TPO14 conversation2

听⼒部分 Conversation 1 ⼀个⼥孩去费城参加了conference，回来问报销的事。

⼯作⼈员说是可以报销的，但只能averagecost，再加上费城很近，报的可能不多。

⼥孩就问从哪⾥查averagecost，⼯作⼈员说在他们站上，但⼥孩说查不了哦，因为没有preapprovement no.，⼯作⼈员说是因为department没同意，只有同意了，travelexpense 机构才给报。

⼥孩说不应该啊，虽然她是⼀个⼈不去了她才去的。

⼯作⼈员焕然⼤悟说这是有原因的，学院应该还没改，让他们去改就好了。

-TPO部分对应参考(其他TPO20-C1) Lecture 1 讲的是细菌对⼈体的帮助。

⼀个⼈⽪肤上的细菌⽐全部⼈类的数量还要多，益菌⽐害菌是要多很多的;⽐如说⼚⼦⾥的菌能帮助我们消化⼀些难以消化的碳⽔化合物，并且抑制⼀些害菌;有些⼈有肠胃病就去看医⽣，医⽣会开酸奶给他们，因为酸奶⾥有许多活的消化细菌。

-TPO部分对应参考(⽣命科学类TPO30-L2/TPO28-L3) Lecture 2 婴⼉对外界的evaluation。

教授说这种能⼒是与⽣俱来的，六个⽉的宝宝就能具有这种能⼒。

举了⼀个例⼦说researcher⽤⼀些婴⼉做实验，就是给他们看⼀个简单的故事。

⽤圆的block作为climber，⽅的block作为helper，三⾓的作hender，然后表演这个过程，每个block 还画了眼睛什么的，就让婴⼉选，婴⼉不选三⾓的。

为了验证这个实验，⼜做了⼀个⼀样的实验，还是六个⽉⼤的婴⼉，这次圆的上没有眼睛了，考其他两个形状的作⽤，就是为了不让他们那么alive，降低变量影响，婴⼉还是⼀样的选择。

说明这个能⼒是天⽣的。

-TPO部分对应参考(社会科学类TPO10-L4/TPO14-L1) Conversation 2 男⽣找⽼师说要做个music education programming当作业，灵感来源于他妈妈讲的⼀个O理论。

为了帮助大家高效备考托福，为大家带来托福TPO14听力Conversation1文本+题目+答案解析，希望对大家备考有所帮助。

托福TPO14听力Conversation1文本 Narrator: Listen to a conversation between a student and a library employee. Student: Hi, I am looking for this book, The American Judicial System, and I can’t seem to find it anywhere. I need to read a chapter for my Political Science class. Library Employee: Let me check in the computer. Um, doesn’t seem to be checked out, and it’s not on reserve. You’ve checked the shelves, I assume? Student: Yeah, I even checked other shelves and tables next to where the book should be. Library Employee: Well, it’s still here in the library, so people must be using it. You know, this seems to be a very popular book title. We show six copies, none are checked out, and yet you didn’t even find one copy on the shelves. Is it a big class? Student: Maybe about seventy-five? Library Employee: Well, you should ask your professor to put some of the copies on reserve. You know about the reserve system, right? Student: I know you have to read reserved books in the library and that you have time limits, but I didn’t know that I could ask a professor to put a book on reserve.I mean, I thought the professors make that kind of decision at the beginning of the semester. Library Employee: No, they can put books on reserve at any time during the semester. Student: You know, reserving books seems a bit unfair. What if someone who’s not in the class wants to use the book? Library Employee: That’s why I said some copies! Student: Ah! Well, I’ll certainly talk to my professor about it tomorrow. But what am I going to do tonight? Library Employee: I guess you could walk around the Poli/Sci section and look at the books waiting to be re-shelved. Student: There do seem to be more than normal. Library Employee: We’re a little short-staffed right now. Someone quit recently, so things aren’t getting re-shelved as quickly as usual. I don’t think they’ve hired a replacement yet, so, yeah, the un-shelved books can get a bit out of hand. Student: This may sound a bit weird, but, I’ve been thinking about getting a job. Um, I’ve never worked in a library before, but… Library Employee: That’s not a requirement. The job might still be open. At the beginning of the semester, we were swamped with applications, but, I guess everyone who wants a job has one by now. Student: What can you tell me about the job? Library Employee: Well, we work between six and ten hours a week, so it’s a reasonable amount. Usually we can pick the hours we want to work, but since you’ll be starting so late in the semester, I’m not sure how that would work for you. And, uh, we get paid the normal university rates for student employees. Student: So, who do I talk to? Library Employee: I guess you’d talk to Dr. Jenkins, the head librarian. She does the hiring. 托福TPO14听力Conversation1题目 1.Why does the student go to see the man? A. To find out the status of her job application. B. To get help locating a book she needs for a class. C. To request a book that her professor put on the reserve list. D. To ask how to look up books on the library's computer system. 2.Why is the student having a problem getting the book she wants? A. Other students are using the book in the library. B. The book is kept in the political science library.。

为了帮助大家高效备考托福，为大家带来托福TPO14口语Task2题目+满分范文，希望对大家备考有所帮助。

托福TPO14独立口语Task2题目： Do you agree or disagree with the following statement? One of the best ways to learn is by making mistakes. Use specific examples and details to support your opinion. 托福TPO14独立口语Task2满分范文： I totally agree with this statement that making mistakes is one of the best ways to learn. Through mistakes, we can learn what we don’t understand. After understanding the things we don’t know previously, we improve. Like in high school I had difficulty solving math problems. But I always remembered the problems I couldn’t solve. After asking teachers and discussing with classmates, I could work out these problems easily. Then I improved. Also, sometimes making a mistake is like learning a lesson. When I first went to a western restaurant, I directly went in to find empty seats. Fortunately, my American friend pulled me back and told me that I should wait until a waiter comes by and takes me to the seats. I make a mistake but I gained knowledge. 以上是给大家整理的托福TPO14口语Task2题目+满分范文，希望对你有所帮助!。

托福阅读答案1.prestige威望，声望，所以B的status正确。

原句说在很多地方马已经成为了什么的象征，后面一个让步说尽管牛羊也很重要，应该是说马更重要才对，所以兴趣的动物，利益的动物和要求的动物都不对。

2.以most mobile and most militarilistic做关键词定位至倒数第三句，说以马匹做运输工具和福利使得Inner Eurasia pastoralism最mobile，答案是B，C虽然提到了welfare，但不是 borrow的，所以不选。

3.profound深远的，所以答案far-reaching正确，选D。

原句说pastoralism的出现和发展对欧亚大陆内部有什么样的影响，后面又加了这个区域之外的欧洲和亚洲，所以应该是影响范围广大，所以答案是D。

C说反，后面都说了indirect；A奇特的B正面的没说。

4.首先找到对比，本段前两句分别说了游牧民族和定居民族的特点，一是依靠动物及其食物，一是驯养动物。

紧接着说了这种对比的结果，也就是作者做这个对比的目的。

游牧民族就像食肉动物一样，在食物链中占据了较高的等级，所以需要更多地盘。

所以对比的目的就是解释为什么游牧民族需要占领更多地方，答案是A。

此题特殊，修辞目的在修辞点所在句子后面，需要多加注意。

5.问题当中关键词难找，但可以从上题pastoralist和agriculturalist的对比，也就是本段的第一二两句中得出答案D，说游牧民族经常四处游走。

A和C原文都没说，B项与原文说反，原文第四句说游牧民族必须四处走以保证同样量的food and clothing，所以B错。

6.首先以Eastern Europe和Mongolia做关键词定位至第四句，原句单纯讲述了一个例子，所以往前看，前句说由于游牧民族的存在，出现了很大一块地域范围内共享相似的生态上的，文化上的甚至语言上的特点。

紧接着就说了语言上的一个例子，所以语言的这个例子是为了证明前文的，答案是D。

1. People enjoy reading many different types of books such as mystery, biography, romance, etc. Of all the different types of books that there are. What type do you most enjoy? Explain why.I enjoy biography most, because reading biography tells me a life story of a great person. I get to know the great person’s ups and downs during his or her life and how he or she managed to get through all the difficulties. For example, the biography of Steve Jobs recounts how he was kicked out of Apple. But he continued his career in Computer Science and founded Pixar which created the world-famous film, Toy. Besides, he was invited back to Apple and saved Apple by introducing Ipod. I specially enjoy this part of his life, his great second-coming. I gain inspiration from his experience and from many other biographies and that’s why I enjoy reading biography most.2. Do you agree or disagree with the statement? One of the best ways to learn is by making mistakes. Use specific examples and details to support your opinion.I totally agree with this statement that making mistakes is one of the best ways to learn. Through mistakes, we can learn what we don’t understand. After understanding the things we don’t know previously, we improve. Like in high school I had difficulty solving math problems. But I always remembered the problems I couldn’t solve. After asking teachers and discussing with classmates, I could work out these problems easily. Then I improved. Also, sometimes making a mistake is like learning a lesson. When I first went to a western restaurant, I directly went in to find empty seats. Fortunately, my American friend pulled me back and told me that I should wait until a waiter comes by and takes me to the seats. I make a mistake but I gained knowledge.3. The man expresses his opinion about the proposal in the newspaper Briefly summarize the proposal. Then state the man's opinion and explain the reasons he gives for holding that opinion.The writer proposes that university should allow students to eat in the classroom so that students can concentrate better and can have in-class parties on the last day of class. The man doesn’t think the proposal is a good idea. For its first reason thatstudents can concentrate better, The man says it indeed helps the person who eats snacks to concentrate but others will be disturbed and interfered by the eating noise. So other students can’t pay attention with all the eating noise around. For its second reason, The man says it’s not appropriate to have parties in the last class, because the last class is very important. Students do reviews for the final exam. If they spend time doing other things, they won’t be well-prepared.4. Using the example from the lecture, explain the comfort zone bias.Comfort Zone Bias is a tendency that we prefer to remain in comfortable, familiar situations rather than enter into new, unfamiliar ones. The reason is that we naturally prefer what we already know and want to avoid risks. The professor takes his friend as an example to explain comfort zone bias. His friend always wanted to be a film reviewer, because his friend loved to write about movies. So when his friend graduated, his friend looked for a job as a film reviewer. But he couldn’t find one. Then he took a position as a news reporter, investigatingstories and writing about events. At first, he wasn’t sure he would be good at this but he adjusted, gained confidence and became a pretty good reporter. After a few years, he was offered a job to be a film reviewer and the new job would actually pay him more. But he didn’t take it. He turned it down because he’d gotten used to being a news reporter. He didn’t want make a change because chances are that the new job might not work out.5. Briefly summarize the problem the speakers are discussing. Then state which solution you would recommend. Explain the reasons for your recommendation.The man is worrying about his housing next semester, because his great roommate is moving off campus. In the conversation, they talk about two possible solutions. The first one is waiting the university to assign a new roommate to him. But the man thinks the new roommate may have a different study habit. Like, the man is used to studying late at night. What if the new roommate likes to go to bed early. Then this will throw off the man’s study schedule. The second solution is to live in a house off campus with other students. But the thing is the house is very far awayfrom the campus. The man has to get up much earlier to get to campus on time. In my opinion, the man had better choose the first solution, to let university assign a new roommate for him. Chances are that the new roommate also likes to study late at night. The man shouldn’t assume that the new roommate will have a completely different habit. Besides, living on campus is a lot more convenient than living off campus.6. Using the examples of the eel and the angler fish, explain two types of adaptations that help animals survive in the deepest parts of the oceanThe professor uses two examples to illustrate two adaptations that help animals survive in the deepest parts of the ocean. The first example is a kind of eel fish. This eel fish has body features that allow it to eat prey larger than itself. It has an enormous mouth and a stomach that can expand. So when it captures a big prey, it gains a lot food, a lot of nutrition. This allows eel fish to sustain very long before it find another prey. The second example is angler fish. Angler fish has the ability to generate light. It has a little structure on its head which produces lightand glows in the dark. The light is close to the fish’s mouth and many other fishes are attracted to this light. So they swim straight toward it and make it easier for angler fish to capture food.。

【托福听力备考】TPO14听力文本——Lecture 2众所周知，托福TPO材料是备考托福听力最好的材料。

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

TPO 14 Lecture 2 BiologyNarrator:Listen to part of a lecture in a biology class.Professor:Almost all animals have some way of regulating their body temperature;otherwise they wouldn’t survive extreme hot or cold conditions---sweating,panting, swimming to cooler or warmer water; ducking into somewhere cool like aburrow or a hole under a rock; these are just a few. And that spot is colder orwarmer than the surrounding environment, because it’s a microclimate.A microclimate is a group of climate conditions that affect a localized area,weather features like temperature, wind, moisture and so on. And when I saylocalized, I mean really localized, because microclimates can be, as the namesuggests, pretty small, even less than a square meter. And microclimates areaffected by huge number of other variables. Obviously weather conditions in thesurrounding area are a factor. But other aspects of the location like, um… theelevation of the land, the plant life nearby, and so on, have a substantialeffect on microclimates. And of course the human development in the area, um, aroad will affect a nearby microclimate. It’s also interesting to note thatmicroclimates that are near each other can have very different conditions. Inthe forest for example, there can be a number of very different microclimatesclose to each other, because of all the variables I just mentioned.Student: So how does a hole in the ground, a burrow, stay cool in a hotclimate?Professor:Well, since cold air sinks, and these spots are shaded, they are usually much cooler than the surrounding area. And these spots are so important because many animals rely on microclimates to regulate their body temperature.Um, for instance, there is a species of squirrel, in the Western part of the United States that can get really hot when they are out foraging for food. So they need a way to cool down. So what do they do? They go back to their own burrow. Once they get there, their body temperatures decrease very, very quickly. The trip to the burrow prevents the squirrel from getting too hot.Student: But squirrels are mammals, right? I thought mammals regulated their temperature internally.Professor: Mammals do have the ability to regulate their body temperature, but not all can do it to the same degree, or even the same way. Like when you walk outside on a hot day, you perspire, and your body cools itself down, a classic example of how a mammal regulates its own body temperature. But one challenge that squirrels face, well many small mammals do, is that because of their size, sweating would make them lose too much moisture. They dehydrate. Buton the other hand, their small size allows them to fit into very tiny spaces. Sofor small mammals, microclimates can make a big difference. They rely onmicroclimates for survival.Student: So cold-blooded animals, like reptiles, they can’t control their own body temperature, so I can imagine the effect a microclimate would have on them.Professor:Yes, many reptiles and insects rely on microclimates to control their body temperature. A lot of reptiles use burrows or stay under rocks to cool down. Ofcourse with reptiles, it’s a balancing act. Staying in the heat for too long canlead to problems, but staying in the cold can do the same. So reptiles have to be really precise about where they spend their time, even how they position their bodies. And when I say they’re precise, I mean it--- some snakes will search out a place under rocks of a specific thickness, because too thin a rock doesn’t keep them cool enough, and too thick a rock will cause them to get too cold. That level of precision is critical to the snake for maintaining its body temperature.And even microscopic organisms rely on microclimates for survival. Thinkabout this, decomposing leaves create heat that warms the soil; the warm soil inturn affects the growth, the conditions of organisms there. And those organisms then affect the rate of decomposition of the leaves. So a microclimate can besomething so small and so easily disturbed that even a tiny change can have a big impact. If someone on a hike knocks a couple of rocks over, they could be unwittingly destroying a microclimate that an animal or organism relies on.。

TPO 14 听力原文Conversation 1Narrator:Listen to a conversation between a student and the librarian employee.Student:Hi, I am looking for this book---the American judicial system. And I can’t seem to findit anywhere. I need to read a chapter for my political science class.Librarian:Let me check in the computer. Um… doesn’t seem to be checked out and it’s not onreserve. You’ve checked the shelves I assume.Student:Yeah, I even checked other shelves and tables next to where the book should be.Librarian:Well, it’s still here in the library. So people must be using it. You know this seems tobe a very popular book tonight. We show six copies. None are checked out. And, yetyou didn’t even find one copy on the shelves. Is it a big class?Student:Maybe about Seventy Five?Librarian:Well, you should ask your professor to put some of the copies on reserve. You knowabout the ‘Reserve system’, right?Student:I know that you have to read reserve books in the library and that you have timelimits. But I didn’t know that I could ask a professor to put a book on the reserve. Imean I thought the professors make that kind of decisions at the beginning of the semester.Librarian:Oh… they can put books on reserve at anytime during the semester.Student:You know reserving book seems a bit unfair. What if someone who is not in the classwants to use the book?Librarian:That’s why I said some copies.Student:Ah, well, I’ll certainly talk to my professor about it tomorrow. But what I am gonna dotonight?Librarian:I guess you could walk around the Poli-Sci ----- ‘Political Science’ section and look atthe books waiting to be re-shelved.Student:There are do seem to be more than normal.Librarian:We are a little short of staff right now. Someone qui t recently, so things aren’t gettingre-shelved as quickly as usual. I don’t think they’ve hired replacement yet, so, yeah,the un-shelved books can get a bit out of hand.Student:This may sound a bit weird. But I’ve been thinking about getting a job. Um… I’venever worked at the library before, But…..Librarian:That’s not a requirement. The job might still be open. At the beginning of the semester we were swamped with applications, but I guess everyone who wants thejob has one by now.Student:What can you tell me about the job?Librarian:Well, we work between six and ten hours a week, so it’s a reasonable amount.Usually we can pick the hours we want to work. But since you’d be starting so late inthe semester, I’m not sure how that would work for you. And… Oh… we get paid thenormal university rates for student employees.Student:So who do I talk to?Librarian:I guess you talk to Dr. Jenkins, the head librarian. She does the hiring.TPO 14 Lecture 1 PsychologyNarrator:Listen to part of a lecture in a psychology classProfessor:We’ve said that the term “Cognition” refers to mental states like: knowing and believing, and to mental processes that we use to arrive at those states. So forexample, reasoning is a cognitive process, so it’s perc eption. We use information thatwe perceive through our senses to help us make decisions to arrive at beliefs and soon. And then there are memory and imagination which relate to the knowledge of things that happen in the past and may happen in the future. So perceiving,remembering, imagining are all internal mental processes that lead to knowing or believing. Yet, each of these processes has limitations, and can lead us to hold mistaken believes or make false predictions. Take memory for example, maybe youhave heard of studies in which people hear a list of related words. Ah…, let`s say a listof different kinds of fruit. After hearing this list, they are presented with several additional words. In this case, we`ll say the additional words were “blanket” and “cheery”. Neither of these words was on the original list, and, well, people will claimcorrectly that “blanket” was not on the original list, they’ll also claim incorrectly thatthe word “cheery” was on the list. Most people are convinced they heard the word “cheery” on the original list. Why do they make such a simple mistake? Well, we think because the words on the list were so closely related, the brain stored only thegist of what they heard. For example, that all the items on the list were types of thefruit. When we tap our memory, our brains often fill in details and quite often thesedetails are actually false. We also see this “fill-in” phenomenon with perception.Perception is the faculty that allows us to process information in the present as we take it via our senses. Again, studies have shown that people will fill in informationthat they thought they perceived even when they didn`t. For example, experimentshave been done where a person hears a sentence, but it is missing the word, that lo gically completes it. They’ll claim to hear that word even though it was never said.So if I were to say…er…the sunrise is in the…and then fill to complete the sentence,people will often claim to have heard the word “east”.In cognitive psychology, we hav e a phrase for this kind of inaccurate “filling in of details”--- it’s called: A Blind Spot. The term originally refers to the place in our eyeswhere the optic nerve connects the back of the eye to the brain. There are no photoreceptors in the area where the nerve connects to the eye. So that particular area ofthe eye is incapable of detecting images. It produces “A Blind Spot” in our field vision.We are unaware of it, because the brain fills in what it thinks belongs in its image, sothe picture always appears complete to us. But the term “blind spot” has also takenon a more general meaning--- it refers to people being unaware of a bias that may affect their judgment about the subject. And the same “blind-spot phenomenon”that affects memory and perception also affects imagination. Imagination is a facultythat some people use to anticipate future events in their lives. But the ease with which we imagine details can lead to unrealistic expectations and can bias our decisions.So…er…Peter, suppose I ask you to image a lunch salad, no problem, right? But I betyou imagine specific ingredients. Did yours have tomatoes, Onion, Lettuce? mine did?Our brains fill in all sorts of details that might not be part of other people’s image of asalad, which could lead to disappointment for us. If the next time we order a salad ina restaurant, we have our imagined salad in mind, that’s not necessarily what we’llget on our plate. The problem is not that we imagine things, but that we assume what we’ve imagined is accu rate. We should be aware that our imagination has thisbuilt-in feature, the blind spot, which makes our predictions fall short of reality.TPO 14 Lecture 2 BiologyNarrator:Listen to part of a lecture in a biology class.Professor:Almost all animals have some way of regulating their body temperature; otherwisethey wouldn’t survive extreme hot or cold conditions---sweating, panting, swimmingto cooler or warmer water; ducking into somewhere cool like a burrow or a hole under a rock; these are just a few. And that’s body is colder or warmer than the surrounding environment, because it’s a microclimate.A microclimate is a group of climate conditions that affect the localized area, weatherfeatures like temperature, wind, moisture and so on. And when I say localized, I mean really localized, because microclimates can be, as the name suggests, pretty small, even less than a square meter. And microclimates are affected by hugenumber of other variables. Obviously weather conditions in the surrounding areas are a factor. But other aspects of the location like, um… the elevation of the land, theplant life nearby, and so on, have a substantial effect on microclimates. And of coursethe human development in the area, eh, a road will affect a nearby microclimate. It’salso interesting to know that microclimates thither or near each other can have verydifferent conditions. In the forest for example, there can be a number of verydifferent microclimates close to each other, because of all the variables I justmentioned.Student:So how does a hole in the ground, a burrow, stay cool in a hot climate?Professor:Well, since cold air sinks, and these spots are shaded, they are usually much coolerthan the surrounding area. And these spots are so important because many animalsrely on microclimates to regulate their body temperature. Hmm, for instance, there isa species of squirrel, in the Western part of the United States that can get really hotwhen they were out foraging for food. So they need a way to cool down. So what’dthey do? They go back to their own burrow. Once they get there, their bodytemperatures decrease very, very quickly. The trip to the burrow prevents thesquirrel from getting too hot.Student:But squirrels are mammals, right? I thought mammals regulate their temperature internally.Professor:Mammals do have the ability to regulate their body temperature, but not all can do itto the same degree, or even the same way. Like when you walk outside on a hot day,you perspire, and your body cools itself down, a classic example of how mammal regulates its own body temperature. But one challenge that squirrels face, well manysmall mammals do, is that because of their size, sweating would make them lose toomuch moisture. They dehydrate. But on the other hand, their small size allows themto fit into very tiny spaces. So for small mammals, microclimates can make a big difference. They rely on microclimates for survival.Student:So cold blood animals, like reptiles, they can’t control their own body temperature,so I can image the effect of microclimate would have on them.Professor:Yes, many reptile insects rely on microclimates to control their body temperature. Alot of reptiles use burrows or stay under rocks to cool down. Of course with reptiles,it’s a balancing act. Staying in the heat for too long can lead to problems, but stayingin the cold can do the same. So reptiles have to be really precise about where they spend their time, even how they position their bodies. And when I say the y’reprecise, I mean it--- some snakes will search out a place under rocks of a specific thickness, because too thin a rock doesn’t keep them cool enough, and too thick a rock will cause them to get too cold. That level of precision is critical to the snake formaintaining its body temperature. And even microscopic organisms rely onmicroclimates for survival.Think about this, decomposing leaves create heat that warms the soil; the warm soilin turn affects the growth, the conditions of organisms there. And those organisms then affect the rate of decomposition of the leaves. So a microclimate can besomething so small and so easily to disturbed that even a tiny change can have a bigimpact. If someone on a hike knocks a couple of rocks over, they could be unwittinglydestroying a microclimate that an animal or organism relies on.TPO 14 Conversation 2Narrator:Listen to a conversation between a student and his faculty adviserAdvisor:Hi ，Steven I schedule this appointment, cause it has been a while since we touch this.Student:I know I have been really busy--- a friend of my works on a school a paper. Heasksme if I would like to try to reporting so I did and I really love it.Advisor:Hey…that's sounds great!Student:Yeah… the first article I wrote it was profile of the chemistry professor---the one whose name teacher the year. My article ran on the front page. When I saw my name, I mean my byline in print, I was hooked. Now I know this is what I want to do--- be a reporter.Advisor:Isn't it great to discover something that you really enjoy? And I read that the articletoo? It was very good.Student:To be honest, the articles got a lot of editing. In fact I barely recognized a couple ofparagraphs. But the editor explained why the changes were made. I learned a lot andmy second article didn't meet nearly many changes.Advisor:Sound like you got a real neck for this.Student:Yeah… anyway, I am glad you schedule this meeting because I want to change mymajor to journalism now.Advisor:Um，the university doesn't offer major in journalism.Student:Oh no…Advisor:But….Student:I… I mean… should I transfer to another school, or major in English?Advisor:Er… wait a minute. Let me explain why the major isn’t offered. Editors at t he newspaper… editors… um… I mean when you apply for a reporting job, editors lookat the two things--- they want to see clips, you know, some of your published articles,though also want to try out, though give you an assignment like… covering a price ofconferences some other event, then see if you can craft the story about it, accurately,on dead line.Student:So they don't even to look at my major?Advisor:It is not that they don't look at it… it is… well, having a degree in something otherthan journalism should actually work to your advantage.Student:How?Advisor:Most journalism specialized these days. They only write about science or business ortechnology for example. Is there a type of reporting you think you may like to specialize then?Student:Well… I think it can be really cool to cover the Supreme Court. I mean… theirdecisionaffects so many people.Advisor:That is really a goal worth striving for. So, why not continue major in political science?And as elective, you could take some Pre-Law classes like Constitution Law, and asfor you work on the student newspaper paper, maybe they let you cover some localcourt cases--- once that the student and professor here would want to read about.Student:Do you know of any？Advisor:I do. Actually, there is case involving this computer software program that one of ourprofessors wrote. The district courts decide in if the university entitle to any of ourprofessors' profits?Student:Wah…. I will definitely follow upon that!TPO 14 Lecture 3 AstronomyNarrator:Listen to part of a lecture in an astronomy class.Professor:OK, last time we talked about ancient agricultural civilizations that observed the starsand then used those observations to keep track of the seasons. But today I want to talk about the importance of stars for early seafarers, about how the fixed patterns of stars were used as navigational aids.OK, you’ve all heard about the Vikings and their impressive navigation skills, but theseafaring people of the pacific islands, the Polynesians and the Micronesians,werequite possibly the world’s greatest navigators. Long before the development of, uh,advanced navigational tools in Europe, pacific islanders were travelling from NewZealand to Hawaii and back again, using nothing but the stars as their navigationalinstruments.Um, the key to the pacific islanders’ success was probably their location near the equator. What that meant was that the sky could be partitioned, divided up, much more symmetrically than it could farther away from the equator. Unlike the Vikings,early observers of the stars in Polynesia or really anywhere along the equator wouldfeel that they were at the very center of things, with the skies to the north and the skies to the south behaving identically, they could see stars going straight up in theeast and straight down in the west. So it was easier to discern the order in the sky than farther north or farther south, where everything would seem more chaotic.Take the case of the Gilbert Islands, they are part of Polynesia, and lie very close tothe equator. And the people there were able to divide the sky into symmetrical boxes,according to the main directions, north, east, south and west. And they couldprecisely describe the location of a star by indicating its position in one of those imaginary boxes. And they realized that you had to know the stars in order tonavigate. In fact there was only one word for both in the Gilbert Islands, when youwanted to the star expert, you ask for a navigator.Um, islanders from all over the pacific learned to use the stars for navigation, and they passed this knowledge down from generation to generation. Some of them utilized stone structures called stone canoes, ah, and these canoes were on land, ofcourse, and you can still see them on some islands today. They were positioned as ifthey were heading in the direction of the points on the sea horizon where certain stars would appear and disappear during the night, and, um, young would-benavigators set by the stones at night and turned in different directions to memorizethe constellations they saw, so they could recognize them and navigate… by them later on when they went out to sea.One important way the Polynesians had for orienting themselves was by using zenithstars. A zenith star was a really bright star that would pass directly overhead atparticular latitude…at a particular distance from the equator, often at a latitude associate with some particular pacific island. So the Polynesians could estimate theirlatitude just by looking straight up, by observing whether a certain zenith star passeddirectly overhead at night, they’d know if they have rates the same latitude as a particular island they were trying to get to. Um, another technique used by the Po lynesians was to look for a star pair, that’s two stars that rise at the same time, orset at the same time, and navigators could use these pairs of stars as reference points,because they rise or set together only at specific latitudes. So navigators might seeone star pair setting together. And, uh…would know how far north or south of the equator they were. And if they kept on going, and the next night they saw the pairsof stars setting separately, then they would know that they were at a different degreeof latitude. So looking at rising and setting star pairs is a good technique. Um…actually it makes more sense with setting stars; they can be watched instead of tryingto guess when they’ll rise.Uh, OK, I think all this shows that navigating doesn’t re ally require fancy navigationalinstruments; the peoples of the pacific islands had such expert knowledge ofastronomy as well as navigation that they were able to navigate over vast stretches ofOpen Ocean. Uh, it's even possible that Polynesian navigators had already sailed tothe Americas, centuries before Columbus.TPO 14 Lecture 4 ArcheologyNarrator:Listen to part of the lecture in the archaeology classProfessor:When we think of large monumental structures built by early societies and Egyptianpyramid probably comes to mind. But there are some even earlier structures in theBritish Isles also worth discussing, and besides the well-known circle of massivestones of Stonehenge which don’t get me wrong is remarkable enough, well, otherimpressive Neolithic structures are found there too. Oh, yes, we are talking about theNeolithic period here, also called new Stone Age, which was the time before stonetools began to be replaced by tools made by bronze and other metals.It was about 5000 years ago, even before the first Egyptian pyramid that some of amazing Neolithic monuments---tombs, were racketed at the very size around ironedGreat Britain and costal islands nearby.I am referring particular to structures that in some cases, look like ordinary naturalhills. But we definitely build by humans, well-organized communities of human’s toenclose a chamber or room within stone walls and sometimes with a high, cleverlydesigned sealing of overlapping stones. These structures are called Passage Graves,because in the chamber, sometime several chambers in fact, could only be entered from the outside through a narrow passage way.Michael:Excuse me, professor, but you said Passage Graves. Was this just monument to honorthe dead buried there or were they designed to be used somehow by the living?Professor:Ah, yes! Good question, Michael. Besides being built as tombs, some of these Passage Graves were definitely what we might call Astronomical Calendars, with chambers they flooded with some light on the certain special days of the year, witchmust see miraculous and inspired good dealer of they really just wonder. Butresearch indicates that not just light but also the physics of sound help to enhance this religious experience.Michael:How so?Professor:Well, first the echoes. When religious leaders started chanting with echoes bouncedoff the stonewalls over and over again, it must seem like a whole chorus of other voices, spirits of God maybe join in. But even more intriguing is what physicistscalledStanding Waves. Basically, the phenomenon of Standing Waves occurs when soundwaves of the same frequency reflect off the walls and meet from opposite directions.So, the volume seems to alternate between very loud and very soft. You can stand quite near a man singing in loud voice and hardly hear him. Yet step little further away and voice is almost defining. As you move around chamber, the volume of thesound goes way up and way down, depending on where you are and these standingwaves. And often the acoustic makes it hard to identify where sounds are coming from. It is powerful voices that are speaking to you or chanting from inside your ownhead. This had to engender powerful sense of all Neolithic worshipers.And another bit of physics I played here is something called Resonance. I know physics, but well I imagine you have all below near of top empty bottles and heardsounds it makes. And you probably notice that depending on its size--- each emptybottle plays one particular music note. Or it is the physics might put it, each bottle resonates at a particular frequency. Well, that’s true of these chambers too. If you make a constant noise inside the chamber, maybe by steadily beating drum at certainrate, a particular frequency of sound will resonate. We will ring out intensely,depending on the size of chamber. In some of large chambers though, theseintensified sound may be too deep for us to hear, we can feel it. We are mysteriouslyagitated by a….but it is not a sound our ears can hear. The psychologic al effects of allthese extraordinary sounds can be profound, especially when they seem sodisconnected from human doing drumming or chanting. And there can be observablephysical effects on people too. In fact, the sounds can cause headaches, feelings ofdizziness, increase heartache, that sort of thing, you see.Anyway, what is we experience inside one of these Passage Graves clearly could befar more intense than everyday reality outside which made them very special places.But back to your question, Michael, as to whether these Graves were designed to beused by the living. Well, certainly, we have got to ask economical or calendarfunction. That seems pretty obvious, and I wanna go into more detail on that now.。

托福听力TPO14中的词汇TPO14，conversation1生活场景类-图书馆Judicial adj. 公正的，明断的；法庭的；审判上的Reasonable adj. 合理的，公道的；通情达理的Amount vi. 总计，合计；相当于；共计；产生…结果n. 数量；总额，总数TPO14 lecture 1人文心理学Cognition n. 认识；知识；认识能力Blanket n. 毛毯，毯子；毯状物，覆盖层adj. 总括的，全体的；没有限制的vt. 覆盖，掩盖；用毯覆盖Perception n. 知觉；[生理] 感觉；看法；洞察力；获取TPO14 lecture 2生物类Burrow vi. 探索，寻找；挖地洞，挖通道；住入地洞，躲藏起来；钻进某处；偎依著vt. 挖掘，挖出；在…挖洞(或通道)；使躲入洞穴n. (兔、狐等的)洞穴，地道；藏身处，住处Microclimate n. [农][气候] 小气候，[气候] 微气候(指森林、城市、洞穴等局部地区的气候) Foraging n. 觅食(forage的ing形式)；觅食力Squirrel n. 松鼠；松鼠毛皮vt. 贮藏Reptile adj. 爬虫类的；卑鄙的n. 爬行动物；卑鄙的人Unwittingly adv. 不知不觉地；不知情地；不经意地TPO14，conversation 2学术讨论类-专业及职业Entitle vt. 称做…；定名为…；给…称号；使…有权利Journalism n. 新闻业，新闻工作；报章杂志Profile n. 侧面；轮廓；外形；剖面；简况vt. 描…的轮廓；扼要描述vi. 给出轮廓TPO14 lecture 3考古Seafaring adj. 航海的n. 航海业；海上航行Partitioned adj. 分割的；分区的；分段的vt. 划分(partition的过去分词)；[数] 分割；把…分成部分Symmetrically adv. 对称地；平衡地；匀称地Chaotic adj. 混沌的；混乱的，无秩序的Pacific adj. 太平洋的n. 太平洋Zenith n. 顶峰；顶点；最高点Constellation n. [天] 星座；星群；荟萃；兴奋丛TPO14 lecture 4考古Monumental adj. 不朽的；纪念碑的；非常的Stonehenge n. 巨石阵；史前时期巨大石柱群Pyramid n. 金字塔；角锥体vi. 渐增；上涨；成金字塔状vt. 使…渐增；使…上涨；使…成金字塔状Chamber n. (身体或器官内的)室，膛；房间；会所adj. 室内的；私人的，秘密的vt. 把…关在室内；装填(弹药等)Bounced n. 空头支票v. 反弹；弹跳(bounce的过去分词)；跳起；开空头支票Agitated adj. 激动的；焦虑的；表现不安的v. 焦虑；鼓动(agitate的过去分词)dizziness n. 头晕；头昏眼花。

TASK3The letter proposes that the university should allow students eating in class because students could concentrate better and they can hold inclass parties at the end of the semester.However, the man in the conversation have an opposite idea.The first reason is that eating in class creates noise and distracts other students from listening to the teacher.The second reason is that the last classes are important to review for final exams. If students eat food and have parties on the last day of class, no one will be well prepared for the exams.Comfort Zone Bias is a tendency that we prefer to remain in comfortable, familiar situations rather than enter into new, unfamiliar ones. The professor takes his friend as an example.his friend firstly wanted to seek a job as a film reviewer according his interest. But instead, he only found a job as a newspaper reporter. After several years, the man became a successful reporter.One day, he got an opportunity to be a film reviewer with even higher salary. But he turned down the offer and chose to stay in his comfort zone which was his newspaper reporter position. The reason is that he wanted to keep on doing something familiar rather than take risks.The man has to settle on where he is going to live for the next semester, since his roommate has moved out from the dormitary.One solution is that the university will arrange a new roommate and man can share his current dorm room with him.Another solution is that he can live with his old roommate in a new house off campus.I think the man should live outcampus with his old roommate because although it takes him more time to go to class, it is a good way to have fun with friends and exercise in the morning. If he wait for the arrangement of school，it will be difficult to live with a new roommate with different habit such as the time scheduleThe professor introduces two examples to illustrate how deep-sea animals adapt to the environment where is cold and dark with scarce food.The first adaptation is that an enormous mouth and a large stomach of the eels enable them eat preys larger than themselves. So when it captures a big prey, it gains a lot food, a lot of nutrition.The second adaptation is that the angler fish has a particular structure on the head near its mouth, so it can generate light to attract food. Many other small preys will be attracted, So they swim straight toward it and make it easier to capture food.。