【托福听力备考】TPO12听力文本——Lecture 1
托福听力tpo55 lecture1、2、3 原文+题目+答案+译文
托福听力tpo55 lecture1、2、3 原文+题目+答案+译文Lecture1原文NARRATOR: Listen to part of a lecture in an art history class.MALE PROFESSOR: OK, so we’ve all heard of the Louvre, right? Maybe the most famous art museum in Paris, France? In 1793 the Louvre was the first museum to open its doors to the public. Up till then, there were lots of private museums…private collections in the homes of Europe’s royalty and nobility…but only a select few were invited to see those works of art. The idea of a public museum was, in essence, a new one.Now, when the Louvre opened as a public museum, it was free to all artists every day of the week. But to those who were not artists—y’know, the rest of the general public? Well, they were only allowed to visit the museum on certain days. And that’s because the public museum was first seen as a teaching institution—a place where past artistic achievements would be available to current artists to learn from.OK, so you see the first step was taken—from museums that were just private institutions owned by royalty…to the Louvre, a museum open to the public—with some restrictions. But then there was another shift…and that was brought about by a French painter named Alexandre Lenoir. Lenoir was a young and enthusiastic artist who’d been assigned to be the supervisor of a storehouse for artworks in 1791.Y’see, the French Revolution was taking place at that time, and many national monuments and other works of art were getting damaged or destroyed. Consequently, a couple of large buildings in Paris were dedicated as storehouses for rescued artworks. Five years later, in 1796, Lenoir did something unique with the art in his storehouse—something never done before: he classified and displayed thepaintings and statues by period and style.So people began to notice—and admire—what Lenoir was doing. And soon, he transformed his storehouse into what would become the National Museum of French Monuments, which would later become a branch of the very Louvre that started this whole discussion. And, uh, what’s even more notable is that, Lenoir’s system of classification and display—it became a model for other public art museums…with each room in the museum representing a different century or period of art. Lenoir’s belief that a museum should be concerned with public instruction and offer education according to historical periods—this concept seems obvious now, but it was groundbreaking back then.Interestingly, though, not everyone was, uhh…impressed with Lenoir…or with museums in general, for that matter. There were people—including some artists and historians—who were as much against museums as Lenoir was for them. In fact, some argued that museums would pretty much bring an end to art. They contended that works of art removed from their original context were…incomplete—that artworks ought to remain in the places…the mountains, towns, uhh…in the locations where they were originally created and viewed.Take a painting created in an Italian seaside village, for example. Could that painting maintain its same identity once it was moved to a museum in France? Nowadays, most of us know and appreciate the fact that we can go to a museum and see many works of art from different time periods, artists, and countries. The fact that anyone can go into one place and see works of distant cultures, enjoy their beauty, and even find inspiration in them benefits us all. The Louvre clearly embraces this concept. But there are still some skeptics, people today who are just as skeptical of art museums as the critics were back in Lenoir’s day…and for all the same reasons.题目1.What is the lecture mainly about?A. The influence of private art galleries on public museumsB. The role of art museums as teaching institutions for artistsC. The debate about the Louvre’s opening to the publicD. The early history of the public art museum2.Why does the professor mention that artists were allowed to visit the Louvre every day?[Click on 2 answers.]A. To point out that the public museum was conceived as a place for studyingB. To indicate that all citizens were able to visit the museum whenever they wantedC. To question why certain artists did not spend time at the LouvreD. To contrast the accessibility of art in the Louvre with that of art in private museums3.Why does the professor mention the French Revolution?A. To name an event depicted in Alexandre Lenoir’s artworkB. To identify the theme of an exhibit room in the LouvreC. To explain why art storehouses were createdD. To help explain some people’s attitude toward public museums4.According to the professor, what major contribution did Alexandre Lenoir make to the art community?A. He donated many original paintings to public museums.B. He developed a systematic way of exhibiting art in museums.C. He invented a unique way to restore damaged artwork.D. He designed a national monument in post-Revolution France.5.The professor gives an example of a painting made in an Italian seaside village. According to the professor, what would some skeptics say about that painting?A. It should not be exhibited unless it appeals to people from a variety of cultures.B. It should not be moved out of the geographic area in which it was created.C. It should be exhibited in the Louvre before traveling to any other museum.D. It should always be grouped with similar paintings in a museum.6.What opinion about public art museums does the professor express?A. They focus too much on entertainment and not enough on education.B. They are more important to artists than to the general public.C. Their way of exhibiting artwork needs to be modernized.D. They succeed in allowing varied works of art to be appreciated in a centralized location.答案B ADC B B D译文旁白：听艺术史课上的一篇讲座。
托福TPO12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TPO12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TPO12口语Task6听力文本： Listen to part of a lecture in an economics class. (female professor) So, when we talked about the demand for a product, we're referring to how much consumers want to buy it, right? And often the demand for a product is influenced by its price, the more expensive it becomes the less chance people want to buy it.OK, but that's not the whole story. Sometimes the demand for a product can also be influenced by the price of other related products.First, there are other products called “substitute goods”. If products can be substituted for one another then, um, well, then they are called substitute goods. They are similar enough to be interchangeable. And, uh, the increase of price of one means the increase for the demand of the other. Like, uh, like butter and margarine. They are pretty much used for the same purposes. Margarine's butter's substitute and you can bake equally well with either. Well, when the price of butter goes up, it becomes less affordable, and so what do people do? They buy margarine instead, right? So, uh, you see, increase of the price of butter increases the demand for margarine. Now, another instance with the price of one product can influence the demand of another is, uh, is when you have two products that can’t be used without each other. Those products we call “compliment goods”. They compliment, or complete, each other, if you will. Like compact disks and compact disk players. You need both products in order to use either. So if the price of either product increases demand for both is likely to decrease. And if the price of the CD’s goes up, well, demand for them will do down, right? And because CD’s and CD player compliment each other, what will also happen is that the demand for CD player will go down, too." 托福TPO12口语Task6题目： Using the points and examples from the talk, explain how substitute goods and compliment goods influence demand for a particular product. 托福TPO12口语Task6满分范文： Sometimes the demand of a product can be influenced by the price of related product, and there're two types of those interrelated products. The first is called substitute goods, which means the two products can replace each other. So when the price of one goes up, the demand for the other goes up,too. Take butter and margarine. If the price of butter increases, and is therefore increasingly unaffordable for people, people will begin to buy more margarine, which means the demand for margarine goes up. Another is complement products. That is, either one of the two products can not be used until with the other. For example, compact disc and disc player arecomplement product, and you cannot use compact disc without a player. The demand for both will decrease if either of them becomes more expensive. For instance, if the price of CD increases, the demand of CD player will go down. (152 words) 以上是给大家整理的托福TPO12口语Task6听力文本+题目+满分范文，希望对你有所帮助!。
托福TPO1-31听力原文文本【最新修订版】
智课网TOEFL备考资料托福TPO1-31听力原文文本【最新修订版】摘要：托福TPO1-31听力原文文本【最新修订版】!为帮助大家更好的使用托福听力TPO资料，小编今天特给出最新修订版内容，让大家了解最新的考试内容，这是完整的托福TPO1-31听力原文文本还有音频资料哦!托福 TPO1-31听力原文文本【最新修订版】!为帮助大家更好的使用托福听力 TPO资料，小编今天特给出最新修订版内容，让大家了解最新的考试内容，这是完整的托福TPO1-31听力原文文本还有音频资料哦!TPO1Conversation 1NarratorListen to part of a conversation between a student and a librarian.StudentHi, um…, I really hope you can help me.LibrarianThat’s why I’m here. What can I do for you?StudentI’m supposed to do a literature review for my psychology course, but I’m… having a hard time finding articles. I don’t even know where to start looking.LibrarianYou said this is for your psychology course, right? So your focus is on …StudentDream Interpretation.LibrarianWell, you have a focus, so that’s already a good start. Hmmm… well, there’re a few things… oh wait… have you checked to see if your professor put any materials for you to look at on reserve?Studentifferent journals.Librarian针对大家托福听力提分困难的复习处境，小马有开发出模拟托福听力考场环境的托福听力APP,小马托福听力APP中涵盖了TPO1-34听力真题全部内容的，答案解析应有尽有。
【托福听力备考】托福TPO1听力文本——Lecture 3
【托福听力备考】托福TPO1听力文本——Lecture 3TPO，即TOEFL PracticeOnline，是托福备考考生的圣经。
TPO都是ETS之前考过的真题，对于考生考前模拟和复习具有很大的价值。
将TPO练懂练透十分有助于在真正的托福考场上从容应对考试，取得高分。
Lecture 3 ArcheologyListen to part of a lecture in archeology classProfessor：OK, we’ve been talking about early agriculture in the near east. So let’sconcentrate on one site and see what we can learn from it. Let’s look atCatalhoyuk. Um… I’d better write that down. Catalhoyuk, that’s about as close aswe get in English. It’s Turkish, really. The site’s in modern day Turkey, andwho knows what the original inhabitants called it. Anyway, uh…Catalhoyuk wasn’tthe first agricultural settlement in the near east, but it was pretty early,settled about 9,000 years ago in the Neolithic period. And ... um... thesettlement...uh...town really, lasted about a thousand years and grew to a sizeof about eight or ten thousand people. That certainly makes it one of thelargest towns in the world at that time.One of the things that make the settlement of this size impressive is thetime period. It’s the Neolithic, remember, the late Stone Age. So the peoplethat lived there had only stone tools, no metals. So everything theyaccomplished, like building this town, they did with just stone, plus wood,bricks, that sort of thing. But you got to remember that it wasn’t just anystone they had, they had obsidian. And um... obsidian is a black, volcanic, well, almost like glass. It flakes very nicely into really sharp points. The sharpest tools of the entire Stone Age were made of obsidian. And uh... the people of Catalhoyuk got theirs from further inland, from central Turkey, traded for it, probably.Anyway, what I wanna focus on is the way the town was built. The houses are all rectangular, one storey, made of sun-dried bricks. But what’s really interesting is that there are no spaces between them, no streets in other words, and so generally no doors on the houses either. People walked around on the roofs and entered the house through a hatchway on the roof, down a wooden ladder. You can still see the diagonal marks of the ladders in the plaster onthe inside walls. Once you were in the house, there would be one main room and acouple of small rooms for storage. The main room had the hearths, for cooking and for heat. It would’ve been pretty cold during the winters. And it also looks like they made their tools near the fire. There tends to be a lot of obsidian flakes and chips in the hearth ashes, but no chimney. The smoke just went out the same hatchway that people used for going in and out themselves. So there would have been an open fire inside the house with only one hole in the roof to let the smoke out. You and I would have found it a bit too smoky in there. You can see on the walls, which they plastered and decorated with paintings. Theyended up with a layer of black soot on them, and so did people’s lungs. The bones found in the graves show a layer of soot on the inside of the ribs. And that’s another unusual feature of Catalhoyuk, the burial sites. The graves have all been found under the houses, right under the floors. And it maybe this burial custom that explains why the houses were packed in so tightly without streets. I mean, you might think it was for protection or something, but there has been no evidence found yet of any violent attack that would indicate that kind of danger. It maybe they wanted to live as near as possible to their ancestors’ graves and be buried near them themselves. But it makes a good point. Based on excavations, we can know the layout of the houses and the location of the graves, but we’re only guessing when we tried to say why they did it that way. That’s the way it is with archeology. You are dealing with the physical remains that people left behind. We have no sure access to what they thought and how they felt about things. I mean it’s interesting to speculate. And the physical artifacts can give us clues, but there is a lot we can’t really know. So, for instance, their art. They painted on the plastered walls and usually they painted hunting scenes with wild animals in them. Now they did hunt and they also raised cereal crops and kept sheep, but we don’t know why so many of the paintings are of hunting scenes. Was it supposed to have religious or magical significance? That’s the kind of thing we can only guess at based on clues. And hopefully, further excavation of Catalhoyuk will yield more clues.But we’ll probably never know for sure.。
剑桥12_听力test_1文本
剑桥12 test 1 section 1Hi. Can I help you?I'd like to find out if you have any excursions suitable for families.Sure. How about taking your family for a cruise?We have a steamship that takes passengers out several times a day. It's over 100 years old. That sounds interesting. How long is the trip?About an hour and a half.And don't forget to take pictures of the mountains.They're all around you when you're on the boat and they look fantastic.OK. And I assume there's a cafe or something on board?Sure. How old are your children?Er, my daughter's fifteen and my son's seven.Right. Well there are various things you can do once you've crossed the lake, to make a day of it.One thing that's very popular is a visit to the Country Farm.You're met off the boat by the farmer and he'll take you to the holding pens, where the sheep are kept.Children love feeding them!My son would love that. He really likes animals.Well, there's also a 40-minute trek round the farm on a horse, if he wants.Do you think he'd manage it? He hasn't done that before.Sure. It's suitable for complete beginners. Ah, good.And again, visitors are welcome to explore the farm on their own, as long as they take care to close gates and so on.There are some very beautiful gardens along the side of the lake which also belong to the farm.They'll be just at their best now.You could easily spend an hour or two there.OK.Well that all sounds good. And can we get lunch there?You can, and it's very good, though it's not included in the basic cost.You pay when you get there. Right.So is there anything else to do over on that side of the lake?Well, what you can do is take a bike over on the ship and then go on a cycling trip.There's a trail there called the Back Road.You could easily spend three or four hours exploring it and the scenery's wonderful.They'll give you a map when you get your ticket for the cruise-there's no extra charge. What's the trail like in terms of difficulty?Quits challenging in places. It wouldn't be suitable for your seven-year-old.It needs someone who's got a bit more experience.Hmm. Well, my daughter loves cycling and so do I, so maybe the two of us could go, and my wife and son could stay on the farm.That might work out quite well.But we don't have bikes here...Is there somewhere we could rent them?Yes, there's a place here in the city. It's called Ratchesons.I'll just make a note of that- er, how do you spell it?R-A-T-C-H-E-S-0-N-S. It's just by the cruise ship terminal. OK.You'd also need to pick up a repair kit for the bike from there to take along with you,and you'd need to take along a snack and some water.It'd be best to get those in the city.Fine. That shouldn't be a problem.And I assume I can rent a helmet from the bike place?Sure, you should definitely get that.It's a great ride, but you want to be well prepared because it's very remote.You won't see any shops round there, or anywhere to stay, so you need to get back in time for the last boat.Yeah. So what sort of prices are we looking at here?Let's see, that'd be one adult and one child for the cruise with farm tour, that's $117,and an adult and a child for the cruise only so that's $214 dollars altogether.Oh, wait a minute, how old did you say your daughter was? Fifteen.Then I'm afraid it's $267 because she has to pay the adult fare, which is $75 instead of the child fare which is $22- sorry about that.That's okay. Er, so how do...Section2Good morning everyone. My name's Joy Perkins and I'm the restaurant manager.And I understand that none of you've had any previous experience as kitchen assistants. Well, you might be feeling a bit nervous now, but most of our kitchen assistants say they enjoy the work.OK, they might get shouted at sometimes, but it's nothing personal,and they're pleased that they have so many different things to do, which means they never get bored.And I'll tell you straightaway that if you do well, we might think about moving you up and giving you some more responsibility.Right, well, you've all shown up on time, which is an excellent start.Now I'm glad to see none of you have unsuitable footwear,so that's good - you need to be careful as the floors can get very wet and slippery.Those of you with long hair have got it well out of the way,but some of you will need to remove your rings and braceletsjust put them somewhere safe for today, and remember to leave them at home tomorrow, as they can be a safety hazard.Now it's going to be a busy day for you all today - we don't have any tables free for this evening, and only a few for lunch.Fortunately we've got our head chef back - he was away on holiday all last week which meant the other chefs had extra work.Now, I'll tell you a bit more about the job in a minute but first, some general regulations.For all of you, whatever your age, there's some equipment you mustn't use until you've been properly trained,like the waste disposal system for example, for health and safety reasons.Then I think there are two of you here are under 18 - that's Emma and Jake, isn't it? Right, so for you two, the meat slicer is out of bounds.And of course none of you are allowed to use the electric mixer until you've been shown how it works.Now you may have heard that this can be a stressful job, and I have to say that can be true. You'll be working an eight-hour day for the first week,though you'll have the chance to do overtime after that as well if you want to.But however long the hours are, you'll get a break in the middle.What you will find is that you're on your feet all day long, lifting and carrying, so if you're not fit now you soon will be!You'll find you don't have much chance to take it easywhen someone tell you to do something you need to do it straightawaybut at least we do have a very efficient air conditioning system compared with some kitchens.Now let me tell you about some of the people you need to know.So as I said, I'm Joy Perkins and I decide who does what during the day and how long they work for.I'll be trying to get you to work with as many different people in the kitchen as possible,so that you learn while you're on the job.One person whose name you must remember is David Field.If you injure yourself at all, even if it's really minor,you must report to him and he'll make sure the incident is recorded and you get the appropriate treatment.He's trained to give basic treatment to staff himself, or he'll send you off somewhere else if necessary.Then there's Dexter Wills - he's the person you need to see if you smash a plate or something like that.Don't just leave it and hope no one will noticeit's really important to get things noted and replaced or there could be problems later.And finally, there's Mike Smith.He is a member of staff who takes care of all the stores of perishables,so if you notice we're getting low in flour or sugar or something, make sure you let him know so he can put in an order.OK, now the next thing...Section 3OK, Stewart. We need to start planning our paper on public libraries.Have you thought of an angle yet?Well, there's so much we could look into.How libraries have changed over the centuries, for instance, or how different countries organise them.What do you think, Trudie?Maybe we should concentrate on this country, and try and relate the changes in libraries to external developments,like the fact that far more people can read than a century ago, and that the local population may speak lots of different languages.We could include something about changes in the source of funding, too.Yes, but remember we're only supposed to write a short paper, so it's probably best if we don't go into funding in any detail.Right. Well, shall we just brainstorm a few ideas, to get started?OK. We obviously need to look at the impact of new technology, particularly the internet.Now that lots of books have been digitalised, people can access them from their own computers at home.And if everyone did that, libraries would be obsolete.Yes. But the digitalised books that are available online for free are mostly out of copyright, aren't they?And copyright in this country lasts for 70 years after the author dies.So you won't find the latest best-seller or up-to-date information. That's an important point. Anyway, I find it hard to concentrate when I'm reading a long text on a screen.I'd much rather read a physical book. And it takes longer to read on a screen.Oh, I prefer it. I suppose it's just a personal preference.Mm. I expect that libraries will go on evolving in the next few years.Some have already become centres where community activities take place, like local clubs meeting there.I think that'll become even more common.I'd like to think so, and that they're still be serving their traditional function, but I'm not so sure.There are financial implications, after all.What I'm afraid will happen is that books and magazines will all disappear, and there'll just be rows and rows of computers.They won't look anything like the libraries we're used to.Well, we'll see.I've just had an idea.Why don't we make an in-depth study of our local public library as background to our paper? Yes, that'd be interesting, and raise all sorts of issues.Let's make a list of possible things we could ask about, then work out some sort of structure. For instance, um, we could interview some of the staff,and find out whether the library has its own budget, or if that's controlled by the local council. And what their policies are.I know they don't allow food, but I'd love to find out what types of noise they banthere always seems to be a lot of talking, but never music.I don't know if that's a policy or it just happens.Ah, I've often wondered.Then there are things like how the library is affected by employment laws.I suppose there are rules about working hours, facilities for staff, and so on.Right. Then there are other issues relating to the design of the building and how customers use it.Like what measures does the library take to ensure their safety?They'd need floor coverings that aren't slippery, and emergency exits, for instance.Oh, and another thing - there's the question of the kind of insurance the library needs to have, in case anyone gets injured.Yes, that's something else to find out.You know something I've often wondered? What's that?Well, you know they've got an archive of local newspapers going back years?Well, next to it they've got the diary of a well-known politician from the late 19th century.I wonder why it's there.Do you know what his connection was with this area?No idea. Let's add it to our list of things to find out.Oh, I've just thought - you know people might ask in the library about local organisations, like sports clubs?Well, I wonder if they keep a database, or whether they just look online.Right. I quite fancy finding out what the differences are between a library that's open to the public and one that's part of a museum,for example - they must be very different.Mmm. Then something else I'd like to know is...Section 4In public discussion of business, we take certain values for granted.Today I'm going to talk about four of them: collaboration, hard work, creativity and excellence.Most people would say they're all 'good things'.I'm going to suggest that's an over-simple view.The trouble with these values is that they're theoretical concepts, removed from the reality of day-to-day business.Pursue values by all means, but be prepared for what may happen as a result.They can actually cause damage, which is not at all the intention.Business leaders generally try to do the right thing.But all too often the right thing backfires, if those leaders adopt values without understanding and managing the side effects that arise.The values can easily get in the way of what's actually intended.OK. So the first value I'm going to discuss is collaboration. Er, let me give you an example. On a management training course I once attended,we were put into groups and had to construct a bridge across a stream, using building blocks that we were given.The rule was that everyone in the team had to move at least one building block during the construction.This was intended to encourage teamwork.But it was really a job best done by one person.The other teams tried to collaborate on building the structure and descended into confusion, with everyone getting in each other's way.Our team leader solved the challenge brilliantly.She simply asked everyone in the team to move a piece a few centimetres, to comply with the rule,and then let the person in the team with an aptitude for puzzles like this build it alone.We finished before any other team.My point is that the task wasn't really suited to team-working, so why make it one? Teamwork can also lead to inconsistency - a common cause of poor sales.In the case of a smartphone that a certain company launched,one director wanted to target the business market, and another demanded it was aimed at consumers.The company wanted both directors to be involved, so gave the product a consumer-friendly name, but marketed it to companies.The result was that it met the needs of neither group.It would have been better to let one director or the other have his way, not both.Now industriousness, or hard work.It's easy to mock people who say they work hard: after all, a hamster running around in a wheel is working hard - and getting nowhere.Of course hard work is valuable but only when properly targeted.Otherwise it wastes the resources that companies value most - time and energy.And that's bad for the organisation.There's a management model that groups people according to four criteria: clever, hardworking, stupid and lazy.Here 'lazy' means having a rational determination not to carry out unnecessary tasks.It doesn't mean trying to avoid work altogether.Most people display two of these characteristics, and the most valuable people are those who are both clever and lazy:they possess intellectual clarity, and they don't rush into making decisions.They come up with solutions to save the time and energy spent by the stupid andhard-working group.Instead of throwing more man-hours at a problem, the clever and lazy group looks for a more effective solution. Next we come to creativity.This often works well - creating an attention-grabbing TV commercial, for example, might lead to increased sales. But it isn't always a good thing.Some advertising campaigns are remembered for their creativity, without having any effect on sales.This happened a few years ago with the launch of a chocolate bar:subsequent research showed that plenty of consumers remembered the adverts, but had no idea what was being advertised.The trouble is that the creator derives pleasure from coming up with the idea,and wrongly assume the audience for the campaign will share that feeling.A company that brings out thousands of new products may seem more creative than a company that only has a few,but it may be too creative, and make smaller profits.Creativity needs to be targeted, to solve a problem that the company has identified.Just coming up with more and more novel products isn't necessarily a good thing.And finally, excellence.We all know companies that claim they 'strive for excellence', but it takes a long time to achieve excellence.In business, being first with a product is more profitable than having the best product.A major study of company performance compared pioneers - that is, companies bringing out the first version of a particular product with followers, the companies that copied and improved on that product. The study found that the pioneers commanded an average market share of 29 percent,while the followers achieved less than half that, only 13 percent - even though their product might have been better.Insisting on excellence in everything we do is time-consuming, wastes energy and leads to losing out on opportunities.Sometimes, second-rate work is more worthwhile than excellence.'Make sure it's excellent' sounds like a good approach to business, but the 'just get-started' approach is likely to be more successful.。
托福听力tpo56 lecture1、2、3 原文+题目+答案+译文
托福听力tpo56 lecture1、2、3 原文+题目+答案+译文Lecture1 (1)原文 (1)题目 (3)答案 (5)译文 (5)Lecture2 (7)原文 (7)题目 (9)答案 (11)译文 (12)Lecture3 (14)原文 (14)题目 (16)答案 (18)译文 (18)Lecture1原文NARRATOR: Listen to part of a lecture in an art history class.MALE PROFESSOR: OK, at the end of our last class I started to talk a little bit about a dominant movement in United States painting in the late 1940s and the 1950s. And I said that the artists involved shared a spirit of revolt against tradition and a belief in spontaneous freedom of expression. This significant art movement is known as Abstract Expressionism.Now, Abstract Expressionism is kind of hard to define, but it-it’s basically an attemptby the artist to convey meaning or feeling in an abstract way. So, the artists didn’t worry about whether they were painting familiar subject matter, like the kinds of things you’d see in the world around you. They’d paint...well, abstract things, on, ah, a huge canvas—which itself was a break from traditional technique. And it was common among artists to apply the paint to the canvas very rapidly and with great force. So let’s look at the work of the most famous American Abstract Expressionist, Jackson Pollock.There was nothing in Jackson Pollock’s training as an artist that suggested he would come to be seen as some sort of artistic revolutionary. In the 1930s he studied drawing and painting at the Art Students League, a popular art school in New York City. What he did later—in the 1940s—was a startling innovation. Jackson Pollock used a technique, the so called “pour and drip” technique, for which he is best known. He didn’t use the traditional easel—he laid his wall-size canvas flat on the floor, so he could move around it and work it from all sides. Then he poured and dripped his paint onto the canvas without touching it with a brush—just poured and dripped.Now, the physical movements involved in Pollock’s painting technique have led people to call it “action painting,” which almost suggests that the process of creating the painting, physically, was at least as important as the end product itself. In fact, people used to watch him work in his studio, dripping and pouring paint and other materials onto his canvases. This could make you think of Pollock’s work as being kind of like, wild or chaotic, or random. But the truth is that Pollock was in complete control of his materials and his paintings.Pollock’s pour and drip works were quite revolutionary, and at first they shocked the art world. Pollock used massive canvases. They seem more like portable murals than anything else. A good example of his technique is the painting “Autumn Rhythm,” which Pollock painted in 1950.“Autumn Rhythm,” at first glance looks like basically, just a whole lot of squiggly lines;rather bizarre, just like a bunch of pointless drips and swirls. But if you look closely, you see why it’s so admired.Beneath all the apparent chaos there’s really a very definite structure of lines, rhythms, and sensations that makes the whole piece work. Sheer randomness would not be nearly as visually appealing as this painting is. You need some structure, even if it’s not readily apparent.I’ve read some articles by other scholars who’ve, in their discussion of Pollock, um, some of them like to point out that he painted his canvases while looking down at them, since they were on the ground, as I said, but when we go to a museum, they’re up on a wall. They think this is significant because it makes our perspective different. But I mean...well, think of photography. We’ve all seen photos of the sky, the ground...meaning that the photographer was shooting from different angles. Does that mean that we should put a photo of the sky, on the ceiling? Of course not. It wouldn’t matter if you’re looking at it on a wall or in a photo album on your lap. And I think it’s the same with Pollock. It doesn’t matter from which angle we view his paintings. It’s OK that he painted on the floor and we look at it on the wall.But in spite of his work being shocking and even misunderstood at first, Pollock’s work became so influential in the development of Abstract Expressionism, that the artistic community started to shift its attention from Paris, which had been the center of the art world, to New York, where Pollock lived and worked. So Pollock’s breakthrough work helped move the focus of contemporary art, and that’s one of the measures of his greatness, really.题目1.Why does the professor discuss Jackson Pollock?A. To point out a common misconception about Abstract ExpressionismB. To help students understand the nature of Abstract ExpressionismC. To compare Pollock’s technique to that of other Abstract Expressionist paintersD. To defend Pollock and the Abstract Expressionists from criticism2.What point does the professor make about Jackson Pollock’s training as an artist?A. It motivated him to rebel against art he claimed was boring.B. It contrasted with the type of art he later created.C. It taught him how to paint using unconventional methods.D. It was very different from the type of training most artists receive.3.What were two features of Jackson Pollock’s painting technique?[Click on 2 answers.]A. He used walls as a painting surface.B. He painted the canvas while it was on the floor.C. He applied paint by pouring or dripping it.D. He allowed visitors at his studio to help with the painting.4.What is the professor’s attitude toward the term “action painting”?A. He thinks it correctly describes Pollack’s painting technique.B. He considers it less appropriate for Pollock than for other Abstract Expressionists.C. He believes that it represents the sense of movement displayed in Pollock’s paintings.D. He is pleased that contemporary critics rarely use the term.5.What feature of Autumn Rhythm does the professor imply is representative of Pollock’s works?A. It symbolizes the passage of time.B. It reveals a lack of control over emotions.C. It combines structure and the appearance of chaos.D. It combines tradition and innovation.6.Why does the professor discuss photography?A. To emphasize how different it is from paintingB. To make a point about its increasing popularity in New York’s art worldC. To show the extent of Pollock’s influenceD. To support his argument about the way people look at Pollock’s paintings答案B B BC A C D译文旁白：在艺术史课上听一部分讲座。
托福TPO1-30听力原文文本全集18 版整理
智课网TOEFL备考资料托福TPO1-30听力原文文本全集18 版整理摘要：托福TPO听力1-30听力原文文本全集1.8 版整理!大家都知道托福听力TPO试题都来源于历年考试机经，对于该试题内容的权威性和仿真性自不用说，为方便大家更深入的研究小编特给出了托福TPO听力1-30听力原文文本全集1.8 版资料，同学们可以好好练习一下。
托福 TPO听力1-30听力原文文本全集1.8 版整理!大家都知道托福听力 TPO试题都来源于历年考试机经，对于该试题内容的权威性和仿真性自不用说，为方便大家更深入的研究小编特给出了托福TPO听力1-30听力原文文本全集1.8 版资料，同学们可以好好练习一下。
1.Why does the student go to see the librarian? #To sign up for a seminar on using electronic sources for research #To report that a journal is missing from the reference area #To find out the procedure for checking out journal articles #To ask about how to look for resources for a class paper #2.What does the librarian say about the availability of journals and articles in the library? #They are not easy to find if a professor put them on reserve #Most of them are accessible in an electronic format #Most of them can be checked out for three weeks #Printed versions from the past three years are located in the reference section #3.What does the librarian suggest the student should do to save time? #Choose an easier research topic#Concentrate on five journals#Read the summaries of the articles first#Install a new program on her home computer#4.What can be inferred about why the woman decides to use the computer in the library?#She thinks she might need additional help from the man#She does not have a computer at home#She has to hand in her assignment by the end of the day#She will be meeting a friend in the library later on#5.Why does the woman say this #She had forgotten about the information#She is surprised she was not aware of the information#She is annoyed that the information was published only recently#She is concerned that the librarian gave her incorrect information针对大家托福听力提分困难的复习处境，小马有开发出模拟托福听力考场环境的托福听力APP,小马托福听力APP中涵盖了TPO1-34听力真题全部内容的，答案解析应有尽有。
托福听力Tpo真题——动物专题
托福听⼒Tpo真题——动物专题TPO Listening Exercises Subject: Animal SciencesYour Name:Your Class:TPO1 Lecture 412.What is the main topic of the lecture●The types of habitats marmots prefer●Methods of observing marmot behavior●Feeding habits of some marmot species●Differences in behavior between marmot species13.According to the case study, why are marmots ideal for observation●They do not hide from humans●They reside in many regions throughout North America●They are active in open areas during the day●Their burrows are easy to locate14.Drag the appropriate description of each marmot species' behavior to the box below the marmot's name Click on a phrase. Then drag it to the space where it belongs.One of the phrases will not be usedDisplays aggressive tendencies is family oriented says active during the winterOlympic Marmot Eastern Marmot15.What reason does the professor give for the difference in marmot behaviour patterns?●Type of food available●The size of the population●Interaction with other marmot species●Adaptations to the climate16.Why does the professor say this()●To inform the student that his definition is incorrect●To suggest that the student did not do the reading●To encourage the student to try again●To change the topic of discussion17.Why does the professor say this()●To express a similar concern●To encourage the student to explain what she means●To address the student's concern●To agree with the studentTPO4 Lecture 16. What is the lecture mainly about?A. Method s of observing unusual animal behavior.B. A theory about ways birds attract mates.C. Ways animals behave when they have conflicting drives.D. Criteria for classifying animal behaviors.7. Indicate whether each of the activities below describes a displacement activity.Click in the correct box for each phrase.Yes No An animal attacks the ground instead of itsenemy.An animal falls asleep in the middle of amating ritual.An animal eats some food when confronted byit enemy.An animal takes a drink of water aftergrooming itself.8. What does the professor say about disinhibition?A. It can prevent displacement activities from occurring.B. It can cause animals to act on more than one drive at a time.C. It is not useful for explaining many types of displacement activities.D. It is responsible for the appearance of seemingly irrelevant behavior.9. According to the lecture, what is one possible reason that displacement activities are often grooming behaviors?A. Grooming may cause an enemy or predator to be confused.B. Grooming is a convenient and accessible behavior.C. Grooming often occurs before eating and drinking.D. Grooming is a common social activity.10. Why does the professor mention the wood thrush?A. To contrast its displacement activities with those of other animals species.B. To explain that some animals display displacement activities other than groomingC. To point out how displacement activities are influenced by the environment.D. To five an example of a n animal that does not display displacementactivities.11. Replay: What does the professor mean when she says this?A. She is impressed by how much the student knows about redirecting.B. She thinks it is time to move on to the next part of this lectures.C. The student’s answer is not an example of a displacement activity.D. The student should suggest a different animal behavior to discuss next.TPO7 Lecture 210.what is the lecture mainly about?●How animals emit ultrasonic pulses●How bats use acoustical signals● A comparison of echolocation and radar●Variations among bats in the use of ultrasound11.why does the professor decide NOT to add more information to the diagram on the board?●She wants students to complete the diagram themselves as an assignment●She needs to look up some information in order to complete the diagram accurately●The additional information is not relevant to the topic that she wants to discuss next●Students already have the additional information in their textbook12.According to the professor, what are two ways in which a moth might react when it detects the presence of a bat? Click on 2 answers●The moth might stop beating its wings●The moth might emit high-frequency sounds●The moth might leave the area●The moth might change its color to match its surroundings13.What surprising information did a recent experiment reveal about lesser spear-nosed bats?●They filter out echoes from some types of trees●They can analyze echoes from stationary objects with complex surfaces●They cannot analyze "jagged" echoes●They cannot analyze echoes from certain types of small moving objects.14.According to the professor ,why does a pine tree produce a "smooth" echo?●Because it has a smooth trunk●Because it has large branches spaced at regular intervals●Because it has many small, densely packed needles●Because it remains stationary in all types of weather15.Why does the professor say this()●To answer a question that Carol asked●To correct a statement that Carol made●To praise Carol for an example that she gave●To give an example of a principle that Carol statedTPO8 Lecture 11.What is the main purpose of the lecture?A.To compare active habitat selection with passive habitat selectionB.To show that most habitat preferences in animals are learnedC.To compare the habitat requirements of several bird speciesD.To examine the consequences of habitat selection by animals2.What element of the lover’s habitat in California was threatened?A.The availability of foodB.The availability of waterC.The safety of nests from human activityD.The protection of nests from predatory birds3.What does the professor illustrate with the example of the blue warbler?A.The relationship between human activity and habitat lossB.The relationship between habitat and reproductive successC.The advantages of habitats with low vegetation densityD.The reproductive advantage that young warblers have over olderwarblers4.Why does the professor mention the population density of blackcaps intwo different habitats?A.To explain the similar reproductive rates in the two habitatsB.To explain the relation between a species’ population density and itsnesting behaviorC.To illustrate the advantages of a preferred habitat over a secondaryhabitatD.To illustrate the possible impact of making a poor habitat selection5.According to the professor, why did some blackcaps choose a secondaryhabitat?A.They were following a moving food supplyB.Their preferred habitat was taken over by another bird speciesC.Their nesting sites were disturbed by human activityD.Their preferred habitat became too competitive6.Listening again to part of the conversation. Then answer the question.What can be inferred about the professor when she says this?A.She realizes that she just contradicted a statement she made earlierB.She is about to discuss another aspect of the topicC.She thinks the answer to her question is obviousD.She wants students to recall a case that she has already discussed.TPO10 Lecture 16 What is the lecture mainly about○ Recent fossil evidence connecting whales and the hippopotamus○ Difficulties in the determining the evolutionary history of whales○ Similarities among ancient ancestors of whales○ Similarities between whales and other modern-day animals7 According to the professor, what three aspects of the Ambulocetus fossil make Ambulocetus a likely bridge between land mammals and sea mammals?Click on 3 answers○ It had an elongated skeletal structure○ It strongly resembled a modern hippopotamus○ It had an unusually kind and thin tail for a whale○ It had limbs that could have been used for walking○ Its skull had ear bones characteristic of land mammals8 According to the professor ,what does the discovery of Ambulocetus mean to researchers?○ It fills a gap in the fossil evidence for whale evolution○ It has become less significant since the discovery of Basilosaurus○ It call into doubt the theory that whale evolved from land mammals○It suggests that whales evolved more recently than was previously believed9 What evidence suggests that whale are descendants of the hippopotamus○ Similarities between hippopotamus fossils and the Ambulocetus fossil ○ Similarities in the genes of hippopotamuses and whales○Similarities in the habitats of modern hippopotamuses and ancient whales○ Similarities in the skeletal structures of modern hippopotamuses and ancient whales10 What is the professor's opinion about recent genetic studies relating to whale evolution?○ They solve a long-standing mystery involving fossil evidence○ They contain significant errors○ They present evidence that conflicts with fossil evidence.○The findings of the various studies should not have surprised researchers11.What does DNA evidence indicate about relationships among whales?○ All modern whales descend from sperm whales○Differences among toothed whales are less significant that was previously thought○ Not all toothed whales are closely related○Sperm whale are more closely related to killer whales than was previously thoughtTPO11 Lecture 12.what is the talk mainly about?●Various predators that threaten young birds●Various patterns of growth in young birds●One way that birds protect their young●One way that birds provide food for their young3.according to the lecture, what do birds usually do when putting on a distraction display?Click on 2 answers●They imitate another kind of animal●They fly in circles around their nest●They cover their nest with their wings●They pretend they are sick or injured4.according to the lecture,when do birds put on their most conspicuous distraction displays?●Just before they lay their eggs●Immediately after they have laid their eggs●Just before their young become independent●Immediately after young have left the nest5.why does the professor say this()●To introduce an explanation●To express uncertainty●To point out an error●To emphasize a point that should be obvious6.Why does the professor say this()●To explain the behavior of the predator●To emphasize that predators have excellent hunting skills●To state the purpose of birds' behavior●To emphasize the risks involved in a distraction display7.why does the professor say this()●To describe the behavior of an injured sandpiper●To give an example of a well-performed broken-wing display●To show why some sandpipers fail to distract predators●To distinguish the sandpiper's display from another kind of display TPO14 Lecture 2Part 31.What is the lecture mainly about?Difficulties animals have in regulating their body temperatures How people can affect animals’ microclimatesWays of identifying different types of microclimatesThe importance of microclimates to some animals2.What two factors does the professor say can affect a microclimate? Click on 2 answers.The size of the animal population in the areaThe number of other microclimates in the areaThe elevation of the land where the microclimate is located Human activity in the area where the microclimate is located3.What point does the professor make when she mentions squirrels? Studying squirrels has helped biologists identify different microclimates.Mammals have more than one way of regulating their bodytemperature.Smaller animals have more success than larger animals in adapting todifferent microclimates.Squirrels do not rely on microclimates as much as other mammals do.4.What does the professor imply the professor imply about reptiles andmicroclimates?Microclimates can be both helpful and harmful to reptiles.Microclimates are one of the many ways reptiles control their bodytemperature.Many reptiles position themselves in microclimates when waiting fortheir prey.Many reptiles spend most of their time in one type of microclimate.5.According to the professor, how do decomposing leaves affectmicroclimates?Decomposing leaves form layers that prevent sunlight from warmingthe ground below the leaves.Decomposing leaves insulate burrows, keeping the burrows cool.Decomposing leaves generate heat, creating a warm microclimate.Decomposing leaves bring moisture to dry microclimates.6.Listen again to part of the lecture. Then answer the question.Why does the student say this:To refer to a well-know misconception about reptilesTo indicate that he understands the professor’s explanationsTo provide an example that may be an exception to the professor’sstatementTo indicate that there is more than one explanation for a phenomenonTPO15 Lecture 429. Why does the professor discuss the exploration of hydrothermal vents?To show how the exploration helped researchers to determine the composition of ocean water.To show how the exploration challenged an assumption about biological communities.To compare two competing theories concerning chemosynthesis.To compare the life cycle of underwater plants to the life cycle of underwater animals.30. What are three of the conditions of water near hydrothermal vents that made researchers think they would not find living organisms there? Click on 3 answersExtreme heatExtreme pressureFast currentsLack of mineralsLack of sunlight31. What does the professor imply about the researchers’ reacti on to the biological community discovered on the ocean floor?They were surprised at the large variety of organisms living near hydrothermal vents.They were surprised to find any bacteria living without sunlight.They were disappointed at not finding any animal life.They could not agree on the significance of the data that they collected.32. According to the professor, what is the role of chemosynthesis in biological communities that are found hydrothermal vents?It enables organisms to convert hydrogen sulfide into food.It enables organisms to convert tiny amounts of light into energy.It enables organisms to withstand large amounts of carbon dioxide.It enables organisms to regulate their temperature.33. Why does the professor mention the bacteria that live inside a tube worm?To give an example of organisms that pose a threat to tube worms.To explain what provides the organic material that tube worms use for energy.To give an example of other organisms that can withstand extreme heat.To give an example of organisms that are involved in both chemosynthesis and photosynthesis.34. What does the professor imply when she says thisShe will review information from the assigned chapter.She will present additional information related to the assigned chapter. The quiz on the assigned chapter will be longer than other quizzes. The class has spent too much time on the assigned chapter.TPO16 Lecture 36. What is the lecture mainly about?A. Different foraging strategies among animals.B. Methods beavers use to gather building materials.C. Decisions beavers make about where to live.D. Choices beavers face when foraging.7. What differences between aspen trees and ash trees does the professor point out?A. Aspen trees are easier to transport.B. Aspen trees provide better wood for construction.C. Aspen trees provide less nutrition for beavers.D. Aspen trees have more overall value to beavers.8. What does the professor identify as the two central issues involved in beavers’ behavior? Click on 2 answers.A.How far from home to forage.B.How to cope with competition.C.What size tree to cut down.D.What time of year material for construction is available.9. What does the professor say about the cutting down of large trees?A. Beavers generally prefer cutting down large trees to small trees.B. Beavers generally do not travel long distances to cut down large trees.C. Beavers will not cut large trees of certain species.D. Beavers use large trees mainly for the purpose fo building shelters.10. According to the professor, why do beavers generally forage at night?A. Beavers are safe from predators if they forage at night.B. Foraging at night requires less energy than foraging in the daytime.C. Beavers stay with their offspring during the daytime.D. Beavers face less competition for food from other animals during the night.11. Why does the professor say this?A. To explain her reasoning.B. To indicate why her belief was wrong.C. To give an example of a decision beavers make.D. To explain the reason beavers travel far for wood.TPO17 Lecture 41.What is the lecture mainly about?A.Different kinds of color vision in sea animals.B.Differences in appearance between various species of octopus.C.Ways that octopuses attract their prey.D.Ways that octopuses protect themselves from predators.2.Why does the professor first mention Proteus?A.To explain how the octopus got its scientific name.B.To introduce the octopus’ exceptional abilities.C.To point out that the octopus played an important role in Greek mythology.D.To provide an example of a mythological character that was part animal and part human.3.How does an octopus change color to match the colors in its environment? Click on 2 answersA.By raising its papillae.B.By releasing colored ink.C.By reflecting light from its environment.D.By contracting the muscles around its chromatophores.4.What does the professor say about the function of the papillae?A.They produce dye in different colors.B.They propel the octopus through the water.C.They change the texture of the octopus’ skin.D.They help the octopus contract into a smaller shape.5.What two examples does the professor mention to describe the octopus’ ability to change its shape? Click on 2 answersA.A small round stoneB.The leaves of a plantC. A cloud of ink.D.A piece of coral.6.Why does the professor say this?A.To point out an error.B.To illustrate a point.C.To propose an explanation.D.To correct a misunderstanding.TPO 18 Lecture 429. What is the main purpose of the lecture?To explain the biological advantages of a physical change that occurs in North American wood frogsTo explain why the North American good frog's habitat range has expandedTo describe the functioning of the circulatory system of the North American wood frogTo introduce students to an unusual phenomenon affecting North American wood frogs30. Why does the professor first mention the arrival of spring?To encourage students to look for thawing wood frogsTo point out the time period when frogs begin matingTo explain why the class will soon be doing experiments with wood frogs To emphasize the speed of the thawing process 31. What happens to a wood frog as it begins to freeze?Blood is concentrated in the center of its body.Blood stops producing sugarWater moves out of its internal organs.Water from lust beneath the skin begins to evaporate32. What are two points the professor makes about the thawing process of the wood frog? Click on 2 answers.The thawing process is not fully understood.The thawing process takes longer than the freezing process.The frog's internal organs thaw before its outer skin thaws.Thawing occurs when the frog's heart begins pumping glucose through its body.33. What impact does freezing have on some thawed wood frogs?It increases their reproductive success.It decreases their life span.It causes them to be more vocal and active.It reduces their ability to recognize potential mates.34. What does the professor imply when she says this:She wants the student to clarify his question.She wants the student to draw his own conclusions.She thinks the student does not understand how car antifreeze worksShe thinks the student has misunderstood her pointTPO 20 Lecture 412. What is the lecture mainly about?Typical features of the snowshoe hare that do not result from adaptation Various strategies used by snowshoe hares to find food during the winter Characteristics that snowshoe hares have developed in response to their environment Interactions between snowshoe hares and human populations in the state of Maine13. According to the professor, wh at causes the snowshoe hare’s fur to begin turning white?A decrease in the hours that the Sun is up each dayA sudden drop in temperatureThe increasing amount of snow on the groundThe changing nature of the food supply14. Why might an early snowfall be a particularly dangerous time for the snowshoe hare?Its feet would not yet have grown to resemble snowshoes.Its babies would not yet be able to keep themselves warm.Its chances of being seen by a predator are much higher.It might not be able to locate where it stored its food supply.15. The professor implies that the snowshoe hare has an advantage over other animals because of its unusual feet. What is that advantage?It can reach food in higher locations better than its competitors.It can stay warm in cold weather longer than its competitors.It can outrun its predators in deep snow.It can dig under the snow to hide from its predators.16. The professor explains that the snowshoe hare’s food supply is available year-round. What does the availability of food allow the snowshoe hare to do?Store body fat for the cold monthsRemain lightweight through the winterGive birth during the winterGrow fur quickly during the first year after birth17. Why does the student say this:He wants to support the professor’s point with an example.He is grateful the professor has answered his question.The professor’s explanation contradicts his own experience.The professor may not believe he is telling the truth.TPO 21 Lecture 36. What is the lecture mainly about?Methods of analyzing toxic proteins in snake venomInsights about snake evolution provided by venom analysisHow snake venom differs from lizard venomWhy colubrids are considered nonvenomous snakes7. Why does the professor review information about the classification of snakes that students probably learned in previous courses?To determine whether the students have enrolled in the appropriate courseTo stress the usefulness of the classification system for studentsTo present assumptions that have recently been challengedTo give an example of a method that she will explain in greater detail8. According to the professor, what is a major weakness of the classification system that is based on animals' physical characteristics?It can show the relationships only among a small number of animal species.It requires technology that is not widely available.It cannot account for characteristics that first appeared in the recent geologic past.It cannot determine whether similar characteristics developed in similar ways.9. According to the professor, in what way do colubrid snakes differ from other venomous snakes?Colubrids did not evolve from lizards.Colubrids do not use venom to catch their prey.The front teeth of colubrids are much larger than those of other venomous snakes.Colubrids produce a much stronger type of venom than other venomous snakes do.10. Why does the professor mention the brown tree snake?To support a hypothesis about the evolution of constrictor snakesTo support a hypothesis that venomous snakes evolved from constrictor snakesTo give an example of a snake species that was never venomousTo give an example of a type of snake that can change its color11. What is the professor's attitude toward the results from medical research on snake venom proteins?She is enthusiastic about the drugs that have been tested to date.She is concerned about the side effects of drugs created from snake venom proteins.She doubts that the DNA database will be useful in developing new drugs.She thinks it is too early to tell how successful the research will be.TPO 22 Lecture 323. What is the lecture mainly about'?A proposal to identify all the animals that became extinct dining the Pleistocene epochA strategy for reintroducing native plants to an ecosystemA process for identifying alternative habitats for large animalsA proposal to re-create features of ecosystems of the Pleistocene epoch24. According to the professor, what are the two main goals of Pleistocene rewinding? Click on 2 answersTo restore some evolutionary processes that ended during the Pleistocene epochTo help prevent the extinction of certain species of mega faunaTo increase populations of native animal species in the western United StatesTo create a living laboratory where animal interactions can be observed25. According to the professor, how did the American cheetah influence the pronghorn antelope during the Pleistocene epoch?The cheetah prevented the antelope's population from growing too large.The cheetah was a factor in the development of the antelope's speed.The cheetah dispersed the seeds of plants that the antelope needed to survive.The cheetah caused the antelope to migrate out of the western United States.26. What point does the professor make when she discusses the maclura tree?The feeding habits of large animals could help revive some diminishing plant species.The climate has changed in North America since the Pleistocene epoch Mass extinctions of animals are generally preceded by mass extinctions of plants.The maclura tree has changed very little since the Ice Age.27. Why does the professor say that plants and small animals have continued to evolve since the Pleistocene?To indicate why the western United States is well suited for Pleistocene rewildingTo suggest a way to balance an ecosystem using Pleistocene rewildingTo identify a potential problem with the Pleistocene rewilding conceptTo explain how the idea for Pleistocene rewilding came about28. What does the professor mean when she says this:Pleistocene rewilding has been tried before without successPleistocene rewilding should be tried with just a few speciesPleistocene rewilding has already been thoroughly researchedPleistocene rewilding is another form of human interference.PO 23 Lecture 323. What is the lecture mainly about?Parts of the dolphin’s anatomy that allow it to navigateTwo different types of communication used by dolphinsThe way that dolphins store air while swimming underwaterThe meanings of different signals used by dolphins24. Why does the professor discuss the speed at which sound travels?To describe why sounds made under water can travel long distancesTo show why a person cannot hear a dolphin well when it is under water To compare the speed of two different sounds made by dolphinsTo explain how sound waves behave when crossing from one medium into another25. What is the dolphin's melon?An oval-shaped bone that lets the dolphin hear soundsAn organ made of fat tissue that helps a dolphin send sound wavesAn air-filled cavity that lets the dolphin breathe underwaterAn organ filled with water that helps the dolphin measure depth26. What is the dolphin's jaw able to do?Send rapid clicking sounds into waterIncrease the speed of soundsReceive sound waves that have reflected off objectsForce water through the nasal sacs and out the blowhole27. How does the professor organize the information in the lecture?By describing a phenomenon and the physical structures that make itpossibleBy describing several of the d olphin’s senses and their relative usefulness By contrasting how the dolphin makes two different types of soundsBy describing an old theory and then a new theory28. Why does the professor say this:To find out whether students are familiar with the lecture topicTo mention a related topic that will not be discussed in detailTo mention a common misconception about dolphin vocalizationsTo point out a primary function of dolphin blowholesTPO 24-66. What does the professor mainly discuss?Factors that affect successful crocodile communicationSome reasons for crocodile vocalizations。
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【托福听力备考】TPO12听力文本——Lecture 1众所周知，托福TPO材料是备考托福听力最好的材料。
相信众多备考托福的同学也一直在练习这套材料，那么在以下内容中我们就为大家带来托福TPO听力练习的文本，希望能为大家的备考带来帮助。
TPO12 Lecture 1 BiologyNarrator:Listen to part of a lecture in a Biology Class.ProfessorAs we learn more about the DNA in human cells and how it controls thegrowth and development of cells, then maybe we can explain a very importantobservation, that when we try to grow most human cells in a laboratory, theyseem programmed to divide only a certain number of times before they die.Now this differs with the type of cell. Some cells, like nerve cells, onlydivide seven to nine times in their total life. Others, like skin cells, willdivide many, many more times. But finally the cells stop renewing themselves andthey die. And in the cells of the human body itself, in the cells of everyorgan, of almost every type of tissue in the body, the same thing will happeneventually.OK, you know that all of a person’s genetic information is contained onvery long pieces of DNA called Chromosomes. 46 of them are in the human cells,that’s 23 pairs of these Chromosomes of various lengths and sizes.Now if you’ll look at this rough drawing of one of them, one Chromosomeabout to divide into two. You see that it sort of looks like, well actually it’smuch more complex than this, but it reminds us a couple of springs linkedtogether, two coiled up pieces of DNA. And if you stretch them out you will find they contain certain genes, certain sequences of DNA that help determine how the cells of the body will develop. When researchers look really carefully at the DNA in Chromosomes though, they were amazed, we all were, to find that only afraction of it, maybe 20-30%, converts into meaningful genetic information. It’sincredible; at least it was to me. But if you took away all the DNA that codes for genes, you still have maybe 70% of the DNA left over. That’s the so-called JUNK DNA. Though the word junk is used sort of tongue-in-cheek.The assumption is that even if this DNA doesn’t make up any of the genes, it must serve some other purpose. Anyway, if we examine these ends of these coils of DNA, we will find a sequence of DNA at each end of every humanChromosome, called a telomere.Now a telomere is a highly repetitious and genetically meaningless sequenceof DNA, what we were calling JUNK DNA. But it does have an important purpose; itis sort of like the plastic tip on each end of a shoelace. It may not help you tie your shoe but that little plastic tip keeps the rest of the shoelace, the shoe string from unraveling into weak and useless threads. Well, the telomeres at the ends of Chromosomes seem to do about the same thing--- protect the genes, the genetically functional parts of the Chromosome, from being damaged. Every time the Chromosome divides, every time one cell divides into two. Pieces of theends of the Chromosome, the telomeres, get broken off. So after each division,the telomeres get shorter and one of the things that may happen after a while isthat pieces of the genes themselves get broken off the Chromosomes. So the Chromosome is now losing important genetic information and is no longerfunctional. But as long as the telomeres are a certain length, they keep this from happening. So it seems that, when the, by looking at the length of the telomeres on specific Chromosomes, we can actually predict pretty much how long certain cells can successfully go on dividing.Now, there are some cells that just seem to keep on dividing regardless, which may not always be a good thing if it gets out of control.But when we analyze these cells chemically, we find something veryinteresting, a chemical in them, an enzyme called telomerase. As bits of the telomere break off from the end of the Chromosome, this chemical, thistelomerase can rebuild it, can help reassemble the protective DNA, the telomere that the Chromosome has lost. Someday we may be able to take any cell and keep it alive functioning and reproducing itself essentially forever through the use of telomerase. And in the future we may have virtually immortal nerve cells and immortal skin cells or whatever, because this chemical, telomerase, can keep the telomeres on the ends of Chromosomes from getting any shorter.希望这些对你的托福备考有帮助，预祝大家托福考试能取得理想成绩。