新托福听力真题文本tpo全本tpo7

为了帮助大家高效备考托福，为大家带来托福TPO7口语Task6听力文本+题目+满分范文，希望对大家备考有所帮助。

托福TPO7口语Task6听力文本： Now listen to part of a lecture in a business class. (female) If a consumer has to choose between two products, what determines the choice? Assume that someone, a purchaser, is choosing between two products that cost the same. Ok? If people have a choice between two identically-priced products, which one will they choose? They choose the one they think is of the higher quality, of course. But what does it mean for a product to be a high-quality product? Well, business analysts usually speak of two major factors of quality: one factor is reliability and the other is what we called features. So reliability. What’s reliability? Well, a product is reliable if it works the way we expect it to work, if it can go a reasonable amount of time without needing repairs. If a product, a car for example, doesn’t work the way it should and needs repairs too soon, we say it’s unreliable. So product reliability means, basically, the absence of defects or problems that you weren’t expecting. It used to be that when people thought about product’s quality, they thought mainly about reliability. Today, it’s different. People still do care about reliability, don’t get me wrong, it’s just that manufacturing standards are now so high that, we’ll take cars for example today. Today’s cars are very reliable. So reliability is important but it’s not gonna be the deciding factor. So if reliability isn’t the deciding factor anymore, what is? Features! All those extras! The things a product has that aren’t necessary but that make it easier to use or to make it cool! For example, new cars today are loaded with features like electric windows, sun roofs, air-conditioning, stereos and so forth. When people are comparing products today, they look at features, because reliabilities pretty much equal across the board. And that’s why manufacturers include so many features in their products. 托福TPO7口语Task6题目： Using points and examples from the lecture, explain the two major factors of product quality and how their role in consumer decision-making has changed. 托福TPO7口语Task6满分范文： When a purchaser is considering two identically priced products, they makedecisions according to the quality. There are two major factors of product quality: reliability and features. A product is reliable when it works the way we expect. For example, if a car doesn’t work the way it should and it needs repair all the time, it is not reliable. So reliability means the absence of defects and problems. However, our concern with reliability is different now, manufacture standards are so high that products are all very reliable. So reliability is not a deciding factor anymore. Instead, features are becoming more important in making decisions. Features are extras and things aren’t necessary. Features make a product cool and easier to use. For example, in a car, features are electric windows, air conditioning and stereos. Since reliability of different products are almost equal, people care more about the features. 以上是给大家整理的托福TPO7口语Task6听力文本+题目+满分范文，希望对你有所帮助!。

【托福听力资料】托福TPO7听力文本——Conversation 2对于很多学生来说，托福TPO材料是备考托福听力最好的材料。

相信众多备考托福的同学也一直在练习这套材料，那么在以下内容中我们就为大家带来托福TPO听力练习的文本，希望能为大家的备考带来帮助。

TPO 7 Conversation 2Narrator：Listen to a conversation between a student and a librarian.Stu: Hi, I am new here and I couldn’t come to the student orientation andI’m wondering if you can give me a few quick pointers about the library? I’dreally appreciate it.Pro: Sure. I’d be glad to. What’s your major area of study?Stu: Latin American Literature.Pro: OK. Well, over here’s the section where we have language, literature and the arts. And if you go downstairs you will find the history section.Generally, the students who concentrate in Latin American literature find themselves researching in the history section a lot.Stu: Um-hmm, you are right. I am a transfer student and I’ve already done a year at another university so I know how the research can go. I spent a lot of time in the history section. So how long can I borrow books for?Pro: Our loan period is a month. Oh I should also mention that we have an inter-library loan service. If you need to get hold a book that’s not in our library, there is a truck that runs between our library and a few other public and university libraries in this area. It comes around three times a week.Stu: Hey, that’s great! At my last school, it could take a really long time to get the materials I needed. So when I had a project, I had to make a plan way in advance. This sounds much faster. Another thing I was wondering is: is there a place where I can bring my computer and hook it up?Pro: Sure. There is a whole area here on the main floor where you can bring a laptop and plug it in for power but on top of that we also have a connection for the internet at every seat.Stu: Nice, so I can do the all research I need to do right here in the library. I’ll have all the resources, all the books and the information I need right here in one place.Pro: Yeah. That’s the idea. I am sure you’ll need photocopiers too. There are down the hall to your left. We have a system where you have to use a copy card so you’ll need to buy a card from the front desk. You insert it into the machine and you are ready to make copies.Stu: How much do you guys get charge?Pro: Seven cents a copy.Stu: Oh, that is not too bad. Thanks. Um, where is the collection of rare books?Pro: Rare books are up on the second floor. They are in a separate room where the temperature is controlled, to preserve the old paper in them. You need to get special permission to access them, and then you have to wear gloves to handle them ‘cause the oils in our hands, you know, can destroy the paper. Andgloves prevent that so we have a basket of gloves in the room.Stu: Ok. Thanks. I suppose that’s all I need to know. You’ve been very helpful. Thanks.Pro: Anytime. ByeStu: Bye.。

智课网TOEFL备考资料托福听力TPO7模考原文文本+解析摘要： TPO是最好的托福听力备考材料，其难度和题型最接近真正的托福考试，TPO一共有34套，本文为大家提供的是托福听力TPO7模考原文文本+解析，在后续的时间里我们还会为大家提供全部的托福听力TPO，大家可以关注小马资料站免费下载。

很多考生都感觉托福听力比较难，其实复习的资料起了很大的作用，什么资料比较好用又有效果呢?今天小编为大家准备的就是托福听力 TPO7模考原文文本+解析，下面我们一起来看看吧。

TPO 7 Lecture 3AnthropologyPro: So we've been discussing 16th century Native American life, and today we're going to focus on the Iroquois and Huron peoples. They lived in the northeastern great lakes region of North America. Now, back then, their lifes depended on the natural resources of the forests, especially the birch tree. The birch tree can grow in many different types of soils and it's prevalent in that area. Now can anyone here describe a birch tree?Stu: They are tall and white, the bark, I mean.Pro: Yes. The birch tree has white bark, and this tough protective outer layer of the tree, this white bark, is waterproof. And this waterproof quality of the bark, it made it useful for making things like cooking containers, a variety of utensils. And if you peel birch bark in the winter, we call it “the winter bark”, another layer, a tougher inner layer of the tree adheres to the bark, producing a stronger material. So the winter bark was used for larger utensils and containers....以上就是本次为大家带来的托福听力TPO7模考原文文本+解析全部内容，在托福听力的备考经过中，考生可能会遇到各种各样的问题，希望本份TPO的资料能帮助大家的备考，点击下方按钮就即可下载哦。

托福TPO7口语Task5题目文本及答案解析TPO对于我们的托福备考非常有用，大家还在苦于找不到资料吗？下面小编给大家带来托福TPO7口语Task5题目文本及答案解析，希望可以帮助到你们。

托福TPO6口语task5题目Listening Part:Now listen to a conversation between a professor and the student.(man) Hi, Sara, to what do I owe this pleasure of this office visit?(woman) It’s my study group, Professor Wilson. We are not getting much studying done, and, you know, none of us did very well on your last quiz.(man) Hmmm, what’s the problem?(woman) Well, we’ve all become good friends and we joke around a lot instead of studying.(man) Hmmm. Sara, let me ask you this. When do you meet?(woman) Every Friday afternoon.(man) Have you thought about changing to another day? By the time Friday afternoon rolls around, all of you are probably exhausted and all you want to do was relax and unwind. It’s hard to stay focused at the very end of the week.(woman) Good point, although things have gotten so out of hand that I’m not sure changing days would help. And we’d lose one or two people if we change days, Friday afternoon is the only time everyone’s available, but it’s worth considering.(man) OK. But just a second, another possibility is, does your group have a leader?(woman) No?(man) Well, if you h ad a leader that would help enormously.Someone to set an agenda in advance, email it to everyone before the meeting and then make sure when you meet that you stay focused on your goals. And since you’ve seemed to be concerned enough about the problem to have come see me, I think that someone might be you.(woman) I guess I can take on that role. But it sounds like work.(man) You don’t have to do it for the whole semester, Sara. You can start if off and then, perhaps, someone else can take over.托福TPO6口语task5题目Question:The professor proposes two solutions to the problem the woman describes. Briefly summarize the problem then state which solution you recommend and explain why.托福TPO6口语task5答案解析：1. Listening key(1.1) Problem: people joke around instead of studying during study meeting(1.2) Solution 1: change the meeting time(1.2.1) Pro: everyone’s exhausted on the weekend, they can’t concentrate with a week of hard work wearing them off(1.2.2) Con: lose one or two people(1.3) Solution 2: appoint a team leader, the woman can be it first(1.3.1) Pro: set an agenda before, email it to all members, make sure the discussion stays on topic(1.3.2) Con: too much work托福TPO6口语task5范文：The woman’s problem is that everyone jokes around and talks a lot during stu dy meetings instead of studying. She’s got two possible solutions, the first is to change the study meetingfrom Friday afternoon to some other time. The second solution is to appoint a leader to the group. I think it’d better if she bite the bullet and take on the role of leader. First of all, it is very important for everyone to study during a study meeting or it’s a waste of time. The presence of a leader can keep the discussion on topic. Second, she mentions that Friday night is when everyone is free to meet, so changing the meeting schedule would mess things up for many group members.。

TPO 41Conversation1QUESTIONS1.What does the professor talk about with the mana.Reasons the man should work at the field station next summer instead ofworking independentlyb.Reasons the man should change the focus of his independent study projectc.Projects that the man has permission to work on next summerd.Whether the man would be willing to cooperate on a project with another student2.What does Professor Garfield suggest the student do during the spring terma.Take a particular classb.Modify his research topicc.Pay the field-station program feed.Begin collecting data3. What do the student and John Arnold have in commonClick on 2 answers.a.They were both on the waiting list for the summer field program.b.They will both be doing research involving salt marshes.c.They often volunteer to help restore salt marshes.d.They live in the same university dormitory.4. What does the professor say is the main topic of John Arnold’s researcha.Establishing size recommendations for salt marsh habitatsb.The relationship between bridge size and the flow of tidal watersc.How the vegetation of coastal habitats is affected by the restoration of salt marshesd.Ways of assessing levels of stress on salt-marsh habitats5.What can be inferred about the student when he says this:a.He cannot participate at the field station because of a priorcommitment.b.He is unsure if he will earn enough course credits before the summer.c.He prefers to do the independent study instead of working at the fieldstationd.He thinks he may not have enough time to complete the required work over thesummer.Lecture1(Environmental Science)QUESTIONS1. What is the lecture mainly aboute.The growth rates of plants in different geographical regionsf.Different ways that plants have adapted to desert environmentsg.The different mechanisms that plant roots use to absorb waterh.Different kinds of succulent plants2. What are two features of succulent plants that help them survive in desertsClick on 2 answers.e.Succulent plants store water in their leaves and stems.f.Succulent plants become dormant until the next rainfall.g.Succulent plants have short stems.h.Succulent plants have few leaves.3.Why does the professor mention bearsa.To remind students of information from a previouslecture b.To point out a feature common to all desert plantsc.To reinforce a point about drought-tolerant plantsd.To help students understand the concept of adaptatione.What is one ability that drought-tolerant plants have that succulent plants do not havea. a. The ability to absorb water from dry soilb.The ability to absorb water through their leavesc.The ability to prevent moisture from being lost through their leavesd.The ability to shed leaves5.Why can annual plants grow in a desert even after a year of no rainfalla.Annual plants have an extensive root system that can absorb water from far away.b.Annual plants produce seeds all year long.c.Seeds of annual plants can store water for a long time.d.Seeds of annual plants can survive in the ground for a long time without water.e.Why does the professor say this :a.To correct a previous statementb.To acknowledge a potentially surprising factc.To anticipate the types of questions that students might have about the topicd.To make sure that students are paying attentionLecture2(united States History)QUESTIONS1.What is the lecture mainly abouta.The growth and influence of historical institutions in the early United Statesb.Facts and myths about Christopher Columbusc.New information about events that occurred during Columbus’ explorationsd.How Columbus' story was used to help create a national identity for the UnitedStates2.According to the professor, why did John Pintard promote the commemoration of the three hundredth anniversary of Columbus' landinga.To encourage patriotismb.To demonstrate his own wealth and influencec.To lessen the influence held by the leaders of the American revolutiond.To correct what he claimed were mistaken beliefs about Columbus3.What were two contributing factors to the selection of Columbus as a United States national heroClick on 2 answers.a.His writings were popular at the timeb.He had no connection to the rulers of Britain.c.The leaders of the revolution did not want to be considered heroes.d.Few people were more famous in the early years of the United States.4.What does the professor imply about the facts of Columbus’ lifea.They were not relevant for Pintard's purposes.b.They are an important part of early United States history.c.They are not presented accurately in Columbus' own writings.d.They were researched thoroughly before his selection as a national hero5.What is the professor’s attitude toward studying what she callsthe "mythical Columbus"a.It is a good way to di scover facts about Columbus’ explorations.b.It is a way to learn about the society that created the myth.c.It is likely to cause confusion among those who want to learnUnited Stateshistory.d.It is not as interesting as doing research into the writings ofColumbus.6.Why does the student say this:a.To question the accuracy of the professor’s statementb.To ask for examples of mistaken beliefs about Columbusc.To propose an alternative explanationd.To find out if he understood the professor's pointConversation2QUESTIONS4.What are the speakers mainly discussinga.The procedures for applying for different types of scholarshipsb.Where the man must go to submit his financial-aid applicationc.How students can get help paying their tuitiond.Various organizations that offer work-study programs3.What is the woman’s opinion of the work-study programa.It does not provide as much financial flexibility as a regular job does.b.It is more difficult to apply for than other types of financial aid.c.It should offer more jobs that would appeal to dental students.d.It should allow students to choose where they want to work.4.Why does the woman mention civic clubs, foundations, and large corporationsa.To suggest organizations the man should visit to learn about scholarshipsb.To give some examples of organizations that offer scholarshipsc.To explain why some scholarships are very competitived.To point out that it is appropriate to use scholarship money from multiplesources5.Why does the woman ask the student about his career plansa.She might be able to help him find a job related to the profession he ispursuing.b.Some scholarships are connected to particular fields of study.c.He cannot receive financial aid without having a career plan.d.She wants to find out which campus library is best equipped to help him.6.Why does the woman suggest that the student speak to a university librariana. A librarian might have more time to help the student than she does.b.Librarians work hard to maintain a complete listing of financial-aidresources.c.Librarians are trained to help students fill out a variety of applications.d. A librarian could help the student find the information he is looking for morequickly.Lecture 3(Art History)QUESTIONS1.What does the professor mainly discussa.The process art historians use to determine who created Renaissance artworksb.Whether collaborative artworks are superior to those produced individuallyc.The way that art was created during the Renaissanced.The development of artistic individuality during the Renaissance2.According to the professor, what factors may have led to a Renaissance artist's decision to hire assistantsClick on 2 answers.a.The number of commissions an artist acceptedb.The scale of the project to be completedc.The amount of money to be paid for the projectd.The amount of advice needed from other artists3.Why does the professor mention someone who painted animals in Raphael’s workshopa.As an example of how artists learned by painting real-life modelsb.As an example of paintings that were copied from sculpturesc.As an example of how assistants specialized in different types of paintingd.As an example of how an assistant introduced an artistic innovation4.According to the professor, how is a building project like a balleta.Strong leadership is necessary to coordinate the work.b.Everyone needs to be aware of what the others are doing.c.Everyone needs to be doing the same thing at the same time.d.The result depends on the level of skill of each person involved.5.Why does the professor mention that in architecture, instructions were usually given orallyClick on 2 answers.a.To emphasize that architectural designs were constantly changingb.To demonstrate the extent of the collaboration between master architects and theirassistantsc.To explain why there is little documentation for many projectsd.To stress the difficulty in determining any given artisan’s contributions to aproject6.What does the professor imply about the process of producing architecture collaborativelya.It w as a result of patrons’ believing in an architect's individual genius.b.It resulted in extra expense for the patrons.c.Itwas simpler than producing sculpture collaboratively.d.It often resulted in less innovation than the architect intended.Lecture 4(Astronomy)QUESTIONS1.What do the speakers mainly discussa.Whether life could exist outside a star’s habitable zoneb.Techniques used by researchers to detect exoplanetsc.Exoplanets that share certain characteristics with Earthd.Characteristics of several recently discovered red dwarf stars2.What does the professor say about the host star Gliese 581Click on 2 answers.a.It is larger than the Sun.b.It is cooler than the Sun.c.It is a relatively young star.d.It is relatively close to Earth.3.What does the professor suggest about life on other planetsa.It most likely does not exist.b.It probably will not be discovered in the near future.c.It probably would not be similar to life on Earth.d.It could possibly be found even on gas giants.4.What did researchers discover about the planet Gliese 581 d when they reexamined ita.It is made entirely of rocks.b.It is not able to support an ocean.c.It is smaller than previously thought.d.It is closer to its host star than previousty thought.5.Why is the planet Gliese 581 e unlikely to support carbon-based lifea.It is too hot.b.It is too small.c.It is covered in ice.d.It is made entirely of gas.6.What does the professor find most exciting about the discovery of the planet Gliese 581 ea.It showed tha t some exoplanets have an atmosphere like Earth’s.b.It helped researchers better understand exoplanets’ orbits.c.It showed that the technology exists to detect small exoplanets.d.It proved that some stars’ habitable zones are larger than once thought.。

[转载]TPO7 lecture4 背景补充+原⽂翻译【转】原⽂地址：TPO7 lecture4 背景补充+原⽂翻译【转】作者：爱之诺⾔背景知识：背景知识物体在受⼒情况下，为了适应或消除外⼒，可作三种变形，即弹性变形、塑性变形和脆性变形(或称破裂)。

⼀般物体在受⼒时都有这三个变形阶段。

例如⼀根弹簧，⼀般情况下，作弹性变形；当受⼒超过弹性强度时，作塑性变形，弹簧回不到原来的位置；当受⼒特⼤超过破裂强度时，弹簧拉断，作脆性变形。

但是，这三个阶段究竟有主有从，三个阶段并不同样平分秋⾊。

到底以何种变形为主，要取决于材料本⾝的性质。

就冰来说，由于它容易实现晶体的内部滑动，是有利于表现出塑性变形的。

但是，当外⼒突然增⾼时，很容易超过冰的破裂强度，发⽣脆性变形(断裂)。

只有在缓慢加荷并长期受⼒时，冰才能充分显现出塑性变形的特⾊。

我们知道，物体在长期受⼒时，哪怕这种⼒较⼩，也会产⽣塑性变形。

在冰川下部，由于上部冰层的压⼒和上游冰层的推⼒，⽼是处于受⼒状态，使下部冰层的塑性表现得⽐较充分。

同时，下部冰层的融点由于受压⽐上部冰层稍低，使下部冰层更接近于融点，因⽽塑性变形更易实现。

这样，冰川下部出现塑性带就不难理解了。

⽽冰川表层，缺乏长期受⼒这个重要条件，当外⼒突然增加时，往往作弹性或脆性变形，成为脆性带。

在⼀个畅通的⼭⾕中，冰川流动时最⼤流速出现在冰川表⾯，愈近⾕底速度降低，这种运动⽅式叫做重⼒流。

如果冰川运动过程中，在前⽅遇到突起的基岩或运动变缓的冰块的阻塞，就在那⾥形成前挤后压的剪应⼒，这种流动⽅式叫做阻塞重⼒流。

在发⽣阻塞重⼒流的地⽅，冰中常有许多逆断层，还有复杂的褶皱出现。

冰川运动速度冰川运动的速度，⽇平均不过⼏厘⽶，多的也不过数⽶，以致⾁眼发觉不出冰川是在运动的。

格陵兰的⼀些冰川，运动速度居世界之⾸，但每年也不过运动千余⽶⽽已。

其它地区的冰川，象⽐较著名的某些阿尔卑斯⼭的冰川，年流速不过80～150⽶。

托福TPO7综合写作阅读+听力原文+满分范文【雷哥托福整理】在备考托福写作的过程中，总是将托福的独立作文放在了第一位，但是实际上，综合作文也是占到了作文总分30分里面的50%的分值，不要等到分数出来了，才发现其实是综合作文的limited或者fair极大的影响了自己的分数。

考过的同学会发现托福综合作文分数不高，很大程度上是受我们听力实力的影响，我们很多托福考生的听力分数只有16分上下的时候，对于托福综合作文的听力妥妥的是束手无策，而且很多托福考生还感觉自己都听懂了，那也只能说明你听懂了大意，但是听力里面要的是每一个细节！请注意，是每一个细节！雷哥托福小托君给大家分享TPO1-33综合作文部分的阅读和听力文本全集与综合作文的满分作文，以及满分作文的解析。

如果自己的托福综合作文分数如果可以很给力的话，就已经搞定了15分的分数，可极大地缓解托福独立作文的压力。

文末教你如何使用这个材料。

TPO7 综合写作听力+阅读原文ReadingIn an effort to encourage ecologically sustainable forestry practices, an international organization started issuing certifications to wood companies that meet high ecological standards by conserving resources and recycling materials. Companies that receive this certification can attract customers by advertising their products as ecocertified. Around the world, many wood companies have adopted new, ecologically friendly practices in order to receive ecocertification. However, it is unlikely that wood companies in the United States will do the same, for several reasons.First, American consumers are exposed to so much advertising that they would not value or even pay attention to the ecocertification label. Because so many mediocre products are labeled 'new" or improved,'' American consumers do not place muchtrust in advertising claims in general.Second, ecocertified wood will be more expensive than uncertified wood because in order to earn ecocertification, a wood company must pay to have its business examined by a certification agency. This additional cost gets passed on to consumers-American consumers tend to be strongly motivated by price, and therefore they are likely to choose cheaper uncertified wood products. Accordingly, American wood companies will prefer to keep their prices low rather than obtain ecocertificationThird, although some people claim that it always makes good business sense for American companies to keep up with the developments in the rest of the world, this argument is not convincing. Pursuing certification would make sense for American wood companies only if they marketed most of their products abroad. But that is not the case,American wood businesses sell most of their products in the United States, catering to a very large customer base that is satisfied with the merchandise.ListeningWell, despite what many people say, there is a good reason to think that many American wood companies will eventually seek ecocertification for the wood products.First off, companies in the United States don't treat all advertising the same.They distinguish between advertising claims that companies make about their own products and claims made by independent certification agencies. Americans have a lot of confidence in independent agencies. Thus ecologically-minded Americans are likely to react very favorably to wood products ecologically certified by independent organization with a intenational reputation for trustworthiness.Second point ,of course it is true that American consumers care a lot about price ,who doesn't?But studies of how consumers make decisions show that price alonedeterimines consumers' decisions only when the price of one competing products is much higher or lower than the other.When the difference between two products is small ,say , less than 5 percent,as is the case with certified wood, American often do choose on factories other than price.And Americans are becoming increasingly convinced of the value of preserving and protecting the environment.And third, US Wood companies should definitely pay attention what is going on in the wood business internationally. Not because of foreign consumers but because of foreign competitors. As I just told you, there is a good chance that many American consumers will be interested in ecocertified products, and guess why? If American companies are slow capturing those consumers, you can be sure that foreign companies will soon start crowding into the American markets, offering ecocerfied wood that domestic companies don't.首先，就是在自己做托福TPO模考之后，可以根据这里面的听力的文本，来检验自己的听力内容是否抓的足够好，尤其是要看写的够不够全！很多时候，我们的综合作文之所以分低，就是因为听力写的不全！第二点，也可以用于在托福考试前来做跟读，有不少托福考生跟小托君说，自己的口语实力不够，那么做跟读，仔细地来模仿ETS官方素材，是一个很好的提高自己口语的方式。

为了帮助大家高效备考托福，为大家带来托福TPO7口语Task3阅读文本+听力文本+题目+满分范文，希望对大家备考有所帮助。

托福TPO7口语Task3阅读文本： Sculpture Courses to be Discontinued University administrators announced yesterday that the sculpture program, a division of the art department, will be eliminated. “The main reason is a lack of student interest,” reported one administrator. “Although the number of art students has increased, fewer and fewer art majors are taking sculpture classes.”Furthermore, the department’s only sculpture professor is retiring this year. “Given the art department’s limited budget, the administrator explained, “it just doesn’t make sense to hire a new full-time professor to teacher sculpture for only a handful of students.” 托福TPO7口语Task3听力文本： Now listen to two students discussing the article. (man) Every thing all right? (woman) Yeah, I’m just upset about that article I showed you this morning. (man) Why? What’s the big deal? (woman) Well, as an art major, I think it’s a big loss for the department. The university’s got it all wrong. (man) What do you mean? (woman) Well, the low enrollment isn’t because art majors don’t want to take these classes, problem is who has time to take them when there are so many other requirements? (man) I don’t understand. (woman) See, the classes they’re eliminating are all optional. The required courses are mostly painting and drawing, and they take up all our time. What we really need are different requirements. Then art majors could take a better variety of classes, all the things we’re interested in. (man) That makes sense. But the thing about the professor… (woman) Well, that’s true. But still, they’re being drastic. If money is the problem, they could hire a part-time professor. Or most of the professors in the department have secondary fields. (man) Really? (woman) Yeah! At least a few painting teachers are also great sculptors. I’m sure one of them could teach the class. 托福TPO7口语Task3题目： The woman expresses her opinion of the university’s plan. State her opinion and explain the reasons she gives for holding that opinion. 托福TPO7口语Task3满分范文： The university is planning to discontinue the sculpture course because students lack interest in it and the department’s only professor is retiring. The woman in the conversation thinks the university has got it all wrong. The low enrollment in the sculpture course is not due to students’ lack of interest but to students’ lack of time. Sculpture course is optional. The required courses such as painting and drawing take much of the students’ time. Besides, the woman thinks the university can hire a part-time teacher to teach sculpture course. There are many professors who have secondary fields. For instance, many painting teachers are also good sculptors. The woman is sure that these professors can teach the sculpture course. 以上是给大家整理的托福TPO7口语Task3阅读文本+听力文本+题目+满分范文，希望对你有所帮助!。

【托福听力资料】托福TPO7听力文本——Lecture 4众所周知，托福TPO材料是备考托福听力最好的材料。

相信众多备考托福的同学也一直在练习这套材料，那么在以下内容中我们就为大家带来托福TPO听力练习的文本，希望能为大家的备考带来帮助。

TPO 7 Lecture 4 GeologyLast time, we started to talk about glaciers and how these masses of ice form from crystallized snow, and some of you were amazed at how huge some of these glaciers are. Now, even though it may be difficult to understand how a huge mass of ice can move or flow, it’s another word for it, it’s really known that no secret that the glaciers flow because of gravity. But how they flow, the way they flow, needs some explaining.Now, the first type of glacier flow is called: basal slip. Basal slip orsliding as it’s often called, basically refers to the slipping or sliding of aglacier across bedrock, actually across a thin layer of water on top of the bedrock. So, this process shouldn’t be too hard to imagine. What happens is that the ice at the base of the glacier is under a great deal of pressure-- the pressure coming from the weight of the overlying ice. And you probably know that under pressure, the melting temperature of water, of the ice I mean, is reduced.So, ice at the base of the glacier melts, even though it’s below zero degree Celsius. And this results in a thin layer of water between the glacier and the ground. This layer of water reduces friction is... is like a lubricant. And it allows the glacier to slide or slip over the bedrock. OK?Now the next type of movement we will talk about is called: deformation. You’v already known that ice is brittle, if you hit it with a hammer, it will shatter like glass. But ice is also plastic, it can change shape without breaking. If you leave, for example, a bar of ice supported only at one end, the end, the unsupported end will deform under its own weight, it’ll kind of flatten out at one end, get distorted, deformed. Think of deformation as a very slow oozing. Depending on the stresses on the glacier, the ice crystal within it reorganize. And during this re-organization the ice crystals realign in a way that allows them to slide pass each other. And so the glacier oozes downhill without any ice actually melting.Now, there are a couple of factors that affect the amount of deformation that takes place or the speed of the glacier’s movement for example. Deformation is more likely to occur the thicker the ice is, because of the gravity of the weight of the ice. And temperature also plays a part here, in that cold ice does not move as easily as ice that is close to the melting point, in fact, it is not too different from… the way oil is, thicker at lower temperatures. So, if you have a glacier in a slightly warmer region, it will flow faster than a glacier in a cooler region.Ok, um… Now, I’d like to touch briefly on extension and compression. Your textbook includes these as types, as a particular type of glacier movement, but you will see that there are …as many textbooks that omit it as a type of movement as include it. And I might not include it right now, if it weren’t inyour textbook. But, basically, the upper parts of glaciers have less pressure onthem. So, they don’t deform easily, they tend to be more brittle. And crevassescan form in this upper layers of the glacier. When the glacier comes intocontact with bedrock walls or is otherwise under some kind of stress, but can’tdeform quickly enough. So, the ice would expand or constrict, and that can causebig fissures big cracks to form in the surface layers of the ice, and thatbrittle surface ice moving is sometimes considered a type of glacier movementdepending on which source you are consulting.Now, as you probably know, glaciers generally move really slowly. Butsometimes, they experience surges, and during these surges, in some places, theycan move at speeds as high as 7000 meters per year. Now, speeds like that arepretty unusual, hundreds of times faster than the regular movement of glaciers,but you can actually see glacier move during these surges, though it israre.。

为了帮助大家高效备考托福，为大家带来托福TPO7听力Conversation2文本+题目+答案解析，希望对大家备考有所帮助。

托福TPO7听力Conversation2文本 Narrator: Listen to a conversation between a student and a librarian. Stu: Hi, I am new here. I, um, couldn't come to the student orientation and I'm wondering if you can give me a few quick pointers about the library? I’d really appreciate it. Librarian: Sure. I’d be glad to. What's your major area of study? Stu: Latin American Literature. Librarian: OK. Well, over here's the section where we have language, literature and the arts. And if you go downstairs you will find the history section. Generally, the students who concentrate in Latin American literature find themselves researching in the history section a lot. Stu: Um-hmm, you are right. I am a transfer student and I've already done a year at another university, so I know how the research can go. I spent a lot of time in the history section. So how long can I borrow books for? Librarian: Our loan period is a month. Oh, I should also mention that we have an inter-library loan service. If you need to get hold a book that’s not in our library, there is a truck that runs between our library and a few other public and university libraries in this area. It comes around three times a week. Stu: Hey, that's great! At my last school, it could take a really long time to get the materials I needed. So when I had a project, I had to make a plan way in advance. This sounds much faster. Another thing I was wondering is: is there a place where I can bring my computer and hook it up? Librarian: Sure. There is a whole area here on the main floor where you can bring a laptop and plug it in for power, but on top of that we also have a connection for the internet at every seat. Stu: Nice, so I can do all the research I need to do right here in the library. I’ll have all the resources, all the books and the information I need right here in one place. Librarian: Yeah. That's the idea. I am sure you'll need photocopiers too. There are down the hall to your left. We have a system where you have to use a copy card,so you'll need to buy a card from the front desk. You insert it into the machine and you are ready to make copies. Stu: How much do you guys get charge? Librarian: Seven cents a copy. Stu: Oh, that’s not too bad. Thanks. Um, where is the collection of rare books? Librarian: Rare books are up on the second floor. They are in a separate room where the temperature is controlled, to preserve the old paper in them. You need to get special permission to access them, and then you have to wear gloves to handle them ‘cause the oils in our hands, you know, can destroy the paper. And gloves prevent that so we have a basket of gloves in the room. Stu: Ok. Thanks. I suppose that’s all I need to know. You've been very helpful. Thanks. Librarian: Anytime. Bye Stu: Bye. 托福TPO7听力Conversation2题目 Question 1 of 5 Why does the student come to the library? A. To learn about the library's resources. B. To ask about interlibrary loans. C. To attend the new student orientation. D. To start work on a research project. Question 2 of 5 Why does the librarian point out the history section to the student? A. She wants to point out the closest area containing copy machines. B. She assumes that he will need to do research there.。

TPO 7Conversation1late essay迟交的论文I'll be interested to see how it all came out. 我也想看看写得怎么样。

I just overheard some graduate students' talking, something about a party for Dean Adams. 我刚刚无意中听到一些研究生在谈论一个为Adams 院长举行的聚会。

retirement party 退休聚会wasn't there notice on the Anthropology Department's bulletin board? 人类学系的公告栏上没有通知吗？pitch in 出一份力If you pitch in, you join in and help with an activity. 参与并帮助that's very thoughtful of you. 你想得很周到。

low-key 低调的flashy 华而不实的a couple of the administrative assistants 两个；几个we're compiling a database of articles the anthropology faculty has published. 我们在汇编人类学教职员工发表过的文章，整理成一个资料库。

there is nothing glory in it, but we are looking for someone with some knowledge of anthropology who can enter the articles. 这不是什么能获得荣耀的工作。

但是我们在找一个懂一些人类学知识的人来输入这些文章。

Did you know Dean Adams did a lot of field research in Indonesia? Most of it hasn't been published yet. 你知道吗，Dean Adams 在印度尼西亚做了很多实地考察研究。

TPO7-1-1 原文：The Geologic History of the MediterraneanIn 1970 geologists Kenneth J. Hsu and William B.F. Ryan were collecting research data while aboard the oceanographic research vessel Glomar Challenger. An objective of this particular cruise was to investigate the floor of the Mediterranean and to resolve questions about its geologic history. One question was related to evidence that the invertebrate fauna (animals without spines) of the Mediterranean had changed abruptly about 6 million years ago. Most of the older organisms were nearly wiped out, although a few hardy species survived. A few managed to migrate into the Atlantic. Somewhat later, the migrants returned, bringing new species with them. Why did the near extinction and migrations occur?Another task for the Glomar Challenger’s scientists was to try to determine the origin of the domelike masses buried deep beneath the Mediterranean seafloor. These structures had been detected years earlier by echo-sounding instruments, but they had never been penetrated in the course of drilling. Were they salt domes such as are common along the United States Gulf Coast, and if so, why should there have been so much solid crystalline salt beneath the floor of the Mediterranean?With question such as these clearly before them, the scientists aboard the Glomar Challenger processed to the Mediterranean to search for the answers. On August 23, 1970, they recovered a sample. The sample consisted of pebbles of hardened sediment that had once been soft, deep-sea mud, as well as granules of gypsum and fragments of volcanic rock. Not a single pebble was found that might have indicated that the pebbles came from the nearby continent. In the days following, samples of solid gypsum were repeatedly brought on deck as drilling operations penetrated the seafloor. Furthermore, the gypsum was found to possess peculiarities of composition and structure that suggested it had formed on desert flats. Sediment above and below the gypsum layer contained tiny marine fossils, indicating open-ocean conditions. As they drilled into the central and deepest part of the Mediterranean basin, the scientists took solid, shiny, crystalline salt from the core barrel. Interbedded with the salt were thin layers of what appeared to be windblown silt.The time had come to formulate a hypothesis. The investigators theorized that about 20 million years ago, the Mediterranean was a broad seaway linked to the Atlantic by two narrow straits. Crustal movements closed the straits, and the landlocked Mediterranean began to evaporate. Increasing salinity caused by the evaporation resulted in the extermination of scores of invertebrate species. Only a few organisms especially tolerant of very salty conditions remained. As evaporation continued, the remaining brine (salt water) became so dense that the calcium sulfate of the hard layer was precipitated. In the central deeper part of the basin, the last of the brine evaporated to precipitate more soluble sodium chloride (salt). Later, under the weight of overlying sediments, this salt flowed plastically upward to form salt domes. Before this happened, however, the Mediterranean was a vast desert 3,000 meters deep. Then, about 5.5 million years ago came the deluge. As a result of crustal adjustments and faulting, the Strait of Gibraltar, where the Mediterranean now connects to the Atlantic, opened, and water cascaded spectacularly back into the Mediterranean. Turbulent waters toreinto the hardened salt flats, broke them up, and ground them into the pebbles observed in the first sample taken by the Challenger. As the basin was refilled, normal marine organisms returned. Soon layer of oceanic ooze began to accumulate above the old hard layer.The salt and gypsum, the faunal changes, and the unusual gravel provided abundant evidence that the Mediterranean was once a desert.gypsum: a mineral made of calcium sulfate and water----------------------------------------------------------------------------------------------------------------Paragraph 1: In 1970 geologists Kenneth J. Hsu and William B.F. Ryan were collecting research data while aboard the oceanographic research vessel Glomar Challenger. An objective of this particular cruise was to investigate the floor of the Mediterranean and to resolve questions about its geologic history. One question was related to evidence that the invertebrate fauna (animals without spines) of the Mediterranean had changed abruptly about6 million years ago. Most of the older organisms were nearly wiped out, although a fewhardy species survived. A few managed to migrate into the Atlantic. Somewhat later, the migrants returned, bringing new species with them. Why did the near extinction and migrations occur?1.The wor d “objective” in the passage is closest in meaning to○achievement○requirement○purpose○feature2.Which of the following is NOT mentioned in paragraph 1 as a change that occurred in thefauna of the Mediterranean?○Most invertebrate species disappeared during a wave of extinctions.○A few hardy species wiped out many of the Mediterranean’s invertebrates.○Some invertebrates migrated to Atlantic Ocean.○New species of fauna populated the Mediterranean when the old migrants returned.Paragraph 3: With question such as these clearly before them, the scientists aboard the Glomar Challenger processed to the Mediterranean to search for the answers. On August 23, 1970, they recovered a sample. The sample consisted of pebbles of hardened sediment that had once been soft, deep-sea mud, as well as granules of gypsum and fragments of volcanic rock. Not a single pebble was found that might have indicated that the pebbles came from the nearby continent. In the days following, samples of solid gypsum were repeatedly brought on deck as drilling operations penetrated the seafloor. Furthermore, the gypsum was found to possess peculiarities of composition and structure that suggested it had formed on desert flats.Sediment above and below the gypsum layer contained tiny marine fossils, indicating open-ocean conditions. As they drilled into the central and deepest part of the Mediterraneanbasin, the scientists took solid, shiny, crystalline salt from the core barrel. Interbedded with the salt were thin layers of what appeared to be windblown silt.3.What does the author imply by saying “Not a single pebble was found that might have indicated that the pebbles came from the nearby continent”?○The most obvious explanation for the origin of the pebbles was not suppo rted by the evidence.○The geologists did not find as many pebbles as they expected.○The geologists were looking for a particular kind of pebble.○The different pebbles could not have come from only one source.4．Which of the following can be inferred from paragraph 3 about the solid gypsum layer? ○It did not contain any marine fossil.○It had formed in open-ocean conditions.○It had once been soft, deep-sea mud.○It contained sediment from nearby deserts.5. Select the TWO answer choice from paragraph 3 that identify materials discovered in the deepest part of the Mediterranean basin. To receive credit you must select TWO answers.○V olcanic rock fragments.○Thin silt layers○Soft, deep-sea mud○Crystalline salt6. What is the main purpose of paragraph 3?○To describe the physical evidence collected by Hsu and Ryan○To explain why some of the questions posed earlier in the passage could not be answered by the findings of the Glomar Challenger○To evaluate techniques used by Hsu and Ryan to explore the se a floor○To describe the most difficult problems faced by the Glomar Challenger expeditionParagraph 4: The time had come to formulate a hypothesis. The investigators theorized that about 20 million years ago, the Mediterranean was a broad seaway linked to the Atlantic by two narrow straits. Crustal movements closed the straits, and the landlocked Mediterranean began to evaporate. Increasing salinity caused by the evaporation resulted in the extermination of scores of invertebrate species. Only a few organisms especially tolerant of very salty conditions remained. As evaporation continued, the remaining brine (salt water) became so dense that the calcium sulfate of the hard layer was precipitated. In the central deeper part of the basin, the last of the brine evaporated to precipitate more soluble sodium chloride (salt). Later, under the weight of overlying sediments, this salt flowed plastically upward to form salt domes. Before this happened, however, the Mediterranean was a vast desert 3,000 meters deep. Then, about 5.5 million years ago came the deluge. As a result of crustal adjustments and faulting, the Strait of Gibraltar, where the Mediterranean now connects to the Atlantic, opened, and water cascaded spectacularly back into theMediterranean. Turbulent waters tore into the hardened salt flats, broke them up, and ground them into the pebbles observed in the first sample taken by the Challenger. As the basin was refilled, normal marine organisms returned. Soon layer of oceanic ooze began to accumulate above the old hard layer.7. According to paragraph 4, which of the following was responsible for the evaporation of the Mediterranean’s waters?○The movements of Earth’s crust○The accumulation of sediment layers○Changes in the water level of the Atlanti c Ocean○Changes in Earth’s temperature8. The word “scores” in the passage is closest in meaning to○members○large numbers○populations○different types9. According to paragraph 4, what caused most invertebrate species in the Mediterranean to become extinct?○The evaporation of chemicals necessary for their survival○Crustal movements that connected the Mediterranean to the saltier Atlantic○The migration of new species through the narrow straits○Their inability to tolerate the increasing salt conten t of the Mediterranean10. 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.○The strait of Gibralta r reopened when the Mediterranean and the Atlantic became connected and the cascades of water from one sea to the other caused crustal adjustments and faulting. ○The Mediterranean was dramatically refilled by water from the Atlantic when crustal adjustments and faulting opened the Strait of Gibraltar, the place where the two seas are joined.○The cascades of water from the Atlantic to the Mediterranean were not as spectacular as the crustal adjustments and faulting that occurred when the Strait of Gibraltar was connected to those seas.○As a result of crustal adjustments and faulting and the creation of the Strait of Gibraltar, the Atlantic and Mediterranean were connected and became a single sea with spectacular cascades of water between them.11. The word “Turbulent” in the passage is closest in meaning to○Fresh○Deep○Violent○TemperateParagraph 2 ■Another task for the Glomar Challenger’s scientists was to try to determine the origin of the domelike masses buried deep beneath the Mediter ranean seafloor. ■These structures had been detected years earlier by echo-sounding instruments, but they had never been penetrated in the course of drilling. ■Were they salt domes such as are common along the United States Gulf Coast, and if so, why should there have been so much solid crystalline salt beneath the floor of the Mediterranean? ■12. Look at the four squares [■] that indicate where the following sentence could be added tothe passage.Thus, scientists had information about the shape of the domes but not about their chemical composition and origin.Where would the sentence best fit?13．Direction: 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.An expedition to the Mediterranean answered some long-standing questions about the ocean’s history.●The Glomar Challenger…●Samples recovered from…●Evidence collected by…Answer choices○The Glomar Challenger expedition investigated changes in invertebrate fauna and some unusual geologic features.○Researchers collected fossils to determine which new species migrated from the Atlantic with older species.○Scientists aboard the Glomar Challenger were the first to discover the existence of domelike masses underneath the seafloor.○Samples recovered from the expedition revealed important differences in chemical composition and fossil distribution among the sediment layers.○Evidence collected by the Glomar Challenger supports geologists' beliefs that the Mediterranean had evaporated and become a desert, before it refilled with water.○Mediterranean salt domes formed after crustal movements opened the straits between the Mediterranean and the Atlantic, and the Mediterranean refilled with water.----------------------------------------------------------------------------------------------------------------参考答案：1.○ 32.○ 23.○ 14.○ 15.○ 2, 46.○ 17.○ 18○ 29.○ 410.○ 211.○ 312.○ 313. The Glomar Challenger…Samples recovered from…Evidence collected by…---------------------------------------------------------------------------------------------------------------- 答案解析：第一题，C，词汇题。

TPO 07 – Listening PartConversationEric: Hi, Professor Mason, do you have a minute?Pro: Yeah, of course, Eric. I think there was something I wanted to talk to you about too.Eric: Probably my late essay.Pro: Ah, that must be it. I thought maybe I’d lost it.Eric: No, I'm sorry. Actually it was my computer that lost it, the first draft of it. And, well, anyway, I finally put it in your mail box yesterday.Pro: Oh, I haven't checked the mail box yet today. Well, I'm glad it's there. Iwill read it this weekend.Eric: Well, sorry again. Say, I can send it to you by email too if you like.Pro: Great. I'll be interested to see how it all comes out.Eric: Right. Now, ah, I just have overheard some graduates students talking. Something about a party for De Adams?Pro: Retirement party, yes, all students are invited. Wasn't there notice on theAnthropology Department's bulletin board?Eric: Ah, I don't know. But I want to offer help with it. You know whatever you need. De Adams, well, I took a few anthropology classes with her and they were great, inspiring. That's why I want to pitch in.Pro: Oh, that's very thoughtful of you, Eric, but it will be low key, nothing flashy. That's not herstyle.Eric: So there's nothing?Pro: No, we'll have coffee and cookies, maybe a cake. But actually couples of the administrative assistants are working on that. You could ask them but I think they've got covered.Eric: Ok.Pro: Actually, oh, no, never mind.Eric: What's it?Pro: Well, it's nothing to do with the party and I'm sure there are more exciting ways that you could spend your time. But we do need some help with something. Work pilling a database of articles the anthropology faculty has published. There is not much glory, but we are looking for someone with some knowledge of anthropology who can enter the articles. I hesitate to mention it. But I don't suppose it's something you wouldEric: No, that sounds like cool. I would like to see what they are writing about.Pro: Wonderful. And there are also some unpublished studies. Do you know De Adams did a lot of field research in Indonesia? Most of them haven't been published yet.Eric: No, like what?Pro: Well, she is really versatile. She just spent several months studying social interactions in Indonesia and she's been influential in ecology. Oh, and she's also done work in south of America, this is closer to biology, especially with speciation.Eric: ah, not to seem uninformedPro: Well, how's species form? You know, how two distinct species form from one. Like when population of the same species are isolated from each other and then developed into two different directions and ended up with two distinct species.Eric: Interesting.Pro: Yes, while she was there in the south of America, she collected a lot of linguistic information and sounds, really fascinating.Eric: Well. I hate to see her leave.Pro: Don't worry. She'll still be around. She's got lots of projects that she's still in the middle of. LecturePro: The 19 century was the time that thought what we called: Realism developing in European in theater. Um… to understand this though, we first need to look at the early form of drama known as the well-made play, which basically was a pattern for constructing plays, plays that the beginning with some early 19 century’s comedies in France proved very successful commercially. The dramatic devises use here word actually anything new, they have been around for centuries. But the formula for well-made play required certain elements being included, in a particular order, and most importantly, that everything in the plays be logically connected. In fact, some of the player writes would start by writing the end of the play. And the word “backward” toward the beginning, just to make sure each event let logically from what has gone before. Ok, what are the necessary elements of well-made play?Well, the first is logical exposition. Exposition is whatever background information you have to review to the audience. So, they all understand whatis going on. Before this time, exposition might come from the actors simply giving speeches. Someone might watch out the stage and see: “lyric quotation”. And until all about the felting family of Romeo and Julie, but for the well-made play, even the exposition had to be logic, believable. So, for example, you might have two servants gossiping as they are cleaning the house. And one says, Oh, what a shame master sound still not married. And the other might mention that a rumor about the mysterious a gentle men who just moved into the town with his beautiful daughter. These comments are parts of the play logical exposition.The next key elements of the well-made play refer to as the inciting incidents. After we have the background information, we need a king moment to get things moving, they really make the audience interested in what is happened to the characters we just heard about it. So, for example, after the two servants review all this background information, we need the young man. Just is he first lies eyes on the beautiful woman, and he immediately falls in love. This is the inciting incidence . It sets off, the plot of the play.Now, the plot of well-made plays is usually driven by secrets. Things, the audiences know, but the characters often don’t know. So, for example, the audience learned through a letter or through someone else’s conversation. Who is the mysterious gentle man is, and why he left the town many years before. But th e young man doesn’t know about this. And the woman doesn’t understand the ancient connection between her family and he is. Before the secret are reviewed to the main character, the plot of the play perceived as the series of the sorts of the up and down moments. For example, the woman first appears not to even notice the young man, and it seems to him like the end of the world. But then, he learns that the she actually wants to meet him too. So, life is wonderful. Then, if he tries to talk with her, maybe her father get furious, for no apparent reason. So, they cannot see each other. But, just the young man has almost loved all hopes, he finds out, well you get the idea, the reversal the fortune continue, increasing the audience’s tension and excitement. They can wonder that everything is going to come out or care it not.Next come in, elements known as the: An obligatory scene. It’s scene, a moment in which all the secrets are reviewed. In generally, things turn out well for the hero and others we are care about, a happy ending of some sorts. Thisbecame so popular that the playwright almost had to include it in every play which is why is called: the obligatory scene. And that’s followed by the final dramatic element---the denouement or the resolution, when all the lucent have to be tight up in the logical way. Remember, the obligatory scene gives the audience emotional pleasure. But the denouement offers the audiencea logical conclusion. That’s the subtle distinction we need to try very har d to keep in mind. So, as I said, the well-made play, this form of playwriting, became the base for realism in drama, and for a lot of very popular 19 century plays. And also, a pattern we find in plots of later many play, and even movies that we see it today.LecturePro: So, that is how elephant uses infrasound . Now, let’s talk about the other and the acoustic spectrums, sound that is too high for humans to hear--- ultrasound s. Ultrasound is used by many animals that detected and some of them seen out very high frequency sounds. So, what is a good example? Yes, Kayo.Kayo: Well, bats, since there is all blind, bets have to use sound for, you know, to keep them from flying in the things.Pro: That is echolocation. Echolocation is pretty self-explanatory ; using echoes reflected sound waves to located things. As Kayo said that bat used for navigation and orientation. And what is else. Make.Make: Well, finding food is always important, and I guess not becoming food for other animals.Pro: Right, on both accounts . Avoiding other predators, and locating prey, typically insects that fly around it at night. Before I go on, let me just respond something Kayo was saying--- this idea that is bats are blind. Actually, there are some spec ies of bats, the one that don’t use echolocation that do rely on their vision for navigation, but its true for many bats, their vision is too weak tocount on . Ok, so quick some rays if echolocation works. The bats emit the ultrasonic pulses, very high pitch sound waves that we cannot hear. And then, they analyze the echoes, how the waves bound back. Here, let me finish the style diagram I started it before the class. So the bat sendsout the pulses , very focus birds of sound, and echo bounds back. You know, I don’t think I need to draw the echoes, your reading assignment for the next class; it has diagram shows this very clearly. So, anyway, as I were saying, by analyzing this echo, the bat can determine, say, if there is wall in a cave that needs to avoid, and how far away it is. Another thing uses the ultrasound to detect is the size and the shape of objects. For example, one echo they quickly identified is one way associated with moth, which is common prey for a bat, particularly a moth meeting its wings. However, moth happened to have major advantage over most other insects. They can detect ultrasound; this means that when the bat approaches, the moth can detect the bat’s presence. So, it has time to escape to safety, or else they can just remain motionless. Since, when they stop meeting their wings, they will be much hard for the bat to distinguish from, oh… a leave or some other object. Now, we have tended to underestimate just how sophisticated the ability that animals that use ultrasound are. In fact, we kinds of assume that they were filtering a lot out. The ways are sophisticated radar on our system can ignore the echo from the stationary object on the ground. Radar are does this to remove ground clutter , information about the hills or buildings that they doesn’t need. But bats, we thought they were filtering out kinds of information, because they simply couldn’t analyze it. But, it looks as we are wrong. Recent there was the experiment with trees and specific species of bat. A bat called: the laser spear nosed bat. Now, a tree should be huge and acoustic challenge for bat, right? I mean it got all kinds of surfaces with different shapes and angles. So, well, the echoes from trees are going to be massive and chaotic acoustic reflection, right, not like the echo from the moth. So, we thought for a long time that the bat stop their evaluation as simply that is tree. Yet, it turns out that is or at least particular species, cannot only tell that is trees, but can also distinguish between a pine tree, and a deciduous tree, like a maple or oak tree, just by their leaves. And when I say, leaves, I mean pine needles too. Any idea on how we would know that?Stu: Well, like with the moth, could be their shape?Pro: You are on the right track---it actually the echo of all the leaves as whole the matters. Now, think, a pine trees with little densely packed needles. Thoseproduced a large number of fain reflection in which what’s we called as: a smooth of echo. The wave forms were very even, but an oak which has fewer but bigger leaves with stronger reflections, produces a gigots wave form, or what we called: a rough echo. And these bats can distinguish between a two, and not just was trees, but with any echo come in smooth and rough shape.ConversationStu: Hi, I am a new here and I couldn't come to our student orientation and I'm wondering if you can give me a few quick points just about library. I’d really appreciate it.Pro: Sure. I will be glad to. What's your major area of study?Stu: Latin American Literature.Pro: OK. Well, over here's the section where we have language, literature and arts. And if you go down stairs you will find history section. Generally, the students who concentrated in Latin American literature find themselves research in history section a lot.Stu: Hum, you are right. I am a transfer student and I've already done a year in another university so I know how the research can go that spent a lot of time on history section. So how long can I borrow books for?Pro: Our loan period is a month. Oh I should also mention that we have an inter-library loan service. If you need to get to hold a book that not in our library, there is a truck that runs between our library and a few public and university libraries in this area. It comes around three times a week.Stu: It's great! At my last school, it takes really a long time to get the materials I needed. So when I had a project, I had to make a plan away in advance. This sounds much faster. Another thing I was wondering is: is there a place where I can bring my computer and hook it up?Pro: Sure. There is a whole area here on the main floor where you can bring a laptop and plug it in for power but on top of that we also have a connection for the internet that every seat.Stu: Nice, so I can do the all research I need to do right here in the library. All I have the resources, all the books and the information I need right here in one place.Pro: Yeah. That's the idea. I am sure you'll need photo copiers too. There is down the hall to the left. We have system where you have to use copy cards so you'll need to buy a card from the front desk. You would insert it into the machine and you read it into the copies.Stu: How much do you get charge?Pro: Seven cents a copy.Stu: Hum, that is not too bad. Thanks. Hum, where is the collection of the rare books?Pro: Rare books are upon the second floor. There is in the separate room where the temperature controlled, to preserved old paper in them. You need to get special permission to access, and then you have to need to wear gloves to handle them because the oil in our hands, you know, can destroy the paper. And gloves prevent that so we have a basket of gloves in the room.Stu: Ok. Thanks. I suppose that all I need to know. You've been very helpful. Thanks.Pro: Anytime. ByeStu: Bye.LecturePro: So we've been discussing 16th century Native American life, and today we're going to focus on Iroquois and Hooray peoples. They lived in the northeastern great lakesregion of North America. Now, back then, their lives depended on the natural resources of the forests, especially the birch tree. The birch tree can grow in many different types of soils and it's prevalent in that area. Now can anyone here describe the birch tree?Stu: They are tall and white, the bark, I mean.Pro: Yes. The birch tree has white bark, and this tough protective outer layer of the tree, this white bark, is waterproof. And this waterproof quality of the bark, it made it useful for making things like cooking containers, a variety of utensils. And if you peel birch bark in the winter, we call it ‘the winter bark', another layer a tougher inner layer of the tree adheres to the bark, producing a stronger material. So the winter bark was used for larger utensils and containers.Stu: I know people make utensils out of wood, but utensils out of tree bark?Pro: Well, birch bark is pliable and very easy to bend. The Native Americans would cut the bark and fold it into any shape they needed, then secure with cords until it dried. They could fold the bark into many shapes.Stu: So if they cooked in bowls made of birch bark, wouldn't that make the food taste funny?Pro: Oh, that's one of the great things of birch bark. The taste of the birch tree doesn't get transferred to the food. So it was perfect for cooking containers. But the most important use of the bark, by far, was the canoe. Since the northeastern region of North American is interconnected by many streams and waterways, water transportation by vessels like a canoe was most essential. The paths through the woods were often over-grown, so water travel was much faster. And here's what the Native Americans did. They would peel large sheets of bark from the tree to form light-weight yet sturdy canoes. The bark was stretched over frames made from tree branches, stitched together and sealed with resin. You know that sticky liquid that comesout of the tree? And when it dries, it's watertight. One great thing of these birch bark canoes was that they could carry a large amount of cargo. For example, a canoe weighing about 50 pounds could carry up to nine people and 250 pounds of cargo.Stu: Wow! But how far could they drive that way?Pro: Well like I said, the northeastern region is interconnected by rivers and streams and the ocean at the coast. The canoes allow them to travel over a vast area that today it would take a few hours to fly over. You see, the Native Americans made canoes of all types, for travel on small streams or on large open ocean waters. For small streams, they made narrow, maneuverable boats, while a large canoe was needed for the ocean. They could travel throughout the area only occasionally having to portage, to carry the canoe over a land short distance to another nearby stream. And since the canoes were so light, this wasn't a difficult task. Now how do you think this affected their lives?Stu: Well if they could travel so easily over such a large area, they could trade with people from other areas which I guess would lead them to form alliances ?Pro: Exactly. Having an efficient means of transportation, well, that helps the Iroquois to form a federation linked by natural waterways. And this federation expanded from what is now Southern Canada all the way south to the Dalever River. And this efficiency of birch bark canoe also made an impression on newcomers of the area. French traders in the 17th century modeled their...well they adopted the design of Yreka’s b irch bark canoes, and they found they could travel great distances more than 15 kilometers a month. Now besides the bark, Native Americans also used the wood of the birch tree. The young trees were used to support for loggings with the waterproof bark used as roofing. Branches were folded into snow shoes and the Native American people were all adept to running very fast over the snow in these birch brand snow shoes which if you ever tried walking in snow shoes you know wasn't easy.LectureLast time, we started to talk about the glaciers, and how these masses less forms from crystallized snow, and some of you were amazed at how huge some of the these glaciers are. Now, even though it may be difficult to understand how a huge mass less can move or flow, in another word for it, it’s really known that the secret that the glaciers flow, because of gravity. Buthow they flow, and why they flow needs some explaining. Now, the first type of the glaciers flow is called: basal slip.Basal slip or its sliding as it’s often called, basically refers to the slipping or sliding of glacier across bedrock, actually across the thin layer of water, on top of the bedrock. So, this process shouldn’t be too hard to imagine. What happens is that the ice of the base of the glacier is under gradual depression-- the depression coming from the weights of the overlaying ice. And you probably know that the under pressure, the melting temperature of water as the ice I mean, is reduced. So, ice at the basis of glacier melts, even though it’s below zero degree thaws. And this results in thin layer of water between the glacier and ground. This layer of water reduces friction is... is like a lubricant. And it allows the glacier to slat or slip over the bedrock .Ok, now the next type movement we will talk about is called: deformation. You already known that the ice brittle , if you heated with hammer, it will shatterly glass. But ice is also plastic , you can change the shapes without breaking. If you leave, for example, a bar of ice supported only at one end, they end, they unsupported end will deform under its own way due---kind of flatten out one in to get stored it deformed it. Think deformation a very slow oozing . Depending on the stresses on the glacier, the ice crystal was in the re-organized. And during this re-organization the ice crystal re-allied in a way that allows them to slide pass each other. And so the glacier oozes downhill without any ice actually melting. Now, there are a couple of the factors that affects the amounts of deformation that takes place or the speed of the glaciers movement for example. Deformation is more likely to occur the thicker the ices, because at the gravity of the weight its ice. And temperature also plays part here, in that XX does not moves easily. As the ice that is close to the mounting points, in fact, it is not to different from… the weight oil is, thicker at the lower temperature. So, if you had a glacier in the slightly warmer region, it will flowfaster than the glacier in the cooler region.Ok, um… Now, let’s touch briefly on extension and compression. You textbook includes this as type as a particular type of glacier movement, but you will see that these are … cause many textbooks that omitted as type of movement as included. And I might not include right now, if there won’t in your textbooks. But, basically, the upper parts of the glacier have less pressure on them. So, they don’t deform easily, they tend to be more brittle. A nd crevasses can form in this upper layer of glacier. When the glacier comes into contact with bedrock walls or the otherwise under some kinds of stresses, but can deform quickly enough. So, the ice would expand or constrict, and that can cause XXX be crack to form in the surface of the layer of ice, and that brittle the surface ice moving, is sometimes considered a type of glacier movement depending onwhich source you can thaw to. Now, as you probably know, glaciers generally move really slowly. But sometimes, they experience surges, and during these surges, in some places, they can move its speeds as high as 7000 meters per year. Now, a speed like that are pretty unusual, 100 of times faster than the regular movement of glaciers, but you can actually see glacier move during these surges, though it is rare.。

智课网TOEFL备考资料托福TPO听力原文文本全集整理摘要：托福TPO听力原文文本全集整理!小编整理出了托福听力TPO的完整内容，涵盖了Conversation 1、Conversation 2、Lecture 1、Lecture 2、Lecture 3等文本及音频资料，同学们快来听一听吧!托福 TPO听力原文文本全集整理!小编整理出了托福听力 TPO的完整内容，涵盖了Conversation 1、Conversation 2、Lecture 1、Lecture 2、Lecture 3等文本及音频资料，同学们快来听一听吧!扫码获取托福TPO听力原文文本全集资料：TPO1Conversation 1Narrator：Listen to part of a conversation between a student and a librarian.Student：Hi, um…, I really hope you can help me.Librarian：That’s why I’m here. What can I do for you?Student：I’m supposed to do a literature review for my psychology course, but I’m… having a hard time fi nding articles. I don’t even know where to start looking.Librarian：You said this is for your psychology course, right? So your focus is on …Student： Dream Interpretation.Librarian：Well, you have a focus, so that’s already a good start. Hmmm… well, there’re a few things… oh wait… have you checked to see if your professor put any material for you to look at on reserve?Student：Aha, that’s one thing I did know to do. I just copied an article, but I still need three more on my topic from three different journals.Librarian：Let’s get you going on looking for those then. We have printed versions of twenty or so psychology journals in the Reference Section. These are ones published within the last year. Now that I th ink about it… there’s a journal named Sleep and Dreams.Student：Oh, yeah, the article I just copied is from that journal, so I’ve got to look in other sources.Librarian：Ok, actually, most of our materials are available electronically now. You can access psychology databases or electronic journals and articles through the library’s computers, and if you want to search by title with the word‘dream’ for example, just type it in and all the articles with ‘dream’ in the title will come up on the screen.Student：Cool, that’s great! Too bad I cannot do this from home.Librarian：But you can. All of the library’s databases and electronic sources can be accessed through any computer connected to the university network.Student：Really?! I can’t believe I didn’t know that. It still sounds like it’s going to take a while though, you know, going through all of that information, all of those sources.Librarian：Maybe, but you already narrowed your search down to arti cles on Dream Interpretation, so it shouldn’t be too bad. And you probably notice that there’s an abstract or summary at the top of the first page of the article you copied. When you go into the databases and electronic sources, you have the option to display the abstracts on the computer screen, skimming those to decide whether or not you want to read the whole article should cut down some time.Student：Right, abstracts! They’ll definitely make the project more doable. I guess I should try out the electronic search while I’m still here then, you know, just in case.Librarian：Sure, er… that computer’s free over there, and I’ll be here till five this afternoon.Student：Thanks, I feel a lot better about this assignment now.相关推荐:托福听力真题高频短语总结托福听力常见短句总结(20句)托福听力短语100句(精华)相关字搜索：托福TPO听力原文文本全集。

TPO 7 listening 题目1. why does the man go to see the professorA. To hand in a late assignmentB. To find out about jobs in the departmentC. To discuss Dean Adam's current researchD. To volunteer to help organize an event2. how did the man learn about Dean Adams' retirement?A. He read about it in an e-mail messageB. It was posted on a bulletin boardC. He heard other students discussing itD. Dean Adams announced it in her class3. why does the professor refuse the man's offer to help with a party? Click on 2 answersA. Two people are already working on itB. She prefers that he spend his time on another projectC. The party does not require much preparationD. Dean Adams is not permanently leaving the department4. why does the professor talk about speciation?A. To describe the main focus of the work she needs help withB. To tell the man about a new research area in ethnologyC. To explain what Dean Adams chose to work on in IndonesiaD. To demonstrate how varied Dean Adams' research has been5. Why does the professor say this:A. To express doubt about the man's qualifications for the projectB. To ask the man if he would be willing to work on the projectC. To ask the man to recommend someone for the projectD. To apologize for not being able to offer the project to the man6. what is the lecture mainly about?A. The importance of creating believable characters in playsB. The influence of the literature of "realism" on French theaterC. A successful standard formula for writing playsD. A famous example of a well-made play7. according to the professor ,why did some playwrights write the end of a play before the beginning?A. To produce multiple scripts as quickly as possibleB. To prevent the audience from using logic to guess the endingsC. To avoid writing endings similar to those of other playsD. To ensure that the plot would develop in a logical manner8. why does the professor mention a conversation between two servants？A. To give examples of typical characters in a well-made playB. To show how background information might be revealed in a well-made playC. To explain why Romeo and Juliet can be considered a well-made playD. To explain how playwrights develop the obligatory scene of a well-made play9. according to the professor, what dramatic elements are typically included in a well-made play to help move the plot forward? Click on 2 answersA. A series of major changes in the hero's apparent chances of successB. The introduction of new characters midway through the playC. Information known to the audience but not to the main charactersD. The movement of major characters from one setting to another10. What does the professor imply about the obligatory scene and the denouncement?A. The difference between them might be unclear to some peopleB. Both are useful techniques for developing realistic charactersC. The denouncement usually occurs within the obligatory sceneD. The obligatory scene is usually less exciting than the denouncement11. Why does the professor say thisA. To help students understand the meaning of a new termB. To indicate that his point is not related to the main topic of the lectureC. To emphasize one element of a play over all othersD. To begin to summarize the main points of the lecture12. what is the lecture mainly about?A. How animals emit ultrasonic pulsesB. How bats use acoustical signalsC. A comparison of echolocation and radarD. Variations among bats in the use of ultrasound13. why does the professor decide NOT to add more information to the diagram on the board?A. She wants students to complete the diagram themselves as an assignmentB. She needs to look up some information in order to complete the diagram accuratelyC. The additional information is not relevant to the topic that she wants to discuss nextD. Students already have the additional information in their textbook14. According to the professor, what are two ways in which a moth might react when it detects the presence of a bat? Click on 2 answersA. The moth might stop beating its wingsB. The moth might emit high-frequency soundsC. The moth might leave the areaD. The moth might change its color to match its surroundings15. What surprising information did a recent experiment reveal about lesser spear-nosed bats?A. They filter out echoes from some types of treesB. They can analyze echoes from stationary objects with complex surfacesC. They cannot analyze "jagged" echoesD. They cannot analyze echoes from certain types of small moving objects.16. According to the professor ,why does a pine tree produce a "smooth" echo?A. Because it has a smooth trunkB. Because it has large branches spaced at regular intervalsC. Because it has many small, densely packed needlesD. Because it remains stationary in all types of weather17. Why does the professor say this:A. To answer a question that Carol askedB. To correct a statement that Carol madeC. To praise Carol for an example that she gaveD. To give an example of a principle that Carol stated18. Why does the student come to the library?A. To learn about the library's resourcesB. To ask about interlibrary loansC. To attend the new student orientation。

为了帮助大家高效备考托福，为大家带来托福TPO7口语Task4阅读文本+听力文本+题目+满分范文，希望对大家备考有所帮助。

托福TPO7口语Task4阅读文本： Behavior Modification Individuals often modify their behavior based on what they have learned about the possible consequences of their actions. When an individual learns through experience that a certain behavior results in pleasant consequences, that behavior is likely to be repeated. An unpleasant consequence, on the other hand, discourages further repetition of the behavior. While behavior modification can be observed in experiments, it also occurs frequently in everyday settings, when individuals change their behavior based on what they have learned about the consequences of that behavior. 托福TPO7口语Task4听力文本： Now listen to part of a lecture on the topic in a Psychology class. (male) This happens all the time with kids in schools. Say there was a little boy or girl who’s just starting school. Well, they’re not really used to the rules about proper behaviors for classroom. So at the beginning they might, I don’t know, interrupt the teacher, walk around the classroom when they’re supposed to be sitting down. You know, just misbehaving in general. Ok, but, what happens? Well, the teacher gets angry with them when they act this way. They might get punished. They have to sit at their desks when everyone else is allowed to go outside and play. And they certainly don’t like that. Soon, they’ll learn that this kind of behavior gets them in trouble. They’ll also learn that when they raise their hand to talk to the teacher and sit quietly and pay attention during class, they are rewarded. The teacher tells them she’s proud of them and maybe puts a little happy-face sticker on their homework. Now that their behavior gets a good reaction from the teacher, the kids learn to always act this way in class. And not behave the way they used to. 托福TPO7口语Task4题目： Using the example from the lecture, explain what behavior modification is and how it works. 托福TPO7口语Task4满分范文： The professor talks about behavior modification which is people would change or modify a behavior according to the result of that behavior. The professor gives the example of school kids. When they interrupt the teacher or misbehave in any other way, the teacher gets angry and might punish them by not allowing them to play outside. So the kids will learn those behaviors get them in trouble, and will likely stop doing it. On the other hand, when they behave themselves in the classroom, the teacher will tell them she’s proud of them and put a little happy face sticker on their homework. Therefore the kids will begin to act in the way in which they can receive more compliment. 以上是给大家整理的托福TPO7口语Task4阅读文本+听力文本+题目+满分范文，希望对你有所帮助!。

1 Professor's OfficeProfessor: Okay Chris. Do you understand why I asked you to see me?$ Student: I guess so. I did something in class . . . I apologize.$ Professor: But do you understand what’s bothering me?$ Student: No, not really. I like your class.$ Professor: I’m glad you do. But Chris you’re disturbing the other students with your constant talking.$ Student: I am?$ Professor: Yes. I’ve had several people complain about it. They’re missing key parts of the lecture because you’re talking.$ Student: But I’m talking about the lecture. I’m not just making conversation.$ Professor: Look, Chris. It doesn’t matter. When I am talking, you should be listening.$ Student: Well, I’m sorry. Sometimes I don’t get a word or a phrase so I ask someone about it. $ Professor: Okay. I really don’t think you’re creating a disturbance on purpose. If I did, I’d simply ask you to drop the class. Period.$ Student: Oh please don’t do that.$ Professor: That’s not my plan, but it has to be an option. Look, maybe you need to record the lectures. I don’t mind if you do that. Then, you can fill in the blanks when you listen the second time instead of asking your neighbor during the class.$ Student: That’s a great idea. I really wanted to do that, but I was thinking you probably wouldn’t want me to.$ Professor: And another thing. If you have questions, I need you to write them down and make an appointment to talk with me about them. That’s why I have office hours twice a week. $ Just call the department, and we’ll arrange a time.$ Student: Excuse me, Dr. Pierce. Can I tell you something? Uh, I’m embarrassed to ask you questions.$ Professor: Why in the world would that be? I ask for questions at the end of every lecture. I encourage students to use my office hours . . .$ Student: I know you do. It’s just that where I went to school before I came here, if you asked a professor a question, it was an insult because . . . because it implied that he hadn’t explained everything well. You see, if the professor does a good job on the lecture, everything will be clear and no one will need to ask a question.$ Professor: I see. Well, it’s different here. I’m not saying that your other experience iswrong . . . I’m just saying that we do things differently at the university in this country. In my class I don’t expect you to understand everything in the lectures. And I don’t take it as a challenge when someone asks a question. I view the question as . . . kind of a compliment . . . because it means that person is very interested and is really trying to learn. That’s the kind of student I want.$ Student: So, I can ask you questions in class?$ Professor: Or in my office. Just don’t ask other students questions while I’m trying to give my lecture. That does upset me.$ Student: Oh, Professor Pierce. I’m so sorry. I was trying to be respectful. I’m interested in the class and I want to know everything.$ Professor: I see that. Now I’m asking you to show your interest and respect in a different way.I want you to ask me the questions at the times that I provide for question-and-answer- at the end of the lecture and during my office hours.$ Student: And I can record the lectures?$ Professor: Yes. Just don’t make a lot of noise in class, okay?$ Student: Oh no, I won’t. Thank you so much.2 Art ClassProfessor:$ Symmetry is a concept that, yes, is expressed in the graphic arts, but to understand its fundamental nature, we must go beyond art. We find symmetry in nature, it reverberates in music, translates into choreography for dance, and . . . underlies basic mathematical formulas. But I’m getting ahead of myself. Let’s begin with a dictionary definition of symmetry. And I’m reading here from the American Heritage Dictionary of the English Language: Symmetry is “exact correspondence of form and constituent configuration on opposite sides of a dividing line or plane or about a center or an axis.”And it’s also identified in the same source as “beauty as a result of balance or harmonious arrangement.”So we experience beauty and harmony when symmetry of form is expressed, and the form may be interpreted by any of the senses as, uh, harmonious. But in this class we’re going to focus on symmetry in the visual arts, and that’s symmetry in a visual plane.$ Let’s just look at some examples. In general, there are four types of symmetry in a plane, and a pattern is symmetrical if there’s at least one type of symmetry. So, let me show you the four types since it’s much easier to understand when you see them.$ This is rotation symmetry. For this example, I used the letter R, but any object could have been used. And in the rotation, the object, in this example, the letter R, is turned around a center. In this case, there’s a right angle, but any angle could have been selected.$ Reflection is . . . wait a minute. Okay, here’s the slide.$ Reflection is what we see in a mirror, so every reflection has a mirror line. A reflection of the letter R is a mirror image or a backwards letter R. So, unlike the rotation around a circle, this type of symmetry flips the object over.$ Here’s a translation. To translate an object means that we move it, but we do it without rotation or reflection. It’s simply placed somewhere else on the plane. And for our purposes, we’re talking about a flat plane. So, in this example, uh, we just moved it over a little bit.$ Okay, this is my last example of symmetry and it’s referred to as glide reflection. This is the most complex type of symmetry because it involves two steps instead of one. A glide reflection is a combination of a reflection and a translation along the direction of the mirror line. So, uh, you can see the two steps here. First, we flip it over and then we move it somewhere else on the plane.$ Of course these concepts can be generalized to include spatial symmetry as well. But, symmetry on a flat plane involves positioning all points around the plane so their positions in relationship to each remain constant . . . although their absolute positions may be subject to change. To put it in simple terms, if an object looks the same to you after you spin it around, flip it over, or look at it in a mirror, then that object probably has symmetry.$ Symmetry is such a fundamental organizing principle that an object with symmetry can be identified . . . without our being able to see the, uh, . . . the entire object. Our brains somehowpiece together the missing pieces to form a symmetrical whole. Which is really rather extraordinary, when you think about it. At some very basic level, symmetry may be part of the way that we . . . that we organize our thinking.$ And of course, that would explain why it’s so pleasing.$ So now let’s return to symmetry in art. Symmetry stands out and attracts attention. It’s the system of organization for patterns. But what is a pattern? A pattern has three characteristics —a system for organization, and like we said before, this is often symmetry, but a pattern also has a basic unit, that is, uh, it’s an object that’s the smallest discrete part of the image. As you’ll recall from the types of symmetry that we discussed, the letter R was the basic unit. Okay, finally, a pattern has repetition, which can be the repetition of a unit or a group of units. And, uh, this repetition, in much of art, this repetition is arranged symmetrically.$ Just look around the classroom. Look at the tiles on the floor. Here you see a symmetrical design with four repeating tiles. The tiles were not placed at random. There’s a pattern here with all three characteristics of a pattern—first, there’s a unit, a basic unit, of four tiles; second, there’s repetition of the tiles with solid tiles surrounding them; and, uh, third, there’s symmetry . . . within the four tiles, which to be specific, looks like rotation symmetry to me. $ Now, for your studio assignment, I want you to draw a pattern that has as its organizing principle, a symmetrical design. It can be either in color or in black and white, but it must fit on a piece of standard 81⁄2 by 11-inch paper. On a second sheet of paper, I want you to identify the type of symmetry that you used. Perhaps some of you will want to experiment with several types of symmetry, but if you do, please be sure to identify each of them clearly in your narrative. For this first effort, I recommend that you stick to something relatively simple, like thetile floor. So, when you come to class next week, be ready to share your design with three other people in a group. Then I’ll collect them at the end of the hour.3 Biology ClassProfessor:$ By studying the fossil record we can read the history of life on Earth. Interestingly enough, it appears that there are long periods in which not very much change occurs; then sporadic brief periods in which there are mass extinctions of species followed by diversification of the groups that survived. How does this happen? Well, sometimes a habitat is destroyed or the environment changes. Did you know that if the temperature of the ocean falls by even a few degrees, many species will die? Incredible, isn’t it? Or, even when the environment is relatively stable, biological conditions can change when other species evolve in different directions. For example, let’s see, when a similar species evolves by developing a shell, then the related species without shells may be more vulnerable to predators and could become extinct as a result of changes in the other species. So you can see that extinction is a natural consequence of history. It’s, well, inevitable. But sometimes mass extinctions occur and most of the known species are lost. And this is very different.$ Let me mention two such mass extinctions.$ First, the Permian mass extinction, which occurred about 250 million years ago. According to fossil records, more than 90 percent of the marine species and about 30 percent of the orders of insects . . . perished. Then about 65 million years ago, the Cretaceous mass extinction claimed more than half of the marine species and many terrestrial species of plants and animals, including the dinosaurs.$ So what causes mass extinction? This isn’t an easy question to answer. You see, it’s obvious from the fossil records that species exist during a certain geological time period, and then, they disappear, and we have solid evidence for that. But why they disappear is, well, more speculative. In the Permian, several extreme conditions may have converged, including the merging of the continents into one large land mass. As you can imagine, such a radical change in the distribution of land and water would have disturbed habitats and caused the climate to change. There’s also evidence that volcanic activity during this period may have produced enough carbon dioxide to cause global warming, which in turn would have affected the temperature and depth of the oceans, and it, and I’m referring here to global warming, so it probably also caused the oxygen levels in the oceans to decrease. All of these conditions could have converged to extinguish an enormous number of species at the same time. That’s mass extinction.And, a similar set of conditions may also have contributed to the mass extinction in the Cretaceous period as well. We can gather data that convinces us about continental drift . . . that it occurred along with receding seas along the continental coastlines. In addition, we know that cooler climate was probably the result, at least in part, of . . . increased volcanic eruptions, and these eruptions probably released enough material into the atmosphere to block the sunlight. Having said all of that, many scientists now favor a very different hypothesis. They theorize that maybe a large asteroid collided with the Earth. Advocates of the so-called impact hypothesis speculate that there were two events that caused the mass extinction. First, the impact probably caused a fire storm of such proportion that most of the life in North America would have been decimated within minutes. Second, they postulate that an enormous cloud offallout could have blocked out the sunlight and . . . that the impact was, in fact, large enough to . . . darken the Earth . . . and we’re talking about months or even years. So the result . . . of the darkness, I mean . . . that would have caused a reduction in photosynthesis, which, in turn, would have created a disruption in the food chain. Now, such a disruption would have affected many species.$ So the advocates of the impact hypothesis . . . they put forward evidence that a thin layer of clay, rich in iridium deposits, uh, can be found in the geologic material that separates the Mesozoic and the Cenozoic eras—precisely the time period for the Cretaceous mass extinction. So what’s special about this clay?$ Well, iridium is a very rare element on Earth, but it’s quite common in meteorites and other extraterrestrial debris that’s been analyzed. So, it’s possible that this sediment is the remains of the impact. The fact that there was more serious damage to the species in the Western Hemisphere could also be explained by the point of impact, and the fact that the dust cloud could have caused more acidic precipitation nearer the area of impact. Or, there may have been a number of calamities that converged simultaneously, disrupting planetary balances. But whatever the cause or causes, the fact remains that the mass extinctions occurred, and they influenced the biological diversity of our planet in profound ways. The species that survived, whether because they had genetic advantages or because they were fortunate enough to be farther from the catastrophes . . . these species became the ancestors of the species that have played important roles in biological evolutionary history.4 Students on CampusMan: Hi. How did your presentation go?$ Woman: Really well.$ Man: See. I told you.$ Woman: I know, but I was really nervous.$ Man: So what happened?$ Woman: Well, the T.A. asked for volunteers to go first, and I raised my hand right away because I wanted to get it over with before I got any more nervous than I already was.$ Man: So you went first.$ Woman: Yeah. And I used a lot of visuals. I had about twenty slides on PowerPoint, and that really helped me to stay on track. I mean, I didn’t read the slides to the class or anything, but, you know, some of the titles kind of jogged my memory . . . so I knew what I wanted to say while each slide was shown.$ Man: That’s the beauty of PowerPoint.$ Woman: Of course, I’m always afraid the computer program won’t work . . . and then there I am without anything. But, I made overheads, you know, copies of all the slides, just in case. $ Man: So you could have used the overhead projector as a back up. Good idea.$ Woman: And I had most of the stuff on handouts so they could follow along without spending a lot of time taking notes. That way I could move along faster and get more in in ten minutes. $ Man: Yeah. Ten minutes isn’t very long when you’re trying to present something as complex as population density.$ Woman: That’s for sure. The maps really helped.$ Man: A picture’s worth a thousand words.$ Woman: So true.$ Man: Listen, I can’t remember whether you had a group or you had to present all by yourself. $ Woman: You had a choice, but I decided to do my own presentation. I don’t know. Group projects are really popular but . . . you know.$ Man: I hear you. I’d rather take responsibility for the whole presentation, if I were you.$ Woman: No surprises that way.$ Man: Is that one of your handouts? . . . Wow. That looks fantastic.$ Woman: It’s easy. PowerPoint has an option for putting the slides on a handout.$ Man: Still, it looks so . . . professional.$ Woman: Thanks.$ Man: So did you have any questions after the presentation?$ Woman: Not really. I think people were mostly just wanting to get on with their own presentations.$ Man: But they seemed interested.$ Woman: Oh, yeah. And the T.A. said something about “getting off to such a good start,”so I felt good about that.5 Sociology ClassDr. Jackson: Last class, I asked you to read some articles about gang activity. We’re trying to come up with a definition, so let’s just go around the table and share what we found. Tracy, will you begin please?$ Tracy: Okay. Um, actually, I read a review of the research for sociological studies on gang activity, and I found that gangs have been prevalent for much longer than I’d assumed. I wasso surprised. For some reason, I thought that gang activity was a fairly recent phenomenon, but actually, one of the largest studies was carried out by Thrasher in 1936.$ Dr. Jackson: Good. Good. I’m pleased that you found that. Thrasher’s study is a classic research investigation. Can you summarize the findings? Of the Thrasher study?$ Tracy: Sure. First, I should say that the study included more than 1300 gangs with more than 25,000 members. So . . . according to Thrasher, a gang is a group that may form spontaneously, but after that, it will . . . integrate . . . and that happens through conflict and violence. Over time, a spirit of solidarity and an attachment to a local territory kind of forms. What’s most interesting, besides the long history of gangs in the United States, the interesting part . . . it’s the fact that not much has changed over the years. And, oh yes, gang behavior seems pretty similar even across cultures.$ Dr. Jackson: That is interesting.$ Bill: Dr. Jackson, may I go next? I have just a brief comment that seems to fit in here.$ Dr. Jackson: Please.$ Bill: Well, another classic study, much later, about 1987 or 8, I think, by Joan Moore . . . that study indicated that gang behavior is probably caused by normal adolescent insecurities . . . the desire for peer approval, respect, support, acceptance, and, in some cases, protection, if the neighborhood is perceived as dangerous. It seems that gangs take the place of the more childish cliques . . . those in-groups that develop in high schools.$ Dr. Jackson: Good point. And if we can refer back to the Thrasher study, he also suggested that gangs actually form in play groups where children of a very young age begin with theusual games like hide-and-seek or kickball, and progress as they get older to playing craps or engaging in petty theft on the street. Now, back to Moore. Bill?$ Bill: Right. Well . . .$ Dr. Jackson: What about Moore’s definition of a gang? That relates to the Thrasher study. $ Bill: Oh, I see what you mean. I have that right here. Moore defined a gang as an “unsupervised peer group who is socialized by the streets rather than by conventional institutions,”and I was thinking that the institutions might be schools, churches, organized clubs like boys’clubs. And one other thing, Moore emphasized that the gang had to define itself as a gang, you know, with some kind of criteria for membership that would be recognized by all of the gang members.$ Dr. Jackson: Such as?$ Bill: Such as participating in a crime, either stealing something and bringing it back to the gang, or . . . or even killing someone in an initiation.$ Sandy: Dr. Jackson, I looked up the definitions of gang members by police departments and law enforcement agencies.$ Dr. Jackson: Oh, great. Let’s hear it.$ Sandy: Okay. Well, according to the California Youth Gang Task Force, for example, a gang member will be recognizable because of gang-related tattoos, clothing, and paraphernalia like scarves and hats that identify a particular gang and, sometimes these are called the colors, so that allows other people to confirm that the people with the colors on . . . that they have a right to be on the gang’s turf. And, to follow up on Tracy’s comments about the history of gangs, it looks like these criteria have been in place for a long, long time.$ Dr. Jackson: Good job. So far, what I’m hearing though, what I’m hearing refers to gang membership in general. So now let’s talk about the ages of gang members. Typically, who belongs to a gang?$ Tracy: Well, this was an eye-opener. There seem to be stages, or maybe not stages, but at least categories of gang membership. It starts about age 10 or 12, which fits in with what you were saying earlier about play groups. So these kids are playing together and they start writing graffiti on their school lockers or their notebooks, and they look up to the gang members who are about 14–20. So the little kids are “Peewees”and the teenagers are called “Gang Bangers.”But the members who are 20–25 years old.$ They’re the “Hardcores,”and most of the gangs that I read about didn’t have very many members over 25 years old. So I would say that, in general, gang membership is for young men.$ Dr. Jackson: Thanks for your assessment of membership by age. And I would certainly agree with you.$ But what about females? Did anyone find any research on their role in gang activity?$ Bill: I did. And there are a few girl gangs—that’s what they called them in the references . . . but I found that females are generally not considered members of the male-dominated gang. They’re viewed as more of a support system, and an extended social group-friends and girlfriends to party with.$ Sandy: That’s what I found, too. And another interesting thing. Maybe this is naïve, but I sort of imagined that gang activity was always . . . always criminal activity. But, uh, according to a study by . . . it was James Lasley . . . he looked at gangs in Los Angeles about ten yearsago . . . and anyway, he found that they spent a lot of time hanging out, listening to music, drinking beer, and just partying with their girlfriends. And he made another good point. Since they don’t have spending money, to go places like the movies or ball games, the neighborhood is their . . . entertainment.$ Bill: Yeah. I read that study. Didn’t he say that some of the criminal activity was for fun . . . not really for financial gain?$ Sandy: Exactly. And there seems to be very little planning. Just kind of going with whatever turns up. Of course, there are instances of crimes for revenge or honor to maintain the reputation of the gang, but a lot of the time, crimes simply occur while gang members are looking for something to do.6 ANTHROPOLOGY CLASSProfessor:$ Some of the largest and most elaborate totem poles are those carved by the Haida people who live on Queen Charlotte Island about 150 kilometers west of the coast of British Columbia, as well as on the smaller islands along the West Coast of Canada.$ These islands are densely covered with huge red cedar trees that have served for many years as the material for the poles. Some of the totem poles are as tall as the trees themselves.Historically, the Haida have carved and raised the totem poles for several importantreasons . . . to honor an elder who’s died, to record family ancestry and the accomplishments of the clan, to serve as a reminder for ancient stories that are part of an oral tradition, and . . .to recognize a person who’s sponsored a Potlach ceremony. As an aside, the Potlach is a celebration that includes feasting and the exchange of gifts. There might also be singing, story telling, and dancing, and I’ll go into that more a bit later in the semester.$ But back to the significance of the totem poles. When you see a totem pole, it’s obvious that the carvings depict figures of animals and humans, stacked one on top of the other. It’s probably less clear that the selection and placement of the carved figures is deeply symbolic. So to really understand how important the totem poles are in Haida culture and to have an insight into the symbolism, I want you to think about all of the symbols in a European coat of arms. For example, the Coat of Arms of Canada includes a unicorn and a lion, a fleur de lis, and maple leaves. What’s the point? Anyone? Come on. I’ll give you one guess.$ Student 1:$ Do you mean that this coat of arms is a symbol . . . uh, I mean it identifies the people of Canada?$ Professor:$ Precisely. And that’s what a totem pole does as well. It identifies the people of the family or clan or village in a symbolic way. The raven and the eagle are usually incorporated in the pole because the Haida people traditionally belong to one or the other of these two important clans. Other animals may recall a time before people lived on the earth, when birds and animals talked with each other and supernatural events explained history and provided examples for religious teachings.But some symbols and the stories associated with them . . . these are known only to the owner of the pole, and of course, to the carver. Although some symbolic meanings are repeated,such as the association of healing power with the wolf or dignity with the bear, still, it’s just not possible to recreate a story merely by looking at the pole. So, unless the stories are passed down to relatives or recorded by an anthropologist, then the meaning attached to an individual totem pole can be . . . lost.$ Student 2:Excuse me, I keep thinking about that old expression, low man on the totem pole. How does that fit in . . . to the symbolism, I mean.$ Professor:$ I knew someone would bring that up. Okay. Low man on the totem pole means “a person with very little status”but actually, we know that this expression isn’t at all in keeping with the tradition of carving totem poles. In fact, the lower figures on the totem pole are usually the most important.$ Student 3: Why?$ Professor:$ For a very practical reason. Not symbolic at all. Remember the size of a totem pole? Well, it’s often carved by more than one artist, usually a master carver and a number of apprentices, and the master carver is the one who carves the bottom ten feet of the pole, leaving the upper figures to the less experienced apprentices. The most elaborate carving and therefore, the most important figures are at the bottom of the pole where people are able to see them more clearly than they can see the figures at the top. In fact, many totem poles have a thunderbird at the top, which serves as a cap. As the lord of the sky, this choice is logical, but most of the time, it has very little significance in the story of the pole and it might be the . . . the crudest carving.$ Student 3: So did the Haida people worship the totem poles?$ Professor:$ That’s another old myth. Totem poles were not worshiped and were not used to frighten away evil spirits as some early records supposed.$ Now, no one knows exactly how long the Haida have been carving totem poles, and the reason for this is that a cedar pole that’s been exposed to the elements . . ., uh, it will decay in fewer than one hundred years, so archeologists don’t have a physical record of totem poles over the centuries. Probably the best description that we have of the tradition dates back to the late 1700s when European sailing vessels began trading with the Haida, and we know from ships’journals that totem poles were a wellestablished tradition at that time. Some of them were painted and others weren’t, so that option seems to have been left to the discretion of the owner and the carver.$ Okay, it’s almost time for the bell to ring, but I want to mention that although our discussion has focused on the Haida, interestingly enough, many other aboriginal people have a history of carving totem poles as well. Just off the top of my head, I’d have to include the Tlingit and Tsimshian people of Alaska and the Salish people of Western Washington and British Columbia. And . . . the Maori people of New Zealand . . . and the . . . the Ainu people from Northern Japan. But that isn’t an inclusive list by any means.7 Professor's OfficeStudent: Thanks for seeing me.$ Professor: No problem. What . . .$ Student: I’m here. Oh excuse me.。

为了帮助大家高效备考托福，为大家带来托福TPO7综合写作阅读原文+听力原文+满分范文，希望对大家备考有所帮助。

托福TPO7综合写作阅读原文文本： In an effort to encourage ecologically sustainable forestry practices, an international organization started issuing certifications to wood companies that meet high ecological standards by conserving resources and recycling materials. Companies that receive this certification can attract customers by advertising their products as eco-certified. Around the world, many wood companies have adopted new, ecologically friendly practices in order to receive eco-certification. However, it is unlikely that wood companies in the United States will do the same, for several reasons. First, American consumers are exposed to so much advertising that they would not value or even pay attention to the eco-certification label. Because so many mediocre products are labeled “new” or “improved”, American consumers do not place much trust in advertising claims in general. Second, eco-certified wood will be more expensive than uncertified wood because in order to earn eco-certification, a wood company must pay to have its business examined by a certification agency. This additional cost gets passed on to consumers-American consumers tend to be strongly motivated by price, and therefore they are likely to choose cheaper uncertified wood products. Accordingly, American wood companies will prefer to keep their prices low rather than obtain eco-certification Third, although some people claim that it always makes good business sense for American companies to keep up with the developments in the rest of the world, this argument is not convincing. Pursuing certification would make sense for American wood companies only if they marketed most of their products abroad. But that is not the case—American wood businesses sell most of their products in the United States, catering to a very large customer base that is satisfied with the merchandise. 托福TPO7综合写作听力原文文本： Well, despite what many people say, there is a good reason to think that many American wood companies will eventually seek eco-certification for the wood products. First off, companies in the United States don't treat all advertising the same. They distinguish between advertising claims that companies make about their own products and claims made by independent certification agencies. Americans have a lot of confidence in independent agencies. Thus ecological-minded Americans are likely to react very favorably to wood products ecologically certified by independent organization with an international reputation for trustworthiness. Second point ,of course it is true that American consumers care a lot about price ,who doesn't? But studies of how consumers make decisions show that price alone determines consumers' decisions only when the price of one competing products is much higher or lower than the other. When the difference between two products is small, say, less than 5 percent, as is the case with certified wood, American often do choose on factories other than price. And Americans are becoming increasingly convinced of the value of preserving and protecting the environment. And third, US Wood companies should definitely pay attention what is going on in the wood business internationally. Not because of foreign consumers but because of foreign competitors. As I just told you, there is a good chance that many American consumers will be interested in eco-certified products, and guess why? If American companies are slow capturing those consumers, you can be sure that foreign companies will soon start crowding into the American markets ,offering eco-certified wood that domestic companies don't. 托福TPO7综合写作满分范文： The lecture and the reading passage give contradictory opinions on the topic of ecocertification, a form of accreditation conferred by on international agency in recognition of a company’s eco-friendly practices. The passage explains that it is not necessary for American wood companies to pursue ecocertification while the lecture provides several counterarguments to this view. First, the lecturer argues that the reading passage is too general in its statement that American consumers reject advertising completely. He asserts that Americans do not trust advertising claims for a product when these claims are made by the company that sells the product. When a claim is made by an independent third party such as a wood certification company, he posits, consumers are likely to respond very positively to the certified product. The lecturer also refutes the second point in the reading that price-sensitive American consumers are likely to choose cheap wood products without certification. The professor contends that certified wood is only slightly more expensive than uncertified wood, and therefore, he argues, consumers will tend to ignore the price difference and be convinced by other factors like the value of preserving and protecting environment. Finally, the author states that it makes no sense for American companies to pursue ecocertification when they market most of their products in their own country. In contrast, the speaker refutes this idea by stating that if the American companies do not do this, the foreign companies which produce the ecocertified wood will enter into the US market.。

为了帮助大家高效备考托福，为大家带来托福TPO7听力Conversation1文本+题目+答案解析，希望对大家备考有所帮助。

托福TPO7听力Conversation1文本 Narrator: Listen to a conversation between a student and a professor. Eric: Hi, Professor Mason, do you have a minute? Pro: Yeah, of course, Eric.I think there was something I wanted to talk to you about too. Eric: Probably my late essay. Pro: Ah, that must be it. I thought maybe I’ve lost it. Eric: No, I'm sorry.Actually it was my computer that lost it, the first draft of it. And, well, anyway, I finally put it in your mailbox yesterday. Pro: Oh, and I haven't checked the mailbox yet today. Well, I'm glad it's there.I will read it this weekend. Eric: Well, sorry again. Say, I can send it to you by email too if you like. Pro: Great. I'll be interested to see how it all came out. Eric: Right. Now, um, I just overheard some graduate students’talking, something about a party for Dean Adams? Pro: Retirement party? Yes, all students are invited. Wasn't there a notice on the Anthropology Department's bulletin board? Eric: Ur, I don't know. But I want to offer the help out with it. You know, whatever you need. Dean Adams, well, I took a few anthropology classes with her and they were great, inspiring. And that's why I want to pitch in. Pro: Oh, that's very thoughtful of you, Eric, but it will be pretty low-key, nothing flashy. That's not her style. Eric: So there's nothing? Pro: No, we'll have coffee and cookies, maybe a cake. But actually a couple of the administrative assistants are working on that. You could ask them but I think they've got it covered. Eric: Ok. Pro: Actually, oh, no, never mind. Eric: What is it? Pro: Well, it's nothing to do with the party and I'm sure there are more exciting ways that you could spend your time. But we do need some help with something. We’re compiling a database of articles the anthropology faculty has published. There is not much glory in it, but we are looking for someone with some knowledge of anthropology who can enter the articles. I hesitate to mention it. But I don't suppose this is something you would... Eric: No, that sounds kind of cool. I would like to see what they are writing about. Pro: Wonderful. And there are also some unpublished studies. Did you know Dean Adams did a lot of field research in Indonesia? Most of it hasn’t been published yet. Eric: No, like what? Pro: Well, she is really versatile. She just spent several months studying social interactions in Indonesia and she's been influential in ethnology. Oh, and she's also done work in south of America. This is closer to biology, especially with speciation. Eric: Uh, not to seem uninformed... Pro: Well, how species form. You know, how two distinct species form from one. Like when populations of the same species are isolated from each other and then develop into two different directions and end up as two distinct species. Eric: Interesting. Pro: Yes, and while she was there in South America, she collected a lot of linguistic information and songs, really fascinating. Eric: Well. I hate to see her leave. Pro: Don't worry. She'll still be around. She's got lots of projects that she's still in the middle of. 托福TPO7听力Conversation1题目。