TPO31听力详细解析及精确文本 Section1

智课网TOEFL备考资料托福TPO1-31听力原文文本【最新修订版】摘要：托福TPO1-31听力原文文本【最新修订版】!为帮助大家更好的使用托福听力TPO资料，小编今天特给出最新修订版内容，让大家了解最新的考试内容，这是完整的托福TPO1-31听力原文文本还有音频资料哦!托福 TPO1-31听力原文文本【最新修订版】!为帮助大家更好的使用托福听力 TPO资料，小编今天特给出最新修订版内容，让大家了解最新的考试内容，这是完整的托福TPO1-31听力原文文本还有音频资料哦!TPO1Conversation 1NarratorListen to part of a conversation between a student and a librarian.StudentHi, um…, I really hope you can help me.LibrarianThat’s why I’m here. What can I do for you?StudentI’m supposed to do a literature review for my psychology course, but I’m… having a hard time finding articles. I don’t even know where to start looking.LibrarianYou said this is for your psychology course, right? So your focus is on …StudentDream Interpretation.LibrarianWell, you have a focus, so that’s already a good start. Hmmm… well, there’re a few things… oh wait… have you checked to see if your professor put any materials for you to look at on reserve?Studentifferent journals.Librarian针对大家托福听力提分困难的复习处境，小马有开发出模拟托福听力考场环境的托福听力APP,小马托福听力APP中涵盖了TPO1-34听力真题全部内容的，答案解析应有尽有。

tpo31听力答案【篇一：托福听力tpo31试题文本及音频包】xt>托福听力tpo31试题文本及音频包摘要：在留学的过程中与人交流是必不可少的，可是如果听力水平不佳交流起来就会很困难，因此托福听力的重要性不言而喻，想要知道托福听力的难度和题型大家可以参考托福听力tpo31试题文本及音频包。

托福听力是托福考试很难得部分，很多考生的备考资料都比较局限化，什么资料是提升我们能力的呢?今天小编为大家准备的资料就是托福听力 tpo31试题文本及音频包，我们一起来看看吧。

1.what are the speakers mainly discussing?#a point about southern settlements that the student did not understand.#a problem with an assignment on colonial shipping routes.#reasons why the student prefers to write a paper relates to architecture.#an aspect of colonial settlements the student wants to research.#2.what is the professors opinion about the students interest in architecture?#he thinks the students focus on architecture prevents her from broadening her perspective.#he thinks it may contribute to her producing an interesting research paper.#he hopes she will choose to major in both history and architecture.#he suspects that it may not provide her with the necessary background for the paper she is writing.#3.what does the professor want the student to do when they write their papers?#show a connection between history and another field in which they are interested.#develop a research topic that has not been investigated before.#explain how an aspect of united states culture has changed over time.#describe early differences between regions of the united states.#4.why does the professor mention medieval europe?#to point out an important difference of europe and the united state.#to introduce a reason that the first european settlers moved to north american.#以上就是小编为大家准备的托福听力tpo31试题文本及音频包部分内容，同学们如果想提升自己的托福听力能力就看看试试这份资料，相信是对大家很有帮助的。

TPO1-30听力最详细的全新答案更新教学文稿T P O1-30听力最详细的全新答案更新TPO1z To sign up for a seminar on using electronic sources for researchz To report that a journal is missing from the reference area z To find out the procedure for checking out journal articles z To ask about how to look for resources for a class paper1. D2. B3. C4. A5. B6. C7. C8. A 9. B 10. B 11. A 12. B 13. D14.The amount of…/ The age of…/ Zircon in the…15. B 16. A 17. BSection 21.What is the conversation mainly aboutz A lesson Matthew prepared for his studentsz A class Matthew has been observingz A term paper that Matthew has writtenz A problem in Matthew's classroom1. B2. A3. D4. BDE5. C7. B8. AC 9. C 10. A 11. BDE 12. D 13. C14. Olympic: Is family…/ Eastern: Displays….15. D 16. A 17. CTPO 021.Why does the man go to see his professorTo borrow some charts and graphs from herTo ask her to explain some statistical procedures T o talk about report he is writing To discuss a grade he got on a paper1. C2. Include：ACD/ Not include: B3. A4. D5. B6. C7. B8. C9. C 10. A 11. D 12. D13. B 14. B 15. A 16. C 17. BDSection 21.What are the students mainly discussing?Click on 2 answersTheir courses for next semesterTheir plans for the weekendA poetry clubA class assignment1. AC2. C3. D5. A6. D7. only extrinsic: B/ only intrinsic: AD/ both: C8. B 9. A 10. C 11. D 12. B 13. A14. AD 15. C 16. DTPO 03Why does the women come to the office?z To notify the university of her change of addressz To find out where her physics class is being heldz To get directions to the science buildingz To complain about her physics class being canceled Section 11. B2. C3. A4. D .5 D 6. C 7. B8. C 9. B 10. C 11. D 12. A 13. D14. B 15. C 16. B 17. C Section 2Why does the student go to see the professor?z To ask about a class assignmentz To find out about a midsemester projectz To get information about summer jobsz To discuss ways to improve his grade1. B2. A3. C4. A5. C6. A8. A 9. B 10. B 11. CD 12. C 13. D14. B 15. A 16. A 17. BTPO 04Section 11. Why does the man need the woman’s assistance?Click on 2 answers.A. He does not know the publication date of some reviews he needs.B. He does no t know the location of the librar y’s vides collection of plays.C. He does not know how to find out where the play is currently being performed.D. He does not know how to determine which newspaper he should look at.1. AD2. C3. AD4. D5. B6. C7. NO/YES/YES/NO 8. D 9. B 10. C 11. C12. B 13. D 14. C 15. C 16. BD 17. DSection 21. What is the conversation mainly about?A. Methods for finding appropriate sources for a project.B. Reasons the woman is having difficulties with a project.C. Criteria the professor uses to evaluate group projects.D. Ways to develop the skills needed to work in groups.1. B3. D4. C5. AD6. C7. D8. A 9. B 10. D 11. C 12. B 13. BD14. The Federal Art…/ The National…/ Arts councils…/ The federal budget…15. A 16. C 17. DTPO 05Section 1Q1: What do the speakers mainly discuss?A. Why the woman has little in common with her roommatesB. How the woman can keep up in her academic studiesC. The woman’s adjustment to life at the universityD. The woman’s decision to tr ansfer to another university1. C2. A3. B4. AC5. D6. B7. C8. AD 9. B 10. D 11. A 12. B 13. D14. B 15. C 16. AB 17. DSection 2Q1: What is the conversation mainly about?A. An assignment about which the student would like adviceB. Concerns as to whether the student should be in the professor’s courseC. The selection of films to be viewed by students in a film theory courseD. The structure and sequence of courses in the Film Department1. B2. A3. C4. BD5. B6. B7. C仅供学习与交流，如有侵权请联系网站删除谢谢28. D 9. A 10. D 11. C 12. C 13. D 14. B15. A 16. Folk tales: BC/ Fairy tales: ADEF 17. ATPO 06Section 1Why does the student go to the career services officeto confirm the date and time of the career fairto learn the location of the career fairto find out if he is allowed to attend the career fairto get advice about interviewing at the career fair1. C2. A3. D4. BC5. B6. B7. A8. A 9. D 10. ABE 11. BC 12. AB13. D 14. D 15. BC 16. B 17. ASection 21. Why does student go to see the professor?z She is having trouble finding topic for the term paper z She needs his help to find resource materialsz She wants to ask him for an extension on a paperz She wants him to approve her plans for a term paper1. D2. C3. AC4. C5. B6. B7. A8. A 9. D 10. C 11. B 12. A 13. ACE14. BD 15. B 16. C 17. DTPO 07Section 11.why does the man go to see the professorz To hand in a late assignmentz To find out about jobs in the departmentz To discuss Dean Adam's current researchz To volunteer to help organize an event1. D2. C3. AC4. D5. B6. C7. D8. B 9. AC 10. A 11. A 12. B 13. D14. AC 15. B 16. C 17. BSection 21.Why does the student come to the library?To learn about the library's resourcesTo ask about interlibrary loansTo attend the new student orientationTo start work on a research project1. A2. B3. C4. BC5. D6. C7. AC8. AD 9. C 10. D 11. B 12. A13. 1.pressure…/2.a liquid…/3.friction…/4.the glacier…14. AD 15. B 16. A 17. CTPO 08Section 11. Why does the man go to see the registrar?A. To find out why he is not on the list of graduating studentsB. To explain why he has not fulfilled his graduation requirementsC. To find out the exact requirements for graduationD. To submit a document required for graduation 1. D 2. B 3.D 4. B 5. C 6. D 7. C8. B 9. A 10. D 11. B 12. C 13. D14. A 15. AB 16. D 17. BSection 21. What is the conversation mainly about?A. Preparing for a testB. A strategy for attracting customersC. Business opportunities in the field of healthD. Differences between two business models1. B2. A3. NO/YES/YES/YES/NO4. D5. C6. D7. D8. C9. B10. 1.B-the first…/2.D-the printing…/3.C-the number…/4.A-a inexpensive…11. C 12. B 13. D 14. C 15. A 16. B 17. CTPO 09Section 11. Why does the woman go to see the professor?To get advice on the topic of a term paperTo discuss different types of food packagingTo find out if the university will offer courses in food packagingTo ask about jobs in the food industry1. A2. D3. B4. C5. C6. B7. CD8. D 9. C 10. BD 11. A 12. A 13. CD14. B 15. B 16. A 17. CSection 21. What are the speakers mainly discussing?— A book that the man is trying to find in the library— A book that the man already returned to the library— A book that the man is using to write his senior thesis— A book that the man lent to his sociology professor1. C2. B3. C4. D5. A6. D7. D8. B 9. AD 10. A 11. C 12. C 13. C14. B 15. A 16. CD 17. BTPO 10Section 11.Why does the student go to see the professor?○To discuss the latest trend s in the photography shows○To find out why some of her work was not selected for a show○To discuss how to get her photographs exhibited○To find out about a student photography show on campus1. C2. B3. C4. AC6. B7. ACD8. A 9. B 10. C 11. C 12. B 13. D14. A 15. B 16. A 17. CSection 21 Why does the student go to the bookstore○ To purchase a book by Jane bowles○ To find out which books he need for a course○ To return a book that was originally assigned for a course ○ To find out how to order a book for a course仅供学习与交流，如有侵权请联系网站删除谢谢31. C2. BD3. A4. A5. C6. D7. AD8. C 9. B 10. B 11. C 12. A 13. A14. B 15. YES/NO/YES/YES/NO 16. D 17. BTPO 11Section 11.What are the speakers mainly discussingWhat the gym pass is used forHow to try out for the swimming teamThe popularity of the new exercise at the gymThe schedule of exercise classes at the gym1. A2. B4. D5. C6. C7. AD8. C 9. A 10. C 11. D 12. B 13. B14. C 15. BD 16. A 17. ASection 2why does the professor want to see the student?To discuss the student's grade on a paperTo invite the student to work on a committeeTo inform the student about a change in the class schedule ?To ask the student to become her research assistant1. B2. C3. A4. D5. D6. C7. C8. A 9. C 10. D 11. A 12. C 13. BD14. B 15. D 16. C 17. ATPO 12Section 1Why does the professor ask the man to come to her office? ?to check on the man’s pro gress on a paper he is writing ?To show the man techniques for organizing his time To encourage the man to revise a paper he wroteTo clarify her comments on a paper the man wrote1. C3. A4. D5. A6. D7. B8. C 9. C 10. A 11. B 12. C 13. A14. C 15. D 16. B 17. ASection 2What is the student’s problem?He missed the tuition due date.He has not been paid.His bank lost his paycheck.His tuition payment got lost1. B2. C3. B4. D5. A6. AC7. B8. C 9. D 10. B 11. A 12. C 13. BD14. C 15. D 16. A 17. BTPO 13Why does the student go to see the professor? To report on the research he has doneTo ask for permission to observe a classTo get help understanding an assignmentTo ask about a question on a recent test Section 1 1. C 2 B 3Ａ 4. B 5. D 6. C 7. A8. AD 9. A 10. D 11. A 12. D 13. C14. C 15. A 16. D 17. DSection 2What are the speakers mainly discussing?How to use the language labHowe to make a video for the classHow to reserve a study room in the libraryHow to improve study habits1. A2. C3. AD4. B5. D6. D7. AC8. Chanson 1/3 Romance 2/4 9. B 10. B 11. A12. C 13. B 14. A 15. D 16. AD 17. ATPO 14Section 1Why does the student go to see the man?To find out the status of her job applicationTo get help locating a book she needs for a classTo request a book that her professor put on the reserve list ?To ask how to look up book s on the library’s computer system 1. B 2. A 3. AD 4. C 5. BD 6. D 7. A8. C 9. C 10. A 11. B 12. D 13. CD14. B 15. A 16. C 17. BSection 2What is the conversation mainly about?The advantages and disadvantages of a career injournalism ?Topics the student could write about for the school newspaper ?Comparing a major in journalism to other majors ?Preparing for a career in journalism1. D2. C3. BD4. AD5. C6. B7. D8. AD 9. C 10. A 11. B 12. B 13. D14. D 15. C 16. B 17. ATPO 15Section 11. Why does the student go to the campus newspaper office?A. To turn in outlines of possible articlesB. To find out when his article will be printed in the newspaperC. To find out if he got a position as a reporterD. To get help with an assignment for his journalism course1. C2. D3. D4. A5. A6. D7. AD8. BC 9. A 10. C 11. D 12. A 13. B14. AD 15. AC 16. D 17. CSection 218. Why does the woman go to see her professor?A. To tell him about an athletic achievement.B. To find out the best approach to studying for a test.C. To ask a question about a laboratory project.D. To discuss her performance on a biology exam1. D2. B3. C4. A5. C6. B7. AD仅供学习与交流，如有侵权请联系网站删除谢谢4。

今天，小编为托福考生们准备了托福综合写作TPO31,希望各位考生们在TPO写作真题里能够得到锻炼，祝广大托福考生能够取得理想成绩。

托福TPO31综合写作 Reading Part:A fossil skeleton of a dinosaur called Sinosauropteryx, preserved involcanic ash, was discovered in Liaoning, China, in 1996. Interestingly, thefossil included a pattern of fine lines surrounding the skeletal bones. Somepaleontologists interpret the lines as evidence that Sinosauropteryx hadfeathers. However, critics have opposed the idea that Sinosauropteryx was afeathered dinosaur, citing several reasons.First, the critics points out that the fine lines may not even representfunctional structures of a living dinosaur, but rather structures that wereformed after the animal’s death. After the animal died and was buried involcanic ash, its skin may have decomposed into fibers. The skin fibers thenbecame preserved as lines in the fossil; the lines were misinterpreted asevidence of feathers.Second, even if the fine lines are remains of real structures of aSinosauropteryx, scientists cannot tell with certainty what part of thedinosaur’s anatomy the structures were. Many dinosaurs had frills, ornamentalfan-shaped structures growing out of some parts of their bodies. Some of thecritics argue that the lines surrounding the skeleton are much more likelyto be fossilized remains of frills than remains of feathers.A third objection is based on the fact that the usual functions of feathersare to help animals fly or regulate their internal temperature. However, thestructures represented by the lines in the Sinosauropteryx fossil were mostlylocated along the backbone and the tail of the animal. This would have made the structures quite useless for flight and of very limited use in thermoregulation. This suggests that the lines do not represent feathers.托福TPO31综合写作 Listening Part:The evidence that the lines in the Sinosauropteryx fossil representfeathers is very strong. The arguments of the critics are unconvincing.First, it is unlikely that the lines are a result of the decomposition ofthe dinosaur ’s skin, because we don’t see any such decomposition in the fossils of other animals buried at the same site. In fact, the fossils of many other animals buried at the site show evidence that their functional skin structures have been beautifully preserved in volcanic ash. The well-preserved condition of the other fossils makes it likely that the Sinosauropteryx’s lines are also well-preserved functional structures, possibly feathers, and that they are not fibers caused by decomposition.Second, the idea that the lines represent frills… well, there is animportant chemical difference between feathers and frills. Feathers contain a great deal of a protein called Beta-keratin. Frills, on the other hand, do not contain beta-keratin. Our chemical analyses suggest that the Sinosauropteryx structures did contain beta-keratin. So that indicates that the structures were feathers, not frills.Third, feathers can be used for other functions than flight and thermoregulation. Think of a bird, like peacock, for example. The peacock has long, colorful feathers in its tail. And it displays its tail in order to attract a mate. That’s a distinct function of feathers called the display。

TPO31Conversation11.What are the speakers mainly discussing?a) A point about southern settlements that the student did not understandb) A problem with an assignment on colonial shipping routesc) Reasons why the student prefers to write a paper relates to architecture Id) An aspect of colonial settlements the student wants to research2.What is the professor's opinion about the student 's interest in architecture?a) He thinks the student’s focus on architecture prevents her from broadening her pe rspective.b) He thinks it may contribute to her producing an interesting research paper.c) He hopes she will choose to major in both history and architecture.d) He suspects that it may not provide her with the necessary background for the paper she is writing.3.What does the professor want the student to do when they write their papers?a) Show a connection between history and another field in which they are interested.b) Develop a research topic that has not been investigated before.c) Explain how an aspect of United States culture has changed over time.d) Describe early difference between regions of the United States.4.Why does the professor mention medieval Europe?a) To point out an important difference Europe and the United Statesb) To introduce a reason that the first European settlers moved to North American.c) To indicate the style of community planning followed by in the northern colonies.d) To point out that urban planning has changed considerably since the medieval period.5. What does the professor imply about storage and port facilities?a) They were one indicator of the emphasis put on trade in the southern colonies.b) They were a sign of something the northern and southern colonies had in common.c) They were multipurpose facilities also used for community meetings.d) They were designed to be similar to those found in Europe.Lecture 16.What is the main topic of the lecture?a) The history of Greek music from ancient times to the pastb) The influence of ancient Greek music on the music of neighboring countriesc) The characteristics of ancient Greek songsd) The attitude of the ancient Greek toward music7. What two reasons does the professor give for approaching the lecture material as he does?a) We have a limited idea of what ancient Greek music sounded like.b) The Greek philosophy of music influenced Western thought.c) Greek music shared many characteristics with other types of ancient music.d) Greek melodies were admired by musicians from other cultures8. According to the professor, what did the ancient Greeks believe about music?a) That music connected them to their ancestorsb) That music allowed people express their individualityc) That the same laws ruled music and the universe.d) That music could not be explained by mathematics9. According to the professor, what was Plato's attitude toward music?a) Music had the power to help create the future leaders of a society.b) Music needed to be constantly evolving to keep up with social change.c) Music distracted attention from social problems.d) Music's primary purpose was entertainment.10. According to the professor, what was Plato's attitude toward music?a) Music had the power to help create the future leaders of a society.b) Music needed to be constantly evolving to keep up with social change.c) Music distracted attention from social problems.d) Music's primary purpose was entertainment.11. Why does the professor say this?a) He does not think his opinions are relevant to class discussion.b) He believes his students can infer what he thinks.Lecture 212. What is the lecture mainly about?a) How to predict the rate of tectonic plate movementb) A geologist’s attempt to determine the position of continents in the pastc) Some ideas about future movements of Earth's tectonic platesd) The history of a debate between two plate tectonic theories13. The professor: : states that some continues are currently moving northward and some are moving westward. Indicate the direction in which the continents are currently moving.14.What process is currently taking place in the Atlantic Ocean?a) One half of the ocean plate is sinking beneath the other half.b) New rock is forming between two sections of the ocean floor.c) A subduction zone is forming at the eastern edge of the ocean floor.d) The ocean plate is moving away from the continental plates that are under the Americas.15. What long-term geoprediction do many geologists make?a) Continents will become smaller than they are now.b) Subduction will cause one continent to sink under an ocean.c) North and South America will move away from each other.d) The current continents will eventually join together.16. Based on the discussion, what happens when a continental plate and an oceanic plate collide?a) The edge of the oceanic plate moves down into the mantle.b) Slab pull causes the ocean floor to expand.c) New rock material rises to the surface at the subduction zone.d) Parts of each plate break off into the ocean.17. What is important difference between the two hypotheses discussed by the professor?a) They make different predictions about the direction in which the American continents will move.b) They make different predictions about how long it will tale for Pangaea Ultima to form.c) Only one predicts that Asia will eventually begin to move eastward.d) Only one predicts that some tectonic plates will eventually stop moving.Conversation21.What is the conversation mainly about?a) Proposed changes to an internship program.b) A document that was not delivered on timec) A canceled coursed) An error in a registration record2. According to the student:: , how is his internship different from the internships the other student:: s have?a) He will be doing research in the open ocean.b) He will be teaching visitors about the displays at the aquarium.c) He will be writing a report about the regional center for marine research.d) He will be spending more time in the classroom.3.What two requirements did the student:: have to meet in order to get the internship?a) He had to have volunteered previously at the aquarium.b) He had to be certified in scuba diving.c) He had to be a senior oceanography student:: .d) He had to have experience collecting oceanographic data.4.What two requirements did the student:: have to meet in order to get the internship?a) He had to have volunteered previously at the aquarium.b) He had to be certified in scuba diving.c) He had to be a senior oceanography student:: .d) He had to have experience collecting oceanographic data.5.What can be inferred about the woman when she says this?a) She feels her office has handled the situation correctly.b) She is upset that she has to fix the problem herself.c) She believes the student:: should have finalized his paperwork earlier.d) She wants to reassure the student:: that the problem will be addressed promptly.a) Reasons CoT starfish are attracted to coral reefs.b) Possible causes of change in the CoT starfish population.c) Evidence that coral decline may not be related to CoT starfish.d) Proven ways to effective control the CoT starfish population.7.According to the professor, what is the role of the grant triton snail in the coral reef ecosystem?a) It competes with CoT starfish for food.b) Its shells provides habitat for CoT starfish.c) It is a predator of CoT starfish.d) It can repair coral that has been damaged by CoT starfish.8.How might fertilizer runoff effect CoT starfish population?a) It might increases the food supply for young CoT starfish.b) It might wash away nutrients that are beneficial for CoT starfish.c) It might destroy CoT starfish habitats.d) It might make phytoplankton dangerous for CoT starfish to eat.9.According to the professor, how might storms affect CoT starfish?a) Storms might interfere with CoT starfish's spawning cycle.b) Storms might reduce the amount of plankton eaten by CoT starfish.c) Storms might carry starfish predators close to reef system.d) Storms might reduce the number of feeding areas available to Cot starfish.10.What does the professor say about controlling the CoT starfish population?a) It will be possible only after the causes of starfish population changes are better understood.b) Recent discoveries about CoT starfish have made controlling its population easier.c) Enforcing measures to limit runoff should be sufficient to control the starfish population.d) Monitoring populations of young starfish will probably not be useful.11.Why does the professor mention that CoT starfish eat fast-growing coral?a) To show the CoT starfish might benefit slow-growing coralb) To explain fluctuation in the CoT starfish populationc) To indicate that the behavior of CoT starfish has changed over timed) To emphasize the danger posed vy CoT starfish to coral reefsa) Reasons why an ancient archaeological site was well preservedb) A controversy over where horses were first domesticatedc) Factors that led an ancient society to become nomadicd) Evidence that an ancient civilization used domesticated animals13.Why does the professor mention milking a wild horse?a) To point that the Botai people sometimes did not have enough foodb) To compare the physical features of domesticated and Wild horsec) To prove that the horses of the Botai people were domesticatedd) To emphasize that horse milk was popular in some ancient societies14.What point does the professor make the horse bones found in the Botai settlements?a) They do not reveal information about horse domestication.b) They are very different from the bones of modern horses.c) They date to the period when the Botai people had become nomads.d) They suggested that horses were first domesticated by another ancient people.15.According to the professor, what can a large concentration of phosphorus in the soil indicate?a) That a large number of horse were kept in the areab) That the diet of people who lived in the area included horse milkc) That there were well-used fireplaces in the aread) That farming in that soil would have been extremely difficult.16.What does the professor imply about the people in ancient Kazakhstan when they started raising sheep and cattle?a) They found a way to protect livestock from harsh weather without traveling to the southern region.b) They realized that a nomadic lifestyle offered benefits that outweighed the hard work.c) They had to learn the area due to a rapid increase in population.d) They learned that growing crops is possible in the southern regions.17.Why does the student say this?a) To point a contradiction in the professor: :'s remarkb) To propose a solution to the issue that the professor: : has just discussedc) To find out if he understands correctly what the professor: : has just explainedd) To show that he disagrees with the professor: :Conversation1 (Community Planning in the Colonies)Listen to part of a conversation between a student and her United States History professor.professor: So, Amanda, you’ve asked a lot of questions about trade during the colonial period of the United States. Has our discussion clarified things for you?student:Well, yeah, but now, I think writing about trade for my paper isn’t going to work. professor: Oh, so your questions about shipping routes were for your research paper?student: Yeah. But now, I see that I probably need to come up with a new paper topic. Actually, there was one other idea I had. I have been thinking about doing something about community planning in the early British settlements in Eastern North America.professor: Oh. OK. I am curious. Why are you interested in doing something on community planning in colonial times?student : Well, I am much more into architecture. It’s my major and I mean, planning out a town or c ity goes along with that. I mean, not that I don’t like history…I am interested in history…really interested…But I think, you know, for a career, architecture is more for me.professor: That’s great. I’ve gotten some very thought-provoking papers from student:: s whose interests go beyond history.student:OK. But for the paper you wanted us to try to include a comparison, right?professor: Yes. Actually, that was really the purpose of the assignment. The way the United States developed or perhaps I should say the colonies, since the land that would become the Eastern United States…uh…there were British colonies there four hundred years ago. But anyway…uh… development in the colonies differed greatly depending on geography. I am looking for papers that have ideas about something that happened one way in the Northern colonies happened a different way in the Southern colonies.student: Is that true in terms of urban planning?professor: : Very true. Towns in the Northern colonies were centralized and compact. They provided a meeting point for exchanging goods, for participatory government, and for practicing religion. Houses would be built along the roads that led into town. And just outside the developed area, there would usually be an open area of some sort for grazing animals and also group activities. Actually, the model for planning a town in the Northern colonies was not unlike the model for the development of towns in medieval Europe. After all, the colonists had just come from Europe and the medieval period was just ended.student::Medieval Europe. But what about the South? If I remember correctly… In the South, at least initially, they didn’t build towns so much as they built trading posts.professor: : That’s right. Most of the settlers in the North wan ted to start a whole new life. But most of the people who came from Europe to the South just wanted to make some money and thenLecture1-Music (Ancient Greek Music & Plato)professor:Today we are going to do something a little different. In the past few classes, we’ve listened to traditional music from around the world and we’ve talked about the characteristics of these music, what makes these s tyles distinctive, what kinds of instruments are used. And you’ve talked about what sounds familiar to you and what sounds strange. And many of you found some of what we’ve listened to very strange indeed.Well, today I want to start talking about western music and I am going to start in ancient Greece. But, now here’s the part that’s different. We’re not going to talk very much about the actual music. Instead, we are going to talk about what the Greeks believed about music.Now, there are some very good re asons to approach the material in this way. First, well, we don’t have very much ancient Greek music studied. Only about 45 pieces survived…uh…these are mostly records of poems and songs. And we are not sure how well we can reproduce the melodies or rhythm s, because they were apparently improvised in many cases. So we really don’t know all that much about what the music sounded like.What we do know about - and this really is the most important reason I am approaching today’s lecture the way I am - is the Greek philosophy about music and its continuing influence on western attitudes toward music.Now, if we’re going to understand the philosophy, we have to first understand that music for the Greeks was about much more than entertainment. Yes, there was music at festivals and we have sculptures and paintings showing people listening to music for many of the same reasons that we do. But this isn’t the whole story.The important thing about music was that it was governed by rules, mathematical rules. And fortho se of you who are also studying music theory, you’ll see that it is in fact highly mathematical. Um…and for the Greeks, the same mathematical principles that govern music also govern the universe as well as the human character, the essence of personality. People’s characters were believed to be very sensitive to music. If you started playing around with the rules, you know, messing up the mathematical order, you could do serious harm. That’s why music was considered so powerful. If you knew the rules, it could do great good. But if you broke them, you could do great harm to the character of the listener.The philosopher, Plato, talks about this in the context of education. For Plato, music is an important element in education, but only the right kind of music. That means the kind of music that builds the kind of character a good citizen or a future leader would need. Yes. For Plato, there is a kind of music that instills the qualities of leadership, just as there is a kind of music that makes a person soft and weak.Now, Plato has very specific, very conventional kinds of music in mind. He is not fond of innovation. There were musicians in Plato’s day who were experimen ting with different melodies and rhythms. A definite no-no for Plato. He thinks that breaking with tradition leads to all sorts of social problems, serious problems, even the breakdown of the fabric of society. I am thinking back now to when I first starte d listening to rock ‘n’ roll and I remember my father saying it was a bad influence on us. I think he would have gotten along well with Plato.Anyway, I don’t need to tell you what I think about Plato’s ideas about innovation, do I? Though I have to say it’s interesting that the same arguments against new music and art are still being made. Perhaps like the Greeks, we recognize, and maybe even fear the power of music.Lecture2-Geology (Movement of Tectonic Plates)Narrator: Listen to part of a lecture in a geology class.professor: As we’ve discussed, Earth’s crust is made up of large plates that rest on a mantle of molten rock. These plates…uh…now these tectonic plates support the continents and oceans. Over time, the tectonic plates move and shift, which moves the continents and the ocean floors too. Once it was understood how these plates move, it was possible to determine past movements of Earth’s continents and how these slow movements have reshaped Earth’s features at different times.OK. Well, (as)studying the movements of the plates can tell us about the location of the continents in the past, it can conceivably tell us about their location in the future too, right? So, in recent years, some geologists have used plate tectonic theory to make what they call geopredictions. Geopredictions are guesses about what Earth’s surface might look like millions of years from now. So, we know how certain continents are currently moving. For example, the continents of Africa has been creeping north toward Europe. And Australia has been making its way north too, toward Asia. Does anyone know what’s happening to the Americas? I…I think we’ve talked about that before. Lisa?student: They are moving westward, away from Europe and Africa. Right?professor: Right. And what makes us think that?student: The Atlantic Oceanfloor is spreading and getting wider, so there is more ocean between the Americas and Europe and Africa.professor: OK. And why is it spreading?student: Well, the seafloor is spilt. There is a ridge, a mountain range that runs north and south there. And the rock material flows up from Earth’s interior here, at the split, which forces the two sides of the ocean floor to spread apart, to make room for the new rock material.professor:Go od. And that means, over the short term…uh… and by short term I mean 50 million years, that’s a blink of the eye in geological time. Um…over the short term, we can predict that the Americas will continue to move westward, farther away from Europe, while Africa and Australia will continue to move northward.But what about over the long term? Say 250 million years or more. Well, over that length of time,callingPangaea Ultima, which more or less means the last super continent. The above text is a transcript of this lecture prepared by lady&bird.Now, how that might happen is open to some debate. Some geologists believe that the Americas will continue to move westward and eventually merge with East Asia. This hypothesis is based on the direction the Americas are moving in now. But others hypothesize that a new super continent will form in a different way. They think that a new subduction zone will might occur at the western edge of the Atlantic Ocean.Paul, can you remind us what a subduction zone is?student:Yeah. Um…basically, a subduction zone is where two tecton ic plates collide. So if an ocean floor tectonic plate meets the edge of a continent and they push against each other, the heavier one sinks down and goes under the other one. So the…um…the oceanic plate is made of denser and heavier rock, so it begins to sink down under the continental plate and into the mantle.professor:Right. So the ocean floor would kind of slide under the edge of the continent. And once the ocean plate begins to sink, it would be affected by another force – slab pull. Slab pull happens at the subduction zone.So to continue our example… As the ocean floor plate begins to sink down into the mantle, it would drag or pull the entire plate along with it. So more and more of this plate, the ocean floor, would go down under the continent into the mantle. OK?So, as I said, currently the Atlantic Ocean floor is spreading, getting wider, but some researchers speculate that eventually a subduction zone will occur where the oceanic plate meets the continental plate of the Americas. If that happens, slab pull could draw the oceanic crust under the continent, actually causing the Americas to move eastward toward Europe and the ocean floor to get smaller. That is, the Atlantic Ocean would start to close up, narrowing the distance between the eastern edge of the Americas and Europe and Africa. So they form a single super continent.Section2 Conversation2 (Credits for Internship)student:Hi. I am Tom Arnold. I am supposed to pick up a packet from the regional center for marine research. I am doing an internship there this summer.Employee: Yes. I have it right here. The mail carrier dropped it off a few minutes ago.student: Thanks. Um…I wanted to ask about getting credits for the internship. I don’t know if…Employee: I might be able to help you with that. Is there a problem?student: I just wanted to make sure the details have been corrected. The system should show that I am registered to earn four credits. But as of Friday, nothing was showing up yet. I was told it would be fixed this morning.Employee: Well, I can check on the computer for you. Tom Arnold, right?student:Yes.Employee : Well, it is showing credits…but only three.student: Really?! So now what? These all have to be finalized last week.Employee: Well, yes. The course enrollment period ended last week. But since our office was supposed to get this straightened out for you before then… Let me see what I can do.Uh…did the university give approval for you to earn four credits for this internship? Because the other student:: s at the center for marine research are only getting three.student:Um…I am pretty sure those other student:: s are doing the internship at the center’s aquarium, taking classes in marine biology and then teaching visitors about the various displays. I am doing a special research internship with the center. We’ll be collecting data on changes to the seafloor out in the open ocean.Employee : Oh. That sounds quite advanced.student: Well, the internship requires me to have scuba diving certification and to be a senior oceanography student: . I want to do advanced study in oceanography when I graduate. So I really want to get a sense of what real research is like.Employee: I see. Now let’s try and see if we can… Oh. OK. I see the problem. There are two kinds of internships listed here—regular and research. Yours is listed as regular so it is only showing three credits.student: Can you switch it?Employee: Not yet. But it lists professor: : Leonard as…student:She is in charge of all the internships.Employee :She just needs to send an email so I have an official record. Then I can switch it. And that should solve everything.student:Great! And I know professor: : Leonard is in her office this afternoon, so I can go there later. It will be such a relief to get all these paperwork completed.Lecture3-Marine Biology (Coral Reefs & CoT starfish)Narrator: Listen to part of a lecture in a Marine Biology class.Professor: We’ve been talking about the decline of coral reefs in tropical areas all over t he world…um… how natural and man-made stresses are causing them to degrade, and in some cases, to die.So now let’s focus on a specific example of a natural predator that can cause a lot of damage to coral reefs—the Crown of Thorns, or CoT starfish. The Cot starfish is found on coral reefs in the tropical Pacific Ocean and it eats coral. Now, in small numbers, the starfish don’t affect coral reefs dramatically. But periodically, starfish population explodes. And when that happens, the reefs can become badly damaged or even destroyed, something we are trying very hard to prevent. For example, during the 1960s, there was an outbreak of CoT starfish in the Great Barrier Reef, off the east coast of Australia. Luckily, the CoT starfish population gradually declined on its own and the reefs recovered.But we were left wondering – what cause the population to increase so suddenly? Well, over the years, we’ve come up with a few hypotheses. All still hotly debated.One hypothesis is that it’s a natural phenomenon, tha t the starfish naturally undergo population fluctuations following particularly good spawning years.There are also several hypotheses that suggest some sort of human activities are partly responsible, like fishing. There are fish and snails that eat starfish, particularly the giant triton snail, which is the main predator of the starfish. These fish and snails have themselves experienced a decline in population because of overfishing by humans. So with a decline in starfish predators, the starfish population can increase.Another hypothesized human-related cause is fertilizer runoff. People use fertilizer for their crops and plants and a lot of it eventually makes its way from land into the seas. It’s fertilizer, so it has a lot of nutrients. These nutrients have an effect on the starfish, because they cause an increase in the growth of phytoplankton. Phytoplankton are microscopic plants that grow in the ocean. Larval CoT starfish eat phytoplankton in their first month of life, so more fertilizer in the ocean means more phytoplankton, which means more starfish, bad for the reefs.Now, the final hypothesis has to do with storm events. If some reefs are destroyed by storms, starfish populations that inhabited those reefs would have to condense and concentrate on the reefs that are left. So this can cause a kind of mass feeding frenzy.So we have ideas, but no real answer. And because we aren’t sure of the causes for starfish population increases, it’s difficult to prevent them. I mean, some progress has been mad e. For example, new survey techniques have enabled us to detect population increases when the starfish are quite young, so we can be ready for them. But meaningful progress requires much better evidence about the cause.On the bright side, in all the research being done on causes, we have discovered something related to how starfish populations might affect coral reef diversity. We think that when reefs are damaged, after a few years, the fastest-growing corals repopulate the areas. And these fast-growing species can grow over the slower-growing species of coral, denying them light and preventing them from recovery. However, the faster-growing species are the preferred food of the CoT starfish. So when an outbreak of CoT starfish occurs, they thin out the fast-growing coral and may give the slower ones a chance to reestablish. So without the outbreak, the diversity of coral would be reduced.。

TPO1z To sign up for a seminar on using electronic sources for research z To report that a journal is missing from the reference areaz To find out the procedure for checking out journal articlesz To ask about how to look for resources for a class paper1. D2. B3. C4. A5. B6. C7. C8. A 9. B 10. B 11. A 12. B 13. D14.The amount of…/ The age of…/ Zircon in the…15. B 16. A 17. BSection 2is the conversation mainly aboutz A lesson Matthew prepared for his studentsz A class Matthew has been observingz A term paper that Matthew has writtenz A problem in Matthew's classroom1. B2. A3. D4. BDE5. C6. B7. B8. AC 9. C 10. A 11. BDE 12. D 13. C14. Olympic: Is family…/ Eastern: Displays….15. D 16. A 17. CTPO 021.Why does the man go to see his professorTo borrow some charts and graphs from herTo ask her to explain some statistical procedures To talk about report he is writingTo discuss a grade he got on a paper1. C2. Include：ACD/ Not include: B3. A4. D5. B6. C7. B8. C9. C 10. A 11. D 12. D13. B 14. B 15. A 16. C 17. BDSection 2 are the students mainly discussingClick on 2 answersTheir courses for next semesterTheir plans for the weekendA poetry clubA class assignment1. AC2. C3. D4. B5. A6. D7. only extrinsic: B/ only intrinsic: AD/ both: C8. B 9. A 10. C 11. D 12. B 13. A 14. AD 15. C 16. DTPO 03Why does the women come to the officez To notify the university of her change of address z To find out where her physics class is being held z To get directions to the science buildingz To complain about her physics class being canceled Section 11. B2. C3. A4. D .5 D 6. C 7. B8. C 9. B 10. C 11. D 12. A 13. D14. B 15. C 16. B 17. CSection 2Why does the student go to see the professorz To ask about a class assignmentz To find out about a midsemester projectz To get information about summer jobsz To discuss ways to improve his grade1. B2. A3. C4. A5. C6. A7. D8. A 9. B 10. B 11. CD 12. C 13. D14. B 15. A 16. A 17. BTPO 04Section 11. Why does the man need the woman’s assistanceClick on 2 answers.A. He does not know the publication date of some reviews he needs.B. He does not know the location of the librar y’s vides collection of plays.C. He does not know how to find out where the play is currently being performed.D. He does not know how to determine which newspaper he should look at.1. AD2. C3. AD4. D5. B6. C7. NO/YES/YES/NO 8. D 9. B 10. C 11. C12. B 13. D 14. C 15. C 16. BD 17. DSection 21. What is the conversation mainly aboutA. Methods for finding appropriate sources for a project.B. Reasons the woman is having difficulties with a project.C. Criteria the professor uses to evaluate group projects.D. Ways to develop the skills needed to work in groups.1. B2. C3. D4. C5. AD6. C7. D8. A 9. B 10. D 11. C 12. B 13. BD14. The Federal Art…/ The National…/ Arts councils…/ The federal budget…15. A 16. C 17. DTPO 05Section 1Q1: What do the speakers mainly discussA. Why the woman has little in common with her roommatesB. How the woman can keep up in her academic studiesC. The woman’s adjustment to life at the universityD. The woman’s decision to transfer to another university1. C2. A3. B4. AC5. D6. B7. C8. AD 9. B 10. D 11. A 12. B 13. D14. B 15. C 16. AB 17. DSection 2Q1: What is the conversation mainly aboutA. An assignment about which the student would like adviceB. Concerns as to wh ether the student should be in the professor’s courseC. The selection of films to be viewed by students in a film theory courseD. The structure and sequence of courses in the Film Department1. B2. A3. C4. BD5. B6. B7. C8. D 9. A 10. D 11. C 12. C 13. D 14. B15. A 16. Folk tales: BC/ Fairy tales: ADEF 17. ATPO 06Section 1Why does the student go to the career services officeto confirm the date and time of the career fairto learn the location of the career fairto find out if he is allowed to attend the career fairto get advice about interviewing at the career fair1. C2. A3. D4. BC5. B6. B7. A8. A 9. D 10. ABE 11. BC 12. AB13. D 14. D 15. BC 16. B 17. ASection 21. Why does student go to see the professorz She is having trouble finding topic for the term paperz She needs his help to find resource materialsz She wants to ask him for an extension on a paperz She wants him to approve her plans for a term paper 1. D 2. C 3. AC 4. C 5. B 6. B 7. A8. A 9. D 10. C 11. B 12. A 13. ACE14. BD 15. B 16. C 17. DTPO 07Section 1does the man go to see the professorz To hand in a late assignmentz To find out about jobs in the departmentz To discuss Dean Adam's current researchz To volunteer to help organize an event1. D2. C3. AC4. D5. B6. C7. D8. B 9. AC 10. A 11. A 12. B 13. D14. AC 15. B 16. C 17. BSection 21.Why does the student come to the libraryTo learn about the library's resourcesTo ask about interlibrary loansTo attend the new student orientationTo start work on a research project1. A2. B3. C4. BC5. D6. C7. AC8. AD9. C 10. D 11. B 12. A13. …/ liquid…/…/ glacier…14. AD 15. B 16. A 17. CTPO 08Section 11. Why does the man go to see the registrar A. To find out why he is not on the list of graduating studentsB. To explain why he has not fulfilled his graduation requirementsC. To find out the exact requirements for graduationD. To submit a document required for graduation1. D2. B3. D4. B5. C6. D7. C8. B 9. A 10. D 11. B 12. C 13. D14. A 15. AB 16. D 17. BSection 21. What is the conversation mainly aboutA. Preparing for a testB. A strategy for attracting customersC. Business opportunities in the field of healthD. Differences between two business models1. B2. A3. NO/YES/YES/YES/NO4. D5. C6. D7. D8. C9. B10. first…/ printing…/ number…/ inexpensive…11. C 12. B 13. D 14. C 15. A 16. B 17. CTPO 09Section 11. Why does the woman go to see the professorTo get advice on the topic of a term paperTo discuss different types of food packagingTo find out if the university will offer courses in food packaging To ask about jobs in the food industry1. A2. D3. B4. C5. C6. B7. CD8. D 9. C 10. BD 11. A 12. A 13. CD14. B 15. B 16. A 17. CSection 21. What are the speakers mainly discussing— A book that the man is trying to find in the library— A book that the man already returned to the library— A book that the man is using to write his senior thesis — A book that the man lent to his sociology professor1. C2. B3. C4. D5. A6. D7. D8. B 9. AD 10. A 11. C 12. C 13. C14. B 15. A 16. CD 17. BTPO 10Section 1does the student go to see the professor○To discuss the latest trends in the photography shows○To find out why some of her work was not selected for a show ○To discuss how to get her photographs exhibited○To find out about a student photography show on campus1. C2. B3. C4. AC5. D6. B7. ACD8. A 9. B 10. C 11. C 12. B 13. D14. A 15. B 16. A 17. CSection 21 Why does the student go to the bookstore○ To purchase a book by Jane bowles○ To find out which books he need for a course○ To return a book that was originally assigned for a course ○ To find out how to order a book for a course1. C2. BD3. A4. A5. C6. D7. AD8. C 9. B 10. B 11. C 12. A 13. A14. B 15. YES/NO/YES/YES/NO 16. D 17. BTPO 11Section 1are the speakers mainly discussing •What the gym pass is used for•How to try out for the swimming team•The popularity of the new exercise at the gym•The schedule of exercise classes at the gym1. A2. B3. A4. D5. C6. C7. AD8. C 9. A 10. C 11. D 12. B 13. B14. C 15. BD 16. A 17. ASection 2why does the professor want to see the student•To discuss the student's grade on a paper•To invite the student to work on a committee•To inform the student about a change in the class schedule •To ask the student to become her research assistant1. B2. C3. A4. D5. D6. C7. C8. A 9. C 10. D 11. A 12. C 13. BD14. B 15. D 16. C 17. ATPO 12Section 1•Why does the professor ask the man to come to her office •to check on the man’s pro gress on a paper he is writing •To show the man techniques for organizing his time•To encourage the man to revise a paper he wrote•To clarify her comments on a paper the man wrote1. C2. B3. A4. D5. A6. D7. B8. C 9. C 10. A 11. B 12. C 13. A14. C 15. D 16. B 17. ASection 2•What is the student’s problem•He missed the tuition due date.•He has not been paid.•His bank lost his paycheck.•His tuition payment got lost1. B2. C3. B4. D5. A6. AC7. B8. C9. D 10. B 11. A 12. C 13. BD14. C 15. D 16. A 17. BTPO 13Why does the student go to see the professorTo report on the research he has doneTo ask for permission to observe a classTo get help understanding an assignmentTo ask about a question on a recent testSection 11. C 2 B 3Ａ 4. B 5. D 6. C 7. A8. AD 9. A 10. D 11. A 12. D 13. C14. C 15. A 16. D 17. DSection 2What are the speakers mainly discussingHow to use the language labHowe to make a video for the classHow to reserve a study room in the libraryHow to improve study habits1. A2. C3. AD4. B5. D6. D7. AC8. Chanson 1/3 Romance 2/49. B 10. B 11. A 12. C 13. B 14. A 15. D 16. AD 17. ATPO 14Section 1•Why does the student go to see the man•To find out the status of her job application •To get help locating a book she needs for a class•To request a book that her professor put on the reserve list •To ask how to look up books on the library’s computer system 1. B 2. A 3. AD 4. C 5. BD 6. D 7. A8. C 9. C 10. A 11. B 12. D 13. CD14. B 15. A 16. C 17. BSection 2•What is the conversation mainly about•The advantages and disadvantages of a career in journalism •Topics the student could write about for the school newspaper •Comparing a major in journalism to other majors •Preparing for a career in journalism1. D2. C3. BD4. AD5. C6. B7. D8. AD 9. C 10. A 11. B 12. B 13. D14. D 15. C 16. B 17. ATPO 15Section 11. Why does the student go to the campus newspaper officeA. To turn in outlines of possible articlesB. To find out when his article will be printed in the newspaperC. To find out if he got a position as a reporterD. To get help with an assignment for his journalism course1. C2. D3. D4. A5. A6. D7. AD8. BC 9. A 10. C 11. D 12. A 13. B14. AD 15. AC 16. D 17. CSection 218. Why does the woman go to see her professorA. To tell him about an athletic achievement.B. To find out the best approach to studying for a test.C. To ask a question about a laboratory project.D. To discuss her performance on a biology exam1. D2. B3. C4. A5. C6. B7. AD8. B 9. C 10. CD 11. A 12. B 13. ABE14. A 15. A 16. B 17. BTPO 16Section 1What does the woman want the man to doA. Postpone a choir performance to allow more time for rehearsals.B. Change the rehearsal schedule at the music building.C. Give approval for her group to move a piano to a different room.D. Help her reserve a rehearsal space on campus.1. D2. C3. D4. B5. B6. D7. YNYYYN 8. C 9. A 10. C 11. A 12. B13. A 14. C 15. D 16. B 17. DSection 218. Why does the student go to see the professorA. To find his grade on the midterm exam.B. To explain why he missed a classC. To get help writing an essay.D. To ask to take a test at a different time.1. D2. B3. B4. BC5. D.6. D7. D8. AC 9. B 10. B 11. A 12. B 13. BC14. A 15. AB 16. C 17. ATPO 17Section 1Why does the man visit the professorA. To get the professor’s approval for his paper topic.B. To ask for source material for his paper.C. To ask the profe ssor’s opinion about a particular production of a Shakespeare play.D. To get help finding articles about a play.1. B2. C3. AD4. D5. B6. C7. B8. BD 9. D 10. A 11. B 12. A 13. A14. C 15. D 16. B 17. ASection 21. Why does the man go to see the womanA. To complain about customers.B. To request an increase in his pay.C. To ask for a change in his work schedule.D. To apply for a job playing music in the dining hall1. C2. B3. A4. A5. D6. C7. B8. AD 9. D 10. BC 11. B 12. D 13. B14. CD 15. C 16. AB 17. BTPO 18Section 11. Why does the student go to the university officeA. To apply for a work-study jobB. To get information about hosting an exchange studentC. To find out if there are any jobs available on campusD. To find out eh hours of the computer lab1. C2. A3. A4. D5. C6. C7. B8. A 9. B 10. B 11. D 12. A 13. C14. D 15. B 16. BC 17. DSection 218. What is the conversation mainly aboutA. The topic of the man's research paperB. Some current research projects in sociologyC. Effective ways of conducting sociology researchD. The man's possible participation in a research project1. D2. C3. A4. A5. B6. B7. YYNYN8. AC 9. D 10. B 11. C 12. D 13. A14. C 15. AC 16. D 17. BTPO 19Section 1Why does the man go to see the professorA. To ask for heap in choosing a topic for his term paperB. To ask the professor to explain how to complete an assignmentC. To ask about a point raised in a recent lectureD. To offer to help the professor with her research project1. C2. C3. A4. B5. D6. B7. D8. A 9. A 10. C 11. B 12. D 13. B14. AD 15. C 16. AC 17. CSection 2What is the conversation mainly aboutA. Changes that will be made in food choices offered to studentsB. Food-safety procedures followed by the cafeteria staffC. Issues related to the cafeteria's food policyD. Common complaints about the food served in the cafeteria1. C2. A3. AC4. BDE5. B6. B7. A8. D 9. B 10. A 11. A 12. D 13. BC14. B 15. C 16. D 17. BTPO 201. Why does the man go to talk to the womanA. To find out if he can get extended borrowing privilegesB. To find out if he needs to immediately return a book he borrowedC. To find out why he has to pay a library fineD. To find out why his borrowing privileges have been suspended1. B2. AC3. C4. D5. A6. D7. A8. BAABA 9. C 10. D 11. D 12. B 13. AD14. D 15. AD 16. B 17. BSection 21. Why does the professor want to talk to the studentA. To discuss her application to graduate school.B. To discuss a possible internship at the school’s libraryC. To encourage her to increase the scope of her research projectD. To suggest some changes to improve her research project.1. C2. A3. B4. D5. B6. B7. B8. A 9. AC 10. B 11. C 12. C 13. A14. C 15. C 16. B 17. CTPO 21Section 1Why does the needs the professor’s helpHe does not know the location of his general orientation sessionHe lost the invitation to the engineering department’s orientation sessionHe cannot locate the building for the engineering department’s orientationHe needs help deciding which area of engineering he should specialize in1. C2. C3. B4. D5. A6. B7. AC8. D 9. C 10. A 11. BD 12. C 13. B14. AD 15. C 16. D 17. ASection 218. Why does the woman go to see the professorTo ask which elective courses he will be teaching next semesterTo get more advice on which elective courses to take next semester To find out the difference between public relations and marketingTo get help deciding whether to pursue a graduate degree in marketing 1. D 2. C 3. B 4. D 5. A 6. B 7. C8. D 9. B 10. A 11. D 12. C 13. B14. CD 15. A 16. D 17. CTPO 22Section 11Why does the student go to the man’s officeA. To get some advice on an article that she is writingB. To find out about getting a job on the student newspaperC. To protest the university’s decision about a statueD. To complain about an article in the student newspaper1. D2. AC3. B4. C5. D6. B7. AD8. D 9. A 10. D 11. C 12. D 13. C14. BC 15. A 16. B 17. CSection２Why does the man go to see the professorA. To discuss his impressions of a recent piano concertB. To ask how to revise a paper he is writingC. To get approval to write a paper about his grandmother’s lifeD. To find out why he received a poor grade on a paper he wrote1. B2. B3. C4. C5. B6. D7. AB8. B 9. A 10. C 11. D 12. A 13. C14. D 15. B 16. D 17. BCTPO 23Section 1What is the cause of the student's problemA. She missed the deadline for submitting her announcement to the university web siteB. She did not include enough information in her announcement.C. The editors of the university web site did not post her announcementD. The university web site will not be available to students for several days. 1. C 2. A 3. C 4. B 5. C 6. D 7. C8. A 9. A 10. B 11. C 12. C 13. B14. A 15. B 16. D 17. DSection 218. Why does the man go to see the professorA. To discuss a grade he received on a paperB. To get advice about which course he should take next termC. To ask a question about a reading assignmentD. To request permission to take an advanced course1. B2. D3. B4. A5. C6. A7. D8. B 9. C 10. A 11. B 12. A 13. D14. AB 15. A 16. D 17. CTPO 24Section 1 1. Why can the man NOT find the book he needsA. The bookstore is sold out of the book.B. The bookstore he is in does not carry the book.C. His professor did not order enough copies of the book.D. The book is not being used for any course offered at the university.1. B2. AB3. D4. B5. B6. B7. BD8. C 9. A 10. D 11. A 12. AD 13. C14. BD 15. A 16. C 17. DSection 218. Why does the student go to speak with the professorA. To discuss material that might be on the final examB. To review his answers to the midterm examC. To get information about a class he missedD. To find out about the services of the tutoring center1. A2. AD3. B4. 122115. D6. D7. A8. C 9. BC 10. B 11. AD 12. A 13. BC14. AC 15. D 16. A 17. BTPO25Section 1What is the conversation mainly aboutA. The student’s eligibility to graduate next semesterB. The student’s difficulties in registering for classesC. A difficult class the student must take next semesterD. Possible elective choices in the student’s degree program1. A2. B3. A4. C5. D6. c8. B 9. A 10. D 11. B 12. D 13. B14. c 15. B 16. B 17. DSection 2Why does the man go to see the professorA. To find out how to distinguish between different types of whale songsB. To request permission to change the topic of his paperC. To discuss the difference between using the internet and using books to find sourcesD. To get help locating some information for his paper1. D2. B3. A4. C5. AD6. D7. B8. A 9. C 10. A 11. B 12. B 13. B14. C 15AD 16. CTPO26Section 1Why does the student go to speak to the manA. To discuss a job opportunity she had heard aboutB. To learn about options for advertising her businessC. To see if she can change a previous print orderD. To discuss a design idea that she has for business cards1. B2. D3. CD4. B5. A6. D7. A8. B 9. B 10. C 11. D 12. B 13. D14. C 15. C 16. A 17. ADSection 2Why does the student go to see the professorA. To obtain notes from a class she missedB. To discuss a conference she attendedC. To ask about a possible topic for a research paperD. To clarify information about volunteering in the community1. C2. a3. B4. A5. B6. A7. Ac8. D 9. A 10. B 12. A 13. BC14. C 15. D 16. B 17. CTPO27Section 1What does the woman go to the information deskdoes not know where the library computers are located.does not know how to use a computer to locate the information she needs. does not have time to wait until a library computer becomes available. book she is looking for was missing from the library shelf.1. B2. D3. C4. A5. C6. B7. C8. D 9. AD 10. B 11. A 12. C 13. B14. D 15. B 16. A 17. BSection 2why does the student come to see the professorA to find out her reaction to a paper he recently submittedB to point out a factual error in an article the class was assigned to readC to ask about the suitability of a topic he wants to write aboutD to ask about the difference between chinampas and hydroponics1. C2. B3. D4. A5. C6. B7. D8. D 9. AB 10. B 11. C 12. D 13. A14. C 15. AC 16. A 17. DTPO28Section 1What is the conversation mainly aboutA. Criticisms of Dewey’s political philosophyB .Methods for leading a discussion groupchanges made to a reference documentwith the organization of a paper1. D2. A3. ACD4. c5. B6. C7. A8. B 9. A 10. D 11. D 12. A 13. C14. AD 15. B 16. D 17. CSection 2Why does the man go to see the professorlearn more about his student teaching assignmentdiscuss the best time to complete his senior thesisdiscuss the possibility of changing the topic of his senior thesis find out whether the professor will be his advisor for his senior thesis1. B2. C3. C4. CD5. B6. C7. B8. D 9. C 10. A 11. B 12. A 13. B14. B 15. c 16. AC 17. DTPO29Section 1what is the conversation mainly aboutA what the deadline to register for Japanese class isB why a class the woman chose may not be suitable for herC how the woman can fix an unexpected problem with her class scheduleD how first year student can get a permission to take an extra class1. C2. A3. D4. BC5. B6. A7. C8. ABD 9. D 10. C 11. A 12. C B14. C 15. AD 16. B 17. CSection 2why does the student go to see the professorA to explain why he may need to hand in an assignment lateB to get instructions on how to complete an assignmentC to discuss a type of music his class is studyingD to ask if he can choose the music to write about in a listening journal1. B2. D3. A4. AC5. A6. C7. A8. A 9. C 10. BD 11. C 12. C 13. B14. D 15. B 16. A 17. CTPO30Section 11 why does the student go to speak with the womanA to get permission to organize a club eventB to arrange for a work space for his clubC to inquire about photography classD to reserve a room for photography exhibit1. B2. B3. D4. A5. C6. D7. C8. B 9. A 10. D 11. C 12. B 13. CD14. A 15. A 16. D 17. CSection 2what are the speakers mainly discussingA the student's idea about his class assignmentsB the influence of one painter on anotherC the student's recent visit to museum in ConnecticutD the challenges associated with painting at night1. A2. B3. D4. AC5. B6. C7. B8. A9. BD 10. D 11. C 12. D 13. C14. D 15. A 16. A 17. D。

The evidence that lines in the Sinosauropteryx fossils represent feathers is very strong. The arguments of the critics are unconvincing.First, it is unlikely that the lines are a result of the decomposition of the dinosaur’s skin, because we do not see any such decomposition in the fossils of other animals buried at the same site. In fact, the fossils of many other animals buried at the site show evidence that their functional skin structures have been beautiful preserved in volcanic ash. The well preserved condition of the other fossils makes it likely that Sinosauropteryx lines are also well preserved function structures, possibly feathers. And they are not fibers caused by decomposition.Second, the idea that the lines of Sinosauropteryx represent frills, well, there is an important chemical difference between feathers and frills. Feathers contain a great deal of protein called beta-keratin. Frills, on the other hand, do not contain beta-keratin. Our chemical analysis suggests Sinosauropteryx structures did contain beta-keratin. So that indicates that structures were feathers, not frills.Third, feathers can be used for other functions but fly and thermo regulation. Think of a bird, like a peacock for example. The peacock has long, colorful feathers in its tail and displays its tail in order to attract mates. That is a distinctive function called display function. Recently, we have been able to do an analysis on the Sinosauropteryx structures that showed us these structures were colorful. They were orange and white. The fact that they were colorful strongly supports the idea that they were feathers that the Sinosauropteryx used for display.。

TPO 31 Listeningconversation 11. What are the speakers mainly discussing?A point about southern settlements that the student did not understand.A problem with an assignment on colonial shipping routes.Reasons why the student prefers to write a paper relates to architecture I.An aspect of colonial settlements the student wants to research.2. What is the professor's opinion about the student's interest in architecture?He thinks the student’s focus on architecture prevents her from broadening her per spective.He thinks it may contribute to her producing an interesting research paper.He hopes she will choose to major in both history and architecture.He suspects that it may not provide her with the necessary background for the paper she is writing.3. What does the professor want the student to do when they write their papers?Show a connection between history and another field in which they are interested.Develop a research topic that has not been investigated before.Explain how an aspect of United States culture has changed over time.Describe early difference between regions of the United States.4. Why does the professor mention medieval Europe?To point out an important difference Europe and the United StatesTo introduce a reason that the first European settlers moved to North American.To indicate the style of community planning followed by in the northern coloniesTo point out that urban planning has changed considerably since the medieval period5. What does the professor imply about storage and port facilities?They were one indicator of the emphasis put on trade in the southern colonies.They were a sign of something the northern and southern colonies had in common.They were multipurpose facilities also used for community meetings.They were designed to be similar to those found in Europe.lecture 16. What is the main topic of the lecture?The history of Greek music from ancient times to the pastThe influence of ancient Greek music on the music of neighboring countriesThe characteristics of ancient Greek songsThe attitude of the ancient Greek toward music7. What two reasons does the professor give for approaching the lecture material as he does? Click on 2 answersWe have a limited idea of what ancient Greek music sounded like.The Greek philosophy of music influenced Western thoughtGreek music shared many characteristics with other types of ancient music.Greek melodies were admired by musicians from other cultures8. According to the professor, what did the ancient Greeks believe about music?That music connected them to their ancestors.That music allowed people express their individuality.That the same laws ruled music and the universe.That music could not be explained by mathematics.9. According to the professor, what was Plato's attitude toward music?Music had the power to help create the future leaders of a society.Music needed to be constantly evolving to keep up with social change .Music distracted attention from social problems.Music's primary purpose was entertainment.10. Why does the professor mention rock-and-roll music?To make a connection between ancient and modern attitudes toward music.To contrast its characteristics with the characteristics of ancient Greek music.To introduce a topic he will discuss later in the lectureTo find out what kind of music students in the class like best.11. Why does the professor say this?He does not think his opinions are relevant to class discussion.He believes his students can infer what he thinks.He wants the students to take Plato's ideas seriously.He does not want to influence his students' opinions.lecture 212. What is the lecture mainly about?How to predict the rate of tectonic plate movementA geologist’s attempt to determine the position of conti nents in the past.Some ideas about future movements of Earth's tectonic plates.The history of a debate between two plate tectonic theories.13. The professor states that some continues are currently moving northward and some are moving westward. Indicate the direction in which the continents are currently movingClick in the correct boxes.Northward WestwardAfricaAmericasAustralia14. What process is currently taking place in the Atlantic Ocean?One half of the ocean plate is sinking beneath the other half.New rock is forming between two sections of the ocean floorA subduction zone is forming at the eastern edge of the ocean floor.The ocean plate is moving away from the continental plates that are under the Americas.15. What long-term geoprediction do many geologists make?Continents will become smaller than they are now.Subduction will cause one continent to sink under an ocean.North and South America will move away from each other.The current continents will eventually join together.16. Based on the discussion, what happens when a continental plate and an oceanic plate collide?The edge of the oceanic plate moves down into the mantle.Slab pull causes the ocean floor to expand.New rock material rises to the surface at the subduction zone.Parts of each plate break off into the ocean.17. What is important difference between the two hypotheses discussed by the professor? They make different predictions about the direction in which the American continents will move. They make different predictions about how long it will tale for Pangaea Ultima to form.Only one predicts that Asia will eventually begin to move eastward.Only one predicts that some tectonic plates will eventually stop moving.conversation 21. What is the conversation mainly about?Proposed changes to an internship programA document that was not delivered on timeA canceled courseAn error in a registration record2. According to the student, how is his internship different from the internships the other students haveHe will be doing research in the open oceanHe will be teaching visitors about the displays at the aquariumHe will be writing a report about the regional center for marine researchHe will be spending more time in the classroom3. What two requirements did the student have to meet in order to get the internship?Click on 2 answersHe had to have volunteered previously at the aquariumHe had to be certified in scuba divingHe had to be a senior oceanography studentHe had to have experience collecting oceanographic data4. What does the student imply about Professor Leonard?She is not in charge of oceanography internshipsShe works at the regional center for marine researchShe will be able to help correct the mistake todayShe recommended the student for the internship5. What can be inferred about the woman when she says this?She feels her office has handled the situation correctlyShe is upset that she has to fix the problem herselfShe believes the student should have finalized his paperwork earlierShe wants to reassure the student that the problem will be addressed promptlylecture 36. What is the lecture mainly about?Reasons CoT starfish are attracted to coral reefsPossible causes of change in the CoT starfish populationEvidence that coral decline may not be related to CoT starfishProven ways to effective control the CoT starfish population7. According to the professor, what is the role of the grant triton snail in the coral reef ecosystem?It competes with CoT sta rfish for foodIts shells provides habitat for CoT starfishIt is a predator of CoT starfishIt can repair coral that has been damaged by CoT starfish8. How might fertilizer runoff effect CoT starfish population?It might increases the food supply fot young CoT starfishIt might wash away nutrients that are beneficial for CoT starfishIt might destory CoT starfish habitatsIt might make phytoplankton dangerous for CoT starfish to eat9. According to the professor, how might storms affect CoT starfish?Storms might interfere with CoT starfish's spawning cycleStorms might reduce the amount of plankton eaten by CoT starfishStorms might carry starfish predators close to reef systemStorms might reduce the number of feeding areas available to Cot starfish10. What does the professor say about controlling the CoT starfish population?It will be possible only after the causes of starfish population changes are better understood Recent discoveries about CoT starfish have made controlling its population easierEnforcing measures to limit runoff should be sufficient to control the starfish population Monitoring populations of young starfish will probably not be useful11. Why does the professor mention that CoT starfish eat fast-growing coral?To show the CoT starfish might benefit slow-growing coralTo explain fluctuation in the CoT starifsh populationTo indicate that the behavior of CoT starfish has changed over timeTo emphasize the danger posed vy CoT starfish to coral reefslecture 412. What is the lecture mainly about?Reasons why an ancient archaeological site was well preservedA controversy over where horses were first domesticatedFactors that led an ancient society to become nomadicEvidence that an ancient civilization used domesticated animals13. Why does the professor mention milking a wild horse?To point that the Botai people sometimes did not have enough foodTo compare the physical features of domesticated and Wild horseTo prove that the horses of the Botai people were domesticatedTo emphasize that horse milk was popular in some ancient societies14. What point does the professor make the horse bones found in the Botai settlements? They do not reveal information about horse domesticationThey are very different from the bones of modern horsesThey date to the period when the Botai people had become nomadsThey suggested that horses were first domesticated by another ancient people15. What does the professor imply about the people in ancient Kazakhstan when they started raising sheep and cattle?They found a way to protect livestock from harsh weather without traveling to the southern region They realized that a nomadic lifestyle offered benefits that outweighed the hard workThey had to learn the area due to a rapid increase in populationThey learned that growing crops is possible in the southern regions16. What does the professor imply about the people in ancient Kazakhstan when they started raising sheep and cattle?They found a way to protect livestock from harsh weather without traveling to the southern region They realized that a nomadic lifestyle offered benefits that outweighed the hard workThey had to learn the area due to a rapid increase in populationThey learned that growing crops is possible in the southern regions17. Why does the student say this?To point a contradiction in the professor's remarkTo propose a solution to the issue that the professor has just discussedTo find out if he understands correctly what the professor has just explainedTo show that he disagrees with the professor。

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Section1 Conversation1 (Community Planning in the Colonies)NarratorListen to part of a conversation between a student and her United StatesHistory professor.ProfessorSo, Amanda, you’ve asked a lot of questions about trade during the colonialperiod of the United States. Has our discussion clarified things for you?StudentWell, yeah, but now, I think writing about trade for my paper isn’t goingto work.ProfessorOh, so your questions about shipping routes were for your researchpaper?StudentYeah. But now, I see that I probably need to come up with a new papertopic. Actually, there was one other idea I had. I have been thinking aboutdoing something about community planning in the early British settlements inEastern North America.ProfessorOh. OK. I am curious. Why are you interested in doing something oncommunity planning in colonial times?StudentWell, I am much more into architecture. It’s my major and I mean, planningout a town or city goes along with that. I mean, not that I don’t like history (I)am interested in history…really interested…But I think, you know, for a career, architecture is more for me.ProfessorThat’s great. I’ve gotten some very thought-provoking papers from students whose interests go beyond history.StudentOK. But for the paper you wanted us to try to include a comparison,right?ProfessorYes. Actually, that was really the purpose of the assignment. The way theUnited States developed or perhaps I should say the colonies, since the land that would become the Eastern United States…uh…there were British colonies there four hundred years ago. But anyway…uh… development in the colonies differed greatly depending on geography. I am looking for papers that have ideas about something that happened one way in the Northern colonies happened a different way in the Southern colonies.StudentIs that true in terms of urban planning?ProfessorVery true. Towns in the Northern colonies were centralized and compact.They provided a meeting point for exchanging goods, for participatory。

Q1正确答案：B解析：根据词汇所在上下文推断词意。

选项中符合Physical separation between subpopulations和the formation of new species之间逻辑关系的动词是encourage。

promote，“促进；推动”。

Q2正确答案：D解析：段落最后一句话出现了allopatry，allopatric speciation所包含的内容要定位到上文“In the absence of gene flow between the subpopulation.betevloved into distinct species”。

因为absence of gene flow , 导致genetic differences accumulate, 最终genetically distinct形成新物种，D正确。

注意不要被A误导，因为段落中只有subpopulation，没有subspecies。

Q3正确答案：D解析：通过该段的前2句话来理解作者写第3句话的用意。

前2句话概括了本段主旨：“Allopatric speciation是物种形成的主要方式，并且非常普遍”，第3句话帮助解释为什这种方式普遍，“大多数物种的子群都是被自然距离分开的”。

整段内容也是围绕着主旨来写的。

Q4正确答案：C解析：根据词汇所在上下文判断词义:“genetic differences begin to accumulate. Eventually the subpopulations become so genetically distinct”，A和C都可做备选。

Eventually（最后，终于）是帮助判断accumulate词义的关键词，这个词代表某事经过了缓慢的过程，gradually更合适。

从词义上看accumulate是“积累”，是一个由少及多的过程，而changes是中立的“变化”，趋势不明确，increase是增加，因此选C。

为了帮助大家高效备考托福，为大家带来托福TPO31听力Conversation1文本+题目+答案解析，希望对大家备考有所帮助。

托福TPO31听力Conversation1文本 Narrator: Listen to part of a conversation between a student and her United States History professor. Professor: So, Amanda, you’ve asked a lot of questions about trade during the colonial period of the United States. Has our discussion clarified things for you? Student: Well, yeah, but now, I think writing about trade for my paper isn’t going to work. Professor: Oh, so your questions about shipping routes were for your research paper? Student: Yeah. But now, I see that I probably need to come up with a new paper topic. Actually, there was one other idea I had. I'v been thinking about doing something about community planning in the early British settlements in Eastern North America. Professor: Oh. OK. I am curious. Why are you interested in doing something on community planning in colonial times? Student: Well, I am much more into architecture. It’s my major and I mean, planning out a town or city goes along with that. I mean, not that I don’t like history…I am interested in history…really interested…But I think, you know, for a career, architecture is more for me. Professor: That’s great. I’ve gotten some very thought-provoking papers from students whose interests go beyond history. Student: OK. But for the paper you wanted us to try to include a comparison, right? Professor: Yes. Actually, that was really the purpose of the assignment. The way the United States developed or perhaps I should say the colonies, since the land that would become the Eastern United States…uh…there were British colonies there four hundred years ago. But anyway…uh… development in the colonies differed greatly depending on geography. I am looking for papers that have ideas about how something that happened one way in the Northern colonies happened a different way in the Southern colonies. Student: Is that true in terms of urban planning? Professor: Very true. Towns in the Northern colonies were centralized and compact. They provided a meeting point for exchanging goods, for participatory government, and for practicing religion.Houses would be built along the roads that led into town.And just outside the developed area, there would usually be an open field of some sort for grazing animals and also group activities. Actually, the model for planning a town in the Northern colonies was not unlike the model for the development of towns in medieval Europe.After all, the colonists had just come from Europe and the medieval period was just ending. Student: Medieval Europe. But what about the South? If I remember correctly… In the South, at least initially, they didn’t build towns so much as they built trading posts. Professor: That’s right. Most of the settlers in the North wanted to start a whole new life.But most of the people who came from Europe to the South just wanted to make some money and then go back. It's not surprising that some of most common buildings were storage facilities and port facilities. 托福TPO31听力Conversation1题目 1.What are the speakers mainly discussing? A. A point about southern settlements that the student did not understand. B. A problem with an assignment on colonial shipping routes. C. Reasons why the student prefers to write a paper relates to architecture. D. An aspect of colonial settlements the student wants to research. 2.What is the professor's opinion about the student's interest in architecture? A. He thinks the student's focus on architecture prevents her from broadening her perspective. B. He thinks it may contribute to her producing an interesting research paper. C. He hopes she will choose to major in both history and architecture. D. He suspects that it may not provide her with the necessary background for the paper she is writing. 3.What does the professor want the student to do when they write their papers?。

托福阅读TPO31真题原文及答案托福阅读TPO31真题Part1原文及答案Plant ColonizationColonization is one way in which plants can change the ecology of a site. Colonization is a process with two components: invasion and survival. The rate at which a site is colonized by plants depends on both the rate at which individual organisms (seeds, spores, immature or mature individuals) arrive at the site and their success at becoming established and surviving. Success in colonization depends to a great e某tent on there being a site available for colonization – a safe site where disturbance by fire or by cutting down of trees has either removed competing species or reduced levels of competition and other negative interactions to a level at which the invading species can become established. For a given rate of invasion, colonization of a moist, fertile site is likely to be much more rapid than that of a dry, infertile site because of poor survival on the latter. A fertile, plowed field is rapidly invaded by a large variety of weeds, whereas a neighboring construction site from which the soil has been compacted or removed to e某pose a coarse, infertile parent material may remain virtually free of vegetation for many months or even years despite receiving the same input of seeds as the plowed field.Both the rate of invasion and the rate of e某tinction vary greatly among different plant species. Pioneer species – those that occur only in the earliest stages of colonization – tend to have high rates of invasion because they produce very large numbers of reproductive propagules (seeds, spores, and so on) and because they have an efficient means of dispersal (normally, wind)If colonizers produce short-lived reproductive propagules, then they must produce very large numbers unless they have an efficient means of dispersal to suitable new habitats. Many plants depend on wind for dispersal and produce abundant quantities of small,relatively short-lived seeds to compensate for the fact that wind is not always a reliable means of reaching the appropriate type of habitat. Alternative strategies have evolved in some plants, such as those that produce fewer but larger seeds that are dispersed to suitable sites by birds or small mammals or those that produce long-lived seeds. Many forest plants seem to e某hibit the latter adaptation, and viable seeds of pioneer species can be found in large numbers on some forest floors. For e某ample, as many as 1,125 viable seeds per square meter were found in a 100-year-old Douglasfir/western hemlock forest in coastal British Columbia. Nearly all the seeds that had germinated from this seed bank were from pioneer species. The rapid colonization of such sites after disturbance is undoubtedly in part a reflection of the large seed bank on the forest floor.An adaptation that is well developed in colonizing species is a high degree of variation in germination (the beginning of a seed’s growth). Seeds of a given species e某hibit a wide range of germination dates, increasing the probability that at least some of the seeds will germinate during a period of favorable environmental conditions. This is particularly important for species that colonize an environment where there is no e某isting vegetation to ameliorate climatic e某tremes and in which there maybe great climatic diversity.Species succession in plant communities, i.e., the temporalsequence of appearance and disappearance of species is dependent on events occurring at different stages in the life history of a species. Variation in rates of invasion and growth plays an important role in determining patterns of succession, especially secondary succession. The species that are first to colonize a site are those that produce abundant seed that is distributed successfully to new sites. Such species generally grow rapidly and quickly dominate new sites, e某cluding other species with lower invasion and growth rates. The first community that occupies a disturbed area therefore may be composed of species with the highest rate of invasion, whereas the community of the subsequent stage may consist of plants with similar survival rates but lower invasion rates.1. According to paragraph 1, how does disturbance of a site influence its colonization by a plant species?A) Disturbance reduces or eliminates competition by other species.B) Disturbance increases negative interactions with other organisms on the site. C) Disturbance prevents a plant species from colonizing a new site.D) Disturbance reduces the fertility of a site.2. The word “virtually” in the passage is closest in meaning toA) almost totallyB) unusuallyC) consistentlyD) unnaturally3. Why does the author mention a plowed field and a construction site in the passage?A) To argue that sites that have been affected by human activitytend to be colonized slowlyB) To illustrate the kind of sites that may be invaded by weedsC) To contrast sites in terms of their suitability for colonizationD) To e某plain that e某posing or compacting the soil results in successful colonization4. The word “despite” in t he passage is closest in meaning toA) withoutB) almost neverC) even thoughD) perhaps5. Which of the sentences below best e某presses the essential information in the highlighted sentence in the passage? Incorrect choices change the meaning in important ways or leave out essential information.A) The seeds of pioneer species are usually carried by the wind to fertile sites, where they reproduce very efficiently.B) Pioneer species are successful invaders because they produce lots of seeds that are dispersed effectively.C) Pioneer species produce their largest numbers of propagules during the earliest stages of their colonization.D) Pioneer species reproduce very quickly and efficiently because they produce very large number of seeds.6. What can be inferred from paragraph 3 about the reason that large seeds are dispersed by birds or small animals rather than by wind?A) Large seeds are easier for birds and animals to see than are the small seeds dispersed by the wind.B) Large seeds are too heavy for the wind to disperse.C) Large seeds cannot be eaten by birds and animals.D) Large seeds are short-lived and thus require a more efficient means of dispersal than small seeds do.7. Th e phrase “the latter adaptation” in the passage refers toA) producing fewer seedsB) producing larger seedsC) dispersal by birds and small mammalsD) producing long-lived seeds8. The word “viable” in the passage is closest in me aning toA) able to surviveB) individualC) largeD) remaining9. The e某ample of the 100-year-old Douglas fir/western hemlock forest in paragraph to illustrates which of the following ideas?A) It is uncommon for older seed to germinate.B) Pioneer species tend to prefer forest floors for colonization purposes.C) Long-lived seeds of pioneer species can successfully germinate over longperiods of time.D) Coastal British Columbia is particularly suited for pioneer species to develop.10. According to paragraph 4, how do plants manage to germinate in areas with great climatic diversity and climatic e某tremes?A) By producing seeds only during favorable climatic conditionsB) By generating large numbers of seedsC) By colonizing only those areas where other plants havesurvivedD) By producing seeds that have a wide range of germination dates11. The word “abundant” in the passage is closest in meaning toA) newB) improvedC) suitableD) plentiful12. According to paragraph 5, which of the following determines the sequence in which plant species will colonize a site?A) The e某tent of growth of a species on a prior site before it begins to colonize a secondary siteB) The differences in invasion and growth rates across speciesC) The degree of fertility of a siteD) The kind of disturbance that the site has undergone13. Look at the four squares [ ] that indicate where thefollowing sentence could be added to the passage.They require relatively little protection or nutrients.Where does the sentence best fit?14. Prose SummaryThe ecology of a site is changed through its colonization by new plants that arrive and grow there.Answer Choices:A) The species that first colonize a disturbed site are typically ones that produce a large number of efficiently dispersed seeds.B) Plants that cannot successfully compete with other species can invade and colonize a site only if it is fertile and moist, such as a plowed field.C) Pioneer species arrive at a site first but have lower survival rates than do species that arrive later.D) Producing seeds that germinate at various times over long periods allows some plants to colonize sites that only occasionally present the right conditions for growth.E) Large, long-lived seeds tend to result in large seed banks with short germination periods requiring favorable environmental conditions for development.F) The successive appearance and disappearance of species on a site is a result of variation in species’ rates of invasion, growth, and survival.托福阅读TPO31真题Part2原文及答案【含翻译】Siam, 1851 – 1910In the late nineteenth century, political and social changes were occurring rapidly in Siam (now Thailand). The old ruling families were being displaced by an evolving centralized government. These families were pensioned off (given a sum of money to live on) or simply had their revenues taken away or restricted; their sons were enticed away to schools for district officers, later to be posted in some faraway province; and the old patron-client relations that had bound together local societies simply disintegrated. Local rulers could no longer protect their relatives and attendants in legal cases, and with the ending in 1905 of the practice of forcing peasant farmers to work part-time for local rulers, the rulers no longer had a regular base for relations with rural populations. The old local ruling families, then, were severed from their traditional social conte某t.The same situation viewed from the perspective of the rural population is even more comple某. According to the government’sfirst census of the rural population, taken in 1905, there were about thirty thousand villages in Siam. This was probably a large increase over the figure even two or three decades earlier, during the late 1800s. It is difficult to imagine it now, but Siam’s Central Plainin the late 1800s was nowhere near as densely settled as it is today. There were still forests closely surrounding Bangkok into the last half of the nineteenth century, and even at century’s end there were wild elephants and tigers roaming the countryside only twenty or thirty miles away.Much population movement involved the opening up of new lands for rice cultivation. Two things made this possible and encouraged it to happen. First, the opening of the kingdom to the full force of international trade by the Bowring Treaty (1855) rapidly encouraged economic specialization in the growing of rice, mainly to feed the rice-deficient portions of Asia (India and China in particular). The average annual volume of rice e某ported from Siam grew from under 60 million kilograms per year in the late 1850s to more than 660 million kilograms per year at the turn of the century; and over the same period the average price per kilogram doubled. During the same period, the area planted in rice increased from about 230,000 acres to more than350,000 acres. This growth was achieve as the result of the collective decisions of thousands of peasants families to e某pand the amount of land they cultivated, clear and plant new land, or adopt more intensive methods of agriculture.They were able to do so because of our second consideration. They were relatively freer than they had been half a century earlier. Overthe course of the Fifth Reign (1868 – 1910), the ties that bound rural people to the aristocracy and local ruling elites were greatly reduced. Peasants now paid a ta某 on individuals instead of being required to render labor service to the government. Under these conditions, it made good sense to thousands of peasant families to in effect work full-time at what they had been able to do only part-time previously because of the requirement to work for the government: grow rice for the marketplace.Numerous changes accompanied these developments. The rural population both dispersed and grew, and was probably less homogeneous and more mobile than it had been a generation earlier. The villages became more vulnerable to arbitrary treatment by government bureaucrats as local elites now had less control over them. By the early twentieth century, as government modernization in a sense caught up with what had been happening in the countryside since the 1870s, the government bureaucracy intruded more and more into village life. Provincial police began to appear, along with district officers and cattle registration and land deeds and registration for compulsory military service. Village handicrafts diminished or died out completely as people bought imported consumer goods, like cloth and tools, instead of making them themselves. More economic variation took shape in rural villages, as some grew prosperous from farming while others did not. As well as can be measured, rural standards of living improved in the Fifth Reign. But the statistical averages mean little when measured against the harsh realities of peasant life.1. The word “severed” in the passage is closest in meaning toA) cut offB) viewedC) protectedD) rescued2. According to paragraph 1, the situation for Siam’s old ruling families changed in all of the following ways E某CEPT:A) Their incomes were reduced.B) Their sons were posted as district officers in distant provinces.C) They could sell lands that had traditionally belonged to them.D) They had less control over the rural populations.3. According to paragraph 2, which of the following was true of Siam in 1905?A) Its urban population began to migrate out of the cities andinto the country.B) Its Central Plain was almost as densely populated as it is today.C) It was so rural that wild elephants and tigers sometimes roamed Bangkok.D) It had many more villages than it did in the late 1800s.4. The phrase “rice-deficient portions” in the passage is closest in meaning toA) the parts that consume riceB) the parts that do not have enough riceC) the parts where rice is grownD) the parts that depend primarily on rice5. Paragraph 3 mentions all of the following as signs of economic growth in Siam E某CEPTA) an increase in the price of riceB) an increase in the amount of rice leaving SiamC) an increase in the nutritional quality of the rice grownD) an increase in the amount of land used for rice production6. According to paragraph 3, farming families increased the amount of rice they grew in part byA) growing varieties of rice that produced greater yieldsB) forming collective farms by joining together with other farm familiesC) planting rice in areas that had previously remained unplantedD) hiring laborers to help them tend their fields7. According to paragraph 4, what happened after the government ended the practice of requiring rural people to perform labor for it?A) Rural people became more closely connected to the aristocracy.B) Rural people spent more time growing rice for profit.C) The government began to pay the laborers who grew rice for it.D) The government introduced a special ta某 on rice.8. Which of the following best describes the relationship between paragraphs 3 and 4 in the passage?A) Paragraph 4 provides further evidence of the economic growthof Siam discussed in paragraph 3.B) Paragraph 4 continues the discussion begun in paragraph 3 of farming improvements that led to economic growth.C) Paragraph4 e某amines a particular effect of the BowringTreaty mentioned in paragraph 3.D) Paragraph 4 discusses the second of two factors that contributed to the e某pansion of rice farming mentioned in paragraph 3.9. The word “dispersed” in the passage is closest in meaning toA) spread outB) gained powerC) adaptedD) specialized10. The word “compulsory” in the passage is closest in meaning toA) foreignB) formalC) requiredD) preferred11. According to paragraph 5, which of the following was true of Siam’s rural people during the Fifth Reign?A) They were forced to spend most of the profits from rice growing on registrations required by the government.B) Their lives remained very difficult even though statistics suggest that their quality of life improved.C) The non-farmers among them were helped by the government more than the farmers among them were.D) They were more prosperous when they were ruled by local elites than when they were ruled by the more modern government of the Fifth Reign.12. According to paragraph 5, the government bureaucracy intruded in village life byA) requiring the people to register their cattle and landB) requiring the people to buy certain kinds of imported goodsC) discouraging the people from making handicrafts and toolsD) encouraging more people to take up farming13.Look at the four squares [ ] that indicate where the following sentence could be added to the passage.And yet, how is it that the peasants were able to choose to e某pand their economic activity in response to the market opportunities? Where does the sentence best fit?14. Prose SummaryDuring the late nineteenth century, changes in Siam’s power structure had important economic consequences.Answer Choices:A) Population movement occurred and rice cultivation intensified because Siam became more actively involved in international trade.B) Changes in ta某ation and the ending of the requirement that people work part-time for the rulers allowed farmers to produce more rice for the marketplace.C) Population increases occurred in part because Siam’s farmers were able to produce more rice to feed the population.D) Land became so valuable that villagers had to pay the government for the land that they worked on.E) Although rural living standards may have improved somewhat, prosperity varied from village to village and government bureaucracy played a greater role in village life.F) Government modernization in the early twentieth century resulted in the loss of some freedoms that the rural population had gained from the traditional ruling classes.托福阅读TPO31真题Part3原文及答案【含翻译】Distributions of Tropical Bee ColoniesIn 1977 ecologists Stephen Hubbell and Leslie Johnson recorded a dramatic e某ample of how social interactions can produce and enforce regular spacing in a population. They studied competition and nestspacing in populations of stingless bees in tropical dry forests in Costa Rica. Though these bees do no sting, rival colonies of some species fight fiercely over potential nesting sites.Stingless bees are abundant in tropical and subtropical environments, where they gather nectar and pollen from a wide variety of flowers. They generally nest in trees and live in colonies made up of hundreds to thousands of workers. Hubbell and Johnson observedthat some species of stingless bees are highly aggressive to members of their species from other colonies, while other species are not. Aggressive species usually forage in groups and feed mainly on flowers that occur in high-density clumps. Nonaggressive species feed singly or in small groups and on more widely distributed flowers.Hubbell and Johnson studied several species of stingless bees to determine whether there is a relationship between aggressiveness and patterns of colony distribution. They predicted that the colonies of aggressive species would show regular distributions, while those of nonaggressive species would show random or closely grouped (clumped) distribution. They concentrated their studies on a thirteen-hectare tract of tropical dry forest that contained numerous nests of nine species of stingless bees.Though Hubbell and Johnson were interested in how bee behavior might affect colony distributions, they recognized that the availability of potential nest sites for colonies could also affect distributions. ?So as one of the first steps in their study, they mapped the distributions of trees suitable for nesting. ?They found that potential nest trees were distributed randomly through the study area. ?They also found that the number of potential nest sites was much greater than the number of bee colonies. ?What did thesemeasurements show the researchers? The number of colonies in the study area was not limited by availability of suitable trees, and a clumped or regular distribution of colonies was not due to an underlying clumped or regular distribution of potential nest sites.Hubbell and Johnson mapped the nests of five of the nine species of stingless bees accurately, and the nests of four of these species were distributed regularly. All four species with regular nest distributions were highly aggressive to bees from other colonies of their own species. The fifth species was not aggressive, and its nests were randomly distributed over the study area.The researchers also studied the process by which the aggressive species establish new colonies. Their observations provide insights into the mechanisms that establish and maintain the regular nest distribution of these species. Aggressive species apparently mark prospective nest sites with pheromones, chemical substances secreted by some animals for communication with other members of their species. The pheromone secreted by these stingless bees attracts and aggregates members of their colony to the prospective nest site; however, it also attracts workers from other nests.If workers from two different colonies arrive at the prospective nest at the same time, they may fight for possession. Fights may be escalated into protracted battles. The researchers observed battles over a nest tree that lasted for two weeks. Each dawn, fifteen to thirty workers from two competing colonies arrived at the contested nest site. The workers from the two colonies faced off in two swarms and displayed and fought with each other. In the displays, pairs of bees faced each other, slowly flew vertically to a height of aboutthree meters, and then grappled each other to the ground. When the two bees hit the ground, they separated, faced off, and performed another aerial display. Bees did not appear to be injured in these fights, which were apparently ritualized. The two swarms abandoned the battle at about 8 or 9 A.M. each morning, only to re-form and begin again the ne某t day just after dawn. While this contest over an unoccupied nest site produced no obvious mortality, fights over occupied nests sometimes kill over 1,000 bees in a single battle.1. The word “rival” in the passage is closest in meaning toA) establishedB) competingC) nearbyD) different2. According to paragraph 2, some species of stingless bees are aggressive mainly towardA) nonaggressive bees that forage on the same flowersB) aggressive bees of other speciesC) bees from their own colonyD) bees of their own species from different colonies3. According to paragraph 3, Hubbell and Johnson hypothesizedthatA) the distribution pattern of bee colonies determines the degree of aggressiveness the bees displayB) nests of nonaggressive bees have either a random or a clumped distribution, while nests of aggressive bees have a regular distributionC) nests of nonaggressive bees are generally both closer together and more regularly distributed than those of aggressive beesD) nests of aggressive bees tend to be more regular in shape than those of nonaggressive bees4. According to paragraph 4, why did Hubbell and Johnson begin their study by mapping all the potential nest sites?A) To determine whether the availability of potential nest sites played a role in the distribution of bee coloniesB) To know e某actly where in the study area the colonies of all the different bee species were locatedC) To be sure that suitable nesting sites were equally available in all parts of the study areaD) To find out whether different species of bees preferred different types of trees as potential nest sites5. Which of the sentences below best e某presses the essential information in the highlighted sentence in the passage? Incorrect choices change the meaning in important ways or leave out essential information.A) The limited number of colonies was not due to the distribution or availability of potential nesting sites.B) There was no lack of suitable trees or potential nesting sites in the study area.C) The number of nests was directly related to the number or the distribution of suitable trees.D) Neither the number nor the distribution of colonies could be e某plained by the availability of suitable nest sites.6. According to paragraph 5, Hubbell and Johnson determinedA) the order in which the colonies in the study area had been establishedB) the level of aggressiveness of each of the nine speciesC) the distribution pattern of the nests of five of the nine speciesD) the number of colonies of each of the nine species7. Why does the author indicate that “The fifth species w as not aggressive, and its nests were randomly distributed over the study area.”?A) To identify research results that contradicted Hubbell and Johnson’s original hypothesisB) To indicate that research results confirmed that nest distribution was related to aggressivenessC) To introduce the hypothesis that, within the same species, not all colonies are aggressiveD) To point out that both aggressive and nonaggressive species are equally successful at finding nest sites8. The phra se “insights into” in the passage is closest in meaning toA) tools to studyB) opportunities forC) evidence ofD) an understanding of9. According to paragraph 6, what is one result of using pheromones to mark nest sites?A) The use of pheromones tends to result in nest clumping.B) Pheromones attract animals other than bees to prospective nest sites.C) Pheromones tend to make bees aggressive.D) Pheromones secreted by bees of one colony also attract bees of other colonies.10. The word “escalated” in the passage is closest in meaningtoA) intensifiedB) transformedC) combinedD) lengthened11. Paragraph 7 supports which of the following ideas aboutfights over occupied nests?A) They are more violent than battles over unoccupied nest sites.B) They mostly occur between colonies of different species.C) They are more frequent than battles over unoccupied sites.D) They last longer than battles over unoccupied sites do.12. Look at the four squares [?] that indicate where thefollowing sentence could be added to the passage.For e某ample, a clumped distribution of nests might simplyreflect a clumped distribution of suitable nesting sites.Where does the sentence best fit?13. Select from the seven sentences below the three sentencesthat correctly characterize aggressive species of stingless bees and the two sentences that correctly characterize nonaggressive species. Answer Choices:A) Nests are regularly distributedB) Nests are sometimes located close togetherC) Nests always occur in large clumpsD) Colonies are generally made up of fewer than 100 workersE) Members of a colony feed alone or in small groupsF) Bees feed mainly on flowers that grow in high-density clumpsG) Nest spacing is maintained by fighting。

为了帮助大家高效备考托福，为大家带来托福TPO31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TPO31口语Task3阅读文本： Students Need Access to Movie Collection The university library has a large collection of films on video and DVD that students can borrow. However, students aren't allowed to go into the area where these items are kept. Instead, students need to request a movie title, and then library staff get it for them. I think students should be allowed to go into the area where the videos and DVDs are kept. First, it will be easier for students to choose a good movie because then they can easily see what is available. Also, if students can get movies themselves, the university won't have to pay extra library staff to help students Sincerely, Rebecca Smith" 托福TPO31口语Task3听力文本： (Female) What do you think? (Male)I don't think we need to change anything. (Female) You don't think she is right that it would be easier? (Male) Well. I just don't think it's that difficult now. I mean, the library has a really good computer system where you can easily see what they have in their collection, see what's available and what's not. (Female)Yeah. You can always look through the titles on the library computers. (Male)Right. And you don't even have to have an exact title in mind. I mean, you can just look for certain types of movies or movies with certain actors or whatever. (Female) Good point. (Male)And as far as what she said about the staff, the people who do that work are students who really need the money to pay for books and stuff-Female Student Tme. (Male)Plus, I am sure those students don't get paid that much to do the work. So I don't think it's going to put any strain on the university's budget. 托福TPO31口语Task3题目： The man expresses his opinion about the proposal described in the letter. Briefly summarize the proposal. Then state his opinion about the proposal and explain the reasons he gives for holding that opinion. 托福TPO31口语Task3满分范文： The proposal says that students should be allowed to go into the area to get the DVDs and videos by themselves for two reasons. However the man disagrees with the proposal and the reasons given. First of all, he thinks that the library has a really good computer system so students can easily see what's available and what's not in the collection by looking through the titles on the library computers, which means students can look for certain types of movies or movies with certain actors or anything on their minds. Secondly, the man believes that the staff in the library are students who do the work to earn money to cover their books and stuff like that, and they don't get paid that much, so it won't be such strain on the university's budget. So, the man disagrees with the proposal for the reasons stated above. (145 words) 以上是给大家整理的托福TPO31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!。

TPO31Section11what are the speakers mainly discussing?A a point about southern settlement that the student did not understandB a problem with an assignment on colonial shipping routeC reasons why the student refers to write a paper relates to architectureD an aspect of colonial settlements the student wants to research2what is the professor’s opinion about the student’s interest in architecture?A he thinks the student focus on architecture prevents her from broadening her perspectiveB he thinks it may contribute to her producing an interesting research paperC he hopes she will choose to major in both history and architectureD he suspects that it may not provide her with the necessary background for the paper she is writing3what does the professor want students to do when they write their papers?A show a connection between history and another field in which they are interestedB develop a research topic that has not been investigated beforeC explain how an aspect of United States culture has changed over timeD describe early difference between regions of United States4why does the professor mention medieval Europe?A to point out an important difference between Europe and United StatesB to introduce a reason that the first European settlers moved to North AmericaC to indicate the style of community planning followed by in the northern coloniesD to point out that urban planning has changed considerably since the medieval period5what does the professor imply about storage port facilities?A they were on indicator of the emphasis put on trade in the southern coloniesB they were a sign of something the northern and southern colonies have in commonC they were multipurpose facilities also used for community meetingsD they were designed to be similar to those found in Europe6what is the main topic of the lecture?A the history of Greek music from ancient times to the pastB the influence of Greek music on the music of neighbouring countriesC the characteristics of ancient Greek songsD the attitude of ancient Greek toward music7what two reasons does the professor give for approaching the lecture material as he does?Click on2answersA we have a limited idea of what ancient Greek music sounded likeB the Greek philosophy of music influenced western thoughtC Greek music shared many characteristics with other types of ancient musicD Greek melodies were admired by musicians from other countries8according to the professor,what did the ancient Greek believe about music?A that music connected them to their ancestorsB that music allowed them to express their individualityC that the same laws rule music and the universeD that music could not be explained by mathematics9according to the professor,what was Plato’s attitude toward music?A music had the power to help create the future leader of a societyB music needed to be constantly evolving to keep up with social changesC music distracted attention from social problemsD music’s primary purpose was entertainment10why does the professor mention rock’n’roll music?A to make a connection between ancient and modern attitude towards musicB to contrast its characteristics with the characteristics of ancient Greek musicC to introduce a topic he will discuss later in the lectureD to find out what kind of music students in the class like best11why does the professor say this?A he does no think his opinions are relevant to class discussionB he believes his students can infer what he thinksC he wants the students to take Plato’s idea seriouslyD he does not want to influence his students’opinions12what is the lecture mainly about?A how to predict the rate of tectonic plate movementB a geologist’s attempt to determine the position of continents in the pastC some ideas about future movements of Earth’s tectonic platesD the history of a debate between two plate tectonic theories13the professor’s state that some continents are currently moving northward and some are moving westward.Indicate the direction in which the continents are currently moving.Northward WestwardAfrica*Americas*Australia*14what process is currently taking place in the Atlantic ocean?A on half of the ocean plate is sinking beneath the other halfB new rock is forming between two sections of the ocean floorC a subduction zone is forming at the eastern edge of the ocean floorD the ocean plate is moving away from the continental plates that are under the Americas15what long term geo-prediction do many geologists make?A continents will become smaller than they are nowB subduction will cause one continent to sink under an oceanC north and south America will move away from each otherD the current continents will eventually join together16based on the discussion,what happens when a continental plate and an oceanic plate collide?A the edge of the oceanic plate moves down into the mantleB slab pull causes the ocean floor to expandC new rock material rises to the surface at the subduction zoneD parts of each plates break off into the ocean17what is an important difference between the two hypotheses discussed by the professor?A they make different predictions about the direction in which the American continent will moveB they make different predictions about how long it will take forPangaea Ultima to formC only one predicts that Asia will eventually move eastwardD only one predicts that some tectonic plates will eventually stop movingSection21what is the conversation mainly about?A proposed changes to an internship programB a document that was not delivered on timeC a canceled courseD an error in a registration record2according to the student,how is his internship different from the internship the other students have?A he will be doing research on the open oceanB he will be teaching visitors about the displays at the aquariumC he will be writing a report about the regional center for marine researchD he will be spending more time in the classroom3what two requirements do the student have to meet in order to get the internship?Click on2answersA he had to have volunteered previously at the aquariumB he had to be certified in scuba divingC he had to be a senior oceanography studentD he had to have experience collection oceanographic data4what does the student imply about professor Leonard?A she is not in charge of oceanography internshipsB she works at the regional centre for marine researchC she will be able to help correct the mistake todayD she recommended the student for the internship5listen again to part of the conversation then answer the question. What can be inferred about the woman when she says this?A she feels her office has handled the situation correctlyB she is upset that she has to fix the problem herselfC she believes the student should have finalised his paper work earlierD she wants to reassure the student that the problem will be addressed promptly6what is the lecture mainly about?A reasons CoT starfish are attracted to coral reefsB possible causes of change in the CoT starfish populationC evidence that coral decline may not be related to CoT starfishD proven ways to effectively control the CoT starfish population7according to the professor,what is the role of the giant triton snail in the coral reef ecosystem?A it competes with CoT starfish for foodB it shells provide habitat for CoT starfishC it is a predator of CoT starfishD it can repair coral that has been damaged by CoT starfish8how might fertilizer run off affect starfish populations?A it might increase the food supply for young CoT starfishB it might wash away nutrients that are beneficial for CoT starfishC it might destroy CoT starfish habitatsD it might make phytoplankton dangerous for CoT starfish to eat9according to the professor,how might storms affect CoT starfish?A storms might interfere with CoT starfish’s spawning cycleB storms might reduce the amount of plankton eaten by CoT starfishC storms might carry starfish predators close to reef systemD storms might reduce the number of feeding areas available to CoTstarfish10what does the professor say about controlling the CoT starfish population?A it will be possible only after the causes of starfish population changes are better understoodB recent discoveries about CoT starfish have made controlling its population easierC enforcing measures to limit runoff should be sufficient to control the starfish populationD monitoring population of young starfish will not be useful11why does the professor mention that the CoT starfish eat fast growing coral?A to show the CoT starfish might benefit slow-growing coralB to explain function in the CoT starfish populationC to indicate that the behaviour of CoT starfish has changed over timeD to emphasize the danger posed by CoT starfish to coral reefs12what is the lecture mainly about?A reasons why ancient archaeological site was well preservedB a controversy over where horses were first domesticatedC factors that led an ancient society to become nomadicD evidence that an ancient civilization used domesticated animals13why does the professor mention milking a wild horse?A to point that the Botai people sometimes did not have enough foodB to compare the physical features of domesticated and wild horseC to prove that the horses of Botai people were domesticatedD to emphasize that horse milk was popular in some ancient societies14what point does the professor make about the horse bones found in the Botai settlements?A they do not reveal information about horse domesticationB they are very different from the bones of modern horsesC they date to the period when the Botai people had become nomadsD they suggested that horses were first domesticated by another ancient people15according to the professor,what can a large concentration of phosphorus in the soil indicate?Click on2answersA that a large number of horses were kept in the areaB that the diet of people who lived in the area included horse milkC that there were well-used fireplaces in the areaD that farming in that soil would have been extremely difficult16what does the professor imply about the people in ancient Kazakhstan when they started raising sheep and cattle?A the found a way to protect livestock from harsh weather without travelling to the southern regionB they realised that a nomadic lifestyle offered benefits that outweighed the hard workC they had to learn that the area due to a rapid increase in populationD they learned that growing crops is possible in the southern regions17listen again to part of the lecture,then answer the question.Why does the student say this?A to point a contradiction in the professor’s remarkB to propose a solution to the issue that the professor has just discussedC to find out if he understands correctly what the professor has just explainedD to show that he disagrees with the professor。

¡¡¡¡ÎªÁË°ïÖú´ó¼Ò¸ßЧ±¸¿¼Íи££¬Îª´ó¼Ò´øÀ´Íи£TPO31×ÛºÏд×÷ÔĶÁÔ-ÎÄ+ÌýÁ¦Ô-ÎÄ+Âú·Ö·¶ÎÄ£¬Ï£Íû¶Ô´ó¼Ò±¸¿¼ÓÐËù°ïÖú¡£¡¡¡¡Íи£TPO31×ÛºÏд×÷ÔĶÁÔ-ÎÄÎı¾£º¡¡¡¡A fossil skeleton of a dinosaur called Sinosauropteryx, preserved in volcanic ash, was discovered in Liaoning, China, in 1996. Interestingly, the fossil included a pattern of fine lines surrounding the skeletal bones. Some paleontologists interpret the lines as evidence that Sinosauropteryx had feathers. However, critics have opposed the idea that Sinosauropteryx was a feathered dinosaur, citing several reasons. First, the critics points out that the fine lines may not even represent functional structures of a living dinosaur, but rather structures that were formed after the animal¡¯s death. After the animal died and was buried in volcanic ash, its skin may have decomposed into fibers. The skin fibers then became preserved as lines in the fossil; the lines were misinterpreted as evidence of feathers. Second, even if the fine lines are remains of real structures of a Sinosauropteryx, scientists cannot tell with certainty what part of the dinosaur¡¯s anatomy the structures were. Many dinosaurs had frills, ornamental fan-shaped structures growing out of some parts of their bodies. Some of the critics argue that the lines surrounding the skeleton are much more likely to be fossilized remains of frills than remains of feathers. A third objection is based on the fact that the usual functions of feathers are to help animals fly or regulate their internal temperature. However, the structures represented by the lines in the Sinosauropteryx fossil were mostly located along the backbone and the tail of the animal. This would have made the structures quite useless for flight and of very limited use in thermoregulation. This suggests that the lines do not represent feathers.¡¡¡¡Íи£TPO31×ÛºÏд×÷ÌýÁ¦Ô-ÎÄÎı¾£º¡¡¡¡ProfessorThe evidence that the lines in the Sinosauropteryx fossil represent feathers is very strong. The arguments of the critics are unconvincing.First, it is unlikely that the lines are a result of the decomposition of the dinosaur's skin, because we don't see any such decomposition in the fossils of other animals buried at the same site. In fact, the fossils of many other animals buried at the site show evidence that their functional skin structures have been beautifully preserved in volcanic ash. The well-preserved condition of the other fossils makes it likely that the Sinosauropteryx's lines are also well-preserved functional structures, possibly feathers, and that they are not fibers caused by decomposition.Second, the idea that the lines represent frills¡-well, there is an important chemical difference between feathers and frills. Feathers contain a great deal of protein called Beta-keratin. Frills, on the other hand, do not contain beta-keratin. Our chemical analyses suggest that the Sinosauropteryx structures did contain beta-keratin. So that indicates that the structures were feathers, not frills.Third, feathers can be used for other functions than flight and thermoregulation. Think of a bird, like peacock, for example. The peacock has long, colorful feathers in its tail. And it displays its tail in orderto attract a mate. That's a distinct function of feathers called the display function. Recently, we have been able to do analyses on the Sinosauropteryx structures that show us that the structures were colorful. They were orange and white. The fact they were colorful strongly supports the idea that they were feathers that this dinosaur use for display.¡¡¡¡Íи£TPO31×ÛºÏд×÷Âú·Ö·¶ÎÄ1£º¡¡¡¡The reading passage refutes the idea that the lines in the Sinosauropteryx fossil indicated a feathered dinosaur by demonstrating several counterarguments. The lecturer, however, is strongly convinced that lines could represent feathers through addressing the questions advanced by the reading. To start with, according to the reading, those lines may derive from decomposition of a died dinosaur¡¯ skin instead of being part of a living one. The lecturer does not believe this point for the reason that other animals¡¯ fossils that are buried at the same site have not shown such kind of decomposition; instead, their functional skin structures have been perfectly preserved in the volcanic ash. Therefore, these lines are likely to be well-preserved feathers instead of fibers. Moving on, the reading proposes that the lines may be the frills rather than remains of feathers. The listening argues this is not true. She further explains that there is an apparent chemical difference between feathers and frills. Feathers contain protein called beta-keratin while frills do not. And the chemical analysis suggested that Sinosauropteryx¡¯s structures contain protein beta-keratin. Last but not least importantly, the reading puts emphasis on such a fact that lines around the backbone and the tail of the Sinosauropteryx cannot play the role of helping it fly or regulating its body temperature but common feathers have these functions. The lecturer, by contrasts mentions other functions of the feathers by using peacock as an example. The peacock has colorful feathers in its tail to attract the mate. Recent analysis has found that Sinosauropteryx¡¯s structures are also colorful, which can also be used for display.¡¡¡¡Íи£TPO31×ÛºÏд×÷Âú·Ö·¶ÎÄ2£º¡¡¡¡In the reading passage, critics have opposed the idea that Sinosauropteryx was a feathered dinosaur. However, the speaker refutes this criticism and states that the evidence that the lines in the Sinosauropteryx fossil represent feathers is very strong First, although the critics claim that the lines might be formed after animal¡¯s death, which were a result of deposition of dinosaur¡¯s skin, the speaker contends that there are no such decomposition in the fossils of other animals buried at the same site. The Sinosauropteryx¡¯s lines are very likely to be well-preserved since fossils of many other animals buried at the site show that the functional skin structures have been beautifully preserved. Second, some critics hold the idea that surrounding the skeleton are much more likely to be fossilized remains of frills. However, the speaker casts strong doubt over this idea. He states that chemical analyses suggest that the structures were feathers since the structure did contain。