托福TPO12阅读Passage1原文文本+题目+答案解析

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托福TPO真题阅读答案解析

托福TPO真题阅读答案解析

托福TPO真题阅读答案解析托福TPO真题阅读答案解析只有愚者才等待机会,而智者则造就机会。

下面是店铺为大家搜索整理的托福TPO真题阅读答案解析,希望大家能有所收获,l 答案及题目解析Key:1.B2.A3.C4.C5.A6.B7.D8.D9.B10.C 11.D 12.B 13-14.125题目解析:1. In paragraph 1, what does the author say about the presence of a blowhole in cetaceans?(Factual Information Question)A.It clearly indicates that cetaceans are mammals.B.It cannot conceal the fact that cetaceans are mammals.C.It is the main difference between cetaceans and land-dwelling mammals.D.It cannot yield clues about the origins of cetaceans.相关原句:Their streamlined bodies, the absence of hind legs, and the presence ofa fluke and blowhole cannot disguise their affinities with land dwelling mammals.(Paragraph 1)本题解析:cannot disguise…意为“不能掩盖…”,因此“the presence of blowhole cannot disguise their affinities with land dwelling mammals”意思是“具有blowhol(出气孔)并不能掩盖这一事实:鲸类动物和陆栖哺乳动物有姻亲关系(affinities)”;B选项中cannot concea(不能隐藏)l恰好与 cannot disguise相吻合,并指出鲸类动物是哺乳动物的事实,因此选择B。

托福TPO13阅读Passage1原文文本+题目+答案解析

托福TPO13阅读Passage1原文文本+题目+答案解析

托福TPO13阅读Passage1原文文本+题目+答案解析为了帮助大家高效备考托福,为大家带来托福TPO13阅读Passage1原文文本+题目+答案解析,希望对大家备考有所帮助。

▉托福TPO13阅读Passage1原文文本:Types of Social GroupsLife places us in a complex web of relationships with other people. Our humanness arises out of these relationships in the course of social interaction. Moreover, our humanness must be sustained through social interaction—and fairly constantly so. When an association continues long enough for two people to become linked together by a relatively stable set of expectations, it is called a relationship.People are bound within relationships by two types of bonds: expressive ties and instrumental ties. Expressive ties are social links formed when we emotionally invest ourselves in and commit ourselves to other people. Through association with people who are meaningful to us, we achieve a sense of security, love, acceptance, companionship, and personal worth. Instrumental ties are social links formed when we cooperate with other people to achieve some goal. Occasionally, this may mean working with instead of against competitors. More often, we simply cooperate with others to reach some end without endowing the relationship with any larger significance.Sociologists have built on the distinction between expressive and instrumental ties to distinguish between two types of groups: primary and secondary. A primary group involves two or more people who enjoy a direct, intimate, cohesive relationship with one another. Expressive ties predominate in primary groups; we view the people as ends in themselves and valuable in their ownright. A secondary group entails two or more people who are involved in an impersonal relationship and have come together for a specific, practical purpose. Instrumental ties predominate in secondary groups; we perceive people as means to ends rather than as ends in their own right. Sometimes primary group relationships evolve out of secondary group relationships. This happens in many work settings. People on the job often develop close relationships with coworkers as they come to share gripes, jokes, gossip, and satisfactions.A number of conditions enhance the likelihood that primary groups will arise. First, group size is important. We find it difficult to get to know people personally when they are milling about and dispersed in large groups. In small groups we have a better chance to initiate contact and establish rapport with them. Second, face-to-face contact allows us to size up others. Seeing and talking with one another in close physical proximity makes possible a subtle exchange of ideas and feelings. And third, the probability that we will develop primary group bonds increases as we have frequent and continuous contact. Our ties with people often deepen as we interact with them across time and gradually evolve interlocking habits and interests.Primary groups are fundamental to us and to society. First, primary groups are critical to the socialization process. Within them, infants and children are introduced to the ways of their society. Such groups are the breeding grounds in which we acquire the norms and values that equip us for social life. Sociologists view primary groups as bridges between individuals and the larger society because they transmit, mediate, and interpret a society's cultural patterns and provide the sense of oneness so critical for social solidarity.Second, primary groups are fundamental because they provide the settings in which we meet most of our personal needs. Within them, we experience companionship, love, security, and an overall sense of well-being. Not surprisingly, sociologists find that the strength of a group's primary ties has implications for the group's functioning. For example, the stronger the primary group ties of a sports team playing together, the better their record is.Third, primary groups are fundamental because they serve as powerful instruments for social control. Their members command and dispense many of the rewards that are so vital to us and that make our lives seem worthwhile. Should the use of rewards fail, members can frequently win by rejecting or threatening to ostracize those who deviate from the primary group's norms. For instance, some social groups employ shunning (a person can remain in the community, but others are forbidden to interact with the person) as a device to bring into line individuals whose behavior goes beyond that allowed by the particular group. Even more important, primary groups define social reality for us by structuring our experiences. By providing us with definitions of situations, they elicit from our behavior that conforms to group-devised meanings. Primary groups, then, serve both as carriers of social norms and as enforcers of them.Paragraph 1: Life places us in a complex web of relationships with other people. Our humanness arises out of these relationships in the course of social interaction. Moreover, our humanness must be sustained through social interaction—and fairly constantly so. When an association continues long enough for two people to become linked together by a relatively stable set of expectations, it is called a relationship.▉托福TPO13阅读Passage1题目:1. The word “complex” in the passage is closest in meaning to○ delicate○ elaborate○ private。

12月12日托福阅读真题

12月12日托福阅读真题

12月12日托福阅读真题12月12日托福阅读第一篇主要内容:讲learning standard test set,就是如何测试不同种类动物的intelligence。

不同物种的智商不一样。

人们很想知道动物的智商和人类有什么不同,遇事通过动物学习能力来检测。

前三段都是讲的这个test是怎么操作的。

最先举的例子好像是猴子和什么,做的对比实验。

第一次让它从三角形和长方形里选,选三角形就给奖励,选正方形就不给;第二次从圆形和多边形里选,依旧是选圆形给奖励,选择多边形不给。

后面不断变化通过大量实验来看这种动物的improvements,就比如这种动物在进行第几十次测试时正确率增加了多少。

一种猴子经过了三十次测试正确率就达到百分之九十了,然后这个测试的结果表明智商高的动物大脑也大。

于是大家都觉得可以参考。

后面三段都在反驳这个方法不可取。

又举了一个澳大利亚的mouse like的动物的例子,同样做类似上面的实验,第一次区分ab第二次区分黑白。

这种动物大脑很小但是测试结果很高,是因为他们生活在wide open areas,很容易被捕食者发现,他们要避免天地还要抓很敏捷的昆虫做实物,所以这方面能力很强。

然后这里有个句子简化题,大意是说动物的process different,不能说明学习能力,也不能用之前的实验来测试。

然后还说了海豚虽然做这个实验成绩很低,但是如果把visual的图形换成auditory的声音就会很好,所欲这个实验不可取是因为首先实验produce中很小的difference都会造成result的很大不同,而且这些difference 都是不可避免的。

其次,对某些动物不适用。

12月12日托福阅读第二篇主要内容:中世纪欧洲政府的变革。

宗教变得影响力越来越小,政府的管辖范围越来越大。

法国葡萄牙等一些国家创造了nation这个定义。

国家边界变得更清晰了。

荷兰和英国建立了parliament,具有立法权。

托福TPO1阅读文本及题目答案Part1

托福TPO1阅读文本及题目答案Part1

托福TPO1阅读文本及题目答案Part1托福TPO是我们托福阅读的重要参考资料,为了方便大家备考,下面小编给大家整理了托福TPO1阅读文本及题目答案Part1,希望大家喜欢。

托福TPO1阅读文本Part1TPO1 GroundwaterGroundwater is the word used to describe water that saturates the ground, filling all the available spaces. By far the most abundant type of groundwater is meteoric water; this is the groundwater that circulates as part of the water cycle. Ordinary meteoric water is water that has soaked into the ground from the surface, from precipitation (rain and snow) and from lakes and streams. There it remains, sometimes for long periods, before emerging at the surface again. At first thought it seems incredible that there can be enough space in the "solid" ground underfoot to hold all this water.The necessary space is there, however, in many forms. The commonest spaces are those among the particles-sand grains and tiny pebbles-of loose, unconsolidated sand and gravel. Beds of this material, out of sight beneath the soil, are common. They are found wherever fast rivers carrying loads of coarse sediment once flowed. For example, as the great ice sheets that covered North America during the last ice age steadily melted away, huge volumes of water flowed from them. The water was always laden with pebbles, gravel, and sand, known as glacial outwash, that was deposited as the flow slowed down.The same thing happens to this day, though on a smaller scale, wherever a sediment-laden river or stream emerges from a mountain valley onto relatively flat land, dropping its load as thecurrent slows: the water usually spreads out fanwise, depositing the sediment in the form of a smooth, fan-shaped slope. Sediments are also dropped where a river slows on entering a lake or the sea, the deposited sediments are on a lake floor or the seafloor at first, but will be located inland at some future date, when the sea level falls or the land rises; such beds are sometimes thousands of meters thick.In lowland country almost any spot on the ground may overlie what was once the bed of a river that has since become buried by soil; if they are now below the water's upper surface (the water table), the gravels and sands of the former riverbed, and its sandbars, will be saturated with groundwater.So much for unconsolidated sediments. Consolidated (or cemented) sediments, too, contain millions of minute water-holding pores. This is because the gaps among the original grains are often not totally plugged with cementing chemicals; also, parts of the original grains may become dissolved by percolating groundwater, either while consolidation is taking place or at any time afterwards. The result is that sandstone, for example, can be as porous as the loose sand from which it was formed.Thus a proportion of the total volume of any sediment, loose or cemented, consists of empty space. Most crystalline rocks are much more solid; a common exception is basalt, a form of solidified volcanic lava, which is sometimes full of tiny bubbles that make it very porous.The proportion of empty space in a rock is known as its porosity. But note that porosity is not the same as permeability, which measures the ease with which water can flow through a material; this depends on the sizes of the individual cavities and the crevices linking them.Much of the water in a sample of water-saturated sediment or rock will drain from it if the sample is put in a suitable dry place. But some will remain, clinging to all solid surfaces. It is held there by the force of surface tension without which water would drain instantly from any wet surface, leaving it totally dry. The total volume of water in the saturated sample must therefore be thought of as consisting of water that can, and water that cannot, drain away.The relative amount of these two kinds of water varies greatly from one kind of rock or sediment to another, even though their porosities may be the same. What happens depends on pore size. If the pores are large, the water in them will exist as drops too heavy for surface tension to hold, and it will drain away; but if the pores are small enough, the water in them will exist as thin films, too light to overcome the force of surface tension holding them in place; then the water will be firmly held.Paragraph 1: Groundwater is the word used to describe water that saturates the ground, filling all the available spaces. By far the most abundant type of groundwater is meteoric water; this is the groundwater that circulates as part of the water cycle. Ordinary meteoric water is water that has soaked into the ground from the surface, from precipitation (rain and snow) and from lakes and streams. There it remains, sometimes for long periods, before emerging at the surface again. At first thought it seems incredible that there can be enough space in the "solid" ground underfoot to hold all this water.托福TPO1阅读题目Part11. Which of the following can be inferred from paragraph 1 about the ground that we walk on?○It cannot hold rainwater for long periods of time.○It prevents most groundwater from circulating.○It has the capacity to store large amounts of water.○It absorbs most of the water it contains from rivers.2. The word "incredible" in the passage is closest in meaning to○confusing○comforting○unbelievable○interestingParagraph 2: The necessary space is there, however, in many forms. The commonest spaces are those among the particles-sand grains and tiny pebbles-of loose, unconsolidated sand and gravel. Beds of this material, out of sight beneath the soil, are common. They are found wherever fast rivers carrying loads of coarse sediment once flowed. For example, as the great ice sheets that covered North America during the last ice age steadily melted away, huge volumes of water flowed from them. The water was always laden with pebbles, gravel, and sand, known as glacial outwash, that was deposited as the flow slowed down.3. The word "out of sight" in the passage is closest in meaning to○far away○hidden○partly visible○discovered4. According to paragraph 2, where is groundwater usually found?○Inside pieces of sand and gravel○On top of beds of rock○In fast rivers that are flowing beneath the soil○In spaces between pieces of sediment5. The phrase "glacial outwash" in the passage refers to○fast rivers○glaciers○the huge volumes of w ater created by glacial melting○the particles carried in water from melting glaciersParagraph 3: The same thing happens to this day, though on a smaller scale, wherever a sediment-laden river or stream emerges from a mountain valley onto relatively flat land, dropping its load as the current slows: the water usually spreads out fanwise, depositing the sediment in the form of a smooth, fan-shaped slope. Sediments are also dropped where a river slows on entering a lake or the sea, the deposited sediments are on a lake floor or the seafloor at first, but will be located inland at some future date, when the sea level falls or the land rises; such beds are sometimes thousands of meters thick.6. All of the following are mentioned in paragraph 3 as places that sediment-laden rivers can deposit their sediments EXCEPT ○A mountain valley○Flat land○A lake floor○The seafloorParagraph 4: In lowland country almost any spot on the ground may overlie what was once the bed of a river that has since become buried by soil; if they are now below the water's upper surface (the water table), the gravels and sands of the former riverbed, and its sandbars, will be saturated with groundwater.7. The word "overlie" in the passage is closest in meaning to○ cover○ change○ se parate○ surroundParagraph 5: So much for unconsolidated sediments. Consolidated (or cemented) sediments, too, contain millions of minute water-holding pores. This is because the gaps among the original grains are often not totally plugged with cementing chemicals; also, parts of the original grains may become dissolved by percolating groundwater, either while consolidation is taking place or at any time afterwards. The result is that sandstone, for example, can be as porous as the loose sand from which it was formed.8. The phrase "So much for" in the passage is closest in meaning to○that is enough about○now let us turn to○of greater concern are○this is related to9. The word "plugged" in the passage is closet in meaning to○washed○dragged○filled up○soaked throughParagraph 6: Thus a proportion of the total volume of any sediment, loose or cemented, consists of empty space. Most crystalline rocks are much more solid; a common exception is basalt, a form of solidified volcanic lava, which is sometimes full of tiny bubbles that make it very porous.Paragraph 7: The proportion of empty space in a rock isknown as its porosity. But note that porosity is not the same as permeability, which measures the ease with which water can flow through a material; this depends on the sizes of the individual cavities and the crevices linking them.10. According to paragraphs 6 and 7, why is basalt unlike most crystalline forms of rock?○It is unusually solid.○It often has high porosity.○It has a low proportion of empty space.○It is highly permeable.11. What is the main purpose of paragraph 7?○To explain why water can flow through rock○To emphasize the large amount of empty space in all rock ○To point out that a rock cannot be both porous and permeable○To distinguish between two related properties of rockParagraph 9: The relative amount of these two kinds of water varies greatly from one kind of rock or sediment to another, even though their porosities may be the same. What happens depends on pore size. If the pores are large, the water in them will exist as drops too heavy for surface tension to hold, and it will drain away; but if the pores are small enough, the water in them will exist as thin films, too light to overcome the force of surface tension holding them in place; then the water will be firmly held.12. Which of the sentences below best expresses the essential information in the highlighted sentence in the passage? Incorrect choices change the meaning in important ways or leave out essential information.○Surface tension is not strong enough to retain drops of water in rocks with large pores but it strong enough to hold onto thin films of water in rocks with small pores.○Water in rocks is held in place by large pores and drains away from small size pores through surface tension.○Small pores and large pores both interact with surface tension to determine whether a rock will hold water as heavy drops or as a thin film.○If the force of surface tension is too weak to hold water in place as heavy drops, the water will continue to be held firmly in place as a thin film when large pores exist.Paragraph 8: Much of the water in a sample of water-saturated sediment or rock will drain from it if the sample is put in a suitable dry place. But some will remain, clinging to all solid surfaces. It is held there by the force of surface tension without which water would drain instantly from any wet surface, leaving it totally dry. The total volume of water in the saturated sample must therefore be thought of as consisting of water that can, and water that cannot, drain away.13. Look at the four squares [] that indicate where the following sentence could be added to the passage.What, then, determines what proportion of the water stays and what proportion drains away?Where would the sentence best fit?14. Directions: An introductory sentence for a brief summary of the passage is provided below. Complete the summary by selecting the THREE answer choices that express the most important ideas in the passage. Some sentences do not belong in the summary because they express ideas that are not presented in the passage or are minor ideas in the passage. This question is worth 2 points.Much of the ground is actually saturated with water.Answer choices○Sediments that ho ld water were spread by glaciers and are still spread by rivers and streams.○Water is stored underground in beds of loose sand and gravel or in cemented sediment.○The size of a saturated rock's pores determines how much water it will retain when the rock is put in a dry place.○Groundwater often remains underground for a long time before it emerges again.○Like sandstone, basalt is a crystalline rock that is very porous.○Beds of unconsolidated sediments are typically located at inland sites that were once underwater托福TPO1阅读答案Part1托福TPO1阅读答案:1. ○32. ○33. ○24. ○45. ○46. ○17. ○18. ○19. ○310. ○211. ○412. ○113. ○414. Sediments that hold water…Water is stored underground…The size of a saturated rock's…参考托福TPO1阅读翻译:地下水地下水是指渗入到地下并将所有岩石孔隙填满的水。

老托福阅读真题及答案:passage12

老托福阅读真题及答案:passage12

Among the species of seabirds that use the windswept cliffs of the Atlantic coast of Canada in the summer to mate, lay eggs, and rear their young are common murres,Atlantic puffins, black-legged kittiwakes, and northern gannets. Of all the birds on these cliffs, the black-legged kittiwake gull is the best suited for nesting on narrow ledges. Although its nesting habits are similar to those of gulls that nest on flat ground, there are a number of important differences related to the cliff-nesting habit. The advantage of nesting on cliffs is the immunity it gives from foxes, which cannot scale the sheer rocks, and from ravens and other species of gulls, which have difficulty in landing on narrow ledges to steal eggs. This immunity has beenfollowed by a relaxation of the defenses, and kittiwakes do not react to predators nearly as fiercely as do ground-nesting gulls. A colony ofBonaparte's gulls responds to the appearance of a predatory herring gull by flying up as a group with a clamor of alarm calls, followed by concerted mobbing, but kittiwakes simply ignore herring gulls, since they pose little threat to nests on cliffs. Neither do kittiwakes attempt to conceal their nest. Most gulls keep the nest area clear of droppings, and remove empty eggshells after the chicks have hatched, so that the location of the nest is not given away. Kittiwakes defecate over the edge of the nest, which keeps it clean, but this practice, as well as their tendency to leave the nest littered with eggshells, makes its location very conspicuous.On the other hand, nesting on a narrow ledge has its own peculiar problems, and kittiwake behavior has become adapted to overcome them. The female kittiwake sits when mating, whereas other gulls stand, so the pair will not overbalance and fall off the ledge. The nest is a deep cup, made of mud or seaweed, to hold the eggs safely, compared with the shallow scrape of other gulls, and the chicks are remarkably immobile until fully grown. They do not run from their nests whenapproached, and if they should come near to the cliff edge, they instinctively turn back.1. What aspect of the kittiwake gull does the passage mainly discuss(A) Its defensive behavior(B) It interactions with other gull species老托福阅读真题及答案: PASSAGE 12(C)Its nesting habits(D)Its physical difference from other gull species2.The word "rear" in line 2 is closest in meaning to(A)visit(B)watch(C)reverse(D)raise3.The word "scale" in line 8 is closest in meaning to(A)climb(B)avoid(C)approach(D)measure4.The word "immunity" in line 9 is closest in meaning to(A)distance(B)transition(C)protection(D)reminder5.Why is it difficult for ravens to steal the kittiwakes' eggs(A)The kittiwakes can see the ravens approaching the nest.(B)The ravens cannot land on the narrow ledges where kittiwakes nest.(C)The kittiwakes' eggs are too big for the ravens to carry.(D)The female kittiwakes rarely leave the nest.6.The author mentions that eggshells litter around the nests of kittiwakes in order to(A)demonstrate that kittiwakes are not concerned about predators(B)prove how busy kittiwakes are in caring for their offspring(C)show a similarity to other types of gulls(D)illustrate kittiwakes' lack of concern for their chicks7.According to the passage , it can be inferred that which of the following birds conceal their nest(A)Bonaparte's gulls(B)Atlantic puffins(C)Kittiwake gulls(D)Northern gannets8.The word "it" in line 17 refers to(A)location(B)edge(C)nest(D)practice9.The word "conspicuous" in line 18 is closest in meaning to(A)disordered(B)suspicious(C)noticeable(D)appealing10.The phrase "On the other hand" in line 19 is closest in meaning to(A)therefore(B)however(C)for example(D)by no means正确答案:CDACB AACCB外朗教育精品课程。

托福TPO24阅读Passage1原文文本+题目+答案解析

托福TPO24阅读Passage1原文文本+题目+答案解析

托福TPO24阅读Passage1原文文本+题目+答案解析为了帮助大家高效备考托福,为大家带来托福TPO24阅读Passage1原文文本+题目+答案解析,希望对大家备考有所帮助。

▉托福TPO24阅读Passage1原文文本:Lake WaterWhere does the water in a lake come from,and how does water leave it?Water enters a lake from inflowing rivers,from underwater seeps and springs,from overland flow off the surrounding land,and from rain falling directly on the lake surface.Water leaves a lake via outflowing rivers,by soaking into the bed of the lake,and by evaporation.So much is obvious.The questions become more complicated when actual volumes of water are considered:how much water enters and leaves by each route?Discovering the inputs and outputs of rivers is a matter of measuring the discharges of every inflowing and outflowing stream and river.Then exchanges with the atmosphere are calculated by finding the difference between the gains from rain,as measured(rather roughly)by rain gauges,and the losses by evaporation,measured with models that correct for the other sources of water loss.For the majority of lakes,certainly those surrounded by forests,input from overland flow is too small to have a noticeable effect.Changes in lake level not explained by river flows plus exchanges with the atmosphere must be due to the net difference between what seeps into the lake from the groundwater and what leaks into the groundwater.Note the word"net":measuring the actual amounts of groundwater seepage into the lake and out of the lake is a much more complicated matter than merely inferring their difference.Once all this information has been gathered,it becomespossible to judge whether a lake’s flow is mainly due to its surface inputs and outputs or to its underground inputs and outputs.If the former are greater,the lake is a surface-water-dominated lake;if the latter,it is a seepage-dominated lake.Occasionally,common sense tells you which of these two possibilities applies.For example,a pond in hilly country that maintains a steady water level all through a dry summer in spite of having no streams flowing into it must obviously be seepage dominated.Conversely,a pond with a stream flowing in one end and out the other,which dries up when the stream dries up,is clearly surface water dominated.By whatever means,a lake is constantly gaining water and losing water:its water does not just sit there,or,anyway,not for long.This raises the matter of a lake’s residence time.The residence time is the average length of time that any particular molecule of water remains in the lake,and it is calculated by dividing the volume of water in the lake by the rate at which water leaves the lake.The residence time is an average;the time spent in the lake by a given molecule(if we could follow its fate)would depend on the route it took:it might flow through as part of thefastest,most direct current,or it might circle in a backwater for an indefinitely long time.Residence times vary enormously.They range from a few days for small lakes up to several hundred years for large ones;Lake Tahoe,in California,has a residence time of 700 years.The residence times for the Great Lakes of North America,namely,Lakes Superior,Michigan,Huron,Erie,and Ontario,are,respectively,190,100,22,2.5,and 6 /doc/7b4002097.html,ke Erie’s is th elowest:although its area is larger than Lake Ontario’s,its volume is less than one-third as great because it is so shallow-less than20 meters on average.A given lake’s residence time is by no means a fixed quantity.It depends on the rate at which water enters the lake,and that depends on the rainfall and the evaporation rate.Climatic change(the result of global warming?)is dramatically affecting the residence times of some lakes in northwestern Ontario,Canada.In the period 1970 to 1986,rainfall in the area decreased from 1,000 millimeters to 650 millimeters per annum,while above-average temperatures speeded up the evapotranspiration rate(the rate at which water is lost to the atmosphere through evaporation and the processes of plant life).The result has been that the residence time of one of the lakes increased from 5 to 18 years during the study period.The slowing down of water renewal leads to a chain of further consequences;it causes dissolved chemicals to become increasingly concentrated,and this,in turn,has a marked effect on all living things in the lake.paragraph1:Where does the water in a lake come from,and how does water leave it?Water enters a lake from inflowing rivers,from underwater seeps and springs,from overland flow off the surrounding land,and from rain falling directly on the lake surface.Water leaves a lake via outflowing rivers,by soaking into the bed of the lake,and by evaporation.So much is obvious.▉托福TPO24阅读Passage1题目:1.The phrase So much in the passage refers to○the negative eff ects of overland flow,rain,and evaporation on river water levels○water that a lake loses to outflowing rivers,to the lakebed,and to evaporation○the importance of rivers to the maintenance of lake water levels○the information given about ways that water can enter or exit a lake。

托福tpo12综合写作题目解析

托福tpo12综合写作题⽬解析智课⽹TOEFL备考资料托福tpo12综合写作题⽬解析摘要:托福TPO是⼤家练习托福的⾸选必备资料,很多考⽣都拿这套资料进⾏练习,那么其实有很多考⽣都对⾥⾯的写作题⽬不是很明⽩,⽐如说TPO12,今天⼩编就为⼤家带来托福tpo12综合写作题⽬解析,我们⼀起来看看吧。

托福 TPO12中有很多的难点,这使很多考⽣都百思不得其解,不知道该怎么办,今天⼩编就为⼤家带来托福tpo12综合写作题⽬解析,对此部分不了解的考⽣赶紧看过来啦。

TPO 12现在来看综合写作部分的阅读材料:Jane Austen (1775-1817) is one of the most famous of all English novelists, and today her novels are more popular than ever, with several recently adapted as Hollywood movies. But we do not have many records of what she looked like. For a long time, the only accepted image of Austen was an amateur sketch of an adult Austen made by her sister Cassandra. However, recently a professionally painted, full-length portrait of a teenage girl owned by a member of the Austen family has come up for sale. Although the professional painting is not titled Jane Austen, there are good reasons to believe she is the subject.中⽂:简·奥斯汀是最有名的英国⼩说家之⼀。

托福TPO12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TPO12听力Conversation1文本+题目+答案解析,希望对大家备考有所帮助。

托福TPO12听力Conversation1文本 Narrator: Listen to a conversation between a student and a professor. Student: So Professor Tibets, your notes said that you want to see me about my heavy-weight paper. I have to say that grade wasn’t what I was expecting. I thought I’d done a pretty good job. Professor: Oh, you did. But do you really want to settle for pretty good when you can do something very good? Student: You think it can be very good? Professor: Absolutely! Student: Would that mean you’d…I could get a better grade? Professor: Oh, sorry! It’s not for your grade. It's…I think you could learn a lot by revising it. Student: You mean, rewrite the whole thing? I really swamped. There’re deadlines wherever I turn in and… and I don’t really know how much time I could give it. Professor: Well, it is a busy time, with spring break coming up next week. It’s your call. But I think that with a little extra effort, you could really turn this into a fine essay. Student : No… yeah…I mean, after I read your comments, I...I can see how it tries to do too much. Professor: Yeah. It’s just too ambitious for the scope of the assignment. Student: So I should cut out the historical part? Professor: Yes. I would just stick to the topic. Anything unrelated to the use of nature image has no place in the paper, all that tangential material just distraction from the main argument. Student: Yeah, I never know how much to include. You know…where to draw the line? Professor: Tell me about it! All writers struggle with that one. But it’ssomething you can learn. That will become more clear with practice. But I think if you just cut out the…emm… Student: The stuff about history, but if I cut out those sections, won’t it be too short? Professor: Well, better a short well-structured paper than a long paper that’s poorly-structured and wanders off topic. Student: So all I have to do is to leave those sections? Professor: Well, not so fast. After you cut out those sections, you’ll have to go back and revise the rest, to see how it all fits together. And of course, you’ll have to revise the introduction too, to accurately describe what you do in the body of the paper. But that shouldn’t be too difficult. Just remember to keep the discussion focused. Do you think you can get it to me by noon tomorrow? Student: Wow…emm…I have so much…er…but I’ll try. Professor: OK, good! Do try! But if you can’t, well, shoot for after spring break, OK? 托福TPO12听力Conversation1题目 1.Why does the professor ask the man to come to her office? A. To check on the man’s progress on a paper he is writing B. To show the man techniques for organizing his time C. To encourage the man to revise a paper he wrote D. To clarify her comments on a paper the man wrote 2.Why does the man hesitate before agreeing to the professor’s request? A. He is not sure his effort would be successful. B. He feels overwhelmed by all his schoolwork C. He is unclear about what the professor wants his to do. D. He does not like to work on more than one assignment at a time.。

托福TPO1阅读Passage2原文文本+题目+答案解析

为了帮助大家高效备考托福,为大家带来托福TPO1阅读Passage2原文文本+题目+答案解析,希望对大家备考有所帮助。

▉托福TPO1阅读Passage2原文文本: The Origins of Theater In seeking to describe the origins of theater, one must rely primarily on speculation, since there is little concrete evidence on which to draw. The most widely accepted theory, championed by anthropologists in the late nineteenth and early twentieth centuries, envisions theater as emerging out of myth and ritual. The process perceived by these anthropologists may be summarized briefly. During the early stages of its development, a society becomes aware of forces that appear to influence or control its food supply and well-being. Having little understanding of natural causes, it attributes both desirable and undesirable occurrences to supernatural or magical forces, and it searches for means to win the favor of these forces. Perceiving an apparent connection between certain actions performed by the group and the result it desires, the group repeats, refines and formalizes those actions into fixed ceremonies, or rituals. Stories (myths) may then grow up around a ritual. Frequently the myths include representatives of those supernatural forces that the rites celebrate or hope to influence. Performers may wear costumes and masks to represent the mythical characters or supernatural forces in the rituals or in accompanying celebrations. As a people becomes more sophisticated, its conceptions of supernatural forces and causal relationships may change. As a result, it may abandon or modify some rites. But the myths that have grown up around the rites may continue as part of the group’s oral tradition and may even come to be acted out under conditions divorced from these rites. When this occurs, the first step has been taken toward theater as an autonomous activity, and thereafter entertainment and aesthetic values may gradually replace the former mystical and socially efficacious concerns. Although origin in ritual has long been the most popular, it is by no means the only theory about how the theater came into being. Storytelling has been proposed as one alternative. Under this theory, relating and listening to stories are seen as fundamental human pleasures. Thus, the recalling of an event (a hunt, battle, or other feat) is elaborated through the narrator’s pantomime and impersonation and eventually through each role being assumed by a different person. A closely related theory sees theater as evolving out of dances that are primarily pantomimic, rhythmical or gymnastic, or from imitations of animal noises and sounds. Admiration for the performer’s skill, virtuosity, and grace are seen as motivation for elaborating the activities into fully realized theatrical performances. In addition to exploring the possible antecedents of theater, scholars have also theorized about the motives that led people to develop theater. Why did theater develop, and why was it valued after it ceased to fulfill the function of ritual? Most answers fall back on the theories about the human mind and basic human needs. One, set forth by Aristotle in the fourth century B. C. , sees humans as naturally imitative—as taking pleasure in imitating persons, things, and actions and in seeing such imitations. Another, advanced in the twentieth century, suggests that humans have a gift for fantasy, through which they seek to reshape reality into more satisfying forms than those encountered in daily life. Thus, fantasy or fiction (of which drama is one form) permits people to objectify their anxieties and fears, confront them, and fulfill their hopes in fiction if not fact. The theater, then, is one tool whereby people define and understand their world or escape from unpleasant realities. But neither the human imitative instinct nor a penchant for fantasy by itself leads to an autonomous theater. Therefore, additional explanations are needed. One necessary condition seems to be a somewhat detached view of human problems. For example, one sign of this condition is the appearance of the comic vision, since comedy requires sufficient detachment to view some deviations from social norms as ridiculous rather than as serious threats to the welfare of the entire group. Another condition that contributes to the development of autonomous theater is the emergence of the aesthetic sense. For example, some early societies ceased to consider certain rites essential to their well-being and abandoned them, nevertheless, they retained as parts of their oral tradition the myths that had grown up around the rites and admired them for their artistic qualities rather than for their religious usefulness. ▉托福TPO1阅读Passage2题目: Question 1 of 14 The word “championed ” in the passage is closest in meaning to A. changed. B. debated. C. created. D. supported. Question 2 of 14 The word “attributes ” in the passage is closest in meaning to。

托福TPO真题阅读答案解析

托福TPO真题阅读答案解析在日常学习、工作生活中,我们最熟悉的就是阅读答案了,借助阅读答案我们可以更好地掌握此类题型的解题思路和方法。

你所了解的阅读答案是什么样的呢?下面是我为大家收集的托福TPO真题阅读答案解析,希望对大家有所帮助。

托福TPO真题阅读答案解析2My friend Matt and I arrived at the Activity Centre on Friday evening. The accommodation wasnt wonderful,but we had everything we needed (beds,blankets,food),and we were pleased to be out of the city and in the fresh air.On Saturday morning we met the other ten members of our group. Cameron had come along with two friends,Kevin and Simon,while sisters Carole and Lynn had come with Amanda. There were some other members I didnt know. We had come from different places and none of us knew the area.We knew we were going to spend the weekend outdoors,but none of us was sure exactly how. Half of us spent the morning caving while the others went rock-climbing and then we changed at lunchtime. Matt and I went to the caves first. Climbing out was harder than going in,but after a good deal of pushing,we were out at last. Though we werecovered with mud,we were pleased and excited by what wed done.根据短文内容,选择正确答案。

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¡¡¡¡ÎªÁ˰ïÖú´ó¼Ò¸ßЧ±¸¿¼Íи££¬Îª´ó¼Ò´øÀ´Íи£TPO12ÔĶÁPassage1Ô-ÎÄÎı¾+ÌâÄ¿+´ð°¸½âÎö£¬Ï£Íû¶Ô´ó¼Ò±¸¿¼ÓÐËù°ïÖú¡£¡¡¡¡¨ Íи£TPO12ÔĶÁPassage1Ô-ÎÄÎı¾£º¡¡¡¡Which Hand Did They Use?¡¡¡¡We all know that many more people today are right-handed than left-handed. Can one trace this same pattern far back in prehistory? Much of the evidence about right-hand versus left-hand dominance comes from stencils and prints found in rock shelters in Australia and elsewhere, and in many Ice Age caves in France, Spain, and Tasmania. When a left hand has been stenciled, this implies that the artist was right-handed, and vice versa. Even though the paint was often sprayed on by mouth, one can assume that the dominant hand assisted in the operation. One also has to make the assumption that hands were stenciled palm downward¡ªa left hand stenciled palm upward might of course look as if it were a right hand. Of 158 stencils in the French cave of Gargas, 136 have been identified as left, and only 22 as right; right-handedness was therefore heavily predominant.¡¡¡¡Cave art furnishes other types of evidence of this phenomenon. Most engravings, for example, are best lit from the left, as befits the work of right-handed artists, who generally prefer to have the light source on the left so that the shadow of their hand does not fall on the tip of the engraving tool or brush. In the few cases where an Ice Age figure is depicted holding something, it is mostly, though not always, in the right hand.¡¡¡¡Clues to right-handedness can also be found by other methods. Right-handers tend to have longer, stronger, and more muscular bones on the right side, and Marcellin Boule as long ago as 1911 noted the La Chapelle-aux-Saints Neanderthal skeleton had a right upper arm bone that was noticeably stronger than the left. Similar observations have been made on other Neanderthal skeletons such as La Ferrassie I and Neanderthal itself.¡¡¡¡Fractures and other cut marks are another source of evidence. Right-handed soldiers tend to be wounded on the left. The skeleton of a 40- or 50-year-old Nabatean warrior, buried 2,000 years ago in the Negev Desert, Israel, had multiple healed fractures to the skull, the left arm, and the ribs.¡¡¡¡Tools themselves can be revealing. Long-handed Neolithic spoons of yew wood preserved in Alpine villages dating to 3000 B.C. have survived; the signs of rubbing on their left side indicate that their users were right-handed. The late Ice Age rope found in the French cave of Lascaux consists of fibers spiraling to the right, and was therefore tressed by a righthander.¡¡¡¡Occasionally one can determine whether stone tools were used in the right hand or the left, and it is even possible to assess how far back this feature can be traced. In stone toolmaking experiments, Nick Toth, a right-hander, held the core (the stone that would become the tool) in his left hand and the hammer stone in his right. As the tool was made, the core was rotated clockwise, and the flakes, removed in sequence, had a little crescent of cortex (the core's outer surface) on the side. Toth's knapping produced 56 percent flakes with the cortex on the right, and 44 percent left-oriented flakes. A left-handed toolmaker would produce the opposite pattern. Toth has applied these criteria to the similarly made pebble tools from a number of early sites (before 1.5 million years) at Koobi Fora, Kenya, probably made by Homo habilis. At seven sites he found that 57 percent of the flakes were right-oriented, and 43 percent left, a pattern almost identical to that produced today.¡¡¡¡About 90 percent of modern humans are right-handed: we are the only mammal with a preferential use of one hand. The part of the brain responsible for fine control and movement is located in the left cerebral hemisphere, and the findings above suggest that the human brain was already asymmetrical in its structure and function not long after 2 million years ago. Among Neanderthalers of 70,000¨C35,000 years ago, Marcellin Boule noted that the La Chapelle-aux-Saints individual had a left hemisphere slightly bigger than the right, and the same was found for brains of specimens from Neanderthal, Gibraltar, and La Quina.¡¡¡¡Paragraph 1: We all know that many more people today are right-handed than left-handed. Can one trace this same pattern far back in prehistory? Much of the evidence about right-hand versus left-hand dominance comes from stencils and prints found in rock shelters in Australia and elsewhere, and in many Ice Age caves in France, Spain, and Tasmania. When a left hand has been stenciled, this implies that the artist was right-handed, and vice versa. Even though the paint was often sprayed on by mouth, one can assume that the dominant hand assisted in the operation. One also has to make the assumption that hands were stenciled palm downward¡ªa left hand stenciled palm upward might of course look as if it were a right hand. Of 158 stencils in the French cave of Gargas, 136 have been identified as left, and only 22 as right; right-handedness was therefore heavily predominant.¡¡¡¡¨ Íи£TPO12ÔĶÁPassage1ÌâÄ¿£º¡¡¡¡1. The phrase ¡°assisted in¡± in the passage is closest in meaning to¡¡¡¡¡ð initiated¡¡¡¡¡ð dominated¡¡¡¡¡ð helped with。

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