous. A good example of this is a kind of lizard that lives in Sahara Desert in Africa. The lizard can move quickly underground to keep from the dangerously high temperature. Another is that it can help the animals catch their preys more easily because the preys above the ground usually fail to see them when they moves beneath. Back to our lizard, it preys on small insects that move above the ground, and the movement produces subtle vibration that can be detected by the lizard. So the lizard moves quickly through the sand toward the source of the vibration, and then pops up from the soil to captureand eat the prey. (135 words) 以上是给大家整理的托福TPO30口语Task6听力文本+题目+满分范文，希望对你有所帮助!。
托福TPO25听力Conversation1文本+题目+答案解析
托福TPO25听力Conversation1文本+题目+答案解析为了帮助大家高效备考托福，为大家带来托福TPO25听力Conversation1文本+题目+答案解析，希望对大家备考有所帮助。
托福TPO25听力Conversation1文本Narrator: Listen to a conversation between a student and his academic advisor.Professor: Hi, Mark. What can I do for you?Student: I am just filling out this approval for graduation form for the dean's office, and I don't know, I hope I will be able to graduate next semester.Professor: Well, as long as you've met the departmental requirements and you submit the form on time, you shouldn't have any problem.Make sure you include all the classes you will have taken for your degree in finance and the electives too.Student: Yeah, but as I look over the form, I got confused because of the way, um…they've changed the requirements. So now I am not sure I will be qualified to graduate next semester. I know I would, before, under the old requirements.Professor: Well, when the business department changed the curriculum to include more courses in international business, to ... well, because of the increasing globalization of business. We made sure that students who have finished their second year, that is, those who are in their third or fourth year, wouldn't be affected. The new rules only apply to students in their first or second year.Student: That's good to know. Uh... the department's hiring new faculty too I heard, to teach some of the new courses. But I want to...Professor: Yes. One new faculty member has been hired. She will be teaching International Banking as a matter of fact.Student: Actually, that's what I want to ask about - International Banking. I took International Banking 1, but I never took International Banking 2. It used to be that the second semester of International Banking was an elective, but now it says it's a required class.Professor: Yes. But that's one of the recent changes. So...Student: Oh, Oh, OK. Oh. And ... and I am planning to take a management course next semester, but I don't know if it's ... if it will count toward my major.Professor: What's the course?Student: Organizational Behavior.Professor: Yes. That will count toward your major. That's a difficult class, you know. But well worth it. So it looks like you will have all the required classes you need. You should be just fine. Uh... I assume you have taken a seminar?Student: Yeah, I took the marketing seminar.Professor: OK. You are looking good. Just to be on the safe side, why don't you talk to someone in the dean's office before you give them the form?Student: OK. So should I just explain to them that even though one of these classes got changed from an elective to a required class, I don't have to take it?Professor: Yes. You've met the requirements for graduation. And if there's something I need to do ... if I need to write a letter or whatever, just let me know.Student: OK. Thanks. I'll let you know if I need that letter.托福TPO25听力Conversation1题目1.What is the conversation mainly about?A. The student’s eligibility to graduate ne xt semester.B. The student’s difficulties in registering for classes.C. A difficult class the student must take next semester.D. Possible elective choices in the student’s degree program.2.According to the woman, why was the program’s curriculum changed?A. To attract more international students to the program.B. To reflect the growing importance of international business.C. To take advantage of the expertise of new faculty members.D. To give students a stronger background in management.3.What does the woman imply about the new departmental requirements?A. They will not affect the student’s plans for graduation.。
托福TPO第八套听力原文
智课网TOEFL备考资料托福TPO第八套听力原文摘要：很多人最近咨询小编有没有托福TPO第八套听力原文内容，小编今天就告诉大家一个好消息，去小马官网免费下载托福TPO第八套听力原文，并且小马的老师还给考生准备了托福TPO（01-33）套的所有内容现在很多考生在备考的时候都会用到托福 tpo，有的考生在网上只能找到tpo听力的答案，但是对于原文一直都找不到，今天小编给大家整理了托福TPO第八套听力原文的相关内容，让考生惊喜的是除了托福TPO第八套听力原文以外，还有相应的题目供大家参考。
托福TPO 8 Conversation 1：Stu：Hi, I'd like to drop of my graduation form; I understand you need this in order to process my diploma.Pro：Ok, I will take that. Before you leave, let's me check our computer. Looks like you are OK for graduation, and actually, I am getting a warning fly on your academic record here.Stu：Really?Pro：Yeah. Let's see was what. Are you familiar with your graduation requirements?Stu：Yes, I think soPro：Then you know you need 48 credits in your major field to graduate and at least 24 credits in the intermediate level or higher. Also, after your second year, you have to meet with your department chair to outline a plan for the rest of your time here. In the past, we also issue letters before students' final year began to let them know what they needed to take in the final year to be OK, but we don't do that anymore.Stu：I definitely met with my chair person 2 years ago; he told me that I need 8 more courses at the intermediate level or higher in the last 2 years to be OK. So I am not sure what the problem is, I make sure I got these credits.Pro：Unfortunately, the computer is usually pretty reliable; I am not sure what was going on here.Stu：It could be that I have taken 2 basic courses but couple both of them with a few experiences.Pro：What do you mean?Stu：I could only take intro courses because there were no intermediate level courses available for those particular topics. My chair person told me that if I did the independent field researches in addition to the science work each course; they would count as the intermediate level courses. My classmates, some of my classmates, did this for an easy way to meet their intermediate course requirement, but I did it to get the kind of depth in those topics was going for. As I turned out I was really enjoy the field work, which I supplement just sitting and listening the lecturesPro：I am sure that's true, but the computer still showing the miss basic level courses despite the field work.Stu：I am not sure what to do then, I mean, should I cancel my graduation party?Pro：No, no reason to get worry like that, just contact your chair person immediately, ok, tell him to call me as soon as possible so that we can verify your field work arrangement and certify these credits right away. It's not only there isan actual deadline to date you anything. But if more than a few weeks go by, we might have a real problem that would difficult to fix in time for you to graduate. In fact, there probably would be nothing we could do.《点击查看更多内容》以上就是关于托福TPO第八套听力原文相关内容，有想了解更多内容的考生，可以关注小马过河托福频道。
托福TPO听力30文本(含MP3音频)
小编推荐：查看托福口语TPO1-33文本+MP3，请点击：TPO口语1-34查看托福阅读TPO1-33阅读原文+题目+答案，请点击：TPO阅读1-33查看托福写作TPO1-25文本大全，请点击：TPO写作1-25托福TPO听力30文本（含MP3音频）上海新航道托福为大家整理了TPO听力30文本，下载TPO听力30MP3音频：/s/1c0x5PhI查看托福听力TPO1-29原文+题目+MP3音频下载，请点击：TPO听力1-29TPO 30Section1Conversation1NarratorListen to a conversation between a student and an employee at the student activity center.StudentThis is the administrative office, right?EmployeeUh-huh. How can I help you?StudentWell, I am stopping by to reserve a place for my school club that meet and work, pretty much on a regular basis. Ideally, our preference would be to have our own office.EmployeeHmm…well, we are out of private offices. But we do have some semi-private options still available.StudentWhat do you mean?EmployeeWell, it’s a setup where you’ll have a larger workspace shared by two other clubs. In other words, each club would have its own work area within that one room.StudentOh. Are there any divider, walls or anything?EmployeeOh, yes. There will be a couple of dividers, so there’s some privacy.StudentUm. We’ll work with that then. I wouldn’t want to be without an office.EmployeeOK. Here are the two forms you have to fill out. Why don’t you do it no w while I set that up through out computer system.StudentOK.EmployeeSo what’s your club’s name? And the last name of the club president.StudentOh, it’s the photography club. And it’s Williams. That’s me. John Williams.EmployeeHmm…that’s not pulling up anything on my screen. Um…let me try something else. Uh, how about your faculty advisor’s name?StudentSarah Baker. She is in the Arts Department.EmployeeHmm…No. Strange. You know your club is just not showing up in my online records. Is this an est ablished club?StudentNo. Actually it’s a brand-new one.EmployeeHmm…have you completed the registration process?StudentYeah, last week. That was my very first step.EmployeeRight. Well, for my purposes, a club definitely has to be registered before I can proceed further. At the moment, however, it appears that there’s no record of your club’s registration.StudentReally? I thought everything was finalized last week.EmployeeWell, it is surprising. Usually there’s a 24-hour turnaround in our computer database. So then do you have the registration approval letter from the review committee? That would give me the verification I need.StudentYeah. I do. I mean, well, I don’t have it with me. But … I… I, uh, can get it from my dorm room, bring it back wi th me and submit it with those forms you need from me.EmployeeGreat! That’ll work. And just so you are aware, there’re lots of benefits to being registered.StudentOh, yeah. I think the university will give us permission to set up a website, right? I want to get students sharing their ideas on the website, you know, establish a photography blog.EmployeeYes. You’ll be able to do that. And…um…actually there’s more. You’ll be allowed the use of audiovisual equipment at no cost. You’ll receive a club mailbox and a club email address. You’ll be allowed to post your flyers and posters around the campus for publicity. And you could be eligible for funding for club events.StudentWell, we are definitely interested in hiring a professional speaker at one of our campus events at some point in the semester. And speakers almost always charge a fee. So I’ll definitely follow up on that.Lecture1NarratorListen to part of a lecture in a psychology class.ProfessorWe’ve been talking about animal cognition—the study of animal intelligence. Now, much of the research in this area is motivated by the search for animal analogues, or parallels to human cognitive processes. And one of the processes we’ve been investigating is metacognition.What is metacognition? Well, it’s being aware of what one knows or feels, uh, um… having an awareness of one’s state of mind. And making decisions about behavior based on what one knows. Researchers have long been interested in whether animals possess this capability, but…but couldn’t test it because animals aren’t able to report their feelings.But recently one group of researchers found a way to solve this problem. They did studies with…with monkeys and dolphins that provide evidence that these animals have the ability to feel uncertainty, to feel unsure about something and…and…well, to know that they are uncertain.So how could these researchers figure out if an animal feels uncertainty. Well, it began with a study one of them did on a dolphin, who had been trained to recognize a particular high-pitched tone. The dolphin was taught to press one of two paddles depending on whether it heard the high tone or one that was lower. Food was a reward for a correct response. But if the wrong paddle was pressed, the dolphin had to wait several seconds before it could try again. The task varied in difficulty according to the pitch of the second tone. The closer it came in pitch to the first one, the hard it became for the dolphin to correctly identify it as low. And the researcher noted that the dolphin is quite eager to press the paddle when it was sure of the answer, but exhibited hesitation during difficult trials.Next the researcher introduced a third option, a third paddle that would initiate a new trial, giving the dolphin the choice of passing on difficult trials. Once the dolphin figured out the result of pressing this new paddle, it did choose it frequently when the trial was difficult. The researcher took that as an indication that the animal wanted to pass because it didn’t know the answer and knew it didn’t know.But there was a problem. Other researchers protested that the… the opt-out response was simply a learned or conditioned response. You remember intro to psychology, right? In other words, by pressing the pass paddle, the dolphin avoided having to wait and hasten the possibility of a full reward by moving directly to the next trial. So the experiment didn’t necessaril y indicate that the dolphin had knowledge of its own uncertainty, just that it wanted to avoid negative consequences.So more recently, our researcher and his colleagues devised a new study, this time using monkeys. In this experiment, the monkeys had to identify certain patterns displayed on a computer screen. These patterns were analogous to the tones used in the dolphin study. One type of pattern was of a specific density and was to be classified as dense, while the second type of pattern could vary in density, but was always less dense than the first one. And the monkeys’ task was to identify this second type as sparse. So the denser the second type of pattern was, the more difficult the task became.And as in a previous study, the monkeys were given a third choice that would allow them to pass on to a new trial. But unlike in the dolphin experiment, the monkeys had to c omplete four trials before they got any feedback. They didn’t know if they responded correctly or incorrectly after each trial because there was no reward or punishment. At the end of four trials, feedback was given. The monkeys received a full reward for each correct response. And a time-out during which a buzzer was sounded for each incorrect response. But the monkeys had no way to tell which reward or punishment was associatedwith which response. And they didn’t get either reward or punishment for choosing the pass option, the…um…the uncertainty response. But nevertheless they still chose this option in the appropriate circumstances when the trial was particularly difficult. And this is evidence that it wasn’t a conditioned response, because that response didn’t guarantee a faster reward.So what does all this tell us about animal consciousness or animals’ awareness of themselves and their state of mind? Can we really know what’s going on in the minds of animals? No. Of course not. But exploring the metac ognitive capacity of animals could become an important criterion in highlighting the similarities and differences between human and animal minds.HumanBy Michael S. Gazzaniga/books?id=nD4u-YdmX88C&pg=PA317&lpg=PA317&dq=metacognition+dolphin+press+paddles &source=bl&ots=co2_Da3oLo&sig=FSfz5EeoUh0j-sPyqmOfbCiSNys&hl=en&sa=X&ei=D_bjUcn9E6T7ygHE4oGQCw &ved=0CEcQ6AEwBA#v=onepage&q=metacognition%20dolphin%20press%20paddles&f=falseLecture2-PaleontologyNarratorListen to part of a lecture in a paleontology class.ProfessorAs we’ve discussed, birds are apparently descendants of dinosaurs and shared many commonalities with some dinosaur species, like…um…feathers and maybe even flight and of course egg laid. OK.So, many paleontologists, myself included, have wondered about other similarities between dinosaurs and birds. Since adult dinosaur fossils have sometimes been discovered near or on top of nests, we’ve been looking at the dinosaur parenting behavior.StudentParenting behavior, well, th at sounds so gentle and caring. But dinosaurs were ferocious reptiles and reptiles don’t take care of their young, do they?ProfessorWell, some reptiles incubate their eggs, crocodiles do. And as for popular attitudes towards dinosaurs…well, take the Oviraptor for instance.In the 1920s, a paleontologist discovered the fossil remains of a small dinosaur near a nest containing eggs. He assumed the dinosaur was stealing the eggs, so he named it Oviraptor that means egg thief in Latin, which fueled the generally negative public image of such dinosaurs.But by the 1990s, other experts had convincingly made the case that instead of robbing the nest; the Oviraptor was probably taking care of the eggs. You see, dinosaurs’ closest living relatives – birds and crocodiles – display nesting behavior. And dinosaur fossils have been found in postures that we now believe to indicate brooding behavior, that is, sitting on the eggs until they hatch.So we are curious about the type of care dinosaurs gave to their young. And we’d like to figure out which dinosaur parent, the male or the female gave the care.StudentShouldn’t the behavior of crocodiles and birds give us some clues then?ProfessorWell, with crocodiles, it is the female who guards the nest, and with birds, it depends on the species, it can be the male or the female that takes care the eggs, or both. In over 90 percent of all bird species, both parents take care of the eggs and the young birds.StudentBut sometimes it’s just the male?ProfessorWell, exclusive care by the male parent is much less common, but it does occur. Now, for animals other than birds, the care of young by both parents is pretty unusual in the animal kingdom. Males contribute to parental care in fewer than five percent of all mammalian spec ies. It’s even less frequent among reptiles. And exclusive care by the male is very rare. So researchers have wondered about the evolution of male parenting behavior in birds for quite some time. And now there’s research showing that for some of the birds’dinosaur relatives, it’s likely that the male parent was also in charge of taking care of the eggs.StudentHow did they figure that out?ProfessorWell, first they looked at clutch volume, that’s the number of eggs in the nest of crocodiles, birds and th ree types of dinosaurs, including Oviraptors that are thought to be closely related to the dinosaur ancestors of birds.So when researchers examined fossilized remains of nests, they found that the dinosaurs had larger clutch volumes, more eggs in the nests that is, than most of the crocodiles and birds that were studied. But, and this is important, their clutch volumes matched those of birds that have only male parental care. You see, bird species in which only the males take care of the nest tend to have the largest clutches of eggs.StudentSo what’s the connection between bird and dinosaur behavior?ProfessorWell, researchers now believe, because of this study, that the male parenting behavior of these birds might have its origins in the behavior of dinosaurs.StudentBased only on evidence of clutch volume size, the number of eggs?ProfessorNo, there’s more. They also examined the fossilized bones of those three types of dinosaurs that were found on or near nests to determine their sex. You see, adult female birds during egg production produce a layer of spongy bone tissue inside certain long bones. And so did female dinosaurs of the kinds that were investigated. This spongy tissue serves as a source of calcium for eggshell formation. But when the dinosaur fossils were examined, there were no spongy bone deposits.StudentMeaning that those dinosaurs on the nests were probably adult males who wouldn’t have needed calcium for making eggshells.ProfessorExactly. And then there’s this: birds like the kiwi, the ostrich and the emu; they share certain physical characteristics with these dinosaurs. And interestingly, they also show a consistent pattern of nest care by the male./wiki/Origin_of_birdsAre Bird really Dinosaurs?/diapsids/avians.html/chipperwoods/photos/dinos.htm/birds.html/article.php?ch=16&id=161.%22/subjects/dinosaurs/Dinobirds.html/releases/2013/04/130418104324.htm/news/2008/04/080424-trex-mastodon.html/question/index?qid=20090410204910AAkxv2nSection2Conversation2NarratorListen to a conversation between a student and his art history professor.ProfessorHow was the museum?StudentGreat. I hadn’t been there for a few years.ProfessorDid you enjoy the Van Gogh painting?StudentThat’s the thing. Looks like I have to change my topic.ProfessorHmm… we are getti ng close to the deadline. You were writing about the theme of night in the paintings of Vincent Van Gogh.It’s a wonderful topic.StudentI know. People don’t usually think of Van Gogh as an artist of nocturnal themes. They think of brightness, sunshine, a ll that yellow and orange.ProfessorYou are right of course about the intense light associated with his daytime paintings. But his night paintings don’t exactly lack brightness.StudentThat’s the paradox that I really like, the paradox of painting a nigh ttime scene using so much color and light. So I was planning to focus mostly on his painting Starry Night.ProfessorBut?StudentWhen I went to the museum to look at the actual painting, like you told me to. It wasn’t there.ProfessorReally? Isn’t it par t of the permanent collection?StudentYes. But it’s on loan right now to a museum in Europe.ProfessorAh, I see. Well, I am strict about having students write about paintings they can observe firsthand.StudentWell, I found another painting I could study instead.ProfessorOK.StudentI read that there are two paintings called Starry Night. The first one was done by the French realist painter Millet. It may have been the inspiration for Van Gogh’s painting. Millet’s painting is located near my family’s h ouse in Connecticut. And I am going there this weekend and could study it then. I made sure it’s not out on loan.ProfessorThat definitely would work then. Van Gogh copied many of Millet’s compositions. We know that he really admired Millet’s work. And a lot of us think Van Gogh saw this particular painting by Millet in Paris in the late 1700s.StudentYeah. Although Millet was a realist painter, and Van Gogh a post-impressionist, the two paintings still share lots of features, not just the name. The most striking shared feature has got to be the amazing light effects. I am excited to go see it. But one other thing …ProfessorUh-huh.StudentI was thinking about getting a head start on my next assignment while I am at the gallery in Connecticut, the assignment on miniatures. They have a lot of miniature portraits of children as part of their permanent collection.ProfessorAmerican miniatures?StudentYeah. So I figured I could also get started on that essay, study a few while I am there. I’d focus on the m eaning of the objects that some of the children are holding, some are holding flowers, one child has a rattle, another a toy violin…ProfessorThat would be fine. Uh, those objects…we call them attributes. The attributes chosen to be included in a particul ar miniature was often meant to communicate parents’ hopes and dreams for their child. So I think you’ll learn a lot about how people viewed children at the time the miniature paintings were done.Lecture3-AstronomyNarratorListen to part of a lecture in an astronomy class.ProfessorThere’s been a lot of talk recently about life on Mars, at the level of microorganisms anyway, mainly because of a few important discoveries and inventions.For example, one major discovery was that at one point water was present on Mars. How do we know? Well, in 2004, an exploration robot discovered jarosite there.Jarosite is a yellowish brown mineral with a crystalline structure that’s also found on Earth. It contains iron, potassium an d hydroxide. The interesting thing is t hat on Earth at least it needs highly acidic water to form. So we’ve got water or had it at one point. And since most planetary scientists believe that water is essential to life, the presence of jarosite means that one prerequisite for life was once present on Mars.But there’s another thing about jarosite. One step in its formation on Earth involves microorganisms; they actually speed up the formation of jarosite dramatically. Now, theoretically it is possible for jarosite to form without the help of biological life forms. But we don’t really know for sure if this happens ‘cause… well, because every corner of Earth has some form of biological life.But jarosite on Earth incorporates all kinds of microorganisms into its crystalline structure. So it’s possib le that if the jarosite on Mars was also formed with the help of microorganisms, we might be able to detect remnants of them in the samples we find. And we have instruments now that will enable us to try to do this. For example, there’s a new instrument called the microfabricated organic analyzer, or M.O.A.The organic analyzer is an amazing tool. It will be able to collect soil samples and analyze them right there on Mars, pure, untouched samples. It will let us eliminate the risk we would take of contaminating the samples if they were brought back to Earth. And what they’ll look for specifically in the soil is amino acids.Amino acids, as you may know, are the building blocks of proteins. In fact, there are twenty standard amino acids involved in making pr oteins and lots more that aren’t.And here’s the important thing. Amino acids are what we call handed. They can exist in two forms, which are mirror images of each other like hands. Right and left hands have the same number of fingers in the same order plus one thumb. But right and left hands are not the same; they are mirror images. Well, like hands, amino acids can be right or left-handed. And the twenty that make up the proteins on Earth are all left-handed.Now, one reason the M.O.A., the organic analyzer is so impressive is that it tests not just for the presence of amino acids but also for the handedness of amino acids. If amino acids are found, it would be especially interesting if they show a prevalence of one type of handedness, either left, like amino acids on Earth, or right.See, other physical processes in space, processes that don’t involve living organisms, can create amino acids. But the ones synthesized through abiotic processes, which is to say not involving microorganisms, occur in equal numbers of right- and left-handed.So, a prevalence of left-handed amino acids would indicate they were biological in origin, which would be amazing! A prevalence of right-handed ones…well, that would be really amazing!! Because the organisms that created th em would be unlike anything we have on Earth, which produce only left-handed ones.Lecture4-Music HistoryNarratorListen to part of a lecture in a music history class. The professor has been discussing music of the twentieth century.ProfessorAnd what in strument comes to mind when you think of rock ‘n’ roll?StudentThe electric Guitar?ProfessorExactly. I think it’s fair to say that the sound of the electric guitar typifies the rock ‘n’ roll genre, which became popula r in the 1950s. But really the instrument we know today was the result of a continuing development that started for our practical purposes in the 1920s.But long before that even, people were experimenting with ways to modify traditional acoustic guitars. The first guitars were wooden. This is the Spanish guitar and the strings were made from animal products. Then came steel strings. And that led to the lap guitar, which is also called the steel guitar because the player slides a steel rod up and down the neck. And those are all acoustic guitars. OK?But then eventually we have electric guitars. Over the years, many inventors and musicians contributed to the design of these instruments. And each design was intended to alter the sound in some way, at first at least with the electric guitar, to make it louder.So let’s get back to when the steel guitar was first introduced in the United States. It was right after the Spanish-American war in the late 1890s. US sailors who were stationed in Hawaii—then a US territory—were very enamored with the music they heard there. Uh, Hawaiian music was based on the steel guitar I just described. Some sailors learned how to play the steel guitar and brought it home to the States. Before long, Hawaiian steel guitar music was all the rage3 in the mainland US. It a ctually had a strong influence on the development of several musical genres, rock ‘n’ roll most notably, but also jazz and blues.3 a widespread temporary enthusiasm or fashion: computer games are all the rage .Anyway, by the 1920s, with the advent of the public dance movement, people were gathering in large groups to listen to steel guitar music. But they had trouble hearing it, especially in large public settings. As I mentioned, the instrument was played horizontally, on the lap. Since the strings faced upward, the sound was projected toward the ceiling rather than outward toward the audience. Something had to be done, because the music venues and the audience kept getting larger and larger. So what would you do?StudentFind a way to amplify the sound?ProfessorYes. And to do that, inventors started attaching electronic devices, electrical coils to the acoustic guitars. And the electronics worked! But attaching electronics didn’t just affect how loudly you could play. It also changed the quality of th e sound.These early electric guitars were hollow and these early amplifiers caused vibrations in the bodies of the instruments. So as the sound got louder, it became more distorted, fuzzy-sounding. And what musicians at the time wanted was a pure, clean sound.StudentSo where does Les Paul fit in? Wasn’t he the first to electrify acoustic guitars?ProfessorUh…no. Electrified guitars already existed by the time Les Paul came into the picture around 1940. What Paul did was experiment with ways of removing the distortions and he succeeded. He designed a guitar with a solid body that relied solely on electronics. Paul’s solid body eliminated the vibrations, and thus the distortions.StudentExcuse me. But when I think of electric guitar music, I think of Jimi Hendrix.ProfessorJimi Hendrix, one of my favorites.StudentBut Hendrix’s style really was all about distortion, that’s what’s so great about his music, all those special effects. I thi nk a lot of rock ‘n’ roll fans prefer that to a pure sound.ProfessorYeah. You are getting ahead of me here. But good, because the point I was going to make is that the sound of rock ‘n’ roll changed over the years. And the designs and technology of electric guitars made those changes possible.So whereas Les Paul’s goal wa s to remove the distortion, later musicians wanted to produce it. And by the time Jimi Hendrix came around. Well, essentially, Hendrix reinvented the electric guitar, in the sense that he created amazing effects and vibrations that changed the sound of roc k ‘n’ roll completely. So eventually, people tried to improve on Les Paul’s model, well, to modify it I should say.TPO30听力题目文本Section1Conversation-11 Why does the student go to speak with the woman?A. To get permission to organize a club event.B. To arrange for a work space for his club.C. To inquire about a photography class.D. To reserve a room for photography exhibit.2 What is the student's attitude toward the room he is offered?A. He thinks that sharing a room is a good way to find out about other clubs.B. He considers a semiprivate room to be acceptable.C. He is concerned that there will not be enough storage space in a semiprivate room.D. He is surprised that there are not enough private rooms for all the clubs.3 Why does the woman ask the student for an approval letter?A. All new clubs must submit an approval letter to the student activities center.B. She needs it to request funding for the club on his behalf.C. She needs proof that the new club has a faculty advisor.D. The approval letter can serve as verification of the club's registration.4 Near the end of the conversation, what does the student indicate he will have to do ?A. Retrieve a letter from his dormitory roomB. Reschedule some club eventsC. Ask a committee to review his registrationD. Pay a registration fee to start a new club5 For what activity does the student consider requesting funding?A. Designing a club Web siteB. Reserving audio-visual equipmentC. Sponsoring a guest speakerD. Setting up a campus e-mail accountLecture-16 What is the lecture mainly about ?A. The difference between cognition and metacognitionB. A study showing that dolphins have less cognitive capacity than monkeysC. The effectiveness of using food as a reward in experiments with monkeysD. Research that investigates whether animals are aware of feeling uncertainty7 Why does the professor mention the inability of animals to report what they are thinking ?A. To emphasize that language learning is an ability unique to humansB. To explain why researchers must be sensitive to nuances in animals' behaviorC. To point out a difficulty in testing for metacognition in animalsD. To show the need for advancements in the study of animal communication8 In the dolphin study, how did the researcher make the dolphin's task increasingly difficult ?A. By showing the dolphin two patterns that were similar in densityB. By playing two sounds that became progressively closer in pitchC. By producing sounds that were just within the dolphins' range of hearingD. By introducing a third paddle that ended on trial an began a new one9 According to the professor, what objections did some researchers raise with regard to the dolphin study?A. The study did not distinguish between learned and higher-level responses.B. The dolphin was not rewarded consistently for pressing the third paddle.C. Only one dolphin was used in the experiment.D. The results could not be replicated in a later study.10 What can be inferred from the results of the study in which monkeys did not receive immediate feedback?A. The researchers based the study on an incorrect hypothesis.B. Monkeys respond best to negative reinforcement.C. Monkeys become confused when they do not receive rewards.。
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TPO-4TPO 04 – Listening PartConversationNarratorListen to a conversation between a student and a librarian.LibrarianCan I help you?StudentYeah, Ineed to find a review. It’s for myEnglish class. Wehave to find reviews of theplay we are reading. But theyhave to be from when the play was first performed,so I need to know when that was and I suppose I should startwith newspaper reviews and…LibrarianContemporary reviews.StudentSorry?LibrarianYou want contemporaryreviews. What’s the name of the play?StudentIt’s Happy Strangers. Itwas written in 1962 and we are supposed to writeabou t itsinfluence on American theatre and show why it’s been so important.LibrarianWell, that certainly explains whyyour professor wantsyou to read some ofthose old reviews. The critiquesreally torethe play to pieceswhen it opened.It’s so controve rsial. Nobody had everseen anything like it on the stage.StudentReally? Isthat a big deal?LibrarianOh, sure. Ofcourse thecritiques’reaction made some people kind ofcuriousabout it.Theywanted to see what’s causing all the fuss. In fact,we wer eonvacation in New York. Oh, I had tobe, eh,around 16 or so, and myparentstookme to see it. That would’ve been about 1965.StudentSo that wasthe year premier,great, but eh,newspaper from back then weren’tonline,so, how do I…LibrarianWell, wehave copies ofall the newspapers in the basement, and all the majorpapers publish reference guides to their articlesreviews,etc. You willfindthem in the reference stacksin the back. ButI start with 1964, so I thinktheplay had been running for a little while when I saw it.StudentHow do you like it?I mean just two characterson the stage hanging aroundand basically doing nothing.LibrarianWell, Iwas impressed. Theactors werefamous, and besides it was myfirsttime in a realtheatre.But you are right.It was definitelydifferent from manyplays that we read in high school. Ofcourse, in a small town the assignmentsare prettytraditional.StudentYeah, I’ve only read it but it doesn’t seem like it would be much fun to watch.The st orydoesn’t progress in anysort oflogical matter,doesn’t have realending either,just stops. Honestly,you know,I thought it was kind of slow andboring.LibrarianOh, wellI guess you might think that. Butwhen Isaw it back then it wasanything but boring. Some parts werereally funny,but Iremembercrying too.But I’m not sure just reading it. You know, they’ve done thisplay at least onceon campus. I’m sure thereis a tape of theplay in our video library. You mightwant to borrow it.StudentThat’s a good idea. I’ll have a better idea of what I really thinkof it before I read those reviews.LibrarianI’m sure you willbe surprised that anyone ever found it radical. But you will see whyit is still powerful, dramatically speaking.StudentYeah, it must be something about it,or the professor wouldn’thave assigned it.I’m sure I’ll figure it out.LectureNarratorListen to part ofa lecturein a biology class. The class is discussing animal behavior.ProfessorOk, the nextkind ofanimal behavior I want to talkabout might be familiar toyou. You mayhave seen, for example, a bird that’s in the middle ofa mating ritual, and suddenly it stops and preens,you know, takesa few momentstostraighten its feathers, and then returns tothe mating ritual. This kind of behavior,this doing something that seems completelyout ofplace, is what wecalla ‘Displacement Activity’. Displacement activitiesare activities that animal’s engaging in when theyhave conflicting drives. Ifwe takeour examplefrom a minute ago, if thebird is afraid ofits mate,it’s conflicted.It wantsto mate but it’s also afraid and wantsto run away. So, instead, it startsgrooming itself.So, the displacement activity,the grooming, the straightening ofits feathers,seems to be an irrelevant behavior.So, what do you think anotherexample ofa displacementactivity might be?KarlHow about an animal that, um, instead of fighting its enemyor running away,itattacksa plant or a bush?ProfessorThat’s reallygood suggestion, Karl. But that’s called ‘redirecting’.The animal isredirecting itsbehavior to another object, in this case, theplant or the bush.But that’s not an irrelevant or inappropriate behavior.The behavior makessense. It’s appropriate under the circumstances.But what doesn’t make senseis the object thebehavior‘s directed towards. Ok, who else? Carol?CarolI thinkI read in another class about an experimentwhere an object that theanimal was afraid of was put nextto its food – nextto the animal’s food. Andthe animal, it wasconflicted between confronting theobject and eating thefood, so instead, it just fellasleep. Like that?ProfessorThat’s exactlywhat I mean. Displacement occursbecause theanimal’s got twoconflicting drives – two competing urges, in thiscase, fear and hunger. Andwhat happens is, theyinhibit each other,theycanceleach other out in a wayand a third seemingly irrelevant behavior surfaces through a processthat wecall‘Disinhibition’. Now in disinhibition, thebasic idea is that two drivesthatseem to inhibit,to hold back, a third drive. Or, well,they’re getting in a wayofeach in a… in a conflict situation and somehow lose control,lose theirinhibiting effecton that third behavior,which means thatthe third drive surfaces, it’s expressed in theanimal’s behavior.Now,these displacementactivities can include feeding, drinking, grooming, even sleeping. These arewhat we call ‘Comfort Behavior’.So whydo you thinkdisplacement activitiesare so often comfort behaviors, such as grooming?KarlMaybe because it’s easy for them to do? I mean,grooming is like one of themost accessible things an animal can do. It’s something theydo all thetime,and theyhave the stimulus right there on the outside oftheir bodies in order to do thegrooming, or if food is right in front of them.Basically, theydon’t have to think verymuch about those behaviors.CarolProfessor,isn’t it possible that animals groom because they’ve got messed upa little from fight ing or mating? I mean if a bird’s feathersget ruffled or an animal’s fur,maybe it’s not so strange for them to stop and tidythemselves upat that point.ProfessorThat’s another possible reason although it doesn’t necessarily explain other behavi ors such as eating, drinking or sleeping. What’s interesting is that studies have been done that suggest thatthe animal’s environment mayplay apart in determining what kind of behavior it displays. For example,there’s abird, the ‘wood thrush’,anyway, when the ‘wood thrush’is in an attack-escapeconflict, that is, it’s caught between the two urges to escape from or to attackan enemy,if it’s sitting on a horizontalbranch, it’ll wipe itsbeak on itsperch.Ifit’s sitting on a verticalbranch, it’ll groom its breast feathers.The immediateenvironment of thebird, its immediate,um, its relationship to its immediateenvironment seemsto play a part in which behavior will display.LectureNarratorListen to part ofa lecturein a literatureclass.ProfessorAll right,so let me close today’s class with some thoughts to keep in mindwhile you are doing tonight’s assignment. You will be reading one of RalphWaldo Emerson’s best-known essays ‘Self-Reliance’and comparing it with hispoems and other works. Ithink this essay has the potentialto be quitemeaningful for all ofyou as young people who probably wonder about thingslike truth and whereyour lives are going - all sorts ofprofound questions.Knowing something about Emerson’s philosophie s will help you when youread ‘Self-Reliance’.And basically, one ofthe main beliefs that he had wasabout truth. Not that it’s something that wecan be taught,Emerson says it’sfound within ourselves. So this truth,the idea that it’s in each one ofus, is oneof thefirst points that you’ll see Emerson ** in this essay. It’s a bitabstract but he’s very into…ah…into each person believing his or her ownthought, believing in yourself, the thought or conviction that’s truefor you. But actually, he tiesthat in with a sort of ‘universal truth’ – something that everyone knows but doesn’t realizetheyknow. Most of us aren’tin touch with ourselvesin a way,so we just aren’t capable of recognizing profound truth. Ittakesgeniuses, people like, say,Sh akespeare, who’reunique because when theyhave a glimpse at this truth,this universal truth,theypay attention to it and expressit and don’t just dismiss it like most people do.So Emerson is reallyinto each individual believing in and trusting him orherself.You’ll see thathe writesabout, well,first, conformity. Hecriticizes that people of his time for abandoning their own minds and their own wills for thesake of conformity and consistency. Theytryto fit in with the restof the worldeven thou gh it’s at odds with their beliefsand their identities. Therefore,it’sbest to be a non-conformist – to do your own thing, not worrying about whatother people think. That’s an important point. Hereally drives thisargumenthome throughout the essay.When you are reading, I want you to think about that and why thatkind ofthought would be relevant to the readers of his time. Rememberthis is 1838,‘Self-Reliance’was a novel idea at thetime and the United State’s citizenswereless secure about themselvesas individuals and as Americans. Thecountry as a whole was trying to define itself. Emerson wanted to give peoplesomething to reallythink about, help them find theirown wayand what it meantto be who theywere.So that’s something that I thin k is definitely as relevanttoday as it was then, probably, um, especially among young adults likeyourselves, you know,uh, college being a time to sort of reallythink about whoyou are and where you’re going.Now we already said that Emerson really emphasizesnon-conformity, right,asa way to sort of not lose your own self and identityin the world, to have yourown truth and not be afraid to listen to it. Well, he takes thisa stepfurther. Notconforming also means, uh, not conforming with yourself or your past. Whatdoes that mean?Well, if you’ve always been a certain way or done a certainthing, but it’s not working for you anymore,or you’re not content,Emersonsays that it’d be foolish to be consistent evenwith our own past. ‘Focus on t hefuture,’ he says, “That'swhat matters more.Inconsistency is good.”He talksabout a ship’s voyage and this is one of themost famous bits oftheessay - how the best voyage is made up of zigzag lines. Up close, it seemsalittle all over theplace, but from fartheraway, the truepath shows and in theend it justifies all theturns along the way.So, don’t worry if you are not surewhere you’re headed or what your long-term goals are.Staytrue to yourselfand it’ll make sense in the end. I mean,I can at test tothat. BeforeI was aliteratureprofessor, Iwas an accountant.Beforethat,I was a newspaperreporter.My life is taking some prettyinteresting turns and here I am, veryhappy with my experiencesand wherethey’ve brought me. Ifyou relyonyourself and trust your own talents,your own interest, don’t worry,your pathwill make sense in the end.ConversationNarratorListen to a conversation between a student and a professor.ProfessorHey,Jane, you look like you arein a hurry.StudentYeah, things are a little crazy.ProfessorOh yeah? What’s going on?StudentOh, it’s nothing. Well, since it’s your class, I guess it’s OK. It’s, it’s just I am having trouble with mygroup project.ProfessorAh, yes, due next week.What’s your group doing again?StudentIt’s about United StatesSupreme Court Decisions. We are looking at theimpact of recent caseson propertyrights, municipal land use cases, owningdisputes.ProfessorRight,OK. And i t’s not going well?StudentNot really.I’m worried about othertwo people in my group. Theyare just sittingback, not really doing their fair share ofthe work and waiting for an A. It’s kindof stressing me out,because we aregetting close to thedeadline and I feellikeI’m doing everything for this project.ProfessorAh, the good old free writerproblem.StudentFree writer?ProfessorAh, it’s just a term that describes thissituation, when people in the group seekto getthe benefits ofbeing in a group without contributing tothe work. Anyway,what exactly do you mean when you say theyjust sit back? I mean,they’vebeen following theweekly progress repotswith me.StudentYes, but I feellike I’m doing 90% ofthe work. I hateto sound so n egative here,but honestly, theyare taking credit for things theyshouldn’t take credit for. Likelast weekin the library,we decided to split up theresearch into 3 partsandeach of us was supposed to find sources in the library for our parts. I went offto the stackand found some really good materialfor mypart, but when I gotback to our table,theywere just goofing off and talking. So I wentand gotmaterialsfor theirsections as well.ProfessorUm…you know you shouldn’t do that.StudentI know,but I didn’t want to risk the project going down thedrain.ProfessorI know Teresa and Kevin. I had both ofthem on othercourses. So, I’m familiarwith the workand work habits.StudentI know,me too. That’s why this has reallysurprised me.ProfessorDo you…does your group like your topic?StudentWell, Ithink we’d all ratherfocus on casesthat deal with personal liberties,questions about freedom of speech,things like that.But Ichose propertyrights.ProfessorYou chose the topic?StudentYeah, Ithought it would be good for us, all of us to trysomething new.ProfessorUm…maybe that’s part of theproblem. Maybe Teresa and Kevin aren’t thatexcited about the topic? And since you picked it,have you thought…talktothem at all about picking a different topic?StudentBut we’ve got all the sourcesand it’s due next week. We don’t have time to start from scratch.ProfessorOK, I will letyou go ‘cause I know you are so busy. But you might consider talking to your group about your topic choice.StudentI willthink about it. Gotto run, see you in class.LectureNarratorListen to part ofa lecturein a geology class.ProfessorNow we’ve got a few minutes beforewe leave for today.So I’ll just touch on an inter esting subject that I think makesan important point. We’ve been covering rocks and different types ofrocks for the last severalweeks. Butnext weekwe are going to do something a bit different.And to get started I thought I’d mention something that sho ws how uh…as a geologist, you need toknowabout more than just rocksand the structureof solid matter,moving rocks, you may have heard about them.It’s quite a mystery.Death valley is this desert plane, a dry lake bed inCalifornia surrounded bymountains and on the desertfloor these huge rocks,some ofthem hundreds of pounds. And theymove. Theyleave long trailsbehind them,tracksyou might say as theymove from one point to another.Butnobody has been able to figure out how theyare moving because no one haseverseen it happen.Now there area lot of theories,but all we know for sure is that people aren’t’moving the rocks. Thereare no footprints, no tyretracks and no heavymachinery like a bulldozer…uh, nothing was everbrought in to move theseheavy rocks.So what’s going on? TheoryNO.1 ---Wind? Some researchersthink powerfuluh…windstorms might move the rocks. Most of therocks move in the samedirection as the dominant wind pattern from southwest to northeast.But some,and thisis interesting, move straight west while some zigzag or even move inlarge circles.Um…How can that be?How about wind combined with rain? The ground ofthis desertis made of clay. It’s a desert,so it’s dry.But when thereis theoccasionalrain, the clay gr ound becomesextremelyslippery.It’s hard foranyone tostand on, walk on. Some scientiststheorized that perhaps when theground is slipperythe high winds can then move the rocks. There’s a problemwith this theory.One team ofscientists flooded an area ofthe desert with water,then tryto establish how much wind forcewould be necessary to move therocks. And guess this, you need winds of at least five hundred miles an hour to move just the smallest rocks. And winds that strong have neverbeen recorded. Ever!Not on thisplanet.So Ithink it’s safe to say that that issues has been settled.Hereis another possibility–ice.It’s possible that rain on thedesert floor could turn to thin sheetsof ice when temperaturesdrop at night. So if rocks…uh becomi ngbetter than ice,uh … OK, could a pieceof ice with rocks in it be pushed around by thewind? Butthere’s a problem with thistheory,too. Rockstrapped in ice togetherwould have moved togetherwhen the ice moved. Butthat doesn’talways happen. The rocksseem to take separate routes.Thereare a fewother theories. Maybe the ground vibrates, or maybe theground itself is shifting, tilting. Maybe the rocksare moved bya magnetic force. But sadly all these ideas have been eliminated as possibilities. The re’s just no evidence.I bet you are saying to yourself well, whydon’t scientists just setup video camerasto record what actually happens? Thing is this is a protective wilderness area. So by law that type of research isn’t allowed. Besides, in powerful windstorms, sensitive camera equipment would be destroyed. Sowhycan’t researchers just live therefor a while until theyobserve the rocks’moving? Same reason.So whereare we now? Well, right now we still don’t have any answers. So allthis leads backto mymain point – you need to know about more than justrocks as geologists. The researchersstudying moving rocks, well, theycombine their knowledge of rockswith knowledge of wind, ice and such…umnot successfully, not yet.But you know,theywould even have been able to getstartedwithout uh… earth science understanding – knowledge about wind,storms, you know,meteorology. You need tounderstand physics. So forseveralweeks like Isaid we’ll be addressing geology from a wider prospective.I guess that’s all for today. See you next time.LectureNarratorListen to part ofa lecturein a United Statesgovernment class.ProfessorOK, last timewe were talking about government support for the arts. Who cansum up some of themain points? Frank?FrankWell, Iguess there wasn’t reallyany, you know, official government support forthe artsuntil thetwentieth century. Butthe first attempt theUnited Statesgovernment made to,you know, to support the artswas the FederalArtProject.ProfessorRight,so what can you say about the project?FrankUm…it was started during the Depression, um…in the 1930s to employout-of-work artists.ProfessorSo wasit successful? Janet?What do you say?JanetYeah, sure,it was successful. I mean, for one thing, the project established a lot of…uh like community art centersand galleriesand places like ruralareas where people hadn’t really had access to thearts.ProfessorRight.FrankYeah. Butdidn’tthe government end up wasting a lot of money for art that wasn’t even verygood?ProfessorUh…some people might say that. Butwasn’t theprimary objective of the FederalArt Project to provide jobs?FrankThat’s true.Imean…it did provide jobs for thousands of unemployed artists. ProfessorRight.But then when the United Statesbecame involved in the Second World War,unemployment was down and it seems that these programs weren’treally necessary any longer.So, moving on, we don't actuallysee any govern…wellany realgovernment involvement in the artsagain until theearly 1960s, when President Kennedyand otherpoliticians started topush for major funding to support and promotethe arts. Itwas felt bya number ofpoliticians that …wellthat the governmenthad a responsibilityt o support the artsas sort of…oh, what can we say?...thethe soul…or spirit of the country. The idea was that therebe a federal subsidy…um…uh…financial assistance to artists and artistic or cultural institutions. And for just those reasons, in 1965, the National Endowment for the Artswas created.So it was through the NEA,the National Endowment for the Arts, um…that the artswould develop, would be promoted throughout the nation. And thenindividual statesthroughout thecountry started to establish their own state arts councils to help support the arts. Therewas kind of uh…culturalexplosion.And bythe mid 1970s, by 1974 I think, all fifty stateshad their own arts agencies, their own state artscouncils that work with the federalgovernmentwith corporations, artists, performers, you name it.FrankDid you just say corporations? How are theyinvolved?ProfessorWell, you see, corporations aren’t always altruistic. Theymight not support the artsunless…well, unless the government made i t attractive for them to do so,by offering corporations tax incentives tosupport the arts, that is, by lettingcorporations pay less in taxesif theywerepatrons ofthe arts. Um, theKennedyCentre in Washington D.C., you mayuh…maybe you’ve been there,or Lincoln Centrein New York. Bothof these werebuilt with substantialfinancial support from corporations. And the Kennedyand Lincoln centresaren’t the only examples. Manyof your cultural establishments in theUnitedStateswill have a plaque somewhere acknowledging the support – themoneytheyreceived from whatevercorporation. Oh, yes, Janet?JanetBut aren’t therea lot ofpeople who don’t think it’s thegovernment’s role tosupport the arts?ProfessorWell, as a matter offact, a lot ofpoliticians who did not believe in governmentsupport for the arts, theywantedto do away with the agencyentirely, for thatveryreason, to get rid of governmentalsupport.But theyonly succeeded intaking away about half the annual budget. And as far as thepublic goes,well…thereare about as many individuals who disagree with the governmentsupport as thereare those who agree.In fact,with artistsin particular, youhave lots of artistswho support and who have benefited from this agency,although it seems that just as many artistssuppose a government agencybeing involved in the arts, for many different reasons, reasons like theydon’twant the government to controlwhat theycreate.In other words, theargumentsboth for and against government funding ofthe artsare as manyand, and as varied as the individual styles ofthe artists who hold them.源于：小马过河相关推荐：2012年11月18日托福写作真题解析2012年11月18日托福口语真题解析2012年11月18日托福阅读真题解析2012年11月18日托福听力真题解析。
托福听力tpo67 lecture1、2、3 原文+题目+答案+译文
托福听力tpo67lecture1、2、3原文+题目+答案+译文Lecture1 (2)原文 (2)题目 (4)答案 (6)译文 (6)Lecture2 (7)原文 (7)题目 (10)答案 (12)译文 (12)Lecture3 (13)原文 (14)题目 (16)答案 (18)译文 (18)Lecture1原文Professor:Now we've said that animal behavior patterns involve an interplay between an animal and its environment.In particular,behavior patterns can change as an animal becomes adapted to its environment.We can see the results of this in the way that animals have developed different types of feeding behavior.Animals are generally classified as a generalist feeders and specialist feeders.Now,um,these terms are used in a variety of ways.At times,they're used to refer to an animal's range of habitats.I've also seen them used to describe the number of foraging techniques that are used by an individual or species.Um,but for our purposes,we're going to use them to refer to the range of food items that are eaten by a species.So a generalist feeder is a species that eats a wide variety of foods during its lifetime.And a specialist is a species that feeds on a highly restricted number of foods.A good example of a generalist would be a rat.Rats are notorious for eating just about anything that's available,whether it's a plant or an animal.At the other end of the spectrum,we have the koala which eats only the leaves of eucalyptus trees.Okay,now there are advantages to each.For a generalist,If1type of food isn't around,it can feed on another that's more abundant.On the other hand,the advantage of being a specialist is that the animal is well adapted to its food.You could say that specialists are feeding masters,their consumption,even their digestive system is just so finely tuned.For instance,take the koala.The eucalyptus leaves that it feeds on,don't contain much protein.What's more,the leaves contain compounds that are poisonous to most species?But the koalas digestive system has adapted to handle this.It's liver deactivates,the poisonous compounds,and its digestive system is designed to extract the maximum amount of nutrients from the leaves.So it's not a question of which strategy is better.The real question is,what determines how selective animal species are in what they eat?Well,the answer maylie in a concept called optimal foraging.The idea is that natural selection favors animals whose feeding behavior has the lowest cost to benefit ratio.That is you want to get the best healthiest food you can.And you want to do it as quickly as possible. And as easily as possible.Now,in a natural environment,no animal forage in an absolutely optimal manner. But,well,I read some research on a little rat called the kangaroo rat,which lives in deserts in North America.The kangaroo rat is a generalist which eats plant matter like seeds and fruit.It lives in deep burrows which provide protection from the desert heat and from predators like hawks or snakes.And it goes foraging at night for food.For plant matter,under the protection of darkness,even though it's a generalist.If the only thing available is seed,if a choice of seeds is available to it,it picks up seeds that provide more energy than those it leaves behind.And it carries them back to its burrow.Once it's there,it might eat only the richest seeds from the ones that brought back.So it selects seeds outside in a way that lets it spend as little time as possible foraging in that risky environment,and then sorts out its food later when it's safely in its burrow.Oh,yes,Kenneth.You have a question?Male student:But what about the koala?It gets by uh,by being even more selective, you'd think you would be really risky to rely completely on eucalyptus leaves. Wouldn't it be better to diversify like the kangaroo rat,and eat,at least one or two other things?Professor:Well,what do you think the koala would say?What do I gain by being so selective?In terms of optimal foraging,it's clear that eucalyptus trees provide an abundant source of food.Other animals can't eat the leaves and think of how little energy the koala uses.It spends only about3hours each day eating to get the energy it needs.So being a specialist allows it to get the nutrients it needs with minimal expenditure of energy.题目1.What is the lecture mainly about?A.The reasons why some animals eat only plantsB.The advantages of two different feeding adaptationsC.The variety of foods that certain animals can eatD.The relationship between two animals that share a habitat2.What definition of the term“generalist”does the professor use in the lecture?A.An animal species that eats a wide variety of foodsB.An animal species that lives in a range of different habitatsC.An animal species that uses several techniques to forage for foodD.An animal species that forages at several different times of the day3.What points does the professor make about the koala’s specialist feeding habits? [Click on2answers.]A.It obtains all the food it needs in relatively little time.B.It requires large amounts of protein in its diet.C.It can eat leaves that are poisonous to other animals.D.It spends most of its time eating.4.What does the professor imply about the kangaroo rat?A.It will take more risks when foraging for high-energy food.B.It is one of the most selective feeders in North America.C.Its competitors often eat its food supply.D.It is selective when choosing what food it eats.5.How does the professor organize the information in the lecture?A.By contrasting an old theory with a new theoryB.By defining important terms and then giving examples of themC.By describing the similarities between two animalsD.By describing a problem and then suggesting some solutions6.Why does the professor say this:Male student:But what about the koala?It gets by uh,by being even more selective, you'd think you would be really risky to rely completely on eucalyptus leaves. Wouldn't it be better to diversify like the kangaroo rat,and eat,at least one or two other things?Professor:Well,what do you think the koala would say?What do I gain by being so selective?In terms of optimal foraging,it's clear that eucalyptus trees provide an abundant source of food.Other animals can't eat the leaves and think of how little energy the koala uses.A.To express agreement that the koala should eat a greater variety of foodB.To indicate that the koala’s behavior does not illustrate optimal foragingC.To remind the man of the characteristics of selective feedersD.To encourage the man to consider the koala’s feeding behavior differently答案B A ACD B D译文我们已经说过动物的行为模式涉及到动物和它的环境之间的相互作用。
托福听力tpo69 lecture1、2、3 原文+题目+答案+译文
托福听力tpo69 lecture1、2、3 原文+题目+答案+译文Lecture1 (2)原文 (2)题目 (5)答案 (8)译文 (8)Lecture2 (10)原文 (10)题目 (14)答案 (17)译文 (17)Lecture3 (20)原文 (20)题目 (23)答案 (26)译文 (26)Lecture1原文So, we've talked about the plates that form the earth crust and their movements and how in some places they're separating. Now, when this happens in the ocean along a middle ocean ridge, some important things can happen, in particular you can get a hydrothermal vent. This is a lot like a geyser except it’s on the ocean floor.A geyser of course is a kind of eruption from underground hot spring. Water that’s been heated up in Earth’s interior, when under pressure, can erupt, sending that water and steam, shooting upwards through crack in the earth. A hydrothermal vent is essentially this same thing, but the water is emitted out of cracks or, or fractures in the ocean floor. If Forms that don't depend on energy from the sun, but depend on chemical energy.But, the vents are also enormous significance for us. From a purely geological perspective, because the chemistry of the oceans is affected by them. To see how, let’s look at the process a little more closely. They typically occur in fields, so you might have an area with a dozen of them, but you need two things to get one of these fields, first, you got haveheat. And you’ve got have fissures in the ocean floor. So, in a vent field, you've got cracks in the ocean floor. And cold water at the bottom of the ocean, we are talking, maybe two degrees Celsius, goes down into them, as it goes underground, it heats up, because in these fields, there are magma chambers, only a few kilometers below the ocean floor.This hot molten rock heats the solid rock above it to as high as five hundred degrees Celsius. And this heated solid rock, then heats the ocean water that flows over it. Now remember, the high pressure of the deep sea, allows water to stay liquid at such a high temperature, so it can reach temperatures of, three or four hundred degrees Celsius.As the water heated, it rises up through other cracks and it shoots up back into the ocean, much like with geyser on land. Now, the important part, is what the water is carrying with it, as it emerges. The heated water draws minerals from solid rock. So, you get dissolved metals in the water, like iron and copper. When the water shoots up and re-enters the cold ocean, it quickly cools and these minerals precipitate out. They’re released and they are deposited into the ocean water, which affects its composition. And it also creates quite a site, these vents have a plume that looks like a smoke, likes smoke that’s coming up out of the vent in the earth.Remember some of the water coming out of the vents is over threehundred degree Celsius. When it’s this hot, it dissolves sulfur, iron and other metals in the rock and it interacts with. when these minerals precipitate out, the water forms of black plume, so these vents are called black smokers. It's the sulfur and metals precipitating out of the water that that's what causes black color.But there are also white smokers, these emit what looks like a white smoke. That's because their water is relatively cool, above one hundred to three hundred degrees. Still pretty warm, but, not warm enough to dissolve sulfur or iron. Instead, they draw off different minerals from rocks. Things like silica and they give off different color, whitish color, when those minerals precipitate out.But in both black and white smokers as the waters emitted in the plume, the mineral that precipitate out, eventually build up around the vent, forming large, tower, like structures or minerals, build up layer upon layer, we call these chimneys, just like a chimney on a house. Different minerals will tend to build up at different places on the chimneys. But, some of the minerals like silica, a form kind of cement, and they hold the whole structure together. So, they can grow quite large and quite quickly. If you can believe it there was one chimney that reached forty-seven meters, that’s like fourteen story It collapsed, but it’s actually now rebuilding.题目1.What does the professor mainly discuss?A. The process by which molten rock can enter the oceanB. The formation of hydrothermal ventsC. The differences between geysers and hydrothermal ventsD. The mineral composition of hydrothermal vent chimneys2.According to the professor, what is the main difference between geysers and hydrothermal vents?A. Where they occurB. What causes themC. The size of their plumesD. The temperature of the water they emit3.What aspect of hydrothermal vents is of most significance to the professor?A. Their role in supporting unusual life formsB. Their role in affecting the chemical composition of the oceansC. Their role in affecting the movement of ocean platesD. Their role in affecting the temperature of ocean water4.What conditions are needed for hydrothermal vents to form?[Click on2 answers.]A. Heated rock beneath the ocean floorB. Rocks on the ocean floor with high mineral contentC. Cracks in the ocean floorD. Strong ocean currents5.What are two differences between black smokers and whitesmokers?[Click on 2 answers.]A. Black smokers emit water at a higher temperature.B. Black smokers are more common than white smokers are.C. Black smokers are found in deeper ocean water.D. Black smokers release different types of minerals than white smokers release.6.What does the professor say about the chimney structures that grow around hydrothermal vents？A. They last only a few years.B. They are formed by a single mineral.C. They can grow very tall.D. Their growth rate depends on the temperature of the water emitted from the vent.答案B A B AC AD C译文我们之前讨论了构成地壳的板块及其运动，以及在某些地方它们如何分离。
老托福听力精选93篇-听力原文
老托Part C 精选93篇1Community service is an important component of education here at ourhelps elementary students who've fallen behind. You education majors might be especially interested in it it offers the opportunity to do some teaching—that is, tutoring in math and English. You'd have to volunteer two hours a week for one semester. You can choose to help a child with math, English, or both. Half-hour lessons are fine, so you could do a half hour of each subject two days a week. Professor Dodge will act as a mentor to the tutors—he'll be available to help you with lesson plans or to offer suggestions for activities. He has office hours every Tuesday and Thursday afternoon. You can sign up for the program with him and begin the tutoring next week. I'm sure you'll enjoy this community service and you'll gain valuable experience at the same time. It looks good on your resume, too, showing that you've had experience with children and that you care about your community. If you'd like to sign up, or if you have any questions, stop by Professor Dodge's office this week.【生词摘录】ponent: n.［C］one of several parts that together make up a wholemachine or system （机器或系统的）零件；成分；组成部分2.tutor: n. ［C］someone who teaches one pupil or a small group, and isdirectly paid by them 家庭教师，私人教师v. to teach someone as a tutor 给…当家庭教师；指导3.mentor: n. ［C］an experienced person who advises and helps a lessexperienced person 顾问，指导人，教练I hope you've all finished reading the assigned chapter on insurance so that you're prepared for our discussion today. But, before we start, I'd like to mention a few things your text doesn't go into. It's interesting to note that insurance has existed in some form for a very long time. The earliest insurance policies were what we called bottomry contracts. They provided shipping protection for merchants as far back as 3000 B.C. In general, the contracts were often no more than verbal agreements. They granted loans to merchants with the understanding that if a particular shipment of goods was lost at sea, the loan didn't have to be repaid. Interest on the loans varied according to how risky it was to transport the goods. During periods of heavy piracy at sea, for example, the amount of interest and the cost of the policy went up considerably. So, you can see how insurance helped encourage international trade. Even the most cautious merchants became willing to risk shipping their goods over long distances, not to mention in hazardous weather conditions when they had this kind of protection available. Generally speaking, the basic form of an insurance policy has been pretty much the same since the Middle Ages. There are four points that were salient then and remain paramount in all policies today. These were outlined in chapter six and will serve as the basis for the rest of today's discussion. Can anyone tell me what one of those points might be? 【生词摘录】1.insurance: n. ［U］an arrangement with a company in which you pay themmoney each year and they pay the costs if anything bad happens to you, such as an illness or an accident 保险；the money that you pay regularly to an insurance company 保险费；the business of providing insurance 保险业2.bottomry: n. 船舶抵押契约（如船舶损失，则债务取消），冒险借贷3.contract: n. ［C］a formal written agreement between two or more people,which says what each person must do for the other 契约；合同4.loan: n. ［C］an amount of money that you borrow from a bank etc （银行等的）贷款5.understanding: n. ［C usually singular］a private, unofficial agreement（私底下、非正式的）协议，协定6.interest: n. ［U］a charge made for borrowing money（借贷的）利息［+on］7.piracy: n. the crime of attacking and stealing from ships at sea 海上抢劫，海盗行为8.cautious: adj. careful to avoid danger or risks 小心的，谨慎的，慎重的9.hazardous: adj. 危险的10.s alient: adj. formal the salient points or features of something are the mostimportant or most noticeable parts of it 【正式】显著的，突出的11.p aramount: adj. more important than anything else 至高无上的，最重要的Located at the NASA Research Center in Iowa is a 5,000-gallon vat of water, and inside the tank is an underwater treadmill designed by Dava Newman, an aerospace engineer. For four years Newman observed scuba divers as they simulated walking on the Moon and on Mars on her underwater moving belt. She wanted to discover how the gravity of the Moon and of Mars would affect human movement. To do this, Newman attached weights to the divers and then lowered them into the tank and onto the treadmill. These weights were carefully adjusted so that the divers could experience underwater the gravity of the Moon and of Mars as they walked on the treadmill. Newman concluded that walking on Mars will probably be easier than walking on the Moon. The Moon has less gravity than Mars does, so at lunar gravity, the divers struggled to keep their balance and walked awkwardly. But at Martian gravity, the divers had greater traction and stability and could easily adjust to a pace of 1.5 miles per hour. As Newman gradually increased the speed of the treadmill, the divers took longer, graceful strides until they comfortably settled into an even quicker pace. Newman also noted that at Martian gravity, the divers needed less oxygen. The data Newman collected will help in the future design of Martian space suits. Compared to lunar space suits, Martian space suits will require smaller air tanks; and, to allow for freer movement, the elbow and knee areas of the space suits will also be altered.【生词摘录】1.gallon: n. AmE a unit for measuring liquids, equal to 3.785 litres 【美】加仑（等于3.785升）2.vat: n. ［C］a very large container for storing liquids such as whisky or dye,when they are being made（酿酒、盛染料用的）大缸，大桶3.tank: n. ［C］a large container for storing liquid or gas（盛放液体或气体的）大容器4.treadmill: n. ［C］a mill worked in the past by prisoners treading on stepsfixed to a very large wheel（过去用以惩罚犯人的）踏车5.aerospace: adj. involving the designing and building of aircraft and spacevehicles 航空和航天（器制造）的n.［U］the industry that designs and builds aircraft and space vehicles 航空和航天工业，航天工业6.scuba diving: n. ［U］the sport of swimming under water while breathingthrough a tube connected to a container of air on your back 斯库巴潜泳，水肺潜泳（戴自携式潜水呼吸器潜泳）7.simulate: v. to make or produce something that is not real but has theappearance of being real 模仿，模拟8.Martian: adj. of or relating to the planet Mars 火星的9.stride: n. ［C］a long step 大步，阔步10.e lbow: n. ［C］the joint where your arms bends 肘Dava NewmanProfessor of Aeronautics and Astronautics and Engineering Systems Director of Technology and Policy ProgramMac Vicar Faculty FellowWelcome to Everglades National Park. The Everglades is a watery plain covered with saw grass that's home to numerous species of plants and wildlife. At one and a half million acres, it's too big to see it all today, but this tour will offer you a good sampling. Our tour bus will stop first at Taylor Slough. This is a good place to start because it's home to many of the plants and animals typically associated with the Everglades. You'll see many exotic birds and, of course, our world famous alligators. Don't worry, there's a boardwalk that goes across the marsh, so you can look down at the animals in the water from a safe distance. The boardwalk is high enough to give you a great view of the saw grass prairie. From there we'll head to some other marshy and even jungle like areas that feature wonderful tropical plant life. For those of you who'd like a closer view of the saw grass prairie, you might consider renting a canoe sometime during your visit here. However, don't do this unless you have a very good sense of direction and can negotiate your way through tall grass. We'd hate to have to come looking for you. You have the good fortune of being here in the winter—the best time of year to visit. During the spring and summer, the mosquitoes will just about eat you alive! Right now they're not so bothersome, but you'll still want to use an insect repellent.【生词摘录】1.Everglades National Park: 大沼泽地国家公园2.saw grass: 克拉莎草；加州砖子苗3.acre: n. ［C］a unit for measuring area, equal to 4,047 square metres 英亩4.sampling: n. items selected at random from a population and used to testhypotheses about the population 取样，抽样，采样5.exotic: adj. approving seeming unusual and exciting because of beingconnected with a foreign country 【褒义】异国风情的，外国情调的：exotic birds 外国的奇异鸟类6.alligator: n. ［C］a large animal with a long mouth and sharp teeth that liesin the hot wet parts of the US and China 短吻鳄7.boardwalk: n. ［C］AmE a raised path made of wood, usually built next tothe sea【美】（常在海滨）用木板铺成的小道8.prairie: n. ［C］a wide open area of land in North America which is coveredin grass or wheat（北美洲的）大草原9.canoe: n. ［C］a long light boat that is pointed at both ends and which youmove along using a paddle 独木舟，小划子10.n egotiate: v. <口> 成功通过，顺利越过11.m osquito: n. ［C］a small flying insect that sucks the blood of people andanimals 蚊子12.r epellent: n. ［C,U］a substance that keeps insects away 驱虫剂Thank you. It's great to see so many of you interested in this series on "Survival in Outer Space." Please excuse the cameras; we're being videotaped for the local TV stations. Tonight I'm going to talk about the most basic aspect of survival—the space suit. When most of you imagine an astronaut, that's probably the first thing that comes to mind, right? Well, without space suits, it would not be possible for us to survive in space. For example, outer space is a vacuum—there's no gravity or air pressure; without protection, a body would explode. What's more, we'd cook in the sun or freeze in the shade with temperatures ranging from a toasty 300 degrees above to a cool 300 degrees below zero Fahrenheit. The space suit that NASA has developed is truly a marvel. This photo enlargement here is a life-size image of an actual space suit worn by astronauts on the last space shuttle mission. This part is the torso. It’s made of seven extremely durable layers. This thick insulation protects against temperature extremes and radiation. Next is what they call a "bladder" of oxygen that's an inflatable sac, filled with oxygen, to simulate atmospheric pressure. This bladder presses against the body with the same force as the Earth's atmosphere at sea level. The innermost layers provide liquid cooling and ventilation. Despite all the layers, the suit is flexible, allowing free movement so we can work. Another really sophisticated part of the space suit is the helmet. I brought one along to show you. Can I have a volunteer come and demonstrate?【生词摘录】1.videotape: v. to record a television programme, film etc on a videotape 把（电视节目、电影等）录在录像（磁）带上2.vacuum: n. ［C］a space that is completely empty of all gas, especially onefrom which all the air has been taken away 真空3.shade: n. ［U］slight darkness or shelter from the direct light of the sunmade by something blocking it 荫，背阴处4.toasty: adj. AmE informal warm and comfortable 【美，非正式】暖烘烘的，温暖舒适的5.Fahrenheit: n. ［U］a scale of temperature in which water freezes at 32°and boils at 212°华氏温度6.marvel: n. ［C］something or someone surprisingly useful or skillful, thatyou like and admire very much 十分有用（灵巧）的物（人）7.enlargement: n. ［C］a photograph that has been printed again in a largersize 放大的照片8.life-size: 又作life-sized，adj. a picture or model of something or someonethat is life-size is the same size as they are in real life 与实物（真人）大小一样的9.shuttle: n. ［C］a spacecraft that can fly into space and return to Earth, andcan be used more than once （可以多次使用的）航天飞机，太空穿梭机10.m ission: n. ［C］an important job done by a member of the airforce, armyetc, especially an attack on the enemy 任务，使命11.t orso: n. ［C］your body, not including your head, arms, or legs （头和四肢除外的）人体躯干12.d urable: adj. staying in good condition for a long time even if used a lot 耐用的13.i nsulation: n. ［U］material used to insulate something, especially a building（尤指建筑物的）绝缘材料；the act of insulating something or the state of being insulated 隔绝14.e xtreme: n. ［C］something that goes beyond normal limits, so that it seemsvery unusual and unacceptable 极端15.b ladder: n. ［C］a bag of skin, leather, or rubber, for example inside afootball, that can be filled with air or liquid （可充气或充水的）囊；袋16.i nflatable: adj. an inflatable object has to be filled with air before you canuse it 须充气方可使用的，（需）充气的17.s ac: n. technical a part inside a plant or animal that is shaped like a bag andcontains liquid or air 【术语】（动物或植物的）囊；液囊18.i nnermost: adj. formal furthest inside 【正式】最里面的19.v entilation: n. ［U］通风（ventilate: v. to let fresh air into a room, buildingetc 使通风）20.h elmet: n. ［C］a strong hard hat worn for protection by soldiers, motorcycleriders, the police etc 头盔，钢盔，安全帽21.d emonstrate: v. to show or prove something clearly 证明，论证，证实；toshow or describe how something works or is done 示范，演示；to march through the streets with a large group of people in order to publicly protest about something （为公开抗议某事）游行，示威；to show that you have a particular skill, quality, or ability 展示，表露出（某种技能、品质或能力）6Good evening. My name is Pam Jones, and on behalf of the Modern Dance club, I'd like to welcome you to tonight's program. The club is pleased to present the TV version of The Catherine Wheel, Twyla Tharp's rock ballet. This video version of the ballet has been even more successful with audiences than the original theater production. It includes some animation, slow motion, and stop-action freezes that really help the audience understand the dance. The title of the piece refers to Saint Catherine, who died on a wheel in 307 A.D. Nowadays, a Catherine wheel is also a kind of firework. It looks something like a pinwheel. Anyway, the dance is certainly full of fireworks! You'll see how Twyla Tharp explores one family's attempt to confront the violence in modern life. The central symbol of the work is a pineapple, but exactly what it represents has always created a lot of controversy. As you watch, see if you can figure it out. The music for this piece is full of the rhythmic energy of rock music. It was composed by David Byrne. Of the rock band Talking Heads? And the lead dancer in this version was Sara Rudner, who is perfectly suited to Tharp's adventurous choreography. Following the video, dance teacher Mary Parker will lead a discussion about the symbolism Ms. Tharp used. We hope you can stay for that. So, enjoy tonight's video and thank you for your support. 【生词摘录】1.present: v. to give a performance in a theatre, cinema, etc, or broadcast aprogramme on television or radio 上演；演出；表演；播出（电视或广播节目）2.ballet: n. ［C］a performance in which a special style of dancing and musictell a story without any speaking 芭蕾舞剧；芭蕾舞曲3.animation: n. ［U］the process of making animated films 动物片的制作4.wheel: n. ［C］one of the round things under a car, bus, bicycle etc that turnwhen it moves （汽车、公共汽车、自行车等的）车轮5.firework: n. ［C usually plural］a small container filled with powder thatburns or explodes to produce coloured lights, noise, and smoke 烟火，烟花，焰火6.pinwheel: n. ［C］a toy consisting of a stick with curved pieces of plastic atthe end that turn around when they are blown 玩具风车（windmill, BrE）7.pineapple: n. ［C,U］a large yellow-brown tropical fruit or its sweet juicyyellow flesh 菠萝，凤梨8.controversy: n. ［C,U］a serious argument or disagreement, especiallyabout something such as a plan or decision, that continues for a long time 争论；辩论；争议9.rhythmic: 又作rhythmical, adj. having rhythm 有节奏的10.a dventurous: adj. 又作adventuresome, AmE【美】eager to go to newplaces and do exciting or dangerous things 喜欢冒险的，有冒险精神的；not afraid of taking risks or trying new things 敢作敢为的，大胆创新的11.c horeography: n. ［U］the art of arranging how dancers should move duringa performance 编舞（艺术）；舞蹈设计12.s ymbolism: n. ［U］the use of symbols to represent something 象征主义（手法）7In our lab today, we'll be testing the hypothesis that babies can count as early as five months of age. The six babies here are all less than six months old. You'll be watching them on closed circuit TV and measuring their responses. The experiment is based on the well-established observation that babies stare longer if they don't see what they expect to see. First, we're going to let two dolls move slowly in front of the babies. The babies will see the two dolls disappear behind a screen. Your job is to record, in seconds, how long the babies stare at the dolls when the screen is removed. In the next stage, two dolls will again move in front of the babies and disappear. But then a third doll will follow. When the screen is removed, the babies will only see two dolls. If we're right, the babies will now stare longer because they expect three dolls but only see two. It seems remarkable to think that such young children can count. My own research has convinced me that they have this ability from birth. But whether they do or not, perhaps we should raise another question. Should we take advantage of this ability by teaching children mathematics at such a young age? They have great untapped potential, but is it good for parents to pressure young children?【生词摘录】1.hypothesis: n. plural hypotheses,［C］an idea that is suggested as a possibleway of explaining a situation, proving an idea etc, which has not yet been shown to be true 假设，假说2.closed circuit television (TV): a system in which cameras send picturesto television sets that is used in many public buildings to protect them from crime 闭路电视3.well-established: adj. established for a long time and respected 历史悠久且享有盛誉的4.untapped: adj. an untapped resource, market etc has not yet been used（资源、市场等）未开发的；未利用的Before starting our tour of Monticello, I'd like to give you some historical facts that might help you appreciate what you see today even more. Monticello was the very much loved home of Thomas Jefferson for over fifty years. Jefferson, who was, of course, President, was also a great reader and language enthusiast. He read widely on different subjects, including architecture. He wasn't formally trained in architecture, but as a result of his study and observation of other buildings, he was able to help design and build the house. He chose the site himself, naming the estate "Monticello," which means "little mountain" in Italian. In fact, many of the ideas behind the design also came from the Italian architect Andrea Palladio, who lived in the sixteenth century and who had a great influence on the architecture of England. Jefferson, however, ignored one of Palladio's principles, that is, not to build in a high place. Monticello's elevation made the transportation of what was needed at the house—for example, food—especially difficult. But the view from the estate would not be as spectacular if Jefferson had followed Palladio's advice; there really is no boundary between the house and the nature around it, and so Jefferson was able to look out on his beloved state of Virginia from his wonderful vantage point. Now we'll go on to Jefferson's library.【生词摘录】1.Monticello: 蒙提切娄2.appreciate: v. to understand how good or useful someone or something is欣赏，赏识，鉴赏3.enthusiast: n. ［C］someone who is very interested in a particular activityor subject 热衷于…的人4.estate: n. ［C］a large area of land in the country, usually with one largehouse on it and one owner （在乡村附有宅地的）一大片私有土地，庄园5.elevation: n. ［singular］a height above the level of the sea 海拔6.spectacular: adj. very impressive and exciting 壮观的，精彩的，引人注目的7.vantage point: a good position from which you can see something （能观察某物的）有利位置Now that we've all introduced ourselves to the new members, let's get down to work. As the committee in charge of this year's tree-planting project, we have several items on our agenda. First, we have to review the budget. The president has informed me that the trustees have set aside $3,000 for the purchase of trees and our environmental T-shirt sale netted a profit of $1,500. Second, we have to finalize the choice of trees. As you know, we're working with Richardson's Nursery again this year since everyone seemed pleased with the work he did for us last year. Mr. Richardson has presented us with several choices within our price range that he thinks would meet our needs. He's sent us pictures of the trees for us to look at, but he wanted me to tell you that we're welcome to visit the nursery if we want to see the trees themselves. Lastly, we need to plan some kind of ceremony to commemorate the planting. Several ideas, including a garden party of some sort, have been suggested. So let's get on with it and turn to the first order of business.【生词摘录】1.item: n. ［C］a single thing, especially part of a list, group, or set （尤指清单上、一群或一组事物中的）一项；一件；一条2.trustee: n. ［C］a member of a group that controls the money of a company,college, or other organization（公司、学院等的）理事，董事会成员: v. especially AmE to earn a particular amount of money as a profit aftertax has been paid 【尤美】获得净收入，净赚4.finalize: v. to finish the last part of a plan, business deal etc 使（计划、交易等）确定，最后定下5.nursery: n. ［C］a place where plants and trees are grown and sold 苗圃（garden center, BrE）Welcome to the Four Winds Historical Farm, where traditions of the past are preserved for visitors like you. Today, our master thatchers will begin giving this barn behind me a sturdy thatched roof, able to withstand heavy winds and last up to a hundred years. How do they do it? Well, in a nutshell, thatching involves covering the beams or rafters, the wooden skeleton of a roof with reeds or straw. Our thatchers here have harvested their own natural materials for the job, the bundles of water reeds you see lying over there beside the barn. Thatching is certainly uncommon in the Untied States today. I guess that's why so many of you have come to see this demonstration. But it wasn't always that way. In the seventeenth century, the colonists here thatched their roofs with reeds and straw, just as they had done in England. After a while, though, they began to replace the thatch with wooden shingles because wood was so plentiful. And eventually, other roofing materials like stone, slate, and clay tiles came into use. It's a real shame that most people today don't realize how strong and long lasting a thatched roof is. In Ireland, where thatching is still practiced, the roofs can survive winds of up to one hundred ten miles per hour. That's because straw and reeds are so flexible. They bend but don't break in the wind like other materials can. Another advantage is that the roofs keep the house cool in the summer and warm in the winter. And then, of course, there's the roofs' longevity—the average is sixty years, but they can last up to a hundred. With all these reasons to start thatching roofs again, wouldn't it be wonderful to see this disappearing craft return to popularity?【生词摘录】1.thatcher: n. ［C］someone skilled in making a roof from plant stalks orfoliage 盖屋顶者2.barn: n. ［C］a large farm building for storing crops, or for keeping animalsin 谷仓，粮秣房，仓库，牲口棚；informal a large, plain building 【非正式】空荡荡的大房子3.withstand: v. to be strong enough to remain unharmed by something suchas great heat or cold, great pressure etc 耐得住，承受住（酷热、严寒、高压等）4.in a nutshell: spoken used when you are stating the main facts aboutsomething in a short, clear way 【口】一言以蔽之，简括地说，用一句话概括5.beam: n. ［C］a long heavy piece of wood or metal used in building houses,bridges etc 梁，横梁6.rafter: n. ［C usually plural］one of the large sloping pieces of wood that formthe structure of a roof 椽7.skeleton: n. ［C］the most important parts of something, to which moredetail can be added later 骨架，框架；梗概，纲要8.reed: n. ［C］a type of tall plant like grass that grows in wet places 芦苇9.straw: n. ［U］the dried stems of wheat or similar plants that are used foranimals to sleep on, and for making things such as baskets, mats etc 秸秆（如麦秆等）10.c olonist: n. ［C］someone who settles in a new colony 开拓殖民地的居民，拓殖者11.s hingle: n. ［C］one of many small thin pieces of building materials,especially wood, used to cover a roof or wall（覆盖屋顶或墙用的）木瓦；屋面板；墙面板12.s late: n. ［U］a dark grey rock that can easily be split into flat thin pieces 板岩，板石13.c lay: n. ［U］heavy sticky soil that can be used for making pots, bricks etc黏土14.t ile: n. ［C］a flat square piece of baked clay or other material, used forcovering roofs, floors etc（屋顶、地板等上用的）瓷砖，地砖15.l ongevity: n. ［U］formal long life 【正式】长寿；technical the length of aperson or animal’s life【术语】（人或动物的）寿命A lot of people in the United States are coffee drinkers. Over the last few years, a trend has been developing to introduce premium, specially blended coffees, known as "gourmet coffees" into the American market. Boston seems to have been the birthplace of this trend. In fact, major gourmet coffee merchants from other cities like Seattle and San Francisco came to Boston, where today they're engaged in a kind of "coffee war" with Boston's merchants. They are all competing for a significant share of the gourmet coffee market. Surprisingly, the competition among these leading gourmet coffee businesses will not hurt any of them. Experts predict that the gourmet coffee market in the United States is growing and will continue to grow, to the point that gourmet coffee will soon capture half of what is now a 1.5-million-dollar market and will be an 8-million-dollar market by 1999. Studies have shown that coffee drinkers who convert to gourmet coffee seldom go back to the regular brands found in supermarkets. As a result, these brands will be the real losers in the gourmet coffee competition.【生词摘录】1.premium: adj. of high quality 高级的，优质的2.blended: adj. combined or mixed together so that the constituent parts areindistinguishable 混合的3.gourmet: n. ［C］someone who knows a lot about food and wine and whoenjoys good food and wine 美食家4.birthplace: n. ［C usually singular］the place where someone was born,especially someone famous （尤指名人的）出生地；the place where something first started to happen or exist 发源地，发祥地You may remember that a few weeks ago we discussed the question of what photography is. Is it art, or is it a method of reproducing images? Do photographs belong in museums or just in our homes? Today I want to talk about a person who tried to make his professional life an answer to such questions. Alfred Stieglitz went from the United States to Germany to study engineering. While he was there, he became interested in photography and began to experiment with his camera. He took pictures under conditions that most photographers considered too difficult. He took them at night, in the rain, and of people and objects reflected in windows. When he returned to the United States he continued these revolutionary efforts. Stieglitz was the first person to photograph skyscrapers, clouds, and views from an airplane. What Stieglitz was trying to do in these photographs was what he tried to do throughout his life: make photography an art. He felt that photography could be just as good a form of self-expression as painting or drawing. For Stieglitz, his camera was his brush. While many photographers of the late 1800's and early 1900's thought of their work as a reproduction of identical images, Stieglitz saw his as a creative art form. He understood the power of the camera to capture the moment. In fact, he never retouched his prints or made copies of them. If he were in this classroom today, I'm sure he'd say, "Well, painters don't normally make extra copies of their paintings, do they?"【生词摘录】1.experiment: v. to try various ideas, methods etc to see whether they willwork or what effect they will have 试验；试用2.skyscraper: n. ［C］a very tall modern city building 摩天大楼3.identical: adj. exactly the same 完全相同的［+to］4.capture: v. to succeed in showing or describing a situation or feeling usingwords or pictures（用语言或图片）记录下5.retouch: v. to improve a picture or photograph by painting over marks ormaking other small changes描绘，润色（图画、照片）。
托福听力tpo60全套对话讲座原文+题目+答案+译文
托福听力tpo60全套对话讲座原文+题目+答案+译文Section1 (1)Conversation1 (1)原文 (1)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 (15)答案 (17)译文 (18)Section2 (19)Conversation2 (19)原文 (19)题目 (21)答案 (23)译文 (23)Lecture3 (25)原文 (25)题目 (27)答案 (29)译文 (30)Section1Conversation1原文Listen to a conversation between a student and a building manager. Manager:I hope you are not here about your window again.Student:I’m afraid I am.Manager:I thought we fixed that.It wouldn’t open,right?Student:Right.Remember there was a crew painting my room?And they painted it shut,and the fire inspector said that a window that doesn’t open is a violation.Manager:But I had one of my staff take a look at it yesterday and he said he repaired it.Student:Oh,he did.Manager:So what happened?Student:Well,I opened the window.Manager:In this cold?Student:Yeah,I mean,you know how this dormitory doesn’t heat evenly,and I’m on the hot side of the building.During the day,it can get really warm.A lot of people open their windows to let cold air in and balance it out.Manager:Um.Student:Anyway,I opened just a crack,but now it’s completely stuck and I can’t get it closed at all,even had my friend Bob try to close it.And he is on the wrestling team. Even he couldn’t get it closed.Manager:You mean you slept with an open window all night?Why didn’t you call the security staff?Student:Well,I came home kind of late,and frankly,it was like way after hours.I thought about calling security.Then I just let it go.But one night of that cold is enough.Manager:Well,you should always call security.Even if they can’t fix the problem themselves,they’ll make sure the problem gets solved.Student:Okay.I’ll remember that.But actually,it’s not just the window.I think there’s something wrong with the heating thing in my room.The radiator,it must have cracked or something,because I just noticed a puddle of water in my room,and the heat barely seems to be working now.Manager:So you are telling me you have no heat and a window that doesn’t close?Student:Pretty much.Manager:Well,this won’t be a quick fix,I’m afraid.Those radiators,they are old and they are not easy to fix.And even if we repair the window today,you can’t live in a room without any heat.Student:You mean I’m gonna have to move?Manager:At least temporarily,until we can get that radiator fixed or replaced.That’s not a one-day job.You sure it’s not just condensation?Student:I don’t think so.You can kind of see where it’s seeping out and the water looks sort of rusty.Manager:Rusty?Yeah,rusty isn’t good.Tell you what,I’ll go look at it right away.Student:Great.Thanks.Manager:Why don’t you come back after lunch?By then I should know how long the repairs will take.Student:Can you give me some idea now?I’m gonna call a friend.She’s got an apartment off campus.She’ll let me stay there,but I’m sure she would like some idea of how long she’ll have to put up with me.Manager:Well,tomorrow is Friday,and if the radiator needs to be replaced,which probably does,we won’t have parts before Monday.So I’ll tell her at least four days.Student:Four days.Okay.Thanks.题目1.Why does the student go to see the man?A.To check on the status of some repairs she requestedB.To complain about the quality of some repair workC.To find out why her room has been scheduled for repair workD.To report that some additional repair work will be needed2.According to the student,why do some people have their windows open in her building?A.Their windows are broken and they cannot close them.B.They are responding to an order from the fire inspector.C.They are trying to clear the smell of fresh paint from their rooms.D.They are trying to create a comfortable temperature in their rooms.3.Why does the student mention her friend Bob?A.To emphasize that she is not the only student who is experiencing problemsB.To emphasize that the problem she is describing cannot be easily fixedC.To explain why she will not need the building manager's helpD.To explain how she learned there was a problem in her room4.What does the student imply when she talks about moving to an off-campus apartment?A.She will not be able to move for a few days.B.She cannot stay in the apartment indefinitely.C.She has not been happy with the security staff in her dormitory.D.She is not confident that the problems can be fixed in her dormitory room.5.What does the man imply when he says this:You sure it’s not just condensation?Student:I don’t think so.You can kind of see where it’s seeping out and the water looks sort of rusty.Manager:Rusty?Yeah,rusty isn’t good.A.He is not sure what is causing the problem.B.It is the student's fault that she has a problem.C.The student is probably right about the source of the problem.D.He does not understand the students description of her problem.答案D D B B C译文请听一段学生和建筑管理员之间的对话。
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托福TPO听力原文文本全集整理
摘要：托福TPO听力原文文本全集整理!小编整理出了托福听力TPO的完整内容，涵盖了Conversation 1、Conversation 2、Lecture 1、Lecture 2、Lecture 3等文本及音频资料，同学们快来听一听吧!
托福 TPO听力原文文本全集整理!小编整理出了托福听力 TPO的完整内容，涵盖了Conversation 1、Conversation 2、Lecture 1、Lecture 2、Lecture 3等文本及音频资料，同学们快来听一听吧!
扫码获取托福TPO听力原文文本全集资料：
TPO1
Conversation 1
Narrator：Listen to part of a conversation between a student and a librarian.
Student：Hi, um…, I really hope you can help me.
Librarian：That’s why I’m here. What can I do for you?
Student：I’m supposed to do a literature review for my psychology course, but I’m… having a hard time fi nding articles. I don’t even know where to start looking.
Librarian：You said this is for your psychology course, right? So your focus is on …
Student： Dream Interpretation.
Librarian：Well, you have a focus, so that’s already a good start. Hmmm… well, there’re a few things… oh wait… have you checked to see if your professor put any material for you to look at on reserve?
Student：Aha, that’s one thing I did know to do. I just copied an article, but I still need three more on my topic from three different journals.
Librarian：Let’s get you going on looking for those then. We have printed versions of twenty or so psychology journals in the Reference Section. These are ones published within the last year. Now that I th ink about it… there’s a journal named Sleep and Dreams.
Student：Oh, yeah, the article I just copied is from that journal, so I’ve got to look in other sources.
Librarian：Ok, actually, most of our materials are available electronically now. You can access psychology databases or electronic journals and articles through the library’s computers, and if you want to search by title with the word
‘dream’ for example, just type it in and all the articles with ‘dream’ in the title will come up on the screen.
Student：Cool, that’s great! Too bad I cannot do this from home.
Librarian：But you can. All of the library’s databases and electronic sources can be accessed through any computer connected to the university network.
Student：Really?! I can’t believe I didn’t know that. It still sounds like it’s going to take a while though, you know, going through all of that information, all of those sources.
Librarian：Maybe, but you already narrowed your search down to arti cles on Dream Interpretation, so it shouldn’t be too bad. And you probably notice that there’s an abstract or summary at the top of the first page of the article you copied. When you go into the databases and electronic sources, you have the option to display the abstracts on the computer screen, skimming those to decide whether or not you want to read the whole article should cut down some time.
Student：Right, abstracts! They’ll definitely make the project more doable. I guess I should try out the electronic search while I’m still here then, you know, just in case.
Librarian：Sure, er… that computer’s free over there, and I’ll be here till five this afternoon.
Student：Thanks, I feel a lot better about this assignment now.
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