托福听力TPO25-33

TPO 25

1. What is the conversation mainly about?

A.The student’s eligibil ityto graduate next semester.

B.The student’s difficult ies in registering for classes.

C. A difficult class the student must take next semester.

D.Possible elective choices i n the student’s degree program.

2. According to the woman, why was th e program’s curriculum changed?

A.To attract more international students to the program.

B.To reflect the growing importance of international business.

C.To take advantage of the expertise of new faculty members.

D.To give students a stronger background in management.

3. What does the woman imply about the new departmental requirements?

A.They will not affect the student’s plans for graduation.

B.They will not be officially approved by the department until next year.

C.They will be limited to students specializing in the international business.

D.They will be similar to recent changes made in other departments at the university.

4. Why does the woman mention writing a letter?

A.To point out the best way for the student to contact the dean’s office.

B.To confirm that a personal letter is a graduation requirement.

C.To indicate that she is willing to provide the student with further assistance.

D.To emphasize that the student will need special permission to graduate.

5. Why does the woman say this?

A.To suggest that the student has not fulfilled all of his requirements.

B.To indicate one of the new graduation requirements.

C.To find out the student’s opinion about a particular class.

D.To be sure that the student has taken a required class.

6. What is the main purpose of the lecture?

A.To explain the government’s role in the regulating assisted migration.

B.To discuss ways in which plants and animals adapt to climate change.

C.To discuss a controversial approach to conserving plant and animal species.

D.To describe a recently discovered consequence of global warming.

7. According to the professor, what problem is assisted migration intended to overcome?

A.To diminishing amount of undeveloped land that species can migrate through.

B.The relative lack of nutrients available in cooler latitudes and higher elevations.

C.The increase in alternations between cool and warm periods.

https://www.wendangku.net/doc/9f7458050.html,petition from other species in certain native habitats.

8. What point does the professor make when she discusses the cane toad?

A.Translocated species sometimes die out from lack of food.

B.Translocated species may spread too quickly in their new environment.

C.Several techniques are available to achieve assisted migration.

D.Animal species are often easier to translocate than plant species are.

9. What does the professor imply when she mentions translocating networking of species?

A.There are aspects of interdependency that are unknown.

B.Some species evolve in ways that help them survive in new habitats.

C.It is difficult to know how far to move a network of species from its native habitat.

D.Many assisted-migration plans should involve the translocation of just one species.

10. What does the professor imply about the government’s role in regulating assisted migration in the United States?

A.The government should continue to encourage assisted migration.

B.The government has created policies that have proved unhelpful.

C.The government should follow the example set by other countries.

D.The government needs to increase its involvement in the issue.

11. What is the professor’s attitude toward the effort to save the Florida torreya?

A.She is glad that some conservationists are willing to take a chance on assisted migration.

B.She is concerned because it may have unintended consequences.

C.She is surprised because other species are more endangered than Florida torreya is.

D.She expects the effort will have to be repeated several times before it succeeds.

12. What is the lecture mainly about?

A.The influence of the Romantic style of music on eastern European composers.

B.The relationship between nationalism and popular music in the early 1900s.

C.The popularity of folk music in Austria-Hungary during the early 1900s.

D.The influence of folk music on the compositions of one Hungarian composer.

13. What does the professor imply about romantic music in Austria-Hungary in the early 1900s?

A.It was not as popular there as it was in other European countries.

B.It motivated Bart’k to listen to other types of music.

C.It was listened to in the countryside more than it was in the cities.

D.Its popularity was due to the work of Bart’k and other ethnomusicologists.

14. Why does the professor mention local celebrations in the countryside?

A.To show how folk music influenced composers throughout Eastern Europe.

B.To give an example of when performan ces of Bart’k music took place.

C.To give an example of occasions when Bart’k had an opportunity to hear folk music.

D.To talk about why romantic music was popular in the countryside.

15. What was Bart’k original goal when he started to travel through eastern Europe?

A.To promote his ballet, the wooden prince.

B.To document the local popular music.

C.To discover which musical elements were popular in all countries.

D.To find unusual musical elements he could use in his own compositions.

16. According to the professor, why was Bart’k music popular in Austria-Hungary?

A.Bart’k music was considered more sophisticated than other concert-hall music.

B.Bart’k compositions incorporated music from the local culture.

C.People were familiar with the Romantic elements Bart’k included in his music.

D.Bart’k took advantage of the popularity of ballet there and wrote many new ballets.

17. What does the professor mean when he says this?

A.He wants to change the topic of discussion.

B.He wants to acknowledge that the students may not be familiar wi th Bart’k’s music.

C.He believes the students should already be familiar with the term ‘glissando'.

D.He will use an example of glissando to help define the term.

1. Why does the man go to see the professor?

A.To find out how to distinguish between different types of whale songs.

B.To request permission to change the topic of his paper.

C.To discuss the difference between using the internet and using books to find sources.

D.To get help locating some information for his paper.

2. What is the topic of the man’s paper?

A.How whales hold their breath.

B.Whale migration patterns.

C.Characteristic of whale habitats.

D.The differences between the circulatory system of whales and that of other mammals.

3. What is the professor’s attitude toward the man’s question about how whales h old their breath?

A.She thinks he does not need to spend a lot of time looking for the answer.

B.She is surprised because she has already addressed this question in class.

C.She dismissed it as unimportant.

D.She is pleased that has a plan to obtain the answer himself.

4. Why does the professor mention the limited time students have to complete their papers?

A.To suggest that looking at research on the internet is a good way to save time.

B.To point out that the library has reduced the amount of time it is open each day.

C.To indicate her expectations for the amount of research to be done for the paper.

D.To emphasize the important of starting to write the paper a couple of weeks before it is due.

5. According to the professor, how does a whale conserve oxygen while underwater?Click on 2 answers.

A.Its heart rate decreases.

B.Its lung capacity temporarily increases.

C.It slows the pace of its swimming.

D.Blood flow to certain organs is decreased.

6. What’s the lecture mainly about?

A.The history of language in ancient Egypt.

B.The process that was used to create hieroglyphic writing.

C.The competition between two scholars to solve an archaeological puzzle.

D.The circumstances that led to the solution of an archaeological puzzle.

7. What was demotic script used for in ancient Egypt?

A.Decorations on temples and monuments.

B.Administrative documents.

C.Illustration for stories.

D.Representations of objects.

8. Why was ancient Egyptian hieroglyphic writing difficult for scholars to interpret?

A.The language that it was based on was no longer used.

B.The same words were often represented by several different symbols.

C.It consisted of a mixture of three different languages.

D.Only fragments of it were found.

9. What is the professor’s opinion about Thomas Young’s word with hieroglyphs?

A.She feels that Young has not received the credit he deserves.

B.She is amazed that Young’s conclusion about hieroglyphs was correct.

C.She is surprised that Young did not recognize his own accomplishments.

D.She thinks that Young’s work was not careful enough to be taken seriously.

10. According to the professor, what led to the decoding of the Rosetta Stone?

A. A hieroglyph that represented the name of a person.

B. A written and oral description of a historical event.

C.The realization that each hieroglyph represented a different object or concept.

D.The discovery that the word for “Sun” is written the same way in Greek, demotic, and

hieroglyphics.

11. How did Young’s and Champollion’s studies of hieroglyphs differ from earlier studies of hieroglyphic writing?

A.Young and Champollion had access to large collections of hieroglyphic writing.

B.Young and Champollion both guessed that hieroglyphs were symbols for sounds.

C.Young and Champollion both spoke Greek and Coptic.

D.Young and Champollion shared their research with one another.

12. What’s the lect ure mainly about?

A.The professor’s recent research on play and brain development.

B.Differing explanations of the reasons for play.

C.Examples of two distinct types of play fighting.

D.Differences in the play behaviors of various animal specials.

13. One of the students brings up the example of play fighting among wolf pups. What does this example lead him to believe?

A.That wolves are especially violent animals.

B.That the play-as-preparation hypothesis is probably correct.

C.That wolves seldom engage in self-handicapping.

D.That the results of a recent study are probably not reliable.

14. Which statement best expresses the professor’s opinion of the play-as-preparation hypothesis?

A.It is well supported by available evidence.

B.It may apply only to certain species of animals.

C.It does not explain some important aspects of play.

D.It is particularly useful explaining human behavior.

15. What does the professor imply about self-handicapping? Click on 2 answers.

A.It commonly occurs in play but not in other activities.

B.It applies only to animal species that do not hunt for food.

C.It has been observed only in laboratory settings.

D.It contradicts the play-as-preparation hypothesis.

16. The professor discusses a study on the relationship between brain growth and play. What does that study conclude?

A.Patterns of brain growth are similar in animals that play and animals that do not play.

B.Excessive brain growth can sometimes limit an animal’s behavioral vocabulary.

C.Animals that do not play have less-developed brains than animals that play.

D.Animals without well-developed brains are seldom observed playing.

17. What does the student mean when she says this:

A.She is not familiar with the play behavior of wolf pups.

B.She doubts that wolf pups fight as much as the other students implies.

C.She is not sure that she correctly understood the reading assignment.

D.She disagrees with the other student’s opinion about play behavior.

TPO 26

1.Why does the woman go to the information desk?

A.She does not know where the library computers are located.

B.She does not know how to use a computer to locate the information she needs.

C.She does not have time to wait until a library computer becomes available.

D.The book she is looking for was missing from the library shelf.

2.Why does the man assume that the woman is in prof essor Simpson’s class?

A.The man recently saw the woman talking with Professor Simpson.

B.The woman mentioned Professor Simpson’s name.

C.The woman is carrying the textbook used in Professor Simpson’s class.

D.The woman is researching a subject that Professor Simpson specializes in.

3.What can be inferred about the geology courses the woman is talking?

A.It has led the woman to choose geology as her major course of study.

B.It is difficult to follow without a background in chemistry and physics.

C.The woman thinks it is easier than other science courses.

D.The woman thinks the course is boring.

4.What topic does the woman need information on?

A.The recent activity of a volcano in New Zealan.

B.Various types of volcanoes found in New Zealan.

C.All volcanoes in New Zealand that are still active.

D.How people in New Zealand have prepared for volcanic eruptions.

5.What does the man imply about the article when he says this:

A.It may not contain enough background material.

B.It is part of a series of articles.

C.It might be too old to be useful.

D.It is the most recent article published on the subjects.

6.What is the lecture mainly about?

A.The transplantation of young coral to new reef sites.

B.Efforts to improve the chances of survival of coral reefs.

C.The effects of temperature change on coral reefs.

D.Confirming the reasons behind the decline of coral reefs.

7.According to the professor, how might researches predict the onset of coral bleaching in the

future?

A.By monitoring populations of coral predators.

B.By monitoring bleach-resistant coral species.

C.By monitoring sea surface temperatures.

D.By monitoring degraded reefs that have recovere.

8.What is the professor’s opinion about coral transplantation?

A.It is cost-effective.

B.It is long-term solution.

C.It is producing encouraging results.

D.It does not solve the underlying problems.

9. Why does the professor discuss refugia? Click on 2 answers.

A.To explain that the location of coral within a reef affects the coral’s ability to survive.

B.To point out why some coral species are more susceptible to bleaching than others.

C.To suggest that bleaching is not as detrimental to coral health as first thought.

D.To illustrate the importance of studying coral that has a low vulnerability to bleaching.

10.What does the professor imply about the impact of mangrove forests on coral-reef

ecosystems?

A.Mangrove forests provide habitat for wildlife that feed on coral predators.

B.Mangrove forests improve the water quality of nearby reefs.

C.Mangrove forests can produce sediments that pollute coral habitats.

D.Mangrove forests compete with nearby coral reefs for certain nutrients.

11.According to the professor, what effect do lobsters and sea urchin have on a coral reef?

A.They protect a reef by feeding on destructive organism.

B.They harm a reef by taking away important nutrients.

C.They filter pollutants from water around a reef.

D.They prevent a reef from growing by preying on young corals.

12. What does the professor mainly discuss?

A.Some special techniques used by the makers of vintage Cremonese violins.

B.How the acoustical quality of the violin was improved over time.

C.Factors that may be responsible for the beautiful tone of Cremonese violins.

D.Some criteria that professional violinists use when selecting their instruments.

13.What does the professor imply about the best modern violin makers?

A.They are unable to recreate the high quality varnish used by Cremonese violins makers.

B.Their craftsmanship is comparable to that of the Cremonese violins makers.

C.They use wood from the same trees that were used to make the Cremonese violins.

D.Many of them also compose music for the violin.

14.Why does the professor discuss the growth cycle of tree?

A.To clarify how modern violin makers select wood.

B.To highlight a similarity between vintage and modern violins.

C.To explain why tropical wood cannot be used to make violins.

D.To explain what causes variations in density in a piece of wood.

15.What factor accounts for the particular density differential of the wood used in the

Cremonese violins?

A.The trees that produced the wood were harvested in spring.

B.The trees that produced the wood grew in an unusually cool climate.

C.The wood was allowed to partially decay before being made into violins.

D.The wood was coated with a local varnish before it was crafted into violins.

16.The professor describes an experiment in which wood was exposed to a fungus before being

made into a violin. What point does the professor make about the fungus?

A.It decomposes only certain parts of the wood.

B.It was found only in the forests of northern Italy.

C.It was recently discovered in a vintage Cremonese violin.

D.It decomposes only certain species of trees.

17.Why does the professor say this:

A.To find out how much exposure students have had to live classical music.

B.To use student experiences to support his point about audience members.

C.To indicated that instruments are harder to master than audience members realize.

D.To make a point about the beauty of violin music.

1.Why has the student come to see the professor?

A.To find out her reaction to a paper he recently submitte.

B.To point out a factual error in an article the class was assigned to read.

C.To ask about the suitability of a topic he wants to write about.

D.To ask about the difference between chinampas and hydroponics.

2.What does the professor imply about hydroponics?

A.It was probably invented by the Aztecs.

B.It is a relatively modern development in agriculture.

C.It requires soil that is rich in nutrients.

D.It is most successful when extremely pure water is use.

3.Why does the professor describe how chinampas were made?

A.To emphasize that the topic selected for a paper needs to be more specific.

B.To encourage the student to do more research.

C.To point out how much labor was required to build chinampas.

D.To explain why crops grown on chinampas should not be considered hydroponi.

4.What does the professor think about the article the students mentions?

A.She is convinced that it is not completely accurate.

B.She believes it was written for readers with scientific backgrounds.

C.She thinks it is probably too short to be useful to the student.

D.She has no opinion about it, because she has not read it.

5.What additional information does the professor suggest that the student include in his

paper?

A. A comparison of traditional and modern farming technologies.

B.Charges in the designs of chinampas over time.

C.Differences in how various historians have described chinampas.

D.Reasons why chinampas are often overlooked in history books.

6.What does the professor mainly discuss?

https://www.wendangku.net/doc/9f7458050.html,parisons between land animals and ocean-going animals of the Mesozoicer.

https://www.wendangku.net/doc/9f7458050.html,parisons between sauropods and modern animals.

C.Possible reasons why sauropods became extinct.

D.New theories about the climate of the Mesozoic.

7.What point does the professor make when she compares blues whales to large land animals?

A.Like large land animals, blue whales have many offspring.

B.Like large land animals, blue whales have proportionally small stomachs.

C.The land environment provides a wider variety of food sources than the ocean.

D.The ocean environment reduces some of the problems faced by large animals.

8.According to the professor, what recent finding about the Mesozoic era challenges an earlier

belief?

A.Sauropod populations in the Mesozoic era were smaller than previously believe.

B.Oxygen levels in the Mesozoic era were higher than previously believe.

C.Ocean levels in the Mesozoic era fluctuated more than previously believe.

D.Plant life in the Mesozoic era was less abundant than previously believe.

https://www.wendangku.net/doc/9f7458050.html,pared to small animals, what disadvantages do large animals typically have? Click on 2

answers.

https://www.wendangku.net/doc/9f7458050.html,rge animals require more food.

https://www.wendangku.net/doc/9f7458050.html,rge animals have fewer offspring.

https://www.wendangku.net/doc/9f7458050.html,rge animals use relatively more energy in digesting their food.

https://www.wendangku.net/doc/9f7458050.html,rge animals have greater difficulty staying warm.

10.Why does the professor discuss gastroliths that have been found with sauropod fossils?

A.To show that much research about extinct animals has relied on flawed methods.

B.To show that even an incorrect guess can lead to useful research.

C.To give an example of how fossils discoveries have cast doubt on beliefs about modern

animals.

D.To give an example of a discovery made possible by recent advance in technology.

11.What did researchers conclude from their study of sauropods and gastroliths?

A.That gastroliths probably helped sauropods to store large quantities of plant material in

their stomachs.

B.That sauropods probably used gastroliths to conserve energy.

C.That sauropods may not have used gastroliths to aid their digestion.

D.That sauropods probably did not ingest any stones.

12.What is the lecture mainly about?

A.Various ways color theory is used in different fields.

B.Various ways artists can use primary colors.

C.Aspects of color theory that are subject of current research.

D.The development of the first theory of primary colors.

13.What does the professor imply about the usefulness of the theory of primary colors?

A.It is not very useful to artists.

B.It has been very useful to scientists.

C.It is more useful to artists than to psychologist.

D.It is more useful to modern-day artists than to artists in the past.

14.Why does the professor mention Isaac Newton?

A.To show the similarities between early ideas in art and early ideas in science.

B.To explain why mixing primary colors does not produce satisfactory secondary colors.

C.To provide background information for the theory of primary colors.

D.To point out the first person to propose a theory of primary colors.

15.According to the professor, what were the results of Goethe’s experiments with color? Click

on 2 answers.

A.The experiments failed to a connection between colors and emotions.

B.The experiments showed useful connections between color and light.

C.The experiments provided valuable information about the relationships between colors.

D.The experiments were not useful until modern psychologists reinterpreted them.

16.According to the professor, why did Runge choose the colors red, yellow, and blues as the

three primary colors?

A.He felt they represented natural light at different times of the day.

B.He noticed that they were the favorite colors of Romantic painters.

C.He performed several scientific experiments that suggested those colors.

D.He read a book by Goethe and agreed with Goethe’s choices of colors.

17.What does the professor imply when he says this:

A.Many people have proposed theories about primary colors.

B.Goethe discovered the primary colors by accident.

C.Goethe probably developed the primary color theory before reading Runge’s letter.

D.Goethe may have been infl uenced by Runge’s ideas about primary colors.

TPO 28

1.What is the conversation mainly about?

A.Criticisms of Dewey's political philosophy.

B.Methods for leading a discussion group.

C.Recent changes made to a reference document.

D.Problems with the organization of a paper.

2.Why is the student late for his meeting?

A.Seeing the doctor took longer than expected.

B.No nearby parking spaces where available.

C.His soccer practice last longer than usual.

D.He had problems printing his paper.

3.What revisions does the student need to make to his paper?Click on 3 answers.

A.Describe the influences on Dewey in more detail.

B.Expand the introductory biographical sketch.

C.Remove unnecessary content throughout the paper.

https://www.wendangku.net/doc/9f7458050.html,e consistent references throughout the paper.

E.Add an explanation from Dewey’s view on individuality.

4.Why does the professor mention the political science club?

A.To encourage the student to run for club president.

B.To point out that John Dewey is a member of a similar club.

C.To suggest an activity that might interest the student.

D.To indicate where the student can get help with his paper.

5.Why does the professor say this?

A.To find out how many drafts does the student wrote.

B.To encourage the student to review his own work.

C.To emphasize the need for the student to follow the guidelines.

D.To propose a different solution to the problem.

6.What is the lecture mainly about?

A.The importance of Locke's view to modern philosophical thought.

B.How Descartes' view of knowledge influenced trends of Western philosophy.

C.How two philosophers viewed foundational knowledge claims.

D.The difference between foundationalism and methodological thought.

7.Why does the professor mention a house?

A.To explain an idea about the organization of human knowledge.

B.To illustrate the unreliability of our perception of physical objects.

C.To clarify the difference between two points of view about the basis of human knowledge.

D.To remind students of a point he made about Descartes in a previous lecture.

8.What did Locke believed to be the most basic type of human knowledge?

A.Knowledge of one's own existence.

B.Knowledge acquired through the senses.

C.Knowledge humans are born with.

D.Knowledge passed down from the previous generations.

9.According to the professor,what was Descartes' purpose for using methodological doubt?

A.To discover what can be considered foundational knowledge claims.

B.To challenge the philosophical concept of foundationalism.

C.To show that one's existence cannot be proven.

D.To demonstrate that Locke's view were essentially correct.

10.For Descartes,what was the importance of dreaming?

A.He believed that his best ideas came to him in dreams.

B.He regarded dreaming as the strongest proof that human exists.

C.Dreaming supports his contention that reality has many aspects.

D.Dreaming illustrates why human experience of reality cannot always be trusted.

11.According to Descartes,what type of belief should serve as a foundation for all other

knowledge claims?

A. A belief that is consistent with what one sees and hears.

B. A belief that most other people share.

C. A belief that one has held since childhood.

D. A belief that cannot be false.

12.What is the main purpose of the lecture?

A.To show that some birds have cognitive skills similar to those of primates.

B.To explain how the brains of certain primates and birds involved.

C.To compare different tests that measure the cognitive abilities of animals.

D.To describe a study of the relationship between brain size and cognitive abilities.

13.When giving magpies the mirror mark test,why did researchers play the mark on the

magpies' throats?

A.Throat markings trigger aggressive behavior in other magpies.

B.Throat markings are extremely rare in magpies.

C.Magpies cannot see their own throats without looking in a mirror.

D.Magpies cannot easily remove a mark from their throats.

14.According to the professor,some corvids are known to hide their food. What possible reasons

does she provide for this behavior?Click on two answers.

A.They are ensuring that they will have food to eat at a later point in time.

B.They want to keep their food in a single location that they can easily defend.

C.They have been conditioned to exhibit this type of behavior.

D.They may be projecting their own behavioral tendencies onto other corvids.

15.What is the professor's attitude toward the study on pigeons and mirror self-recognition?

A.She is surprised that the studies have not been replicated.

B.She believes the study's findings are not very meaningful.

C.She expects that further studies will show similar results.

D.She thinks that it confirms what is known about magpies and jays.

16.What does the professor imply about animals that exhibit mirror self-recognition?

A.They acquired this ability through recent evolutionary changes.

B.They are not necessarily more intelligent than other animals.

C.Their brains all have an identical structure that governs this ability.

D.They may be able to understand other animal's perspective.

17.According to the professor,what conclusion can be drawn from what is now known about

corvids' brains?

A.The area in corvid's brains that governs cognitive functions governs other functions as well.

B.Corvids' brains have evolved in the same way as other birds' brains,only more rapidly.

C.Corvids' and primates' brains have evolved differently but have some similar cognitive

abilities.

D.The cognitive abilities of different types of corvids vary greatly.

1.Why does the man go to see the professor?

A.To learn more about his student teaching assignment.

B.To discuss the best time to finish his senior thesis.

C.To discuss the possibility of changing the topic of his senior thesis.

D.To find out whether the professor will be his advisor for his senior thesis.

2.What is the man's concern about the second half of the academic year?

A.He will not have time to do the necessary research for his senior thesis.

B.He will not be allowed to write his senior thesis on his topic choice

C.His senior thesis advisor will not be on campus.

D.His student teaching requirement will not be complete before the thesis is due.

3.What does the man imply about Professor Johnson?

A.His sabbatical may last longer than expected.

B.His research is highly respected throughout the world.

C.He is the English department's specialist on Chaucer.

D.He is probably familiar with the literature of the literature of Renaissance.

4.Why does the man want to write his senior thesis on The Canterbury Tales?Click on two

answers.

A.He studied it during his favorite course in high school.

B.He has already received approval for the paper from his professor.

C.He thinks that the knowledge might help him in graduate school.

D.He has great admiration for Chaucer.

5.Why does the professor say this?

A.She is uncertain whether the man will be able to finish his paper before the end of the

summer.

B.She thinks the man will need to do a lot of preparation to write on a new topic.

C.She wants to encourage the man to choose a new advisor for his paper.

D.She wants the man to select a new topic for his paper during the summer.

6.What is the lecture mainly about?

A.The differences in how humans and plants sense light.

B.An explanation of an experiment on color and wavelength.

C.How plants sense and respond to different wavelengths of light.

D.The process by which photoreceptors distinguish wavelengths of light.

7.According to the professor,what is one way that a plant reacts to changes in the number of

hours of sunlight?

A.The plant absorbs different wavelengths of light.

B.The plant begins to flower or stops flowering.

C.The number of photoreceptors in the plant increases.

D.The plant's rate of photosynthesis increases.

8.Why does the professor think that it is inappropriate for certain wavelengths of light to be

named “far-red”?

A.Far-red wavelengths appear identical to red wavelengths to the human eye.

B.Far-red wavelengths have the same effects on plants as red wavelengths do.

C.Far-red wavelengths travel shorter distances than red wavelengths do.

D.Far-red wavelengths are not perceived as red by the human eye.

9.What points does the professor make when she discusses the red light and far-red light that

reaches plants?

A.All of the far-red light that reaches plants is used for photosynthesis.

B.Plants flower more rapidly in response to far-red light than to red light.

C.Plants absorb more of the red light that reaches them than of the far-red light.

D.Red-light is absorbed more slowly by plants than far-red light is.

10.According to the professor,how does a plant typically react when it senses a high ratio of

far-red light to red light?

A.It slows down its growth.

B.It begins photosynthesis.

C.It produces more photoreceptors.

D.It starts to release it seeds.

11.In the Pampas experiment,what was the function of LEDs?

A.To simulate photosynthesis.

B.To simulate red light.

C.To add to the intensity of the sunlight.

D.To provide additional far-red light.

12.What does the professor mainly discuss?

A.Evidence of an ancient civilization in central Asia.

B.Archaeological techniques used to uncover ancient settlements.

C.The controversy concerning an archaeological find in central Asia.

D.Methods used to preserve archaeological sites in arid area.

13.What points does the professor make about mound sites?

A.They are easier to excavate than other types of archaeological sites.

B.They often provide information about several generations of people.

C.They often contain evidence of trade.

D.Most have been found in what are now desert areas.

14.What does the professor compare Gonur-depe to ancient Egypt?

A.To point out that Gonur-depe existed earlier than other ancient civilizations.

B.To emphasize that the findings at Gonur-depe are evidence of an ancient civilization.

C.To demonstrate that the findings at these locations have little in common.

D.To suggest that the discovery of Gonur-depe will lead to more research in Egypt.

15.What does the professor imply about the people of Gonur-depe?

A.They avoided contact with people from other areas.

B.They inhibited Gonur-depe before resettling in Egypt.

C.They are skilled in jewelry making.

D.They modeled their city after cities in China.

16.Settlements existed at the Gonur-depe site for only a few hundred years. What does the

professor say might explain this fact?Click on two answers.

A.War with neighboring settlements.

B.Destruction caused by an earthquake.

C.Changes in the course of the Murgab River.

D.Frequent flooding of the Murgab River.

17.What is the professor's opinion about the future of the Gonur-depe site?

A.She believes it would be a mistake to alter its original form.

B.She doubts the ruins will deteriorate further.

C.She thinks other sites are more deserving of researchers' attention.

D.She is not convinced it will be restored.

TPO 29

1.What is the conversation mainly about?

A.What the deadline to register for a Japanese class is.

B.Why a class the woman chose may not be suitable for her.

C.How the woman can fix an unexpected problem with her class schedule.

D.How first-year students can get permission to take an extra class.

2.Why does the man tell the woman that Japanese classes are popular?

A.To imply that a Japanese class is unlikely to be canceled.

B.To explain why the woman should have registered for the class sooner.

C.To encourage the woman to consider taking Japanese.

D.To convince the woman to wait until next semester to take a Japanese class.

3.Why does the man ask the woman if she registered for classes online?

A.To explain that she should have registered at the registrar's office.

B.To find out if there is a record of her registration in the computer.

C.To suggest a more efficient way to register for classes.

D.To determine if she received confirmation of her registration.

4.What does the man suggest the woman do?Click on 2 answers.

A.Put her name on a waiting list.

B.Get the professor to sign a form granting her permission to take the class.

C.Identify a course she could take instead of Japanese.

D.Speak to the head of the Japanese department.

5.What does the man imply when he points out that the woman is a first-year student?

A.The woman has registered for too many classes.

B.The woman should not be concerned if she cannot get into the Japanese class.

C.The woman should not register for advanced-level Japanese classes yet.

D.The woman should only take required courses at this time.

6.What does the professor mainly discuss?

A.Cause of soil diversity in old-growth forests.

B.The results of a recent research study in a Michigan forest.

C.The impact of pedodiversity on forest growth.

D.How forest management affects soil diversity.

7.According to the professor,in what way is the soil in forested areas generally different from

soil in other areas?

A.In forested areas,the soil tends to be warmer and moister.

B.In forested areas,the chemistry of the soil changes more rapidly.

C.In forested areas,there is usually more variability in soil types.

D.In forested areas,there is generally more acid in the soil.

8.What does the professor suggest are the three main causes of pedodiversity in the

old-growth hardwood forests she discusses?Click on 3 answers.

A.The uprooting of trees.

B.The existence of gaps.

C.Current forest-management practices.

D.Diversity of tree species.

9.Why does the professor mention radiation from the Sun?

A.To point out why pits and mounds have soil with unusual properties.

B.To indicate the reason some tree species thrive in Michigan while others do not.

C.To give an example of a factor that cannot be reproduced in forest management.

D.To help explain the effects of forest gaps on soil.

10.Why does the professor consider pedodiversity an important field of research?

A.It has challenged fundamental ideas about plant ecology.

B.It has led to significant discoveries in other fields.

C.It has implications for forest management.

D.It is an area of study that is often misunderstood.

11.Why does the professor give the students an article to read?

A.To help them understand the relationship between forest dynamics and pedodiversity.

B.To help them understand how to approach an assignment.

C.To provide them with more information on pits and mounds.

D.To provide them with more exposure to a controversial aspect of pedodiversity.

12.What is the main purpose of the lecture?

A.To explain how musicians can perform successfully in theaters and concert halls with poor

acoustics.

B.To explain how the design of theaters and concert halls has changed over time.

C.To discuss design factors that affect sound in a room.

D.To discuss a method to measure the reverberation time of a room.

13.According to the lecture,what were Sabine's contributions to architectural acoustics?Click on

2 answers.

A.He founded the field of architectural acoustics.

B.He developed an important formula for measuring a room's reverberation time.

C.He renewed architects' interest in ancient theaters.

D.He provided support for using established architectural principles in the design of concert

halls.

14.According to the professor,what is likely to happen if a room has a very long reverberation

time?

A.Performers will have to make an effort to be louder.

B.Sound will not be scattered in all directions.

C.Older sounds will interfere with the perception of new sounds.

D.Only people in the center of the room will be able to hear clearly.

15.Why does the professor mention a piano recital?Click on 2 answers.

A.To illustrate that different kinds of performances require rooms with different reverberation

times.

B.To demonstrate that the size of the instrument can affect its acoustic properties.

C.To cite a type of performance suitable for rectangular concert hall.

D.To exemplify that the reverberation time of a room is related to its size.

16.According to the professor,what purpose do wall decorations in older concert halls serve?

A.They make sound in the hall reverberate longer.

B.They distribute the sound more evenly in the hall.

C.They make large halls look smaller and more intimate.

D.They disguise structural changes made to improve sound quality.

17.Why does the professor say this:

A.To find out if students have understood his point.

B.To indicate that he will conclude the lecture soon.

C.To introduce a factor contradicting his previous statement.

D.To add emphasis to his previous statement.

1.Why does the student go to see the professor?

A.To explain why he may need to hand in an assignment late.

B.To get instructions on how to complete an assignment.

C.To discuss a type a type of music his class is studying.

D.To ask if he can choose the music to write about in a listening journal.

2.What does the student describe as challenging?

https://www.wendangku.net/doc/9f7458050.html,paring contemporary music to earlier musical forms.

B.Understanding the meaning of songs that are not written in English.

C.Finding the time to listen to music outside of class.

D.Writing critically about musical works.

3.Why does the student mention hip-pop music?

A.To contrast the ways he responds to familiar and unfamiliar music.

B.To help explain why he signed up for the professor's course.

C.To point out its similarities to music introduced in the course.

D.To give an example of music that features repeating rhythms.

4.According to the professor,what are two characteristics of the musical form the class is

currently studying?Click on 2 answers.

A.The songs are sung in a low voice.

B.The songs have influenced other musical styles.

C.The songs are about serious topics.

D.The songs were never written down.

5.What can be inferred about the professor at the end of the conversation?

A.She intends to provide all her students with additional information about the assignment.

B.She is concerned that the student may not be successful in the class.

C.She understands that the student has less experience playing music than writing about it.

D.She is happy that most students in the class were able to follow her instructions.

6.What is the main purpose of the lecture?

A.To explain the method used to date Clovis caches.

B.To compare two different types of Clovis caches.

C.To discuss possible interpretations of Clovis caches.

D.To show how caches indicate the route traveled by the Clovis people.

7.What does the professor imply when she mentions a deviate about when the Clovis people

arrived in the Americas?

A.An arrival date of 11,000 years ago is acceptable for the purpose of her lecture.

B.An arrival date of 11,000 years ago is inconsistent with some aspects of Clovis culture.

C.Only a few archaeologists believe the arrival date is much earlier than 11,000 years ago.

D.The debate about the arrival date of the Clovis people has recently been settled.

8.According to the professor,what is the traditional explanation for Clovis caches?

A.They were supplies kept in storage for future use.

B.They were valuable items for trading with other groups.

C.They were carved objects that served as maps.

D.They were forms of communication.

9.According to the lecture,what is indicated by the size of the points found in some Clovis

caches?

A.Methods of toolmaking varied between different Clovis groups.

B.The Clovis people made a variety of tools for different purposes.

C.The points may not have been functional tools.

D.The larger points made the Clovis people's spears more effective.

10.What were two characteristics of tools found in Clovis caches?Click on 2 answers.

A.They were made later than other Clovis tools.

B.They were skillfully made.

C.They were carved with particular symbols.

D.They were made of the best pieces of stone.

11.According to the alternative hypothesis the professor mentions,why might the Clovis people

have buried caches?

A.To indicate that they were the owners of the land.

B.To pass cultural knowledge to future generations.

C.To recognize that a place had a special meaning.

D.To give a name to a particulararea.

12.What is the main purpose of the lecture?

A.To help students understand what is required to launch a satellite.

B.To describe new materials now being used to explore space.

C.To describe a potential technology for space exploration.

D.To show how ideas from science fiction often develop into actual technologies.

13.Why does the student mention climbing a ladder?

A.To demonstrate his familiarity with certain new types of technology.

B.To make sure he understands the point the professor is making.

C.To raise an objection to the professor's claims about escape velocity.

D.To provide a humorous example for the other students' amusement.

14.What does the professor imply about using carbon nanotubes in the development of space

elevators?

A.Current technology is good enough to make space elevators even without nanotubes.

B.We do not yet have the technology to bind nanotubes together in a ribbon.

C.Nanotube cables would not be rigid enough to support an elevator car.

D.Nanotubes are the kinds of materials that will be needed if space elevators are ever to be

built.

15.According to the professor,what is the significance of having a satellite in orbit about 36,000

kilometers above Earth's surface?

A.This is the physical limit of the length that a carbon nanotube cable could reach.

B. A satellite orbiting at this height can remain directly above on location on Earth.

C.Earth's gravitational field is too weak to hold a satellite in orbit at higher altitudes.

D.The distance around Earth's equator is approximately 36,000 kilometers.

16.Why does the professor mention the writer Arthur C. Clarke?

A.To use a comment made by Clarke as a way of answering a student's question.

B.To familiarize students with Clarke's ideas on space engineering.

C.To cite a prominent opponent of the idea of space elevators.

D.To point out that Clarke wrote about carbon nanotube technology long before it became a

reality.

17.What can be inferred about the professor when he says this:

A.He is enjoying an opportunity to make his students laugh.

B.He is disappointed that none of his students thought of this idea themselves.

C.He wants his students to seriously consider an idea they might find surprising.

D.He has spent a great deal of time researching the idea that he is now presenting.

TPO 30

1.Why does the student go to speak with the woman?

A.To get permission to organize a club event.

B.To arrange for a work space for his club.

C.To inquire about a photography class.

D.To reserve a room for photography exhibit.

2.What is the student's attitude toward the room he is offered?

A.He thinks that sharing a room is a good way to find out about other clubs.

B.He considers a semiprivate room to be acceptable.

C.He is concerned that there will not be enough storage space in a semiprivate room.

D.He is surprised that there are not enough private rooms for all the clubs.

3.Why does the woman ask the student for an approval letter?

A.All new clubs must submit an approval letter to the student activities center.

B.She needs it to request funding for the club on his behalf.

C.She needs proof that the new club has a faculty advisor.

D.The approval letter can serve as verification of the club's registration.

4.Near the end of the conversation,what does the student indicate he will have to do?

A.Retrieve a letter from his dormitory room.

B.Reschedule some club events.

C.Ask a committee to review his registration.

D.Pay a registration fee to start a new club.

5.For what activity does the student consider requesting funding?

A.Designing a club Web site.

B.Reserving audio-visual equipment.

C.Sponsoring a guest speaker.

D.Setting up a campus e-mail account.

6.What is the lecture mainly about ?

A.The difference between cognition and metacognition.

B. A study showing that dolphins have less cognitive capacity than monkeys.

C.The effectiveness of using food as a reward in experiments with monkeys.

D.Research that investigates whether animals are aware of feeling uncertainty.

7.Why does the professor mention the inability of animals to report what they are thinking?

A.To emphasize that language learning is an ability unique to humans.

B.To explain why researchers must be sensitive to nuances in animals' behavior.

C.To point out a difficulty in testing for metacognition in animals.

D.To show the need for advancements in the study of animal communication.

8.In the dolphin study,how did the researcher make the dolphin's task increasingly difficult?

A.By showing the dolphin two patterns that were similar in density.

B.By playing two sounds that became progressively closer in pitch.

C.By producing sounds that were just within the dolphins' range of hearing.

D.By introducing a third paddle that ended on trial an began a new one.

9.According to the professor,what objections did some researchers raise with regard to the

dolphin study?

A.The study did not distinguish between learned and higher-level responses.

B.The dolphin was not rewarded consistently for pressing the third paddle.

C.Only one dolphin was used in the experiment.

D.The results could not be replicated in a later study.

10.What can be inferred from the results of the study in which monkeys did not receive

immediate feedback?

A.The researchers based the study on an incorrect hypothesis.

B.Monkeys respond best to negative reinforcement.

C.Monkeys become confused when they do not receive rewards.

D.Monkeys probably have some degree of metacognitive ability.

11.Why does the professor say this?

A.To emphasize the importance of introductory courses.

B.To find out whether students have taken a psychology course.

C.To imply that students should be familiar with the concept she mentioned.

D.To indicate that she is going to review information from a psychology class.

12.What does the professor mainly discuss?

A.How the parenting behavior of Oviraptors may have differed from that of other dinosaurs.

B.Evidence that parenting behavior in birds may have originated with dinosaurs.

C.Physical traits shared by dinosaurs,crocodiles,and birds.

D.The changing attitudes of the public toward dinosaurs.

13.What is the professor's attitude toward the name "Oviraptor" ?Click on 2 answers.

A.It accurately represents the behavior of the dinosaur.

B.It resulted from an incorrect translation of the original Latin term.

C.It was based on a misunderstanding of the fossil evidence.

D.It influenced popular attitudes toward dinosaurs.

14.According to the professor,what behavior is very rare among reptiles?

A.Parenting of the young by males.

https://www.wendangku.net/doc/9f7458050.html,ying eggs in a nest.

C.Returning to the same nest site year after year.

D.Stealing eggs from the nests of other reptiles.

15.What does the professor imply about crocodiles?

A.They provide fewer clues about dinosaur nesting behavior than birds do.

B.They share many behavioral characteristic with birds like the ostrich and kiwi.

C.They have larger clutch volumes than most dinosaurs had.

D.The female and the male work together to guard their nest.

16.What is the function of the spongy tissue in the bones of a female bird?

A.In makes the bird more comfortable while sitting on her eggs for long periods of time.

B.In enables female birds to lay more eggs.

C.It strengthens the bird's bones just before she lays her eggs.

D.It serves as a source of calcium for eggshells.

17.What did researchers conclude after analyzing fossilized dinosaur bones found near nests?

A.Many dinosaurs died before they became adults.

B.Male dinosaurs produced a spongy layer of bone.

C.Male dinosaurs probably took care of the eggs.

D.Female dinosaurs seldom went far from their nests.

1.What are the speakers mainly discussing?

A.The student's idea about his class assignments.

B.The influence of one painter on another.

C.The student's recent visit to museum in Connecticut.

D.The challenges associated with painting at night.

2.Why is the student unable to write about the painting by Van Gogh?

A.It is not on the list of approved paintings that the professor provided.

B.It is not available for the student to study in person.

C.The student does not have enough background knowledge to write about it.

D.Another student has already chosen to write about it.

3.What does the student say about the painting by Millet?

A.It seemed brighter than he expected.

B.It is on loan to a distant museum.

C.It is his favorite painting.

D.It is located near his family's house.

4.According to the speakers,what two features do the Van Gogh painting and the Millet

painting have in common?Click on 2 answers.

A.They have the same name.

B.They exemplify Postimpressionist style.

C.They depict a nighttime scene with a lot of light.

D.They depict the same star constellation.

5.What does the professor imply about the objects held by children in some American

miniature portraits?

托福听力改革和题型介绍

刚刚在上周末结束的托福考试中，听力成功霸占了热搜。 很多考生都反映听力太难了，本身想靠听力carry总分，结果先栽倒在听力上了。 对于打算考托福和备战托福的考生来说，听力轻松拿高分的日子已经一去不返。 托福听力改革 即将在8月份实施的托福新政里，听力的题目得到了精简。取消了一个lecture的部分，由原先的4段讲座（加试6段）变为3段（加试4段），每个部分的题目数量不变。 但是时间由原来的60分钟，遇到加试90分钟，下调至41分钟，遇到加试57分钟。原本1段讲座平均有10分钟的答题时间，时间却减少了整整将近20分钟。答题时间变得紧凑，每道题目分值增加，这就无形中增加了听力难度。 在最新版的TPO样题中，我们可以一瞥改革后的听力题型。正如改革的政策提到的，删减了一道讲座题，总题目数将至28道，平均托福听力每道做题时间由1.76分钟变为1.4分钟。 托福听力话题类型

托福听力部分包2个对话(conversation)和4段演讲(包括教室对话在内的lecture)。 每个对话涉及2个或2个以上的说话者，每个对话是2至3分钟，每个对话对应5道试题。对话都是大学校园中的非学术类场景，首个场景出现在学校办公室里。对话也许会牵涉学术内容又或是和课程要求有关。第二个场景介绍人有关学生服务的对话。 每段演讲对应6道试题。每个演讲是4至6分钟。讲座通常都是来源在老师的课堂授课。讲座也许是从教授的讲课内容，或者是学生的提问，还或者是师向学生提问并且请一位学生回答里摘录的。 托福听力题目类型 新托福听力里的大多数题目，不论是对话还是讲座，全部是用传统的四选一的选择题为主。根据《The Official Guide To The New TOEFL》即托福考试官方指南(OG)的介绍，新托福考试听力部分有八种题型，可分为以下三类： 1.内容主旨题 理解讲座或对话的主旨大意，或者对话目的。常见的提问方式有以下几种： What is the main idea of this lecture? What are the two speakers talking about? Why does the student go to see his professor? 2.判断题 是非判断题也是托福考试改革后出现的较为新颖的题型，一般是列出很多与录音材料中所提及的内容较为相似的句子，让考生辨別究竟哪些是录音材料中提到的。 以下例题是其常见的出题方式： The professor discusses how an animal becomes a fossil after its death. Indicate whether each sentence below is a step in the process. 3.细节题 听懂并记住讲座或对话中明晰的细节或事实，比如时间、数字、举例内容等。常见提问形式有: 1. What is X? 2. Which of the area does the picture illustrate?

2020托福听力满分攻略

2020托福听力满分攻略 托福听力满分有没有可能?只要认真备考提升听力能力，托福听力拿满分是非常有可能的。今天小编给大家带来了托福听力满分攻略,希望能够帮助到大家，一起来学习吧。 托福听力满分攻略 三遍听写法听写练习 是指听写。将一篇听力录音中的原文全部听录下来，它是提高听力有效的方法。对于准备新托福考试的考生而言，比较好的听写材料是老托福的lecture。基础比较薄弱的学生，可以先花一个月的时间将新概念第二和第三册的美英版听写完，然后再来听写老托福的lecture。 创造全英语听力环境 是指“下意识的听力练习”。它是指为自己创造一个英文的环境，比如早晨一起床，我们就打开音箱播放英语，可以是托福的听力材料，可以是英文广播，也可以是一部英文电影等，这样做的好处是随时都可以听到英语，在潜移默化中不知不觉地加深对英语的敏感度。其实这点和泛听有点类似。 精听练习必不可少 是指精听。我们这里所说的“精听”步骤如下：一边听一边看原文，划出自己不认识或似曾相识但反应不过来的词;录音结束，开始查生词，写在原文的旁边，只要写出这个单词在这篇文章中的意思即可;将这篇材料当阅读文章快速精读一遍，彻底看懂;再一边看原文，一边放录音，嘴上要跟读，反复几遍，一直听到可以不看原文彻底听懂为止。精听材料有很多，推荐SSS(Scientific American’s Sixty-second Science)，它非常短，但信息量很大，更重要的是，它是新托福听力出题的重要来源。 多做延伸听力练习 是指高质量的泛听。泛听的“泛”并不指态度的懒散，而是针对整体的要求。我认为泛听的材料有两个：一个是National Geographic(国家地理频道)，另一个是Discovery(探索)。看的时候一定要有英文字幕。每天看，养成习惯，会有很大收获。虽然有些考生认为泛听没有效果，关键开始因人而异，找到适合考生自己的听力训练方法，自然事半功倍。

3月28及3月29日托福听力预测机经

新东方听力点题班预测 第一部分：北美点题预测机经及背景知识 (2) 2014.11.29NA (2) 2014.11.29NA (10) 2014.10.25NA (14) 2014.9.19NA (19) 第二部分：大陆点题预测机经及背景知识 (24) 2014.3.2 ML (24) 2014.3.15 ML (27) 2014.3.16ML (31) 2014.3.22 ML (33) 2014.3.23ML (37) 2014.4.12ML (39) 2014.4.19ML (41) 2014.5.11ML (43) 2014.5.17 ML (45) 2014.5.25ML (46) 2014.6.15 ML (50) 2014.6.21ML (51) 2014.6.28ML (54) 2014.6.29 ML (56) 2014.7.6 ML (59) 2014.7.12 ML (62) 2014.8.16 ML (64) 2014.8.23 ML (66) 2014.8.30 ML (68) 2014.9.14 ML (70) 2014.9.21 ML (71) 2014.9.27 ML (73) 第三部分：新托福听力经典加试完整版 (76) 第四部分：2013年北美全年听力机经100词 (84)

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新托福听力经典加试完整版

新托福听力经典加试完整版

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男 student: 想写关于Aristotle关于这个题目的看法 etc. 女Professor: I want you to apply what you’ve learned to your paper. (希望他们运用所学知识研究来完成paper.) 不要只是做 summary or description. 我想要看到你的special analysis. 男 student: 但是，我觉得我找的资料中有错误的。（I think ….wrong）这就是为什么我不想用资料。 女 Professor: 你不要完全放弃以前找的资料（discard）. 你可以换种想法，用rational 的方式。这就是我们说的critical thinking，不一定非要同意资料。可以写以前的(historically) old theory, 然后现在的这些新研究 (current research) 如何支持(support)或者驳斥这些theory. 男 student: 我想可以写bird migrate at night。人们大多只看到大鸟，所以认为小鸟在大鸟的翅膀下迁徙什么的，其实新发现是因为小鸟晚上飞(通过说这个topic来验证自己理解了老师的意图change the topic from ancient to recent)

托福听力Tpo真题——动物专题

TPO Listening Exercises Subject: Animal Sciences Your Name: Your Class:

TPO1 Lecture 4 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 species 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 locate 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 used Displays aggressive tendencies is family oriented says active during the winter 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

托福听力经典加试完整版

第一篇：关于鸟的迁徙的论文写作 Conversation: Student having difficulties in writing term paper 1.文章回顾 男student: Professor, I hope to discuss my term paper with you. I got stuck in writing the paper on bird migration. I have difficulties in finding enough materials about bird migration. (老师，今儿，我想跟你说说我的学期论文的事儿。我卡住了，找不到这方面的资料。) 女Professor: You can’t find enough material on bird migration?(语调上扬，最后一题，重听题的考点。) 男student: I want to write about early bird migration.( 要写的paper是关于古代鸟类迁徙的，所以资料不够。) 女Professor: “哦你确实找到了一个好的题目，但是你要知道我的要求是你们的论文要反映你们这学期学了什么。” 男student: 想写关于Aristotle关于这个题目的看法etc. 女Professor: I want you to apply what you’ve learned to your paper. (希望他们运用所学知识研究来完成paper.) 不要只是做summary or description. 我想要看到你的special analysis. 男student: 但是，我觉得我找的资料中有错误的。（I think ….wrong）这就是为什么我不想用资料。 女Professor: 你不要完全放弃以前找的资料（discard）. 你可以换种想法，用rational 的方式。这就是我们说的critical thinking，不一定非要同意资料。可以写以前的(historically) old theory, 然后现在的这些新研究(current research) 如何支持(support)或者驳斥这些theory. 男student: 我想可以写bird migrate at night。人们大多只看到大鸟，所以认为小鸟在大鸟的翅膀下迁徙什么的，其实新发现是因为小鸟晚上飞(通过说这个topic来验证自己理解了老师的意图change the topic from ancient to recent) 女Professor: That shows your thinking. （对，这样就是我们需要的思考能力） 男student: 我想写一种不迁徙而是冬眠的鸟。I want to write about the birds that do not migrate. They hibernate during winter. 女Professor: 如果我是你，我就不会在一份15页的论文中写这么多。（If I were you , I would not….. The paper is 15 pages…）不过，想法挺不错。建议你以后每周(in a week)都来找我，看一下他写论文的新的方向（new direction）进行得如何。 2.题目 问题一：Why does the student go to see the professor? 答案：C（3）he cannot find enough material in writing his paper. 问题二：How does the professor help the student? 答案：A（1）change the topic from ancient to recent 问题三：学生的论文中包括什么？ 答案：1. ANALYSIS 2.教授的建议 问题四：Why does the student mention night migration ？ 答案：A (1) 通过说这个topic来验证自己理解了老师的意图he understands what the teacher said. change the topic from ancient to recent. 问题五：listen again（女Professor说的：啊，你没找到鸟类迁徙的资料？） 答案：B (2) 教授认为找资料很简单(…is easy….) 第二篇：关于植物的分类，用大王花举例 Lecture: Rafflesia 3.文章回顾 教授一开始就介绍植物分类，提到分类中的species种，genus属，order目。说植物的classification 很难，一些特性比较特殊的植物特别是这个样子。提出植物的分类不能完全依靠它flower的形态和特性。提到Rafflesia(大王花)，开花石会散发腐臭的味道，以吸引蝇类传播花粉。但是Indonesia有一种植物M，它的flower很特别，超级大（图片显示它的直径有一个手臂这么长，颜色为绛红），有难闻的味道，最后发现他们不是一个order 的。 大王花生长在很恶劣的环境中，其它的植物都不能生长（题目一：它生长在什么样的环境当中?）这种植物有食物的来源，但是它还是会抓insect吃，因为它不能从土壤中得到足够的营养，所以要通过这种方式来获取所需的营养（题目二：为什么吃虫?） 然后教授说了它怎么抓虫的。经过很长时间的研究，专家发现它和violet(紫罗兰)、willow(柳树) 等是属于一个order的，后提到幼时的violet，也会散发那种smell的。 提到共存（考题）。另一种南美洲的植物和它是同一目的，但是花很小，味道也不难闻，与蓝莓共生coherent。学生提问不能测DNA 吗，教授说这种大花基本不进行光合作用，没法提取一般植物能提取到的DNA。在DNA分析技术成熟之前根本无法将他们并为同类，由于他们的特征差异太大。 教授还提到这种植物的交配不易，其一气味难闻致使传蜜的动物不易接近，其二它每年只开一次花，且花分雌雄。所以要这么多先天条件凑齐不易，所以很少有人有机会看到开花的全过程（考题）。结论，不可以貌取人。 后来又讲了这种花很有可能灭绝，原因是要fly帮忙运花粉，要同种的花在一起等等，要这些条件同时发生，是小概率事件。 题目 问题一：What is the main topic of this lecture? 答案：是说分类很难，尤其是特征很变态的 问题二：大王花的特点 答案：1. HUGE 2. 让FLY来传粉 问题三：教授说M植物属于B类的，是什么意思？ 答案：M植物与大王花不是同一类的

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托福阅读经典加试题

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